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{"page": 5, "printed_page": null, "text": ":Proceedings\nRational\n\nEducation\n\nof the\nAssociation\n\n1938\n\n1\n\nFrontispiece shows the entrance to headquarters of\nthe National Education Association, W ashington, D. C.\n\n"}
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{"page": 7, "printed_page": null, "text": "NATIONAL\n\nEDUCATION\n\nOF THE\n\nASSOCIATION\n\nUNITED\n\nSTATES\n\nPROCEEDING\nOF THE\nSEVENTY-SIXTH\nHELD\n\nANNUAL\n\nIN NEW\nJUNE\n\nYORK\n\nMEETING\nCITY\n\n26-30\n\n1938\nVOLUME\n\nNATIONAL\nOF\n\nEDUCATION\nTHE\n\nUNITED\n\nWASHINGTON,\n\n76\n\nASSOCIATION\nSTATES\nD. C,\n\n"}
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{"page": 9, "printed_page": null, "text": "FOREWORD\nThis\n\nbook\n\ncomprises\n\nthe seventy-sixth\n\nannual\n\nvolume\n\nof\n\nAddresses and Proceedings of the National Education\nAssociation of the United States. It contains the papers\ndelivered at the meetings of the Association and its\ndepartments in 1938 and the official records of the\nAssociation for the year 1937-38.\nIn the preparation of this volume it has been neces¬\nsary to abstract many of the papers, particularly those\ndelivered before departmental sessions, owing to the\nabundance of material and the limited space available.\nWherever abstracting has been done every effort has\nbeen made to preserve the essential ideas the speaker\nconveyed in his complete address.\nWhere the material for a given department exceeded\nthe space available for that department, the officers of\nthe department were asked to indicate which addresses to\ninclude. In a few cases addresses were received too late\nfor inclusion in the volume.\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\nbe found by consulting the Education\n\nIndex.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENT\nGENERAL\n\nSESSIONS\n\n— Lewis\nA Tribute to Mrs. Mary C. C. Bradford\nIn Memoriam .\n\n.\n\n.\n\nFor Such a Day as This .\nAddress of Welcome .\nAddress of Welcome .\n\n— Lehman\n— La\n\n.\n\n— Graves\n\nAddress\n\nof Welcome\n\n.\n\n— Marshall\n\nAmerica’s Largest City School System .\nResponse to Welcome .\n.\n\nGreetings .\nInto One Great Educational Brotherhood\n\n.\n\n25\n\n32\n31\n34\n35\n\n— Hardy\n— IV oodruff\n\n38\n40\n47\n\n— Anqell\n\nEducator .\n\n. .\n\n. . .\n— Campbell . .\n— Tarbell . . . . .\n— Sunter .\n. . .\n\n— IV oolley\n— Thomas\n\nProgress, Man’s Distinctive Mark Alone .\nFederal Aid for Education .\nRadio — the\n\n. . . . .\n\n. . . 27\n.... . . . . 29\n\nof Welcome\n\n.\n\n17\n18\n17\n\nGuardia\n\nAddress\n\nGreetings\n\n. . .\n. .\n\n— A heme ....\n— Si zoo .\n\n. . . . .\n. . . . .\n\n. . . .\n. . . . .\n. .\n.\n\nDeveloping Youth in Promoting World Citizenship — thru the — Marshall\n. . .\nSchool Program (Abstract) .\n. .\nThe Part of Recreation in World Citizenship (Abstract) . . . — Hjelte .\n— IV at son .\n. .\nPromoting World Citizenship thru Social Relations (Abstract )\n— Stoddard . .\n.\nOur Children: Their Intelligence (Abstract) .\n— Lee .\n.\nIndividual Guidance (Abstract) .\n. .\n— Prescott . .\nOur Children — Their Attitudes (Abstract) .\n— Munro\n.\n. .\nArt and World Citizenship .\n— Buck .\n. .\nLiterature and Life .\n— Earhart\nWhat Music Contributes to World Citizenship .\n— La Guardia\n. .\nAddress .\n— Jack .\n. .\nHandicapped Children (Abstract) .\n— Wilkinson .\n.\nEducation of Negro Children (Abstract) .\n— Greenberg .\nThe Education of the Intellectually Gifted (Abstract) .\n— Kelley .\n.\nJuvenile Delinquents (Abstract) .\n— Dale .\nThe Place of Sound Pictures in Education (Abstract) .\n— Lorette .\n.\nThe New Spirit of Our Planet (Abstract) .\nA\n\nCollegian’s Point of View on the Role of the Student\nAchieving World Citizenship .\nAddress .\nGreetings\n\n.\n\nGreetings .\nWhat Can Formal Education Contribute\nWorld Conflicts? .\nPresentation\nIntroduction\n\n....\nto the Solution of\n\nLIFE\n\nTenth\nThe\n\nA\n\nMEMBERSHIP\n\n.\n\nAnnual\n\nAssociation\n\nof\n\nEducation\n\nfrom\n\n59\n61\n62\n63\n65\n73\n90\n85\n93\n95\n94\n97\n96\n99\n\n. . 100\n. 102\n\n— Roosevelt\n\nPu Saint-Quentin\nmare jo\n—— De\n.\n\n105\n108\n\n— Monroe\nWoodruff\n—\n\n. .\n\n— W oodruff\n\n. . . . 122\n\n— Martin .\n— W oodruff . .\n— Crabtree\n\nLife\n\nViewpoint\n\n57\n58\n\n114\n. . 122\n\nDINNER\n\nNote\n\nTeacher’s\n\n— McKay\n\nof Life Membership Key to Mrs. Roosevelt\nof the New President of the National Education\n\nAssociation .\n\nHistorical\n\nin\n\n50\n56\n\nCapitol\n\nHill — Mason\n\n.\n\n. 126\n. . 127\n. . 127\n. . 128\n\n. . 129\n\n"}
{"page": 12, "printed_page": null, "text": "6\n\nHistorical\n\nNote\n\nNational\n\nEducation\n\nAssociation\n\nNATIONAL\n\nCOUNCIL\n\nEDUCATION\n\nOF\n\n132\n\n.\n\nGroup Discussion — Implementing Democratic Processes and\nPerfecting Democratic Technics thru the American Public\nSchool\nStatement of Theses and Abstract\nComments .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\n\nof Introductory\n\n— Myers .\n— Doudna . . .\n— Saunders\n— Shaw\n\n.\n\n— Runyan .\n— Tarbell .\n— Sutton .\n— Ganders\n— Sexson\n\nSummary .\nGroup Discussion — Report of the Advisory Committee\nEducation and Impending Legislation\nStatement of Theses and Abstract of Introductory\nComments .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\nAbstract .\n\n136\n137\n137\n138\n. 138\n139\n139\n139\n. 140\n\n.\n\n140\n\n— Newlon\n— Kiely .\n\n143\n\non\n\n. 144\n. 144\n\n— Lamkin\n\n. .\n\n—— Graham\nZook\n— Brunner\n\n. . .\n145\n. . . . . 146\n. . . 147\n\nSummary .\nSecretary’s\n\n133\n\n— Sexson .\n— Threlkeld\n\n. 148\n\nMinutes .\nEDUCATION,\n\nAND\n\nRECREATION\nHistorical\n\nNote .\n\nThe Challenge of Teaching .\nWhat Price Progress? .\nExperimental Ventures in a School Health Program .\nEducation and the Individual .\nOur Debt to Democracy .\nAccidents and the National Health .\n\n— McCloy\n— Givens\n\n. . . 154\n.... . . . 155\n. . . 156\n\n— Nyswander\n— Carmichael\n— Harman . .\n— Stack .\n\n— Mitchell . .\nSecretary’s Report .\nProblems in the Promotion and Organization of Recreation 1\n— Poison . .\nin the Rural Areas .\n— Brunner . . .\nThe School as a Recreational Center for Rural Areas .\n— Cranford\nA County Recreation Commission Program .\n— Davis .\nFunctions of the Health Teacher .\nFunctions of the Nurse — a Problem in School Health Admin¬ — Swanson\nistration .\nFunctions of the Nutritionist in School Health Administration i— Stone .\n— Bell .\nThe Program of the Association .\nThe\n\nSchool as a Coordinating Agency\nActivities .\n\nThe\n\nDevelopment\n\nof Co-Recreational\n\nfor Leisure-Time\n\nActivities .\n\n— Scott .\n— Smith .\n\n. . . 158\n. . . 160\n. 162\n161\n.\n\n164\n\n. . 167\n167\n168\n. . 169\n. 170\n. . 170\n171\n. 172\n.\n\n173\n\n"}
{"page": 13, "printed_page": null, "text": "Contents\n\nAMERICAN\nHistorical\n\nASSOCIATION\n\nNote .\n\nOF\n\n7\n\nSCHOOL\n\nADMINISTRATORS\n.\n—Glenn\n\n.\n\nCeremonial Opening of the Exhibits .\nTruth and Poetry .\nPresentation of Gavel .\n\n176\n177\n\n.\n\n—Phelps .\n179\n— Chenovjeth . . 188\n\nThe Challenge to Complacency .\nFederal Relations to Education .\nPresentation of Honorary Life Membership to Charles\nJudd .\n.\nFacing the Future .\nA Word on Education .\n\nH.\n\nYouth Education Today .\nOccupational Adjustment .\nForum on Youth Problems .\nThe Next Step in American Education .\nShall the People Control Their Schools? .\nPublic Relations .\n\n— Stoddard .\n— Reeves .\n\n189\n199\n\n— Smith .\n— Judd .\n— Keller .\n— Oberholtzer\n— Lee .\n— Studebaker\n— Hunter .\n\n205\n207\n219\n. . 225\n232\n. . 236\n251\n\n— Strayer\n— Sexson\n\n.\n.\n\n277\n\nSecretary’s Minutes .\nResolutions .\nAMERICAN\nHistorical\nWhat\n\nASSOCIATION\n\n280\nOF\n\nTEACHERS\n\nCOLLEGES\n284\n\nNote .\n\nIs the Essential Nature\n\n260\n268\n\nof an Evolving\n\nCurriculum\n\nof\n\na Teachers College? .\n.\n— Evenden .\nWhat Is the Essential Nature of a Teachers College Instruc¬\ntional Staff? .\n— Russell . .\n\n285\n\nWhat Is the Essential Nature of a Teachers\nistrative Staff? .\n\n29 5\n309\n320\n\nCollege Admin¬\n— Donovan\n\nThe Essential Nature of a Teachers College Student Body. . — T ovsnsend\nReport of the Secretary .\n— Hunt . . .\nList of Accredited Institutions — 1938-39 .\nAMERICAN\nHistorical\n\nEDUCATIONAL\n\nRESEARCH\n\nASSOCIATION\n342\n\nNote .\n\nHow Can We Evaluate the New Education? (Abstract) . . . . — Dix .\nPrinciples and Technics in the Appraisal of Newer Prac¬\ntices in Elementary and Secondary Education (Abstract) — Lorge .\nAppraisal of Newer Practices in Selected Public Schools\nNew\n\n336\n324\n\n343\n344\n\n(Abstract) .\n— W rightstone . . . 345\nMethods Needed in Studying the Significance of Trends\n\n(Abstract) .\nCost of Education Compared with Other Governmental\n(A b sir act) .\nIssues in Educational Law (Abstract) .\nThe Needs of American Youth: What the American\nCommission\n\nHas\n\nFound\n\n— Fraser\n\n.\n\nCosts\n\nYouth\n\n(Abstract) .\n\n— Soper .\n— Chambers ....\n\n347\n349\n\n— Rainey\n\n350\n352\n353\n\n.\n\nSecretary’s Minutes .\nReport of the Secretary-Treasurer for 1937 .\nReport of the Joint Committee of the American Educational\nResearch Association and Department of Classroom Teachers .\nA Plan for the Affiliation of Local Educational Research\nOrganizations with the American Educational Research\nReport of the Committee on Awards .\n\n346\n\nAssociation .\n\n356\n357\n358\n\n"}
{"page": 14, "printed_page": null, "text": "8\n\nNational\n\nEducation\n\nDEPARTMENT\nHistorical\n\nOF\n\nAssociation\n\nADULT\n\nNote .\n\nEDUCATION\n.\n\n364\n365\n\nPresident’s Report .\nAdult Education .\nAfter Naturalization — What ? .\n\n— Alton\n— Brunner\n— Maxwell\n\nReport of the Secretary .\n\n— W etmore\n\nDEPARTMENT\n\nOF\n\nART\n\nHistorical\n\nNote .\n\nA National\n\nProgram\n\nfor Art Education:\n\nEDUCATION\n380\n\na Challenge\n\nEducators (Abstract) .\nThe Cooperation of Art Teachers in Other\n\nto Art\n— MacGowan\n\nCourses\n\nLife and Education (Abstract) .\nComposition, a Live Activity (Abstract) .\nThe Guidance of Young Children’s Art Expression\nSecretary’s Minutes .\n\nHistorical Note\n\nOF\n\n— Diederich\n— Boas .\n\n.\n\n385\n386\n386\n\n— Dix .\n— Ridgaway\n(Abstract) — MacLennan\n\n387\n\nBUSINESS\n\nEDUCATION\n390\n\n.\n\nCurriculum to Conditions Today .\nAddress .\n\n.\n\n— Douglass\n— Barton ...\n\nMeetings\n\nSecretarial Section .\nNational Conference on Distributive Education .\nSecretary’s Report .\nDEPARTMENT\nHistorical\n\nOF\n\n382\n384\n\nof\n\nOpening Address .\n— Maclean\nA Message from Business (Abstract ) .\n— Lawrence\nThe Schools and Business Ethics (Abstract) .\n— Lord .\nBasic Considerations in Adjusting the Business Education\n\nSectional\n\n381\n\nand\n\nActivities of the Secondary School (Abstract) .\nThe Preparation of the Art Teacher (Abstract) .\nEsthetic Experience and Growth as an Essential Part\n\nDEPARTMENT\n\n371\n371\n375\n\n— Carmichael\n— Forkner\n— North\n\nCLASSROOM\n\n. . . .\n\n391\n391\n393\n394\n397\n\n399\n398\n402\n\nTEACHERS\n404\n\nNote .\n\nPresident Reviews Year’s Activities and Points Out Accom¬\n— Tarbell .\n405\nplishments .\n— Bliven .\n408\nPropaganda and Democracy .\nSupervision in Education .\n— Lefkowitz .... 414\n417\n419\nSecretary’s Minutes .\nPlatform and Recommendations 1938 .\n\nDEPARTMENT\nHistorical\n\nOF\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n424\n\nNote .\n\nTeacher Participation thru the Parent-Teacher Association\nSome Important Factors in Personality Development .\n\n. — Pettengill\n— Redl ...\n\nPanel\n\n— Conroy\n\nDiscussion — The\n\nSecretary’s\n\nCurriculum\n\nin Transition .\n\nReport .\n\n.\n\n425\n428\n431\n445\n\n"}
{"page": 15, "printed_page": null, "text": "9\n\nContents\n\nDEPARTMENT\nHistorical\n\nOF\n\nHOME\n\nECONOMICS\n\nNote .\n\n454\n\nDiscussion — Home Ecotiomics Education .\n— Winning .\nDiscussion — Readjustments in the Teaching of Home Economics To Meet the Needs of the Brilliant, Non-A cadcmic,\nand Other Groups .\n— Day .\nDiscussion — The Role of Home Economics in Developing\nEffective Citizenship: on Various Levels .\n— Kauffman\nDiscussion — The Contribution of Home Economics to Effec¬\ntive Citizenship .\n— Smith .\nHome Economics among the Nations .\n\n455\n\nPresident’s Report\n\n464\n\n.\n\nDEPARTMENT\nHistorical\nThe\n\nOF\n\nKINDERGARTEN-PRIMARY\n\n.\n\nChild\n\nto Security in an Insecure\n\n(Abstract) .\nKnow About the Needs of Young\n\n— Hill\n\n.\n\nChildren\n— Stoddard\n— Andrus\n. . — Speer\n\nBylaws .\n'.\nSecretary’s Minutes .\nDEPARTMENT\nHistorical\n\nNote .\n\nWhat\n\nYork\n\nCity Schools Are\n\nOF\n\nLIP\n\nDoing\n\n470\n\nREADING\n\nfor Children\n\nwith\n\nin Teaching\n\nLip Reading .\n\n— Reynolds\n— Chase\n— Morrison\n\n477\n478\n\n— Nevolee\n— MacNutt\n\n479\n\nLip\n\nof\n— Carney\n\n478\n\n481\n482\n482\n\nMinutes .\nDEPARTMENT\n\nOF\n\nMUSIC\n\nEDUCATION\n486\n\nNote\nDEPARTMENT\n\nHistorical\n\n468\n469\n\n471\n474\n\nReading to the Deaf and the Hard of Hearing .\nDiscussion .\nReport on Recommendations for Certification of Teachers\n\nHistorical\n\n467\n\n476\n\nImpaired Hearing .\nDiscussion .\nDiscussion .\nThe Essential Likenesses and Differences\n\nSecretary’s\n\n461\n463\n\n466\n\n(Abstract) .\nThe Unmet Needs of Children (Abstract) .\nA Challenge to Teachers of Young Children (Abstract)\n\nNew\n\n459\n\nEDUCATION\n\nNote .\n\nRight of the Young\n\nWorld\nWhat We\n\n— Winning\n\n458\n\nOF\n\nRURAL\n\nEDUCATION\n\nNote .\n\nFactors Affecting Country Life in the United States .\n— Pittman .\nA State Program of Curriculum Development and the Rural\nSchools .\n— Peters .\nAdapting Instruction in Reading and Language in Rural\nSchools .\n— Griffith .\nCurriculum Adjustments for Small Rural Schools .\n— Kent .\nA Rural School Attacking Problems of Instructional Improve¬\nment .\n— Hoppock .\nAdjusting Secondary Education to the Needs of Rural Youth — Trabue .\n\n488\n489\n490\n494\n497\n500\n503\n\n"}
{"page": 16, "printed_page": null, "text": "10\n\nNational\n\nEducation\n\nAssociation\n\nIs a Strong Centralized County or Similar Unit of Rural\nSchool Administration Essential to an Efficient Program\nof Rural Education? .\n- -Dawson .\n-James .\nLanguage Arts and the Social Studies .\nArt and Music in the Rural School .\n- -Van Sant .\nUses of Community Resources as Curriculum Materials in\n- -Weber .\na Rural School .\n-Whiteside ....\nThe Rural School as a Community Center for Recreation .\nA Program for County Supervision in Illinois .\n- -Tuggle .\n-Bennett .\nA Program for County Supervision in Virginia .\n-Trainor .\nA Program of County Supervision in New York State .\n-Valentine .\nAn Experimental Program in Elementary Education .\n.\nSecretary’s Minutes .\n.\nReport of the Committee on Resolutions .\nDEPARTMENT\nHistorical\n\nOF\n\nSCIENCE\n\nScience in the Chicago Public Schools .\nSome Aids to Reflective Thinking .\nThe Emphasis of the Science Program Shall Be Placed\n\n535\n537\n\n— Johnson\n\nSECONDARY\n\nEDUCATION\n\nNote .\n\n540\n\nEthical Standards in High-School Instruction (Abstract) . . . . — Walsh\nMethods in Junior High School To Reach Varying Types of\n\n541\n542\n543\n545\n\nPupils (Abstract) .\n— Wall .\nThe Challenge of the Slow Pupil (Abstract) .\n— Eisner\nFunctional Geographic Education in High Schools (Abstract) — Shryock .\nGeneral Language — an Appreciation Course in the Study of\nForeign Languages (Abstract) .\n— Tharp ....\nMusic and the Forgotten Pupil in the High School (Abstract) — Richter\nSpecialized General Science in the Junior High School\nThe\n\n(Abstract) .\nForgotten Pupil (Abstract) .\n\nSecretary’s\n\n523\n525\n\non\n\nSecretary’s Minutes .\n\nHistorical\n\n514\n516\n518\n522\n\n528\n529\n532\n\n— Johnson\n— Clark\n\nPrinciples .\n\nOF\n\n512\n513\n\nINSTRUCTION\n\nNote .\n\nDEPARTMENT\n\n504\n507\n509\n\n546\n547\n548\n\n— Mathewson\n— Lieberman\n\nMinutes .\n\n549\n\n. .\n\n549\nDEPARTMENT\nHistorical\n\nOF\n\nSECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\nNote .\n\n552\n\nThe Organization and Subjectmatter of General Education.\nSpecialization, the Bane of Secondary Education .\nDEPARTMENT\nHistorical\n\nOF\n\nSPECIAL\n\n— Hutchins .\n— Judd .\n\nEDUCATION\n\nNote .\n\n566\n\nSpecial Education: Its Contribution to Better Citizenship . — Enders .\nN wer Developments in Special Education .\n— Cook .\nThe Role of the Teacher-Training Institution in Develop¬\ning the Field of Special Education .\n— Rowell .\nSpecial Education for Handicapped Children in New York\nCity (Abstract) .\n\n553\n559\n\n— McCooey\n\n.\n\n567\n570\n573\n575\n\n"}
{"page": 17, "printed_page": null, "text": "11\n\nContents\n\nDEPARTMENT\nHistorical\n\nOF\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n580\n\nNote .\n\nDictatorship or Cooperation? .\n— Raup .\nThe Place of Cooperation in the Development of Instruction — Misner\nTechnics of Cooperation between Community Groups and\n\n581\n586\n\nthe School .\nTeachers in the Cooperative Development\n\n592\n\n— Sheffield.\nof Instructional\n\nPrograms (Abstract) .\n. .\n— Miel\nCommunity Cooperation in the Development of Instructional\n\n593\n\nPrograms (Abstract) .\nTechnics of Cooperation .\n\n594\n\nSecretary’s\n\nThe\n\n595\n597\n\nMinutes .\nDEPARTMENT\n\nHistorical\n\n— Kendall\n— Courtis\n\nOF\n\nVISUAL\n\nINSTRUCTION\n\nNote .\n\nExperimental\n\n600\n\nUse of Visual Aids in Teaching\n\nBeginning\n\nReading .\nImproving Illustrative Material in Textbooks .\nFilm Production in the Schools .\n\n— Jar dine .\n— Zisman .\n— Finch .\n\n601\n602\n603\n\nA Closeup\n\nand a Long\n\n— Dale\n\n604\n\nSecretary’s\n\nMinutes .\n\nView .\n\nDEPARTMENT\nHistorical\nMeeting\n\nOF\n\n.\n\n605\n\nVOCATIONAL\n\nEDUCATION\n610\n\nNote .\n\nthe Vocational\n\nNeeds\n\nof the Forgotten\n\nPupil in the\n611\n\nJunior and Senior High School (Abstract) .\n— Newkirk\nEducate Our Youth To Live and Also To Earn a Living\n(Abstract) .\n\nDeveloping\n\nthe\n\nTraining\n\nProgram\n\n— Small\n\nfor\n\nthe\n\nTrades (Abstract) .\nThe Scope of a Vocational Program (Abstract) .\nThe Dull Normal Child .\nIndustrial Education .\nDistributive Education .\n\nHistorical\n\nASSOCIATION\n\nOF\n\nft.\nDEANS\n\nNATIONAL\n\nCurrent\n\nOF\n\nWOMEN\n\nNote .\n\nRaising Professional Standards .\nIs Guidance a Racket? .\n\nHistorical\n\n613\n614\n615\n616\n617\n618\n\n— Milligan\n— Dennis\n— Hopper .\n— McCarthy\n— Kyker .\n\nSecretary’s Minutes .\nNATIONAL\n\n611\n\nDistributive\n\nCOUNCIL\n\nOF\n\nADMINISTRATIVE\n\n620\n— Allyn .\n— Reed .\n\nWOMEN\n\n621\n625\n\nIN EDUCATION\n\nNote .\n\nLiterature .\n\n632\n— Williams\n\n.\n\n633\n\nWomen’s New Opportunities and Responsibilities in Public\nLife (Abstract) .\n— Herrick\n\n.\n\n637\n\nSecretary’s\n\nMinutes .\n\n640\n\n"}
{"page": 18, "printed_page": null, "text": "12\n\nNational\n\nNATIONAL\nHistorical\nThe\n\nEducation\n\nCOUNCIL\n\nFOR\n\nAssociation\n\nTHE\n\nSOCIAL\n\nNote .\n\nTeaching\n\nof the History\n\n642\n\nof Education\n\nin Secondary\n\nSchools (Abstract) .\nA Challenge to Democracy (Abstract) .\nSocial Studies Material in the Elementary Reading\n\n— Thursjield .... 643\n— Marshall .\n644\nProgram\n\n(A bstra ct) .\nWORLD\nHistorical\n\nFEDERATION\n\nOF\n\n— Ca nty\nEDUCATION\n\n.\n\nASSOCIATIONAL\n\nRECORDS\n\n645\n\nASSOCIATIONS\n\nNote .\n\nTokyo Conference of the World Federation\nAssociations .\n\nCharter\n\nSTUDIES\n\n648\nof Education\n— Monroe\nAND\n\n.\n\n649\n\nINFORMATION\n\nand Act of Incorporation .\n\n653\n\nBylaws as Amended at the Annual Business Meeting of the\nRepresentative Assembly, New York City .\nStanding Rules .\nCalendar of Meetings .\nOfficers — 1937-38 .\nHeadquarters Staff .\nOfficers— 1938-39 .\nCommittees of the National Education Association — 1937-38 .\nMinutes of the Eighteenth 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 Auditors .\n.\nReport of Treasurer .\n.\nReport of Budget Committee .\nReport of Committees\nAcademic Freedom .\n— Smith\nAppraisal Committee .\nBylaws and Rules .\nCommittee To Cooperate with the American\nAssociation .\n\n658\n669\n674\n676\n678\n681\n687\n708\n759\n765\n780\n787\n803\n805\n.\n\n814\n\n— Pratt .\n— Adair .\n\n817\n821\n\n— Ncivbold\n\n821\n\nTeachers\n\nCooperatives .\nCredit Unions .\nEconomic Status of the Rural Teacher\nEducational Policies Commission .\n\n.\n\n.\n\n— Shaw .\n— Moran .\n\n822\n852\n\n— JVofford .\n— Sexsott .\n\n853\n854\n\nEqual Opportunity .\n.\n— Mallory .\n859\nHorace Mann Centennial .\n— Smith .\n861\nIndividual Guidance .\n— Stolz .\n865\nInternational Relations .\n— W oodward . . . 866\nJoint Comimttee on Health Problems in Education .... — IVood .\n867\nJoint Committee of the National Education Association\nand the American Library Association .\n— Greer\nJoint Committee of the National Education Association\nand the National Congress of Parents\nLegislative Commission .\nNecrology .\nResolutions .\nRetirement .\nSalaries .\n\nand\n\n.\n\nTeachers — Pettengill .\n— Hall .\n— A heme .\n— Powers .\n— Pogue .\n— Elsbree .\n\n868\n869\n871\n885\n894\n900\n901\n\n"}
{"page": 19, "printed_page": null, "text": "13\nContents\n902\nSupply, Preparation, and Certification of Teachers .\nTenure .\n\n— Goodykoontz\n— DuShane\n\nReport of World Federation of Education Associations .\nAnnual Report of Secretary .\n\n904\n917\n\n— Monroe\n\n919\n955\n956\n983\n\nMembership of National Education Association by States, 1931-38\nThe Eighteenth Representative Assembly .\nIndex .\n\nALLIED\n\nGROUP\n\nMEETINGS\n\nThe following allied groups met during the time of the conventions of\neither the National Education Association at New York City or the\nAmerican Association of School Administrators at Atlantic City:\nAMERICAN\n\nASSOCIATION\n\nAMERICAN\n\nCLASSICAL\n\nOF\n\nVISITING\n\nTEACHERS\n\nLEAGUE\n\nCONFERENCE\n\nOF\n\nCCC\n\nEDUCATIONAL\n\nCONFERENCE\n\nON\n\nINDUSTRIAL\n\nADVISERS\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\nSCHOOL\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nOF\n\nSPEECH - ELEMENTARY-\n\nCOMMITTEE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nCHIEF\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nCHILDHOOD\n\nEDUCATION\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nGEOGRAPHY\n\nTEACHERS\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\nSTATE\n\nSCHOOL\n\nOFFICERS\n\nNATIONAL\n\nLEAGUE\nSOCIETY\n\nOF TEACHERS’ ASSOCIATIONS\nFOR THE STUDY OF EDUCATION\n\nNATIONAL\n\nSOCIETY\n\nOF\n\nNATIONAL\n\nVOCATIONAL\n\nCOLLEGE\n\nTEACHERS\n\nGUIDANCE\n\nSCHOOL\n\nGARDEN\n\nASSOCIATION\n\nSCHOOL\n\nPUBLIC\n\nRELATIONS\n\nOF\n\nOF\n\nASSOCIATION\nAMERICA\n\nASSOCIATION\n\nEDUCATION\n\n"}
{"page": 20, "printed_page": null, "text": "The work\n\non 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 B. Berry, Ruth\nHirst, Anne M. Smith, and Marjorie Starr.\nJoy Elmer\n\nMorgan,\n\nDirector\n\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 22, "printed_page": null, "text": ""}
{"page": 23, "printed_page": null, "text": "VESPERS\nA TRIBUTE\nMRS.\n\nINEZ\n\nTO\n\nJOHNSON\n\nMRS.\n\nLEWIS,\n\nMARY\n\nSTATE\n\nINSTRUCTION,\n\nC. C. BRADFORD\n\nSUPERINTENDENT\n\nDENVER,\n\nOF\n\nPUBLIC\n\nCOLO.\n\nEducation\nof the ofNational\na former\nc. c. Bradford,\nMaryAssociation,\nand a former\nstate president\nsuperintendent\npublic instruction\nof the state of Colorado, died in Denver on January 15, 1938.\nM rs. Bradford was president of this great Association during the World\nWar. Her leadership was pronounced in directing the energies of the\nmembership to cooperative patriotic activities of the teaching profession.\nHer influence was evident thruout the country in stimulating local school\nactivities to the end that the local school unit contributed in a practical way\ntoward providing means of support to the government in its struggle with\nnations of the world at war. It was during her administration also that\nthe present headquarters of the National Education Association was pur¬\nchased and its present home established in the national capital. She was\ndevoted to her office and to the teachers and children of the commonwealth.\nDuring the World War she was called to Washington by President\nWilson to help in the organization of the Junior Red Cross.\nShe was also a pioneer in the woman’s club movement. She served as\npresident of the Colorado Federation of Women’s Clubs and her activity\nin this field was national in its scope.\nShe was the first woman member of the Board of Directors of the\nWorld Federation of Education Associations. She was elected to the Board\nof Directors in Edinburgh in 1926.\nIn the passing of Mrs. Bradford the teaching profession lost a devoted\nfriend, the rights of children a great defender, and democracy a staunch\nbeliever.\nHers was a great heart and a great mind.\nShe was a great woman and a great citizen.\nIN\nMRS.\n\nVINA\n\nM.\n\nAHERNE,\n\nNEW\n\nMEMORIAM\nHAVEN, CONN.;\nNECROLOGY\n\nChairman , COMMITTEE\n\nON\n\nSince we met in Detroit last year, many members of our profession have\npassed on. No section of our country has been free from the loss of some\nbeloved teacher. A list of over nineteen hundred names has been received and\nwill be filed in the report of the Committee on Necrology.\nCircumstances do not permit us to name each teacher whose work has\nbeen completed. Some of the most outstanding would be recognized by\n[17]\n\n"}
{"page": 24, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\nmany of you. Altho many of the less well known would be recognized only\nin his or her own community, we all know the great cause for which they\nlabored. We miss their physical presence, but we know that they are ever\nwith us in spirit, and are a part of the lives of the youth they touched.\nAs an expression of sorrow at their going and gratitude for the lives\nthey have lived, let us at this time stand for a moment of silence in tribute\nto these noble souls.\nFOR\nREVEREND\n\nJOSEPH\n\nSUCH\n\nR. SIZOO,\n\nA\n\nDAY\n\nMINISTER\n\nST. NICHOLAS,\n\nNEW\n\nOF\n\nAS\n\nTHIS\n\nTHE\n\nCOLLEGIATE\n\nYORK,\n\nCHURCH\n\nOF\n\nN. Y.\n\nIt is a very great honor to have a share with you in this impressive serv¬\nice, and for that privilege I wish first to express my sincere gratitude.\nWhat endless satisfaction your profession holds! There is no career quite\nso rewarding as that of the teacher. It is to be questioned if anywhere on\nearth there is a work so enriching and so enlarging as that to which you\nhave given yourselves. It must be a wonderful thing to take a bit of gold\nand a steel spring and a few jewels and make out of them a watch that\nkeeps time with the sun. It must be a wonderful thing to take a bit of\ncanvas, a few brushes, and a little color and make of them a Millet’s\n“Angelus.” It must be a wonderful thing to take a thin pine board and a few\nstrings and a pot of glue and make out of them an instrument that can\nsob out an “Ave Maria.” But nothing in all the world is quite so wonderful\nas to sit down with a child, enlarge his horizons, push back the foothills,\nand enrich his understanding of the mystery of life. No wonder, then, that\nwhen Henry Ward Beecher lay dying and a friend asked him, “Mr.\nBeecher, if you had your life to live over again, what would you be?” he\nreplied, “I would be a teacher.”\nBut it is not an easy profession. There is no work which requires such\ninvincible patience, such compassionate goodwill, such unconquerable under¬\nstanding, and such cheerful steadfastness. The Oxford professor who wrote\nAlice In W onderland\n\ndescribed a croquet game\n\nin which\n\nthe wickets were\n\nforever moving, in which the ball never ran in the direction it was aimed,\nand in which the mallet never struck the ball at the place of contact where\nit was intended. Nothing stayed put. That is peculiarly true in your pro¬\nfession. It is never easy to mold life; and nature in the raw is never mild.\nWe are living in a world that is on the march. Our generation has deter¬\nmined seemingly to set up a whole new scheme of things. We may not\nknow where we are going, but we are on the way. New fires are playing\nin the heart of the earth and civilization is becoming molten again. New\nseeds are being planted in new furrows destined to bring the world new\nharvests. New waters are gushing out of new springs destined to make\ntheir way to new and undiscovered seas. Everywhere in the world is a sense\nof aspiration. There is upon mankind the quest for a fuller life. You may\nspeak of it negatively in terms of revolt and revolution which are rife\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n\n19\n\neverywhere in the world, a kicking against the pricks and an unwillingness\nto live within the inevitable restraints of life. But it is much more honest\nto speak of it as the quest for a fuller and better life. You may not be in\nagreement with these aspirations. You may believe they will only further\nentangle and enmesh the world with deeper dilemmas and disillusionments.\nYou may believe that these aspirations of our generation are contradictory\nand self-destroying. You may believe if the aspirations of one are to be\nrealized the aspirations of another must be defeated. You may believe that\nthat which brings gain to one will bring loss to another. But the fact stands\nthat everywhere in the world there is this sense of aspiration.\nNot since Christ died upon His lonely cross\nHas life such prospect held of a new birth.\n\nIt is never easy to live in such a world. When the frost goes out of the\nground in springtime the rural roads are always most difficult to travel.\nIt is then that ruts are easily formed, mud clings to the wheels, and travel\nis slow. In a world at springtime there will have to be a lot of plowing and\nharrowing. It is a very unrewarding and discouraging time. We may never\nsee the harvests of that sowing or toil. Indeed, already misgivings are com¬\ning to multitudes of people and the sense of hopelessness is compromised\nby the feeling of futility. We seem to be like people who walk on streets\nwhich have no foundation, who eat food which does not nourish, who live\nin houses which do not shelter. We seem to be like boats on muddy flats\nwith never a wffiite sail in sight. We seem to be like sailors climbing in the\nrigging of a sinking ship, always above the water line, but never far from\ndestruction. We seem to be like sleepers, conscious of the dawn, but unable\nto awaken. Many people are becoming afraid that a different world may\nnot be a better world. We are not quite sure that change will mean im¬\nprovement. Such is the world in which we are living. It is the only world\nwe will ever know. If we expect to play our part it will be in that kind of\nworld. We did not make it, but we will have to do something about it.\nThe question therefore arises, How can we live successfully in such a\nworld and how can we play our part so that a different world will be a\nbetter world and change will be improvement?\nFirst, education in democracy must increasingly emphasize the sacredness\nof personality. Its business is to make individuals, not robots; to cultivate\npersonality that shall stand upright and unashamed. There can be no true\nculture without the cultivation of self-reverence and self-respect. Individ¬\nuality must come to the fore. We must champion again the right of per¬\nsonal judgment and of personal initiative. Man is not a pawn in the lap\nof kings or a tool in the hands of political charlatans. Have you ever thought\nthat to whatever God has given life, to that He has given individuality?\nThere are millions of spring-tinted leaves in the forests of the hills about\nus, but every leaf differs from every other leaf in outline, texture, and\ncolor. A thousand stars shine out of a winter night sky, but every star differs\nfrom every other star in glory. So it is with personality. God casts each life\ninto a different mold and when He has made that life He breaks the mold.\n\n"}
{"page": 26, "printed_page": null, "text": "National\n\n20\n\nWe\n\nare not born so much\n\nEducation\n\nto conform\n\nAssociation\n\nas to bear witness to a fire that burns\n\nwithin us. Man is an individual inbreathed with purpose, endowed with\ngenius, and enswathed with high adventure.\nThere is no form of government which so needs the leadership of the\nbest as ours. In monarchy nobody needs intelligence except the king, and\noftentimes the less the people know the better for the king. In autocracy\nnobody needs intelligence except the sheriff or the executioner. In anarchy\nnobody has intelligence. But democracy is a form of government so high and\nso exalted that it requires a high level of intelligence to appreciate and a\nhigh standard of character to maintain. Yet many people suppose that\ndemocracy is the rule of the mediocre, a government which involves a\nleveling down process. Robert Ingersoll once said that a college is a place\nwhere pebbles are polished and diamonds are dimmed. I do not propose\nin this place to debate the correctness or error of that judgment, but I\ndo know that in the current attitude toward democracy that same opinion\nall too often prevails. There are two kinds of democracy; there is a\ndemocracy of mud and there is a democracy of the stars. Ours is a\ndemocracy of the stars and it requires adventurous souls to maintain it.\nIn our democracy unless we have the leadership of the best we are lost.\nOne of the grave perils of our generation is crowd-mindedness. An age\nthat has gone in for mass production has come to the dreadful counterpart\nof mass thinking. We are content with the regimentation of ideas, cul¬\ntivation of intellectual security, and the surrender of personality. Things\nhave come to such a pass that it is no longer in good taste to advance an\nindividual opinion. It is not patriotic. If you do not think with the majority\nyou are not a good citizen. The glamor of crowd-mindedness has us spell¬\nbound. We have learned to follow, not to think; to drift, not to swim.\nEverything is being standardized today, including thinking. Individual\njudgments are warped or obliterated by an avalanche of postcards, a\nwheelbarrow of telegrams, or the decree of a self-appointed Caesar. We\nare rubbing out the marks of selfdom. We are content to become passive\ncopies of the current mind. We send up trial balloons to find out which\nway the wind is blowing and teach children accordingly. We want to\nknow what public opinion is before we outline a course of instruction. The\nindividual is terrorized by the majority and hypnotized by the state. We\nare afraid of the black mark of majority disapproval.\nNow every bridge has a limit to the number of vibrations it can endure.\nRegiments of soldiers passing over a bridge always break step. It is high\ntime we remember that we cannot violate this ageless law of physics with\nimpunity. A goose-stepping generation with its regimentation of ideas and\nideology may yet destroy the equilibrium of the world and lead it to\nan inevitable smash-up. Let us say to ourselves so clearly it will never be\nforgotten that there can be no great living apart from concentration and\ndetachment.\nThere\n\nis a sentence written of Jesus of Nazareth\n\nme. I cannot read it without a lump rising in my\n\nwhich\n\nalways grips\n\nthroat. It is this: “He\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nSessions\n\n21\ndismissed the crowd.” That is the hardest thing to do. We are unable\ntoday to live apart from crowd-mindedness. Public opinion haunts us like\na vise and follows us like a shadow. Whether in the economic world there\nis room\n\nfor regimentation I do not know, but in the realm of mind\n\nand\n\nspirit we cannot keep our self-respect by goose-stepping. In a day of\nready-to-wear clothing, predigested breakfast foods and philosophies, we\nneed to remember that the first business of the teacher is the cultivation\nof the individual. The\n\nwords\n\nof warning\n\nwhich\n\nJesus raised to His\n\ndisciples, “Come ye apart,” have a strange significance for us. It is impera¬\ntive to recall that before God gives a man a great task He always takes\nhim away from the crowd. He sent Moses into the desert, Elijah into the\nKedron, Jeremiah into the meadows of Anathoth, Amos to the plowed\nfields of Tekoa, Paul to Arabia, and Jesus to the wilderness.\nIt is time that we take fresh hold of the Magna Carta of Christianity’s\nconception of personality. It is so easy to conform, but the test of civiliza¬\ntion lies in its ability to create the individual and develop him as a per¬\nson. A different world will never be a better world until that day comes.\nTo\n\nthine own\n\nself be true\n\nAnd it shall follow as the night the day\nThou canst not then be false to any man.\n\nThere\n\nis another contribution which\n\neducation must\n\nmake\n\nfor such a\n\nday as this if a different world is to be a better world. The second objec¬\ntive of education is the integrating of the individual in a society. To\npersonal initiative there must be added social responsibility. After all,\nrugged\n\nindividualism\n\nmust\n\nnot degenerate\n\ninto ragged\n\nindividualism.\n\nIt\n\nis all very well to talk about the philosophy of self-expression ; obey that\nimpulse; let yourself go; but one is always thrown back upon the question,\nHave we a self worth expressing?\nFor this reason there is a word which holds increasing emphasis among\nus. Without that word we shall never come to a braver and better tomor¬\nrow. Without that word no cause in all the world is quite so hopeless\nas the cause of peace. It is the word understanding.\nIt is so easy to play the role of the Pharisee and, seeing a world bloody\nand broken lying by the wayside, to pass by on the other side. But you\nnever solve problems by calling people names. We all accent different\nsyllables. We are all mysteries to one another. One drop of dew, no\nmatter how large, cannot hold all the glory of the morning sun. Because\nI have certain political, economic, and social convictions is no reason that\nother people should hold those same convictions. I may be right or they\nmay be right. If I am right it is my duty to convert them, but I have no\nright to slander them or to shoot them. Among the Sioux Indians there\nprevailed in the days of the frontier a strange custom. If one of the tribe\ndetermined to travel for a little while in areas guarded by other tribes,\nalways on the night before he left his camp the traveler would be required\nto sit with the chiefs of the Sioux tribe around a campfire and then\nbefore it fell back into gray ash he would be asked to arise and, silhouetted\n\n"}
{"page": 28, "printed_page": null, "text": "22\n\nNational\n\nEducation\n\nAssociation\n\nagainst the flames, would lift this prayer, “Great Spirit, help me never\nto judge another until I have walked two weeks in his moccasins.” If\nonly now and again in this world we could walk in one another’s shoes,\nhow much better would life be and how much more hopeful our tomorrow!\nThe business of education is to create understanding.\nWhatever else culture may do for you, always first it should make you\nsensitive to the needs of the world. To know all is to forgive all. Culture\nshould always lead to compassion and the end of education is understanding.\nThe purpose of knowledge is not to make one arrogant, but considerate;\nnot calloused, but compassionate; not unconcerned, but understanding;\nnot indifferent, but interested.\nBigotry and intolerance are always the inevitable earmarks of ignorance,\nwhile the first fruits of education are sympathy and understanding. Educa¬\ntion may make you skeptical, but it can never make you cynical. A skeptic\nis a man who has lost faith in the power of truth. A cynic is a man who\nhas lost faith in the power of virtue. A skeptic maintains it makes no\ndifference what you believe, while a cynic affirms it makes no difference\nhow you live. Education may make you skeptical, but never cynical. To\nknow all is to forgive all. To talk about culture without compassion is\nlike talking about a crooked-straight line.\nHow little one sees of this adventurous goodwill in our current world !\nWe seem to be baptized with prussic acid rather than with love for our\nfellowmen. There is breath-taking need of a Pentecost of compassion.\nWhat hate there is in our modern world ! Indeed, hate is the modern\nAmerican tragedy. It is gnawing at the lute strings of our national life,\nhaunting us and following us like a shadow. I never knew there was so\nmuch hate in the world. We hate the Jew; we hate the German; we\nhate capital; we hate labor; we hate the old guard; we hate the New\nDeal; we hate “nine old men”; we hate economic royalists; we hate\nthe Congress; we hate the Constitution; we hate the President. Young\npeople hate old people and old people seemingly return the compliment.\nWe hate races. One section of the country hates another section of\nthe country. It has even crept into religion, for we are apt to hate\na shade of truth more than we hate error. We are tumbling apart into\nbroken and brittle bits. The only thing we seemingly have in common is\na mutual ill will and distrust. Just at a time when we are in need of a\ncommon front to bring in a braver and better day the vengeful spirit\nof class consciousness has gripped people.\nI do not mean to suggest that there are no wrongs to be righted. It\nis hard to justify some things. It is hard to justify disease in the presence\nof well-being; poverty in the face of plenty; ignorance in the presence\nof knowledge. I live in a city that has seventeen square miles of slums\nwith sixty-five thousand condemned tenement houses in which there live\none million children under fourteen years of age, in which there are one\nquarter of a million family units with sleeping rooms without windows\nor doors, one quarter of a million family units without running water,\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nand one third of a million without central heating. It is hard to justify\nsome things in this world. One wonders if Dostoyevsky was not right when\nhe wrote, “The only contribution that civilization has seemingly made is\nto increase our capacity for pain.” We have built our world order upon\nhuman suffering rather than upon human understanding.\nBut hate does not solve these problems. It only multiplies them. It\ndoes not lessen, but deepens, the barriers. We cannot hate ourselves out\nof these dilemmas. The pity of it is that men say if we only hate enough\nwe shall bring in a better tomorrow. Men are going up and down the\nland saying that we are going to hate ourselves into prosperity. In the\nlast analysis, democracy is a living together for the common good. Such\nforms of self-government can never last long or be maintained with ugly\nmoods and uglier tempers.\nThe world is waiting for the sunrise of those who will see the ten\nthousand heartaches and disillusionments of our generation, its terrible\ninjustices, its fierce discontent, its sordid shambles, its drugged sensibilities,\nnot in terms of arrogance, but understanding; not in terms of cal¬\nlousness, but compassion. We have so many architects today, but so few\nbuilders; we have so many who are anxious to tell us what is wrong,\nbut so few who are willing to make it right. There is scolding enough\nin our world without another college generation joining the anvil chorus\nin the morning. It is so easy to look upon the dilemmas of our generation\nand say what a dirty mess it is and then shut the window upon it and\nwalk out. We need more compassion and goodwill.\nThat was the glory of Jesus. He lived in a world much like our own ;\nwith economic injustice, financial disarrangement, political maladjustment,\nand religious chicanery. Yet He never lost compassion for His age. After\ntwo thousand years men are not yet agreed upon the full meaning and\nmission of His life, but everywhere men are agreed that only by His\nway shall a braver and better day dawn to the children of men. We all\nlive for something — some people live for money; some live for fame; some\nlive for power. Jesus lived for love. He asked nothing of the world and\nthe world had nothing to give Him. Wherever He went He dragged the\nsorrows of His generation across His soul. He could not keep Himself\nout of the welter and misery of His day. He walked with men thru their\nshadows. At midnight it was a Hebrew scholar; at daybreak it was a\nfoundering ship ; at noonday it was a fallen girl by the well ; in the after¬\nnoon it was a company of hungry unemployed. Across the threshold of His\nhome in Capernaum there fell the shadows of the limp and the lame, the\nhalt and the blind, and He healed them every one.\nThere\n\nare three things which Jesus of Nazareth\n\nnever took into con¬\n\nsideration — three things which meant nothing to Him. Geography meant\nnothing to Him. He never traveled more than one hundred miles from\nhome, yet what He said was for all ages and all times. Then, too, He\nnever took time into consideration. A thousand years were with Him as a\nday, and a day as a thousand years. He did not begin His work until He\n\n"}
{"page": 30, "printed_page": null, "text": "National\n\n24\n\nwas\n\nthirty. In six months\n\nEducation\n\nHe\n\nwas\n\nAssociation\n\ncheckmated\n\nand\n\ntwo\n\nyears later He\n\nwas dead. Yet when He died He said, “It is finished.” More than all\nthese, the social frontiers which separated and estranged men meant nothing\nto Him. The hero and the helot; the rich and the poor; the old and the\nyoung; the moron and the savant, all found in Him something that satis¬\nfied them as they walked back into the world with new purpose and a\nfiner spirit. If we propose to build a new\nof One\n\nwho\n\nsaid, “If any man\n\norder it must be on the philosophy\n\nwill come\n\nafter me, let him\n\ntake up his cross, and follow me.”\nNo way of life is quite so rewarding.\nadventurous\nof making\nMoses\n\ngoodwill\nsmall\n\nbecame\n\ntoward\n\nmen\n\nNothing\n\nall people. Great\n\ngreat. Because\n\nhe saw\n\nso enriches life as an\n\nsympathies\n\nthe burden\n\nhave\n\nin exile became\n\ntwelfth\n\nBecause\n\nBunyan\n\nsaw\n\nhimself into immortality.\n\nBecause\n\nJesus of Nazareth\n\ncentury.\n\nacross His soul He\n\nthe most\n\na way\n\nof his people\n\none of the figures that will always live. Because\n\nan ache in his heart Dante\n\nof His world\n\ndeny himself,\n\nmoving\n\nhe carried\n\nfigure in the\n\nthe distress of his time he lifted\n\nbecame\n\ndragged\n\nthe sorrow\n\nthe ageless and timeless Redeemer\n\nof the world. The surest way to redeem life from mediocrity and pro¬\nvincialism is to identify it with a great cause. Nothing small or mean can\nlive in a life that is dominated by a great compassion.\nNot\n\nonly is this determination\n\nto live with\n\ncompassion\n\nthe test of\n\neducation ; it is also the test of true religion. Religion may begin with\nthe individual, but it does not end there. It is not a solitary adventure\nof a lonely soul upon\n\na lonely God,\n\nbut rather an adventure\n\nart of living together for the common\nis not one who\n\nhas an answer\n\ngood. The\n\nChristian\n\nin the fine\n\nof the future\n\nfor every question and a solvent for every\n\nriddle, but one who lives with a compassion towxird mankind. To say\nthat you love God and do not love your fellowmen is as anomalous as\nit is untrue. This world\n\nis not a “Morro\n\nCastle”\n\nwhich\n\nshrieks with the\n\ncry, “Every man for himself,” but the Father’s house in which we live\ntogether for the common good. No one quarrels because faith in God brings\npeace and serenity to the heart.\nIf you\n\nwalk\n\ninto the world\n\nsullen, cynical, and\n\ncalloused, you\n\nwill\n\nscald your soul and turn your back upon the adventure of the true cul¬\nture. So it all comes back to this : Are there enough of us left who care,\ndetermined\nthere enough\nleft who\n\nto live compassionately\nof us left who\n\nwill not walk\n\nand\n\nwith\n\nadventurous\n\ngoodwill ; are\n\nwill not let it down ; are there enough\n\nout on it ; are there enough\n\nstay with it to the end until the inheritance is won,\nsee the travail of their souls and shall be satisfied ?\n\nof us left who\n\nof us\nwill\n\nuntil Jesus Christ shall\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nSessions\n\n25\n\nFIRST\n\nHONORABLE\n\nMORNING\n\nADDRESS\n\nOF\n\nH. LEHMAN,\n\nGOVERNOR\n\nHERBERT\n\nIt gives me\ngovernor\n\nGENERAL\n\ngreat\n\npleasure and\n\nof welcoming\n\nSESSION\n\nWELCOME\nOF\n\nNEW\n\nsatisfaction to have\n\nthis convention\n\nto honor\n\nmy\n\nown\n\nALBANY,\n\nN. Y.\n\nthe privilege as\n\nto the state of New\n\nthe long traditions of the office I have the honor\nquite apart from\n\nYORK,\n\nYork.\n\nIndeed,\n\nto hold dictate to me,\n\nimpulses, the obligation and duty to receive and\n\nthe teachers of the nation meeting\n\nwithin\n\nour borders.\n\nIt is now just three centuries since our first schoolmaster, Adam Roelandsden, called children to their lessons on this island. I wish that the\nentire intervening history of our struggle to establish and to maintain\n\nfree\n\nschools in the Empire\n\nand\n\nstory. On\n\nState might\n\nbe unfolded\n\nthe whole, the record is one of which\n\nto you in pageant\n\nwe\n\nare justly proud. While\n\nthe presentation of our history might tell those of you who\nstates nothing essentially new, for our problems\nthe county\n\nin education\n\nfrom other\nare common\n\nover, yet the long and interesting record of our successes and\n\nfailures would,\nadvanced\n\ncome\n\nI am\n\nsure, give you\n\ndays of the twentieth\n\nadded\n\ncourage\n\nto persist in these\n\ncentury in the high calling to which\n\nyou\n\nhave dedicated your lives.\nAt the very first session of the Legislature\nafter the close of the Revolutionary\noffice, the first governor\nopening\n\nmessage\n\nWar,\n\nmy\n\nof the State of New\n\ndistinguished predecessor\n\nof the state, the Honorable\n\nto the lawmakers,\n\nmade\n\nYork\n\nGeorge\n\nin\n\nClinton, in his\n\nthis significant utterance :\n\nNeglect of the education of youth is among the evils consequent on war. Perhaps\nthere is scarcely anything more worthy of your attention than the revival and\nencouragement of seminaries of learning, and nothing by which we can more satis¬\nfactorily express our gratitude to the Supreme Being for His past favors, since piety\nand virtue are generally the offspring of an enlightened understanding.\n\nThe\nwealth\n\nuniversal and continuing response of the people of this common¬\nto that challenge of Governor Clinton, issued 154 years ago, is to\n\nhe found\nstate.\nBeyond\n\ntoday in broad\n\nterms\n\nour constitutional\n\nin our basic law — the constitution\n\ndeclarations\n\nthere has grown\n\nof the\n\nup thru acts of\n\nthe legislature, thru quasi-legislative regulations of the regents, and thru\ncommon public consent, a body of fundamental principles to which the\nstate is profoundly\n\ncommitted\n\nwhich govern\n\nand control the administration\n\nof public education. The state commissioner of education and the superin¬\ntendent of schools of this city who are to follow me on this program can,\nof course, speak to you of these fundamental\n\nprinciples from\n\nthe standpoint\n\nof membership in your guild. I speak as a private citizen, profoundly inter¬\nested in public education, and for the time being as governor determined that\nthe will of the people concerning\n\ntheir schools shall be executed.\n\nLet me, therefore, as citizen and\n\nas governor,\n\nenumerate\n\nsome\n\nof the\n\n"}
{"page": 32, "printed_page": null, "text": "26\n\nNational\n\nfundamental\nour\n\nprinciples which\n\nmanagement\n\nWe\n\nhave\n\nEducation\n\nAssociation\n\ncharacterize\n\nand, in my\n\ndignify\n\nof public education.\n\ndetermined\n\nby long practice and\n\nsupervision and direction of education\nWe\n\njudgment,\n\nhave, therefore, called upon\n\nby court\n\naction that the\n\nis basically a state function.\n\nthe treasury of the state to bear a con¬\n\nsiderable portion of the cost of maintaining schools, and have adopted meas¬\nures to bring a satisfactory minimum standard of educational opportunity,\nboth on the elementary and secondary level, within the reach of every\nchild in the state no matter what the wealth of the school district in which\nhe lives.\nWe are committed to the principle that the growing science of educa¬\ntion and the fine art of teaching demand a high level of academic and\nprofessional training on the part of every teacher. We\nto provide\n\nopportunity\n\nfor such\n\nteach in the public schools who\n\npledge the state\n\ntraining, and\n\nwe\n\ndoes not\n\nthe minimum\n\nmeet\n\npermit\n\nno\n\nperson\n\nto\n\nstandards\n\nset by the state for certification.\nBelieving that the laborer is worthy\nwe have established by law, minimum\nteachers.\nRecognizing\n\nof his hire in every walk\n\nsalary scales for all public school\n\nthe high public service of the teacher, we\n\nin this great city and\nwhich give assurance\n\nin the state at large teachers\n\nhave established\n\nretirement\n\nsystems\n\nof security in old age.\n\nBelieving that the faithful and competent\napprehension\n\nof life,\n\nteacher should\n\nbe free from\n\nof security in his position, we have enacted tenure laws which\n\nprotect our city and village teachers and which\nextended to teachers in rural schools.\nBeing a conservative\n\npeople, we\n\nwill in time, I believe, be\n\nhave slowly and even\n\nto the realization that the one-room\n\ncountry\n\nreluctantly come\n\nschool, so useful in earlier\n\ndays, no longer satisfies our educational needs. A far-reaching movement\nis under way which will eventually, and I hope speedily, centralize our rural\nschools.\nIt is to a state committed\n\nto these principles thru\n\nconstitution\n\nand\n\nstatute and practice to which I welcome you. Every problem you can con¬\nceivably discuss in this convention is our problem with you. By reason of\nour population, roughly speaking, we undertake to carry one-tenth of the\nproblem of conducting schools in the United States. This ought to be\nfertile soil, therefore, for the propagation of forward-looking\nand for the promotion of common educational causes.\nI welcome\n\nyou also to the state of New\n\nYork\n\nmovements\n\nin these trying times for\n\nyet other reasons.\nIn some quarters of the globe the benefits of certain eternal verities which\nwe\n\nhave\n\nnurtured\n\nin America\n\nare denied\n\nwhole\n\nreligion, of speech, and of the press, so common\n\npeoples. Freedom\n\nof\n\nin our belief, so inherent\n\nin our system of government, no longer mean today what they did yesterday\nto millions of people in certain other lands. It is for this reason we hear\nso often these days the declaration\n\nthat democracy\n\nis on trial.\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\nThat\n\ndeclaration\n\n27\n\nSessions\n\nis, of course, merely rhetorical. Democracy\n\ncannot\n\nbe\n\non trial since over a period of a century and a half it has conclusively proved\nits worth\n\nin this country, not alone as a political philosophy\n\nof life which\n\nbut as a way\n\nhas brought happiness and security to our people.\n\nBut while democracy\n\ncan never be on trial, it is unquestionably\n\nattack and pressure here and in many\n\nunder\n\nother parts of the world. The\n\nthreat\n\nthat dictatorship constitutes to democracy is a very real one, and may be¬\ncome imminent if we are not ever vigilant in defense of our liberties.\nUnlike\n\ndictatorship, which\n\ninvokes\n\nto stifle opposition, democracy\n\nforce\n\nmust\n\nand\n\nviolence\n\nand\n\nrely for its preservation\n\nof public opinion and on the undivided\n\noppression\n\non the force\n\ndevotion and loyalty of its adherents.\n\nIn this country we may be thankful that we are still free to speak the\ntruth and to write the truth as we see it. One of the great weapons of\ndemocracy\n\nis universal\n\nfree education,\n\nwhich\n\nteaches youth\n\nthe eternal\n\ntruths of justice, liberty, tolerance, and equality. Those truths can be\nbrought before no tribunal save that of an enlightened public opinion. In\nyour hands lie the privilege and responsibility of keeping vital the principles\nof American\n\ndemocracy\n\nguaranteed\n\nto us by constitutional covenant.\n\nI consider it an honor to welcome\nin your hands, in great measure,\nof our nation.\nADDRESS\nHONORABLE\n\nI want\n\nFIORELLO\n\nto extend\n\nH.\n\na most\n\nLA\n\nYork\n\nbecause\n\nlie the destiny and future of the youth\n\nOF\n\nWELCOME\n\nGUARDIA,\n\nMAYOR\n\ncordial welcome\n\nof the people of the City of New\nenjoy every minute\n\nyou to the state of New\n\nYork.\n\nOF\n\nNEW\n\nYORK\n\nCITY\n\nto all the delegates on behalf\n\nWe\n\nsincerely hope that you will\n\nof your visit.\n\nI want to congratulate the committee on arrangements for all its pains¬\ntaking attention to every detail. Judging from the program, you are to\nhave a very busy week. I hope that the delegates who\nterested in any feature of our municipal government\nvisit and inspect any branch\n\nof the city government\n\nare particularly in¬\nand who desire to\n\nwill indicate to your\n\nregistration office the time and the place that they care to visit, and we\nwill be very happy to provide accommodations\nWe\n\nare proud of our school system in New\n\nstated, we\n\nhave all of the problems\n\nare multiplied so many\nI concur\n\nfor them.\nYork\n\nof every other city, except that ours\n\ntimes.\n\nheartily in what\n\na state function. I concede\n\nGovernor\n\nLehman\n\nsaid about education\n\nbeing\n\nfrankly and publicly and openly that it is a state\n\nfunction, but since it is a state function, I want\nentirely. Governor\n\nCity. As the governor\n\nLehman\n\nmy\n\nstate to take it over\n\nstated that the state fixes the standards. That\n\nis right; the state should\n\nfix the standards.\n\nthat the state guarantees\n\ntenure. That\n\nGovernor\n\nLehman\n\nis also right. But\n\nalso stated\n\nI say that the\n\nsame governmental agency that fixes tenure ought also to have the responsi¬\nbility of removing teachers who are incompetent and unfit! Of course, we\n\n"}
{"page": 34, "printed_page": null, "text": "28\n\nNational\n\nwill go along and\n\ncooperate\n\nEducation\n\nwith\n\nAssociation\n\nthe state so long as there is divided\n\nresponsibility, but I believe the idea of education\n\nbeing a state function\n\nought to be carried out to the fullest degree without\nbility.\n\nany divided responsi¬\n\nWe are approaching a time when education will take an even more im¬\nportant part in the shaping of our social and economic life than heretofore.\nI mportant\n\nas education\n\nhas been in the past, it is far more important\n\nI need not repeat to a gathering of this kind, or add to what\nhas already said, that education and democracy\nto make the one dependent upon the other.\nThe\n\ngovernor\n\npointed out three fundamental\n\nthe governor\n\nare so closely related as\nprinciples which\n\nthe freedom\n\nand freedom\n\nthree, of course, imply government\n\nconsent\ncomplete\n\nof the governed,\nenjoyment\n\nof speech, freedom\n\nwe\n\ncall the trinity of democracy:\nof the press. The\n\nbut that is not enough\n\nof democracy\n\ntoday. We\n\nwe\n\nmust\n\nby the\n\nand the benefit of a government\n\nby the\n\nhave\n\ndepends\n\narrived\n\nat\n\nnot only on\n\nof speech, and the right to worship, but also\n\nIt is difficult to enjoy democracy\ncitizens in the face. We\n\nof religion,\nhave a\n\nfrankly state that democracy\n\nfreedom of the press, freedom\non economic security.\n\nmight\n\ncannot\n\npeople in these days with just these three factors. We\nthe time when\n\ntoday.\n\nwhen\n\nstarvation is staring some\n\nare now\n\nfully embarked\n\nupon\n\nthat will guarantee,\n\nalong with\n\nthe fundamentals\n\nin the Constitution,\n\nthe right for every citizen to find employment\n\nof our\n\na national policy\n\nspecifically mentioned\nand to\n\nlive decently and properly and happily.\nThat brings up, then, the additional duties and responsibilities thrust\nupon the schools of our country. There has been a time when there was\nresentment\n\nand resistance to the training of children in the skilled trades.\n\nWe\n\nare now\n\napproaching\n\nthe time where\n\nhow\n\none earns his living. This will occur\n\nto labor, and in the final adjustment,\n\nit will make\nwhen\n\nwhich\n\nvery little difference\n\nthere is a certain dignity\n\nis bound\n\nto be brought\n\nabout,\n\nthere will be leisure for the great mass of people in this country.\nThere is a distinction between leisure time and idle time. Idle time is\nthe result of unemployment and is depressing and discouraging and demor¬\nalizing. Leisure time, under a system which will spread employment, can\nbe made inspiring and helpful and encouraging. Rut to enjoy leisure time,\none requires a certain cultural background in order to prevent it from\nbecoming\n\nmonotonous.\n\nAnd so, we are establishing in New York City specialized high schools\nof every sort and description, and we invite your consideration and thought\non this plan and would\nof it which\nformula\n\nmust\n\nlike to get your\n\nbe carefully guarded.\n\nof channeling\n\nthe children from\n\nhigh schools!\nIt is difficult to agree on any formula\n\nreaction. But\nThere\n\nthere is one phase\n\nshould\n\nbe no\n\narbitrary\n\nthe grade schools to specialized\nwhich\n\nwould\n\nbe applicable. I do\n\nnot know just how it should be done, how they are to consult the incli¬\nnation of the child himself and give him ample latitude to change after the\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\n29\n\nSessions\n\nfirst or during the second year, but surely there should be no hard and\nfast rule of channeling these children to any of the specialized schools.\nI firmly believe that it can be worked out satisfactorily. To date, we\nhave had very little, if any, difficulty in our system here in New York\nCity. We expect to expand these various specialized schools.\nOnly a few days ago I attended the graduation of the High School of\nAviation where young men are being turned out as skilled airplane mechan¬\nics or as motor mechanics for airplanes — a highly specialized training these\ndays. The school does not pretend to make engineers or plane designers out\nof them, but the graduates are prepared to take up a highly skilled trade\nwith a cultural foundation which will permit them the fullest enjoyment of\nthe new age in which this country has embarked.\n1 feel confident and optimistic that we are going into a very happy period\nof our national life. I feel that we\n\nhave conquered\n\nand destroyed old ideas\n\nsuch as, that in a crisis we naturally develop our economic system, that\nunemployment is bound to come with such conditions, and that poverty\nand hardship make rugged individuals.\nWe have certain policies in this country. No American family should\nbe humiliated and degraded by taking a place in a breadline or in a soup\nkitchen because of the inability, thru no fault of his own, of the head of\nthat family to find employment. When history shall have been written in\nthe future from an impartial perspective, a glorious page will be given\nto the leadership in this new national policy of the President of the\nUnited States, Franklin Delano Roosevelt!\nIn every high school in this country there are young\n\nmen\n\nand women\n\nwho have been enabled to continue their studies without any humilia¬\ntion at all thru our system of governmental aid.\nI want to extend again our welcome to the delegates, and to wish the\nNational Education Association a most successful congress in New York\nCity. I hope to see all of you again soon !\nADDRESS\nFRANK\n\nPIERREPONT\n\nNEW\n\nYORK,\n\nAND\n\nGRAVES,\n\nOF\n\nWELCOME\n\nPRESIDENT,\n\nCOMMISSIONER\n\nOF\n\nUNIVERSITY\nEDUCATION,\n\nOF\n\nTHE\n\nALBANY,\n\nSTATE\n\nOF\n\nN. Y.\n\nTwenty-two long years have passed since we school men and women of\nNew York had the keen pleasure and satisfaction of entertaining you\nbrothers and sisters in the National Education Association, and we are\nvery happy indeed that you have at length returned to us. We are not\nin the position of the man who invited the members of his fraternity to\nbe sure to drop in on him when they were in town, but begged them, “For\nHeaven’s sake, don’t all come at once.” The more of you we see, the\nhappier we shall be, and there is both sincerity and volume in our greet¬\nings. Eighty thousand teachers and two and one-half million school chil¬\ndren bid you thrice welcome to this gathering of our national Association.\nThru the annual meetings in other parts of the country we of the Atlantic\nSeaboard have experienced the eloquence and hospitality of the South and\n\n"}
{"page": 36, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nthe independence and friendliness of the West, and have been inspired by\nyour educational programs and progress. We hope, in turn, that you may\ndiscover corresponding capacities and virtues in us and be glad of the\nopportunity to witness what we are doing in the school system of New\nYork. This state has at times been referred to as devoted to materialism\nand the pursuit of the almighty dollar, but in reality the pride of her\nheart is to be found in her public schools, maintained at an approximate\ncost of more than a million dollars a day; and in her seventy colleges,\nuniversities, and other degree-conferring institutions, with their 200,000\ninvaluable leaders-to-be. Of course, bigness must not be mistaken for\ngreatness, and New York is chiefly concerned in those articles of educa¬\ntional faith to which Governor Lehman has alluded — free, universal, non¬\nsectarian, and state controlled education for her boys and girls; a cultural\nwage, secure tenure, training in service, and adequate retiring allowances\nfor her teaching staff. New York, by far the largest and wealthiest state,\nis chiefly concerned in preserving and promoting these educational safe¬\nguards for democracy, a responsibility which she shares with all the other\nstates of our Union. If she has anything to offer beyond that attained\nelsewhere, it is to be found in her delegation of educational administra¬\ntion to a non-partisan state board of regents and her freedom from all\nschool control by any political official. I think that you must have found\nit refreshing to discover a governor who not only has no power or respon¬\nsibility in matters educational but does not even wish to have. In this respect\nNew York comes close to being unique.\nIt is well that we teachers from the various states should come together\nannually and compare notes. The evolution of our Association is akin to\nthat of the federal government. Like the nation, we began as a series of\nseparate units, but soon felt ourselves compelled “to form a more perfect\nUnion.” At first, informal groups were started to discuss ways and means\nof improving the teaching profession and its material welfare, and these\ngatherings eventually developed into strong state and then national organ¬\nizations, with a membership of goodly proportions. Massachusetts and New\nYork established state teachers associations nearly a hundred years ago, and\nthe other commonwealths followed until by the close of the last century\nno state remained unorganized. Then in 1857 a national teachers asso¬\nciation met for the first time, which, after affiliating with several other\ngroups having a like purpose, shortly blossomed into what is now the\nNational Education Association. This great organization, now meeting\nfor the year 1938 in our midst, has for over three-quarters of a century\nput forth more and more effective efforts to realize its objectives, “to\nelevate the character and advance the interest of the profession of teaching,\nand to promote the cause of popular education in the United States.” We\nteachers of New York take genuine pride in our membership in the Na¬\ntional Education Association, and appreciate fully the privilege of offering\nhospitality to the organization as a whole. Please do not wait twenty-two\nyears before you come again.\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n\n31\n\nJAMES\n\nMARSHALL,\n\nADDRESS\n\nOF\n\nWELCOME\n\nPRESIDENT,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nN. Y.\n\nYou have been welcomed here by our scholarly commissioner of educa¬\ntion, by our enlightened governor, by our magician and enlightened mayor;\nyou have been welcomed to death, but it would not be right if, on this\noccasion, you were not also welcomed thru me by the forty-eight thousand\nteachers and supervisors of our New York City school system.\nOver\n\neleven thousand\n\nof us are members\n\nciation, including at least four members\nhave thought long, we have worked\nwe\n\nhave tried to make\n\nteachers, and the Board\nUnfortunately,\n\nof the National\nof the Board\n\nEducation\n\nAsso¬\n\nof Education.\n\nWe\n\nhard, we have contributed\n\nthis convention\nof Education\n\nmuch,\n\nand\n\na great success; the children, the\n\nhave all worked\n\ntogether.\n\nall of our schools, except the playgrounds,\n\nare closed, so\n\nwe cannot show you the work actually going on, but you are welcome\nto see our plants and our buildings. Do not let them take you only to the\nbrand-new\n\nbuildings; let them\n\nshow\n\nyou\n\nschool housing — serious problems — which\nhave a long, long road ahead.\nThere\n\nthat we, too, have problems\nwe\n\nare trying to meet.\n\nBut we\n\nhas been provided, thanks to the courtesy of the Port of New\n\nAuthority,\n\nan excellent exhibit hall at the Port of Authority\n\nof\n\nYork\n\nBuilding. We\n\nhope that some time during your visit you will all go to that building and\nsee examples of some of the work which our children and teachers are\ndoing.\nTonight,\n\ntomorrow\n\nafternoon, and Wednesday\n\nmorning\n\nthere will be a\n\npageant on the subject of democracy, entitled “Skylines,” which will be\ngiven at Brooklyn Technical High School. It is worth your time to see the\npageant,\n\nand I would\n\nat the remarkable\n\nsuggest that while you are there you stop and look\n\ntechnical high-school building.\n\nThis evening a reception will be given by our teachers at the WaldorfAstoria Hotel in honor of President Woodruff. We hope that you will be\nthere.\nOn\n\nWednesday\n\nevening at Madison\n\nexcellent school band\norchestra and chorus.\nOn\n\nThursday\n\nwhich\n\nthe mayor\n\nyou have\n\nthem\n\nGarden,\n\nin addition to the\n\nalready heard, there will be our\n\nwill be your host at Madison\n\nagain. This will be a demonstration\ndepartments.\nOur\n\nSquare\n\nof the work\n\nteachers have liberally contributed\n\nSquare\n\nGarden\n\nof the police and\n\nfire\n\nof their time and you will find\n\nready to act as your guides, as your ushers, as your chauffeurs, and as\n\nyour hostesses, and we hope that you will avail yourselves of their services.\nWe\n\nwelcome\n\nyou here. We\n\nwelcome\n\nwith you, of trying to understand\nyour\n\nproblems\n\nNational\n\nand of ours, and we\n\nEducation\n\nschool system.\n\nAssociation\n\nthe opportunity\n\nof exchanging\n\nviews\n\nboth the differences and similarities of\nwant\n\nto tell you that we\n\nas the source\n\nregard the\n\nof a great stimulus\n\nto our\n\n"}
{"page": 38, "printed_page": null, "text": "32\n\nNational\n\nAMERICA’S\nHAROLD\n\nThe\n\nEducation\n\nLARGEST\n\nG. CAMPBELL,\n\nAssociation\n\nCITY\n\nSUPERINTENDENT\n\nSCHOOL\nOF\n\nSYSTEM\n\nSCHOOLS,\n\nNEW\n\nYORK,\n\nN.\n\nY.\n\ntask assigned to me is to tell about the largest city school system in\n\nthe United\n\nStates. Several\n\nschool system. I want\n\ncomments\n\nhave\n\nbeen made\n\nit clearly understood\n\nthat we\n\nabout\n\nthis largest\n\ndo not boast of the\n\nfact that it is a large school system, but we do boast of the fact that within\nthat system\n\nnot one of our wonderful\n\nforgets the individual child. Out\non, not mass\n\nteachers in the City of New\n\nof this great mass\n\neducation, but real education.\n\nthe largest organization ; it is the most\nfound anywhere\n\nare trying to carry\n\norganization\n\nheterogeneous\n\nin the world — heterogeneous\n\nas to economic condition — and\nAmerican citizens.\n\nOur\n\nwe\n\nYork\n\nis not only\n\norganization\n\nto be\n\nas to race, as to social outlook,\n\nout of this, we\n\nare trying to make\n\ngood\n\nThe school principals who are here will understand some of our difficul¬\nties when I mention just one incident. Not only have we a large population,\nbut we have a population\n\nthat is always shifting from\n\nto another.\n\nduring\n\nFor\n\nexample,\n\nheaded by President Marshall\na study of maladjustment\nfound one school which\nIt closed the term\n\nthe last two\n\none part of the city\n\nyears, when\n\nand associate Superintendent\n\na committee\n\nMcCooey,\n\nand delinquency\n\nin the schools of this city, we\n\nstarted in February\n\nwith a register of 1000 children.\n\nat the end of June with a register of 1000 children. But\n\nduring that term, there had been 1000 transfers out and\n\n1000\n\nadmissions,\n\nso that at the end of the term, altho it had 1000 children, there was\nchild who\n\nmade\n\nnot one\n\nhad been there at the beginning of the term. I think school people\n\nwill realize the difficulty that teachers have in handling\n\na problem\n\nsuch as\n\nthat, so, as I said before, the thing that we are proud\nour teachers are able to handle this type of situation.\n\nof is the fact that\n\nNew York City’s million and a quarter individual school children, housed\nin more than 1000 buildings (representing an investment of half a billion\ndollars), constitute the sixth largest city in the United States. If all the\nchildren might pass in review before us in parade formation, it would take\nthem the entire period of this convention — five days and five nights.\nOur system extends beyond the city’s borders. There are classes for handi¬\ncapped children and others in day camps, convalescent homes, hospitals, and\ninstitutions on Long\nAbout\n\n1,110,000\n\nIsland and in neighboring\n\nof our children are in regular day schools. The\n\nare in part-time continuation\nclasses.\nWe\n\ncounties along the Hudson.\n\nhave 612 elementary\n\nothers\n\nclasses, evening schools, and Americanization\nschools with approximately\n\n669,000\n\nstudents;\n\n80 junior high schools with approximately 130,500 students; 47 academic\nand technical high schools with an enrolment of 255,000; and 24 vocational\nhigh schools with an enrolment\nattend full time and\n\nof about 60,000 students, of whom\n\n15,000 part time. There\n\nschools with a register of 27,500;\n\nare 44 evening\n\n45,000\n\nelementary\n\n23 evening high schools with a register\n\nof 56,000; and 11 evening trade schools with a register of 12,000.\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\n35\n\nSessions\n\nStaff — Our teaching and supervisory staff numbers approximately 39,000.\nThere are nearly 27,000 teachers in the elementary and junior high schools;\n9300\n\nin the senior, academic,\n\nvocational\n\nand technical high schools; and 2128\n\nhigh schools. We\n\nenforce the compulsory\n\nemploy\n\neducation\n\nmore\n\nthan 300\n\nattendance\n\nin the\n\nofficers to\n\nlaw.\n\nOur schools range in size from Public School 2, in the Borough of Rich¬\nmond, with one teacher and 14 children, to the New Utrecht High School,\nin the Borough\n\nof Brooklyn,\n\nwith\n\n347\n\nteachers and\n\n9965\n\nchildren. The\n\nsmallest school is, in reality, a typical rural school with grades from\nto 6B all in the same\nThe\n\naverage\n\nclassroom\n\nand all taught by the same\n\nsize of our elementary-school\n\n1A\n\nteacher.\n\nclasses in the city as a whole\n\nis 34.7. In our senior high schools the pupil-teacher ratio is 31.5, and in\nthe junior high schools we are organized on a basis of 36 pupils per teacher\nfor regular classes, 25 pupils per teacher\n\nin adjustment\n\nclasses, and\n\n18\n\npupils per teacher in industrial classes.\nCosts — To finance our educational program there will be spent this year\nmore than $152,500,000, of which about $54,350,000 is contributed by the\nstate and about $97,800,000 by the city. Federal aid amounts\nmately $350,000, exclusive of the cost of WPA\nprojects.\nOur\n\nto approxi¬\n\nper capita cost of instruction in the main groups is $103.05\n\nelementary schools, $113.99\nsenior high schools.\n\nin the junior high schools, and $144.30\n\nin the\nin the\n\nEach year figures are compiled showing how the school dollar is spent —\nhow much of it is spent for administration, how much for instruction, for\nmaintenance,\nNew\n\nYork\n\noperation, etc. Last year every $100\n\nCity was\n\nagencies auxiliary thereto, including\ncenters, and other items .\n\nmaintenance of the school plant including\nrepairs .\n\nFor physical operation of the school plant including\ncleaning the buildings .\nFor\n\nadministration\n\nTrends\n\nand\n\nit\n\nspent as follows:\n\nFor instruction and the\nplaygrounds, recreation\nFor physical\nments and\n\nspent for education\n\nmiscellaneous\n\nin register — As\n\nthe cost\n\nof\n$88.74\n\nthe cost of replace¬\n2.91\n\nthe cost of heating\n\n5.40\n\nexpenses .\n\nin other parts of the country\n\nand\n2.95\n\nour\n\nelementary-\n\nschool register is declining, due to the lower birth-rate and restricted immi¬\ngration. Current figures show that we had 23,800 fewer pupils in our ele¬\nmentary schools this April than we had in April 1937. A gain of 3000 or\nso in the junior high-school register hardly offsets this loss.\nRegistration in senior, academic, and technical high schools, while it has\ngrown\n\nenormously,\n\nis now\n\ntrend is still upward.\n\nleveling off. In the vocational\n\nLast year there was\n\nhigh schools the\n\na gain of nearly 8000.\n\nExperiments — Thruout our school system numerous experiments are being\nconducted. Notable among them is the experiment with the activity program\nwhich\n\nemphasizes\n\nthe development\n\nof the child thru participation in actual\n\nexperiences. Sixty-nine representative schools, with a combined\n60,000 children, are engaged in this experiment.\n\nregister of\n\n"}
{"page": 40, "printed_page": null, "text": "National\n\n34\n\nAt a special school known\nin cooperation\nbeing made\n\nwith\n\nEducation\n\nas the Speyer School, which\n\nTeachers\n\nto devise more\n\nAssociation\n\nCollege, Columbia\n\nwe\n\nare conducting\n\nUniversity,\n\nan effort is\n\neffective courses of study for slow learners and\n\nfor rapid learners.\nFrom among our 612 elementary schools we have selected 70 in under¬\nprivileged neighborhoods, and assigned to them additional teachers so as to\nbring class registers down to 30 and in some cases to 25, and thus to permit\nmore individual instruction. Remedial programs have been instituted in\nthese schools both in the tool subjects and in health education. The\n\nchildren\n\nare taken on trips to other parts of the city and every effort is made\novercome the adverse effects of unfavorable environment.\nRESPONSE\nEMILY\n\nA. TARBELL,\n\nSYRACUSE,\n\nTO\n\nFor the wholehearted\nof the National\n\nwelcome\n\nEducation\n\nWELCOME\n\nN. Y. ; PRESIDENT,\n\nCLASSROOM\n\nto\n\nN. E. A. DEPARTMENT\n\nOF\n\nTEACHERS\n\nwhich you have extended\n\nAssociation\n\ngathered\n\nin your\n\nto the members\nmagnificent\n\ncity,\n\nwe say “Thank you.”\nComing to New York City is always an adventure. To those of us\nwho have visited you before comes a spirit of elation each time we return.\nYou\n\noffer sky-towering\n\nproofs of your\n\nachievements.\n\nYou\n\ngive to the\n\n“up-staters” and the “out-of-staters” a keen appreciation of the accom¬\nplishments of this country, a greater realization of the potentialities, and\nawaken in us as teachers a quickened responsibility. To some of us who are\nhere today this visit means much more. It is the realization of a long\ncherished dream. Our books, our magazines, our newspapers, and our\nradios have brought\n\nNew\n\nYork\n\nto us. But\n\ndeep resolution that some\n\nday we\n\nwould\n\nmany\n\nof us have nurtured\n\na\n\nsee for ourselves the greatest city\n\nof our country — some day we ourselves would walk down Broadway and\nride on Fifth Avenue and behold the majesty that is New York. With\nsome of us it has taken years for the dream\ndream has come true. We are here.\n\nto reach its fulfilment. But the\n\nWe pay tribute to the educational record of New York City. You offer\na rich curriculum to your students. You provide a lifelong opportunity of\nlearning to your citizens, for after elementary\n\nand secondary\n\ntraining there\n\nare the city colleges and schools for adult education that open their doors\nto thousands. You have established high standards for your teachers. We\npay especial tribute because you have helped to maintain the unexcelled\nsystem of state aid for education for the equalization of opportunity to the\nchildren of the state. We\n\nare glad of the privilege of seeing your educational\n\nsystem at firsthand.\nYour city opens to us new vistas of thinking. We have come to behold\nyour marvels in buildings and bridges, to gaze at your displays of art, to\nadmire your schools, to watch\nsystems and your World’s\n\nyour pageant, to explore your transportation\n\nFair grounds, and to visit your docks, your marts\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\nSessions\n\n35\n\nof trade, your theaters, and your parks. But we are looking too for those\nshrines of historic interest, those monuments to pioneer and Colonial days.\nHere where the first President of our country was inaugurated, we remem¬\nber that upon the enterprise and labor of those early citizens the New\nof today was builded.\n\nYork\n\nAppreciation\n\nof enterprise and of the dignity of labor — this we would\ntake to our own classrooms. There is abroad in our land a spirit of apathy\nand of bafflement, a cry of “Oh, let the government do it.” When such a\nspirit begins to invade even the classroom, as it has been doing, ours is the\ntask to give to the young people continued courage, ability to cooperate, a\nsturdy independence,\n\nand an honest zeal for work. Here at these meetings\namong these earnest minds we would gain renewed inspiration to bring to\nour students more joy in doing.\nThere\n\nis another\n\nlesson we\n\nwould\n\nanother city in the universe which\n\nlearn from your\n\nhas as many\n\nmetropolis. Is there\n\nnationalities as New\n\nYork?\n\nThis has fittingly been called the “Great Melting Pot.” While fires of hate\nare being fed abroad, here we find friendly intermingling of peoples. In\nthese days of bitter race consciousness we would\ning tolerance and respect for our fellowmen.\n\ntake back with us a refresh¬\n\nIn this setting of man-built canyons, of torrents of traffic, of ever surging\ntides of people, we appreciate deeply the neighborliness and the hospitality\nextended by the teachers, the officials, and the citizens of New York City.\nWe are glad we are here.\nGREETINGS\nJAMES\n\nSUNTER,\n\nNELSON,\n\nLANCS.,\n\nUNION\n\nI am\n\ngreatly honored\n\nOF\n\nENGLAND;\n\nTEACHERS\n\nby your\n\nREPRESENTING\n\nOF\n\nS. Taylor,\n\nyour\n\ngracious introduction.\n\nrepresentative\n\nNATIONAL\n\nYour\n\nwords\n\nENGLAND\n\nfriendship and goodwill put me at ease. I am\nstrange land, but feel quite at home among you.\nWilliam\n\nTHE\n\nof\n\nno longer a stranger in a\n\nto our\n\nnational\n\nconference\n\nin\n\nEngland, said, “If you like us as much as we like you, we hope you will\ncome to see us in the States.” Well, I have come, and I am delighted with\nmy reception and am looking forward to having a great time with my new\nfound\n\nfriends. I am\n\nNational\n\nUnion\n\nparticularly happy\n\nof Teachers\n\nof England\n\nto be here as representative\nand Wales, and more\n\nof the\n\nthan delighted\n\nto bring fraternal greetings to fellow teachers in the West. Many cen¬\nturies ago, wise men came from the East and brought with them gold,\nfrankincense,\nI come\n\nand\n\nmyrrh,\n\nof all time.\n\nfrom the East. I do not bring gold but the best wishes to you, and\n\nI bring these to a band\nThe\n\nto present to the greatest Teacher\n\nNational\n\nUnion\n\nof comrades\n\nwhom\n\nof Teachers\n\nof England\n\nin the year 1870, and now\n\nconsists of more\n\nof the country.\n\nto be great teachers.\n\nand Wales\n\nhas a total membership\n\nall types and grades. This number\ntotal teaching establishment\n\nI know\n\nwas\n\nestablished\n\nof 154,614\n\nteachers of\n\nthan 90 percent of the\n\nThe\n\nprestige of the Union\n\nstands high in the land and on all occasions when\n\nthe teaching service or\n\n"}
{"page": 42, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nthe child life of the nation is involved, the national government\neducation authorities confer with our officials.\nIn the coffers of the Union\n\nwe have more\n\nthan £1,500,000\n\nand local\n\nsterling, and\n\nthis proves a very effective “helpmate.” “Money talks,” and very effectively\nsometimes. I wish to make a frank admission, however. The Union has\nbased its appeal in the past upon\nmuch\n\nits professional service. It has achieved\n\nin regard to (a) conditions of service, (b) stabilization of salaries and\n\npensions, (c) security of tenure, (d) professional freedom\n(e) easement\n\nof legal responsibilities. Each\n\nin school, and\n\nof the above provides a story\n\nof its own and it is impossible for me, in the time allotted, to say anything\nof these achievements.\nOn\n\nthe educational\n\nand notable advances\n\nside the work\n\nof the Union\n\nhave been brought\n\nabout\n\nhas been no less marked,\nin our\n\nnational system\n\nof\n\neducation. First and foremost is the abolition of the half-time system. The\nday has now gone when a child of eleven years of age must go to work for\nhalf a day for tuition, and then attend school for the other half day, often\nworking\n\nunder\n\nuntil noon\n\nwretched\n\nconditions and beginning\n\nat 6 A. M. and working\n\nwith only half an hour for breakfast. We\n\nefforts have banished\n\nthank\n\nGod\n\nthat our\n\nthis iniquitous system from our midst forever.\n\nNext, for many years the Union has made valiant efforts to obtain an\nextension of school life. This matter has been our more recent concern, and\nnow the school-leaving age has been raised to fifteen years. Seven out of every\nten children still leave school, to begin to earn their own living, at the age\nof fourteen years. In this matter\ncountry.\nAgain,\neducation.\n\nthe Union\nEvery\n\nhas done\n\nendeavor\n\nwe\n\nhave much\n\nmuch\n\nto learn from you in this\n\nto increase opportunities\n\nhas been put forward\n\nfor higher\n\nby our Union\n\nto make\n\na broad educational avenue for every child, and especially the poor man’s\nchild. As yet, we have not attained the ideal stage of free education for all,\nbut I am happy to say that while the progress to this great ideal is slow it\nis none\n\nthe less sure. We\n\nand girl, whether\nnursery\n\nlook forward\n\nto the day when\n\nevery British boy\n\nrich or poor, will be able to have free education\n\nfrom\n\nthe\n\nschool to the university.\n\nIt is essential that every member\nstanding among\n\nof the profession should\n\nhis fellow citizens. He\n\nit is the duty of the Union, of which\nthat position. This, however,\n\nmust\n\nhave financial stability, and\n\nhe is a member,\n\ncannot\n\nhave a high\n\nbe obtained\n\nto secure and maintain\nunless there is unity.\n\nUnity must be the watchword — “Each for all and all for each.” Compared\nnumerically, the teaching profession is a small part of the community but\nwhat a wealth of power lies in its keeping!\nAn English statesman once said, “A contented teaching profession can\nbe of great service to the state, but a discontented and disgruntled one may\nbecome a grave menace to the state.” No one knows better than the teaching\nprofession the truth of this statement. This statesman recognized the\npower\n\nwhich\n\nwe, as teachers, have entrusted to us. I pray God\n\nnever\n\nabuse\n\nthat trust. He\n\nalso recognized\n\nthat it was\n\nthat we\n\nmay\n\nthe duty of the\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\nstate to see that every teacher should\nservices, and\n\nwhen\n\nold age and\n\nhave a pension which\n\nwould\n\n37\n\nSessions\n\nreceive adequate\n\nretirement\n\ninsure comfort\n\nbecame\n\nrecompense\n\nfor his\n\ninevitable, he should\n\nto the end of his days.\n\nInto our care are given the children of the nation. We have the molding\nof their lives. This is no mean task entrusted to us. The citizen of tomorrow\nis in our keeping; his whole\n\noutlook can he changed\n\na blessing or irrevocably marred.\n\nWith\n\nand his existence made\n\nthis great opportunity\n\nthere comes\n\na grave responsibility.\nWe now live in an age of transition, confusion, suspicion, upheaval, uni¬\nversal upset — almost madness. We are in a state of international chaos.\nHow much have we teachers contributed to this state of national affairs?\nHave\n\nour aims in education\n\nmight have\nfuture ?\n\nbeen as true to the principles of peace as they\n\nbeen ? I sometimes\n\nwonder.\n\nBe\n\nthat as it may,\n\nwhat\n\nof the\n\nTrue education is international in scope, and I strongly urge the tight¬\nening of the bonds of friendship among all educationalists thruout the world.\nI would wholeheartedly press for further activities in educational advance\nby (a) international associations of teachers unions, (b) international fed¬\neration of teachers associations, (c) international federation of the world\neducation\nmay\n\nassociation. The\n\nbe brought\n\nsalvation of the world\n\nabout by education.\n\nContacts\n\nfrom\n\nits present trouble\n\nwith one another\n\nwill bring\n\nabout an appreciation of difficulties and eventually a realization of universal\nidealism.\n\nWorld\n\ncitizenship and peace teaching in schools should\n\nthru a better understanding.\nwe will hasten the dawn\n\ndevelop\n\nLet us boldly face the future, determined\n\nthat\n\nof world peace. Let us implant within the heart of\n\nevery child love of justice, love of honor, love of true liberty, peace, and\ngoodwill.\nbuilt upon\n\nI have no hesitation in saying that your great nation has been\nthe solid foundations of freedom and liberty and your teachers\n\nhave built and are now\nthat matter\n\nbuilding wisely and well. You\n\nnear and dear to you, and I am\n\nstill hold these things\n\nsure you will continue\n\nto train\n\nthe child in the true path of social and religious equity.\nWe\n\nin England\n\nchildren of America\n\nare one\n\nwith\n\nyou\n\nin this matter,\n\nand those of England\n\nand\n\ntogether\n\nthe\n\ncan bring about that which\n\nwe\n\nall so much desire — peace.\nMay I once again thank you for the honor\n\ndone me. This is an occasion\n\nwhich\n\nof which\n\nI shall always cherish and the memory\n\nwill remain\n\nfragrant\n\nto the end of my days. I trust that your deliberations during the week\nbe divinely guided and will result in great educational\nFinally, may\nknowing\n\nyour\n\ngreat Association\n\ngo on from\n\nmay\n\nadvancement.\n\nstrength to strength,\n\nfull well that by so doing untold benefit will accrue, not only to\n\nits members, but to the children of this great and mighty land — the land of\nliberty, truth, and right.\n\n"}
{"page": 44, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nGREETINGS\nE. A.\n\nHARDY,\n\nTORONTO,\n\nFEDERATION,\n\nCANADA;\nAND\n\nPAST-PRESIDENT,\n\nTREASURER,\n\nEDUCATION\n\nAlmost\ndynamic\n\ntwo\n\nthousand\n\nWORLD\n\nCANADIAN\n\nFEDERATION\n\nTEACHERS\n\nOF\n\nASSOCIATIONS\n\nyears ago the Friend\n\nlife on this earth and gave\n\nof Man\n\nlived His brief but\n\nup His life in His own\n\ngreat way.\n\nToday this vast assemblage is a witness of the fruitfulness of that life. Here\nis an audience of thousands of men and women, drawn from a country almost\nas large as Europe,\n\nand\n\nrights of the child, and\n\nevery\n\nman\n\nand\n\nwoman\n\nan\n\nthe rights of the individual\n\na life at once independent\n\nambassador\n\nman\n\nof the\n\nand woman,\n\nto\n\nand yet pledged to aid every other life; of the\n\nrights of a nation to live by peace and goodwill ; and of the duty of the nation\nto spread that idea of goodwill among\nTo\n\nthis great assembly of American\n\nall the nations of the world.\nteachers, members\n\nof the American\n\nnation, I have the honor, speaking as a past-president of the Canadian\nTeachers Federation, to bring you the greetings of the Canadian teachers,\nmembers\n\nof a sister nation of high democratic\n\nideals. These\n\ngreetings are\n\nwarm and sincere, as we realize in the first place the far-reaching, beneficent\ninfluence of that comprehensive structure, the National Education Asso¬\nciation of the United States, and are conscious of our many obligations for\nits kindly services to Canadian\n\neducation ; and in the second place, as we\n\nrecall that for over one hundred years American educational ideals and prac¬\ntices have profoundly influenced the development of education in Canada.\nOf\n\nthis sister nation, the Dominion\n\nFirst, Canada\n\nof Canada,\n\nhas a story of achievement,\n\nshe is proud. Second, Canada\nfor example,\n\neach member\n\neducation\n\nis elected every year. Democracy\n\nI say three things:\n\nmaterial and spiritual, of which\n\nis a democracy;\n\nToronto,\n\nmay\n\nso much\n\nso, in fact, that in\n\nof the city council and the board\n\nof\n\ncan hardly go further. Third,\n\nthe teachers of Canada have been, for the past twenty years, actively experi¬\nmenting with teacher organizations. Immediately following the Great War,\nfrom\n\n1914 to 1918, professional teachers organizations\n\nevery province, supplementary\n\nsprang\n\nto the older organizations\n\nup in almost\n\nof the academic\n\ntype.\nProvincial organization was followed by a national federation\nthe provincial associations into the Canadian Teachers Federation\n\nof all\nand a\n\nfurther step was\n\nFederation\n\nbecame\n\nof Education\n\nAsso¬\n\nthe second\n\ntaken when\n\nconstituent\n\nthe Canadian\n\nunit of the World\n\nTeachers\n\nFederation\n\nciations — the first unit of the W.F.E.A. being the National Education Asso¬\nciation. The situation of the Canadian teacher today is this: When he joins\nhis local association he automatically\n\nbecomes\n\na member\n\nof his provincial\n\nassociation, and thru that act he is linked with the national and world\n\nfed¬\n\nerations. In other words, he is locally, provincially, nationally, and inter¬\nnationally organized.\nTwo\nAlberta\n\nmore\n\nCanadian\n\nexperiments\n\nmay\n\ninterest you.\n\nThe\n\nProvince\n\nis the first and only district in the world, so far as I know,\n\nof\n\nin which\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\n39\n\nSessions\n\nteaching is recognized by law as a profession. The Alberta Teaching Profes¬\nsion Act created the Alberta Teachers Association as a body, corporate and\npolitic, and\n\nmade\n\nall the teachers in the public and\n\nhigh schools of the\n\nprovince, members of the Association. It provides for the payment of their\nfees thru the local boards of education and the provincial department of\neducation.\n\nIt grants disciplinary powers\n\nto the association and\n\nsets up an\n\nappeal board to deal with grievances. In other words, every teacher in\nAlberta is a member of the Alberta Teachers Association and no teacher is\nemployable\nsubmit\n\non\n\nany\n\nother basis. Saskatchewan\n\nthat these two\n\nprovinces\n\nhas a law\n\nlead the world\n\nvery\n\nsimilar. I\n\nin this phase of teacher\n\norganization.\nThe\n\nother experiment\n\ndeal with\nOntario\n\nis that of boards\n\ndisputes between\n\nhas just secured\n\nteachers and\n\nof reference set up by law\n\nto\n\nschoolboards.\n\nof\n\nthis legislation which\n\nhad for several years. Every\n\nOntario\n\nsome\n\nteacher now\n\nThe\n\nProvince\n\nother provinces have\n\nhas a right to appeal, in\n\ncase of dismissal, to a legal tribunal consisting of a representative\nschoolboard,\n\na representative\n\na county judge as chairman.\nof cooperation\n\nbetween\n\nof the\n\nof the teacher or of his organization,\nThese\n\nemploying\n\nexperiments\n\nand\n\nare indicative of the spirit\n\nbodies and their staffs.\n\nWhat 1 have been saying about the progress of Canadian teacher organiza¬\ntions is another way of saying that Canadian teachers unite with American\nteachers in believing that the teacher is the heart of the whole\n\neducational\n\nsystem. Buildings, equipment, endowments, administrative and maintenance\nstaffs, and professional organizations are of high value, and the United\nStates is honored\n\namong\n\nthe nations of the world\n\nfor the generosity of her\n\nprovision in all these respects. All of these, however,\nsetting for the teacher, so that he or she may\n\nare to provide the\n\ncarry on that great art, one\n\nof the greatest of all fine arts, the art of teaching. Teacher\nto face in the classroom, are the very center of things.\nWe\n\nand pupil, face\n\nteachers are a people so busy that often we fail to see the perspective\n\nof our life work. Shall we lift up our eyes this morning\nthis vast area which we call the United States of America\nof Canada,\n\nan area almost twice the size of Europe?\n\nand look out over\nand the Dominion\n\nIn this section of the\n\nworld a mighty experiment is in process — the blending of many races to\nmake two great and very similar nations. In no other part of the world is\nthere, or has there ever been, such an experiment\nnation in Europe,\n\nalong with\n\nthousands,\n\ncases millions of people. The\n\nin some\n\nnations\n\nfrom\n\non so vast a scale. Every\n\nother continents, has sent us\ngreatest motive\n\nfor their\n\ncoming is the finding of freedom, economic and political. Their greatest\ndesire is to become real Americans and real Canadians, part and parcel\nof these new North American nations. For most of these millions, the last\ndesire would be to return to their native lands tho they rightly treasure the\nideals and traditions of the lands of their birth.\nSometimes\n\nthis tremendous\n\nexperiment\n\nis designated\n\nby the metaphor,\n\n“The Melting Pot” — a metaphor, however, which is fundamentally inac¬\ncurate, as human nature is not changed as metals are changed. A far more\n\n"}
{"page": 46, "printed_page": null, "text": "40\n\nNational\n\naccurate\n\nmetaphor\n\nEducation\n\nis that drawn\n\nfrom\n\nnations there is a steady interweaving\n\nAssociation\n\nthe art of the weaver.\n\nof the threads of racial characteristics,\n\nideals, and traditions, into a pattern of citizenship which\ntranscend\n\nanything\n\nwhich\n\nthe world\n\nretain, not destroy, the many\n\nIn our two\n\nhas known.\n\nshould ultimately\n\nThis great pattern will\n\ndistinctive national threads fashioned\n\nin the\n\nexperience of centuries, and the whole web will be a glorious thing — an\ninspiration to all the other nations of the world.\nDo\n\nyou\n\nrealize, teachers of the United\n\nStates, that our public schools,\n\nelementary\n\nand secondary, are the greatest single factor in this magnificent\n\nexperiment\n\nin the making\n\nhundreds\nsecond\n\nof nations?\n\nInto our\n\nthese\n\nof thousands, yes, millions of boys and girls of the first and the\n\ngenerations\n\ncreeds, customs,\n\nof new\n\nAmericans\n\nand\n\nnew\n\nCanadians,\n\nof all races,\n\ncolors, and traditions. Here, in an environment\n\nAmerican\n\npattern, reflecting our democratic\n\nAmerican\n\nand Canadian,\n\nhas so mighty\n\nof North\n\nideals, they face their teachers,\n\nand during eight to twelve years they follow, day\n\nby day, our pathways to democratic\nis so great an epic of transformation\nworld\n\nschools they pour,\n\ncitizenship. Nowhere else in the world\nbeing wrought, for nowhere else in the\n\na tide of immigration\n\nswept\n\nsuch teeming\n\nmillions\n\nto a nation’s shores. The task resting upon the teachers of our schools is\ngreat — almost beyond the bounds of imagination. 1 am not transgressing\nmodesty when I affirm that this task is being nobly done.\nMay\n\nwe\n\nnot have even a wider\n\nvision of our task? The\n\nworld\n\ntoday is a\n\nchallenge to humanity. But strangely simple tho it may seem, world well¬\nbeing can be brought nearer by the teacher thru the classroom, if the teacher\nis given a fair chance. From\n\nthe smallest and remotest\n\nred schoolhouse\n\nto the\n\ngreatest city educational institution, the power of the teacher is a mighty\ncurrent. Let it sweep on thru the years, till boys and girls everywhere are\nambassadors\nINTO\nCAROLINE\n\nof goodwill, world\nONE\n\nS. WOODRUFF,\n\nVT. ; AND\n\nWe\n\nGREAT\n\nhave come\n\npublic education\nbetter world\n\nunderstanding,\n\nEDUCATIONAL\n\nPRINCIPAL,\n\nPRESIDENT,\n\nand world\n\nSTATE\n\nNATIONAL\n\ntogether from\n\nBROTHERHOOD\n\nNORMAL\n\nEDUCATION\n\nSCHOOL,\n\nof education — one that embraces\n\nCASTLETON,\n\nASSOCIATION\n\nall over this great land in the interest of\n\nto discuss the responsibility of education\n\nconditions. If I were\n\nfriendship.\n\nto ask you what\n\nin bringing about\n\nis the one great objective\n\nall others — most of you would\n\nthat signify “to bring about a better world.”\nToday on the battlefield of Gettysburg there is assembling\n\nsay in words\n\na distinguished\n\ngroup, a handful of men bowed with years — all that are left of those boys,\nthe blue and the gray — the guests of the nation this week. They are there\non the 75th anniversary of that bloody battle which alone cost the lives of\nmore than 30,000 young men of this nation — from the North and from the\nSouth — slaughtered and wounded in an attempt to settle a great national\nquestion, each side struggling for a principle as it saw it.\nThey are there to dedicate a monument — not to the youth, their comrades\nwho fell there. They have come to consecrate a shrine symbolizing peace\n\nI\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nand\n\nhuman\n\nbrotherhood.\n\nOn\n\n41\n\nSessions\n\nthat battlefield a new\n\nwhite\n\nshaft will be\n\ndedicated this week, topped by an ever burning torch, the eternal light of\npeace, to show to all the world that the people of this nation are committed\nto eternal peace and\n\nthat no internal disagreements\n\nshall ever again call\n\nforth the life blood of its youth.\nToday, also, the representatives of the nation’s teachers are assembling\nhere to dedicate themselves anew to a faith in human cooperation and\nbrotherhood\n\nthat was\n\nlighted long ago. Six years before the struggle at\n\nGettysburg, eighty-one years ago the 26th day of next August, a handful\nof teachers — forty-one men and two women — from the District of Columbia\nand twelve of the thirty-one states then belonging to the Union, met at\nPhiladelphia, for the purpose, in the words of the principal speaker at that\nfirst gathering of the nation’s teachers, of organizing “those who believe\nthat the time has come when the teachers of the nation should gather into\none great educational brotherhood.” It was a significant hour. That was\nbirth of the National Education Association and those baptismal words\n\nthe\nare\n\nthe title of my message this morning — “Into One Great Educational\nBrotherhood.”\nIn the seventy-five years since the battle of Gettysburg the National Edu¬\ncation Association of the United States has grown from a membership of 187\nto an association numbering\n\nalmost\n\none quarter\n\nof a million, representing\n\nevery field of educational effort from the pre-school thru the university,\nand representing every state and territory.\nIn these seventy- five years America\n\nas a nation has seen momentous\n\nperi¬\n\nods of growth and development — social, industrial, and commercial. In\nthese years since Gettysburg, years which parallel the development of the\nNational Education Association, this nation has grown also to such moral\nand spiritual stature as to bring about the situation we\n\nare witnessing\n\nat\n\nGettysburg this week. Seventy-five years ago a peaceful people, knowing no\nother way of settling a dispute but thru shedding the life blood of its youth,\ntoday meet on that same spot to pledge eternal peace. Time alone has not\nbrought\n\nabout this change; other forces have been at work.\n\nIn this development the nation’s teachers have played a significant part.\nIt is fitting that we join those who honor themselves this week at Gettys¬\nburg in our own rededication to the cause of peace and educational brother¬\nhood — not alone to the internal peace that has long ago cemented\na great, forever-united\n\ncountry, with our 3000\n\nus into\n\nmiles of frontier unfortified\n\nby a single gun — but a rededication to that understanding which contributes\nto goodwill among all the peoples of the world. We have, therefore, selected\nas the theme\n\nof this convention\n\nweek, “The\n\nPromoting World Citizenship.”\nTreaties and peace pacts have been made\n\nResponsibility of Education\n\nin\n\nbut they have not settled the\n\nquestion, or have tribunals, or conferences, or even the church. As yet edu¬\ncation has never wholeheartedly attempted a solution and so we are daring\nthis year to center our thought upon this theme, wholly conscious that we\nhave chosen the long road and that building is a slow process.\n\n"}
{"page": 48, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nAssociation\n\n1. What, in your opinion, constitutes\n2. What can education do about it?\n\nworld\n\n3. Are\n\nreply?\n\nyou willing to be quoted\n\nin your\n\nThis was sent to the officers of hundreds\n\nour\n\ndistribution from\n\nEarly in the year a questionnaire was given wide\nNational Education Association headquarters asking:\n\ncitizenship?\n\nof national and international organ¬\n\nizations; heads of universities and colleges; to lay, professional, and tech¬\nnical groups ; and to leaders in all countries of the world. Excerpts from these\nreplies, which\nProgram.\n\nconstitute a great body of opinion, are given in our Official\n\nThey\n\nprogram.\nThe National\n\nmay\n\nbe used as a guide in developing\n\nEducation\n\nAssociation\n\nhas endorsed\n\na practical, working\n\nall movements\n\nleading\n\nto world peace since 1899, when, meeting in Los Angeles, it tendered offi¬\ncially its congratulations and support to the first peace conference in session\nat The\n\nHague,\n\nand it has so recorded\n\nits attitude by resolutions year after\n\nyear ever since. As\n\nlong ago as 1907\n\nexpressed in formal\n\nresolution, “The\n\nthe following\n\ncrisp sentiment\n\nwas\n\nforces of this world\n\nshould be organ¬\n\nized in the interests of peace and not of war.”\nBut in 1920, when the world was still trying to make\n\nsecure the peace\n\nproclaimed\n\nat Versailles, a more\n\nthan verbal expression was\n\nfirst plan of action was launched. The\n\nAssociation\n\nat Salt Lake\n\nmade\n\nand the\n\nCity created\n\na committee of five on foreign relations “which shall have authority, under\nthis Association, to cooperate with like committees from other countries . . .\nfor the purpose\ncoming\nThe\n\nof finding a way\n\nof promoting\n\nworld\n\nunderstanding\n\nfor\n\ngenerations thru the children of today.” This was action.\ncommittee was formed and along with the committees of other\n\nnations began at once to function, with the result that there assembled\n\nin\n\nSan Francisco in 1923 more than six hundred persons representing the lead¬\ning countries of the world. And out of this conference came the World\nFederation\nThomas,\n\nof Education\n\nAssociations\n\nthen state commissioner\n\nwith\n\nof education\n\nan American,\nin Maine,\n\nAugustus\n\nO.\n\nas president. Pro¬\n\nvision was made for meeting biennially, and each of the biennial conven¬\ntions since, including that in Tokio last year, has more than justified the\nexistence of the organization\n\nby focusing the attention of the countries of\n\nthe world upon the obligations of the school to create attitudes of friendship\nand cooperation with the children and youth of other countries.\nAgain and again this Association has officially expressed its determination\nto aid in seeking ways of settling national and international differences\nother than thru war. In 1931 the Association recommended that the Peace\nPact of Paris be taught in every school in this country. In 1934 it recom¬\nmended also a program of education which would include the study of the\nhistory, interests, and problems of other nations, with the purpose of pre¬\nparing both children and adults for cooperative living in the community\nof nations.\nThe dream of peace is not new; it is an age-old dream. Seven hundred\nyears before the Christian era the prophet Isaiah foretold that the people of\nthe future “shall beat their swords\n\ninto plowshares,\n\nand their spears into\n\n"}
{"page": 49, "printed_page": null, "text": "43\nGeneral\n\nSessions\n\npruning-hooks.” Isaiah’s prophecy is a living faith, a living hope today.\nOnly a short distance from here — over the entrance to the international\nbuilding in Rockefeller Center where every passerby may see — an American\nsculptor, Lee Lawrie, has cut into gray limestone in enduring form the\nwords and the symbol of that long-ago prophecy of Isaiah. Yes, and it is\na coincidence that to make more vivid today that prophecy of 3000 years\nago, a remarkable sculpture stands in the Metropolitan Art Museum here\nin this city — a bronze figure by Jules Butensky — of a powerful man\nholding an armful of swords on an anvil as he beats them into plowshares.\nThese are but suggestions, gestures if you will, of the hope and the faith\nthat dominated these artists and led them to portray their dream that should\nreach out to catch the thought of the multitudes.\nThis desire for peace and stability from earliest times has been more\n\nthan\n\na hope. It has been expressed and is being expressed in our political, eco¬\nnomic, and social institutions, as will be seen in reviewing some of the great\nmovements to establish peace in the world’s history.\nThe first great peace was maintained by the Roman legions. For two\nhundred years the Pax Roman a helped fix for mankind the ideal of peace\nas a “way\n\nof living.” It was\n\nan enforced peace, to be sure, and fell in utter\n\nconfusion when Caesar’s legions become ineffective. Then, too, the religious\nleaders of the Middle Ages compelled their followers to refrain from war\nduring certain seasons. This was\n\nnot an armed\n\npeace but it was\n\npeace, with penalties prescribed for its violation. And\n\nan enforced\n\nthen on to 1648, after a\n\nthirty years’ war had crippled a generation of European peoples, the first\ntreatise on international law was compiled, but since there was no court\nthru which these laws might be applied in regulating the conduct\nit too was ineffective.\nAnd\n\nwe\n\ncome\n\non to modern\n\ntimes. The\n\nceeded, since 1890, in settling amicably\ninvolved\n\nin the international\n\nthe International\n\nCourt\n\nPan\n\nAmerican\n\nUnion\n\nhas suc¬\n\nquestions largely to do with trade\n\nrelationships of the two\n\nof Arbitration\n\nof nations,\n\nwas\n\nAmericas.\n\nestablished at The\n\nIn 1899\n\nHague,\n\nan\n\ninstitution which at least has kept alive among the nations a sense of respon¬\nsibility for peaceful settlement of their disputes. And following the greatest\nconflict of all times, the war-sick nations met at Geneva, to organize a\nLeague thru which wars might be made forever unnecessary. Its story we\nall know.\n\nYes, and since the Treaty\n\nthe world\n\nhave met\n\nof Versailles, the principal nations of\n\nagain and again in conference\n\neffect trade agreements,\n\nand to exchange\n\nto limit armament,\n\nto\n\npeace treaties. All these are sign¬\n\nposts in man’s efforts to establish and to preserve the peace of the world.\nNotwithstanding these peace movements, as we assemble here this morn¬\ning war clouds hang low over many nations and mankind finds itself\ntoday far from the destination pointed to by these signposts on the road to\npeace. In the final analysis, peace does not rest upon the intervention of\n\nauthority, upon resort to courts, to treaty agreements, or huge armaments,\nall of which may be and have been defied and ignored. It rests upon the\nspirit of individual goodwill which arises from understanding and coopera¬\ntion toward a common purpose. President Roosevelt made it clear to the\n\n"}
{"page": 50, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nwhole world when, in that memorable\n\nAssociation\n\naddress at Buenos Aires a year ago,\n\nhe said: “Peace comes from the spirit, and must be grounded in faith. . . .\nThat faith arises from a common hope and a common design given us by\nour fathers in differing form but with a single aim — freedom\n\nand security\n\nof the individual, which has become the foundation of our peace.”\nThose of you who were in Atlantic City last February and were privi¬\nleged to be among that vast audience of 15,000 people who had met to do\nhomage to Helen Keller, will never forget her reply to a question from one in\nthe audience: “If today,” he asked, “one wish only could be granted you, the\ngreatest wish of your life, what would it be?” The audience sat hushed in\nrapt attention for the reply which was not slow in coming — each person\nanticipating a certain answer. Instantly she replied, in utter selflessness: “If\nI could have one wish granted, 1 should wish for world peace and brother¬\nAll !”wars have their beginnings in economic selfishness — in the ambition,\nhood\nthe intolerance, the prejudice, the hatred by which one or both of the parties\nto the conflict were swayed.\nIn selecting for the theme of this convention “The Responsibility of Edu¬\ncation in Promoting World Citizenship” we recognize that it is the business\nof education to deal with those human attributes from which war springs.\nIt is the province of the schools to temper those human emotions with\nintelligence, to inculcate a spirit of tolerance, to lay a basis for appreciation\nof the rights and of the achievements of all peoples. It is the mightiest\nprivilege of the school to educate its children for peace thru an understanding\nof human relationships. This teaching must begin with little children in\ntheir relations with one another — in their play and their work\nthe schoolroom.\n\ntogether in\n\nWorld citizenship does not imply an impractical idealism or does it mean\ndocile submissiveness; neither does it countenance for a moment indifference\nto the interests of one’s own country. On the other hand, a desire for perma¬\nnent peace between nations is the soundest kind of patriotism. Freedom from\nwar makes possible that cooperation necessary to achieve a more abundant\nlife for one’s own people and for all other peoples of the world.\nPeace means opportunity to satisfy man’s material wants, to devote time\nand energy to the advancement of human culture and of spiritual welfare,\nand it means opportunity to worship God as each human being may choose.\nAll this may he acquired with a practice of world citizenship. Constructive\npeace is more than an opportunity, it is an obligation upon every individual\nto serve the ends of human existence. And it is the province of the teacher\nto impress that obligation upon children and upon youth, and to prepare\nthem for cooperating in that service with other youth, the youth of all lands.\nThe only lasting peace is a positive and living peace founded upon action\nand upon cooperative effort. This concept has few words that seem fully\n\nto express it. The term “citizenship” includes the obligations of an individual\nto his own community, to his own state, and to his fellow citizens; therefore,\nto express the idea of an individual’s responsibility to all nations and to their\ncitizens everywhere, we have used the term, “world citizenship.”\n\n"}
{"page": 51, "printed_page": null, "text": "45\nGeneral\n\nOut\n\nof the excerpts from\n\nSessions\n\nthe replies to our questionnaire,\n\nclearly expresses our ideal of world\n\nof what\n\nconstitutes\n\nno formal\nagainst\nand\n\npledges;\n\ndisease\n\nseldom\n\nWhat\n\nspeak\n\nW.\n\nare\n\nno international\n\nlouder\n\nthan\n\nwords.\n\nachievement\n\nThe\n\nspurred\n\nEducation\n\nan excellent\n\nThere\n\nmedical\n\nprogress\n\nAsso¬\n\nexample\ntreaties,\n\nof medicine\n\nby healthy\n\nis true in all the great achievements\n\nthings that have contributed\n\nhave seldom\n\nmost\n\nrivalries\n\nof the human\n\nto our physical and spiritual\n\nbeen national in character. They\nof citizens in one or more\n\nhave been attained\n\nnations, and have crossed\n\nlines to relieve the peoples under every flag.\n\nis no French\n\nof the automobile,\n\nof W.\n\nby nationalistic quarrels.\n\nis true in medicine\n\npolitical boundary\n\nWagner,\n\ncitizenship.\n\nbut actions\n\nthru the collaboration\nThere\n\nthru the ages, there is to be found\n\nis a truly international\n\nmarred\n\nrace. The\nwelfare\n\nworld\n\nmore\n\ncitizenship than the statement\n\nHauer, a member of the joint Committee of the National\nciation and the American Medical Association, who said :\nIn the history of medicine\n\nnone\n\nway\n\nof curing tuberculosis. No\n\nnation has a monopoly\n\nthe telephone, the radio, the electric light, the music\n\nor the Iliad of Homer.\n\nAstronomers\n\nof\n\nof every nation look at the\n\nstars with the instrument designed by Galileo. The fruits of science, agri¬\nculture, invention, sculpture, the most useful and desirable things of the\nworld, bear the mark of no flag. The great masterpieces of literature have\nno national trademark.\n\nShakespeare\n\nand\n\nGoethe,\n\nTennyson\n\nand\n\nMoliere,\n\nEmerson and Vergil — their words will live forever in all tongues.\nAnd the true artist, scientist, educator, or statesman retains that pride\nand appreciation in his own\n\nfield even in the face of adverse circumstances.\n\nAn\n\nsymphony\n\nact of Toscanini,\n\nlast winter\n\nwhose\n\nbroadcast\n\neach week\n\nfrom this great radio center, illustrates this devotion\n\nto culture\n\nand to real achievement\n\nconcerts\n\nwere\n\nin spite of prejudices. He\n\nItaly during the Great War\n\nwas\n\nloyal to his native\n\nand gave benefit concerts for charitable purposes\n\nduring those tragic years. He conducted a military band even under fire at\nMonte Santo while it was being stormed by the Italian troops. He did not\nhesitate to lead his orchestra in German music, and in Rome played the Gotterdammerung funeral march over the protests of his friends. Great art, as\nwe have said, belongs to all peoples and all ages, and the joy of the artist\nin its beauty is not dimmed\n\nby political animosities.\n\nIn response to the second question, “What\n\ncan education\n\ndo in promoting\n\nworld citizenship?” there were many replies, most of which can be summar¬\nized in such words as “understanding,” “appreciation,” and “cooperation.”\nThe freedom of learning and teaching which is a characteristic of edu¬\ncation offered to an individual for his own growth and not for some other\nindividual, is emphasized\nI ekes when he said :\n\nin the reply of Secretary of the Interior Harold\n\nL.\n\nEducation can best develop world citizenship by inculcating the free interchange\nof ideas. The world has much less to fear from the spreading of evil than from\nthe suppression\n\nof good.\n\n1'he ideal of cooperation included in world\nthe statement of Ruth Bryan Owen Rohde,\n\ncitizenship is suggested in\nformer minister from the\n\n"}
{"page": 52, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nUnited States to Denmark, that education should encourage “the recog¬\nnition by the individual that he is a component part of a world community,\nto the welfare of which he owes definite duties, and from which he is\nentitled to receive protection.”\nOur schools may show war as it is, with all its horrors, but the knowledge\nof what\n\nman\n\nhas done to promote\n\npeace and to practice its arts is of far\n\ngreater importance. The world has seen many war-threatening differences\nbetween nations settled amicably since 1918. Of these we have perhaps\nthought too little : The\n\nTacna-Arica\n\ndispute which was settled by arbitration\n\nthru the President of the United States, and the Argentine Anti-War Pact,\nthe Balkan Pact, and others. We should take courage from the fact that\nthru the League\n\nof Nations, handicapped\n\nas it is, we\n\nare told that more\n\nthan thirty controversies that seemed to make war inevitable have\nsettled by peaceful means. Yes, human attitudes do change.\nWe\n\nare making\n\na step toward\neducation\n\nno study here of the fundamental\n\na knowledge\n\nshould\n\nand understanding\n\ncauses of war\n\nbeen\n\nbut, as\n\nof the peoples of the world,\n\nrecognize the fact that economic\n\nsecurity is an aspiration\n\nof all peoples, and that there will be no lasting peace or long-continued pur¬\nsuit of the arts of peace until all the peoples of the world have at least food\nand clothes and shelter. Of these there is enough in the world for all, a bal¬\nanced production and distribution waits alone for the knowledge and skill\nof men\n\nand women\n\nwhose\n\ngenius has grown\n\nwith rapid pace thru the years.\n\nLet the schools create a sense of obligation for service of man\n\nto man — of\n\nnation to nation — yes, to mankind, which we have called world citizenship.\nLet them teach the drama of human life which began on the gigantic stage of\nthe world\n\nages ago, the conflicts of which\n\nare the struggles for food and\n\nwarmth and shelter, for beauty, for health and spiritual perfection — the\nstruggle to develop the latent capacities of man himself and the struggle of\nman to understand his God. Let them teach the children of the world to\nengage together in those struggles with that feeling of human brotherhood\nso beautifully expressed in the words of Quintus Aurelius Symmachus 1500\nyears ago. He said :\nWhy\n\nshould\n\nwe\n\nnot\n\nstars, we\n\nare fellow\n\nsky. What\n\nmatters\n\nall live in peace\n\npassengers\nit along\n\non\n\nwhich\n\nand\n\nthe same\nroad\n\nultimate truth? The riddle of existence\nroad leading to an answer.\n\nharmony?\n\nWe\n\nplanet, and\n\neach\n\nindividual\n\nis too great\n\nlook up\n\ndwell\n\nbeneath\n\nendeavors\n\nthat there\n\nat the same\n\nshould\n\nthe same\n\nto find the\nbe only one\n\nSome will call this year’s program but a gesture. A gesture, yes, but many\ngestures must be made before a thing crystallizes into a reality. We have\nno thought that out of this year’s discussion of education’s responsibility in\nbuilding world citizenship will come peace between nations now at war, or\nthat other wars\n\nwill not arise. But if the centering of our thought upon\n\nresponsibility of the members\nworld\n\nrelationships — be it world\n\nof our profession in building a concept\nunderstanding,\n\nworld\n\nthe\nof\n\ncitizenship, or world\n\nbrotherhood — thru the children and youth who are entrusted to us— if this\nstimulates a bigger emphasis in the classroom, thence out into the homes,\n\n"}
{"page": 53, "printed_page": null, "text": "47\nGeneral\n\nSessions\n\nwe may think of the year’s program culminating in the dynamic presenta¬\ntions, on many programs this week, of thought and opinion as something\nmore\n\nthan a gesture.\n\nAs we go back to our homes to the work in education that is ours, may\nwe ask ourselves in the words of that opening address in Philadelphia\neighty-one years ago, when\nif we\n\nthe National\n\nEducation\n\nreally believe “that the time has come\n\nwhen\n\nAssociation\n\nwas\n\nborn,\n\nthe teachers of the nation\n\nshould gather into one great educational brotherhood.” If so, the building\nof a vital, dynamic world citizenship will ultimate in an active thing, in\nsomething\n\nmore\n\nthan words,\n\nand\n\nthis convention\n\nCity will have a place in history unsurpassed\n\nFIRST\n\nMARY\n\nGENERAL\n\nPROGRESS,\n\nMAN’S\n\nE. WOOLLEY,\n\nPRESIDENT\n\nDISTINCTIVE\nHADLEY,\n\nA cheering aspect of a day in which\n\nin New\n\nYork\n\nby any other.\n\nEVENING\n\nEMERITUS,\n\nof 1938\n\nMT.\n\nSESSION\nMARK\n\nALONE\n\nHOLYOKE\n\nCOLLEGE,\n\nSOUTH\n\nMASS.\n\none is not invariably tempted\n\nthat adjective, is this great gathering and the subject which\n\nto use\n\nit has chosen.\n\n“The Responsibility of Education in Building World Citizenship,” is a\nmagnificent theme and out of the discussions of this week, approached from\ndifferent angles, will come\nThe\n\nfood for thought for many\n\na day.\n\nchoice of the subject is in itself an inspiration. Do you fully realize,\n\nI wonder,\n\nwhat\n\nit means\n\nthousands\n\nof thoughtful\n\nyou have unfurled?\n\nto have an army,\n\nmen\n\nand women,\n\ncomposed\n\nmarching\n\nIt is impossible to compute\n\nalone, that you consider world\n\nof thousands\n\nunder\n\nupon\n\nthe banner\n\nthat\n\nthe influence of this factor\n\ncitizenship a necessity of the day in which\n\nwe live and — to go a step further — a possibility . It is along these two general\nlines that I should like to direct your thought.\nWorld\n\ncitizenship, world\n\nunderstanding,\n\nworld-mindedness — a necessity\n\nof the day in which we live. Is it? Can any sane observer of existing condi¬\ntions hesitate as to the answer? There are times when one wonders whether\nthere may\n\nnot be an awakening\n\nunspeakable\nhumanity\n\nas from a hideous nightmare,\n\ncruelties in Spain and China\n\nto find that the\n\nand Ethiopia, the depths to which\n\nhas sunk in its racial animosities, the arrogant denial of individual\n\nfreedom on the part of dictatorial governments — all these are not reality,\nbut just the wanderings of a distorted imagination. It is hard to believe\neven in the light of the last five or six years; against the background follow¬\ning the World War it is incredible. I often think it fortunate for our sanity\nthat imagination\n\nfails to picture fully the suffering of the day in which\n\nare living, the agony of body and the anguish of soul among human\na great army that no one can number. But it is not only human\nthat makes\n\nthe situation serious. The\n\nin Ethiopia, strike at the foundation\nof faith.\n\nwe\n\nbeings —\nsuffering\n\nundeclared\n\nwar in China, the aggression\n\nof human\n\nrelationships — the keeping\n\n"}
{"page": 54, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nThe question before the world\n\nAssociation\n\nis a crucial one for the future of humanity,\n\nnamely, can a treaty be entered into with a mental\nor broken — at the convenience\n\nreservation, to be kept —\n\nof the signer? “Unless\n\nthere is faith, there\n\ncan be no human relationships,” said Grotius. The keeping of faith is funda¬\nmental to civilization, the cornerstone upon which it rests. Without faith,\nthe future spells the rule of might, the battle to the strongest, and ultimate\nchaos.\nIt is easy to understand the mood of the cynic in this day when “realism”\nis “in the saddle” and seems “to ride mankind.” But cynicism is not the\nbanner under which to set forth for conquest. Humanity is not caught in a\nnet from which it cannot escape ; never was there a more mistaken inter¬\npretation of world tragedy. There are calamities overtaking human beings\nin whose grip they seem helpless — floods, earthquakes, tornadoes, relentless\nseas — the cataclysms in which the individual is like a leaf in the wind. But\nit is not violent explosions of physical nature that are responsible for the\ncrisis in which we are living. The tragedy of today is both man-made and\npreventable. It is a human crisis, due to the failure of human beings to\nrealize their higher possibilities. The\nfor the cure we must\nthe human\n\nmind\n\ncauses of this crisis are fundamental;\n\nturn to the fundamental — to that which\n\nand the human\n\nspirit. The\n\nworld\n\nhas to do with\n\nwill never be saved by\n\nformulas. The signing of pacts or the forming of organizations are not effec¬\ntive in themselves alone. In order to endure the strain of human passions, they\nmust\n\nhave within\n\nthem\n\nthe power\n\nof thought, to solve human\n\nproblems ;\n\nthe power of the spirit, to inspire right human attitudes.\nAnd here enters the teacher ! World citizenship is not only a necessity if\ncivilization is to endure, hut also a possibility. Again we encounter\n\nthe cynic.\n\nThere\n\nintelligent\n\nis a strangely persistent fallacy, even\n\namong\n\notherwise\n\npersons, that man is a fighting animal and that we cannot expect anything\nmore rational than force in the realm of international relations. He was at\none\n\ntime a cannibalistic animal,\n\nbut in polite society, that custom\n\nis no\n\nlonger considered good form! In other words, “progress is man’s distinctive\nmark.” Education is based upon that theory. Dismiss it as untenable and the\nvery foundations of our profession are undermined.\nIt would\n\nbe easy to use all the time that is mine this evening, in illustrating\n\nthe progress of the day along mechanical\n\nlines, progress so rapid during the\n\nlast fifty, even during the last twenty-five, years that the preceding\nseem primitive by contrast. But when\n\nwe\n\nyears\n\nturn to another phase of life — its\n\nhuman relationships — it is another story. We are not thrilled by the moving\nforward; on the contrary we are appalled by the falling backward. Are we\non the verge of another\n\nDark\n\nAges?\n\nIs it possible that humanity\n\nis “on the\n\ndownfall”? I do not believe it and you do not believe it. But the simple\nstatement of our belief is not enough. Let us show our faith by our works.\nAnd\nwhich\n\nwhen\nI am\n\nI make\n\nthat plea, I make\n\nit preeminently\n\nfacing. I suppose that there is no group\n\nbecause of the audience\nof human\n\nbeings today\n\nto shape the future than the group\n\nof which you\n\nare the representatives. “Every time I enter my schoolroom,\na pupil whose name suggests American ancestry or American\n\nwith hardly\ntraditions, I\n\nhaving greater opportunity\n\n"}
{"page": 55, "printed_page": null, "text": "49\nGeneral\n\nSessions\n\nam impressed by the fact that these boys and girls are citizens in the making,”\nsaid a teacher in this city many years ago. Today it has become a question\nof world\n\ncitizens in the making.\n\nGeneralities\n\nare easy.\n\nbe the question:\n\n“But\n\nIn the minds\n\nwhat\n\ncan\n\nof many\n\nI do?”\n\nof my hearers there must\n\nThere\n\nwill be a multitude\n\nof\n\nanswers in the wealth of suggestion from speakers in this week’s program,\nexperts in various fields. Already much is being attempted, encouraging\nbecause\n\n“it indicates a new\n\naim\n\nin education\n\nand\n\na new\n\nattitude among\n\neducators.” Many states have valuable syllabi on international understand¬\ning, emphasizing the importance of a world outlook and the understanding\nof other nations, the existing machinery\nwar,\n\nfor peace, the causes and results of\n\nand the efforts that various organizations\n\nare making\n\npeace and to develop the international mind. The\n\nto build world\n\nsyllabi vary both in their\n\nspirit and in their emphasis. Also it is interesting to note that comprehen¬\nsive and practical suggestions are not confined to any one section of the\ncountry. The Middlewest and the Far West, the South and the Atlantic\nstates, share in this forward\n\nmovement.\n\nthat the syllabus of a state in my\nemphasis on world\nbetter world\n\nAs a New\n\nown\n\nknowledge.”\n\nI am\n\nnative sphere is characterized\n\nevents, stating as its “modest\n\nthru world\n\nEnglander,\n\nI am\n\naim\n\npleased\nby its\n\n. . . the building of a\n\nsaved from a temptation\n\nto “put\n\nmy hat on with a shoe horn” by observing that it is a state quite far west\nthat presents one of the most understanding insights into the purpose of a\ncourse on international relations :\nThe\n\nmost\n\nimportant\n\nof mind\n\nthat may\n\nof peace\n\namong\n\non\n\nthe part\n\nschools\n\nand\n\ntask in the world\n\ntranscend\n\nnational\n\ntoday\n\nis the creation\n\nboundaries.\n\nnations,\n\nknowledge\n\nmust\n\nof individuals\n\ncomposing\n\nthe nations.\n\ntheir\n\ncooperating\n\nagencies\n\nbe\n\nTo\n\nis a\n\nattitude\n\nbe effective in the promotion\n\ntranslated\nslow\n\nof a new\n\ninto modes\n\nEducation\nprocess\n\nby\n\nof conduct\n\nas provided\nwhich\n\ncivilization may be effected, but it has proved to be the surest and\nnent. We need teachers trained in the command of these concepts.\n\nby the\n\nchanges\nmost\n\nin\n\nperma¬\n\nAgain, a southern state offers an admirable unit on “The League of Nations.''\nBut syllabi are only guideposts pointing the way. It is the human factor\nthat counts and here — as all along the line — it is the internationally-minded\nteacher who\n\nmakes\n\nthe internationally-minded\n\npupil. It is not an extravagant\n\nstatement that “the curriculum may be barren, the textbook negative or\neven positively nationalistic, but if the teacher himself is an internationallyminded person, he can counteract the unfavorable influence and do much\nto develop in his pupils an international outlook.” In this phase of educa¬\ntion, as in all others, the teacher is the secret of success — or failure. I some¬\ntimes wonder that we teachers are not more “cocky” than we are !\nIt goes without saying that back of the teacher is teacher training. Is there\nany institution of more\n\nvital concern\n\nto the future of humanity\n\none which plays so large a part in framing\n\nthan the\n\nthe point of view of the human\n\nbeing, to whom will be entrusted the citizens-of-the-world-in-the-making?\nThe task is not an altogether easy one. My audience knows that better\nthan the speaker. There are, even in this land of freedom, narrow-minded\ncommunities. But there has been no change in public opinion so marked as\n\n"}
{"page": 56, "printed_page": null, "text": "50\n\nNational\n\nEducation\n\nin the case of international relations. The\nand Cure\n\nof War,\n\nAssociation\n\nNational\n\nCommittee\n\nrepresenting millions of women,\n\non the Cause\n\ncitizens of the United\n\nStates, in its “Declaration of Faith,” announces “that after thirteen years\nof conscientious research and study, it concludes that the universal abolition\nof war\nThe\n\nis not only possible but certain.’’ The\n\nDeclaration\n\nadds:\n\nhuman\n\nand\n\nas\n\nrace\n\ncommands\n\nits own\n\ndestiny\n\nas\n\nsoon\n\nenough\n\nmen\n\nand\n\nwomen are intelligent, determined, and courageous enough, they will together find\nmethods to settle their differences, thru conciliation, arbitration, and legal processes,\nand will relegate war to oblivion as an ancient and outworn relic of barbarism.\nThe destiny of the human race is to climb upward and onward.\n\nNever\n\ndid the educational\n\nMoses\n\nhave more\n\nAarons\n\n. . .\n\nto uphold his hands\n\n— strong organizations of men and women, fertile in suggestion, prolific in\nprograms and publications, adding spice to life in the variety of their\nmethods but united in their determination that brute force shall give way\nto the law of reason.\nThis spirit of progress is not limited to the United\nLet us not labor under\n\nthat delusion. When\n\npassed in Geneva,\n\nthere will be brought\n\nparts of the work\n\nof the Conference\n\nAn outstanding\n\nthe day of eclipse shall have\n\nto light one of the most\n\non the Reduction\n\nArmaments — that of the Commission\ning of the mind, fundamental\n\nStates of America.\nvaluable\n\nand Limitation\n\nof\n\non M oral Disarmament — the disarm¬\n\nto progress in international relations.\n\ndanger of today is the nationalistic menace,\n\nthe inordinate\n\ndesire of nations to be first. There is a desire to be “first” which carries\nwithin it not the undoing of others, but their more complete realization.\n“America\n\nfirst?” asked Woodrow\n\nWilson,\n\nand\n\nanswered,\n\n“Yes, first in\n\nmoral leadership.” To you, the teachers of America, is given, preeminently,\nthe opportunity to help in the realization of this ideal.\nFEDERAL\nHONORABLE\n\nELBERT\n\nChairman,\nFederal\nI am\n\nAID\n\nD. THOMAS,\n\nSENATE\n\naid for education\n\nnot going to spend my\n\nFOR\n\nEDUCATION\n\nUNITED\n\nCOMMITTEE\n\nSTATES\n\nSENATOR\n\nON EDUCATION\n\nAND\n\nFROM\n\n;\n\nLABOR\n\nneeds no defense before a group\ntime attempting\n\nUTAH\n\nof this kind.\n\nto show you that the necessity\n\nis with us, that the time has come in our constitutional and federal develop¬\nment, that aid on a nationwide basis is essential in guaranteeing an equal\nopportunity\n\nfor the fundamentals\n\nof ordinary education\n\nto all of the people\n\nof America. You have had before you for some time now the Harrison- BlackFletcher Bill, and the Harrison-Thomas-Fletcher substitute. You have also\nhad before you the Reeves Report, which is the basis for the substitute. In\naddition to that, you have had before you for over a year the findings of the\nCommittee on Education and Labor made as a result of its hearings on\nSenate Bill 419. These\naid is made\n\napparent,\n\nthings are now\n\nnot only sentimentally\n\nthere is not equal economic\nThe\n\nbut also realistically because\n\nability in all of the states of this vast nation.\n\nsubstitute bill stands before you\n\neducational\n\nhistorical, and the need for federal\n\nalmost\n\nwithout\n\nvalid criticism in\n\ntheory consistent with our federal system. The\n\nsubstitute has\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n51\nthe support of practically all of the education associations in our country.\nThere are one or two branches of educational thought in the nation which\nreflect some\neducation\n\nsort of fear about the federal government\n\nin the states and in the communities.\n\ngetting too close to\n\nThis fear to the thoughtful\n\nhas been completely allayed because no person in approaching the question\nof federal aid would attempt to overcome what has been one of the basic\nideas of American\n\ngovernment,\n\nthe local control of education.\n\nI think that I expressed as well as it can be done the basic governmental\ntheory in regard to education\n\nin America\n\nwhen\n\nposing to create a Department\ning two sentences :\n\nof Education\n\nand Public Welfare\n\nThe Department of Education\nage, and develop the educational\n\nand Public Welfare shall promote, aid, encour¬\nand public welfare facilities of the nation. This\n\nact shall be construed\n\nas intending\n\nto secure\n\nI wrote\n\nto the several\n\ninto my\n\nbill pro¬\n\nthe follow¬\n\nstates, territories, pos¬\n\nsessions, and the District of Columbia control of their educational and public wel¬\nfare facilities within their respective jurisdictions and to preserve local initiative\nin the operation\n\nAmerican\n\nof schools.\n\neducation\n\nbased upon\n\nthe great public school system recognizes\n\nthe place for the home, the church, and private organizations\n\nin our educa¬\n\ntional setup. The endowed schools are too well established and are function¬\ning too successfully for the benefit of America ever to attempt to do anything\nbut to aid them in a better functioning of their contributions to American\nlife. The\n\nchurch\n\nare contributing\n\nschools have found\n\ntheir place in the American\n\nto the evolution and development\n\nas well as to the growth\n\nand\n\ndevelopment\n\nsystem and\n\nof their own\n\nof American\n\nobjectives,\n\ndemocracy.\n\nThe\n\nhome, too, thru such agencies as the parent-teacher associations, and as a\nresult of the thoroly democratic manner in which teachers in our public\nschools are trained\n\nand\n\nselected, is contributing\n\nits share to the proper\n\ngrowth and development of our nation. The great problem — which is a\nfundamental problem of a democracy — is that of preserving the individual\nthat he might attain the maximum of potential enlargement ; always in\ntheory and practice stressing the importance\n\nof maintaining\n\nthe concept\n\nof\n\nthe individual, that the welfare of the citizen shall be the reason for gov¬\nernment ; and at the same time developing the community so that it will\nexert the influence of society upon\n\nthe individual and thus temper him, that\n\nhis aims and activities shall be bent toward social helpfulness. Education’s\ntask is to serve the leaven that will preserve the individual, yet mold him\nto a thoughtfulness\nmission.\n\nof his place as one of many\n\nothers. That\n\nis democracy’s\n\nWas there ever a time for a greater need? Pay attention to world trends\nand see if those ideals and those ideas which have made us a nation stand\nin danger. As a reader of history I count the American\nworthwhile.\n\nThis\n\nland is one\n\nwhere\n\nmany\n\npeoples and\n\nand from the contributions\n\nof all receive an enhanced\n\nAs one who\n\nby America — who\n\nhas been made\n\na victim, of our American\n\nexperiment\n\ndefinitely\n\ncultures mingle\n\nappreciation of each.\n\nis a product, or should I say,\npublic school system — I count this land blessed\n\n"}
{"page": 58, "printed_page": null, "text": "52\n\nNational\n\nand its ideals and\n\nideas worthy\n\nEducation\n\nAssociation\n\nof preservation. And\n\nin the preservation\n\nof those ideas and ideals I count our schools the greatest contributor. Can\ngovernment ever have a greater function than that of its own preservation ?\nEducation\n\nis the path democracy\n\nand dictatorships. And\n\ntrods. Propaganda\n\nis the way\n\nof the dictator\n\nthere is a vast difference. Shall the people learn the\n\ntruth, be free to express it, discover it, expand\n\nit, and use it, or shall they\n\nbe given just what is for their good? Thoughtful American citizens demand\nthe first. He who would destroy democracy in America will picture the\nsecond as attractive. Equality of early educational\n\nopportunity\n\noffers democ¬\n\nracy’s greatest chance.\nConditions are not perfect, but ideals controlling and governing\n\neducation\n\nin America are more widely and universally accepted today than they ever\nwere before. In fact, educators are in reality a unit when it comes to these\nthings: All recognize the place for the home, the place for the church, the\nplace for the endowed\n\nprivate institution, and the place for the public school\n\nin our educational scheme. There is in reality no conflict. The great Amer¬\nican government settled once and for all that it was possible even in the\nindividual\n\nfor many\n\nloyalties to exist without\n\nproducing\n\nan inconsistency.\n\nThus, all contribute to the building of our nation. American\n\ncitizenship has\n\nbecome so complex that we no longer divide our all into those things which\nare to be rendered unto Caesar and to those which are to be rendered unto\nGod.\n\nAmerican\n\ncitizenship has now\n\nevolved\n\nconstitutional system itself the complexity\nin the Fourteenth\nin the United\n\nAmendment\n\nof the citizen is recognized,\n\nwe laid down\n\nStates, and under\n\nStates and of the state wherein\n\nto the place that even in our\nthe principle that persons born\n\nits jurisdiction, are citizens of the United\nthey reside. There\n\nare, you see, at least two\n\npolitical loyalties in each of us and there is no conflict. With\nthat principle of citizenship came\ntutional scheme and new America\nWe\n\nfought our Civil War\n\nfor\n\nthe adoption of\n\na tremendous significance to our consti¬\nhad its beginning with that theory.\n\nbecause men\n\ncould not see that a person had\n\na dual loyalty. For the first seventy-five years of our national development,\nconcepts in regard to sovereignty controlled the thinking of all of our\nstatesmen. The\n\nConstitution\n\nthe constitutions\n“Sovereignty\n\nitself was\n\nof every individual\n\na symbol of sovereignty and so were\nstate, and\n\nis indivisible,” said Webster.\n\nvisible,” said Calhoun.\n\n“Sovereignty\n\nWebster. “Sovereignty\nthen we fought.\n\nmust\n\nmust\n\ntherein came\n\n“Sovereignty\n\nthe clash.\n\nis surely indi¬\n\ntherefore rest in the nation,” said\n\ntherefore rest in the state,” said Calhoun.\n\nAnd\n\nA better light dawned and wiser heads, after the shedding of our brothers’\nblood, realized that we were fighting over a principle that need not be, and\nwe\n\nlearned\n\nthat our federal system\n\nof a dual citizenship without\nto them both.\n\nthru the creation\n\nloss to either state or nation, hut with benefit\n\nSince I do not have to convert\neducation, probably\n\ncould he preserved\n\nyou to the necessity for federal aid for\n\nI can, with advantage\n\nto all, trace our constitutional\n\ndevelopment and thereby emphasize not only the need but even justify in\nour constitutional scheme the desirability of a step which we will be taking\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nwhen\n\nfederal aid becomes\n\nan accomplished\n\nbecause the thoughtless among\n\n53\n\nSessions\n\nfact. This seems\n\nnecessary to do\n\nthe critics of federal aid for education\n\nassert\n\nthat federal aid is contrary to our states’ rights theory — that federal aid\nmeans federal control. And some even go so far as to call the whole idea\nunconstitutional.\nVarious\n\nthinkers\n\napproach\n\nour\n\nconstitutional\n\ndevelopment\n\nin different\n\nways. I like to do it in this way : The Constitution came into being that\nmoment that various men thruout our Thirteen Colonies recognized the fact\nthat there were\n\nsome\n\nthings which\n\nwere\n\nof common\n\nColonies. It was that thought which\n\nmade\n\nus a nation. As I told our friends\n\nin Boston\n\nHill celebration, in April of 1775 we\n\nduring their last Bunker\n\nhad Lexington\n\nand Concord ; in May\n\nwe\n\nconcern\n\nhad the meeting\n\nto all of the\n\nof the Second\n\nContinental Congress; in June we had Bunker Hill; in July we had Wash¬\nington taking command of the Army of the United States at Cambridge.\nThose\n\nfour steps are history. Their\n\nstress now.\n\nLexington\n\nmeeting of the Second\n\nand\n\nsignificance is the thing which\n\nConcord\n\nContinental\n\nwere\n\nCongress\n\nMassachusetts\nwas\n\nI would\n\nincidents. The\n\na reaffirmation of the fact\n\non the part of the leaders in all of the Colonies\n\nthat there were\n\nthe various local conflicts that were\n\nconcern.\n\nof common\n\nelements\n\nBunker\n\nin\n\nHill was,\n\ntherefore, the first fight after the discovery of this concept. By that fight the\nde facto government of the United States came into existence and Wash¬\nington the following month ratified that concept in accepting the command\nof the Army\n\nof the United\n\nthe following\n\nJuly turned\n\nStates. The\n\nDeclaration\n\nthe de facto United\n\nof Independence\n\nStates government\n\nin\n\ninto a\n\nde jure government, and the American nation was born. As the nation grew,\nwritten descriptions of these fundamental concepts were created by the\npreparation\n\nof the Articles of Confederation\n\nand\n\ngave us a federal system creating one out of many\n\nour Constitution.\n\nThis\n\nbut based upon the theory\n\nthat each state should take care of its local affairs, but the nation should\ntake care of those affairs which were of common concern to all. And our\nfederal system based upon\n\nthis simple concept\n\nthe mother\n\nactually existed before our\n\nConstitution\n\nand was\n\nof it, not its child as so many\n\nthink. Today\n\nthis distinction is not essential because both mother\n\nseemed\n\nto\n\nand child\n\nare fused in the dim past.\nBut in the beginning a national citizenship was not thought of. The Con¬\nstitution remained a symbol of sovereignty, thought of more or less as a\nstatic affair. Then\n\nit evolved\n\nchanging\n\nin the world\n\nconcepts\n\ninto a living organism,\nand\n\nmuch\n\nas a result of\n\nas a result of judicial review\n\nand\n\nMarshall’s great reasoning in expounding the doctrines of a Constitution\nthat was established to endure thru the ages. Then came the Civil War,\nand with it came\n\nthe concept\n\nof a dual citizenship. And\n\ntoday no longer\n\nis the Constitution a mere symbol of sovereignty; no longer is our Consti¬\ntution a mere embodiment of a living organism ; but today it has become\nin very deed the companion\nof their objectives. Thus\nbut it is its living spirit.\n\nof the American\n\npeople in the accomplishment\n\nit is not only the word\n\nand the letter of the law\n\n"}
{"page": 60, "printed_page": null, "text": "National\n\n54\n\nNow\n\nEducation\n\nlet us turn to the growth\n\nof some\n\nAssociation\n\nof our national educational\n\nhabits\n\nas they have evolved in relation to our constitutional development. Federal\naid for education is not new. That which has been done has in no sense\nharmed the local control or marred our Constitution’s spirit, and that which\nis about to be done must in no sense harm the local control or mar our Con¬\nstitution’s choicest principles.\nIt was in Buchanan’s administration, I believe, that the first bill to\ncreate the land-grant colleges was introduced. You all know how our country\nhad grown politically and economically, how the movement to the West\ncarried the ideals of the American educational system, but not the facilities\nfor its preservation. My own state and territory reflect the theory very well,\nfor the second act of our territorial legislature created the university which\nbecame one of the first to be established west of the Mississippi and one of\nthe earliest to inaugurate the coeducational\n\nsystem.\n\nYou will remember that after the bill creating the land-grant colleges\npassed Congress, President Buchanan vetoed the bill on the score that there\nwas no provision in the Constitution of the United States for federal aid\nfor education.\ngrowing\n\nBut\n\nwith\n\nthe coming\n\nof Lincoln, and\n\nout of or incident to the Civil War,\n\nour Constitution\n\nLincoln\n\nwith\n\nthe necessities\n\nfound\n\na sanction in\n\nand signed the bill and our land-grant institutions became\n\na fact. Probably this act of Lincoln’s has meant more to the growth\ndevelopment of American democracy than any other single act. When\nrealizes what\n\nhas been accomplished\n\nand\none\n\nin research alone by the great institu¬\n\ntions which have evolved from this simple act of Lincoln’s, sanctioned\nundoubtedly as an act consistent with the national defense provision of\nthe Constitution, one realizes its importance not only to our country but\nto the whole world. Yet if we had remained strict constructionists in con¬\nstitutional theory, if we\n\nhad conceived\n\nour Constitution\n\nas a mere\n\nof sovereignty and the division of rights merely between\nnation, we\n\ncould not have taken this great step. But\n\nthat what\n\nwas\n\nwhen\n\nour\n\nnation came\n\nwhich\n\nhad been conceived\n\ntaking place was\n\nhave been something\n\nmerely the same\n\ninto existence. Lincoln\n\nthe state and the\non analysis we\n\nas that which\n\ndiscovered\n\nif you will, the retarded growth\n\nPause\n\nof our country\n\nlong enough\nhad Lincoln\n\nsee\n\ntook place\n\none more\n\nof as being merely of local concern\n\nof national concern.\n\nsymbol\n\nthing\n\nactually to\n\nand consider,\npersisted in\n\nmaintaining Buchanan’s constitutional outlook!\nThat also is the story of the building of our railroads. That also is the\nstory of the evolution of federal relief and federal aid for the distressed. We\nmust remember\nistration, when\n\nthat during the extremely hard times of Cleveland’s admin¬\nthe farms thruout the Mississippi Valley were left so dry\n\nand desolate that even seed crops were\ninto Congress\n\nnot preserved, a bill was introduced\n\nto provide for federal aid to farmers, but Cleveland\n\nvetoed\n\nthat bill as a strict constructionist on the theory that the government of the\nUnited States was set up to be supported by the people and not to support\nthe people of the United States. But with the growth of the need for relief\nand the development of the cooperative activities between the state and the\nnation has come, of course, the necessary change. Yet who\n\ntoday would\n\ncall\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nBuchanan\n\nor Cleveland\n\n55\n\nSessions\n\nillogical? Constitutional\n\nalways of logic ; there come\n\ntimes when\n\ndevelopment\n\nis not a matter\n\nit is a matter of necessity.\n\nIt is in keeping with the necessities of the times that we\n\nturn to federal\n\naid for education. It is in keeping with this evolving theory of cooperation\nbetween the state and the nation that we today justify that aid. It is in\nkeeping with the growth and development and the meaning of American\ncitizenship and the relation of that citizenship to the theory that education\nis basic in American\n\ndemocracy\n\nthat we\n\nextend\n\nnow\n\nthe cooperative spirit\n\nand justify federal aid on the score that all persons born\nStates shall have an equal opportunity\nof education.\n\nin the attainment\n\nIn the substitute Harrison-Thomas-Fletcher\nrecognized\nsystem\n\nas having\n\nbroadened.\n\nof the fundamentals\n\nbill educational\n\nIf the various\n\nof adult education, that is recognized\n\nin the United\n\nstates have\n\nneeds are\n\ndeveloped\n\na\n\nas a legitimate need. If the\n\nvarious states are taking care of handicapped and backward children, th^t\nis recognized as a legitimate activity. If the various states are doing work\nfor kindergartens,\n\nthat too is recognized\n\nas a legitimate activity.\n\nThus, we see the citizen in his varied activities has come into the educa¬\ntional picture. If the nation has an emergency the citizen, no matter how\nfar removed from that emergency, is discovered and he is told that he must\ncontribute to that which is the concern of all. Public education is in this\nway\n\njustified. Federal\n\naid to all of the citizens can\n\nalso in this way\n\nbe\n\njustified.\nAmerican\n\ndemocracy,\n\nresting upon\n\nthe theory of a trained citizenry, a\n\ncitizenry growing into more complex activities as time goes on, conscious\nof the worth of that American democracy both to himself and to the world,\nmarches on with the growth and development of our Constitution. Thus,\nfederal aid, viewed as a cooperative activity — cooperative on the part of the\nstate and the nation ; cooperative on the part of the state, the nation, and\nthe citizen ; cooperative in the development\n\nof our constitutional\n\nscheme\n\nin\n\nharmony with Marshall’s great notion that the Constitution was set up\nto endure thru the ages, and in harmony, too, with our presentday en¬\nlightened concept of that Constitution as the companion of the people\nin the accomplishment of their objectives — I repeat, federal aid for\neducation viewed in this sense finds its place and keeps its place in the\ndevelopment\n\nof American\n\nbase upon\n\nwhich\n\nAmerican\n\ndemocracy,\n\ndemocracy.\n\nthat democracy\n\nonly thru the medium\n\nboth reason\n\nis your mission. That\nwill be our task.\n\nyou may\n\nmay\n\nrests. Both\n\ngo even\n\nreason\n\nand purpose\n\nof trained minds\n\npurpose, and therefore democracy,\n\nWe\n\nfarther: It is a\n\nand purpose\n\nunderlie\n\nwill preserve it, but it is\n\nand trained persons that reason and\n\ncan be maintained.\n\nbetter fulfil your\n\nFellow\n\nmission\n\nteachers, that\n\nthru federal aid\n\n"}
{"page": 62, "printed_page": null, "text": "National\n\n56\n\nSECOND\n\nEducation\n\nGENERAL\n\nAssociation\n\nMORNING\n\nSECTION\nRADIO— THE\n\nSESSION\n\nA\n\nEDUCATOR\n\nJAMES ROWLAND\nANGELL, EDUCATIONAL\nCOUNSELOR,\nNATIONAL\nBROAD¬\nCASTING COMPANY,\nNEW YORK, N. Y. ; AND PRESIDENT EMERITUS,\nYALE\n\nWelcoming\nsought within\n\nthis opportunity\nthe compass\n\nUNIVERSITY\n\nthe National\n\nof this program\n\nBroadcasting\n\nCompany\n\nto present to you\n\nhas\n\nsignificant\n\nexamples of the contribution radio is making to education — and not only\nto the classroom but also to the general public.\nThe\n\nmessages\n\nof greeting we\n\nhave just received from\n\nour distinguished\n\nfriends in England and France demonstrate how easily the best educa¬\ntional thought and opinion the world around may be put at our disposal.\nWhile\n\neach nation\n\nhas its own\n\npeculiar problems,\n\nthe considered\n\njudg¬\n\nments of wise and experienced leaders elsewhere must always have im¬\nportance for us; to say nothing of learning authoritatively and directly by\nword of mouth exactly what new’ educational movements are in progress.\nThere is here an opportunity which radio will wish in the future to explore\nmore fully.\nThru\n\nthe radio, outstanding\n\ninto the home\n\nof every owner\n\nevents in the world\n\nof science are brought\n\nof a receiving set. Here\n\nat the very instant\n\nthat a great event in nature, like an eclipse of the sun, is occurring on the\nopposite side of the earth the American\ndetailed description given from\n\nmoment\n\nlistener can hear a precise and\nto moment\n\nby the members\n\nscientific expedition sent out to study it. Similarly, when\n\nof the\n\nHitler marches\n\ninto Austria, the agents and facilities of the National Broadcasting Com¬\npany are on hand to give the American listener an instant and accurate\naccount of that historic occurrence. The newspaper and the film also give\ntheir reports of these events, but always somewhat post-mortem. The radio\nis absolutely contemporaneous. Time and space are both conquered by it.\nQuite literally is it true that radio brings the world to the listener.\nNot\nwe mean\n\nless true is it that radio brings the listener to his world.\nthat the best radio programs\n\noffer the listener new\n\nBy which\n\nand illuminating\n\ninsights into areas of social, intellectual, and emotional experience wThich\nno other agency has been able so effectively to do. They open new doors\nof appreciation and understanding into the world which he already imper¬\nfectly knows. Radio can stimulate powers of observation and thinking.\nMoreover, by securing the listener’s active cooperation, it can actually\nteach simple technics. The National Broadcasting Company puts many\ndifferent types of programs on the air — programs that bring to the listener\ninteresting and often thrilling disclosures of values in literature, history, art,\nand\n\ndaily life to which\n\nterritory in his own\n\nhe may\n\nhave\n\nbeen oblivious, and\n\npersonality wThich deserves cultivation.\n\nof undeveloped\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n57\n\nM usic is, of course, the great “natural” for radio and is probably the\nsource of the greatest pleasure people get from radio. Under Walter\nDamrosch, it is the field in which the most extensive and distinguished\nwork\n\nhas been done for the schools. Supported\n\nmaterial\n\nby admirable\n\nfor both teachers and children, it marks\n\naccomplishments\n\nof American\n\none\n\ndocumentary\n\nof the outstanding\n\nradio.\n\nMany of us believe that, while radio will have increasing importance\nfor schools as programs are perfected for their use and as the difficulties\nof time schedules\n\nare overcome,\n\nthe field of largest immediate\n\na long life.\n\nYOUTH\n\nSHIP-THRU\nMARSHALL,\n\nfinest material\n\navailable at any hour, in any schoolroom,\n\nSECTION\n\nJAMES\n\nThe\n\nrepresents\n\nlisteners, and the material can be repeated again and\n\nagain, as the discs have\n\nDEVELOPING\n\nthe transcription\n\npotential development.\n\nof every kind can be thus made\nfor one or for many\n\nnevertheless\n\nIN\n\nTHE\n\nPRESIDENT,\n\nB\n\nPROMOTING\n\nWORLD\n\nCITIZEN¬\n\nSCHOOL\n\nPROGRAM\n\n—Abstract\n\nBOARD\n\nEDUCATION,\n\nNEW\n\nOF\n\nYORK,\n\nN.\n\nY.\n\nThe key to citizenship, as the key to the future, is, of course, in the\nyounger children. I believe that progress is being made in the kindergarten\nand nursery schools. Progress has been made\n\nin teaching technics; in taking\n\nthe children out of their seats; and thru the recognition that all children\ncannot\n\nbe expected to read and do long division on the same\n\nHere\n\nin the elementary\n\nthe important\n\nschool, it seems\n\nto me\n\nbirthday.\n\nthat the important\n\nwork,\n\ntask, is the intelligent use of play; to give the child an oppor¬\n\ntunity to discharge his feelings; to rid himself of those pent-up feelings and\nemotions\n\nwhich\n\nhe cannot\n\ndischarge at home\n\non parents, brothers, and sis¬\n\nters — to teach the children to learn to be a part of a group without strong\nemotional ties or antagonisms. There is no use in fooling ourselves that in the\nbest homes children do not have jealousies and hatreds, and that these feel¬\nings do not affect them when they are at school ; they cannot get rid of these\nfeelings at home\n\nbecause they love their parents, brothers, and sisters, but\n\nif in school they are taught how\nof many\n\nto play and read, they can rid themselves\n\nof these feelings.\n\nThe drive of the schools must be to make teachers alive to this oppor¬\ntunity, to make them realize how dangerous it is to intimidate the child,\nto arouse new fears or anxieties or guilty feelings — because they get plenty\nof this from their parents and their neighbors.\nIf schools are to do their full share, it must\nof the normal\n\nmaladjustment\n\nmaladjustments\n\nwhich\n\nbe by avoiding the increase\n\nthat every child has, and\n\nby counteracting\n\nsituations outside of the school create.\n\nTeaching skills and teaching facts are important, but, in our minds, they\nmust remain as secondary to a far more basic end. Now, for this, it seems\nto me\n\nthe school must\n\nhave\n\nas its objective, not merely\n\nthe teaching of\n\n"}
{"page": 64, "printed_page": null, "text": "58\n\nNational\n\nchildren to know\n\nthings but the creation of thinking adults ; people who\n\nare emotionally\n\ngrown\n\nEducation\n\nAssociation\n\nup and not merely grown\n\nthis, I think the schools have a very important\n\nup in years. And,\n\nto do\n\npublic function and that is\n\nto sell the public the idea that education is not a thing restricted to tra¬\nditional hours of the day, not restricted to books, pens, and papers.\nIn summation,\n\nit seems\n\nto me\n\nthat the principles of the elementary\n\nschools should be not only to give tools according to the ability of the child,\nbut to help the child achieve emotional healthy stability — a sense of security\nand achievement. The purpose of the high school should be not only to\nimprove\n\nthe skills which\n\nthe child has acquired\n\nin the elementary\n\nbut also to bring the child to emotional\n\nmaturity.\n\nThe\n\nshould be that what\n\nas far more\n\nimportant\n\nis on the child’s mind\n\nschools\n\nschool’s attitude\nthan what\n\nis in the child’s mind. What are his emotions, his anxieties, his hatreds, his\nambitions? How can the anxieties and hatreds be removed? How can the\ncauses of his hatred and ambition\n\nand attachments\n\nbe removed?\n\nHow\n\ncan\n\na child be helped to realize his best capacity?\nIf the school answered\n\nthese questions for each and\n\nI believe that facts and skills would\n\nevery child, then,\n\npretty well take care of themselves.\n\nThe schools would then be doing the job they should be doing as a social¬\nizing force and for the building of world citizenship.\nTHE\n\nPART\n\nOF\n\nRECREATION\nIN\n— A bstract\n\nGEORGE\n\nHJELTE,\n\nSUPERINTENDENT\n\nOF\n\nWORLD\n\nPLAYGROUND\n\nANGELES,\n\nCITIZENSHIP\n\nAND\n\nRECREATION,\n\nLOS\n\nCALIF.\n\nSide by side with the forces that are heading the world toward interna¬\ntional chaos and war are the forces that are making themselves felt in the\nopposite direction toward\nthe latter, recreation\n\ninternational peace and world\n\nis of the utmost\n\nimportance,\n\nbrotherhood.\n\nbecause\n\nOf\n\nit is a most\n\neffective method of educating the individual for world citizenship, without\nthe sacrifice of national or local citizenship.\nRecreation in its broadest sense includes all the activities in which man\nengages\n\nwhen\n\nhe is free from\n\ntheir leisure when\nimportance\n\nexternal\n\ncompulsion.\n\nWhat\n\npeople do in\n\nthey are free to do as they please is a factor of vast\n\nin indicating the quality of their citizenship and\n\nin molding\n\ntraits of the good citizen.\nSympathy with the people of other lands and a capacity for cooperating\nwith them in worthy human endeavors, are characteristics of the world\ncitizen. Recreation fosters these qualities, because so many recreational\nand leisure pursuits are universal in their appeal and\ncommon\n\nunderstanding.\n\nmusic, motion\n\nTypically\n\npictures, sports and\n\nuniversal,\n\nfor example,\n\nathletics, arts and\n\nIn recreational pursuits, the people of the world\ninterdependent\n\nthan in any other field of human\n\na people springs from\n\nsix fundamental\n\nfurnish a basis for\nare\n\ndrama,\n\ncrafts.\nare becoming\n\ninterest. The\n\nfields of human\n\nmore\n\nculture of\n\nactivity, namely,\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n59\nfamily\n\nlife, work,\n\nworship,\n\neducation,\n\ncommunity\n\nlife, and\n\nrecreation.\n\nImproved technology has greatly increased leisure, thereby making recrea¬\ntion during leisure vastly more important today than ever before in history.\nThe\n\ndangers of the misuse of leisure are strikingly apparent.\n\nof totalitarian countries\nare developing\n\nare misusing\n\nrecreation\n\na type of nationalism\n\nfor their own\n\nDictators\nends and\n\ninimical to the interests of world\n\ncitizenship. In these states recreation no longer belongs to the people but\nto the state, which\nItaly and\n\nuses it to inculcate military discipline and prepare for war.\n\nGermany\n\ninternational\n\nhave\n\nbanned\n\nfriendship, such\n\nrecreational\n\nas the Boy\n\ncountries, democracy\n\nthis must\n\na sphere of activity in which\n\nand\n\naction, rather than\n\nmust\n\nregimentation.\n\nbe preserved\n\nFor\n\nby the educator\n1 . Emphasize\n\nrecreation\n\non\n\nother\n\nin recreation, and\nof choice\n\nin its broad\n\nsense\n\nforces.\n\nrecreation\n\nand\n\nworld\n\ncitizenship\n\nare as follows :\nresemblance\n\nthe mutual\nrecreation.\n2. Cooperate\n\nfor encouraging\n\nand\n\nthere is freedom\n\nis one of the greatest of social and educational\nPractical suggestions\n\nbased\n\nScouts, Y.M.C.A.,\n\ngroups.\nIn democratic\nremain\n\norganizations\n\nof peoples around\n\nobligations we\nwith\n\nthe development\n\nowe\n\nthe world\n\nto ourselves and\n\nfor the enrichment\n\nof our lives thru\n\nthe people of other nations and share with them\nof an increasingly fine recreational culture.\n\n3. Participate freely in international\n\nrecreation movements.\n\n4. Protect\n\nthe essential democracy\n\nof recreation.\n\n5. Accord\n\nto recreation the important\n\nand program\n\nplace it deserves in the purposes\n\nof the public schools and in the concerns\n\nPROMOTING\n\nin\n\nWORLD\n\nCITIZENSHIP\n\nTHRU\n\nof statesmen.\n\nSOCIAL\n\nit\n\nRELATIONS — A bstract\n\nGOODWIN\n\nWATSON,\n\nPROFESSOR\n\nCOLUMBIA\n\nOver\n\nmany\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\ncenturies the world\n\nNEW\n\nhas moved\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nN. Y.\n\nslowly toward\n\ngreater inter¬\n\nnational cooperation. Today we seem to be moving in the opposite direc¬\ntion, and dangerously near to war. The reason is not that the masses have\nlost their desire for world peace, but that small ruling groups in business\nand government act to defeat the interests of the many. To get world citi¬\nzenship we must first have governments which act in full accord with the\ndesire of the people. To\ndesire of the masses\n\nget governments\n\nof mankind,\n\nwhich\n\neconomic\n\nact in full accord with the\n\npower\n\nmust\n\nfirst be transferred\n\nfrom the organized few to the organized many, from the owners of indus¬\ntry to all the citizens or the consumers or to all who work with brain or\nbrawn. We cannot move from plutocracy\nwe first do so in our economic institutions.\n\nto democracy\n\npolitically unless\n\n"}
{"page": 66, "printed_page": null, "text": "National\n\n60\n\nChanges\n\nEducation\n\nAssociation\n\nin social relations and social attitudes which\n\nmust\n\nprecede any\n\nimportant steps toward democracy are matters of education. They are mat¬\nters of education not only in broad questions of national policy, but they\ncome\n\nright down\n\ninto every community:\n\ntenant ; of housewife\nman\n\nand household\n\nto the relations of farm owner\n\nhelp ; of hanker and debtors ; of business\n\nand laborer ; of publisher and the public ; of consumer\n\nof rising groups challenging\nserve precarious privileges.\nReasoning\n\nand\n\nthe old power\n\ngroups\n\nwhich\n\nand storekeeper ;\nstill seek to pre¬\n\nnot by analogy but by analysis of the social forces, we\n\nhave\n\ncome a long step from world problems down to the way things are actu¬\nally run in our own schools and in our home towns. We see the same kind\nof forces at work in complex international treaties and in our home town\npapers. AVe make the big jump from the class of people represented by our\nschoolboards, to the influences which tie the hands of the League of Nations.\nHerbert Hoover returning from Europe reported fourteen Fascist nations,\nwith 240 million people, but our attack on dictatorship begins by organiz¬\ning farm hands, truck drivers, office clerks, house maids, news reporters,\nand school teachers to repel a tyranny\nAmerica\n\nin enforcing economic\n\ncloser at hand.\n\nThe\n\nimpotence\n\nof\n\nsanctions it could so easily and so power-\n\nfully have employed against aggressor nations is only a cumulative conse¬\nquence of our failure in local communities to overthrow plutocracy and\nbossism, bv enlightened,\nChanging\n\norganized,\n\nmilitant democracy.\n\nour present social institutions to more\n\nperhaps, a slow procedure\n\nto advocate,\n\nwith\n\ndemocratic\n\nones seems,\n\nthe fuse of war\n\nexplosion\n\nalready sputtering. Organizing consumers, organizing labor unions, organiz¬\ning political movements precinct by precinct, may seem to be a forsaking\nof urgent international problems.\n\nHow\n\ngrand gesture! We\n\nmuch\n\nmore\n\nsatisfying if we\n\nthrow\n\nout some\n\nmight affirm the Kellogg\n\nwould\n\nbe weighted\n\npropose\n\na bill to take the profits out of war, but a congressional\n\nwould\n\npromptly\n\nby a trickery of words. Japan\n\neviscerate it in obedience\n\nPact, but it\n\nhas done so. We\n\nto those who\n\ncould\nmight\n\ncommittee\n\nlive by and\n\nprofits. All the bills that matter have been safely put away. We\n\nfor,\n\nmight sound\n\na call for a referendum on war, but paid propagandists would quickly stir\nthe American pulse to beat to drums and bugles. It has been done before.\nAVe might call for a quarantine upon aggressors, but would we look to gov¬\nernments which have already failed to use the power they undoubtedly had?\nAVe might rise and repeat the Oxford pledge, hut are we\nrule of mankind to the ruthless terrorist ?\nInstead of any dramatic\neducational\nmore\n\ngesture, we have chosen instead, in accord with\n\nideals, to lay a solid foundation\n\ngenuine\n\ndemocracy.\n\nready to hand over\n\nAAT\n\nof greater understanding\n\nare putting our\n\nshoulders\n\nand\n\nalong side our\n\nfellow workers in other fields against the door of history. That door is al¬\nready ajar and we catch a gleam of a land beyond, where fellowship,\nbrotherhood, and comradeship shall be virile realities.\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n61\n\nSECTION\nOUR\nGEORGE\n\nCHILDREN:\n\nD. STODDARD,\nSTATE\n\nTHEIR\n\nDIRECTOR,\n\nIOWA\n\nUNIVERSITY\n\nOF\n\nC\n\nINTELLIGENCE — Abstract\nCHILD\nIOWA,\n\nWELFARE\nIOWA\n\nRESEARCH\n\nCITY,\n\nSTATION,\n\nIOWA\n\nIn order to talk clearly about this question, a satisfactory definition of\nintelligence must be given. In the past, during the heat of the controversy\nas between\nwas\n\nthe influence of heredity and the influence of environment,\n\na tendency\n\nto evade this issue. By defining intelligence in terms\n\nthere\nof the\n\nchild’s ability to carry on certain processes in the field of the abstract, with¬\nout reference to how he attained such ability, we arrive at conclusions that\ncan be supported by experimental evidence.\nIn general, a great mass\nfollowing conclusions :\n\nof research in recent years seems\n\n1. That\n\nintelligence\n\nis a functional\n\n2. That\n\nthe problem\n\nof nature\n\nthey always go together).\n3. That whatever the genetic\n\nconcept.\n\nversus\n\nnurture\n\ninheritance,\n\nis not especially\n\nenvironmental\n\nconceived can change things, and conversely, that no matter\nment may be, one cannot neglect genetic determiners.\n4. That\n\nunder\n\nroles. They\n5. That\n\nsimply\n\ngood\n\nenvironments\n\nmove\n\nupward.\n\nthe tests, while\n\nhelpful\n\ndynamically\n\nhow\n\ngood\n\nthe environ¬\n\nnot\n\nchange\n\nthe bright\n\nanalogously,\n\nfor poor environments.\n\ndo have\n\na substantial\n\ndo\n\nreliability and\n\n6. That most changes in mental status are made in young children.\n7. That experimentation, demonstration, and the control of factors\nexchanged\n\nfor opportunism\n\nCertainly\n\nthis whole\n\nand\n\n(rather\n\npressures\n\nthe dull and\n\nAnd\n\ninadequate,\n\nto point to the\n\ntheir\n\nvalidity.\n\nshould\n\nbe\n\nmystery.\n\nfield of mental\n\ndevelopment\n\nis one in which\n\nthe\n\nteacher has a permanent interest. In some of our recent well-documented\nwork at Iowa under the direction of Wellman and Skeels, certain findings\nof interest to teachers have been brought out. These new statistics indicate\ndefinitely that the intelligence quotients of young children can be raised by\nenvironmental stimulation. They are not fixed once and for all in the genes.\nThey fluctuate, going up in good homes and good environments, and down\nin the impoverished environment represented in our poorer orphanages and\nother institutions for children.\nSimilarly, the intelligence quotients of children can be raised thru good\nnursery\n\nschool practice. When\n\nthis is done, it can be shown\n\nthe effects are not due to the way\nto coaching. Moreover,\nchild’s school work\nwith his old.\nIt is apparent\n\ncarry on the testing, or to practice, or\n\nthe gains that are made\n\ncorresponds\n\nthat what\n\nwith his new\n\ntend to be enduring, and the\n\nmental level better than it does\n\nwe have in children is, within very wide\n\ntruly plastic material. Teachers,\nyoung\n\nwe\n\ndefinitely that\n\nlimits,\n\nparents, and other persons associated with\n\nchildren have given up too easily. If the child does not learn rapidly\n\nand under\n\nany kind of stimulation\n\n(or lack of it), a child is likely to be\n\nlabeled dull or inferior. For children who\nfrom the ages of one month\n\nare really young — for example,\n\nto five years — we have been able to demonstrate\n\n"}
{"page": 68, "printed_page": null, "text": "National\n\n62\n\nthat the changes made\n\nEducation\n\nAssociation\n\nin the intelligence quotient carry over to such factors\n\nas vocabulary, general information,\nand personal adjustment.\n\nmotor\n\nachievement,\n\nIn short, in the truest sense of the word,\n\na careful attention to environ¬\n\nmental needs, conceived in a realistic and dynamic\ndren superior to present expectations.\nINDIVIDUAL\nEDWIN\n\nA.\n\nLEE,\n\nDIRECTOR,\n\nsocial competence,\n\nsense, will produce chil¬\n\nGUIDANCE — Abstract\n\nNATIONAL\nNEW YORK,\n\nOCCUPATIONAL\nN. Y.\n\nCONFERENCE,\n\nIf one were to search for the idea that most exactly characterizes modern\neducation as contrasted with that which our parents received, it would be\ndifficult to find one more precise than the word “individualized.” And if at\nthe same time we were trying to find a noun which connoted accurately that\nwhich sums up what our best teachers try to do when they teach, the word\nwould probably be “guidance.”\nthe topic before us.\n\nThose\n\ntwo\n\nwords\n\nin sequence\n\nconstitute\n\n“An individual,” states the dictionary, “is anything that cannot be divided\nor separated into parts without losing its identity; that which has definite\nand continuous\n\nexistence; a person, animal, or thing, especially a human\n\nbeing.” It is not too much to say that every teacher must be constantly on\nguard to preserve the individuality of those whom she teaches even under\nthe best of modern conditions and technics.\n“Guidance” implies alternatives. There is no need for guidance if there is\nbut one thing to do or one way to go. It is when we come to crossroads or\nforking roads on the highway of life that we need guidance. Choice is im¬\nplicit in guidance, and the choice should be made not by the guide but by\nthe one who is being guided. Guidance can only take place when\non adequate information. Such information is of three kinds:\n(1) That\n\ninformation\n\nhas to do with\n\nhuman\n\nof the attributes\nknowing\n\nwhich\n\nmaking\n\nup\n\nof that individual\n\n(2) That\n\nis most\n\npersonality.\n\ninformation\n\ndifficult to secure\n\nIf by human\n\nan individual,\n\nand to interpret, if secured,\n\npersonality\n\nwe\n\nmean\n\nconsider\n\nwhat\n\na complex\n\nsufficiently well to counsel\n\nhim\n\nwisely.\n\nwhich\n\nconsists\n\nof facts about\n\nit is based\n\noccupations,\n\nthe sum\n\ntotal\n\nmatter\n\nis the\n\nhealth, ethics,\n\nleisure — any of the realms in which alternatives present themselves to human beings.\n(3) That information which involves technics. Knowing a human individual and\nknowing the possible outlets for that individual in a given community or situation,\nhow\n\nmay\n\nthese two\n\nbodies\n\nof knowledge\n\nbe interrelated\n\nchoice on the part of the young man or woman\nwell done, reaches its best performance.\n\ninvolved?\n\nso as to bring about\nThis\n\nis where\n\na wise\n\ncounseling,\n\nGuidance is a dynamic rather than a static matter. Only the most inept\nof counselors find the job dull or lacking challenge. Generally speaking, a\ngood counselor\n\nis a mature\n\nperson with a background\n\nof splendid teaching\n\nexperience. One must have lived a while, faced problems, simple and com¬\nplex, and made decisions involving imagination and daring before he can\ntruly undertake to act as a guide to others.\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nNo\n\nchoice which\n\n63\n\nSessions\n\nour children are called upon\n\nto make\n\ntranscends\n\nin im¬\n\nportance that of occupational choice. Who shall be responsible for the occu¬\npational guidance of our children? Shall parents? Whether or not it was\never reasonably so, there is no question that presentday\n\nparents, with\n\nrare\n\nexceptions, are in no sense qualified to guide their children concerning occu¬\npational choices — neither are the church, the press, or the business men,\nwhether individually or in service clubs or fraternal organizations. Neither\ncan we expect the government to do the job, for occupational guidance is a\nmatter of individual guidance. Turn whatever direction we will, the road\nultimately leads back to the school as the one institution of society best\nequipped, inadequately as it is, to help our children decide most wisely what\ntheir life careers shall be.\nOther\n\nimportant\n\nareas in which\n\nhealth — largely a matter\n\nindividual guidance\n\nof guidance\n\nwhich\n\nliving; and (b) leisure time — guidance\ncreased vitality and joy of living.\n\nfunctions\n\nleads toward\n\nwhich\n\nmakes\n\nare: (a)\n\nsensible habits of\n\nleisure count\n\nfor in¬\n\nI return to my definition: “An individual is anything that cannot be\ndivided or separated into parts without losing its identity; that which has\ndefinite and continuous existence . . . especially a human being.’’ Our task\nas teachers is to educate — the exact meaning is to lead out — these separate\nand distinct human beings. To the extent that we who claim to be modern\neducators can guide them individually toward\n\nthe realization of their highest\n\npotentialities can we say with any degree of assurance that we are dis¬\ncharging our real obligation to them and to the society of which we all are\na part.\nOUR\nDANIEL\n\nCHILDREN— THEIR\nPRESCOTT,\n\nRUTGERS\n\nATTITUDES— Abstract\n\nUNIVERSITY,\n\nNEW\n\nBRUNSWICK,\n\nN.\n\nJ.\n\nA man’s attitudes and sentiments are and always have been regarded as\namong his most significant attributes. Attitudes direct or at least channel\nour behavior. When\n\nwe\n\nrealize a particular desire, attitudes tell us what\n\nwe may or may not do in the process of satisfying this desire. If a person s\nattitudes are selfish, unsocial, aggressive, and unethical, he is not to be\ntrusted. On the other hand, if a person’s attitudes are socially and ethically\nsound he will not stoop to sharp, unscrupulous practices. The important\nthing to remember\nevaluate our own\n\nis that our\nbehavior\n\nattitudes determine\n\nhow\n\nand that of others. They\n\nwe\n\nlook upon\n\nor\n\nare the basis of our\n\nprejudices and of our consciences.\nAttitudes\n\nunderlie our desires, shape our very goals of life for us. They\n\nsupply a dynamo,\ndesires and goals.\n\nor drive, which\n\nIt is a sad commentary\n\nurges us on to action to achieve these\n\non our American\n\nculture that about one person in\n\nevery twenty has the prospect of spending some\nhospital, or sanitarium\n\nfor the insane. The\n\npart of his life in an asylum,\n\ndisturbing emotions\n\nwhich\n\nne¬\n\ncessitate a person’s commitment to such an institution are caused by mental\nconflicts within his own personality, or by frustrations, because he desires\n\n"}
{"page": 70, "printed_page": null, "text": "National\n\n64\n\nEducation\n\nAssociation\n\nthe unattainable or the inappropriate, or by conflicts between the individual\nand the culture in which he lives. The cure of these functional disorders can\ncome\n\nabout only by changing\n\nof these unfortunate\n\nthe underlying\n\npersons. More\n\nillness and unhappiness\n\nimportant\n\ncan be accomplished\n\npeople with the environing\n\nvalue concepts\n\nand attitudes\n\nyet, the prevention of all this\n\nby supplying children and young\n\nconditions and the experiences which\n\nwill favor\n\nthe development of appropriate attitudes in the first place.\nIf our attitudes are harmonious among themselves and realistic regarding\nthe outside world, our behavior\n\nis consistent and effective, and we\n\nare said\n\nto have an integrated, healthy personality. In contrast, if our attitudes are\ninconsistent with each other or inharmonious with physical, economic,\nsocial, or ethical realities, then we\npersonalities.\nWe have no more\n\nimportant\n\nhealth of the population\n\nshow\n\ndissociated, unstable, and unhealthy\n\nproblem\n\nthan that of improving\n\nby creating more\n\nthe mental\n\nhygienic conditions in which\n\nour\n\nchildren and youth may develop wholesome attitudes consistent within\nthemselves and harmonious with reality. Public education must assume the\nleadership in this work\n\nof mental hygiene.\n\nThe present is a period of great social unrest because the industrial rev¬\nolution, the wonderful applications of science and invention in modern life\nand the pressure of modern\nmendous number of wants\n\nmerchandising have contrived to develop a tre¬\nin our population which modern industry can\n\nsatisfy when better methods of distributing these services have been de¬\nveloped. During the present socially unadjusted interim, frustrations rather\nthan satisfactions are being created and these mass emotions hold grave\nsocial dangers while at the same\nsome evolution of society. The\n\ntime they supply the dynamo for a whole¬\nmajor problem is whether the necessary\n\nsocial evolution can be secured by the application of democratic\nor whether\n\nthe social conflicts will become\n\nprocedures\n\nso severe as to force a dictator¬\n\nship of either the fascist or proletarian type.\nThis democratic procedure of social adjustment\n\nis now\n\nmenaced\n\nfrom\n\na\n\nnumber of directions by the tendency of minority groups or powerful indi¬\nviduals to repress free speech, free assembly, and free association, and to\nsubstitute the domination of the minority attitudes. If we believe in demo¬\ncratic processes and if our schools really were established to prepare young\npeople for democratic citizenship then, it seems to me, school people have\ninescapable obligations now.\nOne important manner in which attitudes are formed is by the accumu¬\nlation of experiences, which gradually crystallize and clarify concepts, and\nconsequently\nThe\n\nbuild attitudes by the process of integration or summation.\n\ncreation of attitudes by this process is a primary concern\n\ncommittees,\n\nfor it is the obligation of these committees\n\nof curriculum\n\nto plan for our chil¬\n\ndren a series of experiences which will favor the development\nstanding evaluation of the contemporary world.\n\nof an under¬\n\nMany, perhaps most, of our attitudes are adopted ready-made. This\noccurs when a young person, or even an adult, psychologically identifies\nhimself with some person whom he greatly loves, admires, or respects. When\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\nthis psychological\n\nSessions\n\n65\n\nidentification occurs, the attitudes stated or implied by\n\nthe model are adopted by the child as his own and may be greatly strength¬\nened and deepened by repeated contacts with this person.\nHere\n\nthe large responsibility of school people is apparent\n\nteacher who\n\nis at all human,\n\nat once. Every\n\ncapable, and attractive is the object of numerous\n\nidentifications by different pupils in the course\n\nof ten years of service, and\n\nthe attitudes which are thoughtlessly and effortlessly passed on in this way\nare perhaps much more important to the children concerned than the skills\nand the facts which\n\nare drilled into their minds. Every teacher needs to be\n\na very sound person as to his own\n\nattitudes and ideals because of this fact,\n\nfor a teacher with attitudes that are out of touch with contemporary reali¬\nties may be a serious source of psychic contagion for his pupils.\nMy sincere conviction is that our schools must make the education of\nattitudes their primary\nmental\n\nhealth depend\n\nconcern. The\n\nupon\n\ncharacters\n\nthe attitudes which\n\nof our children and their\n\nthey hold. So do the orderly\n\nevolution of our society and the very preservation of the democratic\nlife in the world.\n\nSECOND\n\nGENERAL\n\nART\nTHOMAS\n\nMUNRO,\n\nAND\n\nCURATOR\n\nEVENING\n\nWORLD\nOF\n\nof\n\nSESSION\n\nCITIZENSHIP\n\nEDUCATION,\n\nCLEVELAND,\n\nTo\n\nway\n\nCLEVELAND\n\nMUSEUM\n\nOF\n\nART,\n\nOHIO\n\nbe a citizen of the world, in the full and literal sense of the word, is\n\nstill a dream\n\nof the future. There\n\nextent, to which\n\nis no world\n\nstate, no civitas of worldwide\n\none can give allegiance today. “The\n\nparliament\n\nof man,\n\nthe federation of the world,” seem even farther away and more visionary\ntoday than when Tennyson wrote of them two generations ago. For in the\nmeantime\n\nhumanity\n\nstate in the League\n\nhas tried, with high hope, to create the basis of a world\nof Nations;\n\nand in the last few years that hope has been\n\ndisappointed. Not only has the League\nbut the main\n\ntrend of world\n\ndirection: toward\n\na new\n\nitself been weakened\n\npolitics appears\n\nand more\n\nand discredited,\n\nto be definitely in the other\n\ndisastrous outbreak\n\nof national rivalry,\n\nhatred, and war.\nBut there is another\n\nsense in which\n\nworld\n\ncitizenship means\n\na state of\n\nmind. We can speak of it more clearly, perhaps, as “world-mindedness.” In\nthat sense, world citizenship is not only possible today, but is in some degree\nan actuality. It has existed for thousands\nof a few enlightened\ngroup\nThere\n\nof years, in the thought and action\n\ncitizens of every age who\n\nhave\n\nrisen above\n\nnarrow\n\nand sectional interests to achieve a broadly human point of view.\nis a kind of world citizenship in the realm of ideas ; of art and science,\n\nreligion, philosophy, and all constructive\n\nsocial effort. Its members\n\nare the\n\ntrue cosmopolitans. Wherever they meet, or read each other’s written words,\nthey quickly overstep the boundaries of language and nationality. They\nspeak the universal language\n\nof world\n\ncivilization, and find a mutual\n\nbasis\n\n"}
{"page": 72, "printed_page": null, "text": "66\n\nNational\n\nEducation\n\nAssociation\n\nof discussion in the interests of educated\n\npeople; in the common\n\ntask of\n\nopposing man’s perennial enemies — ignorance, hunger, poverty, and suffer¬\ning; and in the creation and enjoyment of the arts. They overstep the\nboundaries, not only of space but of time; so that the meditations of an\nancient Hindu,\n\na Chinese, or Egyptian\n\nsage may be far more\n\ncomprehensible\n\ntoday than the partisan rancors of some narrow-minded\nlived a few years ago, or lives at present in another\nEgypt,\n\nConfucius\n\nand\n\nPlato, Epictetus\n\ncontemporary, who\ntown. Ikhnaten of\nSt. Francis, Erasmus and\n\nand\n\nVoltaire — men as different as these were all, in one way or another, worldminded citizens of the planet earth, and not merely of the town or country\nin which they happened to be born. Travel sometimes helps to produce the\ncosmopolitan mind ; but not always. For some have it who have never\ntraveled outside their own villages and\nmain provincials to the end.\n\nsome\n\nconfirmed\n\nglobe-trotters re¬\n\nIf the number of world-minded people could somehow be multiplied in\nevery nation so that each could have a sympathetic understanding of the\nothers’ needs, desires, and peculiar folkways, the coming of an actual world\nstate would no doubt be much accelerated. It would almost follow as a\nmatter\n\nof course. For there are no problems\n\nof boundary,\n\nor of tariffs too difficult to be solved by reasonable\n\nof raw\n\nmaterials,\n\nconference,\n\nif the will\n\nto solve them in that way exists. The primary need is for a will to world\ncitizenship. And in the production of that will, the arts can and often do\nplay an important\n\nrole.\n\nAll great civilizations have left expressions of the ideal of a united, peace¬\nful humanity under one rule and one religion. In Egyptian art we find the\nsymbol of the overarching sky and the sun’s disk high above, with mankind\nunited in allegiance to one king. Of course, such conceptions of world citizen¬\nship have usually been coupled with the idea that all men should accept my\nking, submit\n\nto my\n\nkind of church\n\nform\n\nof government,\n\nand ceremony.\n\nwas for internationalism\nnearest approaches\n\nvoluntary\n\nconfederation,\n\nBritish, which\n\nAges, was\n\nwith\n\nweaker\n\nRoman\n\nstate have been made,\n\nbut by those empires\nmany\n\nGod\n\nmy\n\noften intolerant toward\n\nother empires than the Holy\n\nto an actual world\n\nby force made\n\nmy\n\nthe Christian church, strong force as it\n\nin the Middle\n\nother religions, and toward\nThe\n\nEven\n\nand worship\n\nlike the Roman\n\npeoples submit\n\nPax Romana or the Pax Britannica. Perhaps\nments) that is the only way in which world\n\nEmpire.\nnot by\nand\n\nthe\n\nand accept the\n\n(we say in discouraged mo¬\nunity can ever be achieved.\n\nCertainly the history of attempts to induce free sovereign peoples to sur¬\nrender their rights and privileges for the sake of unity, except in the face\nof a common\n\nenemy,\n\nhas been a record of pathetic failures. But\n\nidealists\n\nnever lose hope that such a world confederation will some day be made, on\nthe basis of voluntary agreement. They still have faith in more humane\ninducements than machine guns and policemen’s clubs — in the forces of\neducation and rational thinking. Among these they look to art as a force\nfor unity thru its power\nbeauty.\n\nto express the ideals of unselfish harmony\n\nand\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n67\n\nTo\n\nwhat\n\nextent is this hope justified? Has\n\ncitizenship in the past, and is it now?\nwere\n\nart been a force for world\n\nIt would\n\nbe pleasant if the answer\n\nso simple, and if we could honestly indulge in a wholehearted\n\nrhapsody\n\nin praise of art. But history shows the facts to be otherwise. Art is some¬\ntimes a force on the side of social unity, and sometimes on the opposite side.\nLike all the other great instruments\n\nof human\n\nliving — science, commerce,\n\nand religion — art is a two-edged weapon. All these forces tend in some ways\nto unite people, and in others to antagonize them. In the history of civiliza¬\ntion, art has sometimes made for peace and tolerance. Sometimes, and very\noften, it has made\n\nfor narrowness\n\nand bitter rivalry; for greed, intolerance,\n\nand oppression. Art has been a means of expressing the hatred of one people\nfor another; the struggle between social classes and religious sects. It has\nbeen a means of inflaming peaceful folk against each other, and a source of\nenvious contention.\nIn general, the works\n\nof art produced\n\nby a people cannot\n\nrise very far\n\nabove the average level of thought at the time. Artists are not a race apart — •\nof supermen or pure idealists. Here and there, we can look back and pick\nout an exceptional genius, far in advance\nexpresses the mentality of its own\n\nof his age. But on the whole, art\n\nage and culture. If religious bigotry and\n\nthe desire for conquest are active in a nation, we may be sure that they will\nfind artists to express them. If a dictator rises to power, whatever type of\nman he is, we may be sure that some artists, poets, and composers will be\namong the crowd that fawns upon him, flattering his pride with heroic\nstatues, epics, and triumphal hymns.\nLet us not delude ourselves with the comfortable\nproduced\n\nis bad art. Among\n\nthe most\n\nanswer\n\nthat all art so\n\nrespected classics in our libraries are\n\nthe epics in praise of military conquerors and destroyers of liberty. Our\nmuseums are filled with idealistic statues of them. The most skilful painters\nin China\n\nand Japan, in Bagdad\n\nand in the capitals of modern\n\nand Mogul\n\nand\n\nVenice,\n\nEurope, have left us exquisite portraits of the\n\nbloodiest war\n\nlords of their day, whom\n\ncases, the most\n\nconsummate\n\nThe\n\nIndia, Florence\n\nwe\n\nknow\n\nto have been, in many\n\nrascals.\n\nsecular art and literature of all times, from\n\npresent, is full of the clash of arms\nreligious art and literature abound\n\nAncient\n\nEgypt\n\nto the\n\nand the praise of military heroes. Even\nin praise of those who\n\nhave smitten down\n\nthe enemies of the true god, burned heretics and witches, and put heathen\ninfidels to the sword. Even supreme geniuses, like Dante, are not always\nabove partisan bitterness. He\n\ncould rise to cosmic visions of the universe ;\n\nbut he could also hate, with all the fury of civil strife, the enemies\n\nof his\n\nparty in medieval Florence.\nThe tremendous rise of nationalistic imperialism\n\nAges\n\nsince the Middle\n\nhas been aided and inspired by artists in every medium. Not by all artists, for\nthere have been voices raised in protest ; but by enough to show that art is\nnever wholly a force for unity. In recent years, communism\n\nand anarchism\n\nhave sometimes been expressed as idealistic philosophies, preaching a world¬\nwide brotherhood of labor. But in practice and in the theories of actual\nleaders, they have emphasized\n\nanother line of contention\n\nin the class struggle\n\n"}
{"page": 74, "printed_page": null, "text": "68\n\nNational\n\nbetween\n\nEducation\n\ncapital and labor. They\n\nAssociation\n\nhave not been able to avoid nationalistic\n\ndivision, and we see them today as factors in the general scramble\n\nfor politi¬\n\ncal and economic power. They, too, have found artistic expression, some¬\ntimes of high esthetic quality, as in the best Russian moving pictures of a\ndecade ago. In these, as usual, art and propaganda, war and peace, ex¬\npressions of hatred and of friendship were inextricably joined.\nHas music been exempt, and always a charm to soothe the savage breast?\nThen\n\nlet us remember\n\nthat there have been war\n\nover fallen foes, as long as there have\nfriendship.\n\nsongs, and songs of triumph\n\nbeen\n\nsongs\n\nof peace, love, and\n\nThe production of art is often bound up with social injustice and op¬\npression. If we look at the history of decorative art and architecture with\nan eye to its social background,\n\nthe story is not a pleasant one. It would\n\nseem that when we speak of palaces and gardens, of soft brocades and deli¬\ncate enamels, we are entering a world of pure beauty, where hate and\nsuffering have no place. But who\nenjoyed them?\n\nHow\n\nmany\n\nbuilt these palaces and gardens, and who\n\nslaves died wretchedly\n\nin building the pyramids\n\nof Egypt ? How many serfs went without bread that the lady of the manor\ncould have silks and jewels from the Orient? The blood and hunger of\nworkers\n\nrun like invisible strands thru the silks of Asia and the tapestries\n\nof Europe.\n\nTrue,\n\nthis is only one side of the story. For craftsmen\n\ntimes been well paid, and have lived in comfort.\nin the history of society where\n\nThere\n\nhave at\n\nare pleasant pages\n\nindustry brings its just reward,\n\nand where\n\nits profits are diffused to raise the level of a whole people. But on adjoining\npages, we see the production of art bound up with extreme inequality of\nwealth ; with utter misery at the bottom and fabulous wealth at the top. We\nsee it flourishing because some\ncould divert the energy\nrefinement for the rich.\n\nleisure class could afford every whim,\n\nof artisans from\n\nIs this good or bad ? As humanitarians\nof art we\nmade\n\ncannot\n\nwholly\n\nfood for the masses\nwe\n\nmay\n\nand\n\nto luxurious\n\ndeplore it ; but as lovers\n\nregret the conditions, unjust as they were, which\n\nthis art possible. Some\n\neconomists\n\nwould\n\nhave us believe that these\n\nconditions are a thing of the past, since we are going from an “economy of\nscarcity” to one of abundance. Machinery and large-scale production, we\nare told, will do the work of slaves and allow us all to have luxuries with¬\nout depriving anyone of necessities. Let us hope this day will soon arrive ;\nbut it is not here yet.\nWhat\n\nhas this to do with art and world\n\ncitizenship? Simply that it illus¬\n\ntrates once more how art — in this case the luxury of beautiful possessions —\ncan be a bone of contention among human beings. For such possessions do\nnot rest easily in the grasp of their original owner.\nbaron, and the foreign conqueror\n\nThe\n\ncast envious eyes upon\n\nthief, the robber\nthem. The\n\npopulace outside the garden gate looks in, and thinks how\n\nmuch\n\nhungry\nhas been\n\nspent upon it. At periodic intervals in history, it breaks thru the gates, and\ncauses what we call a revolution. Then no art is sacred. Unless its own leaders\nare farsighted enough\n\nto call a halt, the mob\n\nwill seize and carry off what\n\ncan, then destroy the rest in a fury of revenge\n\nit\n\nagainst the elegant fineries\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n69\n\nwhich have been produced at the cost of children’s lives. What we think of\nas the most innocent and spiritual forms of art — the stained glass window,\nthe altar, the carved figures of saints — all these are smashed with shouts of\nrage, as they were by the French revolutionists, and by the embattled Puri¬\ntans of England over a century earlier. The reason is that such things are\nassociated by the revolutionists with an oppressive regime, in which church\nand state have alike forgotten justice, and have pursued instead the magnifi¬\ncent formalism of decorative art.\nIn this light we can understand why so many religious and moral leaders\nhave preached against the love of wealth, including what we call decorative\nart. They denounce the glittering splendors of Babylon and Persia. They\ntell us to lay up our treasures, not on earth but in heaven. They praise the\nsimple life, ascetic and frugal, given over to things of the spirit. Often they\ndenounce idolatry, tho most of the world’s great sculpture has consisted\nof these same “idols.” Sometimes they directly oppose the artists of their\ntime, as did Savonarola, and St. Paul before him, who opposed the silver¬\nsmiths of Ephesus. For such reformers see in what we call the decorative\narts a source of greed, sensuality, and superstition; of eternal crime and\nkillings.\nI have presented the case against art for the sake of realism, and because\nwe so often fall into exaggerated reverence for the very word “art,” as if it\nwere a synonym for all that is holy. As a matter of fact, it is human ; and\ntherefore by turns is both good and evil.\nIt makes a great deal of difference whether art is old or new, from the\nstandpoint of its effect on social unity. When a war is over and peace de¬\nclared, time begins healing emotional wounds. Many of the more extreme\nexpressions of hatred are forgotten or pushed out of sight, with a little\nshame, perhaps, as both sides try to revive friendly relations. Songs, car¬\ntoons, and writings which were merely vindictive, drop out of sight; those\nwhich have some artistic merit are looked upon in a new way, and praised\nfor qualities which have little to do with the “late unpleasantness.” Year\nafter year, the survivors of the conflict, often slow to pardon old enemies,\ndie. The war itself, if its causes are really removed, recedes into the legend¬\nary past, along with the wars of classical antiquity. This has almost hap¬\npened with our own Civil War. Descendants of both sides respect Grant\nand Lee; they sing both “Dixie” and “John Brown’s Body.” But it does\nnot happen at once. It is wise, even now, not to sing “Marching through\nGeorgia” in the state of Georgia. This has happened completely with our\nRevolutionary War, and with the Jacobite Rebellion of eighteenth century\nScotland. Prince Charlie has become a legendary figure, and the songs\nabout him carry no sting. There\n\nis no partisanship, but a sense of our com¬\n\nmon heritage of old romance, when we “tell sad stories of the deaths of\nkings, and battles long ago.”\nIt is the same with the statues and paintings of ancient war lords. We see\nthem striding haughtily over the bodies of their foes, yet we feel no answer¬\ning pride or anger at these bloody deeds. We know how brief their day of\n\n"}
{"page": 76, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\nglory was, and how time has obliterated the wounds\nwrote of such a statue :\nTwo\n\nvast\n\nand\n\ntrunkless\n\nShelley\n\nlegs of stone\n\nStand\n\nin the desert.\n\nHalf\n\nsunk, a shattered\n\nNear\n\nvisage\n\nAnd\n\nwrinkled\n\nsneer\n\nlip, and\n\nthey made.\n\nthem, on the sand,\nlies, whose\n\nfrown,\n\nof cold command,\n\nTell that its sculptor well those passions\n\nread\n\nWhich yet survive, stamped on these lifeless things,\nThe hand that mocked them and the heart that fed;\nAnd\n\non the pedestal\n\n“My\n\nname\n\nthese Avords\n\nis Ozymandias,\n\nappear:\n\nking of kings:\n\nLook on my works, ye Mighty, and despair!”\nNothing beside remains. Round the decay\nOf that colossal wreck, boundless and bare\nThe\n\nThe\n\nlone and\n\nlevel sands\n\nart of the past becomes\n\nstretch far away.\n\na part of the cultural heritage of all human\n\nbeings. As such, it tends to unify humanity^\n\nregardless of the old antag¬\n\nonisms which produced it. Indeed, the very spectacle of so many past dis¬\nputes, of so much blood shed over quarrels which now seem unnecessary,\nshould\n\nmake\n\nthoughtful\n\nPerhaps, as some\n\npeople think twice\n\nbefore engaging\n\npsychologists believe, art can even become\n\nsubstitute for war\nwhen maladjusted,\n\nand a healthful outlet for some\nproduces war neuroses.\n\nsocialistic. Private\n\nan imaginative\n\nof the energy\n\nIn all countries today, the treasures of past art become\nThis is the case in capitalistic countries almost as much\ncall themselves\n\nin another.\nwhich,\n\nrapidly socialized.\nas in those which\n\nart collections of wealthy\n\nmen\n\nare left\n\nto public museums, often with the great houses which they occupied. Funds\nare left to purchase more works of art, including decorative luxuries which\nonly aristocrats used to enjoy. Cathedrals, palaces, private parks and gar¬\ndens, are placed under government care and are thrown open to the public.\nTho\n\nowned\n\nby one nation, they are really properties of all the world, for\n\nevery traveler may enjoy them, and carry home pictures of them. Literature\nand music of the past become even more completely socialized. After the\ncopyright period, they are freely copied, translated, read, and performed\nin every country of the world. They cannot be stolen or hoarded. They\nform bonds of sympathy\n\nbetween\n\nthe peoples who\n\nlove them.\n\nThe heritage of past art is a powerful force to soften present rivalries.\nOne who has learned to love the arts of Japan, of Germany, of Italy and\nto think of these countries\n\nin terms\n\nof their music, their gardens,\n\ntheir\n\ntemples, their dances, their paintings, and their peasant costumes, has a hard\ntime brushing aside these memories when a political dispute arises. The\npeople of those countries feel much\n\nthe same\n\ncountries, even tho their governments\nother. As much\n\nas propaganda\n\nway\n\nabout us and about other\n\nare at the time shaking fists at each\n\noffices may\n\ntry to suppress\n\nthese bonds\n\nof\n\nsympathy, to revile or exclude foreign culture, and to force domestic taste\ninto national channels, they meet with stubborn resistance. The Japanese\nlove for A.merican\n\nmusic\n\nand moving\n\npictures, for American\n\ndotfies and\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n71\n\nfurniture, is a factor to be reckoned\nthe Japanese people hate America.\n\nwith by militarists who\n\nwould\n\nmake\n\nEven in the class-struggle type of conflict the traditions of art succeed at\ntimes in bridging over wide gulfs of sentiment. In Russia, those leaders\nwho\n\nwould\n\nforce a sharp cultural break with\n\nthe past are surprised and\n\nbaffled to find that the public still prefers, on the whole, the kind of public\nbuildings which the Czars put up, and that it still likes to hear the music\nof Bach and Chopin.\nStrangely enough, economic\n\nfactors themselves\n\noften force the producers\n\nof art into a sort of internationalism ; not on idealistic grounds,\nthose of commercial self-interest. Many\npictures in which a Mexican bandit was\na band\nthem\n\nof Chinese\n\nno more?\n\nopium\n\nbut on\n\nof us remember the early moving\nthe despicable villain ; or in which\n\nfriends kidnapped\n\nthe heroine. Why\n\ndo we\n\nsee\n\nFor the very good reason that the people of those countries\n\nrefused to import\n\nour films as long as such misrepresentation\n\ncontinued.\n\nProducers are now very careful to ask whether a certain incident will offend\nthe British market, or whether it will have to be left out of the film when\nshown in India. It must not offend labor or capital, Catholics, Protestants,\nor Jews. This is not altogether a good thing for art. Sometimes,\n\nwhen\n\nwe\n\ntry to keep from offending anyone, there is nothing left but insipid triviali¬\nties. On the other hand, the need to please an international market may\nfavor a genuine artist like Charlie\nhave universal appeal.\nIn the United\n\nStates, much\n\nsectionalism and narrow\n\nChaplin\n\nor Walt\n\nDisney, whose\n\nfilms\n\nhas been done by popular art to break down\n\nlocal attitudes. Not only the movies\n\nbut the radio,\n\npopular magazine art, photography, and even the much condemned sign¬\nboards on our highways, have done their share. Television will soon begin\nto reenforce them. If not impeded\npopular arts may do as much\nWhat\nas much\n\nby governmental\n\nrestraints abroad, these\n\nfor international unity in future.\n\nhas art done to express directly the ideal of world\n\ncitizenship? Not\n\nas one might expect or wish. Art often does so indirectly by rising\n\nabove petty local interests to portray the basic themes\n\nof human\n\nlife — love,\n\nbirth, and death; man’s enjoyment of nature, and his struggle to control it;\nhis desire for immortality, and his visions of another world. Primitive\nfolklore and mythology\n\ndealt largely with these themes. Greek\n\nart translated\n\nman's ideal of his own perfection into the visible forms of sculpture, even\nwhile Greek civilization itself was crumbling thru its inability to achieve\npolitical union. Christian art has given visible form to the desire for peace\nand brotherhood, all thru the ferocious wars of Christian history. But most\nof it pointed toward the hope of another and better world, rather than an\nideal state on earth. Philosophers like Bacon and More have shown us\ntheir ideal of a perfect earthly state. Many a wise man since has shown us\nhow a world state could be organized and run, and has scolded us for not\naccepting so obviously sensible a course. Poets like Robert\nWhitman\n\nhave voiced their love of all human\n\nBurns\n\ncreatures. But\n\nand Walt\nthe fact re¬\n\nmains that most of the art — literary, musical, and visual — which the world\nagrees to call great, has not directly presented an ideal of world unity. Why\nis this so?\n\n"}
{"page": 78, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\nAssociation\n\nThere are many reasons, but let us notice one in particular. It is an un¬\nfortunate fact that the notion of world citizenship is not, in itself, especially\nglamorous\n\nor exciting. It is much\n\neasier for an artist to excite us by talking\n\nabout a clash of arms than by talking about peace and cooperation. The\nessence of drama, it is often said, lies in conflict. Peace and cooperation are\nall very well, but who wants to read a story or see a play about them?\nThe same fact holds true of other arts as well. The music of Wagner and\nBeethoven excite us with emotional conflict. Castles and fortresses are\nexciting as architecture. Swords and armor fascinate the children in\nmuseums. But the instruments of world citizenship are humdrum desks and\nconference\n\ntables, statistical reports and tariff agreements.\n\nPeace is not only prosaic, but often inglorious. We thrill to the memory\nof some great soldier who died with all his men rather than surrender an\ninch to the enemy. But peaceful cooperation is one long succession of com¬\npromises, partial surrenders of each national interest in order that an open\nbreak may\n\nbe averted. Where\n\ndiplomats\n\nand foreign secretaries who\n\nnegotiation over economic\n\nare the epics and the monuments\naverted wars\n\ndetails? Many\n\nby months\n\nto patient\nof tedious\n\nreceived not thanks at home, but\n\ninsults, for the ignoble concessions which they chose to make in the interests\nof peace. The same is true of social strife between upper and lower classes.\nWe have praise, too often, for the leader who incites our side to force, and\nstones for the one who proposes reasonable compromise.\nIt is hard, then, for art to add glamor\na theme\n\nas world\n\ncitizenship. Shall we\n\nglamor\n\non the side of war\n\nartists are accomplishing,\n\nand emotional\n\ngive up the task, leaving all the\n\nand selfish nationalism?\n\nin our own\n\nappeal to so dull\n\nIt seems\n\ntime and country,\n\nto me\n\nthat\n\na task which\n\nis in\n\nsome ways even harder. I am not thinking now of the fine arts — of the\nexalted painting and sculpture which fill our galleries. I am thinking of\nsomething much more humble and mercenary. This is what we call ad¬\nvertising and commercial art. We are too close to this development to see\nits full social significance. We rightly condemn a good deal of it for blatant\ninsincerity and cheap sensationalism. But there is one thing to be said for it.\nThe advertising artist sets out, in response to commercial inducements, to\nadd\n\nvisual and\n\nemotional\n\nappeal to any\n\narticle, any\n\nservice, which\n\npatron has to sell. He daily achieves miracles, in our newspapers\nmagazines,\n\nby throwing\n\nsome\n\nesthetic glamor\n\nhis\n\nand weekly\n\non prosaic tools and industrial\n\nproducts, on articles of medicine and personal hygiene which one would say\ncould not possibly be so presented. This is the work of everyday artists in\nthe service of our competitive system of salesmanship.\nOne\n\nhundred\n\nyears ago Auguste\n\nComte,\n\nfounder\n\nof sociology and\n\na\n\ntruly world-minded philosopher, called for art to enter the service of hu¬\nmanity. As a psychologist he recognized the tedious, even repellent nature\nof the tasks ahead on the road to social cooperation. He called for art to\noutgrow\n\nits primitive delight in violence and superstition; to ennoble\n\nemotionalize\nceremony.\n\nthe new\n\nideal of humanity\n\nH is hopes have not yet come\n\nsocial control which\n\nand\n\nin poetry, music, visible form, and\ntrue. Art is a mighty instrument\n\nof\n\nwe leave too often in the hands of selfish people with a\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\nwar\n\nSessions\n\nto stir up, or a piece of shoddy merchandise\n\norganized\n\npeople, put it seriously to work\n\nLet us be more\n\nspecific. Why\n\n73\n\nto sell. When\n\nshall we, as an\n\nin the service of better aims?\n\nhave the League\n\nof Nations\n\nat Geneva\n\nand\n\nthe old palace of peace at The Hague made so little hold upon the world’s\nimagination? May it not be, in part, because they have been so lacking in\nthe kind of appeal which art can give ? Their meetings have been housed in\ntiresome architecture, a weak imitation of older styles. Their activities have\nbeen devoted\n\nlargely to very worthy,\n\nand economic\n\nmatters, to endless bickering and committee\n\nis no brilliant life around\nor those at home\n\nbut very dull discussions of political\n\nthem, nothing remarkable\n\nto read about. Meanwhile,\n\nreports. There\n\nfor the traveler to see,\n\nthe national capitals of Europe\n\nand Asia glow with life, with gay restaurants and music, operas, theaters,\nand art museums, and with athletic tournaments and sports. We take\npleasure in visiting and revisiting them. The glamor of all the arts is cast, as\na result, upon centers of nationalism.\nWorld\n\nfairs and expositions are international centers of art and pleasure.\n\nBut they are temporary\n\nand are housed\n\nin national cities. Five years from\n\nnow, or fifty, the noise of cannon may subside for a time, and the hopes of the\nworld may turn again to the League of Nations or some new substitute for it.\nWhy\n\nshould not world-minded\n\ncitizens attempt\n\nto raise it, by the means\n\nof\n\nart, into a center of beauty and enjoyment, to wTich all men’s thoughts can\nturn with pride? I have in mind a city which should be a true international\ncapital of civilized culture, a permanent world’s fair as well as a business\noffice. It could be the property of an international organization to which\nall nations\n\ncontributed\n\ngreat museums\npalaces and\n\ntheir best in friendly rivalry. It could\n\nof old and modern\n\npleasure gardens,\n\nart and craftsmanship,\n\nsurpassing\n\nin magnificence\n\nperformances,\n\nfor scientific exhibits, for Olympic\n\nall other civilized enjoyments.\nfirst committing\n\nAny\n\nits\n\nits libraries, its\nthe forts and\n\npalaces of other days. It could be a center for international\ndramatic\n\nhave\n\nmusical\n\nand\n\nsports, and for\n\nnation could contribute to these without\n\nitself to fight or sacrifice economic\n\ninterests in defense of a\n\nworld state. Such a city of the future, I believe, will be a tangible founda¬\ntion for world citizenship, an emotional bond between nations, and a potent\nsymbol\n\nof their common\n\ncultural heritage.\n\nLITERATURE\nPEARL\n\nThe\n\nS. BUCK,\n\nsubject upon which\n\nAUTHOR,\n\nAND\n\nLIFE\n\nNEW\n\nYORK,\n\nN. Y.\n\nI have been asked to speak this evening is the con¬\n\ntribution of literature to life — so large a subject that to say anything definite\nabout it is like trying to hold two large separate stars in the universe and\nshow their cosmic relationship. What is this cosmic relationship? A certain\nphrase was\n\nused in your letter of invitation for tonight. “What,”\n\nthat letter\n\nasked, “can literature contribute to world citizenship?’’ To know how to\nlive in the world is to know how to be a citizen of it. Our topic seems to me\nbest and most simply expressed thus: What,\n\nif anything, can literature con-\n\n"}
{"page": 80, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nAssociation\n\nhow\n\ntribute to the individual to enable him to know\nment ?\n\nto live in his environ¬\n\nThe answer to this question depends, of course, on our definition of litera¬\nture. Is literature what most people read, or what a few people have written ?\nAre\n\npopular\n\nmagazine\n\nstories literature? Are\n\ndetective stories, romances,\n\nwild west tales, true heart confessions to be included\nthat what we have to think of when we consider how\n\nin literature? And is\nliterature contributes\n\nto life? Or are we to limit our definition of literature to a few books written\nby a few dead ?\nThis we do know — most people in America\n\nknow\n\nthe mechanics\n\nof read¬\n\ning. We are not, of course, the most literate nation on earth. There are sev¬\neral nations where the literacy ratio is a good deal higher than ours, notably\nJapan. But somewhere\n\nalong the way,\n\neven tho formal\n\neducation\n\ndoes not\n\npersist beyond the grades, we have been exposed, tho very slightly, to what\nconsidered great literature. We\nmuch\n\nafter all, or if we\n\nknow,\n\nis\n\ntoo, that most of us do not read very\n\nread, it is in relatively small numbers.\n\nThere\n\nis, of\n\ncourse, the much-talked-of competition with reading — radio, motion pictures,\nautomobiles, and soon television all combine to keep people away from books\nand literature. A sort of life seems to be coming in which books could be\nlargely eliminated and their loss scarcely noticed. Indeed it is already here for\nmany people.\nAll this is true. And\n\nyet it does not, I think, matter\n\nof the people are never\nand Browning\n\nso much\n\ngoing to read literature. The\n\nand Tennyson — or whatever\n\nthat the mass\n\nbits of Shakespeare\n\nchildren have in school nowa¬\n\ndays — are not going to affect them one way or the other. No, we have to\nacknowledge that literature is never going to contribute to most lives at all.\nMost\n\npeople are going to the movies instead, not to a particular picture, but\n\njust to the movies. They will turn on the radio, not to a special program,\n\nbut\n\njust turn it on. They will read newspaper headlines probably, and make a\ndesultory choice out of the lurid array of popular magazines on the stand\nat the street corner or in the drugstore. If a book is talked about a great deal,\nas a few books a year always are in the United\n\nStates, they may\n\nlook into\n\nthem curiously just to see what it is everybody is talking about. That is all.\nI will confess this surprised me at first, since having lived so much of my\nlife in a country where 90 percent of the population was illiterate, I had\ncome to value literacy and to think people would read if they knew how. I\n\nsee now, after four years of watching my fellow countrymen, that knowing\nhow to read has little to do with reading. People learn to read in order to\nread advertisements,\n\nbills, sports announcements,\n\nand news — altho printed\n\nnews does not matter so much since we are getting so many pictorial maga¬\nzines. Of course, in the old days of silent pictures to know how to read was\nnecessary, because of the captions, but now we have talking pictures — and\nwe will have talking newspapers, they tell us, before long — and the radio\ngives us love and crime and wisecracks.\n\nPractically, literature does not contribute anything to most people’s lives.\nThis must be faced. Our system of education teaches average children a little\nof everything, from the essentials of mathematics and biology to how to make\n\n"}
{"page": 81, "printed_page": null, "text": "75\n»\n\na dress or hammer\nliterature which\nknowing\n\nhow\n\nGeneral\n\nnails. But\n\nSessions\n\nit does not teach them\n\nis essential to their life. Knowing\n\nthere is anything\n\nhow\n\nin\n\nto read is simply\n\nto use a tool. If there is no desire to use that tool, then the tool\n\nis not used. And\nliterature.\n\nby and large, the crowd\n\nneither hungers\n\nnor thirsts after\n\nBut not all of us belong to that radio-turning, movie-going, unthinking\ncrowd. What concerns me is that the intelligent people, the leading people,\nthe people who\n\nhave brains and whatever\n\nwe possess of culture and very often\n\nof means — they do not read ; or if they do, they read too often digests of\nbooks and essays and stories rather than the works themselves. Even quite in¬\ntelligent people, who would be shocked to think they have no touch with\nliterature — do not realize what a menace to literature a digest is. They pick\nup a digest magazine because they are busy, and by it are deceived into feeling\nthey have read the best articles of the month. Indeed, I believe digest maga¬\nzines are the more serious enemies of true literature, because their readers\nare among\n\nthe more\n\nintelligent and think that in the digests they are keeping\n\nup with contemporary literature. Yet the habitual readers of digests inevi¬\ntably lose the appreciation of style and grace in language, just as we would\nlose appreciation of food, its taste, and color and texture, if we should take it\nin the form of chemical pellets. Our physical nourishment\nbut mere\nmeat\n\nphysical nourishment\n\nfrom\n\nmight be adequate,\n\nfood is not enough. To\n\nget the plain\n\nout of a book or story or essay is to live on dull fare, so insidiously dull\n\nthat we do not know\nmeaning\n\nwhat we are missing. So it is not enough\n\nto get the bare\n\nout of a piece of music or of a painting or of a great book. “Mona\n\nLisa” digested is nothing but a woman smiling. A digested symphony is noth¬\ning but a group of themes which can be played in five minutes. Of Human\nBondage\n\nis a book without\n\nserial, and which\nWhen\n\na plot, one which\n\nwhat\n\nwould\n\naccept as a\n\ncould be digested in a few pages of a small magazine.\n\nthese digests are made\n\nthey know\n\nno magazine\n\nof literature, people read them\n\nit is all about. Yet they do not know\n\nwhat\n\nand think\n\nit is about. For\n\nthey have missed that which makes literature. The blue pencil reduces every¬\nthing to the dead tastelessness of a chemically prepared pellet. That graceful\nfleeting fancy, that individual quality which\nupon\n\nevery material which\n\nis the inherent mark\n\nit chooses to work\n\nof genius\n\nupon, is lost. People say they\n\nare busy. / say, if you have onltf half an hour, use it not for a hurried survey\nof the bones of books and magazines,\nknow,\n\nwho\n\nquality which\n\nmay\n\nhave overlooked\n\nwould\n\npicked for you by someone\n\nyou do not\n\nentirely the one incident, character, or\n\nhave most enriched your reading, but use that valuable\n\nhalf-hour for reading entire, and as it was really written, one thing — a few\nreal pages from a book, or one actual story or essay. You will have more in\nthe end — more real food for thought, and your literary palate will not be\ndulled by a succession of small dishes prepared by the same cook in the same\npot and all tasting alike.\nYet these people who\nwould\n\ncontribute\n\nmuch.\n\nwomen,\n\nthe ones who\n\nread digests are the very people to whom\nThey\n\nare, too, and\n\nthis particularly perhaps\n\nin their leisure pick up a book or a magazine\n\nor divert them instead of a book or a magazine\n\nliterature\n\nto read. There\n\nof\n\nto amuse\n\nis no harm\n\nin\n\n"}
{"page": 82, "printed_page": null, "text": "76\n\nNational\n\namusement\n\nEducation\n\nand diversion. That\n\nAssociation\n\nis a legitimate reason for literature. What\n\nconcerns me is that educated people are amused and diverted by the ephem¬\neral, passing book or story or the smart, silly patter of a columnist, and not by\nliterature. I am not surprised or concerned when Mrs. Jones, the janitor’s\nwife, begs the librarian for a nice book with a lot of things happening but\neverything turning out all right. But I am concerned when Mrs. So-and-so\nin Sutton Place, a graduate of the finest schools of our country and wife of\none of our leading men, uses her scant leisure, after all the worthy\n\nenterprises\n\nin wdiich she engages, from Spanish relief to a rally of republican women,\nread — what\n\nshe does read. That\n\nlady once undertook\n\nto\n\nto upbraid an author\n\nfor writing in a certain popular magazine. Said she, “I picked up a copy\nof Pui'ple Shadows the other day and was astonished to find a story of yours\nin it. How can you write for such magazines?”\nSaid the author, “How can you read such a magazine?”\nSaid she, “My dear, I only do it for relaxation.”\nWhereupon I began to ponder why when she wants\nwhat even she considers trash. Why\n\nrelaxation, she reads\n\ndoes the cheap, the ephemeral,\n\ncolored, the falsely romantic, relax and amuse\n\nthe educated\n\nmind\n\nthe highly\ninstead of\n\nboring it? Education, to be sure, has left this mark — it has taught people a\nsense of shame, so that they know they should have on their tables the great\nnames\n\nand books of literature. But these are not what\n\nThe\n\nreason for this is that educated\n\nwant\n\nescape from\n\nreality. We\n\nmuch\n\nfrom knowing\n\nmore\n\nthey really read.\n\nand uneducated,\n\ndislike so much\n\nof what\n\nwe Americans\nlife is, we\n\nall\n\nshrink so\n\nabout it, that one still hears different people say,\n\ntho comic papers have made\n\nit a joke for twenty\n\nfine book, but I have enough\n\ntroubles without\n\nyears, “I suppose\n\nthat’s a\n\nreading about more,” or, even\n\nmore frequently, “When I go to the theater I want to be amused.”\nNow I have no complaint against escape literature. It is natural to want\n\nto\n\nescape from ourselves and the immediate circumstances of our lives, some¬\ntimes, but how can such childish stuff as is read afford any escape to the\nreasoning mind?\n\nHow\n\ncan the educated\n\nall its proportions and premises? How\n\nmind\n\nso often enjoy what\n\nis false in\n\ncan it fail to appreciate, and lose itself\n\nin what is true to life? No, the threat to literature, the check upon its de¬\nvelopment is not from the low standards of the many ignorant, but from the\nlow standards of the few intelligent, who tocf often demand of literature that\nit shall not be true art rather than that it shall.\nThere\n\nare reasons, of course, for this state of being. Foremost,\n\nperhaps, is\n\nour often boasted youth. I was talking about this the other day with a wellknown painter who said that during the war it was interesting to him to see\nthe difference between the way the American soldiers and the French ones\nrelaxed. The\ntalked.\n“What\n\nAmericans\n\nwrestled and raced and played jokes; the Frenchman\n\nare those fellows doing?” one of the Americans\n\n“Exercising,” he replied, “just as you are.”\n\"Talkin’? That’s no exercise!” the American\n“Only\nfun, too.”\n\nasked him.\n\nsaid incredulouslv.\n\nfor the mind,” the painter replied gently. “Try\n\nit,” he added. “It’s\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\nThe\n\nsame\n\nread. The\n\ndifference appeared\n\nAmericans\n\n77\n\nSessions\n\nin their letters, which\n\nit was\n\nhis duty to\n\nwrote letters of pure incident. “It rained today. Jimmy\n\ngot caught AWOL.\nI saw a fellow from Stockton yesterday.’’ The\nletters were full of thought and reflection upon incidents.\nWell, culture is after all a matter\ncollectively we\n\nof time and long mellowing\n\nare not old and individually we\n\nFrench\n\nage. And\n\ncling to childhood\n\nand its\n\nenjoyments. We don’t want to grow up. I saw a film the other day. The\ntheme was a sound democratic theme — that the joy of living is to do what\nyou like. But in this film what was liked was only one thing — drinking tubs\nfull of beer, getting very drunk, and running away from it all to a South Sea\nisland. It exemplifies exactly what I mean — a limited and essentially im¬\nmature form of enjoyment. And the reason for this is that the average person\nin America is not yet interested in life. That is, he is not interested in human\nnature and its true character. Or perhaps it would be truer to say he is in¬\nterested in the activities of life, but not in its meaning or its philosophy. He\nis instinctively frightened of anything like a view of himself and why\nhow he is. And yet that view, of course, is what literature is.\nWhat\n\ndo we want\n\nwhen\n\nwe\n\nread ? We\n\napproach\n\nand\n\nliterature with a strange\n\nimpossible sort of expectation. We ask, on the one hand, to be supplied with\nunrealistic romantic ideals so earnest as to be naive, which have, it seems to\nme, no reality of any kind, either actual or desirable, and on the other hand,\nwe have this childish wish to be amused, or rather to escape from the very\nrestrictions to which we cling. We\npossible, a little of both at the same\n\nask to be uplifted and, or, amused — if\ntime. A et literature, it seems to me, has\n\nnothing essentially to do with either of these things, except incidentally.\nLiterature cannot have as its function the satisfaction of moralism or the wish\nto escape from it if it must deal simply with life as it is. And\nlife is exactly what\n\nmost\n\npeople do not want.\n\nThey\n\nwant\n\nyet, at present,\nto read about a\n\ndream existence, where everything is as they wish it were — where all mar¬\nriages are happy, where the poor, ugly girl becomes rich and beautiful, and\nwhere\n\nall evil persons are punished, or at least lose all the money\n\nI once had an impassioned\n\nand the girl.\n\nletter from the editor of a certain popular maga¬\n\nzine begging me to write her a story, a happy, cheerful, sweet story. “And,”\nshe added, “oh, if it could be about young love, that would be wonderful.\"\nNow to an adult, young love is not very interesting. It is a part of adolescence\nand youth, an experience which\n\neveryone\n\nsuffers and recovers from. While\n\nhas a certain touching quality, its symptoms\n\nit\n\nare so universally alike as to be\n\nextremely uninteresting. It is evanescent and almost purely biological — on\nthe whole, quite a stupid business from the point of view of one primarily\ninterested in the working\n\nout of character.\n\nThen, a day or two later, I happened to meet a friend, also a writer, and\nI discovered that she too had received this letter, asking for stories of young\nlove. We\n\nconcluded,\n\ntherefore, that this enterprising editor was\n\nestablish a corner on young\nnew record of sales.\n\nWell, you may\n\ntrying to\n\nlove in order that her magazine\n\nmight have a\n\nWhat\n\nabout books?\n\nsay, these are only popular magazines.\n\n"}
{"page": 84, "printed_page": null, "text": "National\n\n78\n\nEducation\n\nAssociation\n\nBut Americans, as a whole, don’t read books. In this country where every¬\nbody is supposed to know how to read, publishers consider a hook successful\nif it sells four thousand copies, and excellent if it reaches ten thousand. Once\nor twice a year a good many people read a book — books sweeping into popu¬\nlarity and passing away again. There has been a vogue for historical novels\nin the last few years. But this is only another\n\nmanifestation\n\nto evade and avoid life by taking refuge in another world\n\nof the desire\n\nwhere\n\nall endings\n\nare known and safe — and also where incidentally there was plenty of action.\nI read modern American novels rather assiduously, as a matter of interest,\nand I find further evidence of what\ninterest in life. The\n\ncharacters are almost\n\nincident and environment.\nmuch\n\nI have been trying to say, in the lack of\n\nThat\n\nis, what\n\nuniversally subordinated\n\nto the\n\napparently interests readers is how\n\ncharacters hop, skip, and jump, and not how\n\nthey feel and are. Char¬\n\nacters are instantly recognizable types. “Good,” “bad,” “funny,” “pretty”\nare about all the adjectives needed to describe them. Especially there is evi¬\ndent this poverty of character analysis and development\n\nin the so-called re¬\n\ngional novels — very properly so-called, too, for they are novels of regions: the\nweather of the regions, the storms, the crops, the animals, the shootings and\ncrimes, and so forth, but never, deeply, the people. There seems in our Amer¬\nican literature especially to be no real relationship developed between the\nregion and its people. A et it seems to me only when\nunderstood\n\nthat relationship is thoroly\n\nand portrayed can the result be even called regional literature.\n\nI have recently come\n\nback from a journey thru seventeen\n\nour country. As part of my\n\npreparation\n\ncentral states of\n\nfor this trip I read some\n\nof the re¬\n\ngional novels. I w'as able to get a good idea of the landscape, of the weather,\nand of the history of various regions, and particularly amazingly good local\ncolor, but absolutely nowhere\nthe people were\n\nan adequate idea of the people. In all the books\n\nthe least interesting part because the most slightly developed\n\nand the least understood. Yet, even in a journey, it was the people who im¬\npressed me. The landscape, for instance, of South Dakota, is in some ways\nthe finest I have ever seen in the world — the most amazing and the most\nstrange, and the most beautiful. It is on such a scale and so peculiar, as well,\nthat I cannot blame a writer for dwelling upon its shapes, its weather, and its\ndevastations. But to me far more\npeople who\n\nvivid than that terrific landscape are the\n\nlive there. It seems to me they are the most magnificent\n\nhave ever seen, dreamers, all of them, those who\n\nare left, people held to the\n\ncountry in spite of abject poverty, people who live in the dream\nbelieving still in the country\n\nthey cannot but love. They\n\nordinated by the landscape. They\n\ntower\n\npeople I\n\nof a tomorrow,\n\nare not really sub¬\n\nabove it, poor as death and as trium¬\n\nphant. What literature lies there, unwritten — and probably never to be\nwritten, because young love is not of primary importance and there is very\nlittle action ! Outwardly people seem static — they suffer and wait and dream,\nbut what tremendous inner action there is in those three words! Not many\npeople see the romance in a man’s loving dry, black soil that will not yield\nhim food and holding to it grimly because if there were water it would yield\nenormously, and tomorrow it may rain. Yet there is the essence of romance\nin it. But the ending may\n\nnot be happy.\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n79\n\nWe\n\nare afraid, we\n\nAmericans,\n\nof tragedy. I mean\n\ntragedy in the deep\n\nfundamental sense of the Greeksj who understood that life is tragic in its\nwhole course from its unexplained beginnings to its unknown end. Even\ncomedy in that Greek sense had its foundations in tragedy — a butterfly flutter¬\ning in gaiety over a dark and bottomless river. So long as we shrink in fear\nfrom\n\nacknowledging\n\nwe\n\nare what\n\nwe\n\nare — beings brought\n\ninto this brief\n\nconsciousness which we call life — and from accepting this, and from pro¬\nceeding to the living and understanding of this life, we can have no great\nliterature.\nThat\n\nis not to say that literature must\n\nalways be sad, any more\n\nlife is always sad. Indeed, life ceases to be sad when\nknow\n\nwe\n\naccept its facts and\n\nits limitations. It becomes, then, a time for enjoyment.\n\none day a joy will end is to make\n\nthan that\n\nTo\n\nknow\n\nthe joy infinitely sharper and more\n\nthat\n\nprecious.\n\nThe day is not less beautiful because night comes — no, day and night together\ncomprise life, and literature must deal with all if it is to be an art, and not\nonly with that brief moment\nNoon\n\nof morning\n\nwhen\n\neverything is fresh and new.\n\ncomes, and heat and trouble and strength and freedom,\n\nand evening\n\nfalls, and everything passes, and it is all life and therefore the stuff of litera¬\nture. And there can be no appreciation of literature until there is appreciation\nof life entire. Until we do appreciate life entire and as it is, we\ndemanding\n\nthat literature give us for a few dreaming\n\nlife gave us all the time and never\n\nmoments\n\nwill go on\n\nwhat we wish\n\nwill — and that is not literature.\n\nLiterature contributes to life only the awareness of life itself. If its func¬\ntion is to teach, it is to teach men what they are and help them to understand\ntheir own\n\nlives by showing\n\nthem themselves. It cannot, or so I believe, teach\n\nabstractly or apart from life as it is. Literature cannot have a moral purpose\nin a primary\n\nform, tho it may\n\ninstance, does not produce\nmay be that at some\nIf the life which\n\nfollow that a lesson is taught. A writer, for\n\nliterature if he habitually writes propaganda.\n\ntime in his life he writes propaganda\n\nwhich\n\nIt\n\nis literature.\n\nhe is then living and portraying because he is living in it,\n\nexpresses itself in some\n\nardent declaration of faith, it may be propaganda\n\nyet be literature, since it is not a cause which\nhe is then living. Never\n\nask, “What\n\nand\n\nhe sponsors, but the life which\n\ndoes this book teach us?” but ask “What\n\ndoes this book show us about life?” if the book be literature. To say, then,\nthat literature can never be propaganda is to speak as arbitrarily as to say\nliterature must always carry a thesis and teach a lesson. But in all propaganda\nliterature, the human\n\nbeings must be more\n\nthan ordinarily alive in order to\n\ncarry the extra burden of propaganda, and the writer who goes out seeking\ncauses about which to center his novel prostitutes his art as surely as does the\none who writes merely for money. What I am trying to say is, if one’s life\nis embroiled in some social storm for the time and he writes out of his own\nlife, then he may\n\nsafely write as sharp propaganda\n\nas he likes.\n\nI will put it this way: What literature contributes to life is simply a clarifi¬\ncation of life. We ought, if we read literature and learn to love it, to know\nourselves and others better, and to have some little further idea of why\nbehave as we do. And\n\nwe\n\nought to welcome\n\nauthors, and variety even in the same\n\nauthor.\n\nmany\n\nwe\n\nbooks, and differences in\n\n"}
{"page": 86, "printed_page": null, "text": "80\n\nNational\n\nYet why\n\ndo we Americans\n\nEducation\n\nAssociation\n\nnot really welcome\n\nchange, but only the same\n\nold romance? We love above all things the romance of a person’s springing\nfrom unknown beginnings to sudden fame and fortune. It is as good, we say,\nas a movie. We\n\nare all generous in helping the unknown\n\nwriter, or actor, or\n\nthe newly elected president even. We take pride — very properly, too — in the\nfact that among us people can rise from the bottom to the top, and with\nincredible speed. But when they reach the top, the story is ended. I cannot\nthink of our treatment of Theodore Dreiser, for instance, without anger. I\ndo not see any body of work in American letters to equal the body of his\nwork. Yet how shamefully we neglect him! With a delight almost equal to\nthat with which we raise people up we forget them. We have so little appre¬\nciation or understanding of individual genius. It is another manifestation of\nour lack of interest in life. Our interest is in the romance and the action which\na career affords us as a story. To welcome\n\nto our shores a Thomas\n\nan Einstein is a romance. We are all charmed\nthe hero is not Einstein or Mann, but America.\nis another matter — probably forget them\n\nare not taught to be detached\n\nor\n\nwith it, especially since in it\nWhat we shall do with them\n\nif they are quiet, and turn against\n\nthem if they say anything we don’t like. But we\nthem as individual geniuses.\nFor we\n\nMann\n\nwon’t pay any attention to\n\nand catholic in our interests. Even\n\nour literary critics too often judge a book on some personal ground — whether\nthey personally like the main character or not. I remember hearing a nice\nlady say of a recent character in a certain book, “I shouldn’t like my\n\nson to\n\nmarry such a woman.” The finality of her tone was terrific. And she was a\nsymbol of most readers of books, who limit the contribution of literature to\ntheir life by their prejudices and preconceived\nknow\n\nwhat\n\nOne\n\nideas and have no desire to\n\nlife really is.\n\nought to approach\n\na new\n\nbook as one approaches\n\ncuriosity and expectation, not wanting\n\na new\n\ncountry, with\n\nto find only what one knows\n\nbut with the zest of learning about something\nbe the greatest boon to literature. What,\n\nand likes,\n\nnew. Such an attitude would\n\nthen, literature can contribute\n\nlife depends to a large degree on what is demanded\nmands we make today are practically nothing.\n\nof the writer. The\n\nto\nde¬\n\nI have chosen to take my subject in a practical sense, rather than to de¬\nscribe the abstract benefits of literature to the human being. You know those\nbenefits as everybody\n\nknows.\n\nYou\n\nteach that Shakespeare\n\nis great literature.\n\n“So what?” they say today. “So nothing,” is what I reply. That is the whole\ntrouble — so nothing. The abyss between literature and the average person\ntoday is bottomless. Why is this? Why does life so terrify us that we need\nthis constant escape from it? I think it is because as a people we have no\nphilosophy with which\nlife. We\n\nto live. We\n\ndo not know\n\nhow\n\nto understand\n\nare really afraid all the time — afraid of what\n\nis happening\n\nand enjoy\nand may\n\nhappen — afraid most of all of death. We do not know how to accept what¬\never comes in the spirit of gaiety which a philosophy of life gives. There is a\nconstant hue and cry over our economic\n\nchaos, but no one says anything about\n\nour chaotic lack of any sort of philosophy of life, tho if we had such a phi-\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\nSessions\n81\n\nlosophy, our very economics would improve, because we\nlife is and what it is reasonable to expect of it.\nAnd\n\nyet I feel nothing is stronger in our American\n\nwould\n\nknow\n\nwhat\n\npeople than the desire\n\nto find some sort of philosophy with which to face life. The desire is in¬\narticulate, and it expresses itself in all sorts of ways, from swing music to\ntheosophy. There\n\nis such an earnest blind longing to know\n\nwhat\n\nto make\n\nof life as it is, and it is coupled at the same time with a sort of fear of know¬\ning, so that when anything serious comes near, it is evaded by the jazz touch.\nAnd\n\nso even literature is evaded, as something\n\nonly see, they would\n\nknow\n\ntoo serious, tho if they would\n\nthat literature contributes\n\nto the understanding\n\nthey want of what life is, and can help them to know, therefore, what their\nattitude toward life should be, as reasonable creatures. The contribution\ncould be continuing\n\nand enormous,\n\nif it were\n\nonly understood\n\nsince literature crystallizes and expresses for many what\nsee and feel in their own lives and the life about them.\n\nand wanted,\n\nthey only vaguely\n\nIs there any hope for the establishment of an American philosophy toward\nlife which would result in a demand for real literature and an increase in its\nproduction? I think there is, by a difficult, half-blind, negative sort of process,\nbeing forced on us against our wills and almost without our consciousness,\nby world\n\nevents. These\n\nevents are hacking and turning out for us anew\n\nshape of an individualism\nago. I am\n\nreminded\n\nfirst planned\n\nfor us in its simplest form\n\nof that huge sculpture now\n\nthe\n\ncenturies\n\nbeing done at Rushmore\n\nin\n\nthe Black Hills of South Dakota by Gutzon Borglum. There on the moun¬\ntain top from a rocky cliff are emerging the enormous figures of Washington,\nJefferson, Lincoln, and Theodore\nhimself. He has only made\nto a foot, the scale is. The\n\nRoosevelt. But the sculptor does not do it\n\nthe model, now standing in his studio — an inch\nfinal sculpture is done not by his hands, but by\n\ndynamite.\n\nSticks of dynamite\n\nLincoln’s\n\nface and make\n\nlaid by ingenious workmen\n\ndeepen the lines in\n\nplain the idealism of Jefferson’s eyes. Dynamite\n\nblows tons of rocks away to shape the determination of Washington’s profile.\nSo dynamite, the dynamite of terrifying events elsewhere in the world, is\nforcing us to define our own opposite philosophy, the philosophy of individ¬\nualism, and this may bring us out from the childishness and immaturity of\nour present retreat in the isolation of dreams, which\nour literature to death.\nBut a philosophy\n\nneeds to be enriched\n\nhas so nearly smothered\n\nand explained, and that again is\n\nliterature’s function. Philosophy and literature are closer together than any\nother two of the arts. They have their roots in life and their flowering in the\nexpression and explanation\n\nof life. Philosophy\n\nis the skeleton, literature the\n\nbeautifying covering flesh, dependent upon and yet shaping and shaped by the\ninner structure of philosophy. The flesh cannot stand alone without the\nskeleton, and without\nThey\n\nthe flesh the skeleton is an arid collection of dry bones.\n\nmust be united.\n\nToday\n\nliterature seems\n\nto me\n\nto be slowly dying of uselessness, just as\n\nsight will fade if the eyes are never used. I do not mean\ngood writing is not often much\n\nread. I mean\n\nof past literature — the only literature which\n\nonly that presentday\n\nalso that the established body\nwe\n\nknow\n\nis sure — is being\n\n"}
{"page": 88, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\nneglected. So few people read today the literature of the past that it may\n\nas\n\nwell be said nobody reads it and great books are coming to be only great\nnames. There are, of course, motion pictures. But the sort of motion pictures\nwhich\n\nare now\n\nbeing made\n\nof works\n\nof literature are something\n\nworse\n\nthan\n\nneglect. They are travesties and foolish parodies and outrages of T om Sawyer\nand The Travels of Marco Polo , Antony and Cleopatra , and what not.\nThe\n\nvitiating touch of silly and impossible romance\n\nis ruining even great\n\nbooks of the past, as it ruins everything, and high and true romance\ngone. Worst\n\nis almost\n\nof all, people, seeing these pictures, imagine they need not read\n\nthe book, since they have “seen the picture.” Every parent and teacher\nought to insist that no child see the picture made from a great book until the\nbook has first been read. The book at least cannot spoil the picture.\nAnd\nI am\n\nyet when\n\nit comes\n\nto ending what\n\nI have to say on this note, I find\n\nnot willing to do so. I hope this is not contamination\n\nby popular taste.\n\n1 hope 1 am not just demanding a happy ending, too. But I keep feeling this\nis not the true end of what literature is contributing and can contribute to\nour life. Literature is at once the purest of all the arts and yet the most easily\ndefiled, because more\nlife. And\n\nso when\n\nthan any art its source is in human\n\nhuman\n\nnature becomes\n\nnature, that is, in\n\ndefiled, as in certain periods in\n\nhistory it is beyond other periods, literature is defiled with it. There\nwhen\n\nthe course of man\n\ncorruption. Then\nthemselves\n\nis so corrupt that all minds become\n\nmusicians\n\nalone draw\n\ncan retire into their own\n\nconfused\n\nby that\n\nseclusion and out of\n\npure melody. Painters can paint the sea and the sky\n\nand the hills and those elements\nwriters cannot\n\nare times\n\nretire from\n\nof the universe which\n\nlife. Whether\n\nnever\n\nchange. But\n\nthey will or not, they are forced\n\nto draw their material from human sources. If these are defiled, they are de¬\nfiled with it, because the materials with which they work are defiled, and\nbecause the demand\n\nmade\n\nupon them at such times is for a corrupt enjoyment.\n\nW e are in such an age now. In many\n\nparts of the world pure literature is\n\nimpossible to produce\n\nbecause of the dictation of political charlatans\n\nhave an absolute power\n\nfor the moment.\n\nwho\n\nIt seems a proved fact that creative\n\nwriting is impossible in the totalitarian states. Nor is there any greater free¬\ndom in the Orient. China is too torn for anyone there to be able to write with\nthe perspective necessary to literature, and the same\n\nis true of Japan. It is\n\nchiefly in the English-speaking nations and in France that any sort of freedom\nof mind exists for the creative writer. Yet in America at least the dread of\nthe realization of life among\n\nthe reading public is so strong as to be an actual\n\nand serious limitation which\nor no.\n\nany writer is forced to consider, whether\n\nAll rumination\nAnd\n\nstill I am\n\nupon\n\nthis seems\n\nto bring us back to the same\n\nnot willing to leave the matter\n\nI believe in the enormous\n\nhe will\n\ndead end.\n\nso. For in spite of everything,\n\nand deathless energy\n\nwhich\n\nproduces\n\nliterature\n\nsomehow and anyhow in any age. It must be somewhere, even in this age. I\nam watching with interest the WPA\nwriters. The federal theater at least is\nshowing an independent vitality which is hopeful. The genuine creative\nwriter is not usually greedy for money. He wants to have freedom of mind\nnot to think about money;\n\nthat's all. He\n\ndoes not want\n\nelaborate living be-\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\ncause it interferes with his work. He wants\nwork\n\nat what\n\nhe thinks worth\n\nwill not. Genius\n\n83\n\nSessions\n\nsecurity so that he can work, and\n\ndoing. It is not true that genius will out. It\n\ncan be as easily crushed\n\nas any other delicate and sensitive\n\nthing by too extreme poverty, by discouragement, by foolish and blind criti¬\ncism, by being born in an age unsuited to it. Perhaps under the care of the\nWPA, as rude as it is, the writer may find relief — that is, freedom to do his\nwork, which is all he wants — together with masons and carpenters and tenant\nfarmers and all the others who have been thrust out of the economic machine.\nI am not suggesting that writers should be removed from life as it is— only\nthat they should not be compelled in order to live to write of a life that is not\nand never can be, a life of impossible, cheap romance.\nIt would be easy for me to do what many have done — simply shrug my\nshoulders at the mass of popular writing and say that it has nothing to do\nwith literature. But I cannot. I keep going back to it. It is what most people\nread — then it must have its importance somewhere in relation to literature.\nOne cannot dismiss lightly a magazine bought and read by three million\npeople or a book bought and read by thousands.\n\nIt is important. It is a serious\n\nthing for literature if three million read — not literature, but something else\nwhich gives them greater satisfaction. I have put the blame on the people in\nthe first half of what\nthere is something\nnow\n\ncome\n\nI had to say. But there is always the possibility that\n\nwrong\n\nwith literature. Jazz, so despised once, we\n\nto think of as contributing something\n\nit is we do not know,\n\nand shall not know\n\nhave\n\nvery especial to music. What\n\nuntil jazz is dead and its vitality\n\nhas become merged into the great body of permanent music. Swing — is it fad\nor new rhythm? Who knows or can know in our generation? It must run\nits course until we see it take its true place in what\nvalue for human\n\nbeings, something\n\nwill remain\n\nis past. If it has a definite\n\nwhich\n\nno amount\n\nof scorn\n\nor ignoring can kill or even displace.\nPerhaps it is literature which today has become devoid of philosophy — so\ndevoid that it has no inner light, so that people, reading, have caught no real\nillumination of the life which\n\nmost of us live so blindly from day to day. The\n\nvogue for historical novels has been, perhaps, because the novels of presentday\nlife cast no glow. Perhaps\n\npeople are not afraid of tragedy, after all, if it is\n\ntheir tragedy — that is, tragedy which they recognize as beyond mere sordid\nliving. The greatest books have always been tragedies. Madame Bovary is\none of the most tragic books ever written. So is Resurrection . So is Of Human\nBondage.\n\nSo is Vanity Fair. The\n\nthey first appeared were\n\nlist is long, and most\n\nof these books when\n\nmet with criticism. People did not immediately\n\nlike\n\nthem.\n\nIt took time to get over the first revulsion against sadness and see\n\nbeyond\n\ninto the light. But the books that people have kept on reading are\n\nthe books with\n\nthat inner warm\n\nlight which\n\nmakes\n\nthem\n\nhave\n\na sort of\n\ntimeless rightness and accord with life which is happiness in itself, as dis¬\ntinguished from amusement and a mere happy ending. These are the books\nwhich give life in the full — not slantwise from the viewpoint of region or\nvogue. These are the books which have laid hold upon life and have had a\nphilosophy to expound.\n\nA lesson is a glib thing — easy to teach, easy to learn\n\n"}
{"page": 90, "printed_page": null, "text": "National\n\n84\n\nEducation\n\nAssociation\n\nand gabble oft. But a philosophy is something\n\nwrought\n\nout of experience. It\n\ncan be accepted or rejected but never learned by rote.\nSo this relation between human life and literature is more\n\nmutual\n\nthan l\n\nfirst said it was. We should read literature — but only if literature satisfies\nsome primary need of ours. If people must have a philosophy of life with\nwhich to appreciate literature, literature must also have a philosophy with\nwhich\n\nto satisfy the reader.\n\nI do not need to say, I am sure, that by the word “philosophy” I mean no\ndry abstractions with no relation to human daily lives. I mean those questions\nwhich\n\nevery creature\n\ncapable even\n\nwhen\n\nhe is alone — hours which\n\nof simple thought\n\nasks himself in times\n\nhe may hate and dread and from which\n\nhe\n\nseeks all sorts of escapes, but which, nevertheless, exist — those hours when\nhe asks, who am I and why was I born and what is it all for ? Who are these\nothers and what\nTo\n\nhave they to do with me and what\n\nhave I to do with them ?\n\nask these questions is to seek the essentials of some\n\nlife. And\n\nto answer\n\nthem\n\nin one way\n\nsort of philosophy of\n\nor another is the meaning\n\nof literature.\n\nWhenever a book, thru the direct voice of poetry or thru the voices of char¬\nacters in a novel, recognizes these fundamental questions of the human heart,\nthat book is read and lives on and on. And\ntho it achieves a momentary\n\nwhenever\n\npopularity, it passes on and is forgotten. Light\n\nupon the deep and primitive inquiry of the human\ntribution, then, of literature to life.\nIt may\n\nseem a curious contradiction\n\nnothing but amusement\nonly amuses\n\na book ignores them,\n\nheart is the primary\n\ncon¬\n\nto say on one hand that people demand\n\nfrom literature and then to say that literature which\n\ndoes not satisfy them. But such indeed is the case. The\n\nAmerican\n\npublic is peculiarly constituted and full of contradictions. With all our child¬\nlike love of a good time, we never really have a good time unless we feel we\nare improving\n\nourselves, too. The\n\nmoral\n\nsense is very strong in us. It may\n\nbe it is only that well-known and famous puritan conscience, which, it is\nsaid, is never strong enough to keep us from doing anything we want to do,\nbut only strong enough\n\nto keep whatever\n\nwe\n\ndo from\n\nbeing pleasant. We\n\nmay be trying, in all our desire for escape, to escape not from the realities of\nlife, but from the reality of ourselves. If so, of course escape is impossible, and\nyet, if it is impossible, the effort is all the more\n\nfrantic. But none\n\ncan escape\n\nthat “Hound of Heaven” — his own self. And real literature has nothing to\ndo with that attempt to escape. It has only to do with the pursuit, and it\nshows that the end of that pursuit is only the deeper and fuller understanding\nof that self.\nI know\n\nfrom an old Buddhist\n\nto escape God,\n\nwho\n\nhad him\n\nbook the story of the monkey\n\nin His hand.\n\nHe\n\nwas\n\nwho\n\nwanted\n\na great jumper,\n\nthis\n\nmonkey, and so he made up his mind to jump as far as he could and he did.\nWhen he came to himself after a stupendous leap, he found himself on a\nmountain\n\ntop somewhere\n\n“I have escaped!” Then\n\nin a strange country. “Ah,”\nhe heard God’s\n\nhe thought exultantly,\n\nvoice, very near, speaking. It said,\n“You have only jumped to the base of my thumb. You are still in my hand.”\nSo there is no such thing possible as this escape which occupies so much\nof the reading of today. So long as we breathe we are in this world which\n\n"}
{"page": 91, "printed_page": null, "text": "85\nGeneral\n\nencloses us. Literature\n\nSessions\n\ndoes offer the only real escape — but deeper into the\n\nworld and not away from it. And that is what it contributes to life — more\nlife, more understanding of that life. Any good book is like a microcosm\nwhere\n\nin a small compass\n\nwe\n\ncan see how\n\nlife functions. In our daily ex¬\n\nperiences we are lost in the largeness of all around us. We cannot under¬\nstand all that is going on. But a good book catches a part of what is going\non and holds it for us, and we can see relationships there, and causes and\neffects which\nWe\n\nescape us in the flying by of actual time and events.\n\nought when\n\nwe put down\n\nof self, not of escape from\n\na book to feel a deeper sense of completion\n\nit. We\n\nought to understand\n\nfeel in closer accord with it and more\n\ncontent\n\nbook is literature, and literature has made\nWHAT\nWILL\n\nMUSIC\nEARHART,\n\nCONTRIBUTES\nDIRECTOR\n\nOF\n\nMUSIC,\n\nthat self better and\n\nwith it. If we\n\nits contribution\n\ndo, then the\n\nto life.\n\nTO\n\nWORLD\n\nCITIZENSHIP\n\nPUBLIC\n\nSCHOOLS,\n\nPITTSBURGH,\n\nPA.\n\nA philosophy, unformulated and very incomplete among the masses, has\nlong pervaded the Western world, and has provided the intellectual climate\nwhich\n\nhas shaped the thought\n\nof their lives. That\n\nphilosophy\n\nart or for an evaluation\nFor\n\nthat reason\n\nand action of people of today in every area\n\nwe\n\nprovides no rational basis for a theory of\n\nof its function\n\nmust\n\nturn\n\nour\n\nin relation to world\n\nattention\n\nupon\n\ncitizenship.\n\nit, for unless we\n\ncan\n\nestablish a firm place in reasoned belief for art, our discussion must go\nforward, as discussions of art so often do, in terms of intuition and warm\nesthetic sentiment\nconviction.\n\nthat may\n\nIf, as we\n\narouse\n\nbelieve, we\n\nshould discuss it as a fundamental\nonly the embodiment\nThe\nmental\nwhat\n\nsympathetic\n\nresponse but fail to leave\n\nare dealing with\n\na great reality, we\n\ntruth, and not leave it in our thought as\n\nof an amiable wish or a beautiful dream.\n\nmodern philosophical assumption that has blinded us to the funda¬\nimportance of art began and grew with the beginning and growth of\nwe\n\nrecognize as the present scientific age. The\n\nRenaissance\n\ncame\n\nand\n\npassed. It left a greatly enlarged terrestrial world to which men’s minds\nturned with newborn and intense interest. Jung, in a telling phrase, says\nthat an outlook\n\nwhich\n\nhad been vertical was\n\nan outlook\n\nwhich\n\ndiscovered\n\nnatural laws under\n\nblind mechanism.\nwhich\n\nbade men\n\nwas\n\nhorizontal.\n\nEven\n\nat that time intersected by\n\nGalileo, Kepler, and\n\nwhich\n\nothers came,\n\nthe universe appeared\n\nearlier, Francis\n\nobserve things observable\n\nBacon\n\nand\n\nto operate as a\n\nformulated\n\na philosophy\n\nand reason from these inductively\n\nin order to gain that knowledge which is power. His one-time secretary,\nHobbes, carried various implications that were in the Baconian belief into\nthe formulation of an explicitly materialistic philosophy. Locke further\naided in the development of the modern world view. He depicted the mind\nof man\n\nwhen\n\nlaid down\n\nhe comes\n\nupon\n\nearth as a tabula rasa, or blank tablet; and he\n\nthe dictum, “nothing\n\nin the mind\n\nexcept what\n\nwas\n\nsenses.”\nWe need not carry further our historical resume, for here we\n\nfirst in the\nreach the\n\n"}
{"page": 92, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\npoint at issue. It is an old, a very old problem.\n\nDoes\n\nman\n\nbring to earth\n\nabsolutely nothing but capacity to receive sensation ? Is there nothing in\nthe mind, and does nothing develop there, except that which comes in thru\nthe senses? We all know how a host of idealist philosophers, both before\nKant\n\nand\n\nfrom\n\nKant\n\non to Bergson,\n\nmaterialistic belief. Their\n\narguments\n\nhave opposed\n\nthis mechanistic\n\nneed not be restated here. All that is\n\nessential for us to point out is the impossibility of making\nplace for either art or religion, unless and until we\nsomething\n\nin the mind\n\nthat cannot\n\nand\n\nbe found\n\nare prepared\n\nin the mere\n\nsensation, or yet in perception.\nThat which the idealistic division of philosophy\n\nto find\n\nmechanism\n\nof\n\nfinds implicit in mind\n\nand not derived from experience is, of course, the power\npreference, choice. For religion, power\n\na substantial\n\nof discrimination,\n\nof choice is considered\n\nas operating\n\nin the moral field, giving us the ability to discriminate between good and\nbad. For art, the power of choice is recognized as operating in the esthetic\nfield, giving us the ability to discriminate between beautiful and ugly.\nPhilosophically the problem is one of the ultimate reality of this power,\nwhich\n\nmakes\n\nus see values or meanings\n\nwith freedom\n\ninstead of things, and\n\nendows\n\nand responsibility instead of leaving us automatic.\n\nus\n\nSurely it\n\nis not difficult thus to believe that values and meanings, which are interpre¬\ntations that from infancy we put upon all that is crowded in upon our\nconsciousness\nTime\n\nthru the senses, are something\n\nis lacking, however,\n\nfor discussion.\n\nnot implicit in sensation itself.\nLet us observe, instead, that\n\neducation, no less than religion and art, stands in need of this belief. How,\nwithout\n\nit, can education\n\nproceed in character training, in the development\n\nof art appreciation, in the development\ngenerally? ^ et in great measure\nstarkly mechanistic\n\npsychology\n\nof fine sensibilities and\n\neducation\n\ncontinues\n\nto follow\n\nculture\n\ninstead a\n\nthat looks for little or nothing in a human\n\nbeing but reactions to stimuli and responses to environment and, conse¬\nquently, prompts education only toward the storing of memory and the\ndevelopment\n\nof knowledges\n\nsurely speak some\nsentient powers\n\nword\n\nand\n\nabout\n\nskills. Educational\n\nthe existence\n\nand\n\npsychology\n\ndevelopment\n\nshould\n\nof these\n\nof esthetic and moral preference, and not leave the awaken¬\n\ning and guidance of them wholly to the teacher's intuition and human\nsympathies. Perhaps, indeed, the reason that education has not proceeded\nfar in developing\n\nmoral\n\nand cultural sensibilities and strength, and is now\n\nso much concerned about them, is precisely in this, that its leaders, along\nwith the world outside the educational field, have been too much infected\nwith the prevailing materialistic thought.\nAssumption\n\nof the primacy and reality of powers\n\nhaving cleared the way, let us examine\nmusic in particular. The\nwe\n\nmost\n\nof choice and judgment\n\nthe place of art in general, and of\n\ncomprehensive\n\nconception\n\ncan begin is that it constitutes an agency\n\nmen. In this sense it is a kind of language. We\n\nof art with which\n\nof communication\n\nbetween\n\nhave all heard the saying —\n\nand it is one which is quite true — that music, as one art, is a universal\nlanguage. When we ask, however, what it is that art communicates or\nexpresses, we\n\ncan\n\nsay immediately\n\nonly that it communicates\n\na state of\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\nfeeling; and\nfeeling we\n\nif we\n\nbecome\n\nmisconceptions.\n\nSessions\n\ntry to state more\naware\n\nThe\n\n87\n\nexplicitly the precise nature\n\nof difficulties, and, even\n\nmore,\n\nof many\n\nestheticians often say that the purpose\n\ncreate beauty and communicate\n\nof that\npopular\n\nof art is to\n\nthe feeling of beauty. This, too, in a sense\n\nis true; but the statement suggests that beauty is a definite quality or prop¬\nerty, perhaps laid upon the face of things, and consequently susceptible of\ndefinition and description. But\nmeanings,\n\nthan values or\n\nhave an objective existence; it does not exist on the face of the\n\nworld. True, some\njudgment\n\nbeauty does not, any more\n\nthings are commonly\n\nsubjective? We\n\njudged\n\nto be beautiful, but is not\n\ncan at least say, without\n\ngoing into the trouble¬\n\nsome question of the objectivity of beauty, that the landscape is not beau¬\ntiful to the camera, or yet to the soaring bird of prey; the symphony is not\nbeautiful to the phonograph,\n\nand the dog does not hear beauty in the peal\n\nof the organ. Beauty, in this ultimate sense, is then subjective ; it is an appear¬\nance or quality given things because of a way of feeling about them. The\nartist may consequently find it anywhere because that way of vision\ninheres in him, and the beast may discern it nowhere because he has not\nthat vision. Moreover,\na work\n\nthis sense of beauty which\n\nthru\n\nof art is a feeling and not a pure intellectual concept of perfection,\n\nsuch as might\n\narise in connection\n\nthat are found\n\nin higher mathematics;\n\nwith\n\nso we\n\nthe visions of passionless glories\n\nand because it is a feeling it discloses\n\nvarieties of affective coloring. That\nAnd\n\nis communicated\n\nis to say, beauty\n\nhave a tender beauty, a rugged\n\njoyous beauty, a majestic beauty. Even\n\nis of some\n\nkind :\n\nbeauty, a graceful beauty, a\n\nthe purest type of Bach\n\nfugue, or\n\nof a Grecian urn, reveals some measure of these coloristic attributes. More¬\nover, the various arts differ in the quality of feeling that is communicated\nby the artist thru his work.\n\nA poem,\n\na painting, a symphony,\n\na cathedral,\n\nall convey artistic feeling, but in subtle ways the feeling-states differ.\nWe will consequently not attempt yet to describe too explicitly the precise\ncontent\n\nof the feeling which\n\nart communicates,\n\nappear later and only then in connection\naddition\n\nwith\n\nbut let the nature\nmusic. For\n\nthe present, in\n\nto saying that art in general is a vehicle by which\n\ncommunicated\nin ordinary\n\nfrom\n\none\n\nconnotation\n\nman\n\nto another, we\n\nwould\n\nthis feeling is understood\n\nof it\n\na feeling is\n\nbetter say only that\nto be rare, to be one\n\nthat to the sense of the artist is significant, important, and therefore worthy\nof communication, and that the attempt\ncomes a devoted and purposeful effort.\nWith\n\nat communication\n\nconsequently\n\nbe¬\n\nrespect to the specific character of music, it may be said that of all\n\nthe agencies by which man tries to capture and share with others the com¬\nplex, wordless, and elusive feelings that arise out of his contacts with life,\nmusic is the most direct and the most plastic. We\n\nwill see the truth of this if\n\nwe\n\nis itself wholly subjective;\n\nreflect that that which\n\nand, in common\n\nis to be communicated\n\nexperience, music\n\nvoice of such broad\n\nand\n\npermeative\n\nis found\n\nto be not only the natural\n\nsubjective states, but, in a greater\n\ndegree than any other art, to take its rise directly from those states. Indeed,\nthe other arts, characteristically, tho by no means\n\ninvariably or of necessity,\n\n"}
{"page": 94, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\nexpress a feeling as experienced in connection with some particular cir¬\ncumstance, object, or incident in life; but music appears to express directly\nfeeling itself, not necessarily or even\n\ncharacteristically in connection\n\nwith\n\ndeep and inborn or as a developed\n\nsense\n\nof the poetic aspects of life in general. In this sense it is the more\n\ndirect\n\nanything specific, hut as something\nexpression, and at the same\n\ntime it is the more\n\nplastic, because\n\nit does not\n\nhave to ally itself with anything representational — that is to say, with any\nform handed to it from without. It is reflections such as these that have\ngiven rise to statements\n\nthat music\n\nis the most\n\nsubjective of the arts; that\n\nit alone of the arts is “presentative” and not “representative” (tho this is\nonly a specious half-truth) ; that it is the most purely conceptual of the\narts; that it is— and this is Schopenhauer’s\n\nterm — “objectification of the\n\nwill.” Such capacity of music for direct and unconditioned expression must\nhave been in the mind of Walter Pater, also, when he made his celebrated\nstatement\n\nto the effect that all the arts constantly aspire to the condition of\n\nmusic; for in music, as in architecture, form and content are one. We\n\nmight\n\nadd that ultra-modern painting strives to attain that condition very di¬\nrectly, as when it portrays, for instance, conflict and turmoil by means\nsolely of jagged lines and twisted masses.\nMusic,\n\nthen, is ideally fitted to communicate\n\na feeling that, in Tolstoy’s\n\nexpressive phrase, an artist “has lived thru.” Let no one imagine that this\nmeans precisely the same as to say that music expresses emotion. According\nto the ordinary connotation\nviolent and\n\nbrief than\n\nof the term, emotion\n\nthe feeling that seeks to become\n\nprismatic beauties of tone wrought\nIt ordinarily connotes\n\nis something\n\nwdth\n\nliving, feelings that might\n\nsear and\n\nwith\n\na deep awareness\n\nfeelings arising from\n\nmore\n\narticulate thru\n\ninto patient architectonic\n\nfeelings connected\n\nmuch\n\nsymmetries.\n\nsharp incidents of earthly\n\ndisintegrate the soul, while\n\nart deals\n\nof ideal values that rather\n\ncalm and integrate the soul. Such a concept of music must have arisen from\nthought fixed only on song and opera, where\nand\n\nso with\n\nspecific earthly happenings.\n\nillusion to suppose\npassion. Thus\n\nthat music\n\nthe “Marseillaise”\n\nmusic allies itself with words\n\nBut\n\neven\n\nitself is expressing\n\nin that case it is an\na strong\n\nand\n\ndefinite\n\nmay be thought to express fierce rebellion ;\n\nbut if you will think of the tune at the words, “To arms, to arms, ye brave,”\nand to it fit instead the words, “All hail our noble king,” you will see\nthat the tune might carry as well a poem in praise of Louis XVI. The music\nitself bears no political insignia ; it voices only a mood\n\nof stirring, triumphant,\n\nhuman energy, made treasurable by being wrought into an art-form. No\nmusic can do more than thus voice a pervading mood in relation to life;\nand because the mood\nwe\n\nrecognize\n\nis expressed, if the work\n\nas music, in terms\n\nis to remain\n\nof beauty of material\n\nanything\n\nthat\n\n(that is, musical\n\ntone) and in beauty of form, the mood-state voiced can not be ignoble or\nviolent. Of course, all arts have their lower strata, in which trivial or\nbase meanings\nart cannot\n\nare expressed in ugly and empty\n\nbe rightly interpreted\n\nartistic failures and impurities. And\n\nin terms\n\nmaterials\n\nof examples\n\nso music, however\n\nand forms;\n\nbut\n\nthat represent\n\npoor, can never be\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\nSessions\n\n89\n\nwholly prosaic and worldly, can never voice passion alone, can never com¬\nbine with its beautiful material and ideal form such ugly feelings as hate,\nenvy, or greed. Were\n\nthis not so, men\n\nmight revile one another\n\nin a tune,\n\nand the howl of the mob might became a musical art-expression.\nThe fact that the moods reflected in music are broad and general needs\nrenewed emphasis at this point. Music voices man’s timeless and universal\nexperiences in feeling, not those that are temporal and sharply individual.\nWagner\n\nlearned\n\nthis, and, after “Rienzi,”\n\nabjured\n\nwhat\n\nhe termed\n\nthe\n\n“historical” drama, where characters lived in restricted and narrowly con¬\nditioned environments, and sought the realms of myth and legend where\nthe characters\n\nmoved,\n\nas the gods on Olympus,\n\nin obedience\n\nonly to the\n\ndictates of broad and universal impulse. Wagner’s own argument for this\ndeparture was that his art could and should deal only with what he called\nthe “purely human” — a significant term. Paradoxically, when the char¬\nacters are thus released from ordinary human conditioning, they become\nat once more human, more understandable by us, and more significant in\nour lives. For now\n\nthey enter the realm\n\nfettered in time and place, they were\nmaterial\n\nbarriers. So it happens\n\nof universal humanity,\n\nseparated\n\nfrom\n\nwhereas,\n\nus by a thousand\n\nthat Siegfried of the “Ring,”\n\nis more\n\na blood-brother to us than Walther of “Die Meistersinger,” and Wotan\nmore meaningful than Hans Sachs. In truth, then, music is a universal\nlanguage,\n\nand\n\nin that same\n\nsense it is specifically the language\n\nof those\n\nelements in man’s nature which bind men together into a sympathetic and\nunderstanding brotherhood. Upon a high plane of spiritual understanding,\nit provides the touch of nature that makes\nThe\n\nnature and worth\n\nof the contribution\n\nimplied in what\n\nwe\n\nmen\n\none another\n\nunderstand\n\nthey come\n\nkin.\n\nof music to world\n\nhave said, and in practical experience\n\nto understand\n\nthe human\n\nwe\n\nknow\n\nthat\n\nheart itself thru the revelations of\n\nin the works\n\nBeethoven.\n\nexplicit statement,\n\nmore\n\ncitizenship is\n\nthru their folksongs and folkmusic, and that\n\ngreat feeling found\nA\n\nthe whole world\n\nof such interpreters of life as Bach\n\nand\n\nperhaps, can best be approached\n\nthru Tolstoy. In Tolstoy’s belief, language\n\nis a human\n\nactivity by which\n\nman communicates thought, and, he says, “if people lacked this capacity\nto receive the thoughts conceived by men who preceded them, and to\npass on to others their own\nKaspar\n\nHauser.”\n\nthoughts, men\n\nwould\n\nbe like wild beasts or like\n\nTolstoy conceives art, comparably,\n\nas a human\n\nactivity by\n\nwhich man communicates feeling that, in Tolstoy’s words, he has “lived\nthru.” Then follows this comment: “And if men lacked this other capacity\nof being infected by art, people might be almost more savage still, and, above\nall, more separated from, and more hostile to, one another.” He says\nfurther: “Art is not a pleasure, a solace, or an amusement; art is a great\nmatter. Art is an organ of human life, transmitting man’s reasonable\nperception into feeling. . . . All that now, independently of violence and\nthe fear of punishment,\n\nmakes\n\nnow\n\npart of the order of our lives) — all this has been\n\nthis is an enormous\n\nbrought about by art.”\n\nthe social life of man\n\npossible (and already\n\n"}
{"page": 96, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nAssociation\n\nThis from Tolstoy is about art in general. All that can he said of\nmusic in particular is to repeat that it is a peculiarly direct and plastic\nmedium\n\nfor the communication\n\nof such feeling. Faith, joy, courage, sorrow,\n\nlove, reverence, aspiration, yearning, spiritual triumph — these are the\nthings of which music speaks directly; and it is of the utmost importance\nto remember that it speaks of them thru extended forms of ideal symmetry\nand beauty, the very pursuit of which\n\nis impossible until the soul has moved\n\nbeyond the reach of violent and explosive passion. And\nare incorporeal ; they occupy\n\nall of these elements\n\nno space in the visible world, are connected\n\nwith no particular place, person, form, scene, race, nation, or creed, and\ncan therefore be communicated in music in disconnection from all that\nis local and, therefore, sectional or divisional. They\ngreat truths, the only universal realities in human\nof transcendent\n\nimportance\n\nnourishing, strengthening,\nunderstand\nthe bond\n\nthe message\n\nbecause\n\nlife; and they are realities\n\nof the part they alone can\n\nand guiding the souls of men. All men\n\nthat is borne to them when\n\nof that common\n\nare, indeed, unless for\n\nunderstanding\n\nmen\n\nbecomes\n\na movement\n\non a world\n\ntoward\n\nhear and\n\nmusic speaks ; and within\n\nwill, so far as they heed the\n\nvoice, discover their essential kinship, find a new\nand again see gates open\n\nplay in\n\nin which\n\ndignity in human\n\nlife,\n\nare brothers and\n\nlife\n\nmen\n\nhappier and more blessed goals than those which\n\nnow entice us. Such is the effect upon men now when the\\T gather to make or\nto listen to music. That the influence shall not wholly die, hut shall sing\nin the hearts of men\n\nlong after the tones are stilled and those who\n\nhave departed, must\n\nremain\n\nTHIRD\n\ngathered\n\nour hope and our lasting conviction.\n\nGENERAL\n\nEVENING\n\nSESSION\n\nADDRESS\nHONORABLE\nPresident\n\nFIORELLO\n\nWoodruff\n\nH. LA\n\nGUARDIA,\n\n: It is my\n\nMAYOR\n\nprivilege\n\nOF\n\nto present\n\nNEW\n\nYORK\n\nCITY\n\nto this great\n\naudience\n\nthe mayor of this great metropolis — one whose interest in public education\nis known everywhere. He is particularly concerned with the underprivileged\nand the handicapped\n\nchildren. We\n\nknow\n\nof his recognition of the gifted\n\nchildren, those with special talents.\nIn introducing\nEducation\nmillion\n\nhim tonight, may\n\nAssociation,\n\nmembers,\n\nmany\n\nwhich\n\nI express in the name\n\nI represent, with\n\nthousands\n\nof whom\n\nof the National\n\nits almost\n\nquarter\n\nof a\n\nare here today from\n\nevery\n\nstate and territory of this great land — in their name may I sincerely express\nour appreciation of the hospitality that has been extended on every hand,\nthru the school officials, the teachers, the children, the citizens, to this\nwonderful first convention that has been held here for twenty-two years.\nAnd I must not omit expressing special appreciation for the music that has\nbeen\n\nfurnished.\n\nOn\n\nevery\n\nprogram,\n\nmusic\n\nhas been\n\ncontributed\n\nby the\n\nchildren and the youth of the public schools, the leaders and directors. I\nspecially appreciate\n\nthe courtesies that have\n\nbeen\n\nextended\n\nin countless\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\nSessions\n91\n\nways here. We\n\nshall take back to our homes\n\nsomething\n\nthat will make\n\n1938 convention a real red-letter day in our educational experiences.\nI now present his honor, Fiorello H. La Guardia, mayor of New\nCity.\nMayor\n\nLa\n\nGuardia:\n\nfrom your distinguished\n\nIt is really a thrill to be with\n\nSquare\n\nto remind\n\nGarden\n\nEducation\n\nyou\n\nabout\n\nand\n\nI know\n\nnight there is going to be something\nyou\n\nnew\n\nwill enjoy it. Tomorrow\n\nnight we\n\nhearing a single speech! The\n\npolice and\n\nhave been working\n\nsure that it will be most\n\nwill have here in Madison\n\nnight for all the delegates of the National\n\nevening without\n\nthe fire departments\n\nto hear\n\nyears in coming. Well, we have that\n\nthe party we\n\nAssociation. Tomorrow\n\nspend the whole\nam\n\ntwenty-two\n\ntomorrow\n\nfor the convention,\n\nand\n\nYork\n\npresident that you have enjoyed your visit to our\n\ntown. 1 note that you were\nin common. So was I !\nI want\n\nyou\n\nthe\n\nhard to prepare\n\ntheir show\n\nand\n\nI\n\nentertaining.\n\nI have been requested on behalf of the Municipal Art Commission to\nannounce that the Committee has awarded a medal to the two hundred\nand twenty-five musicians of the All-City Orchestra and Band. I want to\ntell the orchestra and the band that it is a very tiny medal, hut it is well\nmeant !\nI also wish to announce that scholarships have been awarded\nWisten and Charles Crawford.\nI have\n\na certificate to award\n\nto the four hundred\n\nand\n\nto Hazel\n\nfifty members\n\nof our All-City Chorus. We have an unexpected and distinguished visitor\nhere this evening, and I am going to give him the honor of presenting this\ncertificate — National Commander Doherty\nmander Doherty presented the certificate.]\nWe\n\nof the American\n\nLegion ! [Com¬\n\nare very proud of our children. Please do not tell the people back home\n\nthat you saw\n\nhigh buildings or wide\n\nstreets, but do tell them\n\naffection of this big city for its children. You\nand opportunity\ncommunity\n\nof rendering\n\nabout\n\ncertainly have a rare privilege\n\nsuch useful service, not only in your\n\nown\n\nbut thru this great organization, to the entire country. As I have\n\nstated, New\n\nYork\n\nCity, tho large, covering\n\na large territory with\n\nmillion people, is just as solicitous and as anxious for the welfare\nchildren and their future as the smallest community.\nThis\n\nthe\n\nevening\n\nstudents. We\n\nwe\n\nhave\n\nhave presented\nforty-seven\n\nto you\n\nacademic\n\na sample\n\nof our\n\nseven\n\nof all its\n\nhigh-school\n\nhigh schools, twenty-four\n\nvoca¬\n\ntional, technical, and specialized high schools, and twenty-three evening\nhigh schools. Fifty percent of the graduates of our high schools continue\ntheir studies in institutions of higher learning. We have over six hundred\ngrade schools, and we have quite a happy family of thirty-six thousand school\nteachers. You will be interested to hear that of the graduates of our grade\nschools, 78 percent go into the academic\nvocational\n\nand professional high schools, and the remaining\n\nprivate high schools, leave town,\nschools. We\nyear.\n\nhigh schools, 16 percent\n\nhave compulsory\n\ngo into\n\n6 percent\n\nto\n\nor thru age are not eligible to the high\n\neducation\n\nup to and including the seventeenth\n\n"}
{"page": 98, "printed_page": null, "text": "National\n\n92\n\nNow,\n\nEducation\n\nany city in this country\n\nAssociation\n\ncan boast of doing just as much\n\nfor its\n\nchildren as we have done. Every delegate no doubt knows that his com¬\nmunity has just as good schools as we have. But that is not enough, and\nthat is why\n\n1 say you have such a rare opportunity\n\norganization\n\nto render services to the entire country. You\n\nnational education\n\nin one short week\n\nof the country, than all the United\nYou\n\ncan do it because you know\n\non education,\n\nand because you\n\nthru this great national\n\neach year, as you meet from\nStates Congress\n\ncommunities.\n\nWe\n\npublic and free education\n\nrecognize\n\nthat when\n\nwhen\n\nhave\n\na complete\n\nyou do speak,\n\nin large cities and\n\nand perfect system\n\nof\n\nfor every section of the entire country!\n\nAt this very moment,\nyour convention,\n\nall parts\n\nthe subject, because you are free to talk\nmust\n\nmust\n\nfor\n\ncould do in five years.\n\nyou speak with authority.\nIt is not enough to have a perfect system of education\nin some\n\ncan do more\n\nwhen\n\nthe attention of the country\n\neditorials and newspaper\n\nis focused\n\non\n\narticles will speak of our\n\ngreat educational systems thruout the country, I would\n\nlike to have published\n\na map of the E nited States with big, black blotches showing the sections\nand the communities where education is insufficient, and in some instances,\nutterly lacking. Education,\n\nas I see it, is like public health. We\n\nhave a great\n\nhealth department in this city. Our neighboring cities have health depart¬\nments. We have an extensive service of preventive medicine, but what good\ndoes all that precaution do if other sections neglect their health and people\nwith\n\ninfectious diseases travel from\n\nneed preventive\n\none\n\nmedicine, just as we\n\nsection to another?\n\nneed health forces, just as we\n\nproper health departments all over the country\ntion, so we need education.\nIn some\nwe\n\nthe old system\n\nwhere\n\nneed\n\nto protect the entire popula¬\n\nsections of our country, and of course you know\n\nstill have\n\nJust as we\n\nit better than I,\n\nthe school teacher comes\n\nfor ten or\n\ntwelve weeks — maybe sixteen weeks — is boarded a week at a time with some\nfamily, and then teaches school to the youngsters of that community.\nWe must have uniform standards, both of the schools and of the teachers,\nthruout\n\nthe country. I know\n\ngive some\n\nthought\n\nthat the National\n\nto this very important\n\nEducation\n\nAssociation\n\nwill\n\nsubject, to crystallize public\n\nopinion in understanding\n\nand pressing for a universal system\n\nuniform in its standards\nteachers.\n\nand uniform\n\nof education,\n\nin the ability and competency\n\nof its\n\nThere is room, of course, for all the private schools and schools not sup¬\nported by public funds. They, too, are doing a great work and contributing\nparticularly in the large centers, in taking part of the tremendous\nwe have in our public schools. But what\nthe country and counties where\ntional facilities.\nI purposely mentioned\n\nI am\n\nload that\n\nreferring to are the sections of\n\nthere is insufficient or utter lack of educa¬\n\nthe number\n\nof high schools that we have in New\n\nYork City. In addition to that, we have four colleges maintained and sup¬\nported entirely bv the City of New \\ ork because the time is coming when\nnot only will every American\n\nchild be entitled to a high-school education,\n\n"}
{"page": 99, "printed_page": null, "text": "93\nGeneral\n\nbut no American\neconomic\n\nSessions\n\nchild will be deprived of a college education\n\nbecause of the\n\ncondition of his family.\n\nTherefore,\n\nin addition to the little local problems\n\nthat come\n\nup from time\n\nto time in our schools, as I see it, the great mission of the American\nis to press forward\n\nthat we\n\nfor every American\n\nchild, and, as the gentleman\n\nteacher\n\nmay have the benefit of our system of education\nstated in his prayer, life, lib¬\n\nerty, and the pursuit of happiness. I would say, with life, liberty, and educa¬\ntion we are sure of the pursuit of happiness.\n\nFOURTH\n\nGENERAL\n\nMORNING\n\nSECTION\nHANDICAPPED\nWILLIAM\n\nThe\n\nBLAKE\n\nJACK,\n\nSESSION\n\nA\n\nCHILDREN —Abstract\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPortland, Maine, school system, as well as many\n\nPORTLAND,\n\nothers of the country,\n\noffers several very definite types of service for handicapped\nA\n\nmore\n\nimportant\nso much\n\ncomplete\n\nconservation\n\nas the conservation\n\nconcern\n\nhandicapped\n\nof our human\n\nMAINE\n\nchildren.\n\nresources\n\nis certainly as\n\nof our natural resources about which\n\nwe have\n\nfrom time to time. Not only is it necessary to conserve\n\nthe\n\nchildren, but a very real and definite part of the program\n\nfor\n\neducation of the handicapped\n\nshould be to develop, among\n\nthe more fortunate\n\nstudents, an intelligent interest in and an understanding\n\nsympathy\n\nfor the\n\nhandicapped. This, perhaps, can best be done thru a general school project\nsimilar to the Junior Red Cross.\nThe\n\nteacher of today must have a twofold vision : ( 1 ) he must look directly\n\nat the individual child ; and (2) he must look out of the school window\nworld with all its problems and complexities in which\nThe\n\nfirst and\n\nhandicapped\n\nalmost paramount\n\nthe child must live.\n\nrequisite of the teacher of classes of\n\nchildren is to recognize that character\n\ndoubt and discouragement,\n\nat the\n\nwhich, tho like all mental\n\nhandicaps\n\nof fear and\n\nhandicaps\n\nare unseen,\n\nare quite as real as physical handicaps. To\n\nwisely and sympathetically\n\nchildren physically or mentally handicapped\n\nto surmount\n\nwhatever\n\nhelp\n\nhandicap\n\nof disposition or character they possess, is one of the ever present and impor¬\ntant objectives of all our teachers in atypical classes. Another service which\na teacher should give is to interpret the needs and problems\nand youth to the community\n\nof these children\n\nat large and to secure for them\n\nfairness and\n\ncourtesy on the part of the public and especially on the part of employers,\nwho with some slight adjustment in the requirements of work may find\nmany\n\nof the older handicapped\n\nfaithful, and worthwhile\n\nyouths able to give exceptionally valuable,\n\nservice.\n\nThere are many types of handicapped children — those handicapped spirit¬\nually, financially, socially, mentally, emotionally, or physically. Never did\nthe handicapped child in our schools need more careful consideration than\nin these days of depression and great social unrest in America\nat large, with the tremendous\n\nand the world\n\nconfusion of opinions, the complexity\n\nof ideals,\n\n"}
{"page": 100, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\nand the conflict of ideas. Class or race prejudice is one of the greatest handi¬\ncaps which many children may inherit or acquire. It is one of the aims of the\nPortland schools to help break down unwarranted barriers of prejudice and\nencourage the students to appreciate real worth in character and ability\nwherever they may And it.\nToday, more than ever before, the American school must hear the voice\nof every child.\n\nGARNET\n\nEDUCATION\n\nOF\n\nNEGRO\n\nC. WILKINSON,\n\nFIRST\n\nASSISTANT\n\nWASHINGTON,\n\nCHILDREN— Abstract\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nD. C.\n\nMore rapidly in education than in any other area of human endeavor the\nNegro has made progress within the last two generations.\nMuch of this progress among Negroes educationally is due to the fact that\nthe attitude of the South on the education of the Negro has been steadily\nchanging for the better thru the years. Thruout the South today the general\ntendency with reference to common schools for Negroes is to improve facili¬\nties, to exercise more helpful and efficient supervision, to establish vital con¬\nnection between school work and the activities of the people served, and to\nproject the influence of the school into community life.\nTo conclude that there are no present serious problems in the education of\nNegro children would, however, be a fatal mistake. There is yet an immediate\nand persistent need for more education, for better education, and for higher\neducation among Negro children in this country. This need is strikingly\nrevealed by the following facts :\n1. The educational opportunities offered Negro children in rural communities are\nlacking in adequacy, and the educational facilities provided for them in these areas\nin the main are difficult of access.\n2. Approximately 16 percent of the Negro\nunable to read and write.\n\npopulation ten years old and over\n\n3. There is lack of appropriate emphasis upon commercial\nin the educational program provided for Negro children.\n\nare\n\ntraining and guidance\n\n4. Facilities available for the professional training and preparation\nof Negro children are altogether inadequate.\n\nof teachers\n\n5. There is convincing evidence of inequitable distribution of public funds between\nracial groups for the support of education.\n\nThese facts eloquently bespeak the need for a more abiding public concern\nfor and interest in the educational welfare of American children of Negro\nblood and tradition. Reasonably interpreted, these findings mean that Amer¬\nica has not yet established equality of educational opportunity for all of her\nchildren without respect to race.\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\nTHE\n\nEDUCATION\n\nOF\n\nTHE\n\n95\n\nSessions\n\nINTELLECTUALLY\n\nGIFTED\n\n— A bstract\nBENJAMIN\n\nB. GREENBERG,\n\nASSISTANT\n\nSUPERINTENDENT\n\nNEW\n\nN.\n\nYORK,\n\nOF\n\nSCHOOLS,\n\nY.\n\nOf great concern to the administrators of our educational program\n\nhas\n\nbeen the relatively little progress in adaptability to the needs and the poten¬\ntialities of the intellectually gifted children — the so-called fast learners — in\nour schools. A well-conceived program of education for these children be¬\ncomes a “must” part of our agenda because society, bewildered with sugges¬\ntions for social, economic, and even political changes, needs the best — the\nmost competent thinking and dynamic leadership it can get.\nThe challenge to do something about the intellectually gifted children of\nour country is made all the more necessary because in many of our public\nschools the policy underlying the educational program is guided most by the\nmyth that the “bright” children take care of themselves. Unfortunately, these\nchildren, instead of taking care of themselves so that their potentialities may\nbe fully realized in social endeavor and so that the optimum growth for them\ncan become of special and indispensable value for our civilized society, become\nas helpless as any other children under authorities blind to their exceptional\nability.\nThe 6000 elementary-school children in New York City whose superior\nmental ability is indicated by an I.Q. of at least 130, have been shown to be\nslightly superior to the norms in physical characteristics, healthier than the\nunselected school children of corresponding age. This group of our school\npopulation is superior in character and personality traits, in emotional sta¬\nbility, and in social adjustment. In all the studies of the followup of the\ncareers of these gifted children, it has been found that they remain gifted.\nThey do not lose in educational or general ability, and the gains far out¬\nbalance losses with respect to such traits as social adaptability and breadth of\ninterests.\nSurely it is our obligation to identify these gifted children, to promote\nbetter educational opportunities for the intellectually gifted, to experiment\nwith instructional technics and educational procedures that will develop\nbetter educational opportunities for all children who have propensities for\nleadership.\nInfluenced by the diversity of experiences in a rapidly changing economic,\nsocial, and political world, our intellectually gifted children need to be chal¬\nlenged to assume a dynamic part in the understanding of and in the possible\nsolution of such needs as they present themselves in their world. The educa¬\ntional procedures in such a conceived program of education must be evolved\nso as to mature, enrich, and strengthen human personality, and to help our\neducational program to become an instrument for personal and social creativ¬\nity, and to guide the development of the individual so that he can resist the\nevils of his environment and do his share to reconstruct that environment\nin the interests of human\n\nhappiness.\n\n"}
{"page": 102, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nIn 1936 the board of superintendents of New York City founded an ex¬\nperimental school with the one object of improving education for exceptional\nchildren. The experiment was organized for a five-year period. Fifty children\nwere selected and were to he retained for the full five years. To enable the\nessential accumulation of records of progress, development, and appraisal the\nteachers were to advance with them. These children are now between nine\nand one-half and twelve years of age.\nTwo teachers were chosen on the bases of their alertness and resourceful¬\nness, willingness to enter into the spirit of experimental approach, wholesome\npersonality, and recognition of the creative character of the learning process.\nThe children have studied the following seven areas of living, for which\nunits of learning have been developed: clothing; transportation by water,\nair, land; communication; metals and minerals; housing; sanitation; and\nillumination. Besides the chief enrichment project, the following additions\nto the learning program have been found to be extremely broadening: the\nstudy of biographies, the science of nutrition, general science, the cultural\ncontributions and personality satisfactions of music and art, and the con¬\nversational study of French. Handicrafts, too, are part of the daily activity\nof these classes. Training for leadership is emphasized in our program. In\nteaching these classes, the individual contract method, with an individualized\nmethod of instruction, has been found most successful. Standardized educa¬\ntional tests are given at periodic intervals. Our pupils do not have homework\nassigned to them.\nCitizenship — an informed citizenry for social betterment — has been the\ncentral theme of the National Education Association conference. Surely, the\npresent age calls for leadership second to no period of human endeavor.\nQualified leadership proceeds from gifted children and youth who are ade¬\nquately trained. They are the children whose superior endowments, whose\ntraining in the schools, in the home, and in the community for efficient and\neffective citizenship are the standard hope of men. The intellectually gifted\nchildren\nare society's\npotential investment and humanity’s best contribution\nto the advance\nof mankind.\nJUVENILE\nHONORABLE\n\nCAMILLE\n\nKELLEY,\n\nDELINQUENTS — Abstract\nJUDGE OF\nTENN.\n\nTHE\n\nJUVENILE\n\nCOURT,\n\nMEMPHIS,\n\nThe deliberately delinquent boy or girl is rare where analysis shows a\nnormal mind. Youth is frivolous, not corrupt, adventurous, not vulgarly\ndaring, and needs intelligent guidance. Youth is in search of happiness.\nWh at is a juvenile delinquent? Just where do we draw the line between\nthe violent outburst of normal youth and the delinquent who is dangerous to\nsociety? When we consider background, inheritance, environment, neglect,\neconomic strain ; dissipation, mental and physical cruelty, inadequate social\nfacilities, and limited educational opportunities as the curves and danger spots\non youth's highway, we wonder whether a juvenile delinquent sins against\nsociety or whether society sins against the juvenile.\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\n97\n\nSessions\n\nIt is important to classify according to talent. When we train children to\ndo the things they can do well, and when we educate them along the line\nof their capacity and talent, they get joy and satisfaction in expression and\nthey fit into, instead of out of, society’s requirements.\nThe panacea for “all the ills that flesh is heir to” is education. This is cer¬\ntainly true if Spencer’s definition of education is correct: “To prepare us for\ncomplete living is the function which education has to discharge.” We are\nsearching for the answer to youth’s problems. We are realizing that the word\n“educate” means to draw forth and not to drive in. The unfoldment of youth\nis a vital and interesting process.\nIn the behavior world much depends on how the community handles or\ncares for the insane, the feeble-minded, the crippled, and the lawless. The\ntaxpayer pays for this care. The official distributes the money. The type of\ninstitution — both educational and protective — determines to a large degree\nthe amount of security and happiness enjoyed by the normal citizen. There¬\nfore, it is lack of citizenship that jeopardizes our safety more than does crime.\nA juvenile court is a social clinic providing mental and physical examina¬\ntions, and is as important as a schoolhouse.\nModern parents who have lost none of the ideals of yesterday and have\nnot relinquished their controls represent the first line of defense against\njuvenile delinquency.\nCensure is cruel and I do not believe there is much healing in it. It may\nbe a safety valve for the person using it, but pounding people down has very\nlittle power toward building them up. Confidence is a healing lotion.\nEvery generation has its peeve. Yesterday we blamed dime novels, today\nwe blame modern influences, picture shows, automobiles, etc. I do not con¬\ncur in this condemnation. Perhaps in the morning of the morrow we will call\nit universal extravagance, fast living, or new appetites and desires. Diagnosis\nwithout suggested remedy or prescribed treatment is of little value. Educa¬\ntion with its natural social results is the answer. School systems, where ade¬\nquate care and attention is given to all types of growing children, and where\nwell-paid and well-chosen school teachers and probation officers are provided ;\nmodern juvenile courts where mental and physical examinations are made;\nthe right kind of training and reform institutions; protective social legisla¬\ntion — all of these combine to make a healthier atmosphere for the growing\nchild and to prevent delinquency.\nSECTION\nTHE\n\nPLACE\nEDGAR\n\nOF\n\nSOUND\n\nDALE,\n\nOHIO\n\nPICTURES\nSTATE\n\nB\nIN EDUCATION — Abstract\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nOHIO\n\nThe motion picture possesses unique potentialities for the development\nof an adequate educational program.\nFirst of all, it is less abstract, less symbolic, more easily understood than\nwritten symbols. Then, too, the motion picture can humanize ideas and\ncan show us what things mean in terms of their effect upon people.\n\n"}
{"page": 104, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nThru the motion picture's power to influence emotions and to influence\nattitudes, we have it within our power to definitely sensitize our boys and\ngirls to the need for better housing, for better care of juvenile delinquents,\nfor an extension of public health work and health insurance; to the need\nfor vocational and occupational guidance; and to more tolerant feelings\ntoward various races and nationalities. And in this connection let us make\nhaste to use the motion picture to develop the motivations necessary for\nliving intelligently, for living cooperatively in a democratic nation. In this\nconnection, I would recommend such pictures as “Emile Zola” and “The\nLife of Louis Pasteur.”\nSome of you may be surprised at my insistence that we take account of\nthe theatrical film when we discuss the sound film in education. But if our\nobjectives are pupil behavior and not isolated subjectmatter learnings, we\nmust, in the school of the future, take more account of all community\ninfluences. We must help boys and girls interpret their out-of-school ex¬\nperiences. Surely we cannot lightly cast aside the fact that in our urban\nareas at least, high-school boys and girls spend almost a half-hour daily\nwith the newspaper, two or three hours a week in the movie theater, and\nare within earshot of a radio for two hours a day. We must, then in our\nschools, take responsibility in teaching students how to evaluate the movie,\nthe radio, and the press.\nThe school has certain specialized objectives aiming to make\n\nexperiences\n\nin the field of geography, biology, mathematics, and health more illuminating\nto pupils. The motion picture has unique value in clarifying certain experi¬\nences in these fields. It can, for example, give a unified, coordinated picture\nof a condition, a place, or an event that is not easily given by other methods.\nHistory in many cases tends to become a series of unrelated events. Thru the\nmotion picture, however, we can in a brief space of time bring together\nimages which help us to understand what we did not understand before.\nThe sound film has an unusual contribution to make in the field of the\nsciences. It is able to show to all the members of a class at the same time\nmicroscopic materials which\n\nare too small to be seen by the naked\n\neye.\n\nSimilarly the motion picture by means of a telescopic lens brings to us pic¬\ntures of objects and events that are ordinarily too large and too far away to be\nseen by us. High-speed photography offers us a visual understanding never\nbefore possible. This is also true of the animated diagrams of the operations\nof plants or animals or machinery.\nThe sound film of the future will make signal contributions to the field\nof teacher education. Thru this device we shall be able to trace from year\nto year the growth and development of children and we shall be able to\nhave classroom procedures on tap for our young teachers to evaluate, to\ncriticize, and to emulate.\nBut, many of you are thinking, can we afford this new educational\ndevice? How can we pay for such equipment and films? I have one specific\nsuggestion at this point. If we could get along with one less sixty-milliondollar battleship, we could do the following things with the money: We\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nSessions\n\n99\ncould put a high quality 16-mm. sound projector into 200,000 different\nschools. We could produce 1000 different film subjects. We could dis¬\ntribute 500,000 prints of these films to the schools of the country.\nOur schools in the past have limped along on foot while the world was\nmoving forward on wheels. Education, like individuals, faces the problem\nof keeping up with the times. George\n\nBernard\n\nShaw’s\n\nstatement\n\nthat\n\n“education is always putting the tacks where the carpet was two weeks\nago,” is too true. The use of new tools in education like the motion picture\nis imperative. Romain Rolland once said, “The world has become a unity\nand for this high destiny, mankind is not yet fit.” It is the task of education to\nfit us for this destiny.\nSECTION\nTHE\nROBERT\n\nNEW\n\nLORETTE,\n\nSPIRIT\nGRADUATE,\n\nOF\n\nC\n\nOUR\n\nSTATE\n\nPLANET — Abstract\n\nNORMAL\n\nSCHOOL,\n\nCASTLETON,\n\nVT.\n\nWe must conquer minds if we are to have world citizenship. Our own\nmind is the first one to conquer. We must include world citizenship in our\nphilosophy of life. It is in this point that communism, fascism, socialism,\nand democracy, as they are now practiced, fail to make world brotherhood\na reality at the present time. Each holds itself as the only path to its ultimate\ngoals and holds all others as either inadequate or antithetical. Thus each\ntheory becomes absolute, which in itself justifies any attempt to master the\nworld by whatever means.\nIf we accept the theory that the philosophy of state must be our philosophy\nor way of life it follows that we must decide what that way of life shall be.\nIf we ask the German, is it not logical that he will answer, “Naziism” ; the\nRussian, “Communism”; the American, “Democracy”?\nThe net result is that we find ourselves living in an era of nationalism.\nAll groups are equally endangered by their extremely nationalistic policies.\nEach in expanding for the security of its segregated people, is infringing on\nthe security of other organized groups.\nHope for each group — fascistic, communistic, democratic — lies in a\ncommon cooperation for the solution of common difficulties. World citizen¬\nship would be peaceful cooperation between the peoples of the earth, based\non sympathetic understanding and peaceful settlement of differences by\narbitration.\nYouth is often blamed for its selfishness and impatience. Nevertheless, we\nare willing to begin to do something about working for this idea of world\ncitizenship. The following eight points are at least a start in that direction :\n1. Inclusion of the spirit of world citizenship in our way of life\n2. Use of the ballot to select worthy public officials and to communicate\nofficials to keep them\n3. Development\nthru the proper\n\nconstantly\n\nof education\n\nhandling\n\nconscious\n\nof our desire for world\n\nfor receptiveness\n\nof subjectmatter\n\nwith\n\nthese\n\ncitizenship\n\nto the ideal of world\n\ncitizenship\n\n"}
{"page": 106, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\n4. Development of a higher general mentality thru increased\n5. Development of radio, aviation, and television as a means\ninterest and understanding\n\nphysical well-being\nto develop common\n\n6. Development of economic and political policies which emphasize\ngood rather than the immediate profit\n7. Promotion of a worldwide front to combat crime and disease\n8. Establishment\n\nof an international\n\nuniversity\n\nthe long-time\n\nto be placed on neutral ground.\n\nIf we, the college graduates, accept these and similar aims we can raise\nworld citizenship to the level of reality. We can make world citizenship our\nplanet’s new\n\nspirit.\n\nA COLLEGIAN’S\nPOINT OF VIEW ON THE ROLE OF THE\nSTUDENT\nIN ACHIEVING\nWORLD\nCITIZENSHIP\nMARY\n\nJEANNE\n\nMC\n\nKAY,\n\nPRESIDENT,\n\nAMERICA,\n\nWhat\n\nNEW\n\nis the difference between\n\nNATIONAL\nYORK,\n\nSTUDENT\n\nFEDERATION\n\nOF\n\nN. Y.\n\ncitizenship and\n\nresidence wdthin\n\na\n\ncountry? Since the days of the French Revolution the term “citizenship’’ has\nhad a connotation of individual action, of freedom of participation and\nintercourse in the affairs of the state or the community; whereas residence\nin a state may give no such liberty, but may place the individual in a\nposition of subjectivity. The happiest existence for a man seems to be brought\nabout when he is a citizen of a country rather than a subject of a country —\nwhen he ma)r transact his affairs with some degree of independence, integrity,\nand mutual respect.\nWorld citizenship may be thought of in these same terms — the interaction\nof many smaller communities within a harmonious whole. But this world\ncitizenship is not to be achieved except in terms of understanding, compre¬\nhension, and tolerance. These virtues are expressed only when practiced by\nthe members of each smaller community. This tolerance, this understanding,\nis a learned way of doing things.\nWithin the complicated modern society no better training ground to\neffect these ends exists than that found in the college community. Here a\nselective, somewhat isolated, group affords a laboratory for the practice of\ntechnic in world citizenship. Of all young people, students are the most\nfortunate in having greater access to the material for achieving these\nnecessary tools — tolerance and understanding.\nImplementing this statement so that it has concrete meaning gives rise\nto practical suggestions in the administration of educational institutions.\nThe college should practice the spirit of democracy in achieving amicable\nrelationships among the various campus groups. The essential social controls\nshould be formulated only after considering all points of view. This means\nthat such practices as “administrative control,” “faculty dominance,” and\n“isolated” student government must give way to the concept of community\ngovernment in which the administration, the faculty, the students, and the\nbusiness staff have a part. Any other arrangement is detrimental to the\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\n101\n\nSessions\n\ndevelopment of self-reliance and tolerant understanding in dealings with\nothers on the part of the student, who in reality is a member of his com¬\nmunity whether or not he is a member of the electorate.\nThe curriculum should include subjects designed to present to students a\nknowledge of world affairs and of the differences in the cultures and\neconomic structures of the many countries. This may call for the revision\nof curriculum standards, the stimulation and building up of international\naffairs with a recognition that such subjects are as vital and necessary as the\ntraditional pillars of classical learning.\nWithin the student group there should be an increased participation in\nthose extracurriculum activities especially relating to the international field.\nThe collegian should give his active support toward such things as the\nsecuring of exchange scholarships, membership in international affairs clubs,\nand participation in peace promotion activities. The exchange student be¬\ncomes a visual education of his own country, reaching many more students\nthan would ever have the opportunity to visit that country. International\naffairs clubs are outlets for intellectual activity, and peace activities provide\na dramatic and useful crusade to arouse the apathetic student. He should\nbe stimulated further to engage in those other projects which, heeding the\neducational principles of learning by doing, give practice in tolerance in\nthe settlement of issues by arbitration — such things as debating, open forums,\nand, above all, the campus government.\nAll of this, of course, can have real meaning only when these student\ncitizens become active citizens in the sense that they have a legal voice in\nthe determination of the affairs of their community, and when they insist\nthat this learned way of doing things becomes the actual way of doing things.\nWith this great opportunity for leadership in the struggle to achieve world\ncitizenship, the student of today has at one time a great responsibility, but\na most splendid challenge. Whether or not the student accepts this challenge\nand supplies this leadership will be determined by today’s educators; indeed,\nwe may say that the achievement of tomorrow’s world of cooperative states\nwill be but a monument to today’s educators.\n\nINTERNATIONAL\n\nPROGRAM\n\nThe International Program session convened on the New York World’s\nFair Grounds at three-thirtv o’clock, Thursday afternoon, June 30, 1938,\nM rs. Franklin Delano Roosevelt, presiding.\nPresident\n\nWoodruff:\n\nMr.\n\nPresident,\n\ndistinguished\n\nguests,\n\nmembers\n\nand friends of the National Education Association: It is a distinct privilege\nand an honor to present this afternoon Mrs. Franklin Delano Roosevelt,\nwho will preside over this International Program.\nMrs. Roosevelt!\nChairman\n\nRoosevelt:\n\nguished guests: I am\n\nMr.\n\nPresident,\n\ngoing to ask Reverend\n\nthe Congregational Church, of Farmington,\ncation. (The invocation was given.)\n\nPresident\n\nQuincy\n\nWoodruff,\n\ndistin¬\n\nBlakely, minister of\n\nConnecticut, to give the invo¬\n\n"}
{"page": 108, "printed_page": null, "text": "102\n\nNational\n\nEducation\n\nAssociation\n\nADDRESS\nHONORABLE\n\nFRANKLIN\n\nDELANO\n\nROOSEVELT,\n\nPRESIDENT\n\nOF\n\nTHE\n\nUNITED\n\nSTATES\nChairman\n\nRoosevelt:\n\nI know\n\nthat\n\nit is the privilege\n\nof a presiding\n\nofficer to make speeches in introducing each speaker. We are late today, and\nso I am not going to avail myself of that privilege.\nLadies and gentlemen, I present to you the President of the LTited States !\nPresident\n\nRoosevelt:\n\nDr.\n\nWoodruff,\n\nmembers\n\nof the\n\nNational\n\nEdu¬\n\ncation Association : I am glad to come here today to this great meeting, and\nI am especially happy that, I think for the first time in my life, I was intro¬\nduced by my wife.\nIf you have followed the arguments of financial experts over the last few\nyears, you have guessed that they have as many theories of keeping books as\nthere are ends to serve. They do not always agree on the definition of capital,\nand they even disagree on what is an asset and what is a liability. That is true\nboth in private business and in government.\nBut whatever differences bookkeepers and financiers may have over the\nrules of their professions, no man or woman of common sense can forget, or\nallow government to forget, what are the true and ultimate assets and\nliabilities of a nation.\nThe only real capital of a nation is its natural resources and its human\nbeings. So long as we take care of, and make the most of both of them, we\nshall survive as a strong nation, a successful nation, and a progressive nation\n— whether or not the bookkeepers say other kinds of budgets are from time\nto time out of balance.\nThis capital structure — natural resources and human beings — has to be\nmaintained at all times. The plant has to be kept up and new capital put\nin year by year to meet increasing needs. If we skimp on that capital, if we\nexhaust our natural resources and weaken the capacity of our human beings,\nthen we shall go the way of all weak nations.\nBefore we can think straight as a nation we have to consider, in addition\nto the old kind, a new kind of government balance sheet — a long-range sheet\nwhich shows survival values for our population and for our democratic way\nof living, balanced against what we have paid for them. Judged by that test,\nwhich is history’s test, I venture to say that the long-range budget of the\npresent Administration of our government has been in the black and not in\nthe red.\nFor many years I, like you, have been a pedagog — of course many people\nwho are not strong on spelling will get that word mixed up with demagog\n— striving to inculcate in the youth of America a greater knowledge of and\ninterest in the problems which, with such force, strike the whole world in\nthe face today. In these recent years we have taught the prudent husbandry\nof our national estate — our rivers, our soil, our forests, our phosphates, our\noils, our minerals, and our wild life. Along these lines we have made mighty\nstrides — come further than in all the years before in knowledge\n\nof how\n\nto\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\nSessions\n\n103\n\ngrapple with the problems of maintaining the estate that our forefathers\nhanded down to us.\nWith\n\nthe dissemination of this knowledge, we have taken action. Few men\n\nbegrudge what that action has cost, because it has been based on operations\nphysically large and spectacular, dramatic, easy to see. I am thankful that\nI live in an age of building, for it is far easier to dramatize to yourself the\nimportance of the object if you see it while it is coming up, than if you come\nalong later and see it only in its completed stage. And so we are fortunate\ntoday in seeing the New York World’s Fair of 1939 in the construction\nstage. This glimpse will make it mean more to us when we come back and\nsee it completed next year.\nThe other half of the preservation of our national capital is likewise a\nproblem of husbandry — the conserving of health, energy, skill, and morale\nof our population, and especially of that part of our population which will be\nthe America of tomorrow.\nThis also is a problem of the fullest use, the fullest development of precious\nresources of ability, human ability, which cannot be stored and will be lost\nif they remain unused. No nation can meet this changing world unless its\npeople, individually and collectively, grow in ability to understand and\nhandle the new knowledge as applied to increasingly intricate human\nrelationships. And that is why the teachers of America are the ultimate\nguardians of the human capital of America, the assets which must be made\nto pay social dividends if democracy is to survive.\nWe have believed, we have believed wholeheartedly, in investing the\nmoney of all the people on the education of the people. That conviction,\nbacked by taxes and backed by dollars, is no accident, for it is the logical\napplication of our faith in democracy.\nMan’s presentday control of the affairs of nature is the very direct result\nof investment in education. And the democratization of education has made\nit possible for outstanding ability, which would otherwise be completely lost,\nto make its outstanding contribution to the common weal. We cannot afford\nto overlook any source of human\n\nraw material. Genius — genius flowers in\n\nmost unexpected places; “it is the impetus of the undistinguished host that\nhurls forth a Diomed or a Hector.”\nNo government can create the human touch, the self-sacrifice which the\nindividual teacher gives to the process of education. But what government\ncan do is to provide financial support and to protect from interference the\nfreedom to learn.\nNo one wants the federal government to subsidize education any more\nthan is absolutely necessary. It has been, and, I take it, it will continue to be,\nthe traditional policy of the United States to leave the actual management\nof schools and their curriculums to state and local control.\nBut we know that in many places local government unfortunately cannot\nadequately finance either the freedom or the facilities to learn. And there\nthe federal government can properly supplement local resources.\nHere is where the whole problem of education ties in definitely with the\nnatural resources of the country and the economic picture of the individual\n\n"}
{"page": 110, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\ncommunity or state. We all know that the best schools are, in most cases,\nlocated in those communities which can afford to spend the most money on\nthem, the most money for adequate teachers’ salaries, for modern buildings,\nand for modern equipment of all kinds. We know, too, that the weakest\neducational link in the system lies in those communities which have the\nlowest taxable values, therefore, the smallest per capita tax receipts, and,\ntherefore, the lowest teachers’ salaries and the most inadequate buildings\nand equipment. We do not blame these latter communities. They want better\neducational facilities, but simply have not enough money to pay the cost.\nThere is probably a wider divergence today in the standard of education\nbetween the richest communities and the poorest communities than there\nwas one hundred years ago ; and it is, therefore, our immediate\n\ntask to seek\n\nto close that gap — not to close it in any way by decreasing the facilities of\nthe richer communities, but by extending aid to those less fortunate. We all\nknow that if we do not close this gap it will continue to widen, for the\nbest brains in the poorer communities will either have no chance to develop\nor will migrate to those places where their ability will stand a better chance.\nTo continue that parallel between natural and human resources, it is\nwell to remember that our poorest communities exist where the land is most\ngreatly eroded, where farming does not pay, where industries have moved\nout, where flood and drought have done their work, where transportation\nfacilities are of the poorest, and where cheap electricity is unavailable for\nthe home.\nAll of this leads me to ask you not to demand that the federal government\nprovide financial assistance to all communities. Our aid for many reasons,\nfinancial and otherwise, must be confined to lifting the level at the bottom\nrather than to giving assistance at the top. Today we cannot do both, and\nwe must, therefore, confine ourselves to the greater need.\nIn line with this policy, the federal government during the past five years\nhas given relatively more assistance to the poorer communities than to the\nrich. We have done it thru direct relief and thru work relief, thru the\nResettlement Administration and the Farm Security program, the National\nYouth Administration, and thru the rehabilitation of flooded, or stranded,\nor dust-blown areas. We have provided schoolhouses, colleges, libraries,\neducational equipment, and sanitation in every state in the Union, and I\ninclude “sanitation” because it has always seemed to me that good health\nand good education must go hand in hand. We have placed many millions\nof dollars in the field of adult education thru the Works Progress Adminis¬\ntration, and, here again, most of the money has been expended in the poorer\ncommunities of the land.\nI have spoken of the twin interlocking assets of national and human\nresources and of the need of developing them hand in hand. But with this\ngoes the equally important and equally difficult problem of keeping education\nintellectually free. Freedom to learn is the first necessity of guaranteeing that\nman himself shall be self-reliant enough to be free.\nSuch things did not need as much emphasis a generation ago; hut when\nthe clock of civilization can he turned back by burning libraries, by exiling\n\n"}
{"page": 111, "printed_page": null, "text": "105\nGeneral\n\nSessions\n\nscientists, artists, musicians, writers, and teachers, by dispersing universities,\nand by censoring news and literature and art, an added burden is placed\nupon those countries where the torch of free thought and free learning still\nburns bright.\nIf the fires of freedom and civil liberties burn low in other lands, they\nmust be made brighter in our own.\nIf in other lands the press and books and literature of all kinds are\ncensored, we must redouble our efforts here to keep it free.\nIf in other lands the eternal truths of the past are threatened by intol¬\nerance, we must provide a safe place here for their perpetuation.\nYes, there may be times when men and women in the turmoil of change\nlose touch with the civilized gains of centuries of education ; but the gains\nof education are never really lost. Books may be burned and cities sacked,\nbut truth, like the yearning for freedom, lives in the hearts of humble men\nand women. The ultimate victory, the ultimate victory of tomorrow, is with\ndemocracy, and thru democracy with education, for no people can be kept\neternally ignorant or eternally enslaved.\nGREETINGS\nCOUNT\n\nDOYNEL\n\nChairman\n\nDE\n\nSAINT-QUENTIN,\n\nRoosevelt:\n\nAMBASSADOR\n\nIt is a great\n\npleasure\n\nFROM\n\nFRANCE\n\nto introduce\n\nthe\n\nnext\n\nspeaker. He comes to us from a country with which we have had traditional\nties of friendship from the very, very earliest days of our history. For that\nreason, we would welcome him. But today the friendship between France\nand the United States means much to us. We have much to learn today, as\nwe had in the early days, from France; and we hope that today we may\nbe able to contribute something to that country which has done much for\nus in the past.\nSo it is with a great deal of pleasure that I introduce to you Count Doynel\nde Saint-Quentin, Ambassador\nAmbassador\n\nde\n\nfrom France.\n\nSaint-Quentin\n\n: At\n\nall times,\n\ngreat\n\nwriters,\n\nartists,\n\nand scientists have existed whose ideas and influence have passed the bound¬\naries of their own countries. Such men as Michelangelo, Shakespeare,\nGoethe, Moliere, and Benjamin Franklin do not belong only to one nation;\nthey are a part of the patrimony common to all mankind. That is why history\nhas raised them to the dignity of citizens of the world.\n\nNowadays, this enviable title is still borne by the masters and the dis¬\nciples who have followed their inspiration. But it is no longer the exclusive\nattribute of this elite. It has taken an enlarged meaning in a changing world,\nwhere the question is for every individual to determine what are his rights\nand his duties outside his own land.\nThe history of the modern world shows a succession of ever increasing\ncommunities, each of which surrenders to the next larger one some of its\nindependence for the support it gets. In the beginning, the individual\nrecognized the authority and sought only the protection of the head of the\n\n"}
{"page": 112, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\nfamily. Then, families grouped themselves into tribes or cities. Cities then\nformed the nation, long embodied in the person of the sovereign. Not before\nthe 17th century did the individual become aware of the ties binding him\nto his co-citizens in the same state. Only in the 18th century and merely\namong the nations who were the first to achieve their unity did the notion\nappear of a universal community which could be superior to the national\ncommunity. One cannot indeed find a clearer idea of the bonds between\nthe different human communities and of their hierarchy than that expressed\nby the great French writer, Montesquieu:\nWere I to know something\nmental to my family, I would\nprofitable to my\n\nfamily\n\nwhich, while being profitable to myself, would be detri¬\ndismiss it from my thoughts ; were I to know something,\n\nbut not to my\n\ncountry,\n\nI should\n\nseek to forget it; were\n\nI to\n\nknow something profitable to my country but detrimental to Europe, or again, profit¬\nable to Europe and detrimental to mankind, I would consider it as a crime.\n\nMontesquieu knew only the Old Continent. But America was soon to\noffer the first example of a national unity achieved while viewing an\nenlarged horizon. George Washington, Thomas Jefferson, and Benjamin\nFranklin were undoubtedly conscious of their world citizenship.\nIn the course of the 19th century, this conception was still enhanced. The\ngreat French poet, Lamartine, who was at the same time a statesman, wrote\nin 1841 a fine poem, an excerpt of which I shall attempt to translate:\nNeither\n\nsea, nor\n\nmeridians,\n\nnor\n\nrivers bound\n\nany longer the common\n\nmankind. Every man is of the climate of his intelligence. I am\nthinking man. Truth, thou art my country.\n\nheritage\n\nof\n\nthe co-citizen of every\n\nBut, in practice, nationalities, upon waking, have often felt the urge of\na sacred egotism, and the countries are few, indeed, for which the require¬\nments of interest have not at times conflicted with the aspirations of ideals.\nBe that as it may, the revolution caused by progress in our material life\nhas deeply left its mark on international relations. In the century of aviation\nand of the wireless, our fate is without choice closely bound to that of other\npeoples. We benefit by their efforts; we suffer from their misfortunes; we\nfeel the shock of whatever good or evil affects them.\nBesides, the ever increasing intricacies of the duties assumed by the state,\nand its growing intervention in favor of the general welfare in every sphere\nof human activity, have tended to limit the independence that the citizen\ncould devote to the service of the world. It becomes more and more difficult,\neven to the artist or to the scientist, to isolate himself in his meditations and\nto live, as a modern French writer put it, above the turmoil.\nSo that today, apart from the exceptions rightly conceded to genius, no\none may hope to be a citizen of the world who is not in the first place simply\na good citizen. It is indeed easier to attain such a distinction in a country\nwhose government sets the example.\nHighly qualified voices in this country have proclaimed that a nation\nmay, while entitled to the right of ordering its own internal affairs and of\nseeking in its own way to promote the welfare of its own people, scrupulously\navoid actions that would infringe upon the rights of other nations and prac-\n\n"}
{"page": 113, "printed_page": null, "text": "General\n\nSessions\n\n107\n\ntice, in every sphere, economic as well as political, the spirit of international\ncooperation. Suffice it to say that these great voices ever find a warm echo\nin my own country.\nIn what. measure can education help the young generations to face the\nnew duties thus incumbent upon them? I should not have ventured upon\nsuch a topic before men who, having devoted their lives to the noble task\nof education, are assuredly much more competent than myself on the subject,\nhad they not formally invited me to bring my own testimony.\nIt seems to me that education will succeed in molding world citizens if\nit endeavors to develop in individuals, not what differentiates them, but\nwhat brings them nearer to each other; if it emphasizes less their particular\nor national character than what in them is common to all human beings.\nAllow me to recall how French thought, from Descartes up to our days,\nthru Voltaire and Diderot, strove to bring out the universal character of the\nhuman mind. Such is the reason for the importance placed upon general\nculture in French education. After visiting some of your great universities,\nI know the importance you also attach to it in America. The future physician,\nthe future electrical engineer, and the future wood engraver will learn, while\nstudying the history of their technic, that the edifice of science or art was\nslowly erected in the course of centuries and that each scientist or artist has\ncontributed his stone. It would be a vain task, most of the time, to try to\ndetermine which man or nation should be endowed with the honor of a\ndiscovery. General culture gives access to the common heritage of thought\nand science, towards which all nations have an equal right and duty.\nThen comes the study of foreign languages, the knowledge of which\nalone can enable us to fully understand the genius of other civilizations.\nForgive me for praising my own Saint, as we say in France, and for assert¬\ning the educative value of the French language, thereby meaning also\nliterature which is the florescence of language. Born of the Latin language,\nrevigorated in the 16th century by the contribution of Greek and Latin\nantiquity, constantly renewed by contacts with foreign civilizations — Span¬\nish, Italian, English, German, Russian, and more recently, American — the\nFrench language has borrowed from all other civilizations the inspiring\nelements which harmonized with its own genius. A foreigner, while devoting\nhimself to its study, need not fear to deviate from the genius of his nation.\nI shall mention next all the disciplines which, in every country, efficiently\ncontribute to the formation of the ordinary citizen. First of all is sportive\neducation, for it teaches to respect the effort of others, when in conformity\nwith the rules of the game, and develops team spirit, which is a preparation\nfor civic duty.\n\nThen there is civic education — the one that teaches the citizen to par¬\nticipate, according to his rights, in the government of his country. How\ncan a nation be conscious of the rights and duties incumbent upon it in\nmatters of world interest, if its own citizens are not aware of the\nresponsibilities which are involved in their right to vote?\nBefore leaving the precincts of university life, I should like to emphasize\nthe contribution brought to the development of world citizenship by the\n\n"}
{"page": 114, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\nexchange of professors, students, scholarships, theses, and scientific publi¬\ncations between universities and libraries of different countries, as well as\nby international meetings of professors and scientists.\nOutside the university, in the varied and often trying field thru which,\nwith a firm and, at times, hard hand, life — that great educator — leads man,\nthe opportunities for improvement, especially in this country, are manifold\nfor any one who aims at world citizenship.\nShould he feel a strong call for world problems, he may rely upon the\nassistance of such institutions as the Foreign Policy Association, the\nCouncil on Foreign Relations, or the Carnegie Endowment for Inter¬\nnational Peace. He may find in the newspapers, the periodicals, the radio,\nand the moving pictures of this country a wonderful means of broadening\nhis knowledge. They will provide him with objective views on international\naffairs, the precision and the abundance of which are not surpassed in any\nother land. Museums and art exhibitions will keep him in close touch with\nother civilizations. The development of international tourist traffic will\nacquaint him with foreigners. If he is a business man or an economist, he will\nrealize better than any one else that the expansion of commercial exchanges,\nwhile raising the standard of living in all countries, creates between them\na natural feeling of solidarity.\nFinally, how could I forget here that most of the efforts and tendencies\nwhich foster the spirit of world citizenship, assert themselves in the great\ninternational exhibitions? In a few months, over sixty nations inhabiting\nthe most varied regions, will participate in the New York World’s Fair.\nForgetting their differences, they will enter a peaceful competition, which\nwill not be a display of strength, but of knowledge, intelligence, and skill.\nThe buildings they intend to erect will reveal to the world the results of\ntheir creative effort. At the same time, it will be an opportunity to com¬\npare their methods, to communicate to each other the value of their research,\nto exhibit in common their knowledge for the benefit of progress and the\ngreater happiness of mankind. No other task could ever bring a more useful\ncontribution to world citizenship, and the nation which organizes such a\nmanifestation is entitled, while the display takes place, to feel that, thru\nthe unanimous vote of the friendly countries which have answered its\ninvitation, it has been endowed\n\nwith “world\n\nleadership.\"\n\nGREETINGS\nSENOR\n\nDON\n\nChairman\n\nMIGUEL\n\nLOPEZ\n\nRoosevelt:\n\nNow\n\nPUMAREJO,\n\nI have\n\nMINISTER\n\nthe pleasure\n\nFROM\n\nCOLOMBIA\n\nof introducing\n\nto you\n\na gentleman who comes to us from a sister republic. It is a token, I think,\nof the growing friendship between our nations that Senor Don Miguel\nLopez Pumarejo, Minister from Colombia, has come to speak to us today!\nSenor\n\nPumarejo:\n\nThe\n\ninvitation\n\nextended\n\nto me\n\nto speak\n\nbefore\n\nthe\n\nN ational Education Association was so obliging that I found no better way\nof expressing my appreciation than by coming personally to greet you and\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\nSessions\n\n109\n\nto thank you, even tho I could not contribute with authority to the discussion\nof the subject under consideration. I offer you my gratitude and I recipro¬\ncate with what I have: an attitude. I know that educators like to hear all\nvoices, and being convinced that we must all share in the formation of public\nopinion and policy, 1 have the assurance that to those of you who have the\nresponsibility of instructing and inspiring the younger generations in their\nattitudes toward human problems, the impressions and observations of\nthose who have had experience in public office are always deserving of your\nattention, whatever their ultimate value may be. I ask you to bear in mind\nthat my experience in international affairs has been mainly restricted to the\nWestern Hemisphere. The problem of human relations is so vast and intricate\nthat it would be vain to pretend to apply one’s impressions and conclusions\nto all conditions and circumstances. However, I may say at this point that\nI have always considered the regional approach as the most effective founda¬\ntion for international understanding and collaboration, and that altho your\nproblem before youth is of a general character, your immediate field of\napplication is necessarily the one imposed by your geographical location\nand by your closer neighbors.\nIt is superfluous to draw before you a picture of present world relation¬\nships, with their uncertainties and disturbing expectancies in some quarters,\nand to contrast it with the picture of 1918 with the hopes and illusions borne\nof the greatest man-made suffering that the human race has experienced.\nIt is, however, pertinent to our subject to recall the conditions of 1914 as\nbeing more similar to the present ones and to underline the fact that the\nhopes of 1918 were based on the condemnation of war and on the conviction\nof the futility of war. They represented the better feelings of humanity,\nwhat humanity wanted to be. For once, universal feelings and emotions were\nunanimous and they squared with logic. And vows were made then to\ncreate a new and better world.\nMany countries which had not taken part in the conflict joined in the\nsubsequent endeavor for world order and peace. The results have certainly\nbeen far from those anticipated but they should be taken rather as an\nexperience than as a source of discouragement, and in no case as an evidence\nof a change of mind or feeling by humanity at large. Whole peoples may\nhave followed or supported their governments actively or passively in what\nmay appear as a contradictory attitude, but the better selves of the same\npeoples yearn for peace and understanding.\nBut even tho the dream of 1918 has not been realized, there is no doubt\nthat progress has been made and that human forces are in a receptive mood\nfor a continued experiment leading towards the desired goal. Those who\npreach war and employ force know well that they are running counter to\nthe feelings and thoughts of a vast majority of the human race.\nLet us review briefly some of the forces that are operating in international\nrelations. Perhaps the most outstanding achievements in the past twenty-five\nyears, measured by their universal application and utilization, have taken\nplace in the field of communication. The radio and aviation have been veri¬\ntable revolutions in their respective spheres. They have provided us with\n\n"}
{"page": 116, "printed_page": null, "text": "110\n\nNational\n\nmeans of communication\n\nEducation\n\nAssociation\n\nfar superior to those existing in 1914 and they have\n\nstimulated improvements in the pre-existing means. Wireless, cable, tele¬\ngraph, and telephone, on the one hand, and trains, motor vehicles, and ships\non the other, have all recorded notable improvements since the advent of\nradio and aviation, and all these combined and related products of human\ningenuity constitute the most powerful force promoting the interdependence\nof peoples and nations. Their power is recognized universally and even\nthose countries where censorship prevails and where individual movements\nare more regulated employ the radio to carry their messages to other lands,\nand some employ aviation to enhance their political and technical prestige.\nA more explicit acknowledgment of the value of these forces could not exist.\nIn the industrial field we have had since the World War a stupendous\nadvance both in the efficiency and variety of production. The physical work\nof man has been made easier and his out-of-work life more convenient and\nplentiful. All this reflects the advancement of science and human thought,\nwhich, like their byproducts, are the achievements of a much broader co¬\noperation than can ever be substituted within the narrow boundaries of any\ncountry. And this deliberate process of making life more abundant neces¬\nsarily requires contributions of one kind or another from many sources. Thus,\nisolation and economic self-containment are merely obstacles in the way of\nthe superior force of human progress, against which they are waging a\nlosing battle.\nBesides these major forces there are innumerable minor forces at work,\nall promoting and forcing, as it were, a greater interdependence, because\nthe products and manifestations of human culture have no nationality and\nwe all claim them for our use or enjoyment as a heritage of the human race.\nThere is, perhaps, no better illustration of this point than the tragedy of\nthe clash between the mind of a genius and the petty environment of racial,\nreligious, and political prejudices. We all feel the tragedy as ours no\nmatter where it occurs. Why is it, then, that in spite of the universal tendency\nof human progress there exists an apparent regressive nationalistic movement ?\nOne need not delve into a study of human thought to realize that today\nan appreciable majority of people when discussing international or world\nproblems take a broader and higher plane of thought. Such an attitude\nimplies a recognition of a superior force towards which we all gravitate.\nThat the substance and power of this superior force representing the true\ndestinies of humanity should be greater than individual racial or national\nforces is only natural. It is equally natural that a lag should exist between\nthe general and the individual cultural progress. The lag itself will be\nrepresented in as many forms and degrees as may be dictated by human,\nsocial, and material resources in each case. It may be more accentuated in\nmaterial progress in some cases; in others in political advancement; and\nyet in others in cultural development, so that it will always be impossible\nto expect a uniform world rate of progress and, consequently, a unity of\nmind and of attitude. All these variations of form will be reflected in the\npolitical thought of countries and races with the inevitable repercussions on\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\ninternational policies. There\n\nSessions\n\nwill always be governments\n\n111\n\nand individuals\n\nclinging to passing standards and running, thereby, counter to the pre¬\nvailing general trend, whatever the latter may be, but the human race has\nmastered this earth by its ability as well as by its yearn for improvement\nand perfection, and the general trend will always be towards advancement.\nThere is no reason to believe that the human spirit has been so corrupted\nor decayed that a backward movement should be considered inevitable.\nSuch reverse trend could only be conceivable if the constructive forces which\nhave always been in the majority fail in their outlook, duty, and responsi¬\nbility.\nSuch is the prism thru which we have to view world processes and con¬\nditions in order to determine how education can best contribute to the\nadvancement towards the higher ideals, taking the facts as they are and not\nas we would like them to be, and meeting these facts as realities that must\nbe investigated and thoroly understood in order that we may properly\nappraise them before advancing thought or taking action. Many times we\nfail because we do not understand or do not want to understand the reasons\nfor specific situations or conditions and their attendant human emotional\nreactions. If we disagree as to an attitude, we are prone to grant ourselves\nthe righteous cause and unconsciously plunge into deadlock and stagnation.\nThe problem of education and international relations is mainly one of\napproach, and it seems to me that in order to arrive at a proper approach\nwe must first create the right attitude, both in the student bodies and in the\nteachers. To the latter falls the main responsibility, as theirs is the direct\nobligation to youth and to the community at large, for their approach and\nattitude are going to determine the attitude of future generations towards\nhuman relationships. Inadequate presentation of facts, jingoism, and flagwaving in schools and colleges are more apt to create international compli¬\ncations in the future than an unbiased presentation of facts, an open mind\nto understanding, and a sympathetic attitude towards the problems and\nactions of others. All this can certainly be accomplished without prejudice\nto patriotism. It is questionable that he who loves his country most never\nsees or admits its shortcomings and mistakes, and does not recognize virtues\nin others. I, for one, do not subscribe to this theory.\nWherever intellectual freedom exists, education for human relationships\nwill harmonize with the purpose and functions of education itself — search\nfor and dissemination of truth. In the Americas we believe that thru intel¬\nlectual freedom we can endow the average citizen with a knowledge and\nappreciation of true values; that in his appraisal of major problems such\nas those bearing on international relations, he may be free from class\ninterests, partisan feelings, religious, racial, and national prejudices, in other\nwords, that he may be free from the enslaving tyranical habits of thought\nand mental attitudes so easily acquired thru indoctrination where intellectual\nand educational freedom does not exist or where ignorance prevails. Ours\nis, therefore, the opportunity to acquire and to transmit the power to appre¬\nciate and to appraise, to criticize others with respect, and to enjoy the\n\n"}
{"page": 118, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nhuman values and virtues coming from other lands. We learn then that\neverywhere men cling tenaciously to what they consider good ; that as a\nrule they defend their political systems as the best suited to their circum¬\nstances; that they will defend their ideals and ethical standards, and, above\nall, that whatever differences may exist in ideals and practices, however\nopposite men may be or appear to be, they are more complementary than\nmutually exclusive and that their differences are the stimulating forces that\nare at the root of human progress. As our knowledge and attitude improve,\nso does our power of restraint and control and all in all our ability to\nunderstand the reactions and attitudes of others as well as our ability to\ndeal with them. No better evidence of this process can be given than the\nprevailing spirit of mutual understanding, respect, and collaboration in our\ncontinent. The installation of the good neighbor policy, enthusiastically\nindorsed thruout the United States and consistently enforced by your gov¬\nernment, has been one of the outstanding events in inter-American relations,\nand its unqualified and equally enthusiastic adoption by the other nations of\nthe continent is an implicit recognition that the Bolivarian dream of Amer¬\nican fellowship is being made possible by the right application of knowledge\nand the right use of power. The dominant feeling in the Americas is\nmotivated by the proper approach and attitude and now it will only be a\nquestion of time when a more rapid, constructive, and mutually beneficial\nprogress in our relationships will be made. Please do not infer that all is\nmilk and honey in the Americas, that we have no problems, and that all\nmeetings are appointments to love feasts, but be assured that we are on the\nright road and that no contribution can be more effective and of greater\nfuture value than the one that you, the teachers, can render.\nIn this period of adjustment to new relationships we have to guard our¬\nselves against old prejudices and methods. It is most important to stress the\npoint that if the common goal is going to be, as I firmly believe it should be,\nthe liberation of the human spirit from racial, religious, and local prejudices,\nand the enrichment of life in general, the process must necessarily be one\nof mutual consent and agreement, and of collaboration. Spiritual values\ncannot be advertised, sold, or given away and consumed like goods. In\ncountries enjoying intellectual freedom it is just as useless to try to impose\na philosophy of life as it is to sell merchandise that the people do not want.\nBoth are very bad business. But on the other hand, it is just as easy to trans¬\nmit cultural values or to convey their meaning as it is to sell goods that people\nneed and are ready to pay for in cash.\nLet me give you a practical instance to illustrate my point. In what is\ntermed Latin America there was a great Indian culture that was mostly\nsubstituted by the European. Out of the mixture of races and cultures a\nnew culture has been developing which, naturally, varies somewhat from\none country to another ; but on the whole we have a philosophy of life and\nan appreciation of human values which some of us believe to be as good in\ntheir balance and breadth, if not better, than those prevailing in some of\nthe more industrialized and economically advanced countries, and, while,\n\n"}
{"page": 119, "printed_page": null, "text": "General\n\nSessions\n\n113\n\nas mentioned before, we all have a tendency to hold to what we consider\ngood, no group of people has a deeper feeling of human understanding or\na keener disposition to learn than the average Latin American. Parentheti¬\ncally let me clarify a paradox by telling you that if we have not made the\nsame display of progress as other countries have during the last century, it\nis due in no small part to our struggles over ideals and to natural conditions\nwhich have made us more indifferent to the supremacy of material satis¬\nfactions. Still you need only read any comment on so-called international\ncultural activities or to glance at a radio map to see that the directional\nantennas are pointing at us and that we are the overwhelmed objective of\nthis amazing and gratuitous scramble for cultural and political markets.\nIt is astonishing to contemplate this human effort when we know that half\nof it, if conducted cooperatively by mutual considerations and agreement,\nwould produce far more advantageous results.\nThe behavior and attitude of individuals, particularly of those who visit\nother countries or who express written or oral comment about them, are\nof the greatest importance and should be taken as an object lesson for edu¬\ncational activities. Some of you may have heard the remark that we Latin\nAmericans are sensitive and resentful. Certainly we are! We are not as\nsusceptible to flattery as is supposed by those who confuse discreet restraint\nof reaction with approbation, but we are sensitive to the attitude of the\nself-appointed conductor who thinks it is just as easy to construct a vehicle\nand to provide the means therefor as it is to tell a passenger where to get\noff; we are sensitive to the patronizing look and gesture of the foreign\nindividual whose righteousness and infatuation are a blemish to his own\ncountry; we resent the consideration that human poverty and suffering are\npicturesque when seen in foreign countries and that they are legitimate\nobjects of trade, and we resent as you do the hasty comments of individuals\nwho are not sufficiently equipped or informed to express opinions. I am not\nsingling out nationalities or implying that when our fellow citizens visit\nforeign countries their behavior is beyond reproach. I am merely trying to\nbe helpful by telling you some things that I think you should know, and\nI hope that in the same spirit you will frequently tell us things that we\nshould know.\nIn connection with the educational activities in the Americas, I would like\nto register here a word of praise and appreciation for the splendid con¬\ntribution of your own Department of the Interior. The radio program\nconducted last winter under the title of “Brave New World’ is a most\ncommendable interpretation and application of the spirit of compenetration\nand understanding that has taken root in the Western Hemisphere.\nYou gentlemen are privileged with the task of preparing the new genera¬\ntion for a wholesome and abundant life. Of the newer concepts that have\nbeen introduced to education perhaps no one is so alluring as the one calling\nfor responsible world citizenship and for human understanding and solidar¬\nity. You will not only be called upon to teach your students the nature of\nhuman values, but what is more fruitful you will have the opportunity of\n\n"}
{"page": 120, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\ncontributing to the feeling of such values. Thus you will have the larger\nparticipation in the work of removing the obstacles which man himself has\nput on the road of a broader human collaboration. The task is by no means\neasy and the results will not be seen overnight, but your labors will be\nrewarded with great satisfaction, not the least of which will be the grati¬\ntude of your fellow beings.\nWHAT\n\nCAN\n\nFORMAL\nSOLUTION\n\nPAUL\n\nMONROE,\n\nCOLUMBIA\n\nWORLD\nChairman\n\nEDUCATION\nOF WORLD\nUNIVERSITY,\n\nFEDERATION\n\nRoosevelt:\n\nOF\n\nNow\n\nCONTRIBUTE\nCONFLICTS?\nNEW\n\nEDUCATION\n\nI think\n\nthat\n\nYORK,\n\nN.\n\nTO\n\nTHE\n\nY. ; PRESIDENT,\n\nASSOCIATIONS\nas teachers\n\nmany\n\nof you\n\nare\n\nfrequently asked the question, “What can be done today to advance peace\nin the world?” and as teachers I am sure that you often answer, “The only\nreal way to advance peace is by education.” However, I am also sure that\npeople frequently press you to explain to them just how they shall take\naction, and, sometimes, you find it hard to answer.\nWe are to have the pleasure now of having the president of the World\nFederation of Education Associations tell us something on the subject of,\n“What\n\nCan\n\nFormal\n\nEducation\n\nContribute\n\nto the Solution of World\n\nConflicts?”\nI am very happy to introduce to you Dr. Paul Monroe!\nDr.\n\nMonroe:\n\nNo\n\neducational\n\nproblem\n\nis ever\n\ncompletely\n\nsolved.\n\nThe\n\nmost that we can hope for is that each is in the process of solution. Only\nby the daily contribution which we as teachers make thru the classroom\ncan this continuous process of solution go on. Otherwise, education stops.\nHence I have no hopes, in these few moments, of completely solving even\nacademically these world conflicts, but only of making suggestions to you\nas to how education can contribute to their solution. There must be con¬\ntinuous and persistent effort made to answer the question, What can or¬\nganized education do to contribute to the solution of the many world\nconflicts of our generation?\nThe World Federation of Education Associations was founded fifteen\nyears ago by the National Education Association. As its contribution to this\neffort, various foreign education associations were invited to participate in\nthe conference of the International Committee of the N.E.A. Since that\nmeeting in San Francisco, the Federation has held biennial conferences in\nEdinburgh, Scotland; Geneva, Switzerland; Dublin, Ireland; Oxford,\nEngland; Toronto, Canada; and Denver, Colorado. Last year we met in\nTokyo, Japan, where more than 1000 American teachers received the\ngenerous hospitality of the Japanese teachers. We are in receipt this week\nof an invitation from President Bargas and from the teachers of Brazil to\nhold the conference of 1939 in Rio de Janeiro. That invitation has been\naccepted and I herewith invite as many members of the National Education\nAssociation as will find it possible to attend this conference in Brazil. We\n\n"}
{"page": 121, "printed_page": null, "text": "General\n\nSessions\n\n115\n\nhope at the same time to extend the itinerary of the summer so as to visit at\nleast the capital cities of a number of our sister republics to the south.\nThe purpose of the World Federation of Education Associations is to\npromote international understanding and goodwill. In pursuit of these aims\nI, as president of the W.F.E.A., have a place on this program thru the\ncourtesy of the president of the National Education Association. Naturally\nthe question is raised, as it must be raised repeatedly — what can organized\neducation do to contribute to the solution of the many world conflicts of\nour generation ?\nThe first two suggestions as to how this end may be accomplished are\nadvanced by the Federation. The best answer is by the extension of ac¬\nquaintance of teachers of the countries constituting the Federation. Gen¬\neral acquaintance can become a solvent of international antagonisms. An\nincident told of the English essayist, Charles Lamb, illustrates the point.\nMr. Lamb was a timid soul but much sought after by the social lion hunters\nof his time. At one of the receptions at which he was being exhibited, his\nhostess remarked, “Mr. Lamb, I want you to meet Mr. Smith.” Mr.\nLamb replied, “I don’t want to meet Mr. Smith. I don’t like Mr. Smith.”\n“Oh,” replied his hostess, “I did not know that you knew Mr. Smith.”\n“I don’t,” replied Mr. Lamb, “that is the reason I don’t like Mr. Smith.”\nThis contains a general truth. W e do not like those people whom we do not\nknow. Hence the first function of the World Federation is to arrange that\nthe teachers of various countries meet each other.\nThe second objective of the Federation is to disseminate information about\neducational systems of various countries, their problems, and their significant\nexperiences.\nBoth of these major aims are promoted, first, by these biennial confer¬\nences. But the Federation has also established two supplementary means.\nThe first of these is a travel bureau to promote the acquaintance of teachers.\nThe second is the establishment of a magazine, not publishing original\narticles but giving extracts and condensations of articles from the educational\npublications of all countries. Hence all materials by which education and\nteachers may contribute to the solution of international problems should be\ndisseminated.\nThe third objective of education to the solution of world conflicts is\nmade by developing the idea of world citizenship. We have been told\nfrequently by our political leaders that disarmament of nations must be\npreceded by disarmament of the mind. Disarmament of the mind can be\naccomplished only by an educational process. The practical way to accom¬\nplish this end is by the creation of the ideal of world citizenship to supple¬\nment the idea of national citizenship.\nThe question naturally arises — what can be substituted in education for\nthe objective of nationalistic loyalty? The answer is— substitute an inter¬\nnational world citizenship. Some such formulation of the objective is in¬\nevitable, especially since the recently invented means of education are all\ninternational in their effects. The radio and the cinema are not limited in\n\n"}
{"page": 122, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\ntheir effects, as is the printed word, by linguistics and hence by nationalistic\nbounds. So it is, too, with a universal economic basis and a universal\nsystem of transportation which almost defies time and space. 'The barriers\nof language and of the printed word are overcome. Education must use all\nof these means but it is not essential that all of these should be limited to\nnationalistic ends.\nLoyalty to family ties and interests does not prevent one from being a\nloyal and effective citizen of a country. So it is not necessary that loyalty to a\nnational citizenship be an obstacle to a loyalty to world citizenship. Only a\nworld citizenship must be on a rational rather than on an emotional basis.\nIn my opinion the basis of a world citizenship is to be found in teaching\nchildren that citizens of one nation are neither better nor worse than citizens\nof another country, but are different from them ; that civilization or cul¬\nture is a complex fabric to which many nations have contributed essential\nstrands; that all peoples have some excellencies which are their own; and\nthat in these days all possess the essentials of modern complex civilization ;\nand that it is becoming more difficult for any one people to possess any gen¬\neral superiority over another. Especially will it be difficult to achieve this\nend with respect to political institutions and customs. It is just here that\neducation has one of its most difficult tasks to perform. It must train each\ncitizen to look upon his own social or political institutions as best for himself\nsince that is his fabric of civilization and he must become an effective na¬\ntional citizen before he can become an acceptable citizen of the world. It is\nessential to teach that each country is entitled to use its own type of political\ninstitutions without interference from other peoples. It is this principle which\nis being so grievously violated at the present time in several quarters of the\nglobe. To recognize this equality of rights is one of the essentials of world\ncitizenship, but with strong nationalism such as we possess in the United\nStates it becomes difficult to recognize this essential principle in world citizen¬\nship. As a matter of fact, it is a principle which the LTnited States has been\nparticularly prone to violate because of the effective teaching of nationalism\nby our own public schools. The recognition of the rights of others to their\nown institutions even when very different from our own is a task of\ninternational education and of a rational, national education. This can never\nbe achieved on an emotional basis.\nThe fourth value of education in international conflicts is to be found\nin the character of the conflicts themselves. Such conflicts are now\n\ncaused\n\nlargely by differences in political ideals; to use the terminology of the day,\nthey are idealogical in character. “Fascism,” “communism,” “totalitarian¬\nism,” “etatism,” “democracy,” are words that have come to have a signifi¬\ncance all out of proportion to the words, all out of proportion to the original\nmeaning of the political concept which gave them origin. This enlarged\nmeaning of the power and force which these words have is the result of\neducation — a new kind of education, it is true, an education which we also\nlabel wi th a new term — “propaganda.” The essence of propaganda is the\none-sided presentation of facts and the appeal to emotions, especially to self-\n\n"}
{"page": 123, "printed_page": null, "text": "117\nGeneral\n\nSessions\n\ninterest and to fear. The only weapon which we have to use against these\nis the education which appeals to reason, to ideas rather than to emotions.\nThe appeal to emotions has a more ready response and a more immediate\nbearing on action but those of us who believe in the verities taught by\nmany generations of experience can best rely on these ancient truths. The\nappeal to emotions will soon run its course. Its chief characteristic is\nthat it must continually arouse stronger and stronger emotions. Hence there\nmust be a constant shift of appeals. Consequently, it must eventually exhaust\nitself. Either we must await another generation or the present generation\nwhich has responded to the emotional propaganda appeal will with maturity\nand experience realize the futility of such superficial solutions. Then the task\nof rational idealogies, whether politic or of a more general social character,\nwill return to its traditional basis and to the field of rational education\nwhere it becomes the task of professional educators. It was for this purpose\nthat the school systems were originally formulated.\nThere is no quarrel with the use of educational systems for nationalistic\nantagonisms. The fact that those countries which have used education most\nfreely for arousing nationalistic antagonisms have resorted to a new type\nof education and have created officials to direct propaganda is a proof of\nthis statement. In fact, some countries have substituted propaganda for\ntraditional rationalistic education and administrators of propaganda for\nadministrators of education.\nIn such countries it is obvious that many educators are lending them¬\nselves unwillingly to this end, are departing from old traditional procedures\nand are depending upon the central government for financial support of\nlocal educational programs and systems. Financial support cannot be sepa¬\nrated from control. To create a situation where support and control are\nseparate is immoral and will eventually result in centralized control that\ninevitably will be used for political ends. In saying this I realize that I am\nvoicing the views of the past generation, not of the present; but in defense\nI would plead that the past has worked out the principles of the present\neducational system and that its practices and results still meet the approval\nof most educators.\nBut in the United States, as elsewhere, I believe that present obsessions\nwill run their course and that in time education will return to the essential\nprinciples of traditional practice. To believe otherwise is to confess funda¬\nmental doubts concerning our accepted educational principles. I am not\nwilling to do so. For many\n\nof the new procedures have not justified them¬\n\nselves by results. Thus may the “acids of modernity eat themselves out.”\nAt least the only antidote to emotional nationalism based on feeling is an\neducation of a rationalistic character.\nThe fifth contribution of education to the solution of world conflicts is\nthe substitution of an education based on reason for one based on emo¬\ntions. An emotional appeal has an immediate effect and is a powerful stimulus\nto action but its effects are transitory and superficial. Only when based on\nreason supplemented\ning and deep-seated.\n\nby knowledge\n\nis the resulting influence in action last¬\n\n"}
{"page": 124, "printed_page": null, "text": "118\n\nNational\n\nThe\n\nEducation\n\nAssociation\n\none consideration in studying the effect of emotional propaganda\n\nappeal is the realization that such effects are not lasting — that time and\nexperience will furnish the remedy.\nThere are very many in our country who are so thoroly antagonistic to\nwar or to political, racial, and religious intolerance that they are con¬\nstantly engaging in various forms of propaganda in public education which\nare essentially based on emotional appeals. Such people do not seem to under¬\nstand that such emotional appeals are very closely related to emotional\nappeals in favor of violation of neutrality by taking sides in conflicts that\ndisturb other people.\nThere is another general limitation of such emotional education. It soon\nbecomes very easy to change the emotional attitude against war into an\nemotional attitude favoring war; or, in fact, any one emotional attitude\ninto another one quite contrary. Hence again it is the task of our public\neducators to base our training upon a rational instead of upon an emotional\nbasis because of this easy exchange of one emotional attitude into another\nemotional attitude even of a diametrically opposite character. For this\nreason also we do not need to be greatly disturbed by the organizations of\nantinational or antipatriotic character or of antiwar character. The chief\ndanger of this emotional education is that it is so easily changed into the\nopposite objective.\nThis easy development of emotional attitude into something quite different\nis one reason for believing that time and experience are the only remedies for\nthe extreme enthusiasm which bizarre political attitudes and programs meet\nin various foreign countries. In time, such attitudes will be outgrown. Time\nand experience are probably their only palliatives. The same is true, of course,\nfor our own country. Bizarre and seemingly un-American forms of ex¬\nperiments contain their own correctives. Reason is the outgrowth of ex¬\nperience as emotionalism is of propaganda. The function of the teacher is\nnow, as it always has been, to attempt to build up in the pupil a rational\nattitude based on fact or on the experience of the past or of our con¬\ntemporaries.\nOut of all of this complex of competing ideals has come a new valuation\nof words as the means of education. The traditional educational system of\nrecent years has expressed a growing skepticism of an education of words in\nfavor of an education of activities. But the education of words is not to be\ndespised. Propaganda, the new form of education, has seized upon the\ndiscarded or disfavored means and has shown what can be done with an\neducation of words if sufficiently charged with emotional content guided by\nexpert administrators. In fact, even in our own country where as yet we do\nnot have an official propaganda publicly recognized we have developed a\nnew\n\nscience of the meaning\n\nof words.\n\nMany\n\nof these words\n\nof super¬\n\ncharged meanings have already been mentioned, such as \"fascism,” “com¬\nmunism,\" “totalitarianism” — even “democracy\" and the term “propaganda”\nitself. I have used several of these terms myself, such as propaganda. Each\nhas a meaning quite different from its original connotation and from its\n\n"}
{"page": 125, "printed_page": null, "text": "119\nGeneral\n\nSessions\n\nordinary significance. Each seems to carry a supercharge of meaning not to\nbe defined but also not to be escaped.\nThen again the present is shown to be an era of words because of the\ntime which masses of population spend in listening to or in reading mean¬\ningless words. The effect of the radio in this respect is appalling. One can\nunderstand how a school child should become absolutely impervious to the\nuse of words after listening for hours to the meaningless patter of words\non the radio or of a meaning only for entertainment or as “busy work.”\nThere is little reason to expect that the words of instruction would have\nmuch lasting effect. Like all American educators in the past, I have favored\nan emphasis on an education of doing, of activity, instead of a passive\neducation in ideas and ideals. My contention now is that we must return\nto an education of knowledge largely as a means of competing with the\neducation of propaganda. By many this may be looked upon as a return to\nan education of words instead of an education of activities, but the success\nof the various educational propaganda forms, together with the complete\nfailure of the education of activities to meet our social and economic prob¬\nlems of the present, call for a revision of our professional thinking.\nIt is the emergence of the world conflicts based on differences in ideas as\nwell as our present economic and social problems which have justified this\nshift in emphasis back to the earlier objective of public education — namely,\nthe imparting of knowledge and the building up of a substructure of ideas\nand a superstructure of ideals that will enable the youth of another genera¬\ntion to avoid the failures and the conflicts of the present — hence to form\nsocial ideals as well as international relations on a basis of reason rather than\non one of emotions.\nWhile these are the long established moral questions affecting education\nin the United States that have been open for debate, European countries\nare involved with other similar unstable principles which seem fraught with\neven more sinister immediate significance.\nOne of these is the fact that a nation’s plighted word no longer seems to\nhave any significance save as a matter of convenience. The insecurity of the\ntimes and the misplaced education of the new nationalism led to discarding\nthe laboriously built-up rules of conduct which hitherto have guarded people\nfrom the return to the moral status of barbarism under the stress of interna¬\ntional conflicts. The rights of nations to sovereign independence now care¬\nfully guarded by the stronger nations are violated with impunity when\ndealing with weaker nations.\nWe need not question the political forms or institutions chosen by any\npeople. That is their own affair. But the imposition of their own moral\nstandards in substitution for those upon which civilization has been based is\nof very grave concern to us.\nHere again education of doing or of activity has been replaced by an\nemotional nationalistic education which depends upon words and appeals\nto the emotions — some worthy, some unworthy.\nThese long-settled principles accepted as eternal verities in the past have\n\n"}
{"page": 126, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nbeen wholly rejected or challenged or flouted. No remedy for this conflict\nseems to be in sight except a change in educational procedure which will\nreturn to much of that of the past which for the present has been rejected.\nOne other reason for the renewal of emphasis upon instruction in ideas is\nthat one of the outstanding characteristics of this astonishing age is the open¬\ning up for public discussion of many questions presumably long since settled\nas a matter of fundamental social ethics. A few of these questions are\npeculiar to America.\n\nPresumably\n\nthe general acceptance of these political\n\nor moral ideals had been considered as leading characteristics of the Ameri¬\ncan attitude.\nOne of these is with reference to the question of lotteries or of gambling\nin general. During the 18th and early half of the 19th century few educa¬\ntional institutions were established without the aid of a lottery. Alany other\npublic and philanthropic enterprises were similarly assisted. The populace\nquite generally participated in such activities with little or no public dis¬\napproval. However, by the early 19th century there had arisen a very gen¬\neral public disapproval of lotteries as well as of all other forms of gambling\nbecause of the social and economic evils incident to such activities. Public\ndisapproval gained very largely, particularly as a result of educational\nprocesses and particularly as lotteries were used to assist educational en¬\ndeavors. By the middle of the 19th century, lotteries and all forms of public\ngambling had come under public disapproval and were subject to legislative\nor constitutional prohibition. N et now there are many agencies agitating for\nthe renewal of this form of indulgence of human weakness so productive\nof social ills.\nA similar question of social procedure that had seemingly long since been\nsettled is that of the relation of church and state with reference to schools.\nIn man)’ parts of the United States the removal of the schools from church\ncontrol and the prohibition of granting public moneys for ecclesiastical edu¬\ncational efforts had been established after a long and most painful con¬\ntroversy. Here in New York state particularly, the question had been\nfought out twice in most acrimonious political campaigns, the result being\nthe prohibition of the practice written into the state constitution during the\nmiddle of the 19th century. In New England the question had become a\npart of the Horace Mann educational discussions and had related more to\nthe question of instruction in religion as determined by the local school au¬\nthorities. But the result practically everywhere was in the acceptance of\nthe American plan of the complete separation of the schools from ecclesiasti¬\ncal control and the elimination of all religious content of education. How¬\never, now this question again is open to public controversy and again is\narousing the passions of people of all classes with reference to the use of\npublic funds for a religious educational purpose.\nThe third one of these principles, presumably long settled, is that of the\nlocal control of schools and the rejection of any authority exercised by the\ngeneral government. The American school system was built up entirely on\nthe basis of local initiative, local interest, and local control. Any departure\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\nSessions\n\n121\n\nfrom that is a departure from our established political as well as educa¬\ntional procedure. The adoption of any procedure opposed to this principle\nmust be validated by arguments which must bear the burden of the proof.\nYet, as indicated earlier, there are many educational leaders who seem to be\nconverted to this point of view so long and so frequently rejected. Seemingly\nthey have been so converted by the availability of funds without the difficulty\nof raising such funds by public action or having to pay for such assistance\nimmediately.\nIn European countries some of these same principles involved in the\nAmerican controversy may be raised but the questions in Europe appear in\na much broader form. There, these controversies relate to the political use\nof the whole educational system as well as the inclusive control by state\nauthorities and all forces that have an educational bearing. This is but a part\nof the political philosophy which we label “totalitarianism.” Some countries\nuse a more significant term and one which may cover tendencies in this\ncountry as well — a term not connoting public disapproval as such terms as\n“totalitarianism” and “fascism” do in this country. In eastern Europe the\nterm “etatism” or “stateism” is the expression used to indicate the idea\nthat the state is all-powerful and should be all-inclusive in its control of\nsocial and educational functions. Any activity which has as its result the\nshaping of attitudes of youth, by that very fact, becomes subject to state\ncontrol and becomes a form of state activity. Consequently not only the state\ncontrol of education, but the elimination of all private schools, the state con¬\ntrol of the radio and cinema, the state control of the press or of any form\nof publicity, become immediately legitimate activities. Many of the ad¬\nvocates of such a system hold very logically that no authority has a right to\nshape the attitudes of youth or of citizens in general except authorities of\nthe state. But when this view is carried out, no matter how logical it may be,\nall forms of individual liberty or of action are thus subject to the control\nof the political organization of the state. It is against much milder forms\nof this idea that our ancestors have struggled in the past. Such a struggle\nhas been the price paid for liberty. The question now which we confront, not\nonly as educators but as citizens, is, Are we willing to give up the gains of\nthis long and costly struggle in the face of difficulties of the present which\nwe hope are but temporary? The belief that the American people are not\nwilling is the basis for my confidence in the importance of instruction in\nideas rather than instruction in procedures or activities and for my profound\nfaith in the importance of education and of our public school system.\nTo\n\nrecapitulate in a few words — TV hat can education contribute to the\n\nsolution of world\n\nconflicts f I would\n\nsuggest the following:\n\n1. The extension of acquaintance among teachers; the dissemination of informa¬\ntion regarding educational ideals, institutions, and experiences, both of which will\nlead to a greater international understanding\n2. The creation of a world citizenship which will make for toleration and also\nappreciation of others\n3. The emphasis on an education of ideas and ideals instead of upon one of\nactivities\n\n"}
{"page": 128, "printed_page": null, "text": "122\n\nNational\n\n4. The\n\nemphasis\n\n5. An\n\ninsistence\n\nof long experience\nthan\n\non one\n\nEducation\n\non an education\non the importance\nand\n\nof emotions\n\nbased\n\nAssociation\n\non reason\n\nof principles\n\nrather than on emotions\n\nand\n\nideals which\n\na return\n\nto an education\n\nof reason\n\nbased\n\nbased\n\non a one-sided\n\npresentation\n\nare the product\n\non knowledge\n\nrather\n\nof the situation.\n\nTo the realization of all of these the teachers of the National Education\nAssociation may contribute by an interest in your committee on interna¬\ntional relations and its creature, the World Federation of Education Associa¬\ntions.\nPRESENTATION\n\nCAROLINE\nPresident\n\nOF LIFE MEMBERSHIP\nMRS. ROOSEVELT\n\nS. WOODRUFF,\n\nWoodruff:\n\nAnd\n\nPRESIDENT\nnow,\n\nOF\n\nmembers\n\nTHE\n\nKEY\n\nTO\n\nASSOCIATION\n\nof the National\n\nEducation\n\nAssociation, whose official representative I am, we turn to the one who\n\nhas\n\ngenerously presided over this closing session of the Seventy-Sixth Annual\nConvention, one whom we know today as the gracious First Lady of the Land\nbut today, yesterday, and tomorrow, one known to all as an understanding\nhumanitarian, a world peace advocate, one who has opened up a new way\nfor women, who has risen above non-essentials free and unbound ; one who\nfearlessly follows her own convictions with tolerance for opposing views,\nwho has the common human touch, who has shown herself a master of time\nunhurried, a seeker of actuality, a practical idealist, and one whose record\nin this profession of ours is significant as a teacher.\nAnna Eleanor Roosevelt, in the name of the National Education Associa¬\ntion, and with the authority vested in me as its president, I present to you\nthis key, symbolic of the highest honor in the power of this Association to\nbestow, the key of honorary Life Membership in the largest organized body\nof educators in the world, which will admit you to all the rights and\nprivileges and give to you the official entree into all the activities of the Na¬\ntional Education Association of the United States for the rest of your\nlife. The Association is honored by your acceptance.\nChairman\n\nRoosevelt:\n\nDr.\n\nWoodruff,\n\nI am\n\ndeeply\n\nhonored\n\nto receive\n\nthis key, and I thank you and the members of the Association for the privi¬\nlege and honor which has come to me today. I am very happy to have been\na teacher, and I hope I may continue to be in the future. Thank you.\nINTRODUCTION\nOF THE\nNEW\nNATIONAL\nEDUCATION\nCAROLINE\nPresident\n\nS. WOODRUFF,\n\nWoodruff\n\n: I am\n\nPRESIDENT\ndeeply\n\nPRESIDENT\nASSOCIATION\nOF\n\nconscious\n\nTHE\n\nOF\n\nTHE\n\nASSOCIATION\n\nof the honor\n\nyou bestowed\n\nupon me last year in Detroit and the confidence you reposed in me. As I\nassumed the presidency of this great Association, largest, and, in many\nrespects, the most significant body of educators, I said it was a solemn\n\n"}
{"page": 129, "printed_page": null, "text": "General\n\n123\n\nSessions\n\nmoment ; it was not a moment of triumph but of consecration. I meant it then,\nbut the solemnity has deepened thru the year, the bigness of it has at times\nseemed almost overwhelming, and now, at this closing hour of that year,\nthe memory of which will be to me forever a precious possession, I want to\nexpress my deepest appreciation.\nDr. Shaw, you and I have been working long together in the interests\nof education and I pass on to you this symbol of leadership with the assurance\nthat it will be in the hands of one who will give the best, as he sees it, to the\nprogress of this organization.\nMay God bless you and the National Education Association this coming\nyear and lead it on thru you, to a greater and more unified profession than it\nhas ever been.\nDr.\n\nRueben\n\nT.\n\nShaw\n\n: Madam\n\nPresident,\n\nI deeply\n\nappreciate\n\nall the\n\nhonors that are evidenced by the friendship which comes from my fellow\nmembers at this convention. I am deeply conscious also of the responsibility\nwhich the gavel that you have passed to me represents, a responsibility far\ntoo great to be carried by me alone. I am glad that you are going to be\nwith me during the coming year on the Executive Committee, and I crave\nthe support of every member of the Association that we may carry forward\nmuch more than was evidenced in President Woodruff’s remarks. I want\nin a small way, if I can, with your help, to carry forward the great torch\nwhich our distinguished leader and much\ning the past year.\n\nbeloved president has carried dur¬\n\n"}
{"page": 130, "printed_page": null, "text": ".\n\n"}
{"page": 131, "printed_page": null, "text": "JH.FE c.Membership\n\nT> inner\n\n"}
{"page": 132, "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, zvith 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\n\nwithin the reach of the aver¬\n\nage teacher's budget and Life Membership in the Association became at\nonce a democratic and popular professional possession. To date, 5927\nLife Memberships have been issued of which 132 zvere issued during the\npast year.\nThe custom of holding a Life Membership Dinner on Monday evening\nof the annual convention zms inaugurated at Atlanta, Georgia, in 1929,\nand has been continued each year with grozmng interest and enthusiasm.\nThe following have presided on these occasions:\n1929\n1930\n1931\n1932\n1933\n1934\n1935\n1936\n1937\n1938\n\nAtlanta, Georgia, U el W. Lamkin\nColumbus, Ohio, E. Ruth Pyrtle\nLos Angeles, California, Carroll G. Pearse\nAtlantic City, Nezv Jersey, Thomas E. Finegan\nChicago, Illinois, Rose A. Pesta\nWashington, D. C., Frank W . Ballou\nDenver, Colorado, Willis A. Sutton\nPortland, Oregon, C. A. Howard\nDetroit, Michigan, Edgar G. Doudna\nNezv York City, Willard E. Givens\n\n[ 126 ]\n\n"}
{"page": 133, "printed_page": null, "text": "TENTH\nT. D. MARTIN,\n\nANNUAL\n\nDIRECTOR\n\nOF\n\nLIFE\n\nMEMBERSHIP,\n\nTION,\nnpHE\n\ntenth\n\nN.E.A.\n\nMEMBERSHIP\n\nLife\n\nNATIONAL\n\nWASHINGTON,\nMembership\n\nDINNER\nEDUCATION\n\nASSOCIA¬\n\nD. C.\n\nDinner\n\nwas\n\nheld\n\nin the Grand\n\n^ Ballroom of the Hotel Astor, New York City, Monday evening, June\n27. There were 328 Life Members and their friends present. The music\nfor the occasion was furnished by a Salon Group of thirty-six students from\nthe New York City High School of Music and Art, under the direction\nof Alexander Richter.\nThe dramatic high light of the dinner program was the presentation of\na Life Membership in the National Education Association to Virginia\nSappington, an eighteen-year-old teacher of the Piety Hill Rural School,\nChetopa, Kansas. Last spring Miss Sappington saved the lives of her twenty\npupils by having them lie in a ditch while a tornado swept across the Kan¬\nsas plains demolishing the schoolhouse.\nBrief addresses were presented on the subject “The Meaning of Life\nMembership” — “To the Association” by President Woodruff; “To the\nProfession” by Dr. J. W. Crabtree, secretary emeritus; “To the Classroom\nTeacher” by Daisy Lord, past-president of the Department of Classroom\nTeachers; “To a Teacher on Capitol Hill” by the Honorable Noah Mason,\na Life Member of the Association and a member of the United States Con¬\ngress from Illinois. Summaries of the addresses by President Woodruff, Dr.\nCrabtree, and Congressman Mason follow.\nTHE\nCAROLINE\n\nS. WOODRUFF,\n\nASSOCIATION\n\nPRINCIPAL,\n\nVT. ; PRESIDENT\n\nOF\n\nSTATE\n\nNORMAL\n\nSCHOOL,\n\nTHE\n\nASSOCIATION\n\nCASTLETON,\n\nI am glad to have been invited to open this program of the Tenth Life\nMembership Dinner. This is the fireside, the family gathering where we meet\nto break bread together, the one occasion during the week when\n\nwe can be\n\nvery personal, very intimate, and in these few minutes may I say some things\nthat might be ill-fitting elsewhere.\nFirst a word of the man who made\nDr. James W.\n\nthis family of life members\n\nCrabtree. It was my privilege not many\n\npossible,\n\nweeks ago to sit at\n\na banquet in Cincinnati given by the life members of the state of Ohio on his\nbirthday. This has become an annual event, a significant tribute paid to Dr.\nCrabtree by his home state, and we hail him as the father of Life Member¬\nship in this Association.\nAnd now tonight I want to give public recognition to teachers, those to\nwhom we owe much of whatever success we may have had in the teaching\nprofession, believing that this personal allusion will strike a responsive chord\nin the experience of each of you.\n[127]\n\n"}
{"page": 134, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nLet me mention three teachers, for they are types and stand out clearly in\nmy mind. Are you recognizing them with me ? My first teacher we have as a\nguest tonight, one in whose lap I have sat as she taught me to read — Cornelia\nCushing Carpenter. She wore a buff dress, with little blackbirds all over it,\nand I remember how I liked to get close to her and touch them to see if they\nwould fly. She gave me the tools to work with, my first ones, and I hold her\nand all first teachers in deep reverence. Another made a lasting impression\nupon me in my early adolescence. A Dartmouth College student, who taught\na year at my home, now Judge Dunklee of the Supreme Court of Colorado,\nin Denver, led me to discover within myself power unrealized. To him and\nall those who enable us to find ourselves we owe a debt of eternal gratitude.\nLast, let me name an inspiring leader, a profound scholar, a deep thinker,\nDr. Charles E. Putney, for many years the principal of that old New\nEngland Academy at St. Johnsbury, Vermont. For four years he made Latin\na living thing for me ; the Latin may have faded somewhat but the intangible\nthings he gave, as I sat day after day in his classroom, will endure. He roused\nan ambition within me to be forever advancing, to be never dissatisfied but\nforever unsatisfied, always pushing forward to something better than is\ntoday. I hold this teacher and such as he in deepest reverence. These three,\nthe first teachers, those who gave us tools to work with, those who wakened\nwithin ourselves consciousness of power, and those who stimulated worthy\nambition, will never be forgotten.\nThis great Association with its quarter of a million members is made up\nof teachers, and tonight as the official representative of this parent group\nI would\nis ours!\n\nglorify the name\n\n“teacher.” May\n\nANOTHER\nJ. W. CRABTREE,\n\nSECRETARY\n\nTEACHER\n\nEMERITUS,\n\nwe feel the mighty trust that\nHEROINE\n\nNATIONAL\n\nWASHINGTON,\n\nEDUCATION\n\nASSOCIATION,\n\nD. C.\n\nThis is the pleasure of a lifetime. I am to present the Life Membership\naward to a young teacher who has recently taken her place among the\nheroines of the century.\nThere are few of us at this banquet who readily recall that terrible bliz¬\nzard which swept over the west just fifty years ago last January, and the\ntributes that were paid Miss Minnie Freeman of Nebraska whose quick\njudgment and bravery enabled her to take the pupils of her school to a place\nof safety, tho freezing her own hands and feet in doing so. The whole nation\nrated her as one of the greatest heroines of that day. Funds were provided\nby a generous public to assist her in continuing her education.\nWe have another such character in beautiful eighteen-year-old Virginia\nSappington of Kansas, who last March in a most precarious situation saved\nthe lives of all the children of the Piety Hill County School.\nOne of the worst tornadoes of years was approaching. She saw it com¬\ning. She knew the meaning of that dark funnel-shaped neck reaching from\nthe black clouds above to the ground below — zigzagging from side to side.\n\n"}
{"page": 135, "printed_page": null, "text": "Life\n\nMembership\n\n129\n\nDinner\n\nIt was coming straight for the building. She knew intuitively that lives were\nat stake. She knew she had only seconds to decide on a plan of action.\nAll at once her countenance lighted and she became another Joan of Arc\nin leadership and in action. In one second her quickened judgment told her\nwhat to do, and how to do it. In the next, she was directing and leading\nher school down the road to a place of safety. Just before that vicious\ntornado struck the school building, and just before the timbers were going\nhigh into the air, came her orders to the children to at once throw them¬\nselves face downward into a ditch at the side of the road. All obeyed, and\nthere they lay, stretched out in the drenching rain, pounded by hail stones,\nwith bolts of lightning shooting across the sky above. They had run with\ntheir teacher only about an eighth of a mile, but far enough to escape dis¬\naster. They were safe. In a few moments it was over, and the children were\nup and moving back towards the debris where the school building had stood\nonly a few minutes before.\nThe frenzied fear disappeared from their faces as they turned to the\nteacher who had saved them from a horrible death. Gratefulness beamed\non their faces. How\n\nappreciative were\n\nthe parents as their children came\n\ntrudging home, mud-bespattered as they were! But the homes of eight had\ngone with the wind. Their parents, however, had found safety in cyclone\ncaves. These eight children went to Miss Sappington’s home. All were\nnow safe — their parents happy — and their teacher a heroine for all time.\nMiss Sappington thinks God must have directed her mind.\nNow, Miss Sappington, in the name of the National Education Asso¬\nciation, with the authority vested in me by its president, and under the\ninspiration of this occasion, may I present to you this award symbolic of the\nhighest honor in the power of this Association to bestow — the certificate of\nHonorary Life Membership in the largest organized body of educators in\nthe world — which will admit you to all the rights and privileges and give\nto you official entree into all the activities of the National Education Asso¬\nciation of the United States for the rest of your life. The Association is\nhonored by your acceptance. May\n\nyou be guided in all your undertakings in\n\nthe future by that same Divine Hand\nvelous service up to this time.\n\nA TEACHER’S\nHONORABLE\n\nwhich has guided you in your mar¬\n\nVIEWPOINT\nOF EDUCATION\nTOL HILL — Abstract\n\nNOAH\n\nM.\n\nMASON,\n\nMEMBER\n\nOF\n\nCONGRESS\n\nFROM\nFROM\n\nCAPI¬\n\nILLINOIS\n\nCapitol Hill is a vantage point from which one can gain a bird’s-eye view\nof the various problems that confront our national government. It is one\nhill from which a person can get a pretty fair view of the whole nation and\nthe issues that affect the nation’s welfare. Having\n\nbeen a school teacher for\n\nover thirty years, naturally I brought to Capitol Hill a school teacher’s\nviewpoint.\n\n"}
{"page": 136, "printed_page": null, "text": "130\n\nNational\n\nEducation\n\nAssociation\n\nWhen Congress appropriates $70,000,000 to build one battleship that will\ntake four years to build, and that will become obsolete a few years after it\nis launched, the school teacher part of me cannot help wondering how\nmany modern school buildings that money would build ; how much badlyneeded school equipment that money would provide ; how many schools that\nmoney would operate, and for how many years.\nWhen Congress appropriates one billion dollars each year as a defense\nfund against imaginary enemies from without — possible but not probable\nenemies — the school teacher part of me cannot help wondering how much\nbetter it would be if Congress would take one-tenth of that amount (the\namount called for in the Harrison-Black-Fletcher Bill last year) and set it\naside as a defense fund against real enemies within — such as ignorance,\ndisease, crime, poverty, and the many isms that trouble us today.\nA little over a year and a half ago President Roosevelt appointed an Ad¬\nvisory Committee on Education. This Advisory Committee was composed\nof outstanding leaders in the various fields of knowledge including the edu¬\ncational field. The very character and standing of the members of the Com¬\nmittee guaranteed that the task assigned to them would be well done. That\nCommittee has completed its work, and has made its report to the Congress.\nI say without hesitation that the report is one of the most comprehensive\nreports ever made in the field of education in the United States.\nI have studied the report of the President’s Advisory Committee on Edu¬\ncation. I have gone over the provisions of the Harrison-Thomas-Fletcher\nBill very carefully. Neither in the report nor in the bill can I find what\nthe opponents of the program claim is to be found there, namely :\n1. Dangerous\nover education\n\nprecedents that would\n\nbe established, tending to centralize control\n\n2. A violation of constitutional provisions\ngovernment and religion.\n\nconcerning\n\nthe relationship between\n\nI do find that the report and the bill recognize presentday actualities that\nexist in the various states, and accept those actualities.\nAll legislation is the result of compromise. If and when a bill for federal\naid for schools is passed by Congress, it is bound to be a compromise bill.\n\nLegislation by its very nature is a give-and-take proposition. There is a real\nbattle in the offing before Uncle Sam can be persuaded to assume his fair\nshare of the educational load. Therefore, the teachers of America should\npresent a united front if they want to convince “doubting Thomases” on\nCapitol Hill that such legislation should be passed. What are you going to\ndo about it?\n\n"}
{"page": 137, "printed_page": null, "text": "Rational\n\nCouncil\n\nof Education\n\n"}
{"page": 138, "printed_page": null, "text": "H I S Tk0 R I C A L\nThe\n\nnational\n\ncouncil\n\nof education\n\nNOTE\n\nwas\n\norganized\n\nin 1880, growing\n\noat of a paper read by Thomas W . Bic knell 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\nSchool Regents, Madison, Wis.; secretary, Margaret Kiely, Dean of\nWomen, Queens College, Flushing, N. Y .; executive committee:\nA. L. Threlkeld, Superintendent of Schools, Montclair, RT. J. (term ex¬\npires 1939) ; Mrs. Edith B. Joynes, Principal, Washington-Gatewood\nSchools, Norfolk, Va. (term expires 1939 ) ; H. 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:\n1880: 90- 94\n1882: 77- 87\n1884 :Pt. 1 11:1- 67\n1885 :405-551\n\n1886:259-331\n\n1894 -.593-678\n\n1905:271-340\n\n1916:195-287\n\n189 5:430-509\n1896:393-470\n\n1906 :607-623\n\n1907:329-454\n\n1917 :129-219\n1918 :135-149\n\n1897 :317-583\n189 8:489-588\n\n1908 -.313-500\n\n1919:675-739\n\n1909:331-435\n1910:307-375\n1911:331-476\n1912:499-605\n\n1920 :107-190\n\n1887 :255-328\n188 8:251-321\n1889 :345-440\n1890 :287-364\n\n1899:380-529\n1900:297-364\n1901:349-499\n\n1891:275-378\n1892:745-806\n\n190 3:301-376\n\n191 3:355-424\n1914 :293-404\n\n1904 :3 3 3-377\n\n1915 -.527-627\n\n189 3:925\n\n1902 :306-408\n\n[ 132 ]\n\n1921:269-368\n1922:349-574\n192 3:425-551\n1924 :350-428\n1925 :266-336\n1926 :281-327\n\n1927:247-292\n192 8:221-262\n1929:229-274\n1930:199-245\n1931:275-311\n1932:221-257\n19 33:225-266\n1934:229-262\n1935:225-248\n1936:137-154\n1937:153-170\n\n"}
{"page": 139, "printed_page": null, "text": "FIRST\n\nSESSION\n\nIMPLEMENTING\nDEMOCRATIC\nPROCESSES\nAND\nPER¬\nFECTING\nDEMOCRATIC\nTECHNICS\nTHRU\nTHE AMERI¬\nCAN PUBLIC SCHOOL\nParticipants :\nJohn\n\nA.\n\nSexson,\n\nSuperintendent\n\nof Schools,\n\nPasadena,\n\nCalif. ; and\n\nPresident, American Association of School Administrators, Leader\nA. L. Threlkeld, Superintendent of Schools, Montclair, N. J.\nAlonzo\nEdgar\n\nF. Myers,\nG.\n\nDoudna,\n\nNew\n\nYork\n\nSecretary,\n\nUniversity,\n\nNew\n\nYork,\n\nN.\n\nY.\n\nBoard\n\nof Regents\n\nof Normal\n\nSuperintendent\n\nof Schools,\n\nNewport\n\nSchools,\n\nMadison, Wis.\nJoseph\n\nH.\n\nSaunders,\n\nAlbert\n\nM.\n\nShaw,\n\nPast-President,\n\nN.\n\nE. A. Department\n\nNews,\n\nVa.\n\nof Classroom\n\nTeachers, Los Angeles, Calif.\nMrs.\n\nRuth\n\nRunyan,\n\nPresident,\n\nCincinnati\n\nTeachers\n\nAssociation,\n\nPublic Schools, Cincinnati, Ohio\nEmily\n\nTarbell,\n\nPresident,\n\nN. E. A. Department\n\nof Classroom\n\nTeach¬\n\ners, Syracuse, N. Y.\nWillis\n\nA.\n\nSutton,\n\nHarry\n\nS. Gauders,\n\nSuperintendent\nSchool\n\nof Schools,\n\nof Education,\n\nAtlanta,\n\nGa.\n\nSyracuse\n\nUniversity,\n\nof Theses and Abstract of Introductory\n\nComments\n\nSyra¬\n\ncuse, N. Y.\n\nStatement\n\nby John A. Sexson 1\n1. Democracy will not work automatically. It rests upon a moral imperative that\nhuman life has a value in itself. Unremitting insistence upon this value and the\ndevelopment of this moral sense are an obligation of all who teach and lead in\ndemocracy.\n2. Education, to be serviceable to democracy, must cherish and inculcate its\nmoral values, disseminate knowledge necessary to its functioning, spread information\nrelevant to its institutions and economy, and keep alive the creative and sustaining\nspirit without which the letter is dead.\n3. Education does not arrogate to itself the solution of the specific problems of\ndemocracy or does it claim the competence or the sole power, legal or spiritual,\nto do so. It does propose to preserve and spread knowledge appropriate to the\nsolution of specific problems, instil the disciplines essential to the acquisition of\nknowledge, describe the points of view from which problems are discussed, set\nforth the assumptions and imperatives on which solutions depend, and illustrate in\nthe classroom the spirit and procedure in which knowledge and reason are applied\nin coping with the adjustments of society. It illustrates in miniature, apart from\nthe tempers and distempers of the political arena, the processes of enlightenment\nand discussion by which matured decisions are reached. In so doing it acts not as\na mere branch of government, but as one profession among many engaged by\n1 The writer in formulating these theses and issues has drawn freely from the pronouncements of the\nEducational Policies Commission, often using verbatim quotations from its publications. He, therefore,\nacknowledges gratefully his indebtedness to Charles A. Beard, William G. Carr, and others.\n\n[ 133 ]\n\n"}
{"page": 140, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\ngovernment. It stands behind, exemplifies, and\nof government and society.\nII. What\n\nare democratic\n\nprocesses ? What\n\nAssociation\n\naids in sustaining all the processes\n\nis the democratic\n\nway\n\nof living?\n\n1. The continuous manifestation of broad humanitarianism, an interest in the\nother fellow, a feeling of responsibility for others less fortunate than oneself. The\npromotion of the general welfare.\n2. The\n\npossession and exercise of certain inalienable\n\nrights — respect for oneself\n\nand for one’s moral rights and feelings. Here reside free speech; unhampered access\nto the facts, the ballot, religious liberty, impartial justice; equal protection of the\nlaws; and the right to life, liberty, and the pursuit of happiness.\n3. The assent of the majority in matters of social control and the participation\nof all concerned in arriving at important decisions. The consent of the governed.\n4. The\n\nreliance upon\n\npeaceful and orderly methods\n\nof settling controversial ques¬\n\ntions in all areas of one’s life ranging from those of the home, the school, and the\ncommunity up thru and including international affairs. The appeal to reason and\nthe use of intelligence.\n5. The utilization of human happiness as a basis for judging the effectiveness of\nsocial policy and social action. The pursuit of happiness.\nIII. What are the obvious characteristics of an\nprocesses and technics are applicable?\n\ninstitution wherein\n\ndemocratic\n\n1. There can be no utilization of the devices of autocracy even under the excuse\nof expediency or efficiency.\n2. Rivalry may not be employed to produce interest or effort.\n3. Personal advancement must be properly balanced with group advancement.\n4. Intolerance, fear, suspicion, and insecurity must be eliminated.\n5. A sense of “belonging” — of appreciated contributing of one’s worth, of one’s\nimportance to welfare, progress, and success — must be inculcated.\n6. Individual personality must be preserved by recognition of differences and\ndivergence of need.\n\nTo provoke the discussion of these principles and their application to\nschool and to administration, the following issues have been phrased :\nIssue I— A major function of the chief administrative officer is to see that the poli¬\ncies evolved by the use of democratic processes and the application of democratic\ntechnics on the part of the teachers are made effective with respect to all children.\nIssue II — Since the chief administrative officer secures his position, derives his\nstatus, and receives his directions from the board of education, he cannot, in fact,\noperate fully in accord with the best concept of democratic processes and technics\nor satisfactorily represent the total interest and welfare of teachers.\nIssue III — The legal provisions governing the structure and administration of\npublic education in most states are not consonant with our developing concept of\nthe best democratic organization for the effective functioning of our schools. In too\nmany instances, the necessity for grounding administration firmly in instruction is\nignored.\nIssue IV — A board of education elected by the people to represent them in the\nconduct of school affairs must be governed in its action in formulating policies,\nespecially in such matters as expenditures, by the wishes of the electorate and cannot,\ntherefore, participate with the staff on a wholly democratic\nactivities.\n\nbasis in policy-making\n\nIssue V — Agencies such as boards of education and administrative officers, if they\nfunction in accord with truly democratic processes, must confine their activities to\nrelatively insignificant details, leaving almost wholly to effective teachers the respon¬\nsibility for determining not only method, content, and purpose in education but\nstructure, organization, and policy as well.\nIssue VI — The well-recognized principle of separating our public schools from\nother agencies and units of government and granting to boards of education and\n\n"}
{"page": 141, "printed_page": null, "text": "135\nNational\n\nCouncil\n\nof\n\nEducation\n\nadministrative officers a degree of autonomy not enjoyed by those directing other\ngovernmental services, indicates that the founders of our democracy realized that\npersons concerned with education have contacts with society and powers over indi¬\nviduals that are different from, and wider reaching in, consequence than those\nassigned to other boards, commissions, and officers. This fact implies peculiar duties,\nspecial responsibilities, and unique functions for these boards and officers. The\neffective functioning of our public school system demands a clearer recognition of\nthese unique functions and relationships and the evolving of administrative technics\nconsonant both with the implications of autonomy and with the equally but not\nexclusive importance of the structure, organization, and function of the school itself.\n\nIssue VII — Sound structure, adequate organization, and effective administration\nnot destructive of the ideals and spirit of democracy, not interfering with the full\napplication of democratic processes or the full utilization of democratic technics\nby teachers or pupils are necessary and desirable for the proper functioning of\npublic education. The value of services rendered in evolving such services and the\nwages\n\npaid by society for such\n\nservices\n\nshould\n\nbe determined\n\nby the same\n\nfactors\n\nthat control in comparable situations within the society and not by gross com¬\nparisons with wages paid for dissimilar services involving quite different capabilities.\n\nDemocracy will not work automatically, but must utilize a variety of co¬\noperative agencies by which may be evolved technics conducive to the opera¬\ntion of democratic processes. Present practice, however good, is not to be\nwholly defended. The current social and economic up-surge demands new\naction. The function of education as a service agency in a democracy is no\nmore a question of establishing its relation to other agencies of service than\nit is of showing example. Schools should lead other agencies in sound demo¬\ncratic practice.\nThe democratic way of living involves a sensitivity to the individual, a\ngenuine willingness to see and to be the other person. We are in danger of\nrepeating the time-honored\n\nabstractions concerning\n\ndemocracy,\n\nforgetful\n\nthat traditional principles must be made applicable in the life of today’s\nschool and in the routine of our daily situations. The foundations of demo¬\ncratic institutions rest on the consent of the governed, a fundamental prin¬\nciple, the frequent disregard of which in school administration is deeply\nresented by teachers. Administrative programs often fail because of a forget¬\nfulness of democratic principles, sometimes because of ignorance of the\nimportance of the principles, but seldom thru malicious intent. The school,\nin its relation to the home and other agencies, must remember that not all\nhomes are democratic and that the school may, in its processes, be leading\nthe way thru a new experience.\nDemocratic administration implies that the leaders, the principals of our\nschool systems, shall inspire policies to be democratically arrived at, accept¬\ning as their major responsibility the administration of these policies. Superin¬\ntendents should voice their opinions while important issues are still open.\nOnce\n\ndecisions are made, not much\n\ninterest remains\n\nin their discussion.\n\nDemocratic procedures in policy making are not, however, always popular.\nThe business of evolving policies by the democratic process is more difficult\nthan that of administering them. It is important to note that teachers are\nnot jealous of administrative rights but do, often for the sake of justice,\nresent their being ignored in the making of policies.\n\n"}
{"page": 142, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nA discussion of the peculiar duties, special responsibilities, and unusual\nfunctions of schoolboards and officers draws our attention to the whole busi¬\nness of understanding organized education. We suffer from ignorance of\nwhat constitutes a good school. If educational leadership does not conceive\nthe school in broad terms, it depreciates itself by a lack of social under¬\nstanding. Busying itself with small tasks, seeing everything in small dimen¬\nsions, administration tends to lower public respect for organized education\nand for its leaders and teachers.\nCurrent interest in discussions dealing with comparisons of compensation\nof teachers and administrators highlights extreme angles of the situation.\nBasic values should be established prior to discussions of relative scales. We\nneed, and must pay for, the services of educators who will direct for the\ndemocratic group a workable plan of instruction. The salaries of such edu¬\ncators should be adjusted to the natural factors influencing their service.\nProposals that classroom teachers and administrators shall receive identical\nsalaries are countered by the fact that no such policy prevails in any other\nservice group. It would seem that the school need not go out of its way to\ninnovate changes in this direction.\n\nAbstract of Remarks\n\nby A. L. Threlkeld\n\nDemocracy in school administration must in the final analysis pervade\nthe spirit of the personnel of the school system, regardless of what structure\nis set up for effecting democracy. A superintendent who is determined to\nhave his way will make that fact clear and will defeat the purposes of\ndemocracy no matter what kind of administrative structure is in effect. On\nthe other hand, a superintendent who really means to be democratic will\nbe so and the spirit of democracy will pervade the school system with which\nhe is associated even tho no extensive definite structural set-up for the func¬\ntion of democracy is in effect. The importance of structure is not to be\nminimized. Structure should be of the kind that is most conducive to the\nexpression of the spirit of democracy, but above all the spirit must be there.\nThe ideal is to have both structure and function harmonize in order to effect\na democratic organization.\nWe may challenge the alleged inability of the superintendent to exercise\nwith reasonable fulness a democratic administration even granting the diffi¬\nculty of setting up a structure consistent with democratic practices. It is the\nspirit of democracy rather than the structure of the organization that counts.\nThere are no defects in the structure of educational organizations strong\nenough to hinder democratic progress if we have the spirit of democracy.\nIt is important that we sense the relationship of the teaching staff to the ad¬\nministrative. Teachers are responsible in their own right for contributions\nto the development of democratic technics. Lacking the essential love of the\ndemocratic spirit, teachers must share with superintendents the faults of a\nnon-democratic regime. W e need essentially the spirit of democracy, defined\nas that way of life which survives the freest possible discussion.\n\n"}
{"page": 143, "printed_page": null, "text": "137\nNational\n\nAbstract\n\nCouncil\n\nof Remarks\n\nof\n\nEducation\n\nby Alonzo\n\nF. Myers\n\nWe hear a lot of talk about education and democracy but there is one\nthing common to both education and democracy which is little discussed\nbut which is fundamental. It is the quality of sheer honesty. Education,\nand particularly public education, if it is to justify the time, the energy,\nthe pains, and the money expended upon it, must attempt to give both young\nand old people an honest picture of the world which has been, which is,\nand which may be.\nIt is impossible to bring an honest picture of the world under any\norganization of life which is authoritarian. That is why democracy alone\nis the only system which permits an honest education. The National Edu¬\ncation Association is meeting here in New York at a time when both edu¬\ncation and democracy are threatened by dictators abroad and at home.\n“Hitlerism” in Germany makes an honest presentation of the world utterly\nimpossible. “Hagueism” in New Jersey makes an honest presentation of\nthe world and of conditions in Jersey City and New Jersey utterly im¬\npossible.\nTwo things can be done in this convention which could be far-reaching\nin maintaining education and democracy in America. In my opinion, Presi¬\ndent Roosevelt could make clear precisely where he stands in relation to\nMayor Hague of Jersey City. Second, the National Education Association\nshould take action now to prepare for use in every public school in America\na study of what dictatorship as represented by Mayor Hague means.\nI hope that both the National Education Association and the President\nwill be consistent, honest, educational, and democratic. It is just as bad\nfor the members of the N.E.A. to give tacit approval by their silences as it is\nfor President Roosevelt to do so.\n\nAbstract\n\nDemocracy\n\nof Remarks\n\nwill not work\n\nby E. G. Doudna\n\nautomatically. Talk does seem to bring about\n\nresults of a kind. Today two-thirds of the world is ruled by dictators.\nTeachers in the classrooms of Europe tell the people of Europe what they\nare to think. It is said that democracy never has worked. We are in our\nthird revolution, our first term in democracy having carried us from Wash¬\nington to Jackson, our second from Jackson to the present day, and now\nwe seem to be breaking away and moving forward — to what? We are\nliving under the influence of group opinion and mass pressure. The individ¬\nual voice is lost. Our curriculums are being fashioned by legislation. Wis¬\nconsin may be cited as having passed twenty-six laws affecting subjects of\nthe public school curriculum. School calendars, dotted with special holidays,\nreflect the interests of special groups. We have arrogated the control of\neducation, yet we resent the minor interferences of parents. It is our duty\nto sensitize the great body of the people to feel their own rights, and as\nindividual parents and teachers of education to resist the mass influence\n\n"}
{"page": 144, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nof pressure groups. We should seek to develop the leadership of interested\npeople. Democracy will survive only if it retains its individualism as a force\nopposed to group pressure.\n\nAbstract of Remarks\nWe\n\nby Joseph H. Saunders\n\nmay be in some disagreement\n\nwith certain current conceptions of\n\n“democracy” which to some of us indicate “Sovietism” designed to make\nus Russians and not Americans. Distinctions may be made between pure\ndemocracy and representative democracy. Under our American system we\nselect representatives to whom we give power to develop policies and to\nadminister them. In this system there are definite implications for school\nadministration.\nOur\n\ndiscussion of free speech and free press threatens to go far afield.\n\nThere may be a place for limitation. The “free speech” of a Nazi leader\nin terming every Jew an enemy to the United States may be questioned as\na right. “Human\ninterpreted.\n\nhappiness” is a relative term\n\nAbstract of Remarks\n\nand should be clearly so\n\nby Albert Al. Shaw\n\nTeacher participation in school administration in various forms has come\nto be an established policy. The most successful administrators seem to be\nthose who have availed themselves of its many advantages. Those adminis¬\ntrators who use it most seem to like it best. Its main purpose and advantage\nis to improve the morale of the staff and to increase the efficiency of the\nschool system thereby rendering better service to the children and to the\npatrons of the schools.\nTeacher participation relieves the administration from many time-con¬\nsuming, routine details which can be handled very acceptably by the teach¬\ners. It inspires a democratic feeling of mutual confidence and understand¬\ning between teachers and the administrative staff which strengthens the\ngeneral morale and inspires teachers to their best effort.\nThe higher training of teachers nowadays includes expert training in\nschool administration, economics, social studies, and other specialized sub¬\njects which fits them to make valuable suggestions for promoting effectively\nthe executive routine of the schools. Such participation is reciprocal in its\naction, a good rule which works two ways. It is at the same time an ex¬\ncellent means of developing teacher growth in service, and this, in turn,\nstrongly tends toward improving the professional ideals and the educational\nstandards of the schools.\nMy interest in and experience with teacher participation gives me firm\nbelief that it promotes these desirable outcomes.\n\n"}
{"page": 145, "printed_page": null, "text": "139\nNational\n\nAbstract\n\nCouncil\n\nof Remarks\n\nof\n\nby Mrs.\n\nEducation\n\nRuth\n\nRunyan\n\nThe truly democratic approach to a solution of the problem of school\nadministration, as it actually exists, involves the coordination of the welfare\nand opinions of teachers, administrators, and the lay public. The association\npresident must, then, in presenting the viewpoint of the teachers, seek to\nadjust it to the prevailing opinions of other groups in the interest of the\ndemocratic process, even while planning to revise adverse opinions thru\nadditional information and persuasion.\nAll educational problems must be considered eventually in relation to the\nvarious viewpoints of the staff and in relation to the resources, needs, and\nsentiments of the community. Here the administrative staff, the superin¬\ntendent, and the board of education have an indispensable function in the\noperation of the democratic process. Obstacles to success are the usual ones\nin a democracy — intolerance, selfishness, and greed for control. Genuine\nprogress comes only thru cooperative thinking and by common consent of\nthese overlapping groups and must include in its technic unselfish, honest\nleadership and consistent salesmanship.\nSuch progress demands a public-spirited, independent board of educa¬\ntion ; a superintendent with social intelligence, professional enthusiasm, and\nabsolute integrity; and teachers with a combination of vision and common\nsense. Democracy must depend for its success, as always, on the strength\nof each link in the chain.\n\nAbstract\n\nof Remarks\n\nby Emily\n\nTarbell\n\nA major obstacle in the path of educational progress is the fact that\ndemocracy is too often preached in an atmosphere of autocracy. As teachers\nwe advocate free speech, but do not actually encourage it among ourselves\nor in our classrooms. Wholesome differences of opinion should be stimulated\namong children and between children and teachers. Young teachers espe¬\ncially need the encouragement and assurance that original, honest self-ex¬\npression is desirable and welcome. Democratic progress demands that teach¬\ners in our classrooms shall teach as they preach.\n\nAbstract\n\nof Remarks\n\nby JVillis A. Sutton\n\nOur most fundamental responsibility is the implementing of democracy.\nW e may well give attention to the development of human types which may\nbe counted upon to cooperate in the democratic way of living. A Ph.D.\ndissertation, for instance, might study “Societal Relations and the Produc¬\ntion of Type Personalities.” Social injustice somewhere gives power to “un¬\nsocial savior.” The Ku Klux Klan was revived because of “conditions.”\nWe must study these conditions — good and bad. Heflins and Huey Longs\ndo not develop overnight. What kind of conditions produced Horace Mann?\n\n"}
{"page": 146, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nWe spend our energy too often on little issues, incidentals such as minor\nconflicts between instruction and administration, while the great stream\nof democracy awaits implementing. Our zeal for the teacher’s share in the\ndevelopment of democracy must permeate thru to the sixth grade, or below,\nwhere we may ask the great question, Who is fit to teach school? Teacher¬\ntraining institutions must safeguard their admissions. Promising teachers\nare in the making somewhere — and frequently in our public schools — and\nthe processes of democracy should be set in motion thru the entire organiza¬\ntion from nursery school thru the university. Great teachers are the basic\nvalues in the educational whole. They are worth as much, or more, than\nadministrators. Salaries for the best teachers equal to those enjoyed by the\nbest administrators is a fair proposal.\n\nAbstract\n\nof Remarks\n\nby Harry\n\nS. Ganders\n\nTwo patterns of organization are in popular use. Some authorities ad¬\nvocate the following steps in setting up an educational scheme : ( 1 ) deter¬\nmination of objectives, (2) setting up of organization, and (3) selection\nof personnel. There are others who would change this order to : ( 1 ) deter¬\nmination of objectives, (2) selection of personnel, and (3) setting up of\norganization.\nThe more widely practiced is pattern 1, designed (a) to define the func¬\ntion of the organization in terms of the job to be done, (b) to plan the kind\nof organization needed to fulfil the accepted function, and (c) to select\nthe people who are to staff the organization. This pattern is simple, direct,\nefficient, and authoritarian. The second pattern of organization likewise\ndefines its function first, but then proceeds to the selection of the group of\nworkers best fitted to perform that function. With the staff lined up in\nrelation to the task before it, the type of organization is then formulated.\nThis second pattern is equally simple, direct, and efficient, but centers its\nstrength on the human factor in efficiency and is probably conducive to a\nmore varied and more vigorous development. Under this scheme staff mem¬\nbers can make more important contributions to the service that the institu¬\ntion is trying to render. The second type of school organization is recom¬\nmended as an implement of democracy.\n\nSummary\n\nof Discussions\n\nby John\n\nA. Sexson\n\nThe structure of educational organization is no guarantee of democratic\nadministration ; neither is it an excuse for the lack of it. The\n\nessential con¬\n\ntribution of the personnel of an organization is the thought value it im¬\nparts. In a democratic school the philosophy of the teaching group is vital\nand its opinions are often very valuable.\nThe rising dominance of well-directed group opinion will, it is hoped,\ncounteract in a wholesome manner the imposed will of a few too powerful\n\n"}
{"page": 147, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n141\n\nEducation\n\nleaders. Undemocratic practices in classrooms and in administrative offices\nare often cited as examples of efficiency and unfortunately often serve to\nimpede and endanger the progress of democratic procedures.\nConsideration of the nature of pure democracy and of representative\ndemocracy may influence planning for democratic administration. Democracy\nis a cooperative enterprise. It cannot make a scapegoat of any one person\nor of a group of persons. All who\nsibilities.\n\nare to profit must share in its respon¬\n\nSupervision and administration are integral parts of the education scheme.\nInstruction has its inherent place and will not supersede its companion\nfunctions. Education is the great common task. Everyone’s opinion is prob¬\nably worth something in the fulfilment of the task. Cooperation is not an\nautomatic force. It has its own technics and procedures and must be studied\nas one of the arts and sciences of living.\nProfessional leadership will develop from the organization of democratic\nagencies. Society is the expression of many forces operating within it. De¬\nsired outcomes may be planned thru the interaction of new forces and new\ninfluences. Autocratic organizations in education may seem to be our heri¬\ntage. They are autocratic by custom and not by the voluntary choice or\ndesign of their leaders. We must beware of the evils of institutionalism.\nIn the interest of democracy we must change the direction of many long\naccepted forces and the character of much that is traditional in influence.\nSECOND\nREPORT\n\nSESSION\n\nOF THE ADVISORY\nCOMMITTEE\nON\nTION AND IMPENDING\nLEGISLATION\n\nEDUCA¬\n\nParticipants :\nGeorge\n\nF. Zook,\n\nPresident,\n\nAmerican\n\nCouncil\n\non Education,\n\nWash¬\n\nington, D. C., Leader\nJesse\n\nNewlon,\n\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity,\n\nNew\n\nYork,\n\nN. Y.\nMargaret\nGeorgia\n\nKiely,\n\nW.\n\nDean,\n\nAiken,\n\nQueens\n\nPresident,\n\nCollege,\n\nOhio\n\nFlushing,\n\nSouthwestern\n\nN. Y.\nTeachers\n\nAssocia¬\n\ntion, Cincinnati, Ohio\nH. B. Allman, Superintendent of Schools, Muncie, Ind.\nUel\n\nW.\n\nLamkin,\n\nNorthwestern\n\nMissouri\n\nState\n\nTeachers\n\nCollege,\n\nMaryville, Mo.\nFrank\n\nP. Graham,\n\nEdmund\n\nNew\nStatement\n\ndeS.\n\nUniversity\n\nChapel\n\nHill, N. C.\n\nCollege,\n\nColumbia\n\nUniversity,\n\nand Abstract of Introductory\nF. Zook\n\nComments\n\nby George\n\nBrunner,\n\nof North\n\nTeachers\n\nCarolina,\n\nYork, N. Y.\nof Theses\n\nI. . . . the federal government must to an increasing extent provide financial\nassistance for the educational enterprises of the states and localities, in order that\nopportunities\ndistributed.\n\nmay\n\nbe greater\n\nand\n\nespecially in order that they may\n\nbe more\n\nequitably\n\n"}
{"page": 148, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nII. The major portion of all federal aid for education should be granted as a\ngeneral fund for the current support of elementary and secondary education.\nIII. The major portion of federal aid for education should at all times be granted\non a basis that tends to lessen inequalities of opportunity among states and within\nstates.\nIV. Federal grants for special educational purposes may properly be used to\nbring about attention to educational matters of special national concern and thus\nto improve the educational programs conducted under state and local auspices. . . .\nV. The general principle of cooperation between the federal government and the\nstates, without\n\ncoercion\n\nfederal grants.\n\n. . .1\n\nby either party,\n\nThe question no longer is whether\n\nshould\n\ndominate\n\nlegislation providing\n\nor not the federal government\n\nfor\n\nshall\n\ngive assistance to local communities, but is now concerned wholly with the\nmethod and character of that assistance. Inequalities of opportunity among\nthe states can be remedied in no other way than by federal support. At the\npresent time the poorest states have the largest number of children attend¬\ning school and are making the greatest effort to maintain a reasonable level\nof opportunity.\nThe inequalities of educational opportunity that characterize the edu¬\ncational system today challenge American statesmanship. Education can be\nmade a force to equalize the condition of men. For most of the children the\nopportunity for anything more than a modicum of meager, formal educa¬\ntion is largely conditioned by place of birth.\nThe proposed general aid will be expended ineffectively in many cases\nin the absence of general improvement in the quality of teaching and in the\norganization and administration of schools. By some other method than by\nthe specification of standards in federal statutes, and consequently by large\nfederal supervision over funds, these improvements must be brought about.\nCertain special funds for the improved preparation of teachers and other\neducational personnel, for the construction of school buildings for facilitation\nof a desirable reorganization of attendance and administrative units, and\nfor the administration of state departments of education are recommended\nprimarily as methods of securing essential improvements necessary for the\neffective expenditure of the proposed general aid.\nThe grants for elementary and secondary education would provide in\npart for the special needs for educational service for adults. For some years,\nhowever, these grants will be absorbed by the needs of children and youth.\nSpecial federal grants should be provided for educational service to adults.\nThe organization of education within the states must, in some measure,\ndetermine whether all federal aid should be granted in a single fund. If all\ntypes of educational institutions, from the kindergarten to the university,\nwere under the unified supervision of one state board of education in every\nstate, it might be feasible to grant all aid for education in a single fund to\nbe controlled and distributed within the states by these unified boards of\neducation. This form of organization does not exist in any state. Under\n1 Report of the Advisory Committee on Education, p. 40-42.\n\nthe\n\n"}
{"page": 149, "printed_page": null, "text": "143\nNational\n\nCouncil\n\nof\n\nEducation\n\ncircumstances, it will not be possible, even if desirable, to provide federal\naid by means of a single federal aid fund. Federal relations to education\nshould be reviewed under specially constituted and appropriate auspices at\nintervals of not more\n\nthan ten ‘years.\n\nAbstract\n\nof Remarks\n\nby Jesse H.\n\nNewlon\n\nSince the most authentic research has shown that it is beyond the economic\ncapacity of many of the states of the nation to provide adequate educational\nfacilities for their people without federal assistance, and since education is\nbasic to the perpetuation of democracy and the full realization of the possi¬\nbilities of American life, it is clear that both the local and national welfare\ndemand greatly increased federal participation in the support of education.\nThe first thesis presented by Dr. Zook, then, is amply supported by the facts\nin the situation.\nThe second and third theses are also sound in holding that the greatest\nneed is for support for elementary and secondary education, and that federal\nfunds must be employed to equalize the burden of financial support of edu¬\ncation as between the states, and to equalize the educational opportunities\nprovided by the states.\nThe fourth and fifth theses raise issues of profound importance. The\nreport of the Committee lays down the principle that federal aid should not\ninvolve federal control of education, but the actual recommendations do\nnot seem to accord with this principle in certain very important respects.\nIt may be that federal support without federal control is impossible. But\nevery state in the Union has developed a going system of education. Federal\nfunds may be safely entrusted to these state systems of education without\nstrings, other than the necessary provisions for auditing to insure that\nfederal appropriations for education are used for the purpose intended, and\nto insure that there is no discrimination because of color or for any other\nreason. Beyond that, federal control is not necessary.\nIn one other recommendation not touched upon in Dr. Zook’s theses,\nthis report proposes a clear break in our long-established educational tra¬\ndition and policy. It is recommended that, at the discretion of the states,\nfederal funds be made available for the support of education in private and\nparochial schools.\nFederal aid for education is essential. Without it democracy’s schools\nand democracy itself will be endangered. The Advisory Committee has\nperformed a public service of fundamental importance in making this need\nclear and in crystallizing public support in favor of an extended program\nof federal participation in the support of education at all levels. But the\nCommittee is fishing in troubled waters — is taking a dangerous step — when\nit proposes so much of federal control and proposes federal aid for education\nin private and parochial schools.\n\n"}
{"page": 150, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAbstract of Remarks\n\nAssociation\n\nby Margaret\n\nKiely\n\nGranting that the major portion of federal aid for education should be\ngranted as a general fund for the current support of elementary and second¬\nary education, the question may be raised and the hope expressed that as these\nfederal funds become available, some consideration may be given to the\npossibility of other extensions of aid, downward to the support of nursery and\nkindergarten education and upward to the encouragement of our colleges\nand universities. Such extensions of aid are not to be advocated at this time.\nThe recommendation\napproved.\n\nof the Committee, as stated in the report, is thoroly\n\nIn opposition to the Committee’s report, proposals have been made that\nfederal aid for education be limited to public schools. The following state¬\nments from the report warrant particular consideration :\nThe major portion of federal aid for education should at all times be granted on\na basis that tends to lessen inequalities of opportunity among states and within states.\nThe federal government should record its purpose explicitly but broadly leaving\nto the states wide discretion and flexibility in the administration of the federal grants.\nIn order that local administration and local responsibility may be maintained,\nall federal action should reserve explicitly to state and local auspices the general\nadministration of schools.\nFederal grants should be used to build up and to strengthen existing educational\nagencies and institutions so far as they are able to serve important needs and not\nto establish competing agencies and institutions.\n. . . For purposes of federal aid distribution, the states should be responsible for\ndetermining which schools are public. Consideration should be given to the fact\nthat large numbers of children receive instruction in non-public schools and that\nmaintenance of schools under non-public auspices results in a significant reduction\nin public expense.\n\nAttention should be centered on the main purpose of the reason for federal\nsupport of education — to lessen inequalities of opportunity. The relation of\n“schooling” to educational opportunity is obvious. The dependence of the\nchild upon the parent for this schooling is equally obvious. The parent has\nthe right to select the type of school which he believes best serves the needs\nof his child and should not be penalized by the federal government for exer¬\ncising this right so long as the school selected meets the requirements laid\ndown by the state for the safeguarding of the educational rights of the child\nand of the community. In the ultimate taxation of the general public for the\npurpose of equalizing the educational opportunities of children, the federal\ngovernment will penalize parents who exercise their rights of free choice of\nschool if, in the distribution of the funds raised by taxation, limitations as\nto children recipients are laid down.\nFederal aid is now offered to children and should not be denied them\nbecause of circumstances controlled by their adult superiors. It is hoped that\nthe Committee’s recommendations\n\nwill be adhered to and that the states\n\n“shall be responsible for determining what schools are public.”\nAbstract of Remarks\n\nIn recommending\n\nby Uel W.\n\nLamkin\n\nthat the major portion of federal aid should be granted\n\nas a general fund for the current support of elementary and secondary edu-\n\n"}
{"page": 151, "printed_page": null, "text": "145\nNational\n\nCouncil\n\nof\n\nEducation\n\ncation, the Committee indicates the desirability of leaving to state and local\njurisdiction a necessary flexibility in the development of programs suited to\nlocal conditions and advises against any specification of particular phases of\nelementary and secondary education to be supported from such a fund.\nOur fears of federal control would seem, from a reading of the report,\nto have some basis. The provision that federal grants be made available only\nto such states as establish adequate and effective systems to provide prompt\nand adequate reports may offer a question to some thinkers.\nThe auditing of the federal fund accounts by the United States Office\nof Education will, as the Committee points out, undoubtedly prove to be the\nmajor safeguard in connection with the expenditure of the proposed grants.\nHowever, it is pointed out that the requirement of reports from the states\nis a matter not susceptible to enforcement thru a federal auditing process.\nThe final recommendation of the Committee on this point gives authority\nto the United States Office of Education to suspend payments to any state\nafter notice and hearing, during any period in which the state fails to main¬\ntain an adequate administrative agency or fails to make required reports\nwith reasonable promptness. It is probable that if the Committee’s report is\nstudied carefully, our fears of centralized power and control will be allayed.\nAs to the question of a limitation of funds to public schools, the point may\nbe advanced that it should be the state’s right to spend federal money as it\nspends its own money and that, therefore, to the states should be reserved\nthe right to determine what schools are public.\n\nA bstract of Remarks\n\nby Frank\n\nP. Graham\n\nEqual educational opportunity of the children who are to be citizens of\nboth the states and the nation is the main responsibility of our constitutional\nrepublic of states and people. The main support of public education will\ncontinue to be by the states and localities. Provision for local and state con¬\ntrol is expressly written in the federal bill with the freedom and autonomy\nof the localities and states preserved as now in the selection of teachers and\ncurriculum, the management of textbooks, school buses, health service, and\nthe entire administration of the schools.\nThe two main principles for the distribution of the federal funds will be\nequitable distribution between the races and democratic distribution among\nthe states according to the economic ability of the states and the number of\nchildren per adult population. The basis for these principles is the fact\nthat in the states of the least economic ability the people pay the highest tax\nrate for the education of their children which is on the lowest plane in the\nnation.\nA large proportion of the children who in their non-productive years are\nsupported and educated by rural people become in their economically crea¬\ntive years the producers in the vital industries and the citizens of the urban\ncommunities. Therefore, the quality of the education in these rural areas\nis a matter of vital concern to the industries, the cities, and the people of\n\n"}
{"page": 152, "printed_page": null, "text": "146\n\nNational\n\nthe whole country.\n\nEconomic\n\nEducation\n\nAssociation\n\ninability and educational overload coincide\n\nin the same rural and sectional areas to fix educational inequality and to im¬\npair the foundations of our national democracy. Just as within the states,\nchildren in rural localities can have a fairer educational opportunity only\nthru aid to the localities, so children in the rural states can have a more equal\neducational opportunity only thru federal aid to the states.\nWith democracy in retreat in many parts of the world, may America give\na lift to the democratic hopes of the forgotten millions in all parts of the\nworld. This may be accomplished, by a new declaration for equitable and\ndemocratic federal aid to public education under state control which will\ngive the children in all the states a more\nAbstract\n\nof Remarks\n\nequal opportunity.\n\nby Edmund\n\ndeS. Brunner\n\nThe story of the rise of finance-capitalism and the surge of industrial\ndevelopment of the last century resulting from inequalities is familiar to\nmany of us. Per capita wealth and income varies manifold between the\nrichest and the poorest states. Despite the fact that most of the poorer states\nare putting forth more effort in proportion to their resources than most\nof the richer states, there are huge variations in the value of the educational\noutput, and even within states a comparable situation exists. Also, differences\nin the age distribution of our population are part of the story.\nMany of our rural states have twice as many children for every 1000\nadults as some of our most urbanized and wealthy states. This spread is\nlikely to increase rather than the reverse because of trends in the birth-rate.\nThe cities of America are no longer producing enough children to main¬\ntain their population at the present level. Rural America is, more than ever,\nthe seed-bed of the nation. When it asks for federal aid to education it asks\nfor simple justice. It bears, rears, feeds, clothes, and educates as well as it\ncan, these children who from seventeen to twenty-two years of age turn city¬\nward, there to spend the productive, working years of their lives. This is a\nnet gain to the cities, wholly measured, and a net and largely unrequited loss\nto rural America.\nBut it is not only on the basis of simple justice that the sociologist rests\nhis plea for federal aid toward equalizing educational opportunity. It is\nin behalf of the city and the nation that he also speaks, for a highly dispro¬\nportionate share of the blood for the renewing of the urban population comes\nnow from districts which are known as the six problem areas of America.\nNot only have these areas a disproportionate share of the children, but\nstraitened economic circumstances compel some of them to migrate or die.\nIt is the most handicapped then who surge into the cities. There demon¬\nstrably they lower the quality of goods sold and the profits of stores, con¬\ntribute to crime, disproportionately increase the relief rolls for, again demon¬\nstrably, the less the educational opportunity the greater the chance of draw¬\ning a relief check.\nNot simple justice alone, but also self-interest dictates the wisdom of the\nwealthier, more urban states working for federal aid to education. Cities\n\n"}
{"page": 153, "printed_page": null, "text": "147\nNational\n\nCouncil\n\nof\n\nEducation\n\nare safeguarding jealously the purity of their milk and food supplies. Is\nnot the time over-due when\ntheir human supply?\n\nthey will pay some attention to the sources of\n\nThe proposals of the President’s Advisory Committee on Education are\nbut modest in the face of the need. The eventual achievement of equality of\neducational opportunity in this land will mightily help to guarantee that\nour national destiny will be that of a free people, freed and kept free by\ntruth.\n\nSummary\n\nof Discussion\n\nby George\n\nF. Zook\n\nThe discussion to which this conference has given its attention indicates\nan apparently unanimous approval of the proposal for federal support of\neducation. There is to be noted, likewise, an apparently general acceptance\nof the fact that federal support of education must carry some measure of\ncontrol. The nature and extent of this control constitutes the crux of the\nquestion. That federal control of education be held to an absolute minimum\nis undoubtedly\nference.\n\nthe recommendation\n\nof the group participating in this con¬\n\nAs to the assertion relative to aid for non-public schools, the Committee\nhas treated the question as a minor issue. Let it be made clear at once that\nthe Committee has made no recommendation relative to aid for private\nschools. It has made certain recommendations which give the states the\nliberty to use federal funds, as well as their own funds, to assist children\nin attending schools, whether public or private, just as at the present time\nthe building of a sidewalk facilitates the passage of attendants at school,\nsome to public and some to private schools. The opinion of the United\nStates Supreme Court in the Louisiana case involving the purchase of text¬\nbooks for children in private as well as in public schools is in point. An action\nhad been brought to invalidate the purchase of such books on the ground that\nthe supplying of textbooks constituted support of denominational schools. In\nits decision the Court entered into this discussion very carefully and unani¬\nmously rendered an opinion that the purchase of such books for the children\nin private schools in no way constituted the support of the schools themselves.\nIn other words, the children and the state were the beneficiaries and not the\nparticular schools. It seems clear that the precedent set down in the Louisiana\ndecision applies not only to the purchase of textbooks but to transportation\nand other services which may be made available equally to children in private\nas well as public schools.\n.\n\n"}
{"page": 154, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nSECRETARY’S\n\nNew\n\nMINUTES\n\nYork\n\nSunday,\n\nAssociation\n\nCity\n\nJune 26, 1938\n\nFirst General\n\nSession\n\nThe annual meeting of the National Council of Education was called to order\nat 9:35 A.M. on Sunday, June 26, 1938, at the Hotel Pennsylvania, President Louis\nA. Pechstein, presiding. The attendance at the morning session totaled approximately\nninety.\nThe discussion for the first general session was devoted to the topic, “Implementing\nDemocratic Processes and Perfecting Democratic Technics thru the American Public\nSchool.” John A. Sexson, superintendent of schools, Pasadena, California, and\npresident of the American Association of School Administrators, formally presented\nthree groups of prepared theses, with the statement of seven issues evolved from\nthe theses. A summary of Dr. Sexson’s comments, offered in amplification of the\nprinted theses, is presented in the preceding pages together with abstracts of the\ncontributions to the discussion. At the close of the prepared addresses a brief\ngeneral discussion was conducted from the floor.\nThe first session of the meeting adjourned at 12:15 P.M.\n\nLuncheon\n\nMeeting\n\nA meeting of our officers, Executive Committee, and Committee on Membership\nof the National Council of Education was held during the lunch hour following\nthe close of the first session on Sunday, June 26, 1938, at 12:30 P. M., in the Hotel\nPennsylvania. A full attendance was present as follows: President Louis A. Pech¬\nstein; Vicepresident E. G. Doudna; Secretary Margaret Kiely; members of the\nexecutive committee — A. L. Threlkeld, H. V. Holloway, and Mrs. Edith B. Joynes;\nmembers of the Committee on Membership — Caroline S. Woodruff, Joseph H.\nSaunders, W. C. Bagley, Mrs. Inez J. Lewis, and Kate V. Wofford.\nPresident Pechstein presided at the luncheon and introduced questions of policy\ngoverning the conduct of the National Council meetings. The discussion centered\nabout such questions as the day and hour of the conference, the number of sessions,\nthe character of the programs — issues which have come to be very important,\nespecially in the light of the difficulties attending the former meeting. A general\nagreement was reached that the Council meetings should be narrowed to one full\nday of two general sessions, and that the Council hold strictly to its function as a\nservice agency acting in an advisory capacity to the National Education Association\nand working closely with the Educational Policies Commission. The action of Presi¬\ndent Pechstein and the executive board in scheduling the current meeting for two\nsessions on Sunday was ratified by vote of the group.\nAs chairman of the Committee on Membership, President Pechstein discussed\nexisting vacancies in the various divisions of the Council, reporting progress made\nthru his personal efforts with state organizations and with other affiliated National\nEducation Association groups\nsentation on the Council.\n\nwho,\n\nunder\n\nthe constitution, are entitled to repre¬\n\nA discussion of the situation indicated a very encouraging prospect for member¬\nship. Thru the active interest of the president, afforded largely thru correspondence\nwith member groups, the rolls have been generally invigorated by the naming of\nrepresentatives to the Council from groups in danger of inactivity and loss of\ninterest. By vote of the business board, the president was requested to proceed with\nthe task which he had undertaken so generously and efficiently in the rebuilding of\nthe membership group. As chairman of the Committee, he was further empowered\nto lead in the formulation of a plan by which nominations to the Council will be\noffered to the general membership\n\nfor approval\n\nprior to the mid-winter\n\nmeeting.\n\n"}
{"page": 155, "printed_page": null, "text": "149\nNational\n\nCouncil\n\nof\n\nEducation\n\nAfter a discussion of general plans for the February meeting, the board em¬\npowered the officers of the Council to draw up proposals for the Cleveland program,\nvoting to recommend that these proposals be placed before the general membership,\nprobably by mail, and that the officers be guided in their final planning by the\nreactions of the members.\nThe president was authorized to report the recommendation of our Executive\nCommittee and the Committee on Membership to the business meeting of the\ngeneral body of the Council scheduled to follow the afternoon conference.\nThe meeting adjourned at 1:10 P.M.\n\nBusiness\n\nMeeting\n\nThe regular business meeting of the National Council of Education was called to\norder following the close of the second session at 4:25 P. M. on Sunday, June 26,\n1938, in the Hotel Pennsylvania. Forty-one members attended this meeting.\nPresident Pechstein reported the proceedings of the noon conference of our officers,\nExecutive Committee, and Committee on Membership (see earlier report). The\nfollowing proposals were voted on by the Council:\n1. That the Membership Committee proceed under the direction of the president\nto the end that representation assigned to state organizations and to other\nmember organizations affiliated with the National Education Association be\ncompleted at the earliest possible date.\n2. That the Membership Committee take under immediate consideration the\nfilling of the vacancy now existent in the ranks reserved to the choice of the\nCouncil ; in this connection the recommendation of the Executive Committee,\nauthorizing the Membership Committee to draw up a panel of candidates to\nbe circularized among the Council members and voted upon by them, be approved,\nand the report of this project be given at the February meeting.\n3. That the Executive Committee prepare for the approval of the general\nmembership a program for the February meeting and in submitting its proposals\nshall also place before the Council such questions as may warrant consideration\nor decision by the general body.\n4. That the Council record its grateful appreciation of the service rendered\nby the several speakers who so ably contributed to the success of this annual\nmeeting.\nThe\n\nbusiness meeting, and with it the annual meeting, adjourned\n\nSecond\n\nGeneral\n\nat 5:15 P.M.\n\nSession\n\nThe second session of the annual meeting was called to order at 1 :50 P.M. on\nSunday, June 26, 1938, President Louis A. Pechstein, presiding. The attendance at\nthis session was approximately ninety.\nThe discussion for the afternoon session was directed to the “Report of the\nAdvisory Committee on Education and Impending Legislation.” George F. Zook,\npresident of the American Council on Education, acting as leader, opened the\nmeeting with a review of certain selected statements culled from the report. A\nsummary of Dr. Zook’s comments upon these several statements appear in the\npreceding pages. Following Dr. Zook’s presentation of the topic, the discussion was\ntaken up by invited participants. Abstracts of these contributions to the discussion\nare also printed in the preceding pages. Following the prepared\nsion of the report was conducted by the general group present.\nThe second session adjourned at 4:25 P.M.\n\naddresses, a discus¬\n\n"}
{"page": 156, "printed_page": null, "text": ""}
{"page": 157, "printed_page": null, "text": "Departments\n\nof the\n\n« Association\n\n"}
{"page": 158, "printed_page": null, "text": "INTRODUCTION\nThe\n\ngrowth\n\nof\n\ndepartments\n\nin the Association\n\nbegan\n\nin 1870\n\nwhen\n\nthe American Normal School Association became the Department of\nNormal Schools (now the American Association of Teachers Colleges ),\nand the National Association of School Superintendents became the De¬\npartment of Superintendence (now the American Association of School\nA dministrators ) .\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 now twenty-four departments. Information regarding their\norganization may be found in the historical note at the beginning of the\nsection devoted to the department in question. The list of departments\nwith the years of organisation is as follows:\nAMERICAN\n\nASSOCIATION\n\nRECREATION\n\nFOR\n\nHEALTH,\n\nOF\n\nSCHOOL\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nAMERICAN\n\nEDUCATIONAL\n\nEDUCATION\n\nEDUCATION\n\nBUSINESS\n\nTEACHERS\n\nELEMENTARY\n\nSCHOOL\n\nECONOMICS\n\nREADING\n\nASSOCIATION\n\n1870\n\n.\n\n1870\n\n.\n\n1930\n1921\n1933\n\n.\n\n1892\n\n.\n\n1914\n\nPRINCIPALS\n\n.\n\n1921\n\n.\n\nKINDERGARTEN-PRIMARY\nLIP\n\nRESEARCH\n\nCOLLEGES\n\n.\n\n.\n\nCLASSROOM\n\nHOME\n\nADMINISTRATORS\n\n.\n\nEDUCATION\n\nAND\n1894\n\nASSOCIATION\n\nART\n\nEDUCATION,\n\n.\n\nAMERICAN\n\nADULT\n\nPHYSICAL\n\nEDUCATION\n\n1930\n\n.\n\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\nSPECIAL\n\nVISUAL\n\nAND\n\n.\n\n1886\n\n.\n\n1886\n\n.\n\nDIRECTORS\n\nINSTRUCTION\n\nVOCATIONAL\n\n1895\n\nPRINCIPALS\n\nEDUCATION\n\nSUPERVISORS\n\n.\n\nOF\n\n1930\n\nINSTRUCTION\n\n.\n\n.\n\nEDUCATION\n\nNATIONAL\n\nASSOCIATION\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nNATIONAL\n\nCOUNCIL\n\nFOR\n\n1923\n\n.\nOF\n\nDEANS\n\nOF\n\nSOCIAL\n\n1875\n\nWOMEN\n\nADMINISTRATIVE\nTHE\n\n1929\n\nWOMEN\n\nSTUDIES\n\nI 152 ]\n\n.\nIN\n\nEDUCATION.\n\n.\n\n1918\n. . 1932\n1925\n\n"}
{"page": 159, "printed_page": null, "text": "5. American\n\nThy\n\n^Association\n\nsic a l Education,\n\nand\n\nfor\n\nHealth,\n\nT^ecreation\n\n"}
{"page": 160, "printed_page": null, "text": "HISTORICAL\nThe\n\nAMERICAN\n\nrecreation\n\nASSOCIATION\n\nis the result\n\nFOR\n\nNOTE\n\nHEALTH,\n\nof a merger\n\nPHYSICAL\n\nEDUCATION,\n\nof the American\n\nPhysical\n\nAND\n\nEduca¬\n\ntion Association and the Department of School Health and Physical Edu¬\ncation of the National Education Association in 1937. The Department\nof School Health and Physical Education had its beginning as the De¬\npartment of Child Study, created at the Asbury Park meeting held in\n1894. In 1911 the name was changed to the Department of Child Hygiene.\nSee proceedings 1911: 870. At the Denver meeting in 1895 there was\ncreated the Department of Physical Education which, in 1923, became\nthe Department of Physical and Health Education. In July 1924 the De¬\npartment of Child Hygiene was merged zvith the Department of Physical\nand Health Education under the name of the Department of School\nHealth and Physical Education. See proceedings 1924: 96. The Ameri¬\ncan Physical Education Association was officially founded in 1885 under\nthe name of the American Association for the Advancement of Physical\nEducation. In 1903 the name zvas changed to the American Physical Edu¬\ncation Association. In 1896 the Association began the publication of its\nofficial organ, the American physical education review. In 1930 the\nname of the publication was changed to the journal of health and\nphysical\nsearch\n\neducation,\n\nquarterly\n\nand\n\nzms\n\nin the\n\nsame\n\nyear\n\nthe publication\n\nof the\n\nre¬\n\nbegun.\n\nThe officers of the Department for the year 1938-39 are: president,\nE. W. Cozens, University of California at Eos Angeles, Los Angeles,\nCalif.; president-elect, Margaret Bell, University of Michigan, Ann\nArbor, Mich.; secretary-treasurer, N. P. Neilson, 1201 Sixteenth\nStreet, N. W ., Washington, D. C.; editor, E. D. Mitchell, University of\nMichigan, Ann Arbor, Mich.; member- at-large on governing board,\nC. E. Turner, Massachusetts Institute of Technology, Cambridge, Mass.\n(term expires 1941 ).\nThe Department holds its annual national meeting in April. In addi¬\ntion to the national organization of the Association, there are six regional\ndistrict organizations — the Eastern, Midwestern, Central, Southern,\nNorthwestern, and Southwestern — each of which holds an annual con¬\nvention, with the exception of the district in which the national meeting is\nheld. This district holds its meeting jointly zvith the national organization.\nFacts relating to this Department are found in proceedings as follozvs :\n1894:40\n\n190 3:753-816\n\n191 3:637-666\n\n1922 :591-682\n\n1895 -.944-950\n189 6:893-936\n\n1904: :7 37 -802\n190 5:707-754\n\n1914 -.663-682\n\n192 3:568-744\n1924:439-637\n\n1897:970-915\n\n1907 -.905-924\n\n189 8:929-958\n1899 :1064-1096\n1900 -.582-591\n1901 :500-539\n\n1908:907-964\n1909:719-744\n\n1902:702-738\n\n1912 -.1095-1140\n\n1910 -.873-920\n\n1911:869-904\n\n1915:941-970\n1916:751-782\n\n1925 :577-597\n\n1917 :491-520\n\n1926:601-624\n\n1918:323-338\n1919:303-314\n\n1927 :5 6 1-582\n\n1920 :311-322\n\n1921:377-398\n[154]\n\n192 8:545-568\n1929:543-558\n1930:501-528\n\n1931:541-560\n1932:455-466\n19 33:463-476\n1934:461-468\n1935:429-438\n19 36:321-332\n1937:357-374\n\n"}
{"page": 161, "printed_page": null, "text": "ATLANTA\n1TN\n\nthe\n\nfollowing\n\npages\n\nappear\n\nMEETING\nabstracts\n\nof the papers\n\ndelivered\n\nat the\n\ngeneral sessions of the national convention of the American Association\nfor Health, Physical Education, and Recreation in Atlanta, Georgia, April\n20-23, 1938. Many of these papers and also many of those given at the sec¬\ntion meetings will be published in full in the Journal of Health and Physical\nEducation.\n\nTHE\nWILLARD\n\nE. GIVENS,\n\nCHALLENGE\n\nOF\n\nTEACHING\n\nEXECUTIVE\n\nSECRETARY,\n\nNATIONAL\n\nCIATION,\n\nWASHINGTON,\n\nD. C.\n\nEDUCATION\n\nASSO¬\n\nThe situation in which youth finds itself today offers a great challenge\nto teaching. This problem involves both science and philosophy. Science\nprovides facts and tells us what is. Philosophy establishes values and indi¬\ncates what ought to be in the light of these values.\nOur population is becoming increasingly adult. Youth is moving to the\ncities. Children of the lower economic levels will dominate the next genera¬\ntion. We have 30 percent fewer youth employed today than there were in\n1930. Too many youth plan to enter the professions. Young people’s pay\ntoday is pitiful. Considering all of our youth between the ages of sixteen\nand twenty-four in the nation, four million are in school and five million\nare idle.\nHaving now dealt with the science of this problem which presents the\nfacts, let us turn to the philosophy which indicates what ought to be.\nThe decreasing proportion of youth to adults will release money now\nspent for education which ought to be used for one of three purposes : ( 1 )\nto bring the right kind of an educational program to the five million out\nof school and not at work; (2) to improve the quality of instruction now\nbeing offered those who are in school; or (3) to relieve the tax burden.\nOur curriculum should be changed so as to reflect the life needs of youth.\nOccupational clinics should be established to help determine what each\nyouth should prepare for in light of national employment possibilities.\nWe are challenged to develop more enlightened citizens. Since 35 to 45\npercent of our youth are planning to go into the professions we must help\ndevelop more demands in the service field. This country needs thousands\nmore of well-trained teachers. We need thousands of recreational leaders\nfor playgrounds not yet developed.\nWe are challenged to develop right attitudes among our young people\ntoward dignity of labor and the value of skill. Our educational program\nshould be broadened and enriched so that we could give worthwhile edu¬\ncational activities to all youth until they are twenty or twenty-one years\nof age. As youth themselves see it, the youth problem is largely a matter\nof economic security. It seems to me, as apparently as it seems to them, that\n[155]\n\n"}
{"page": 162, "printed_page": null, "text": "156\n\nNational\n\nEducation\n\nAssociation\n\nthe most pressing problems involving the need for the most vigorous social\naction fall into three general areas as follows :\nEmployment — For five million youth in America, this means getting a job. For\nanother five million it means a wage that will provide both an acceptable standard\nof living and an opportunity to provide for future years.\n\nEducation — For large numbers who have been forced out of school for economic\nreasons this means creation of a less fictitious equality of opportunity and for many\nothers, who are still in school, it means an educational program that is more clearly\nin harmony with their interests and needs.\n\nRecreation — For millions of young people in America this calls for an awakening\non the part of communities\n\nto the social as well as the personal values, of helpful\n\nand satisfying recreation and a determination to develop leisure-time programs\nwhich will not only absorb energies that often lead to delinquent behavior but\nwhich will add something valuable to the spiritual and cultural status of those who\nparticipate in them.\n\nReal democracy demands an equality of opportunity which will give each\nyouth a fair start in life. We are challenged to see that democracy does this;\nit is our business to help each individual succeed. In the last analysis the\nchallenge is, “What can the individual teacher do for the individual youth?’’\nThe spark of power is in him. It belongs to him. It is our business as teachers\nto search it out and fan it into flame. Why let it smoulder and die?\n\nC. H.\n\nMC\n\nCLOY,\n\nWHAT\n\nPRICE\n\nPROGRESS?\n\nSTATE\n\nUNIVERSITY\n\nOF\n\nThe history of the progressive development\n\nIOWA,\n\nIOWA\n\nCITY,\n\nIOWA\n\nof the philosophy of physical\n\neducation is a fascinating subject to any philosophically-minded person. For\nthe sake of simplification, I shall divide the objectives of physical education\nroughly into four types according to their primary emphases.\n1. Education\n2. Education\n3. Education\n4. Education\n\nof the physical\nin terms of increased skills of performance\nin terms of the betterment of character and personality\nin terms of an improved cultural status.\n\nUnfortunately some writers have seemed to imply that there is an incom¬\npatibility between some of these major classes of objectives. This has often\nresulted in heated controversy. From the beginnings of the recorded his¬\ntory of physical education to about 1913, physical education was physical\neducation. There was no controversy over education of the physical versus\neducation thru the physical. Content varied from age to age, but this type\nof emphasis was still the common one thirty years ago.\nProfessor Thorndike provided the educational catalyzer that changed\nmuch of this. In 1913, he published the first educational psychology that\nmade sense to most physical educators. We saw increasingly greater edu¬\ncational possibilities in our work, and responded to them, as a movement,\nwith enthusiasm. Some of us strove the more valiantly to crusade for an\neducation that was primarily physical. Some sought primarily to prepare\nfor the increased amount of leisure that was coming upon us. Some tried\nto combat the physically disintegrating forces of our civilization, and stressed\n\n"}
{"page": 163, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n157\n\nbetter body mechanics. A few stressed character education and the develop¬\nment of personality. At first, these multiple objectives arose as expansions of\nthe program of education of the physical. More recently they have in many\nplaces become a cult of their own, and education of the physical body itself\nhas been more and more neglected.\nLet us turn to a consideration of certain facts.\n1. All recent competent biological and psychological thinking has stressed\nthe fact that the human animal is one united, integrated organism.\n2. There are certain prerequisites that must be met, such as strength and\nendurance, physical and mental health, and certain attitudes and habits.\n3. To elicit a superior performance, one needs a mastery of technics.\n4. Good teaching demands active teacher participation and leadership\nin the organizing and teaching situation, and much active coaching of the\nbest type.\n5. We may speak of two general arrangements of functions in educa¬\ntion — the horizontal and the vertical. The horizontal ones are such charac¬\nteristics as good citizenship, character, personality, general culture, and\nperhaps health. The vertical ones are those peculiar to a given discipline.\nWe hear much of the need for integration, but I believe that this should\nbe largely in the horizontal fields, not in the vertical.\nI believe that it is time to take stock of the peculiar and individual con¬\ntributions of physical education and to give a great deal more attention to\nthem than we have seemed to do recently.\n6. To most of the educated folk, each subject has its own cultural con¬\ntribution, and the thoughtful teacher should attempt to inculcate in his stu¬\ndents the culture peculiarly belonging to his subject. The cultural aspects\nof physical education are not the same as those in other fields, but they are\nas real as they are unique.\n7. We must not only decide what we are going to teach, but we must\nteach it as well as we can, keeping our instruction geared to the poten¬\ntialities and present abilities of our pupils.\nIf as teachers we\n\nraise the levels of the masses until they approach the\n\nupper limitations of the individuals themselves, we\n\nshall have done our bit\n\nto improve the status of our people.\nWhat price progress in physical education ?\nI think the answer is that we must study our own field, and for the most\npart stay within it. A good body, adequate strength, physiological organic\n\nvigor, and a well-poised, graceful body are as important objectives today\nas they ever were. But to this we must add the development of adequate\nskills in many activities. We must add to our technics of character educa¬\ntion within the limitations of our field. We must learn to appreciate the\nculture inherent in our own field and those of health education and the\nmany branches of recreation, and to endeavor at all times to inculcate them.\nAnd\n\nfinally, those of us who\n\nare physical educators must grow\n\nwith our\n\nexpanding field. We must examine every positive contribution from other\nfields. But in the last analysis, we must think thru those contributions which\n\n"}
{"page": 164, "printed_page": null, "text": "158\n\nNational\n\nEducation\n\nAssociation\n\nonly physical education and its very closely allied fields can make, and give\nthem the preferred right of way.\nEducation of the physical? Education thru the physical? We need to\nforget this division which smacks too much of the old body-mind dualism.\nWe cannot separate them and have an adequate physical education of the\nwhole organism, for only as we perfect the instrument do we obtain a truly\nartistic performance.\nEXPERIMENTAL\n\nDOROTHY\n\nB.\n\nVENTURES\nIN\nPROGRAM\n\nNYSWANDER,\n\nCOMMITTEE\n\nDEVELOPMENT,\n\nA\n\nON\n\nASTORIA,\n\nSCHOOL\n\nHEALTH\n\nNEIGHBORHOOD\nN.\n\nHEALTH\n\nY.\n\nThere is very little to be said about the objectives or underlying philosophy\nof the school health program that is revolutionary or even new. A serpent\nof doubt, however, lurks in this garden of perfection. At present there is\nhardly one phase of the program that has not been subjected to criticism\nby professional groups, lay groups, or administrators. Either the program\nis not understood, or its results are not demonstrable, or analyses reveal inde¬\nfensible weaknesses. Do we need to do some serious overhauling of this pro¬\ngram which looks so well on paper but whose satisfactory operation is far\nfrom a reality?\nFor your consideration and critical comment I should like to present a\nprogress report of such study now under way in New York City.\nIt has been in operation now for one and one-half years. As originally\nplanned it is a four-year program. During the first year the study staff\nworked only in one large elementary school. The school principal and the\nsixty-one teachers cooperated with the study staff in analyzing and attempt¬\ning to solve the many administrative problems found in that school. The\nuse of records, the use of the time of the physician and nurse within the\nschool, the means of relating the teacher’s activities in her health work to\nthose of the medical and nursing staff, the integration of health facts coming\nfrom private physicians, dentists, and clinics — all were questioned as to their\nvalue in achieving the desired result of aiding the individual child. Each\nadministrative procedure was followed thru to see if it had proved success¬\nful in reaching this objective. In this way, we were able to find specific casual\nfactors of weak links. Then new procedures were substituted to see if they\nmight prove more successful.\nThe second year of work has seen an expansion of the program. Six more\nelementary schools and one junior high school have been added. The study\nstaff has expanded too. It now includes a full-time pediatrician-consultant,\na public health nurse consultant, and a health and physical education con¬\nsultant. The work of the second year of study consists for the most part\nof field work by the three consultants who are searching for solutions to\nthe problems pertaining to their own professional contributions to the school\nhealth program.\n\n"}
{"page": 165, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n159\n\nDuring the third year the study staff plans to complete two manuals :\none a manual for school physicians emphasizing the educational as well as\nthe technical aspects of their work ; the other a handbook for school nurses.\nDuring this third year the work of studying teacher knowledges and in¬\nterests in the health program will continue. The third year calls, too, for\nthe beginning of continuing in-service education programs for staff nurses\nand staff physicians of the entire city. The materials developed during the\nfirst two years in the experimental schools will be used in small discussion\ngroups in each health center district.\nIt is difficult to plan ahead for the work of the fourth year because each\nproblem to be solved grows out of some preceding problem. If some of you,\nwhile following the plans of the study as I outlined them for the next two\nyears, share with me some serious doubts as to their eventuation, more satis¬\nfying materials perhaps may be found in some of the elements of procedures\nwhich are outcomes of the first year and a half of our work.\nThe first procedure is not a new one. It postulates the formation of a\njoint advisory committee for the school health program of the city with a\nlay member as chairman. This committee is charged with the responsibility\nof developing policies cooperatively and then interpreting these policies to\ntheir respective groups. The second procedure states that within the depart¬\nment or departments administering the school health program there should\nbe an actively functioning committee of all the directors or consultants\ncharged with any phase of the work. The third procedure is that of the\nnecessity of forming a committee on school health procedures within each\nschool. The fourth procedure concerns the work of the physician in the\nschool. Not only must methods be used by which he secures more detailed\nhealth history for each child in order to aid him in his judgments\n\nof health\n\nstatus, but he must be sensitive to the child’s home conditions in order that\nindividualized planning for the care of the child may be made. The fifth\nprocedure deals with the duties of the school nurse. Increased efficiency in\nfunctioning will come thru more systematic planning of the work to be done\nin each school, the development of informative complete records, and the\nminimizing of non-productive routines. The sixth procedure states that the\nteacher’s participation in the health service program works to the advantage\nof physician, nurse, and child. The seventh procedure is based on our ex¬\nperiments in in-service staff education. These ventures have led us to con¬\nclude that supervisors of teachers, nurses, and physicians must adopt newer\nmethods in directing and educating their respective personnel.\nThe final procedure is made up of administrative parts. First, we have\nreason to believe that a more careful health examination of entering children,\nand awareness by the physician and nurse of the importance of this first\nconference with the parent contribute to more effective action by the parent\nthan is evidenced later. Second, that the utilization of the services of the\nprivate physician in examining entering children should be encouraged when\npossible. Third, that the administrative personnel make continuing check\nstudies a$ to the way the school health program is functioning.\n\n"}
{"page": 166, "printed_page": null, "text": "160\n\nNational\n\nEDUCATION\nO.\n\nC. CARMICHAEL,\n\nEducation\n\nAND\n\nCHANCELLOR,\n\nTHE\n\nAssociation\n\nINDIVIDUAL\n\nVANDERBILT\nTENN.\n\nUNIVERSITY,\n\nNASHVILLE,\n\nThere has never been a time in the history of America when there was\ngreater confusion and divergence of view about what education is or should\nbe. No doubt this diversity represents a healthy state. There is surely an\nunusual amount of effort being put forth, but for want of analysis it some¬\ntimes appears a hopeless jumble of ideas and purposes.\nAmidst all this confusion there is one common element discernible. Pro¬\nviding more adequately for the individual is clearly the aim in the variety\nof experiments and plans now in operation. This emphasis had its beginning\ntwo hundred years ago when Rousseau declared that individual development\nwas the purpose of education. This is the philosophical background from\nwhich the interest in physical and health education sprang.\nI should like to consider certain fundamental objectives in the physical\nand health education program of the American school system that seem to\nme, as a layman, to be of great importance. There are three great national\nproblems the solution of which depends to a large extent upon this group\nand the educational interests which it represents, at least so far as education\ncan solve them.\nThe first of these problems is that of physical health and well-being.\nThere are two fundamental reasons for conditions subjecting both youth\nand adults to greater health hazards. In 1850, 15 percent of the American\npopulation was urban, while now the figure is nearly 60 percent. In crowded\nareas infectious diseases spread more rapidly than in rural sections. Doubtless\na large proportion of the defects of children could be removed or prevented.\nWhy, then, has the practice of health not kept pace with knowledge? It is\ndue to a lack of public sentiment. The task of the physical and health\neducator is more than merely giving instruction to the youth who attend his\nclasses. If he is to minister to the individual properly he must know the home\nbackground.\nClearly related to the problem of health is that of safety. No one has a\nbetter opportunity to stress safety and the importance of the proper attitude\ntoward the matter of precaution than the physical educator.\nIt must be clear from the above how vast is your opportunity as educators\nif you accept some responsibility in these matters. The view of education\nas the most effective development of the individual, for the physical educator,\ncomprehends these larger aims and purposes, for the individual’s welfare is\nbound up in their achievement.\nThe second of the national problems to which I refer is that of emotional\nhealth. I am well aware that this problem is rooted in sociological conditions\nthat cannot be reached merely by education. On the other hand, there is\nmuch that education could do to improve the situation. The physical edu¬\ncator and recreational leader have perhaps more opportunity to make a con¬\ntribution at this point than the teachers of other school subjects.\n\n"}
{"page": 167, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n161\n\nBasic to emotional well-being are three elements: (a) a sense of belonging,\n(b) a sense of being accepted, and (c) a sense of being needed. In all or¬\nganized activity these three elements can be supplied.\nIn play activities the development of emotional control, of intellectual\nconceptions and judgments, and the strengthening of such qualities of char¬\nacter as honesty, generosity, modesty, fairness, and loyalty in social contacts\nshould be the aim. These qualities are essential to the emotional stability and\nwell-being of the individual.\nThe third general problem to which I would call your attention is that\nof leisure and its proper use. Great cultures can arise only when there is\nfreedom and leisure, but crime often grows from the same soil. Every leader\nof youth should bear in mind this significant fact and recognize that prepara¬\ntion for the use of leisure is one of the inescapable responsibilities of educa¬\ntion. The physical educator and recreational leader have an opportunity to\nmake a real contribution to the solution of the leisure-time problem if they\nwill be guided by the long view of individual needs.\nA stimulating, creative, and active form of recreation is the great need\nof youth and age. Recreational leaders of youth have a responsibility for the\ndevelopment of appreciation of what constitutes the proper use of leisure.\nOUR\nA.\n\nF. HARMAN,\n\nDEBT\n\nPRESIDENT,\n\nTO\n\nDEMOCRACY\n\nALABAMA\n\nCOLLEGE,\n\nMONTEVALLO,\n\nALA.\n\nIf the word “democracy” is on every tongue, if it glares forth from every\nprinted page, it is not due solely to the fact that we live in a topsy-turvy\nworld. Since those brilliant days in ancient Athens, democracy, whether as a\nphilosophy of government or as a way of life, has met with challenge at every\ninch of its progress. Surely, we of America cannot be so obtuse as to regard\nindifferently the existing conflict between the democratic and the totalitarian\nstates of the world.\nSince the very beginnings of civilization, government\n\nand education have\n\nbeen outstanding and dominant influences upon human character and con¬\nduct. That these influences have failed to satisfy the cravings of humanity is\ntoo obvious to require comment.\nTo admit the defects and failures of our American democracy is not to\nentertain for even a passing moment the thought of substituting for it a\ndictatorship of any kind. For the purposes of this hour, faith in democracy\nas the chief hope of a hectic and sorry world is taken for granted.\nThe conclusions toward which we are heading are predicated, at least in\npart, upon the unintelligent exercise of citizenship in America. Whether\nwith respect to the locality, to the state, or to the nation, our total attitude\nto law and order is certainly not conducive to the best results from govern¬\nment. We may well consider whether the failures of such democratic gov¬\nernment as we have in America are chargeable to the constituted authorities\nor to an unintelligent and inactive citizenship. In such a democracy as ours\nit is an obligation of citizenship to understand\ntions of government.\n\nthe purposes and the opera¬\n\n"}
{"page": 168, "printed_page": null, "text": "162\n\nNational\n\nEducation\n\nAssociation\n\nThere is a hope — a chief and unfailing hope — for democracy ! That hope\nis education! We cannot think of our debt to democracy intelligently or\nconclusively unless we shall have weighed well all the finer meanings and\nthe far-reaching influences of education as a part of the democratic\nHere in “the blessed land of room enough,” wide disagreement\namong students and scholars as to education.\n\nideal.\n\nprevails\n\nOut of all our confusion and uncertainty, however, arises the wellgrounded hope in the democratic ideal which is concerned with the educa¬\ntion of all its people at every level, from the lowest school to the highest. A\ndemocracy fails in proportion as the people who live under it fail to live\naccording to its tenets.\nOur debt to democracy shall be paid only if we who are professionally and\nofficially engaged in education in America shall realize and accept responsi¬\nbility for leadership in the struggle of democracy for supremacy. If we are\nto prove worthy and able leaders in the struggle, we must possess more than\nmere knowledge. We must be good citizens as well as good educators.\nThe fact that you here are engaged in a highly specialized field of human\nendeavor provides no escape for you from our debt to democracy. Yours is\nthe duty to sublimate the beauty of the human body and to develop its\nstrength and endurance not so much for the athletic contest as for the highest\nethical and civic purposes. You will assist in the payment of our debt to de¬\nmocracy only in proportion as you accept responsibility for leadership in\neducation in this larger sense of the term.\nACCIDENTS\nHERBERT\n\nJ. STACK,\n\nAND\n\nTHE\n\nNATIONAL\n\nNATIONAL\nSAFETY\n\nCOUNCIL,\n\nHEALTH\nCHICAGO,\n\nILL.\n\nWhy this sudden flurry of interest in safety education and accident pre¬\nvention? Can we justify our belief that safety training must of necessity\nform a part of every child’s education? Is physical education the proper\nchannel thru which we should direct our efforts?\nAccidents\n\nin our national life — Let me quote from some\n\nreliable statistics\n\nwhich have been assembled. According to National Safety Council estimates,\nin Accident Facts, 1936-1937 , “the accident toll in our country during the\nlast year approximated 105,000 deaths and over 10,000,000 injuries.” In\none year, the loss of life from accidents was, therefore, about one-third\nof the total loss of American soldiers in all wars in which our country has\nbeen engaged, back as far as the French and Indian wars.\nIn view of these staggering facts the need for immediate action is only\ntoo obvious. America, like other democracies, tends to move slowly, but\nonce awakened to its needs, it moves fast. Governors are calling confer¬\nences, legislatures are passing laws requiring the teaching of safety, new\nregulations are being enacted for greater safety on street and highway as\nwell as in industries and transportation, and courts are tightening up on\ntraffic violators.\nThe growing interest in safety education in our schools is, therefore, just\na reflection of the widespread desire that something be done about reduc-\n\n"}
{"page": 169, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n163\n\n■\n\ning preventable accidents. The American people realize that in the long\nrun the best solution of many of our safety problems lies in a more thoro\neducation of all the people. They are, therefore, calling upon the schools\nto help.\nThe camel’s share of the burden for organization and supervision of safety\ninstruction has fallen on health and physical educators. The best safety\nprograms in states and cities can be found, as a rule, under the leadership\nof these departments. This is to be expected, for when superintendents of\nschools are called upon by boards of education and by committees to promote\ngreater safety in the schools, they have generally called upon physical edu¬\ncation departments to organize preventive measures.\nIn our discussion we should keep one thing in mind. It is impossible for\nphysical education teachers per se to carry on all safety activities. It will\nbe best to organize the work along two fronts. First , to give instruction and\nto provide supervision in certain phases of safety — for example, in athletics,\nin swimming, and in the gymnasium. This is the direct work of physical\neducation. Second , to organize programs and supervise activities to be car¬\nried on in other departments — for example, driver training, school patrols,\nhome safety in household arts. In this case, physical education acts as a\ncoordinator.\nStreet and highway\n\nsafety — The\n\nautomobile, while it has brought us con¬\n\nvenience, pleasure, and recreation, has also brought serious accident prob¬\nlems — problems which require the efforts of every agency to provide solu¬\ntions. It is the responsibility of the school to give and to encourage the\nformation of good safety habits and attitudes. Much already has been ac¬\ncomplished. While adult accidents have increased sharply, those of children\nhave shown but a slight increase.\nThe schools should continue the work they are doing and should enlarge\non certain activities. There are many states and cities without definite pro¬\ngrams, and there is altogether too much hit-or-miss teaching of safety.\nIn the high-school field, the shift is from pedestrian to driver accidents.\nIn view of this fact, motor vehicle authorities are beginning to view all\nyoung drivers with alarm. Most of the authorities have wisely decided that\neducation should be given a trial before taking the automobile away from\nyoung people. In some states — notably New Hampshire, Delaware, In¬\ndiana, and New Jersey — driver education activities are well advanced. This\nwork in driver education is obviously closely associated with health and\nphysical education. Much of the subjectmatter concerns the physical con¬\ndition as well as the personality of the driver, his attitudes, habits, and skills.\nDrowning\n\naccidents — There\n\nis no field of safety in which\n\nmore apparent than in the prevention of water accidents. From\n\nresults are\n\n1913 to 1935,\n\naccording to United States Mortality Statistics, drowning accidents have\nsteadily decreased, in spite of the fact that the use of the water for bathing\nand for water craft has shown a steady increase. Yet there is much that\ncan be done to provide better and safer swimming facilities in our towns\nand cities.\n\n"}
{"page": 170, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nSchool building accidents — In the average\n\nschool building, 35 percent of\n\nthe accidents occur in the gymnasium. This is of immediate concern to physi¬\ncal educators. Much has been said in the past few years about gymnasium\naccidents. Frank Lloyd, in Safety in Physical Education in Secondary\nSchools, states that many\n\nMost\n\naccidents are due to faulty equipment\n\ncontrols.\n\nof these conditions are to a certain degree within our control.\n\nAthletics and recreation — From\n\nthe very nature of sports and recreational\n\nactivities we will always find accidents. As I observe the work\n\nof coaches\n\nand physical educators in recent years there has been a striking improve¬\nment in the attitude of coaches toward the safety of players over the at¬\ntitude one or two decades ago. Yet there is much that can be done to improve\nthe safety of boys and girls in sports today.\nThere are many other phases of safety that should be included in our\nschool programs.\nHealth and safety are basic in the school curriculum. The sad part of the\naccident situation is that of the huge total of ten million accidents, at least\n50 percent were entirely preventable. This does not mean just a program\nof traffic safety alone, but a program of well-balanced, all-round safety\nactivities. And the job of developing this program lies in the hands of health\nand physical educators.\nSECRETARY’S\nE. D. MITCHELL,\n\nUNIVERSITY\n\nOF\n\nREPORT\nMICHIGAN,\n\nANN\n\nARBOR,\n\nMICH.\n\nThe year 1937-38 has for a number of reasons been memorable in the\nhistory of our Department. Perhaps the most outstanding event was the\nconsummation last June of our merger with the Department of Health\nand Physical Education, and the start of our new life as the American\nAssociation for Health and Physical Education — a department\ntional Education Association.\n\nof the Na¬\n\nThe reorganization of our constitution and the development of new align¬\nments of formerly existing activities has occupied the time and thought of\nseveral committees during the past twelve months. The revised constitution,\nprepared under the able chairmanship of C. L. Brownell, was approved\nby the legislative council in Atlanta, and is published in the June 1938\nissue of the Jour?ial of Health and Physical Education. Among the important\nchanges made were the following:\n1. The\nPhysical\n\nDepartment’s name was changed to the American Association for Health,\nEducation, and Recreation — a department of the National Education\n\nAssociation.\nApril 1938.)\n\n(The\n\nword\n\n“Recreation”\n\nwas\n\nadded\n\nto the title by council\n\n2. Three divisions — Health Education, Physical Education,\ncreated to coordinate the work of the sections.\n\nvote,\n\nand Recreation — were\n\n3. The chairmen of the three divisions will act as vicepresidents\nment, and will serve as members of our Executive Committee.\n\nof the Depart¬\n\n4. The office of executive secretary-treasurer of the Department has been created,\nand the duties of this office defined. This officer will replace the former secretaryeditor on the Executive Committee.\n\n"}
{"page": 171, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n165\n\n5. The basis for council representation of state associations has been changed, to\nallow for adequate representation of states having more than five hundred members\nin the Department.\n\nTemporary division chairmen were appointed by President McCloy last\nsummer as follows: Health Education, Mrs. Edna W. Bailey, University\nof California; Physical Education, F. W. Cozens, University of California\nat Los Angeles; and Recreation, F. S. Lloyd, New York University. These\nchairmen during the year have set up successfully functioning division coun¬\ncils. The following new division chairmen have been elected by the division\ncouncils for 1938-39: Health Education, Dorothy Nyswander, Astoria,\nN. Y. ; Physical Education, Grover W. Mueller, public schools, Philadel¬\nphia; and Recreation, Frank S. Lloyd, New York University.\nOfficers were elected by the council for the coming year as follows : presi¬\ndent, N. P. Neilson, Stanford University; president-elect, Margaret Bell,\nUniversity of Michigan; member-at-large on governing board for 193841, C. E. Turner, Massachusetts Institute of Technology. Dr. Neilson was\nalso selected as executive secretary-treasurer, to take office September 1, and\nF. W. Cozens of the University of California at Los Angeles was elected\nto succeed him as president for the unexpired term. E. D. Mitchell was re¬\nappointed as editor, retiring from his secretarial duties September 1.\nAs many of our members know, James E. Rogers, director of the National\nPhysical Education Service of the National Recreation Association, has\nsince 1930 also acted as volunteer chairman of field service for our Depart¬\nment. Last summer, the Recreation Association asked President McCloy\nto release Mr. Rogers from his responsibilities in connection with our De¬\npartment in order that he might be free to devote his full time to the\nNational Physical Education Field Service. Mr. Rogers is continuing to\nwork for physical education legislation and to assist the state associations\nin their work, and will also continue his news page in the Journal of Health\nand Physical Education.\n\nIn appreciation for the valuable\n\nservices rendered\n\nby Mr. Rogers during his connection with our group, the governing board\nvoted to present him with a Department key.\nEight outstanding leaders in our profession were given the Honor Award\nof the Department this year upon the recommendation of the Honor Awards\nCommittee under the chairmanship of John Brown, Jr., as follows: V. K.\nBrown, Chicago Park District; Helen W. Hazelton, Purdue University;\nHiram A. Jones, New York State Education Department; Guy S. Lowman, University of Wisconsin; Thomas N. Metcalf, University of Chi¬\ncago; Alfreda Mosscrop, Vassar College; Josephine L. Rathbone, Teachers\nCollege, Columbia University; and Seward C. Staley, University of Illi¬\nnois. The Department key was also presented to the retiring president, C. H.\nMcCloy.\nIn addition to the various council actions previously noted, a number\nof important motions were passed at the meetings of this body in Atlanta.\nThe minutes of these meetings have been mimeographed,\nto all interested members\n\nof the Department,\n\nand are available\n\n"}
{"page": 172, "printed_page": null, "text": "166\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\ncouncil also passed a motion that the rebates to state associations\n\nshould be continued on the basis of twenty-five cents per new member,\nprovided that the total membership of the state association was greater than\nit had been for the previous year. The selection of Atlantic City was ap¬\nproved as the location for the annual convention in 1941. San Francisco\nand Chicago had already been selected at previous meetings as the sites for\nthe 1939 and 1940 meetings. Reports were received from the Department’s\nmany active committees.\nOur annual convention at Atlanta was one of the most successful in our\nhistory. J. Lewis Cook and his local committees made every effort to see\nthat our delegates were comfortable and contented. We also feel grateful\nto the Program Committee and our hard working section chairmen for\ntheir fine contribution to the success of the convention.\nThe growth of the Department\n\nin expanding interests has been paralleled\n\nby its rapid growth in size and strength. During the past year the member¬\nship has increased from the previous record figure of 8442 to 9406. Income\nfrom all sources increased from $28,866.60 in 1936 to $33,139.82 in 1937,\nwith a profit for the year of $1824.37, which has encouraged the Finance\nCommittee to set up a $35,000 budget for the coming fiscal year of 1938-39.\nThe past year has been an unusual one in the demands it has made upon\nthe time and thought of our officers. Their ability, interest, and unflagging\nenergy have brought the Department thru this strenuous period of read¬\njustment. Special praise should go to President C. H. McCloy for his wise\nand tactful leadership, his efficient grasp of the details of management, and\nhis unfailing adherence to the high objective of a unified professional or¬\nganization. The American Association for Health, Physical Education, and\nRecreation will remember\norganization.\n\nwith gratitude his part during its year of re¬\n\n"}
{"page": 173, "printed_page": null, "text": "167\nHealth,\n\nPhysical\n\nNEW\n\nEducation,\n\nYORK\n\nCITY\n\nand\n\nRecreation\n\nMEETING\n\nIn the following pages appear abstracts of the papers delivered at the\nmeetings of the Department in connection with the annual convention of\nthe National Education Association, New York City, June 26-30, 1938.\nSeveral of these papers and those not available for abstracting in the Pro¬\nceedings will be published in full in the Journal\nEducation.\n\nPROBLEMS\nOF\nROBERT\n\nA.\n\nIN THE\nPROMOTION\nRECREATION\nIN THE\n\nPOLSON,\n\nDEPARTMENT\nNELL\n\nThe\n\nOF\n\nUNIVERSITY,\n\nRURAL\n\nof Health\n\nand\n\nPhysical\n\nAND\nORGANIZATION\nRURAL AREAS\nSOCIAL\n\nITHACA,\n\nN.\n\nORGANIZATION,\n\nCOR¬\n\nY.\n\ntraditional antipathy of rural people to recreation no longer exists\n\nas an insurmountable hurdle for the development of constructive leisure¬\ntime programs. The rural people of America are now in a receptive mood\nfor recreational experiences, and the field lies open if there is leadership\nwise enough to properly guide its development. The general desire is for a\nvery broad program that includes the many phases of recreation. The rural\ncommunity has, of course, always been interested in competitive athletics,\noutdoor sports, and social parties. But more and more it is including in its\nrepertoire folk art activities in music, dramatics, dancing, and handicrafts.\nTo meet this expansion, three major problems must be solved. First is\nthe need for well-trained leadership — both professional leaders who will\nact as teachers and stimulators and volunteer leaders who will direct specific\nactivities. Second is the need for more adequate outdoor and indoor facili¬\nties. Correlated wdth this is the frequent necessity for making existing facili¬\nties available to the people that need them. Third is the need for those in\ncharge of the program to adhere to improved methods in program planning,\nbased upon an appreciation of the community needs and interests, and to see\nthat the public and private promotion agencies coordinate their activities\nto serve the rural community rather than impose themselves upon it.\nTHE\n\nEDMUND\n\nSCHOOL\n\nDE\n\nAS\n\nS. BRUNNER,\n\nTEACHERS\n\nCOLLEGE,\n\nA RECREATIONAL\nRURAL AREAS\nPROFESSOR\n\nOF\n\nRURAL\n\nCOLUMBIA\n\nUNIVERSITY,\n\nCENTER\n\nAND\nNEW\n\nADULT\n\nFOR\n\nEDUCATION,\n\nYORK,\n\nN. Y.\n\nThis discussion considers as rural the open country and the “service sta¬\ntion” villages that are the primary centers for their outlying rural terri¬\ntory. The recreational problems and possibilities from the school point of\nview differ in these two situations.\nThe small, open country school with one or two overworked\n\nand often\n\ninexperienced teachers, and with a small one- or two-room antique, uncom¬\nfortable building, can do little. But that little includes constructive use\n\n"}
{"page": 174, "printed_page": null, "text": "168\n\nNational\n\nEducation\n\nAssociation\n\nof the recess period and the making of the building available for social\nand farm groups. In such situations county field days often help to introduce\nthe recreational emphasis.\nIn open country consolidated schools and in village schools much\n\nmore\n\nis possible. Drama and music work on either a credit or non-credit basis\nis increasing and the activities resulting make many contributions to the\nsocial life of the community. School hobby clubs are not only recreational\nfor the children but are creating interest among the parents. Some schools\nhave a community night on Fridays, starting with a supper and running\na varied educational, recreational, and athletic program for the following\nthree hours or more. Others content themselves by making their facilities\navailable to responsible local organizations.\nThere is increasing cooperation of the schools with other agencies, espe¬\ncially some of the new federal organizations, in putting on a broadly rec¬\nreational and cultural program. There is an amazing revival of interest in\nsuch matters all over the nation and the schools are part of the trend.\nA\n\nCOUNTY\n\nCHARLES\n\nB. CRANFORD,\n\nCOUNTY\n\nThe\n\nRECREATION\nASSISTANT\n\nRECREATION\n\nWestchester\n\nCOMMISSION\n\nPROGRAM\n\nSUPERINTENDENT,\n\nWESTCHESTER\n\nCOMMISSION,\n\nRecreation\n\nWHITE\n\nCommission\n\nPLAINS,\n\nN.\n\nY.\n\nhelps communities\n\nto help\n\nthemselves, and its success lies in its ability to make organizations and ac¬\ntivities independent of it. The program is divided into five general groups\nof services. They are as follows :\n1. Field service to some 52 local villages, towns, and cities. Also serving some\n60 to 70 small communities having only a few houses and sometimes a store or\npost office.\n2. Administrative departments in athletics, arts and crafts, camps and outings,\nmusic, dramatics, and community centers.\n3. The administration of a county center where a great variety of events are\nheld that are of interest to people from every section of the county.\n4. Cooperation with, and many times the development of, affiliated organizations\nsuch as the Arts and Crafts Guild, Chamber Music Society, Drama Association,\nChildren’s Theater Guild, Little Opera Company, and Trails Association.\n5. Cooperation with other county departments and civic organizations.\n\nCommunity “X” — with a population of less than 5000 — developed a pro¬\ngram. This community illustrates the procedure followed in establishing\na year-round program. Community “X” first had a committee, then a legal\ncommission which received the support of the village board, the board of\neducation, then a lay recreation-education council was organized as an ad¬\nvisory body to the commission. The council contributed not only advice, but\nmoney, materials, and labor to expand the program of this small com¬\nmunity. People are participating in the planning and execution of this pro¬\ngram.\nThe County Commission helped community “X” with expert advice,\ntraining its leaders, providing camps for its children, providing a county\n\n"}
{"page": 175, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n169\n\ncenter where its people can enjoy meeting people from other sections of the\ncounty, by demonstrating new activities, and in numerous other ways. The\nfollowing problems of recreation were emphasized :\n1. Many people have a narrow conception of recreation.\n2. Education and recreation must become more deeply rooted in the community.\n3. We need to perform a marriage between education and recreation to provide\na leisure program for youth and adults who are not in school.\n4. Schools must educate for leisure as well as for labor.\n5. Education and recreation must become more closely related to the community\nlife in which they function and with workers in other community service fields.\n6. Budgets can be balanced and taxes reduced by weighing qualitatively and\nquantitatively the public services, one against the other, and making appropriations\nin accordance with the value of these services to the people.\n7. Qualified leaders are needed who can lead the people to the riches of human\nexperience and can develop a program that will truly meet the needs and desires\nof the people.\n\nGood\n\nrecreation is good education, and good education is good recreation.\n\nI hope these two will join hands and travel together, making for rich oppor¬\ntunities for good living, for all people regardless of race, creed, color, age,\nor financial status.\nFUNCTIONS\nLILLIAN\n\nB. DAVIS,\n\nOF\n\nTHE\n\nSCIENTIST\n\nHEALTH\n\nAND\n\nBALTIMORE,\n\nEDUCATOR,\n\nTEACHER\nPUBLIC\n\nSCHOOLS,\n\nMD.\n\nHabits are necessary but they must be controlled by a thinking individual.\nWe should aim to develop thinking individuals who will base their behavior\non scientific reasons, and will use their judgment and knowledge in living\na full and happy life.\nHealthful living does not consist of an accumulation of health habits, but\ndepends upon the acceptance of intelligent reasons as guides or rules of\nconduct. This being true, health knowledge and health instruction must bear\na large part of the responsibility for healthy living.\nThe classroom teacher is the most important person in the program of\nhealth education. Health teaching cannot be trusted to correlation or inte¬\ngration. It must have a definite time allotment. The amount of time and its\ndistribution are two problems that need serious consideration.\nThere are no specific or unusual technics for health instruction. The prin¬\nciples and methods of general education are entirely applicable to health\neducation. Courses of study should be organized around life experiences and\nnot subjectmatter topics. By the completion of the elementary grades, all\npupils should have received a complete, balanced, unified course of health\ninstruction.\nGood health lessons demand that the teacher possess a full, rich back¬\nground of scientific information, that she provide much concrete material for\nthe pupils, and that she provide for many kinds of learning. Knowledge in\nand of itself does not necessarily influence conduct. It must serve some drive\nbefore it will truly function. But knowledge\n\nis one tool in the program\n\nof\n\n"}
{"page": 176, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\nhealth education, and the classroom teacher has the power to make this tool\nsharp and polished.\nFUNCTIONS\n\nMARIE\n\nSWANSON,\n\nOF THE NURSE— A PROBLEM\nHEALTH\nADMINISTRATION\nSTATE\nTION\n\nSUPERVISOR OF SCHOOL\nDEPARTMENT,\nALBANY,\n\nIN SCHOOL\n\nNURSING,\nN. Y.\n\nSTATE\n\nEDUCA¬\n\nThe initial problem of school administration in relation to provision of\nnursing service is still unsolved by schools attended by more than fourteen\nmillion of the twenty-six million pupils in the public elementary and high\nschools of the country. Fifty-four percent have no nursing service; another\nfive million, or 19 percent, have some in name or actuality; while seven\nmillion are provided with a moderately reasonable amount of service.\nTho there is a nice unanimity of opinion as to the purpose of the nurse in\nthe schools — in the words of the White House Conference, “To help in the\navoidance of preventable diseases and the development and maintenance of\nhealthy bodies and minds,” there is more variety of opinion regarding her\nfunctions. There has been a shift of emphasis from the nurse doing things\nto and for the child to a real educational process of stimulating him and his\nparents to desire and obtain the best of health service.\nEach of the many changes in social work, public health, and methods of\neducation, while relieving the nurse of some old responsibilities, has usually\nbrought her new and often more difficult ones requiring a better scientific\nbackground and broader preparation in the fields of health and education.\nIt is an administrative responsibility to choose such nurses and to ensure\ntheir continuous growth and development while in service (as the processes\nof change are continuous). Provision of a well-informed\ntermine the “what”\n\nand “when”\n\ndirector to de¬\n\nof the nurse’s activities and of good and\n\nadequate nursing supervision to assist the nurse in improving the “how”\nher methods of functioning have proven effective for this purpose.\nFUNCTIONS\n\nHARRIET\n\nOF\n\nTHE\n\nSTONE,\n\nof\n\nNUTRITIONIST\nIN SCHOOL\nADMINISTRATION\n\nHEALTH\n\nSUPERVISOR\n\nN. J.\n\nOF\n\nNUTRITION,\n\nNEWARK,\n\nWith the development of school health programs, the need for bringing\npeople with specialized training into the school system became apparent.\nThe nutritionist is one of the more recent additions to the school health\nstaff. The importance of nutrition to health and to health protection is not\na new discovery, but the recognition on the part of administrators that the\nschools have a definite responsibility for nutritional improvement is one\nof the newer concepts of education.\nWhen schools recognize and assume responsibility for education in nutri¬\ntion and for improvement in the nutritional condition of children and\nteachers there must be someone within the system to guide and direct efforts\n\n"}
{"page": 177, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\n171\n\nRecreation\n\nto this end. The nutritionist in the public school system should be consultant,\nguide, and teacher in this special field for the rest of the education staff. She\nshould be a member of the curriculum committee and should be responsible\nfor development of curriculum materials in nutrition. She must observe\nand evaluate nutrition teaching on the various grade levels and must do\ndemonstration teaching when necessary. She must be able to teach and to\ninterpret nutritional needs to parents, teachers, principals, supervisors,\nschool nurses, and social workers. She must lead in selection and evaluation\n<of nutrition education materials for the use of teachers and pupils.\nThe nutritionist should be the consultant regarding special nutrition prob¬\nlems that arise in the schools. She must be alert to recognize anything that\ninterferes with good nutrition and must make recommendations concerning\nthem. She must help to eliminate diet fads and special health isms by pre¬\nsenting scientific information.\nBecause of the responsibilities which she is expected to carry and the\ncontributions which she is expected to make, the nutritionist must have\ngood training and experience in both the science of nutrition and the art of\nteaching. She must be primarily an educator with a scientific attitude and\nmust have the ability to work with others in the cooperative task of promot¬\ning and protecting the health of pupils and teachers.\nTHE\nMARGARET\nOF\n\nBELL,\n\nMICHIGAN,\n\nPROGRAM\nDIRECTOR,\nANN\n\nOF\n\nPHYSICAL\n\nARBOR,\n\nTHE\n\nASSOCIATION\n\nEDUCATION\n\nMICH. ; AND\nASSOCIATION\n\nFOR\n\nWOMEN,\n\nPRESIDENT-ELECT\n\nUNIVERSITY\nOF\n\nTHE\n\nThis is the first anniversary of our union. The assets of two old respon¬\nsible organizations — the Department of School Health and Physical Edu¬\ncation of the National Education Association and the American Physical\nEducation Association — have been combined. This year’s work has seemed\nto demonstrate that there are great advantages to be gained from this longanticipated merger.\nThe history back of us is illustrious. It is fair to say that in the com¬\nbined archives of our progenitors, dating back to 1885, will be found the\nnames of the most prominent educators in these fields. But this is not the\ntime to look backward, for we are assured of the solidity of our foundations.\nIt is the time to look forward. Let us review our assets. The constitution\nstates our purposes. In regard to health, physical education, and recreation,\nwe propose to: (a) awaken and promote a wide and intelligent interest; (b)\nacquire and disseminate accurate information; (c) provide such means of\npromotion as will secure an adequate program.\nThe program of the Department is extensive. The publications include\nthe periodical Journal of Health and Physical Education , the Research\nQuarterly , and the supplements,\n\ncommittee\n\nreports, and publications of the\n\nvarious sections.\nThe\n\nconvention programs\n\nby every member\n\nare a resource that is worthy of participation\nand includes not only the two national meetings but the\n\n"}
{"page": 178, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\ndistrict, the state, and the intrastate conferences. The organization — the\nmachinery — is so extensive that, especially at the present time, every mem¬\nber should take an active interest in the development of the Health and\nRecreation Divisions.\nFrom the multiple problems that are obvious now, I enlist your interest\nin the following. Can you help to coordinate the health organizations of your\nown locale? Can you promote the aims of your recreation groups? The\nstate organization must be strengthened. The work of the district, strong as\nit has been, needs additional effort compatible with the increased scope of\nour organization. The position of the sections thruout the national, district,\nand state organizations must be clarified. Have you any opinion in regard\nto the reorganization of sections? Should the pattern be changed? Are we\njustified in our present arrangement? The Recreation Division needs new\nsections. The publications and information service will necessarily expand\nand take on new directions. In forming these new roads, you will play\nyour part.\nBefore closing I should like to cite the immediate advantages that come to\nthe American Association for Health, Physical Education, and Recreation\nas a Department of the National Education Association. The National\nEducation Association gives us office space, light, telephone, some secretarial\nand mimeographing help; services of the Publicity Division at our conven¬\ntion, and general publicizing of the Department; as well as space in the\nannual Proceedings for report of meetings of the Department, and coordi¬\nnation of work with all other departments. We will probably also have valu¬\nable assistance from the Research Division and other divisions at N. E. A.\nheadquarters.\nWith the appointment of our new executive secretary and present presi¬\ndent, Dr. Neilson of Stanford University whom I am representing today, we\ncan have every confidence that the work of our organization will progress\nconsistently and in a manner appropriate to our ideals and objectives.\nTHE\n\nHARRY\n\nSCHOOL\nAS A COORDINATING\nAGENCY\nLEISURE-TIME\nACTIVITIES\n\nA. SCOTT,\n\nPROFESSOR\n\nOF\n\nPHYSICAL\n\nHOUSTON,\n\nEDUCATION,\n\nRICE\n\nFOR\n\nINSTITUTE,\n\nTEXAS\n\nThe purpose of a program of leisure-time activities is no longer simply\nto provide recreational facilities and leadership to prevent the underprivi¬\nleged youth of the community from getting into trouble. Its purpose is chiefly\neducational and it reaches all ages and classes of people. The activities of the\nprogram\n\nrange all the way from creative discussion groups and creative art\n\nprojects to vigorous team games. These activities dovetail with and supple¬\nment the activities of the school. At the same time the school curriculum\nserves to supplement the activities of the leisure-time program.\nDue to recent changes in our economic, political, social, and educational\nphilosophies there has been a great increase in the number and kinds of\n\n"}
{"page": 179, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\n173\n\nRecreation\n\nagencies conducting leisure-time programs. In addition to the already exist¬\ning institutions such as public recreation departments, public schools,\nchurches, Y.M.C.A.’s, community centers, playgrounds, etc., the federal\ngovernment now has some thirty-five bureaus, departments, or agencies actu¬\nally engaged in some sort of recreational promotion. Never before has there\nbeen such an enormous national consciousness concerning the need for and\nthe development of skills necessary to a profitable enjoyment of leisure time.\nLikewise, recreational facilities and equipment exist far beyond the dreams\nof the most enthusiastic supporter.\nThis mushroom growth in promotional agencies has resulted in much con¬\nfusion in the field of public recreation. There is considerable duplication of\neffort, inexpertness of leadership, extravagance in the expenditure of funds,\nand other evidences of a lack of coordination. To date, there is no single\norganization acting to coordinate the efforts of these many promotional\nagencies. Such a control is imperative if the best results, both recreational\nand educational, are to come from the present situation.\nThe public school is the one existing institution in America that is quali¬\nfied to coordinate the activities of these various recreational organizations.\nWe cannot look to philanthropical, political, private, or semipublic institu¬\ntions to do the job as it should be done. The public school is the chief means\nof social betterment. Leisure-time activities, like all other phases of the\neducational program, should be one of the first obligations of the school. It\nis a non-political, non-sectarian, and non-class institution. It is an enduring\norganization which will exist thruout the victories and defeats of political\nparties and thru periods of economic stress. The school already has the youth\nof the land, and, thru the youngsters, the parents — mobilized and accus¬\ntomed to rely upon it for all sorts of educational activities. Thru its staff of\neducational and statistical experts it is familiar with the needs, including\nrecreational, of the people in all sections of the country.\nFor the above reasons the American Association for Health, Physical\nEducation, and Recreation and the National Education Association should\nunite to effect a plan whereby the public school would assume its rightful\nplace in the coordination of the various recreational agencies.\nTHE\n\nDEVELOPMENT\nMARION\n\nG. SMITH,\n\nOF\n\nCO-RECREATIONAL\n\nVASSAR\n\nCOLLEGE,\n\nACTIVITIES\n\nPOUGHKEEPSIE,\n\nN.\n\nY.\n\nDue to the fact that in the past high-school physical education has con¬\nsisted mainly of team games and developmental gymnastics, the program\nhas seldom included activities which boys and girls could play together.\nIn the light of presentday educational theory this policy would seem to be\ninadequate, for it is natural and normal for mixed play to continue thruout\nall the school years. Some schools and colleges are already appreciating the\npossibility of coeducational recreation. In one eastern woman’s college the\nnew sports building was planned with co-recreation in mind. Here sports\nfacilities are open for students and their guests over each week-end. Dress-\n\n"}
{"page": 180, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\ning rooms for men are provided, sports costumes may be rented, and equip¬\nment for all activities is made available to the visitors and their hostesses.\nIn the spring and fall the outdoor facilities are in continuous use. During\nthe winter months the swimming pool, the squash and badminton courts,\nbasketball, tennis, and handball courts, and the bowling alleys are popular;\nafter these games groups frequently entertain at tea or supper in the clubroom.\nNot only does the individual girl come with her date, but there is an\nincreasing tendency for groups to get together for informal games. Such\ngames are always solely in the spirit of fun and never in the spirit of serious\ncompetition of men\n\nagainst women.\n\nThere has been some publicity concern¬\n\ning the hockey games played between this college and certain eastern men’s\ncolleges. It is true that the men come up to play with a group of girls, but\nin no case is it anything but just a friendly group from each school getting\ntogether to play games which they enjoy. It is purely social, never varsity\nagainst varsity.\nThe actual carrying out of the recreational program is done by the stu¬\ndents who are being trained to take more and more of the responsibility\nwhich was originally assumed by the physical education faculty who now\nhelp only in the planning and who are on call in case of emergency.\nIn such a program as this, surely the college is recognizing its fuller re¬\nsponsibilities to the students when it offers them, instead of denying them,\naccess to their normal play desires.\n\n"}
{"page": 181, "printed_page": null, "text": "t American\n\nSchool\n\n<• Association\n\nof\n\nAdministrators\n\n"}
{"page": 182, "printed_page": null, "text": "HISTORICAL\n\nAt\n\nthe\n\nmeeting\n\nof the National\n\nNOTE\n\nTeachers'\n\nAssociation\n\nin Harrisburg,\n\nPennsylvania, August 1865, the state and city superintendents present\ndecided to form an organisation of their own. The nezu organisation 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 reorganised 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 executiz'e\nsecretary.\nThe officers of this Department for the year 1938-39 are: president,\nJohn A. Sexson, Superintendent of Schools, Pasadena, Calif.; first\nvicepresident,\n\nCharles\n\nB.\n\nGlenn,\n\nSuperintendent\n\nof Schools,\n\nBirming¬\n\nham, Ala.; second vicepresident. Paid T. Rankin, Supervising Director,\nResearch and Informational Service, Public Schools, Detroit, Mich.;\nexecutive\n\nsecretary,\n\nSherwood\n\nD.\n\nSliankland,\n\n1201\n\nSixteenth\n\nStreet,\n\nN. W ., Washington, D. C.; executive committee: Ben G. Graham,\nSuperintendent of Schools, Pittsburgh, Pa. (term expires 1939); J. C.\nCochran, Superintendent of Schools, San Antonio, Texas (term expires\n1940) ; Jesse H. Mason, Superintendent of Schools, Canton, Ohio (term\nexpires 1941 ); J. W. Ramsey, Superintendent of Schools, Fort Smith,\nArk. (term expires 1942); president, first vice president, and second\nvice president, ex officio.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes\n1870:151\n\nof proceedings\n\nas follozvs:\n\n1914 -.133-292\n\n192 8:655-830\n1929:643-802\n1930:607-770\n1931:645-800\n1932:543-678\n19 33:551-680\n1934:535-672\n19 35:499-626\n\n1871 :2 11-228\n\n1885 :160-191\n1886:555-550\n\n1872:245-284\n1873:244-270\n\n1887 :509-538\n1888 -.513-544\n\n1900 :183-296\n1901 -.189-348\n1902 :151-305\n190 3:139-300\n\n1874 :297\n\n1889:611-614\n\n1904 : 17 3-332\n\n187 5:189-190\n\n1890 :365-542\n\n187 0:291-292\n\n1891:379-526\n\n190 5:155-270\n1906: 29-214\n\n1877 -.253-261\n1879 :223\n\n1892 :5 59-7 44\n\n1907 -.145-328\n\n1894 :2 5 2-592\n\n1880:235-236\n\n1895:213-429\n189 6:231-392\n1897:195-316\n\n1908:129-312\n1909:159-330\n\n1921 -.679-850\n1922:1295-1464\n192 3:881-1024\n\n1910 :143-306\n\n1924 :803-962\n\n1911:161-330\n1912:329-498\n1913: 99-354\n\n1925 :633-862\n\n1881 :252-281\n\n1882:205\n1883:131\n\n1884 -.283-292\n\n189 8:303-488\n\n1899:251-379\n\n[176]\n\n1915 :253-526\n\n1916:895-1100\n1917:661-846\n191 8:473-684\n1919:483-674\n1920 :407-536\n\n192 6:665-838\n1927:697-872\n\n1936 -.399-521\n19 37:447-566\n\n"}
{"page": 183, "printed_page": null, "text": "SATURDAY\n\nAFTERNOON,\n\nCEREMONIAL\nCHARLES\n\nB. GLENN,\n\nPRESIDENT,\n\nOPENING\n\nOF\n\nSUPERINTENDENT\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\nFEBRUARY\n\nOF\n\nTHE\n\nSCHOOLS,\n\nSCHOOL\n\n26, 1938\n\nEXHIBITS\nBIRMINGHAM,\n\nADMINISTRATORS,\n\nALA.\n\n;\n\nPresiding\n\nPresident\nGlennor of: Nogreatersinglebenefit\nfeaturethanof thisour splendid\nannual convention\nis of\nmore interest\nexhibit of every\ntype of school equipment and classroom tool. It is made possible thru\nthe joint responsibility of the American Association of School Administrators\nand the National Education Association and the splendid cooperation of the\nAssociated Exhibitors and individual firms. We take this occasion to ac¬\nknowledge for the Association our indebtedness to all who have helped to\nmake it possible.\nIt now gives me pleasure to introduce Major William F. Casey, commis¬\nsioner of public works of Atlantic City, who will speak in behalf of Atlantic\nCity; and Earle F. Opie of Chicago Heights, Illinois, president of the\nAssociated Exhibitors, who will respond in our behalf.\nMajor\n\nCasey:\n\nof the American\n\nPresident\n\nGlenn,\n\nI extend\n\nto you\n\nand\n\nto the members\n\nAssociation of School Administrators, the freedom of our\n\ncity and a welcome from all the citizens of Atlantic City; justly noted, we\nboast as the center of American health, recreation, and hospitality. We hope\nthat your sojourn with us will produce in each and every one of your mem¬\nbers health, happiness, and goodwill, and that your deliberations will result\nin progress toward the solution of the youth problem of the world.\nMindful as I am of the necessity and advantages of thoro education of the\nyoung, may I humbly suggest that following education there is a sudden\nneglect of civilization’s duty to provide useful occupation for those whose\nminds and bodies we have spent so much money and effort to train, and if\nwe fail to solve that problem we must all realize that in many instances\neducation will make more acute the dangers of idleness and misdirected\nactivity in the young. It may not be the province of your Association to\nprobe beyond the needs of education and yet I cannot help but feel that you\nmust lead the industrial world to find a way to employ the young.\nAgain may I welcome you on behalf of this great city, and as a symbol\nof our hospitality I extend to your chairman the key to the city.\nMr.\n\nOpie:\n\nComing\n\nEast\n\non\n\na plane\n\nthe other\n\nday\n\nwe\n\ndeveloped\n\nengine\n\ntrouble one hundred miles out of Chicago. We returned to Chicago, switched\nplanes as easily as we might have traded horses, and arrived at the Newark\nairport five hours after our original starting time from Chicago.\nChanging times and conditions are much like the man who felt he needed\nmore accident insurance. He visited an insurance agent’s office to make\napplication, and the agent asked if he drove a car. He said no, and the\nagent asked if he flew. He replied that he did not, and the agent said: “I\nam sorry, sir, but we don’t insure pedestrians anymore.”\n[177]\n\n"}
{"page": 184, "printed_page": null, "text": "178\n\nNational\n\nEducation\n\nAssociation\n\nIt is truly a long cry from the old horse and buggy days and we\n\nare a\n\nlong way from the so-called three R’s. Just as the streamlined trains and\nmodern airplanes have kept abreast of transportation needs, the publishers\nand manufacturers of school supplies and equipment have likewise kept pace\nwith the requirements of education.\nThe commercial exhibits at this meeting are no longer a mere display of\ncommodities. They go back to a manufacturing department where educa¬\ntional thinking — research — and precision of manufacture result in the de¬\nvelopment of materials attuned to the latest advances made in best thinking\non educational policies, procedures, and curriculums. Today, it is a case of\nthe manufacturer thinking educationally and joining hands with the edu¬\ncator to provide the finest educational equipment and supplies — educational\ntools to meet better the educational needs for which they are intended. We\nhave been living the last few years in an era where price has been too often\nthe determining factor. You as educators and we as manufacturers must work\ntogether in the production and selection of products that best fit the needs\nof the schools. More than the dollar saving must be considered.\nThe exhibits this year are a long cry from those of even a few years ago.\nI feel and believe that you will agree that the exhibits this year are beyond\nany question of doubt the finest educational display ever shown anywhere.\nThey are beautiful and they are very much worthwhile. We want to help\nyou school administrators take back to your schools and to your boards of\neducation information and ideas that will constitute savings to be made thru\nmore helpful, instructive teaching equipment which will make your work\nand that of your teachers more valuable to your community. The expense\nof your trip here can be justified thru information and ideas that you gain\nfrom these commercial exhibits, to say nothing of the many other fine things\nyou will get from the convention proper.\nWe know and appreciate that the American Association of School Ad¬\nministrators feels keenly the value of educational exhibits to the extent that\nlast year an official Exhibit Committee was inaugurated to help coordinate\nthe needs and interests of educators and exhibitors. This Committee, con¬\nsisting of Ben G. Graham, superintendent of schools, Pittsburgh; Phil\nHickey, secretary of the Board of Education, St. Louis; and Chairman\nHomer Anderson, superintendent of schools, Omaha, Nebraska, has done a\nsplendid job. On behalf of the Exhibitors Association I extend sincere\nthanks to this Committee and to this Association for your support and\nfriendly cooperation.\n\nIt is a real joy to every exhibitor to see old friends here, and we hope you\nwill budget a large portion of your time in Atlantic City to visiting the\nexhibits. If you have problems or if there is anything we can help you with in\nconnection with our materials, we assure you it will be a pleasure to do so.\n\n"}
{"page": 185, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n179\n\nGENERAL\nSESSION-VESPER\nSERVICE\nSUNDAY AFTERNOON, FEBRUARY\n27, 1938\nTRUTH\nWILLIAM\n\nLYON\n\nPHELPS,\n\nAND\n\nYALE\n\nPOETRY\n\nUNIVERSITY,\n\nNEW\n\nHAVEN,\n\nCONN.\n\nI consider it a very great honor to speak before such an audience as this\nand on such an occasion, and it gives me particular pleasure to speak on a\nsubject very close to my own heart — “Truth and Poetry.”\nI may point out at the start that there is a great deal more truth in poetry\nthan there is in science or, for that matter, history or biography. Of course,\nit would be ridiculous for me, a university man all my life, to say anything\nin any way slighting or superficially derogatory to science. I believe in the\nequal dignity of all studies from the educational point of view. Sanskrit is\njust as important as Socialism.\nBut, the point that I make is that truth is more in poetry and music and\nin works of literature and in the fine arts than it is in science, and that is a\nstatement, of course, that I can prove. Whenever you buy any work of\nscience, it is necessary to buy the latest edition. That is all that need be said !\nNo matter how important the scientific discoveries may be, no matter how\nimportant the scientific works may be, as a rule, a work on science so often\nremains valuable like an almanac — valuable for that particular year! Be¬\ncause if anyone should attempt to teach even to a group of boys and girls a\nwork on science that was published by the most distinguished authority in\nthe world in 1880 or 1890, the boys and girls would laugh at him. Whereas,\nin works of poetry, it is always the earliest edition that is the most valuable —\nalways — which means, of course, that the truth in works of poetry remains\ntrue. Great works of poetry are always contemporary, no matter what year\nthey may be read or studied.\nCharles Darwin was one of the greatest geniuses in science who ever lived\nand I select him on purpose because everyone justly has so much respect for\nhis genius, and those who knew him say his character was as modest and\nbeautiful as his scientific works were important. But once he was asked this\nquestion, “Mr. Darwin, do you believe a certain novel [which was men¬\ntioned] is true to life?” His reply was: “I don’t know whether it is. I just\nread a novel to go to sleep at night.” But if he had lived on, he would have\nhad to revise every chapter he ever wrote whereas Charles Dickens wrote\nfiction that would not have to have a single page changed, because the works\nof literature, like the works of music, are founded upon the emotions and\nthoughts of humanity, the instincts of humanity, which always remain the\nsame. Human nature in its instincts has never changed — will never change !\nWhat we all hope for the future is that people will gradually get control\nof their instincts because a good definition of civilization is control of in¬\nstincts.\nOnce I was talking to George W. Russell, the greatest Irish personality\nof the twentieth century, and I make that statement advisedly because\n\n"}
{"page": 186, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nAssociation\n\nIreland has produced so many men of genius in the twentieth century — John\nM. Synge, Bernard Shaw, St. John Ervine, Lady Gregory, W. B. Yeats,\nand many others. Altho George W. Russell, who always signed his writings\nby the two vowels “A.E.,” was not so great a poet as Yeats or so great a\npainter as some other people, he was the greatest personality of them all.\nI had what I call a long talk with him once. He came to my house and\ntalked from ten o’clock in the morning until eleven at night, and he was\nthe only person I could have listened to with eagerness for so long a time.\nI, of course, fed him. He ate two copious meals, talking all the time. He\nhad that soft Irish voice that seems to come from the mists and fogs of his\nnative land. Bernard Shaw, you know, says we have an athletic expression.\nWell, while it has its defects in sound, it has its merits in audibility! But,\nas I said, he had a soft Irish voice, which was further softened by an enor¬\nmous beard so that his voice came sifting thru those whiskers. His voice was\nfurther softened by floods and floods of tobacco smoke. As I listened, as if\nconsulting the Delphian oracle, I heard his soft Irish voice come sifting thru\nhis beard, emerging from the smoke, and certainly I got more from him than\nthe Greeks got from their oracles. Nobody could be near the man without\nrealizing he was a saint and nobody could be near him without feeling his\nprofound spirituality. You felt his communication with divine power. He\nmade this remark, among others: “Narrative poetry, no matter how good it\nmay be, is second-rate because it is always on one plane. The only great poetry\nis the poetry of transfiguration.”\nWell now, narrative poetry — I am speaking to an audience interested in\neducation — is, of course, the right poetry to bring boys and girls up on.\nGet them excited about narrative poetry and they will love it, not for its\npoetic value but for its story; unconsciously they will learn the magic of\nwords and the loveliness of rhythm.\nWhen I was ten years old, we had to recite a piece in school for declama¬\ntion exercises — torture for the teachers, it must have been, but delightful\nfor us. I remember reciting one morning:\nLars\n\nPorsena\n\nof\n\nClusium\n\nBy the Nine Gods he swore\nThat the great house of Tarquin\nShould suffer wrong no more.\nBy\n\nthe Nine Gods he swore it,\nAnd named a trysting day,\n\nAnd bade his messengers ride forth,\nEast and west and south and north,\nTo summon his array.\n\nI will spare you the following eighty-six stanzas! Now, that is ripping, you\nknow. There is a martial splendor about it. Altho all of us should all\nour lives continuously grow in intellectual attainment, altho we should\nsteadily advance intellectually and get more pleasure from higher things,\nstill, if we have the right kind of temperament, the right kind of heart, we\nshould never lose the love of simple things.\nThe fact that I would rather hear a competent symphony orchestra play\nBeethoven than anything else does not prevent me from loving a brass band,\n\n"}
{"page": 187, "printed_page": null, "text": "American\n\nand drum\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n181\n\nand fife corps. I mean\n\nthe secret of life is to grow steadily in\nintellectual attainment while preserving a golden mien — a mature mind and\nthe heart of a child. When one does, he continually loves simple sentiment,\n\nsimple things, while progressing to higher and higher things. So I am de¬\nlighted that when I was a boy I learned all those ripping pieces — Walter\nScott’s works, Longfellow’s Evangeline and many others, which are secondrate but which developed my mind so that later I could appreciate some¬\nthing higher.\nNow then, you know the words “soothsayer” and “clairvoyant” have\nsunk in meaning. Any person today who has any brains at all knows that a\nsoothsayer is a fraud. Any person who has any reasonable intelligence knows\nthat a clairvoyant is a fraud. Soothsayer means truth-speaker; clairvoyant\nmeans ability to see into the future. As a matter of fact, every soothsayer\nis a professional liar and every professional clairvoyant is suffering from\nmyopia — he not only cannot see into the future but only so far as the money\nin the hand of the idiot that consults him. The fact that so many soothsayers\nand clairvoyants make a good living is a sad reflection on the intelligence\nof humanity. Are there any real soothsayers and clairvoyants? Yes — they\nare the great poets. The great poets tell us about the deepest truths in human\nnature, the greatest things in human life, things that remain forever true..\nThey tell us about the darkest places in our own hearts; they tell us about\nthe highest places. They tell us about the faint dawn of ambition, the faint\nmotive that precedes action. That is their occupation and the greater they\nare, the more profound is their truth.\nI will give you an illustration of how very inferior science is to poetry\nwhen it deals with poetry. When I was a boy in high school, our teacher,\nwho was a great scholar, told us that there was not “any such person as\nHomer,” and that the Iliad and the Odyssey were “synthetic poems drawn\nfrom a variety of sources.” That was the application of scientific research\nto the Iliad and the Odyssey. But, any scholar who said that today would\nbe laughed at. They have now found out they were all wrong, those editions\nof 1880. Now they have discovered that Homer did live, that there was a\nman Homer, and that he did write the Iliad and the Odyssey , or most of it,\nand meanwhile\n\nwe had the poetry, you know — whoever\n\nwrote it !\n\nWhen I was teaching at Harvard — and I taught one year at Harvard\nand forty-one at Yale, which I regard as an equitable distribution of my\ntime — I went up for new experiences — and got them. Learned a great deal !\nFine boys! I taught them way back in the early nineties. There was a\nstudent who wrote a theme, and in the margin of the paper he wrote, “I\nhave entirely given up belief in human religion.” I was not entirely shocked.\nI had heard that from a lot of others, altho I still had not given up my\nbelief in it. He said he had given up his belief in human\n\nreligion because\nall four gospels were written four hundred years after Christ lived and\nwere, therefore, untrustworthy. He believed that because a great many\nscientific people told him so, not the people who\n4ind\n\nprofited\n\nby\n\nit spiritually\n\nbut\n\nthe\n\nscientific,\n\nread the new\n\nresearch\n\nscholars.\n\ntestament\nWhat\n\na\n\n"}
{"page": 188, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\npity for that boy to lose his religion — and in the meantime we had the\ngospels, you know. I could go on but I will not, because you know it is a\ntragic thing. There are things science should not meddle with — poetry,\nmusic, the fine arts, and literature. One of the most popular books now\nselling in America, heading the list of the non-fiction books, has a sentence\nin it, “Religion should keep its mouth shut in the presence of biology.”\nVery nice — but I would turn that right around!\nNow, what do they mean by transfiguration? You and I envy people\nwho know the voices of all the singing birds so if they hear them in the\nearly dawn, or in the deep wood, they know the name of the bird. I know\na good many but not all. But, there is something much greater than that.\nThere is a poet down in Mississippi whose name is William Alexander\nPercy. He said the highest poetry is poetry of transfiguration. He did not\ngive any illustrations but I can supply those because I know what he meant.\nTransfiguration is when you take some simple object or simple idea or\nphrase or some thought and transfigure it by the power of poetic genius\ninto a universal idea, into a much loftier idea, and in that moment you\nrise from the plane of narrative poetry.\nI have always wondered why the birds go South. At my home, in New\nEngland, when I play golf in October and November, I see the birds getting\nready to go South, and I always wonder why they do not string along like\nmy friends do, in January, February, and March. I suppose a lot of them\nwere born in New England last spring and have made no reservations so\nthat the fathers and mothers and aunts take them along. If that is not the\nreason, it ought to be! But, there is still something else more remarkable\nthan that. Why do some of them not go at all ? I would give anything, up in\nNew England where I live, to walk out in the fields in February and see a\nsingle robin or meadowlark ; I would give anything if I could go up to that\nbird and say, “Why didn’t you go South when all the family went — or\nwas that perhaps the reason?” When I see a bird like that, I am curious why\nthat bird did not go South. Let us see how the poet transfigured the loneliness\nof that bird :\nI heard a bird at break of day\nSing from the autumn trees\nA song so mystical and calm,\nSo full of certainties,\nNo man, I think, could listen long\nExcept upon his knees.\nYet this was but a simple bird,\nAlone, among\n\ndead\n\ntrees.\n\nThat is the whole poem. The poet saw this bird singing in the leafless trees\nof autumn and instead of being lonely and homesick for his companions,\nthere was this thrilling music of triumph, of certainty — the music that\nsuggests we are all surrounded by eternal mystery.\nNow, let us see how the American poet Longfellow transfigured a\ncommon sight. There is no sight more familiar than a mother calling a child\nfrom his playthings and telling him that it is bedtime. No healthy child\n\n"}
{"page": 189, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n183\n\never wants to go to bed. Almost all healthy children have to be put to bed\nand the people who say childhood is the happiest time because somebody\nlooks out for the child, are very stupid. When a child is sleepy, somebody\nputs him to bed — but when a child is not sleepy, somebody puts him to bed.\nI would rather have a few worries and go to bed when I like !\nNow, this sight that is so familiar to you — a mother saying: “It is bed¬\ntime, leave your playthings,” and the child looking back at them as he goes\noff to bed — let us see how Longfellow transfigured that.\nAs\n\na fond mother, when the day is o’er,\nLeads by the hand her little child to\nbed.\nHalf willing, half reluctant to be led,\nAnd leave his broken playthings on\nthe floor,\n\nStill door,\ngazing\n\nat them\n\nthru the open\n\nNor wholly reassured and comforted\nBy promises of others in their stead,\nWhich, tho more splendid, may\nnot please him more;\nSo Nature\naway deals with us, and takes\nOur playthings one by one, and by\nthe hand\nLeads\n\nus to rest so gently, that we\n\nstay,\nScarce knowing\n\nif we\n\nwish\n\nto go or\n\nBeing too full of sleep to understand\nHow gfar\no the unknown transcends\nthe what we know.\n\nIn the simple picture of a mother and child, Longfellow\nissues of life and death.\n\nshows us the great\n\nThere is not a single person in this room — the musicians who have enter¬\ntained, the people on the platform, the people in the gallery — who has not\nhad at some time this emotion, an almost intolerable longing to escape. 1\ndo not mean merely to escape from the ordinary bonds of the day’s duties\nand troubles but the bonds that flesh puts on spirit. When Faust sat in the\nmoonlight at his desk, looked out and had that almost intolerable longing,\nhe merely explained what the psalmist expressed: “Oh, that I had the wings\nof a dove that I might fly away.” There is nothing so much a contrast in\nthe whole world than is in the head of every person I now see in this audience\n— the veto of the flesh and the terrific range of the spirit. You\n\nsee, when\n\nI\n\njust say the word “sudden,” you travel ninety-one hundred miles, and yet\nthere is not a person in the room who can jump six feet into the air. Now,\nthat longing which people have is simply the thirst of the mind that can\nbe satisfied only in eternity. That is expressed in a familiar phrase that we\noften say half smilingly or as a joke — “over the hills and far away.” But\nif you stop and think what that phrase means! Henley, the English poet,\n\n"}
{"page": 190, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\nwas a cripple and, of course, he had that feeling stronger than most of us.\nThis is what he transfigured :\nWhere forlorn sunsets flare and fade\nOn desolate sea and lonely sand,\nOut of the silence and the shade\nWhat is the voice of strange command\nCalling you still, as friend calls friend\nWith love that cannot brook delay,\nTo rise and follow the ways that wend\nOver the hills and far away?\nHark in the city, street on street\nA roaring reach of death and life,\nOf vortices that clash and fleet\nAnd ruin in appointed strife,\nHark to it calling, calling clear,\nCalling until you cannot stay\nFrom dearer things than your own\nOver the hills and far away.\n\nmost\n\ndear\n\nOut of the sound of the ebb-and-flow,\nOut of the sight of lamp and star,\nIt calls you where the good winds blow,\nAnd the unchanging meadows are:\nFrom faded hopes and hopes agleam,\nIt calls you, calls you night and day\nBeyond the dark into the dream\nOver the hills and far away.\n\nThat is a universal feeling in the mind, transfigured by the poet because\njust as the alchemists — they were the frauds of the Middle Ages, just\nas prophets are now — professed to take base metals and transfigure them\ninto gold, so the prophets take base ideas and transmute them. Threefourths of Wordsworth’s poetry is uninspired, not worth reading, but the\nother fourth is good enough to shake the whole world. Wordsworth wrote\na poem — Intimations of Immortality from Recollections of Early Childhood.\nHe suggested in this poem that not only do we at death go into an eternity\nthat is so much greater than this life that, as Saint Paul said, we cannot\neven conceive of it, but he suggested also that we come into this world\nfrom an eternity, so that our human life here is a strange interlude be¬\ntween two eternities. I think the first part of this is more imaginative; the\nsecond part, more real, perhaps. Our human life from the age of one\nto eighty years might be represented by this desk, and all at the left hand,\nthe eternity from whence the child comes, and all to the right, the eternity\nwhence we must go. There is nothing more beautiful than a child — its\nwonderful eyes and hair, its radiant skin, the loveliness of its innocence.\nThe child is the only true democrat. The child will put his hand into the\nhand of a murderer, the hand of the poor, and the hand of the rich. Words¬\nworth says the reason for that is because the child still reflects the glory of the\nclimate whence it came.\nTake a very simple matter, for example. I was down in Georgia playing\ngolf in January. When I went home to New England, I carried a tan and\nanybody who looked at me could see I had been in another climate. When\n\n"}
{"page": 191, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n185\n\nNicodemus talked to our Lord, he said, “We know Thou art a teacher come\nfrom God.” Just as we know a Scotchman when he speaks, from his\naccent, our Lord had a tone of authority, a tone of another world. Now,\nthe children have that loveliness, that reflection of the climate from whence\nthey came, and Wordsworth says it is a great pity that, in a world like\nthis, we have to come in contact with vulgarity and hardness and so many\ntrivial and mundane words you cannot help hearing. For instance, no matter\nwhere you live, no matter how clean that part of the city, if you do not\nwash — you do not have to go and look for the dirt — you become dirty by\nthe air you breathe. That is the climate of the air we breathe. I sometimes\nlook at a child and say, “What a pity that child grows up and learns bad\nwords — as every priest and teacher realizes — and all these uglinesses and\nhorrors!” “And yet,” said Wordsworth, and this is why it affects us,\n“there are moments in our lives in maturity” — he called it “inland,”\nmeaning halfway between the two seas of eternity — “when we get some\nglimpse of shining eternity and hear the divine whisper.” This is the way\nhe expressed it. I will not quote the whole poem. He showed how first as\nchildren we reflect the shining eternity whence we came and then as we\ngrow older, we lose that.\nThere was a time when meadow,\nThe earth, and every common\nTo me did seem\n\ngrove, and stream,\nsight,\n\nApparelled in celestial light,\nThe glory and the freshness of a dream.\nIt is not now as it hath been of yore; —\nTurn wheresoe’er I may,\nBy night or day,\nThe things which I have seen I now\n\ncan see no more.\n\nThe Rainbow comes and goes,\nAnd lovely is the Rose,\nThe Moon doth with delight\nLook round her when the heavens are bare;\nWaters on a starry night\nAre beautiful and fair;\nThe sunshine is a glorious birth;\nBut yet I know, where’er I go,\nThat there hath passed away a glory from\nOur\n\nbirth is but a sleep and\n\nthe earth.\n\na forgetting:\n\nThe Soul that rises with us, our life’s Star,\nHath had elsewhere its setting,\nAnd cometh from afar:\nNot in entire forgetfulness,\nAnd not in utter nakedness,\nBut trailing clouds of glory do we come\nFrom God, who is our home:\nHeaven lies about us in our infancy!\nShades of the prison-house\nUpon the growing Boy.\n\nbegin to close\n\nAll you educators know perhaps the most appalling descent into vulgarity\nis between a little child and a boy of fourteen. Wordsworth said, as we go\n\n"}
{"page": 192, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\non in life just as vulgarity is part of all of us, and everyone of us knows\nit is true, there are moments when you have an elevation — maybe at a\nfuneral, maybe in church, maybe in listening to music, maybe looking at\nsnowcapped mountains or the stars, or nothing at all ! But, the point is,\ndo not close the eyes to those divine visions, do not shut the ears to those\ndivine whispers, because those are the proofs that we are something more\nthan animals, that we are made for eternity. Nearly all our time is made\nup making a living; as Browning said, most of the time we live in C major.\nWe can only occasionally live in F Minor where Bach wrote his great\n“Fugue” or in D Minor where Beethoven wrote the “Ninth Symphony.”\nLet us see what Wordsworth said. After admitting we become more vulgar,\nhe then said :\nThough\n\ninland far we be,\n\n[we may be forty-five or fifty or sixty]\nOur Souls have sight of that immortal sea\nWhich brought us hither,\nCan in a moment travel thither,\nAnd see the Children sport upon the shore,\nAnd hear the mighty waters rolling evermore.\n\nNow, if I asked every person in this audience to write a list of the four\ngreatest poets, everyone would put Homer down, and you would be right,\nbut I wish more people studied Homer. I am very glad I studied Greek\nwhen I was young but, you know, there are plenty of good translations.\nWhy is Homer so great? Homer lived about a thousand years before Christ\nand wrote two poems about the Trojan War, a war between all the Greeks\nand the city of Troy, and that War was fought for a woman, and the\nsurprising thing was every soldier knew exactly what he was fighting for!\nThat has never happened since ! Paris spent a week at the palace of Menelaus and ran away with the wife of Menelaus. That was not right but he\ndid it, and the Greeks camped outside the walls of Troy until they took\nthe town, not by force but by a trick of Ulysses, for which I never forgave\nhim, for I am always pro-Troy.\nNow, why is Homer so great? I read a great many novels where they\ntry to persuade me the heroine is beautiful and after they describe her, I\nfeel I do not care to meet her. Homer leads us to believe his heroine is\nbeautiful but he never describes her. How\n\ndoes he do it ? A lot of old silver-\n\ntops are sitting around sunning their old bones. One of them exclaims, “It’s\na miserable shame this war goes on. The woman’s no good. We ought to\npack her up and send her back.” They agree, “That’s right!” Suddenly\nHelen comes out. This fellow glances up, takes one look and says, “This\nwar is going on!” You do not need to know anything more about the beauty\nof Helen than that, if one sight of her could warm up those old bones so\nthat he was all for war. That is the way Homer did it.\nJust one more illustration. Altho Homer was a Greek, he made the best\nman on either side the Prince of Troy. That is contrary to the method of\nthe modern story. Do you suppose a French scholar and a German scholar,\nboth lovers of the truth, would write exactly the same way about the World\n\n"}
{"page": 193, "printed_page": null, "text": "187\nAmerican\n\nWar!\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nI often think in our regular professional biographies should appear\n\nwhat you see in every murder story — “Every character in this book is\nfictitious!” But, Homer made the enemy have the best man.\nIf Hector were alive today, he would be the most popular man at this\nconvention. He would be the most popular undergraduate at Harvard,\nTulane, or Duke, or in Tokyo or South Africa or Canada. People say\nthat morals have changed. No, they have not. A gentleman has always been\na gentleman since the dawn of his dream. Hector was big and brave and\nnoble and splendid, but considerate and kind and fine. He came to say\ngoodbye to his wife. He was a splendid looking fellow with all his armor,\nand he had a plume on top of his helmet. His wife Andromache was standing\nthere with their little five-year-old boy. She said, “Hector, you must not\nleave me. If you go out there, you’ll be killed in battle.” And, Hector said,\n“My dear wife, I love you more than anything else in the whole world\nbut, my dear, I am a captain of the Trojan army. The boys are out there\nwaiting. You know I must go. You know I have to go. And, I have not\ntold you the worst. I know we are going to lose the war. We cannot win.\nBut, that doesn’t make any difference about my duty. I have to fight just\nthe same.” Then he stooped over to kiss his boy and the horse-hair plume\ntouched the boy’s face and he cried, and altho the father and mother felt so\nterrible, they laughed — and we hear that laughter across thirty centuries.\nThen Hector took up that five-year-old boy and felt what every father\nwho has ever lived or ever will live has felt, feels, and will feel, when he\nsaid, “I hope the time will come when people say: ‘Yes, Hector was a\ngreat fellow but the real genius of the family was his son. His son was the\nreal hero of the family.’ ” Because just as every teacher likes to be surpassed\nby his pupils so the father wanted to 'be surpassed by his son. That\nthe transfiguration he gives a single incident.\n\nwas\n\nFinally, one very, very short poem. Francis Thompson, who died in\n1907, was most dreadfully poor. He was so poor that he slept on the embank¬\nments of London at night; had no address. He was a vagabond, but a genius.\nWhen he died, this little poem was found among his papers, and this is the\npurest case of transfiguration I know. He meant that you do not have to\nhave a revelation from the sky, that you do not have to believe anything\nextraordinary — we are surrounded\n\nall the time by spiritual manifestations.\n\nO world\n\ninvisible, we\n\nO\n\nintangible, we\n\nworld\n\nview\n\nthee,\n\ntouch thee,\n\nO world unknowable, we know thee,\nInapprehensible, we clutch thee !\nDoes the fish soar to find the ocean,\nThe eagle plunge to find the air —\nThat we ask of the stars in motion\nIf they have rumor of thee there?\nNot where the wheeling systems darken,\nAnd our benumbed conceiving soars! —\nThe drift of pinions, would we hearken,\nBeat\n\nat our\n\nown\n\nclay-shuttered\n\ndoors.\n\n"}
{"page": 194, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nThe angels keep their ancient places; —\nTurn but a stone and start a wing!\n’Tis ye, ’tis your estranged faces,\nThat miss the many-splendoured thing.\nBut when so sad thou canst not sadder\nCry; — and\n\nupon\n\nthy so sore loss\n\nShall shine the traffic of Jacob’s ladder\nPitched betwixt Heaven and Charing Cross.\nYes, in the night, my\n\nSoul, my\n\ndaughter,\n\nCry, — clinging Heaven by the hems;\nAnd lo, Christ walking on the water\nNot of Gennesareth, but Thames!\n\nMONDAY\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\nPRESENTATION\nARTHUR\n\nS. CHENOWETH,\n\nOF\n\nGAVEL\n\nSUPERINTENDENT\n\nATLANTIC\n\nCITY,\n\n28, 1938\n\nOF\n\nSCHOOLS,\n\nN. J.\n\nFor a number of years at the annual meeting of the Department of\nSuperintendence it has been the custom for the host superintendent to\npresent to the president of the Department a block and gavel. This year,\nsince the Association is meeting for the first time under its new name — the\nAmerican Association of School Administrators — we in Atlantic City\nwish to vary the tradition to some extent and to present, instead of merely\nthe traditional block and gavel, a perpetual block and gavel for the American\nAssociation of School Administrators. The gavel has been donated by Harry\nH. Young, the secretary and business manager of our Board of Education,\nand the block is made of wood from the Panama Canal Zone. The case\nfor the block and gavel is Philippine mahogany\nfifteen states.\n\ninlaid with woods\n\nfrom\n\nIn presenting a permanent block and gavel to the Association, assuming\nthat Dr. Glenn and his successors are willing to accept our offer, we are\ndepriving Dr. Glenn of a souvenir; therefore, we wish to present him\nsomething that will be his very own. It was impossible for us in Atlantic City\nto do anything that would be in any way adequate, so we called upon friends\nof Dr. Glenn all over the country, and they have responded. The chest,\nwhich we have built for Dr. Glenn in our Boys Vocational School, is made\nof materials from each one of the forty-eight states in the United States,\nfrom the District of Columbia, from Canada, and from Hawaii. The\nmaterials have been combined into a unique and, I hope you will agree\nwith me, a beautiful chest. I understand that it will be on display during\nthe convention and I trust that many of you will have an opportunity to\nexamine it. It is filled with interesting materials. Many of them have\n\n"}
{"page": 195, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n189\n\nAdministrators\n\nhistorical significance, and there is a book to explain in detail each contri¬\nbution.\nIt is filled, also — filled to overflowing — with the very best wishes of\nall of us in Atlantic City and I present it now to Dr. Glenn in the hope\nthat he will always remember this convention in Atlantic City with pleasure\nand pride. And now, Dr. Glenn, I have also the honor to hand to you\nthe official gavel of the American Association of School Administrators.\nPresident\n\nGlenn\n\n: I accept\n\non\n\nbehalf\n\nof the Association\n\nthis symbol\n\nof authority. It may be needed during this convention. Since it is to be not\na personal gift but a perpetual gavel, I am interested to see that it is made\na stout and heavy one.\nThis personal tribute from Atlantic City, this unique gift, means to me\nmore than I can express. All of us have known that cordiality and hospitality\nwere not the possession of any one section of this land ; they belong to all\nsections. Mr. Chenoweth, I am deeply appreciative and shall treasure always\nthis evidence of your kind thoughts.\nI trust all in this group enjoyed the vesper service yesterday afternoon.\nThat program seemed to your Executive Committee very happily balanced,\neven beginning with the invocation which, thru custom, sometimes passes\nas merely formal words unnoticed. Yesterday the invocation seemed to us\nexceptionally fitting and fine; the music, the quintet of harps, angelic in\nsound, performed by angels — I am sorry all you men were not here to see\nhow attractive those performers were — the beautiful vocal selections\nrendered by the Westminster Choir; the fine inspirational address of\nDr. Phelps; and, if you please, the conclusion, the part that you con¬\ntributed to the program when you joined with the choir so lustily and with\nso much feeling in singing “The Battle Hymn\nto us, as I say, a very happily balanced program.\nTHE\nALEXANDER\n\nJ. STODDARD,\n\nAND\nPresident\n\nCHALLENGE\n\nTO\n\nof the Republic” — seemed\n\nCOMPLACENCY\n\nSUPERINTENDENT\n\nOF\n\nCHAIRMAN,\n\nEDUCATIONAL\n\nPOLICIES\n\nCOMMISSION\n\nGlenn\n\nspiritual\n\nyesterday\n\nhas launched\n\n: The\n\ntheme\n\nSCHOOLS,\n\nDENVER,\n\nCOLO.;\n\nus today\n\non this initial professional program. It is well known to you that the Educa¬\ntional Policies Commission has thru the months and years of its existence led\nthe way and assisted us in our thinking. We have come to lean heavily upon\nit. When we look for guidance, we are glad to look toward this Commission.\nIts reports have been widely circulated. It promises much service for the\nfuture.\nIt would, therefore, seem most appropriate that the initial speaker on\nour professional program today should be the chairman of the Educational\nPolicies Commission. It is my pleasure at this time to present Alexander\nJ. Stoddard.\nMr.\n\nStoddard:\n\nThe\n\ndesire for progress\n\nis intrinsic in the culture\n\nof our\n\npeople. The willingness to undergo change, if by so doing conditions might be\n\n"}
{"page": 196, "printed_page": null, "text": "190\n\nNational\n\nEducation\n\nAssociation\n\nimproved, has been the social motif in the life of our nation since its founda¬\ntions were laid more than three centuries ago. Despite the fact that, like our\nNew England forefathers, we have often been very reluctant to give up cer¬\ntain of our cherished traditions, on the whole America has been built and\npreserved thru the years by men and women who were willing to turn\ntheir backs upon the old and to dare the new and the unknown.\nBut the mind of man did not always seek new worlds to conquer. There\nwere times long ago, we are told, when human civilization remained static\nfor thousands of years at a stretch, when generation followed generation in\ndreary repetition like the monotonous succession of day and night on the silent\nwastes of a changeless desert. And just as an offspring will often revert\nin some of his characteristics to ancestral traits hundreds or even thousands\nof years old, there are those in our own midst who by their reaction or lack\nof reaction toward progress emulate their forbears of the centuries long ago.\nComplacency is one of the most baffling and challenging of all human\ntraits or attitudes. Any of us may be susceptible to it under certain conditions.\nThose who have never been ill have difficulty in responding to appeals for\nassistance by a hospital ; those who have never been on a dole or who never\nreceived work relief cannot quite understand an overwhelming majority\nin a great election ; and, as Emile Zola’s friend remarked, those whose\ncomfortable condition in life is reflected in an enlarging girth often cannot\nsee what is happening on the earth below.\nComplacency is also a way of retreat, a smug excuse for justifying in¬\nactivity, a self-satisfying alibi for lack of concern about many of the problems\nof life. There are the poor. We are told they will always be with us. Then\nwhy worry about them? What an opportunity the poor offer to those\nwho seek to convince themselves of their own unselfishness! So, far too\noften we preserve medieval concepts and maintain an order which invests\nus with the glittering regalia that accompanies complacent charity.\nOr, we say, civilization is only skin deep, and, therefore, war is but the\nexpression of our real natures after all, so why try to prevent it? What\nwould a world be in which the brotherhood of man were a living reality?\nWhat would such a world offer to the complacent adherents of the philosophy\nof the survival of the fittest? To those whose place in society is cemented\nonly by ancestral mementos of ancient battlefields? To those who flee\nfrom the baffling problem of the crusade for peace, to bask in the glow of the\nglorious names that mark their lineage from warriors of other days?\nOr, we say, man has gone only a little way along the difficult path of\n\nself-government and cannot succeed anyhow, so what is the sense of resisting\nthe inevitable triumph of dictatorship in the world? What about the\nunconscious onslaught against democracy\n\nwaged\n\nby those who\n\nfind com¬\n\nplacent shelter in the philosophy “Might Makes Right”? The eternal\nstruggle to maintain the sovereignty of a people is not one in which com¬\nplacent indolence is likely to join. Dictatorship is always a pathetic form\nof hiding heads in the sand !\nOr, human beings are born to be different anyhow some with high\nintelligence quotients, some low, some to rule, and others to draw the water\n\n"}
{"page": 197, "printed_page": null, "text": "American\n\nAssociation\n\nand hew the wood, so why worry\n\nof\n\nSchool\n\nAdministrators\n\n191\n\nabout improving the lot of the common\n\nman? Educate those who are capable of receiving an education — such is\nthe argument of the complacent heirs of an educational tradition which\nregarded yesterday’s glittering accomplishments in the field of foreign\nlanguages and art as the only real marks of culture.\nOr, movements and reforms in education come and go like the passing\nseasons, and yet the schools go plodding along with their mass instruction\nand formal curriculum, seemingly unaware that society is rushing madly on,\nso why worry about the rantings of the frontier thinkers? And then there is\nthe old alibi that the schools are unable to contribute to social progress\nanyhow\n\nbecause the teachers are too frail to participate in the hurly-burly\n\nof life. It is an old story, this temptation to be complacent, to hide one’s\ntalent because it might be lost by trying to double it.\nLet us turn to a consideration of some of the many specific relationships\nof complacency to education. In the first place, the discussion is presented\nwithin some areas of education that have been and are the subject of par¬\nticular study by the Educational Policies Commission, which, along with\nseveral other lay and professional groups, has been attempting to challenge\nwidespread complacency in reference to problems within these areas. The\nsecond part of the discussion will deal with the more important lessons of\nthe depression and will make some proposals as a challenge to that com¬\nplacency already developing in reference to these lessons that should have\nbeen learned more certainly and effectively.\nTwo years ago, the National Education Association and the American\nAssociation of School Administrators (then the Department of Superin¬\ntendence) established the Educational Policies Commission. This Commis¬\nsion was conceived as an educational agency whose function it would be to\ntake a comprehensive view of American life, with all the sociological,\neconomic, and ethnic factors involved, and to determine the essential func¬\ntions of education as well as the manner in which these functions could\nbest be discharged. In other words, the Commission was to seek on our\nbehalf, not only to determine the best educational procedures and bring\ntogether from all possible sources the best information available from all\nother agencies, but also to present those procedures and this information to\nthe profession and the public in such a way as possibly to bring about their\nacceptance and incorporation into actual practise.\nAlready advance has been made on several fronts. The most urgent need\nappeared to be to define the functions of education in a democratic society.\nWith the multiplication of governmental services there developed a wide¬\nspread attempt to reduce education to a status equivalent merely to that\nof the many other agencies thru which the functions of organized society\nare discharged. The Commission met this attack with a pronouncement\ninvolving Charles A. Beard’s brilliant and effective analysis of the nature\nand obligations of education in our national life. This publication has rallied\npowerful support both within and without the profession. The demand was\nmade that the schools be accorded freedom from partisan politics and other\nspecial-interest controls in order that they might make\n\nreal in the lives of\n\n"}
{"page": 198, "printed_page": null, "text": "192\n\nNational\n\nEducation\n\nAssociation\n\nall, and not a particular part of the people, the purposes, and promises of\nthe American democracy.\nIt was decided that the next cornerstone needed in a complete structure\nof educational policy was a restatement of educational objectives in terms\nof the democratic philosophy of life. The Commission was not satisfied with\nexisting statements of objectives, many of which could apply with equal\nforce in other countries of the world where the mind of man is not free.\nThru many meetings in different sections of the country and conferences\nwith educational experts and other outstanding individuals and groups,\nsome of the best thinking of the profession has been enlisted in this study.\nThe attempt is to make a pronouncement of policy in the field of objectives\nthat will challenge the schools of this country to an aggressive and continu¬\ning attack on all the forces, both patent and insidious, that seek to under¬\nmine or to destroy either directly or indirectly, either immediately or thru\nlong-term circumvention, the principles of the democratic way\nthe institutions that we have dedicated to their realization.\n\nof life and\n\nThis is no time for the schools to equivocate on this question of democracy.\nIn a public discussion in one of our great cities not long ago the question was\nraised, “If we lose our democracy, which shall we choose, communism or\nfascism?” This is no time to be considering such choices! Let us admit no\npossibility of any alternative beyond democracy, much less any desirability\nof such a choice. Let us not countenance for a moment the debilitating effect\nof compromise. When a man is engaged in a battle to protect his home and\nhis liberty, it ill behooves him to be picking out his prison camp if and when\nhe is captured ! It is fitting that we extend the spirit of tolerance toward the\nright of other peoples to choose their own political philosophies. But it is the\nheight of spineless complacency for us to sit idly by, if we really believe that\nthe democratic philosophy is the true way of life, and allow forces either\nwithin or without our country to undermine those institutions that make the\ndemocratic ideal possible.\nThis is a momentous struggle to the death in which the world is now\nengaged. Great forces battle on a thousand fronts for control over the minds\nof men, and leaders of powerful nations ridicule the attempts of free peoples\nto govern themselves thru the democratic process. Our schools have a stake\nin this battle. If it is lost, free schools as we know them will be gone. It is no\neasy task to define the part that education should play in these tempestuous\ndaj^s, but the Commission is daring to do so. We know that the situation is\nto be met not only by resisting attack but even more fundamentally by\ndemonstrating that democracy can and will work, and by building and\nmaintaining a program of education dedicated to an unfettered opportunity\nfor every individual to search for the truth in his own way with no other\nlimitation than that which he wills for himself. Even our methods of pro¬\ncedure must be different here from those employed in some other countries.\nThere must be here no policy of “off with their heads,” but rather a positive\nprogram of education in which the will of each man is the expression of his\nown\n\nprocesses of reasoning, freely exercised,\n\n"}
{"page": 199, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n193\n\nThe third fundamental area considered by the Commission was that of\nthe structure and administration of public education in the United States\nwhich have developed in accordance with a pattern that is peculiar to our\ncountry. Ever since its beginning our educational system has been under\nlocal and state control. We have been altogether too complacent concerning\nmany conditions that still prevail in connection with this school system. For\ninstance, it is common knowledge within this group that there are far too\nmany small, inefficient administrative units. Many state departments of edu¬\ncation are poorly organized, and professional leadership is often sadly lack¬\ning. The basis of school support in many sections of the country is still the\nproperty tax, levied and distributed to the schools from small geographical\nunits, producing great inequalities in the type and amount of school service.\nThousands of teachers possess less than what ought to be the very minimum\nstandard of general and professional education. The average salary of teach¬\ners scarcely provides for the bare necessities of life, much less for the cultural\nadvantages that even good business judgment ought to provide. Thousands\nof school buildings are obsolete, playgrounds are inadequate, and instruc¬\ntional equipment is meager. Finally, too many school systems, large and\nsmall, still operate on the old business pattern wherein authority is passed\ndown from one level to another, without any plan for utilizing the initiative\nand intelligence of the whole school personnel in the determination of school\npolicy.\nFundamental to any satisfactory treatment of these and other conditions\nthat hamper the efficiency of the program of the school is adequate financial\nsupport. Moreover, the present program should be enlarged to include many\nservices not now possible, such as nursery schools and adequate parental and\nother forms of adult education. Under present philosophies of taxation local\nsources of additional revenue have been exhausted in many communities.\nAltho accentuated by the depression, the necessity and logic of federal aid\nfor public education has been presented by our National Education Asso¬\nciation for many years. However, neither the Association nor the Educa¬\ntional Policies Commission agrees with some who advocate federal aid at\nany price. In a preliminary pronouncement on the subject issued recently by\nthe Commission, the following policy is advocated as the only sound and\ndefensible one :\nIt is sound policy for the federal government to contribute to the support of\neducation within the several states without seeking to control or to administer\nthe schools or to determine the curriculums of the schools or the methods of teaching\nemployed in them. Any good that might come from federal support would be more\nthan outweighed by the evil that would arise were control and administration to\nbe vested in the central government as the price to be paid for support.\n\nA fourth point at which the Commission seeks to challenge complacency\nis concerned with the economic effects of education. Too generally is the\nschool program justified solely on the basis of individual rights and civic\nexpediency. A forthcoming pronouncement will present the tremendous\npotential economic consequences of effective free public education. It will\nshow that if the millions of inadequately educated people in this country\n\n"}
{"page": 200, "printed_page": null, "text": "194\n\nNational\n\nEducation\n\nAssociation\n\ncould experience an educational program deliberately designed to raise living\nstandards, then both the production and consumption of economic goods\nwould be increased.\nTime does not permit a detailed discussion of attacks that have been made\non several other important sectors defended by complacency. For instance,\nthere is the report on population trends; also, the statement of the principles\nupon which our profession should be organized nationally if it is to have an\neffective influence in legislation ; and there is the study and statement of\npolicy in reference to the relationship of the schools to the other rapidly\nmultiplying forms and types of service in such fields as public health, welfare\nand recreation, and social security.\nEither of two attitudes can be taken in the face of the high-pressure sales¬\nmanship being used all the way from Washington to the local community in\nthe promotion of these new and additional forms of social service. One is an\nattitude of complacency under which the schools may find themselves shoved\ninto the background of public interest and support, relatively speaking. The\nother is to welcome and cooperate with these new members of the family\nbut demonstrate more effectively than ever before thru a modernized edu¬\ncational program the unique and basic contribution of the schools to the\npurposes of the democracy.\nIf the latter attitude is adopted, our attention must be turned towards\nour program\n\nof teacher education. The\n\nverjr future of our democracy\n\nmay\n\ndepend on what happens during the present generation to our teacher edu¬\ncation institutions and to the service which they perform. Our program for\nthe preparation of teachers should be subjected to most searching study and\nevaluation in the relentless light of the new day. It has been charged fre¬\nquently in recent years that many of our teachers colleges not only fail to\nlead in social progress but actually constitute one of the most deadening and\nconservative influences in American life. The lessons of post-war conditions\nand the tragic effects of the depression demand that we rid our program of\nteacher education of any bad effects that result from complacency and that\nwe eliminate outworn practises that can be justified only by tradition.\nMuch has been said and written about the preparation of teachers and\nmany significant studies have been made concerning such preparation, cul¬\nminating in 1930-33 in the National Survey of the Education of Teachers.\nThe Educational Policies Commission will issue shortly a monograph on the\nsubject “The Improvement of Teacher Education in the United States,” de¬\nsigned to stimulate and accelerate progress in teacher education and to point\nout the next steps commensurate with the advance in other phases of life.\nThe most encouraging and comprehensive\n\nstudy yet launched in this im¬\n\nportant area is the “Study of Major Issues in Teacher Education” projected\nby the American Council on Education. A feature of this study is that it con¬\ntemplates contemporaneous consideration of the same problems in teacher\neducation institutions located in all parts of the country and the active par¬\nticipation of these institutions in proposing solutions of these problems. In\nother words, this study is not to be just another investigation, but rather\n\n"}
{"page": 201, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\n195\n\nAdministrators\n\na cooperative endeavor to effect progress. It is very possible that this project\nwill rank with the events of a hundred years ago in marking the beginning\nof a new era in the history of education.\nThus, the Commission has attempted to present a vital philosophy for\neducation in the American democracy and to restate educational objectives\nin accordance with that philosophy. It has presented a study of the nature\nand characteristics of the school population, a rethinking of the educational\nstructure and administration, and an investigation of the economic basis of\neducation. It has defined certain policies in areas where the schools and other\nsocial services may overlap, has issued a statement of principles applying to\nprofessional organization, and will issue soon an extensive statement of policy\nin the field of teacher education. These are some of the challenges which the\nCommission has made and will make to educational complacency.\nThe black clouds of depression again overcast the country and once more\nunemployment, want, and other forms of distress are stalking thru the land.\nIt is as if a man just recuperating from a long illness had suddenly suffered\na relapse, being called upon to meet new crises, or the recurrence of old\nones, with depleted reserves and exhausted strength.\nAfter this brief review of the challenges which the Commission has made\nand will make to educational complacency, let us turn our attention now to\nthe challenge that depression makes to this same complacency. When the\nCommission\n\nissued its Research Memorandum\n\nsion last summer,\n\non Education\n\nit scarcely anticipated that the monograph\n\nin the Depres¬\nwould\n\nbecome\n\nso immediately interesting and pertinent.\nEven tho the present catastrophe proves to be but a recession, and altho\nno one wants to assume the role of Cassandra “prognosticating woe,” it is\naltogether possible that this recession will become a depression, and that\nother depressions with their emergencies, will come again and again. Would\nit not be the part of wisdom to capitalize upon recent experiences and to\nattempt to determine in advance the general lines of educational policy along\nwhich our schools could meet or prevent such emergencies as may arise?\nPreparedness will not lead us to disaster, but complacency in the face of pos¬\nsibilities of future danger may do so.\nThe\n\nlast depression struck education as an earthquake shakes a building,\n\npitilessly revealing the weak\n\nconstruction and rotting timbers which\n\nhad\n\nhitherto passed unnoticed. Reference has been made to some of these con¬\nditions. Others should be noted here. The first effect of the depression on\nthe schools was to increase their responsibilities. Unemployed high-school\ngraduates returned to school for additional work and little was provided\nof the type to meet their needs ; those young people who would, under normal\nindustrial conditions, have left school and gone to work remained in school\ninstead, without a school program designed to serve the vast individual differ¬\nences represented. Mothers, forced by necessity to work outside the home,\nturned to the nursery school and the kindergarten as responsible places to\nleave their young children during the day and found that nursery schools\nhad not been established and many kindergartens were closed. The worker\n\n"}
{"page": 202, "printed_page": null, "text": "196\n\nNational\n\nEducation\n\nAssociation\n\nwho was displaced thru technological improvement asked for training which\nwould enable him to secure another job, and the schools were not prepared\nto give this training. In this time of trial thousands of people turned to the\nschools as they had never done before for aid in distress, and the schools had\nneither the equipment nor the program adapted to these new conditions.\nThe second and most widely discussed effect of the depression on the\nschools was the reduction of the financial resources which make these valu¬\nable and much needed services possible. Kindergartens were either closed or\ncombined with first grades in many cities; teachers were discharged and\nthose who were experienced were replaced by inexperienced teachers who\nwould work for less pay; useful courses were dispensed with as fads and\nfrills; many schools in rural districts were closed and the terms of those\nthat remained open were drastically shortened. In brief, the schools were\nunable to perform the duties required of them under normal conditions, to\nsay nothing of adding anything to their work. However, the schools, to their\neverlasting credit, did add to their services thru the willingness of teachers\nand school people generally to give generously of their time and energy.\nBut the handicaps under which our public schools worked during the de¬\npression materially reduced the amount of service which they are capable of\nrendering when adequately supported. The blow to education, however, did\nnot stop with the schools; it struck deeply into our social, economic, and\npolitical life. Its full effects are yet to be determined. The loss to American\nchildhood is incalculable. Every year thousands of children enter school.\nThey cannot wait until some later and more propitious time for their educa¬\ntion. But where the schools turn them away or render poor and unsatisfac¬\ntory service, their education does not stop. It goes on in the streets, in the\nalleys, in cheap commercialized amusement places, and on unsupervised\nvacant lots. Education from these unfavorable environments often consti¬\ntutes a menace to democratic institutions ; it lowers our standards of culture\nand health ; it endangers the public morals and public security.\nIn the light of these conditions, what are the lines along which we can\nmeet the present or challenge the next depression? In the first place, the\nAmerican people need to be made aware right now of the difference between\nretrenchment and economy. Retrenchment means spending less money for\nthe schools; economy means getting more educational results for each dollar\nthat is spent. The two may, or may not, go together. The flagrant misuse\nof the term “economy” in the last depression to describe the butchering of\nessential school services must not be repeated, at least by our profession,\nin this or the next depression.\nSecond, we should deal more frankly wTith the public in future depres¬\nsions than we did in the past one. We were too willing to state that our\nschool budgets had been reduced by such and such a percent “without damag¬\ning educational services.” Such statements may make the public feel happy\nfor the time being, but nine times out of ten they are contrary to the truth.\nSchools, generally speaking, are financed so conservatively that even a slight\nreduction means that somewhere along the line essential services are weak-\n\n"}
{"page": 203, "printed_page": null, "text": "197\nAmerican\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nened or destroyed. If another depression comes, we should eschew alike the\nroles of Pollyanna and of Calamity Jane. Absolute frankness with the public\nin reporting the effects of retrenchments is especially necessary in times of\ndoubt and uncertainty.\nThird, in the event of another depression, or the continuance of this one,\nthe teaching profession should act promptly thru its organizations to take\nan active part in the study of the effects of the depression on education and\nshould set up agencies to rally an intelligent and informed public support to\nthe schools. We were too slow in the last one in getting our emergency\nmeasures under way.\nFourth, in the event of another depression the states and the federal gov¬\nernment should at once assume a larger share of the costs of the schools.\nFor the most part this should be done whether\n\nconditions are good or bad,\n\nbut if conditions are bad it is especially urgent. In providing such support\nfor schools on an emergency basis, the federal government in particular\nshould act immediately and should work with the properly constituted edu¬\ncational officials of the various states and localities. In America, where the\nprinciple of universal education for every child has been recognized for over\na century, there surely need be no apology necessary on the part of the federal\ngovernment for aiding in the support of education, at least on an emergency\nbasis. It should not be necessary for the federal government to camouflage\nits emergency aids to the schools under the guise of relief appropriations as\nwas done in the last depression. It should not be necessary for states and\nfederal agencies to wait until schools are wrecked and closed before taking\naction. We should have assistance directly to the schools to keep these funda¬\nmental agencies of American democracy going when they are most needed.\nFifth, if there is an economic recession there is bound to be a reduction\nin school budgets. As has already been indicated, such reduction should be\nkept within reasonable bounds and the profession should exert leadership\nin indicating at what points unavoidable retrenchments should fall. How¬\never, again if past experience is a guide, we must recognize that even more\nserious reductions are likely to occur in some communities. When all of the\nmoney of a school district is gone, shall the teachers continue to render serv¬\nices or shall they leave their communities to get along as best they may? It\nseems clear that from the point of view of the long-range welfare of the\nteachers themselves, as well as from the point of view of professional service,\nthe teachers should stay on the job regardless of payless pay days. A profes¬\nsional status carries with it certain responsibilities. In an epidemic, physicians\nwork harder than ever regardless of pay. Even the poorest man must be given\nthe services of a lawyer if he is brought to trial. The very act of permitting\nthe schools to close is likely to suggest to the public the inaccurate but natural\nconclusion that teachers themselves do not regard the educational program\nas an absolute essential. Even from the most selfish viewpoint, teachers — all\nof us — are better off if they continue on the job. We certainly will secure the\nrespect of the majority of the community because of our fidelity to our work.\n\n"}
{"page": 204, "printed_page": null, "text": "198\n\nNational\n\nSixth, a crisis in American\nAmerican\n\nlife. The\n\nAmerica. The\n\nEducation\n\nAssociation\n\nschools is a reliable indication of a crisis in\n\nlocal communities\n\nwere\n\nthe birthplace of freedom\n\nindependence and integrity of the American\n\ngovernment\n\nin\nare\n\nderived directly from the self-sufficiency and honesty of the individual\nAmerican. Before and actually during any future depression, the schools,\ntherefore, should assume some responsibility for rallying the spirit of local\ncommunities in support of democratic ideals and processes and in opposition\nto undemocratic ideals and processes which might be precipitated on a\nnational basis. The schools should make each school building the center of\nthe democratic life of the community; a place where people could go on\nSaturdays and in the evenings to discuss problems that relate to the general\nwelfare, to study the causes and cures of the difficulties which face them, to\ndefine the ideals of democracy, to guard democratic principles from en¬\ncroachment, and to save this nation from the fate of other nations which\nhave recently fallen victims to regimentation. The public schools seem to be\nthe only institutions which are at once sufficiently localized, sufficiently uni¬\nversal, and sufficiently democratic in their essential philosophy to meet the\nrequirements of the situation.\nSeventh, if past experience is any guide, we may expect in the next de¬\npression that an effort will again be made to limit the freedom of American\nschools. These efforts will take various forms. Those who have never really\naccepted the ideal of universal education will be certain to repeat their\nattempts to undermine public faith in the schools and to destroy their effici¬\nency; to mislead the public into thinking that the schools are hotbeds of\ncommunism, and similar nonsense; to subordinate the schools to state and\nmunicipal political machines on the plea of governmental efficiency; and to\nregiment and intimidate the members of the teaching profession. Educational\nleaders and the rank and file of the profession must be prepared in the next\ndepression to combine in waging the fight of their lives that the schools may\nnot again become the subject of this kind of attack.\nComplacency, like the evil spirit in fairy stories, can assume many dif¬\nferent forms and shapes. In science, complacency takes the form of super¬\nstition, unwillingness to study cause and effect, objection to experimentation,\nand belief in all the varied forms of witchcraft, ancient and modern. Com¬\nplacency seizes upon the highest motives of religion and distorts them into\nintolerance, dogmatism, and bigotry. In the area of social relationships, com¬\nplacency leads to self-patriotism, with its evil offspring of chauvinism and\nof international, racial, and class hatreds. In human psychology, com¬\nplacency breeds a satisfaction with the status quo and, like the opiate, lulls\nthe human organism into a sweet tranquillity in the midst of strife and storm.\nEducation is engaged in a continuing campaign, challenging complacency on\nevery front. In fact, education that does not disturb complacency\ncation at all.\n\nis no edu¬\n\n"}
{"page": 205, "printed_page": null, "text": "American\n\nAssociation\n\nFEDERAL\nFLOYD\n\nW.\n\nREEVES,\n\nof\n\nSchool\n\nRELATIONS\n\nCHAIRMAN,\n\nTHE\n\nTO\n\nADVISORY\n\nWASHINGTON,\nPresident\n\nGlenn\n\n: On\n\nyour\n\nbehalf\n\n199\n\nAdministrators\n\nEDUCATION\nCOMMITTEE\n\nON\n\nEDUCATION,\n\nD. C.\nan invitation\n\nwas\n\nextended\n\nto the\n\nPresident of the United States to address this convention. The President,\nfinding it impossible to be present and to present to us in person his message,\ngraciously invited your representative to stop by Washington for an inter¬\nview with him. In accepting the invitation, we invited four superintendents\nof schools widely scattered geographically and representing your official\ngroups and committees to accompany us.\nOn last Thursday we were honored with an interview with the President.\nFortunately, immediately preceding this interview, the President had trans¬\nmitted to the Congress the report of the President’s Advisory Committee\non Education, a report which you and I, thru the months, have awaited\nwith great eagerness. It was our privilege in this brief interview with the\nPresident to present to him, first, our appreciation of the courtesy extended\nus and, second, briefly, the deep interest and concern that we have for the\nfuture of public education in America.\nI think it is particularly fortunate that this report broke immediately pre¬\nceding this convention. All of you have seen brief accounts in the press.\nMany of you have received printed synopses of the report. Few of us have\nseen the report itself. I think, therefore, a superlative is fitting today when\nI say that the next speaker that I shall introduce to you comes to us at a\nmost opportune time.\nIn concluding the interview with the President, he graciously gave to us a\ncommunication for you. This communication was written from Hyde Park\nand dated on Washington’s\nAssociation. (See page 30.)\n\nbirthday, addressed to the President of the\n\nIt is my privilege to present to you at this time, Floyd W.\nman of the Advisory Committee on Education.\nMr.\n\nReeves:\n\nI am\n\nbasing my\n\ndiscussion\n\nof “Federal\n\nReeves, chair¬\n\nRelations\n\nto Educa¬\n\ntion” upon the report of the Advisory Committee on Education which was\ntransmitted by the President to the Congress on February 23. This. report\nindicates that the school system in this country has developed far beyond the\nexpectations of educators of a few generations ago. The program of the\nschools, however, has not developed as rapidly as the need for education, and\nin many respects the facilities for education have fallen behind the growing\nneeds of the country.\nThe members of this Association are undoubtedly familiar with the evi¬\ndence which shows the great inequalities within and among the states in\nability to support education and the similar inequalities that exist in the\neducational opportunities provided. The publications of the National Edu¬\ncation Association and its various departments have, over a period of years,\ndealt with many aspects of these inequalities and time need not be taken\nhere to repeat this evidence in detail.\n\n"}
{"page": 206, "printed_page": null, "text": "200\n\nNational\n\nEducation\n\nSpecial Problem\n\nAreas\n\nAssociation\n\nin Education\n\nA comprehensive review of educational facilities in this country today\nleads us to the conclusion that certain phases and areas of educational service\npresent acute problems.\nThe most serious deficiency of education is found in the less prosperous\nrural sections of the country, where local tax resources are wholly inadequate\nto support a satisfactory system of schools. Both the quality and quantity of\nschooling in the poorer rural areas are low. Buildings are sometimes mere\nshacks, sanitary facilities are lacking, schoolbooks and other materials are\nfew and poor in quality. The teachers in some of the rural states are paid on\nthe average only $600 a year. The salaries in country schools of these states\nare far below even this low average. Thruout\n\nthe nation, in one-teacher\n\nschools, nearly one-fourth of the teachers have themselves never gone beyond\nthe high school.\nPublic library service is greatly needed in rural areas, where there reside\nnearly forty million people who have no access to public libraries except for\nthe very limited facilities available in the schools. These people want library\nservice, and it is to the national interest that they get it.\nThe\n\nresults of inadequate education in these regions affect the entire\n\nnation. The children residing in marginal rural areas today will be the citi¬\nzens of our industrial centers tomorrow. In 1930 one-fourth of America’s\nnative-born population were living in states other than the state of birth.\nFurthermore, population migration is chiefly from areas in which educational\nfacilities are the poorest. Of the boys and girls ten to twenty years of age\nwho were living on farms in 1920, 40 percent had migrated to towns and\ncities by 1930.\nThe development of the American secondary school is one of the most\ndramatic aspects of American education. There are still several million boys\nand girls of high-school age, however, who are not in school, and who are\nwithout jobs. Altho 70 percent of the urban youth of high-school age were\nin school in 1934, only 30 percent of the rural youth of this age were enrolled.\nThe fact that a large number of boys and girls of high-school age are out\nof school is due in part to a lack of facilities, but it is due also in part to a\ncurriculum that fails to meet their needs. The curriculums of many high\nschools are still designed primarily to meet the needs of pre-professional\nyouth. But the vast majority of youth are not and should not be headed\ntoward the professions. They need general education to fit them for citizen¬\nship ; they need vocational education to prepare them to enter vocations of a\nnon-professional type.\nFor more than twenty years the federal government has expressed its\ninterest in vocational education thru aid to the states. But the federal grants\nfor vocational education, made since the passage of the Smith-Hughes Act\nof 1917, have involved altogether too large a measure of detailed federal\ncontrol. The American tradition does not admit the desirability of training\na working class apart from a leisure and ruling class. And yet under this\nfederally controlled system there has been an unfortunate tendency to sepa-\n\n"}
{"page": 207, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n201\n\nrate not only the vocational subjects from the general subjects, but to sepa¬\nrate the pupils themselves into distinct schools.\nAdult education is a special function that is rapidly growing in im¬\nportance. In part, the need for adult classes arises from the deficiency of\nthe schools of ten or twenty years ago, resulting in the inability of adults\nof today to adapt themselves to changing requirements for employment.\nAnother factor calling for adult education is the rapid obsolescence of all\nkinds of factual knowledge in these fast moving times. At least one-fourth of\nAmerican youth between the ages of sixteen and twenty-four years are out\nof school and unemployed. Many of these five million young people have\ndropped out of school because the curriculum is out of date and holds no\ninterest for them. That is a problem for the schoolmen, a problem which\nthey are attacking but which they have not yet solved. The chief problem of\nthe federal government, however, is the millions of young people who have\nhad to drop out of school because they lacked the clothes, the books, or the\ncarfare to allow them to attend. They cannot get jobs because they lack\nschooling ; they cannot stay in school because they lack money. The federal\ngovernment cannot look with equanimity upon the fact that these young\npeople are trapped, discouraged, and unwanted.\nTwo large-scale federal organizations have been created to cope with the\nyouth problem: the National Youth Administration with its program of\nwork projects, and grants-in-aid to students; and the Civilian Conservation\nCorps with its plan of work camps. These programs have values that should\nbe preserved. They have provided a fundamental attack on the problem of\ninequality of educational opportunity, and they have demonstrated that aid\nto youth can be granted on a work basis with great advantages to all.\nFederal\n\nAction\n\nNecessary\n\nThe greatest need for federal aid to the states for education is primarily\nfor the purpose of raising the level of educational opportunity where it is\nnow most inadequate. Grants should be made for this purpose. Such grants\nshould be based fundamentally upon the proposition that neither the indi¬\nvidual states nor the federal government can continue to tolerate conditions\nunder which a substantial number of the citizens of tomorrow receive in¬\nadequate preparation for effective living. This means that the allocation of\nthe funds among the states must be made in such a manner that the funds\nwill go where they are most needed. The share of the wealthier states in the\ngrants must be modest indeed if substantial improvement is to be brought\nabout with grants no larger than seem socially feasible under present con¬\nditions.\nAside from general grants for elementary and secondary education the\nbest method of securing improvement in the schools appears to be that of\nconcentrating attention upon strategic factors thru the wise use of a limited\nnumber of special aid funds set up to supplement the general aid fund. Three\nsuch funds are suggested : The first is a special fund for the improved\npreparation of teachers and other educational personnel.\n\n"}
{"page": 208, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\nAltho there is at present in most fields an ample supply of teachers holding\ncertificates, the number of well-qualified teachers appears to be generally\ninadequate. The states most in need of assistance for their general programs\nof elementary and secondary education are particularly lacking in sufficient\nresources of competent educational personnel. A relatively small federal\ngrant for the education of teachers is of major importance for the improve¬\nment of elementary and secondary schools.\nThe second special fund proposed is for the rehousing of rural schools,\nto facilitate the desirable reorganization of attendance and administrative\nunits.\nGeneral aid for the operation of schools may perpetuate and entrench\nunsound district organization unless some definite corrective stimulus is\nprovided. The dangers have been demonstrated thru experience with dis¬\ntributive funds in the states. In many regions, in the absence of other meas¬\nures to secure improvement, general federal aid might actually interfere\nwith needed local reorganization ; therefore, a special grant is needed for\nschool buildings as a means of encouraging the reorganization of school\ndistricts and attendance units.\nThe third special fund suggested is for the administration of state depart¬\nments of education.\nAltho there has been improvement in the departments of education in\nseveral of the states during recent years, in most cases these departments are\nnot now adequate for the effective conduct of their present functions. They\nwould be grossly inadequate in most instances to carry on the greatly en¬\nlarged functions that would be attendant upon the administration of an\nenlarged program\n\nof federal grants. A\n\nrelatively small grant of federal\n\nfunds to state education departments should be made to assure a wise expen¬\nditure of federal, state, and local funds.\nFor a similar purpose, the United States Office of Education\nprovided with better facilities for research and leadership.\nThe Office of Education\n\nshould be\n\nshould be given the responsibility of administer¬\n\ning federal grants for education. Its major function, however, should be re¬\nsearch and leadership. These are the areas in which the Office can render its\nmost important service. In order that it may render this service adequate to\npresent national needs, an increased budget is essential.\nEach of these funds would serve desirable special purposes, and in addi¬\ntion they would secure the improvements that are essential for the most\neffective utilization of a general aid grant for elementary and secondary\neducation.\nThese proposals of the Advisory Committee\nintegrated program\n\non Education\n\nconstitute an\n\nof six new federal grants-in-aid to the states, as follows :\n\n1. Grants for public elementary and secondary education, made primarily for the\npurpose of raising the level of educational opportunity where it is now the most\ninadequate.\n2. Grants for the improved preparation of teachers and other educational\npersonnel.\n\n"}
{"page": 209, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n203\n\n3. Grants for school buildings, provided primarily and explicitly for construction\nin connection with the desirable reorganization of administrative and attendance\nareas.\n4. Grants\n5. Grants\n\nto improve the service of state departments\nfor adult education.\n\n6. Grants for public library service, provided\nof such service in rural areas.\n\nof education.\n\nprimarily\n\nfor the improvement\n\nThe present federal grants for vocational education in schools of less than\nsenior college grade should be thrown together in one fund which, with few\nlimitations, should be available to the states for all desirable types of occu¬\npational preparation. This suggestion is made in the interests of more equita¬\nble provision of opportunities for vocational education, of less separatism\nwithin the school system, and of greater flexibility in state and local school\nadministration.\nThe United States Office of Education should be responsible for the allo¬\ncation of funds to the states upon an objective basis. The federal statutes,\nhowever, should reserve explicitly to state and local agencies the administra¬\ntion of schools, the content and processes of education, and the determination\nof the best uses of the allotments of federal funds within the types of ex¬\npenditure for which federal funds may be made available.\nIt is suggested that a national youth service administration be established\nin one of the departments of the federal government. The functions of this\nagency should be to direct work projects and administer work camps for\nneedy unemployed youth and to allocate to educational agencies grants for\nstudent aid principally on a work basis, for youth who desire and are com¬\npetent to enter on or continue secondary school or college education, but who\nwithout financial assistance could not do so. To this new agency should be\ntransferred the student aid and youth work projects now carried on under\nthe National Youth Administration. The existing Civilian Conservation\nCorps should be continued, but it should be reorganized on a wholly civilian\nbasis and with greater emphasis upon educational activities for enrollees ; it\nshould also be placed under the direction of the proposed national youth\nservice administration. Wherever\n\nfeasible the educational aspects of the pro¬\n\ngram of the proposed national youth service administration should be ad¬\nministered by the schools.\nPrinciples\n\nof Federal-State\n\nRelationships\n\nWith increased federal support there is a danger, which it would be folly\nto disregard, that federal aid, unless thoroly safeguarded, may lead to an\nundesirable measure of federal control. Fear of centralized control is un¬\nquestionably one of the major obstacles now standing in the way of further\nfederal assistance to education. In order to secure some extension of federal\nsupport for education without\n\nundesirable federal control, the Advisory\n\nCommittee on Education has set forth certain principles, the essential ele¬\nments of which should be incorporated in any legislation providing federal\naid to the states. These principles, ten in number, are as follows:\n1. The major portion of all federal aid for education should be granted as\na general fund for the current support of elementary and secondary education. In\n\n"}
{"page": 210, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\norder that states and local school jurisdictions may have the necessary flexibility\nin the development of programs suited to local conditions, the specification of\nparticular phases of elementary and secondary education to be supported from\nsuch a fund should be avoided.\n2. The major portion of federal aid for education should at all times be granted\non a basis that tends to lessen inequalities of opportunity among and within states.\n3. Federal grants for special educational purposes may properly be used to bring\nabout attention to educational matters of special national concern and thus to\nimprove the educational programs conducted under state and local auspices, but\nsuch grants should be considered with very great care to see that improvement\ndoes in fact result. The states are the units for the organization of educational\nprograms, and the methods of making grants should therefore avoid so far as\npossible the overdevelopment of any one phase of a state program at the expense\nof other phases.\n4. The federal government should record its purposes explicitly, but broadly,\nleaving to the states wide discretion and flexibility in the administration of the\nfederal grants, altho those grants should be conditioned upon distribution within\nstates in conformity with the general purposes for which the grants are made.\n5. The general principle of cooperation between the federal government and the\nstates, without coercion by either party, should dominate legislation providing for\nfederal grants; but wherever the major purpose of the grants is to bring about\nprogress toward equality of educational opportunity, matching of funds by the\nstates or local communities should not be required. Help is most needed in those\nareas where matching would be unjust if not impossible.\n6. In order that local initiative and responsibility may be maintained, all federal\naction should reserve explicitly to state and local auspices the general administra¬\ntion of schools, control over the processes of education, and the determination of\nthe best uses of the allotments of federal funds within the types of expenditure for\nwhich federal funds may be made available. The federal government should in no\ncase attempt to control the curriculums of the schools or the methods of teaching\nto be employed in them. In those fields, however, it should carry on research and\nmake the results widely available.\n7. All federal grants for educational purposes to states maintaining separate\nschools and institutions for Negroes should be conditioned upon an equitable dis¬\ntribution of the federal funds between facilities for the two races.\n8. Federal grants should be used to build up and strengthen existing educational\nagencies and institutions so far as they are able to serve important needs, and\nnot to establish competing agencies and institutions.\n9. Any system of federal grants as a whole should be consistent with sound\nfiscal policy and should facilitate progress in tax reform.\n10. In view of the extent of existing federal relationships to state and local\nconduct of education and their probable increase thru the years, federal relations\nto education should be reviewed under specially constituted appropriate auspices at\nintervals of not more than ten years.\n\nIt has been suggested to the Advisory Committee on Education that in\nformulating principles of federal aid for educational purposes, it should\naccept the view that all federal aid for education should be appropriated as\na single fund, to be distributed by the states among various types and levels\nof educational activity as they see fit. The Committee is unable to go so far,\naltho it does believe that only in very exceptional circumstances will it be\ndesirable for the federal government to specify funds for any single phase\nof the current operation of elementary and secondary schools. The unitary\nnature of the program within the common schools should be respected. On\nthe other hand, for example, it may prove permanently\n\ndesirable to provide\n\n"}
{"page": 211, "printed_page": null, "text": "American\n\nAssociation\n\nOE\n\nSchool\n\nAdministrators\n\n205\n\nfunds for school building construction separately from other funds and to\ngive such expenditures special supervision.\nThe organization of education within the states must also be given con¬\nsideration in determining whether to grant all federal aid in a single fund.\nIf all types of educational institutions from the kindergarten to the uni¬\nversity were under the unified control of one board of education in every\nstate, it would at least be feasible to grant all aid for education as a single\nfund, to be controlled and distributed within states by those unified boards\nof education. Actually no such form of organization, however desirable it\nmay be, now exists in any state. Under the circumstances, it will not soon\nbe possible even if desirable to provide federal aid for higher education, for\npublic library service, for extension service, for other forms of adult educa¬\ntion, and for elementary and secondary schools by means of a single federal\naid fund. The difficulties need only be mentioned to indicate the lack of\nfeasibility in such a plan under present conditions. In view of the present\nsituation, there appears to be no way to escape the conclusion that a realistic\nand comprehensive study of educational needs can only result in several\ndifferent federal aid funds, continuing the present practise at least in that\nrespect.\nConclusion\n\nThe\n\nfuture stability and success of our democracy\n\ncannot be assured\n\nmerely by the vast material resources of our* country. Democracy depends\nfirst upon people, and under presentday conditions our people are not getting\na fair chance to develop their innate capacities. Local control of education is\nan essential element in maintaining individual freedom and that diversity of\nculture that is one of the best guarantees of social stability. But local re¬\nsponsibility for the costs of education cannot provide the equality of oppor¬\ntunity which is also an essential prerequisite for democratic freedom. To\nmeet this dilemma we are forced to accept the necessity for national grantsin-aid, while we continue to maintain by every possible means local freedom\nof management. This necessity raises new problems, but none that is in¬\nsuperable, and none that is as serious as the problem of what to do with\nmillions of citizens who by the accident of birth are now deprived of an\nequal chance for health and knowledge and an education that will fit them\nto shift for themselves in the swift current of our modern life.\n\nPRESENTATION\n\nPAYSON\n\nPresident\n\nOF\n\nSMITH,\n\nGlenn:\n\nLIFE\nHONORARY\nCHARLES\nH. JUDD\n\nHARVARD\n\nFew\n\nUNIVERSITY,\n\nexperiences\n\ncome\n\nMEMBERSHIP\n\nCAMBRIDGE,\n\nto us\n\nTO\n\nMASS.\n\nas individuals\n\nmore\n\npleasant than introducing one good friend to another. Today it is my privi¬\nlege at one and the same time to present two good friends to this Asso¬\nciation, which thru the years has come to regard these two gentlemen as\nleaders and as friends of us all. They belong to no one university, to no\none section; they are common property; we all claim them. At this time I\n\n"}
{"page": 212, "printed_page": null, "text": "National\n\n206\n\nEducation\n\nAssociation\n\npresent to you these two gentlemen and they will speak to you in the order\nannounced — Payson Smith of Harvard\nChicago.\nDr.\n\nSmith\n\n: I suggested\n\nUniversity, and Charles H. Judd of\n\nto Dr. Judd\n\nthat he might\n\nsit during\n\nthe pre¬\n\nliminary remarks which I shall make. He said he preferred not to do so — the\nreasons, I am sure, being too potent: first, that he wanted to show that he\ncould take it; and, second, because once upon a time he taught in an obscure\nschool in New Haven, Connecticut, where, I understand, there is an un¬\nwritten rule that a representative of that institution shall never sit while a\nHarvard man is speaking!\nFrom the platform of this Association, powerful voices have been heard in\nbehalf of American education. Not least influential among them have been\nthose of men and women who have never or seldom held official office, either\nin the Association or in the public school system itself.\nIt would indeed be difficult to imagine how poor would be American\neducation today if it had not been for the presence among us of those wise\npeople outside the public schools who have been at once our critics and our\nfriends.\nThis is not the time, or the place, to attempt to call the roll of these but\nif from among them a man should be chosen who symbolizes the service\nwhich I have mentioned, there is no other who could more worthily or more\ncompletely represent them than the man who in a few minutes will speak\nto you.\nIt is indeed my happy lot to give on behalf of this Association its tangible,\ntho sorely inadequate, recognition to one of whose service for education it\ncan be said without exaggeration that it has reached into every schoolhouse\nof the land.\nExactly twenty-five years ago his name appeared for the first time on the\nprogram of a general session of the Department of Superintendence. He\nis now to give the latest, but not the last, in a series of contributions, each\none of which has been an event. Within the past twelve years he has given\nnot less than ten general addresses before this Association.\nIn his work outside of its meetings, he has played a conspicuous part. As\na member of the Committee on Curriculum, he was partly responsible for\nthe Third, Fourth, Fifth, and Sixth Yearbooks of the Department. On the\nCommittee on Articulation, he shared in the production of the Seventh\nand Ninth Yearbooks. In the crucial year of 1932, he gave consideration to a\ncrucial subject, namely, that of school costs, serving as a member of a com¬\nmission dealing with that matter. From 1928 to 1935 he was a member of the\ncommittee on financing research.\nHis services for the National\n\nEducation\n\nAssociation have been by no\n\nmeans restricted to what he has done thru this Department. Thirty-three\npublications represent only part of what he has accomplished for the parent\nassociation.\nBut, outside and far beyond these associational relationships, important as\nthey have been, there have been many other marks of his influence upon our\n\n"}
{"page": 213, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nschools impressed deeply and permanently;\nand creative mind.\n\nAdministrators\n\n207\n\nthe fruits of his keen analytical\n\nIn the Congressional Library are two hundred articles, reports, and books\nupon numerous phases of education that have come from his productive hand.\nTo name the surveys which he has directed, or with which he has been\nassociated, would be to catalog some of the most significant findings that\nhave been made in fields of national, state, and local administration.\nNo list, however impressive, of his addresses, reports, books, and commis¬\nsion memberships, can at all completely reflect to us who have known and\nlived and worked with Charles H. Judd, what his membership in the\nteaching profession has meant.\nThe straightforwardness of the man, the utter absence of any trace of\nsham or hypocrisy, his high courage, his intellectual sincerity, his complete\nmastery of the spoken word — these qualities have combined to make of him\nthe envoy extraordinary of American education.\nIt would be something of a satisfaction to me if I were able to speak of\nmy personal friendship for Dr. Judd but I must refrain. It was Emerson\nwho said truly that friendship is too delicate a thing to entrust to expression.\n“I do not need to tell my friend,” he said, “of my love for him.” And so,\nperhaps, for you, as for myself, I may say that perhaps we need not remind\nDr. Judd of our esteem for him, of our pride in him, and of our deep affec¬\ntion. I think he must know of these. At any rate, I trust and believe that in\nthis token which in your name and on your behalf I am to pass to him, he\nwill read far more than an honorary life membership in this Association ;\nI trust he will see an emblem of the insoluble ties that bind him to us.\nCharles Hubbard Judd — teacher of teachers, courageous protagonist of\nyouth, exponent of American ideals of education, safe guide, inspiring\nleader — this Association bestows upon you this honorary life membership\nand it wishes for you health and happiness, and for us your long continuing\nservice for the schools of the Republic.\n[The convention arose and applauded as Payson Smith handed the life\nmembership to Charles H. Judd.]\nFACING\nCHARLES\n\nH. JUDD,\n\nHEAD,\n\nTHE\n\nDEPARTMENT\n\nCHICAGO,\n\nFUTURE\nOF\n\nCHICAGO,\n\nI can hardly begin to express my\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nappreciation for the honor you have\n\nbestowed upon me. I am indeed very thankful — thankful, in the first place,\nto Dr. Glenn who made the recommendation of this honorary life member¬\nship to the Executive Committee of the Association. I like to think, Dr.\nGlenn, that this recommendation was in part a continuance of our long¬\nstanding friendship. But, I am also convinced that the recommendation\nwas even more an expression of enthusiasm for the activities in which we\ncooperated.\n\n"}
{"page": 214, "printed_page": null, "text": "208\n\nNational\n\nEducation\n\nAssociation\n\nAs for Payson Smith, first of all I want to say I appreciate his kind exag¬\ngerations very greatly. It is my observation that when one friend begins to\ntalk about another, he omits all references to shortcomings and expresses\nthe ideals that he has about himself and transfers those to someone else.\nIt is true that Payson Smith and I have known each other ever since he\nstarted back in the provinces, if you people from Maine will allow me to\nclassify you in that way. And, to use one of the phrases of my friend, E. C.\nElliott, I knew him when he was a polliwog, and I have seen him grow and\ndevelop into a full-fledged leader of American education.\nI appreciate very much what he has said. And, as for you, my friends,\nI appreciate very much the kind patience with which you have listened to\nme. Sometimes you have agreed with me and sometimes you have not. Where\nyou have not, I think you have always been wrong. But, at the same time,\nI appreciate your patience.\nNow, my main function today is to fulfil a commission that Dr. Glenn\nlaid upon me. He chose the title. As I began to prepare this paper, I\nthought to myself that there must have been a reason why he chose this\nparticular title, and I think I know what it is. There is grave danger that\nold men will fall into reminiscence and he gave me the title of the future\nso as to make that entirely impossible.\nBefore I begin, I want to make one other remark. I am so enthusiastic\nabout what has been done for us in connection with this discussion of the\ngreat problem of the federal relation to education that I am going to take\nthe personal liberty with you of expressing my high appreciation for the\ncooperative and sympathetic treatment that the committee received thru\nall of its activities from the federal administration and the enthusiasm which\nI know the administration has for a proper establishment of a suitable\nrelation between the federal government, the states, and the localities. I look\nforward with great enthusiasm to the solution of a problem which we have\nbeen discussing for these many years. I think what we need now is to have\na frank and open discussion of all the problems so that there shall be agree¬\nment not only in small groups but an agreement by the educational profession\nin the establishment of this policy.\nAnd so I turn to this discussion of “Facing the Future.”\nHuman evolution does not move in a straight line. The struggle to¬\nward civilization turned abruptly in a new direction when men discovered\nmetals; the age of stone with all its limitations came to an end. So it is\nwith education. Horace\n\nMann\n\nand his contemporaries organized the eight-\n\nyear graded elementary school and changed the character of common school¬\ning in the United States. The academies which flourished in the middle of\nthe nineteenth century disappeared with astonishing rapidity during the\nseventies and eighties, giving place to a new kind of secondary school, the\nfree public high school.\nOne can find specific causes which explain the changes in the educational\nsystem. The free public high school is the product of the social upheaval\nwhich followed the Civil War. The graded elementary school is due to the\ngenius for organization, the energy, and the insight of educational reformers.\n\n"}
{"page": 215, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n209\n\nIn each case, however, one must recognize that in addition to the obvious\nfactor in the situation which explains the turn in events there was a subtle,\nfundamental maturing of social life which made possible the effective\noperation of the particular cause that brought reform. The reform was\nnot superimposed on an unresponsive world. It took place because the con¬\nditions were ripe and ready for a new trend in evolution.\nWe stand today at one of the turning points. Powerful influences are\noperating to make the educational practises of yesterday obsolete and to\ncreate new forms of school organization, new contents of instruction, and\nnew ideas with regard to the scope of school activities. Restlessness and\nexperimentation are discoverable on every hand. Some of the movements\nare temporary and abortive. They seem important for a time but spend\nthemselves without producing the changes that satisfy those deep social\nneeds which sooner or later determine the direction in which true advances\nare made. Not all the significant trends are readily recognized. We see some\nof them at such close range that we do not realize how crucial they are.\nWhen I was asked by the president of our Association to prepare a paper\nentitled “Facing the Future,” I realized that the effort to foresee whither\nwe are going is a venturesome undertaking but one worth trying. I feel\nsure that prophecy can be justified only if we are careful to base prognosti¬\ncations on clearly statable grounds. If we can see definite reasons why certain\nchanges are inevitable, we can speak of the future with assurance, and we\nmay gain the advantage of being able to strengthen those trends which give\npromise of making enduring contributions to the improvement of the\neducational system.\nThe first trend to which I call attention is so concrete in its manifestations\nthat it can be readily seen by everyone. It is the trend toward a reconstruc¬\ntion of the administrative units of the educational system. The eight-year\nelementary school, the four-year high school, and the four-year college\nare undergoing radical readjustments.\nIt is not my purpose to advocate any particular plan for the organization\nof the educational system. I shall attempt to show before I am thru that\nwe are now in possession of an effective and safe means of working out the\ndetails of any innovation in education. We may safely postpone to the\nfuture our agreements and disagreements about junior high schools and\njunior colleges. Our chief interest at this stage of progress is to arrive at\na clear understanding of the reasons why changes are being made.\nThe present administrative units of the educational system are the results\nof what has been described in recent discussions of other phases of life as\n“an economy of scarcity.” When the American elementary school of eight\ngrades was first organized in the middle of the nineteenth century, the\ngreat majority of the schools of this country were one-room rural schools.\nRural schools as well as town schools of the same educational level were\nmeagerly equipped. They had very few textbooks, no libraries, no science\ndemonstration materials, and few, if any, maps and pictures. The teachers\nwere by no means as advanced in their education as are the elementary-school\n\n"}
{"page": 216, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\nteachers of today. The pupils were irregular in attendance, and the curric¬\nulum was restricted to the simplest rudiments. The school year was short,\nand the school day was adjusted to the demands for participation in farm\nlabor which rural life imposed on children. It is perfectly evident, as one\nlooks back across the century, why in the early history of the graded school\nas long a time as eight years was required to give pupils training in the\nthree R’s.\nSomewhat\n\nthe same\n\nstatements\n\ncan be made\n\nwith regard to the four-\n\nyear high school. The high school was not standardized until the Com¬\nmittee of Ten made its report in 1892. Up to that date there were in exist¬\nence three-year high schools, four-year high schools, and five-year high\nschools. The final fixing of the standard curriculum at four years was a\nkind of compromise between the requirements of colleges and the limitations\nof available instructional materials. To some extent economic conditions\nalso rendered it difficult to keep pupils in high schools for more\n\nthan four\n\nyears.\nThe four-year period of college education was again in the early days\nan arbitrary compromise. The student was given in that period something\nof an advanced education. After this brief schooling, he entered the ministry\ndirectly or went into law or medicine by way of a period of apprenticeship\nin the office of some established practitioner.\nIt is not necessary to detail what has taken place in the American educa¬\ntional system during the past century, and especially during the past thirty\nyears. We all know that the meagerness of equipment and the absence of\npreparation on the part of teachers in the elementary schools have been\nso far overcome that, if a better education were not provided in the lower\ngrades than was provided a hundred or even thirty years ago, it would\nbe a cause for apology. That a new era has dawned in elementary-school\neducation can be made clear by referring to the single fact that, whereas\nthe children of earlier times were limited in each year to a single reader,\nthe children of today have a wide range of reading material and are able,\nbecause of modern methods of teaching reading, to take advantage of the\nabundant materials which are supplied to them. The children of this genera¬\ntion make progress in six years to a point where they are far more competent\nin reading, and consequently far better educated, than were the children of\nan earlier day after eight years of schooling.\n\nThe eight-year elementary school has improved not only in its teaching\nof reading but in all lines of rudimentary instruction. As a result, its upper\ngrades can no longer be limited to the meager program of former times.\nThe seventh and eighth grades have taken on, of necessity, a new character.\nThey are now able to give advanced instruction which\nthem into close relation with the high school.\n\nnaturally brings\n\nWith changes in the elementary school have come changes in the high\nschool. To be sure, changes in secondary education have been resisted in\nsome quarters. The teachers in the high schools and the parents of the\npupils in these schools are often conservative in the extreme. Evolution is,\n\n"}
{"page": 217, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n211\n\nhowever, doing its work in spite of all the opposing forces. The American\nhigh school is changing; it is expanding in the content of its courses and\nin the organization of its work; it has in many school systems absorbed\nthe seventh and eighth grades and is now in process of reaching upward\nso as to include the first two years of the college. The development of junior\ncolleges as parts of many public school systems of the country is an accom¬\nplished fact. That the future will see more public junior colleges is a safe\nprophecy. There are social forces which are compelling communities to\nenlarge the opportunities offered to their young people. Young people who\ncan find no places in the industrial and commercial worlds are registering in\nthe secondary schools as graduate pupils or are demanding the opportuni¬\nties of a junior college education.\nTo be sure, the junior college is having a very trying experience finding\nout what its mission is. There are junior colleges which ought not to exist.\nThere are junior colleges which do not maintain standards of scholarship,\nand those, with inferior faculties. On the other hand, there are junior\ncolleges which are examples of the highest efficiency. Whether good or\nbad, the junior colleges in this country have been organized in response\nto the demand for more than the limited years of schooling provided in\nthe conventional high school.\nWith the junior college withdrawn from the college and attached to the\nsecondary school, there has appeared a tendency for the college to reach\nup into the graduate school and absorb the year commonly devoted to the\nearning of the master’s degree. Thus, the whole scheme of administrative\ndivision of the school system has changed from the elementary school thru\nthe most advanced years of the college.\nWhen schoolmen discover a persistent trend, what is their duty? Cer¬\ntainly it is not to combat the trend. To be sure, one ought to distinguish\nbetween trends and transient fashions, which are accepted for a few months\nor years and are then forgotten. The distinction between a fashion and\na trend is that the trend has its origin in causes which are fundamental.\nIt persists and grows in strength. Once an educational movement exhibits\nthe characteristics of a trend, the duty of those who administer schools is\nto make a study of its meaning\nsible of its implications.\nThe\n\nchanges which\n\nand gain as full a comprehension\n\nas pos¬\n\nhave been described are the natural — indeed, one\n\nmay say the inevitable — consequences of the fact that modern life has grown\ncomplex, making it necessary for the individual who would succeed to\nenter the competitions which he encounters with a far broader intellectual\nequipment than was required in former times.\nThe second trend which is important for our present consideration is\nthe introduction into educational thinking of new conceptions regarding\nvocational education and general education. Vocational education used\nto be provided for young\ncommercial\n\npeople by the home, by the industries, and by\n\nestablishments. During\n\nthe early years of this century so-called\n\n“business colleges” took over the task of preparing young\n\npeople for office\n\n"}
{"page": 218, "printed_page": null, "text": "212\n\nduties. The\n\nNational\n\nEducation\n\nAssociation\n\nland-grant colleges and in some\n\nstates institutions known\n\nas\n\n“agricultural high schools” tried to correct thru instruction the wasteful\nand inefficient methods traditionally followed by farmers. Finally, under the\nleadership of enthusiasts in Massachusetts and Wisconsin and the organized\nmanufacturers of the eastern states, a national system of vocational courses\nwas projected and installed in secondary schools. Vocational courses were\nforced into the school program in many cases by radicals who voiced the\nmost violent objections to the types of instruction wdiich the secondary\nschools were administering and had administered from the earliest days\nof their history.\nThe vocational courses encountered opposition on the part of many\nrepresentatives of the traditional departments. In expressing their views with\nregard to vocational education, these protesting representatives of the older\nlines of instruction used the term “general education” and the long-recog¬\nnized term “liberal education” to magnify the importance of the established\nelements of the mathematical-classical curriculum. It is still true that many\nteachers of the traditional subjects feel sure that they are the real educators\nof young people, that their subjects are the only liberal, broad, and cultural\nsubjects in the school curriculum.\nFortunately, the processes of evolution are moderating the extreme par¬\ntisan views of a few years ago. On the one side the vocationalists have\ngradually broadened their thinking. They have found that shop courses\nare not enough to satisfy the modern youth. The boy who is going to be\na mechanic knows that civilization is scientific, and he demands access to\ncourses in science. He knows that the world has passed thru experiences of\nwhich he needs to know something if he is to be an intelligent citizen.\nHe demands, therefore, access to courses in history. While the vocationalists\nhave become more hospitable to courses in science and history, some light\nhas penetrated into the thinking of the classicists and mathematicians.\nThe traditional subjects are attempting, sometimes with apologies and often\nwith an exhibition of self-conscious condescension, to popularize themselves,\nto attract pupils by adding to the lessons that used to be drilled into reluctant\nminds interesting sketches about real people or accounts of practical inci¬\ndents in which someone discovered a use which could be made of a liberal\nart. It now seems not unlikely that the apparently parallel lines of voca¬\ntional and liberal education may converge somewhere in infinity.\nThere is, I feel sure, a ready solution of this whole controversy. It is so\neasy to see the direction in which education is moving that one almost hesi¬\ntates to take time to state certain fundamental facts which are obvious the\nmoment they are stated. The first of these facts is that the traditional\nliberal arts courses are, and have been thruout their history, vocational\ncourses. The boy who learned rhetoric in the schools of Greece or Rome\nwas learning the art of influencing his contemporaries thru public address.\nHe studied the liberal art of rhetoric in order that he, as a freeman — that\nis the meaning of “liberal” — might enter the profession of politics.\nSimilarly, when the medieval universities taught geometry, they were\nconsciously preparing their students in logic. The\n\ndebates of the medieval\n\n"}
{"page": 219, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n213\n\nperiod were theological rather than political, but they were rigidly logical.\nFurthermore, the chief language taught in the medieval period was taught\nbecause it was useful. The language in which all advanced instruction was\nconducted was not the vernacular. The churchmen, who were the custodians\nin those days of the intellectual life of the race, had to study Latin for the\noccupational purpose of being churchmen.\nWhen Harvard and Yale were organized as the first collegiate centers\nof liberal arts education in Colonial New England, there was not the\nslightest ambiguity about their vocational aims. The\nthese institutions prepared men for the clergy.\nThe\n\nsubjects taught in\n\nliberal arts have a history of long service to society as vocational\n\nsubjects. It is a great pity that modern representatives of these arts should\nattempt to give currency to the subterfuge that the liberal arts were ever\nintended to constitute general education. The fact was, is, and always will\nbe, that the liberal arts are professional or pre-professional. The Federal\nBoard for Vocational Education made a cardinal blunder when it criticized\nthe liberal arts. The fact is that the liberal arts belong by right to the\nFederal Board. They are as vocational as the courses in tinsmithing and\nplumbing.\nWhen these facts are viewed in their true historical perspective and in\nthe cold light of critical reason, a new and important idea begins to emerge.\nThe American schools have never provided, at least above the level of\nrudimentary\n\nteaching in the lower grades, anything that can properly be\n\ncalled “general education.” There is great need of a program of general\neducation in American schools to supplement and round out the program of\npre-professional — or liberal arts — courses, and shop and commercial courses.\nThe vocational courses, whether they prepare for the professions or the\ntrades, are special courses separating young people into distinct groups of\nworkers all intent on making a livelihood. The world is just beginning to\nrealize that making a livelihood is only a part of life. Every worker in\neither the professions or the trades is a citizen and for some of his waking\nhours a potential patron of literature and the fine arts. Every worker is a\npart of a great civilization which it is important that he understand and\nappreciate. General education is the education which all people need to\nmake them more than competent specialists in their vocations.\nThe nearest approach to unanimity with respect to the proper content\nof that part of the curriculum designed to give general education is perhaps\nthe agreement which seems to be fairly general that every school should offer\nlessons in citizenship. Just how to teach citizenship seems to be uncertain,\nbut that the next generation should know more about public policies than\ndoes the present is granted on all sides. An impressive comment which was\nrecently uttered by that prophet who has made himself heard on many\noccasions of late may be quoted as typical of the suggestions that are being\noffered with respect to devices by which the school curriculum may be\nmodernized.\n\nH. G. Wells, speaking before the education section of the\n\n"}
{"page": 220, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\nBritish Association for the Advancement of Science, made\nremarks about the history now taught in British schools:\n\nthe following\n\nI believe that the crazy combative patriotism that plainly threatens to destroy\ncivilization today is very largely begotten by the schoolmaster and the schoolmistress\nin their history lessons. They take the growing mind at a naturally barbaric phase\nand they inflame and fix its barbarism. I think we underrate the formative effect\nof this perpetual reiteration of how we won, how our empire grew, and how rela¬\ntively splendid we have been in every department of life. We are blinded by habit\nand custom to the way it infects these growing minds with the chronic and nearly\nincurable disease of national egotism. Equally mischievous is the furtive anti¬\npatriotism of the leftist teacher. I suggest that we take on our history from the\nsimple descriptive anthropology of the elementary stage to the story of the early\ncivilizations. We are dealing here with material that was not even available for\nthe school masters and mistresses who taught our fathers. It did not exist. But\nnow we have the most lovely stuff to hand, far more exciting and far more valuable\nthan the quarrels of Henry II and a Becket or the peculiar unpleasantnesses of\nKing James or King John.\n\nAnd he goes on to say if we can modernize history and the teaching of\nhistory, we shall tend to equip youth for the life of today. If we take the\nrecommendation of Wells seriously and substitute anthropology for the\nkind of history which is now common in the schools, I feel sure that we\nshall be making progress toward the organization of general education.\nThe need for more and better vocational preparation and more and\nbetter preparation for citizenship is being made clear by the happenings\nof recent years. Early in the depression, the federal government found boys\nwho had been ill-prepared for life in the confused curriculum now taught\nin American high schools, traveling up and down the land, rejected by\nindustry, and incompetent in a world which needed their services, and it\nset up camps where these boys received a new kind of education and in\nmany cases regained their morale. The recognition of morale as .some¬\nthing to be cultivated in education is a wholesome expansion of our thinking\nabout education. The federal government also set up the National Youth\nAdministration and has thru this agency helped a great many young people\nto continue in school while at the same time requiring them to perform\nuseful social services. The inclusion of training in useful social service is\na wholesome expansion of the concept of education.\nThe two trends which have been noted up to this point are trends within\nthe educational system. The units of school organization are in process\nof readjustment, and the curriculum is expanding so as to supply more\nfully than ever before the instruction needed by young people to fit them for\nintelligent participation in civilization. The trend to which we now turn\nour attention can be described as a general social trend in which\neducators, are vitally interested because it is producing\nimportance in our field.\n\nwe, as\n\neffects of major\n\nIt is today a commonplace of social and political theory that the welfare\nof the nation as a whole depends on the prosperity of all the individuals\nwho make up the nation. City folk cannot sell what they manufacture if\nthe farmers are not able to earn proper incomes from their labor. If there\n\n"}
{"page": 221, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n215\n\nare people trying to exist on submarginal land, the people who live in\nfertile valleys are sure to feel the bad effects of the poverty of their less\nfortunate contemporaries. The idea of human interdependence has come to\nhave real political meaning in the minds of all of us. We are as sensitive to\nthe dangers of social contagion as we are to the dangers of physical contagion.\nWe recognize the fact that society must for its own protection adjust con¬\nditions of life so that all its members will be cared for. We are rapidly\narriving at the point where we all seek social security for all.\nThe educational implications of this view about the solidarity of society\nand the necessity of guaranteeing security for all are clear. Society includes\ndependent children whom it has no right to neglect. The obligation to take\ncare of children is far greater than the obligation to care for any other class of\npeople. The institution thru which society must discharge the major part\nof its obligation to children is the school. Society must conduct schools\nfor its own preservation. The nation is in jeopardy as long as there is any\nstate or community which has an inadequate school system.\nWe, as school people, have, I believe, been slow in expressing the rights\nof young people as contrasted with our hopes and desires for them. I do\nnot misunderstand the slogan “equality of opportunity” which we have\nfrequently employed in recent years in asking for decent schools. Yet I con¬\nfess that the plea for “equality of opportunity” seems to me to be feeble.\nThe fact that we talk about schooling as a privilege or opportunity seems to\nimply that each child and each friend of children should come respectfully\nto the public and ask that something be given which, if granted, will be\nappreciated but which, if denied, will be understanding^ put out of mind\nas unattainable. I personally do not like the phrase “equality of oppor¬\ntunity.” I think the country, which has had its lesson of relief and of a new\ndoctrine of social rights taught under the sharp lash of the depression, ought\nto be informed in no uncertain terms that there is one and only one road\nto social and economic security and that this one road is thru adequate\neducation of all individuals.\n\nI find myself greatly stimulated by the steady increase in reliance on\neducation as the method of securing social betterment in every line. We\nhave witnessed in our times some of the great scourges of human life con¬\nquered by education. Not very long ago the victims of tuberculosis went\nto their deaths believing that they were irreparably doomed. In a few\nshort years tuberculosis has been brought under control thru spread of\nintelligence. We have gained courage to attack other maladies by the same\nmethod.\n\nPolitics has taken a new\n\nturn because of education. The\n\ninstruments of\n\ncommunication which have made it possible for the whole nation to be¬\ncome the audience before which leaders discuss the issues of political and\nsocial life have made\n\nthe common\n\nman\n\na party to national planning on a\n\nscale which will some day make charlatanism and claptrap impossible.\nIn a nation which thinks of social solidarity as guaranteeing to each in¬\ndividual certain rights why should educators take the attitude of suppliants?\n\n"}
{"page": 222, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\nWe stand before the courts of law and ask without any hesitation for rights,\nnot for privileges granted by a gracious sovereign. There was a period when\ncommunities were satisfied with pauper schools for the common people —\nmissionary enterprises designed to save souls. In due time, charity gave\nplace to community cooperation, and the purpose of education broadened.\nSchools were conducted at first on a small scale. They were entirely depen¬\ndent on local government and local support. After many years the states\nsaid to the local communities: Your children have rights which the state\nmust recognize; you, the community, shall take these and these steps to\nprovide the kind of schools to which your children have inalienable rights.\nThe logic of social enlightenment and of history is carrying us forward\nto federal support of education. A child born in the remotest corner of the\npoorest state is a part of the nation. The nation has said again and again :\nNo citizen shall starve ; no citizen shall perish from neglect. Our position\nis unanswerable when we point out that the same social compulsion which\noperates to make the nation responsible for material necessities operates\nwith double force to make the nation responsible for education. We can\ntake this stand, I feel sure, with complete confidence that the future will\nabundantly support our position. The movements of which we have been\na part in recent years all carry human evolution in the direction of a\nsystem of education which society will maintain on a scale commensurate\nwith its own magnitude and its own expanding comprehensiveness.\nOne is tempted to dwell on the changes which are sure to come when the\nimportance of education as the means and instrument of social improve¬\nment is fully recognized and adequate support of education is supplied by\nthe nation. The trend toward continuation of education beyond the years\nof youth in order to keep alive in adults the plasticity and the eagerness which\ngive zest to early life is well set and will continue with increasing momentum.\nAdult education will provide all of us with simple comprehensive reviews of\nthe attainments in intellectual fields in which we cannot specialize. The\nrange of intellectual life will expand by study carried on thruout life.\nOne phase of adult education in which our profession is deeply interested\nis the full and continuous education of teachers. Just at present we are\npassing thru that difficult period which lies between the older period when\na teacher once prepared for a certificate was assumed to be competent thru¬\nout life and the new period when teachers will be eager of their own volition\nto keep intellectually alert. In this intermediate period we apply the artificial\nincentives of salary scales, promotion, and straightforward brutal require¬\nments. We appoint commissions and consult teachers associations; we mul¬\ntiply professional courses and talk about improving teachers colleges and\nschools of education. Out of all this effort something will surely come. The\nonly regret that some of us have is that progress is so slow that we shall be\ngathered to our fathers before the teaching profession becomes thoroly edu¬\ncated.\nThere\n\nare other trends in education, some\n\nof which, it is to be hoped,\n\nwe shall see disappearing in the days to come. It is probably better on the\n\n"}
{"page": 223, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n217\n\nwhole to pass these undesirable trends without further discussion, to hold\nto the positive tenor of presentation which has characterized this paper up\nto this point. I confess that I am greatly tempted to indulge in the pleasure\nof marking for elimination some of the trends which I do not regard as\nwholesome, but I refrain. I hope that the charity which I thus exhibit will\nbe reciprocated by any who do not sympathize with some of the statements\nwhich I have made.\nA fourth trend — the last which I shall describe — is perhaps the most\nimportant trend in American education and one which I believe commands\nthe enthusiastic support of all of us. It is the trend toward the scientific\nstudy of educational problems. The science of education is a product of\nAmerican genius or, perhaps one should say, of American disposition to\ntry new devices. The older civilizations have traditions of education which\nare authoritative. No one ventures to question these traditions unless he\nis prepared to precipitate a revolution and start a new authoritarian system.\nOn this continent we have been experimental-minded. We have sometimes\nbeen dominated by the desire to overthrow all tradition. After we have gone\nour own independent ways, we have been seized with the desire to find\nevidence which will show how superior we are as compared with our neigh¬\nbors. There are many indications that the scientific study of education\noriginated in the desire to measure other people. Many of the surveys\nwhich supplied the science of education with its early opportunities to use\nscientific methods on a large scale were carried on by experts from remote\nparts who went back home after they had scientifically examined other\npeople. Whatever the origin of tests and measures and of other instruments\nused in scientific studies of education, the fact is that America\n\nis the con¬\n\ntributor of the science of education to the world’s list of social sciences.\nScientific studies in the field of education are in keeping with the general\ntendency that is characteristic of our age. During the last decade of the nine¬\nteenth century and the first decade of this century, industry, business, and\ngovernment were becoming aware of the desirability of guiding effort in\nany situation by studies that reveal the exact nature of that situation. If\none goes to the seat of the federal government today, one finds agencies of\nresearch scattered thru every executive department and every independent\nadministrative commission. In the industries of the nation, there are more\nthan 1500 laboratories organized and maintained for the purpose of making\nresearch studies. The term “scientific research” is familiar to the readers\nof every popular magazine and every newspaper. Education has followed\nthe trend of evolution and has developed technics for the scientific study\nof its problems.\nIt is not necessary or justifiable to declare that all the outcomes of\nscientific research are infallible guides to practical school operation. If\nthis were the proper occasion for an evaluation of the results of scientific\nresearch in education, it would be possible to point out that in a number\nof important instances there has been misinterpretation of facts. In some\ncases misinterpretation has commanded\n\nwide acceptance because it was spon-\n\n"}
{"page": 224, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nsored by scientific authority of a high order. The fact that research has some¬\ntimes failed to reveal the true path for education does not in the slightest de¬\ngree negative the statement that there is a trend in education toward the\nscientific solution of all problems. If anyone suggests to educators that they\nadopt a certain method of teaching or administering, he finds that he must\nsupport his suggestion with scientifically established facts. There was a time\nwhen an educational reformer could announce a theory and insist that the\nauthority of his experience or of his a priori reasoning was sufficient. There\nwas a time when the most momentous questions of educational policy and\npractise were pronounced upon by committees that employed no other device\nin arriving at their conclusions than exchange of opinion. The day of un¬\nscientific thinking about education is rapidly moving toward its close. There\nis a fixed determination in the minds of those who conduct schools that the\nschools shall conform to the ascertained laws of mental and social life.\nWhen we face the problems which have been suggested — the readjust¬\nment of the units of the school system, the reconstruction of the curriculum,\nand the general improvement of the expanding educational system — we\ncan proceed with assurance because we know that we have fairly reliable\nmeans of evaluating educational outcomes and because we know how to\nmake systematic studies of educational needs. We\nscience of education.\n\nhave a well-developed\n\nI have no misgivings about the future of American education. I think\nwe can all readily see some of the directions in which progress is certain.\nOne of my friends said to me not long ago that he is very careful these\ndays to save every ounce of his energy and to avoid every possible hazard.\n“I wait,” he said, “before I cross the street to make sure that every car\nhas passed. I want to see how this economic turmoil is going to end. There\nnever was so interesting and complicated a situation as there is today. I\nwant to see what happens.” I have the same feeling as my friend. I, too, am\ninterested to see what is going to happen in the political and economic\nworlds, but the reason why I am resolved to cross the streets carefully is\nthat I want to see what the present trends in American education produce.\n\n"}
{"page": 225, "printed_page": null, "text": "American\n\nAssociation\nA WORD\n\nHELEN\n\nKELLER, AMERICAN\n\nof School\n\nON\n\nAdministrators\n\n219\n\nEDUCATION\n\nFOUNDATION\n\nFOR THE BLIND, NEW\n\nYORK, N. Y.\n\nChairman Caroline S. Woodruff (Principal, State Normal School,\nCastleton, Vt.; President, National Education Association): One of the\nmost thrilling moments of my life was when, some years ago, I first saw\nand met Helen Keller, and held those seeing, feeling, hearing, talking hands\nin mine — the most wonderful hands in all the world. And it is to me to¬\nnight one of the choicest experiences of a year, filled, as it is for anyone\nrepresenting this National Education Association, with countless wmnderful\nopportunities that are given to few in this whole country, the privilege given\nme by President Glenn, of presenting to you this great personality, one\nwhose life has been unmatched in all time, past and present, in her conquest\nof all physical handicaps with which she has been circumscribed from in¬\nfancy, her mastery of them all. And she would disclaim the word did we not\ninclude in this almost miraculous achievement that great teacher of hers,\nAnne Sullivan Macy, without whom this attainment would have been im¬\npossible and her life incomplete.\nIt is fitting to recall what Miss Keller has done for others afflicted with\nblindness — the unique contribution made by her in having already raised\nthru her own effort more than one million dollars for the American Founda¬\ntion for the Blind, which is sponsoring a nationwide Helen Keller tribute\nyear, terminating next Thursday, March 3, the fiftieth anniversary of the\nday Anne Sullivan Macy came to teach Helen Keller. All funds of this\ndrive are to be turned over as a part of the endowment, known as the Helen\nKeller Fund.\nBefore Miss Keller speaks, her friend and companion, Polly Thomson,\nwill give the background for and interpretation of her address. Miss Thom¬\nson and Miss Keller.\n[M iss Keller and Miss Thomson came to the speakers’ stand ; Miss\nKeller stood beside Miss Thomson, with her hand on Miss Thomson’s\nlips in order to read her lips as she spoke.]\nMiss Thomson: When people first meet Helen Keller, they always\nask, “How did you begin to teach her?” Helen Keller was born a perfectly\nnormal child but at the age of nineteen months, she had a serious illness\nwhich left her deaf and blind, and as a result of deafness, she became mute\nalso.\nWhen Miss Sullivan, Helen’s late beloved teacher and friend, went to\nHelen’s home in Alabama, Helen was six and a half years old, and her only\nmeans of communicating with those around her were a few motions or signs.\nFor instance, if she was hungry, she pointed to her mouth. If she wanted\nbread and butter, she indicated the motions of cutting bread and spreading\nit with butter. If she wanted ice cream, she made the motions of turning\nthe freezer. And, when she smacked her lips, everyone knew she wanted\ncandy. A nod of the head meant “yes”; a shake of the head meant “no” but\n\n"}
{"page": 226, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\nI understand she paid very little attention to that sign excepting when\nmade it herself !\n\nshe\n\nThe first word Helen learned to spell on her hand was “doll.” Miss Sulli¬\nvan had given her a pretty doll and after she had played with it, dressed it\nand undressed it, Miss Sullivan took her hand and made the letters “d-o-1-1,”\npointed to the doll and nodded her head. Helen looked puzzled and felt Miss\nSullivan’s fingers curiously. Miss Sullivan repeated the letters a number of\ntimes, then helped Helen form them in her own hand. After a trial or two,\nHelen succeeded in spelling the word correctly, pointing to the doll as Miss\nSullivan had done.\nHelen learned the names\n\nof a number\n\nof articles from imitation without\n\nunderstanding that every action and every object had a name. One day\nM iss Sullivan had been trying to make Helen understand the difference\nbetween a cup and the water it contained. All her efforts had failed. Finally\nit occurred to Miss Sullivan to lead Helen to the pump and have Helen\nhold the cup while she pumped the water. As the water gushed forth, Miss\nSullivan spelled into Helen’s other hand “w-a-t-e-r.” Helen dropped the\ncup, went red and pale, trembled, and a new light came into her face, the\nlight of understanding. In that moment Helen realized that everything has\na name and that the finger spelling was the way to everything she wanted.\nAfter that her progress was very rapid. She learned everything that chil¬\ndren of her age learn, and she always wanted to know more. She learned\nto read and write and use the typewriter ; she can use any machine with very\nlittle trouble, and writes on all of them beautifully. For three years, she\nspelled on her fingers every waking minute.\nThe next important step in Helen’s education was learning to speak.\nHelen had observed that when those around her talked with each other, they\ndid not use the hand spelling. Miss Sullivan told her we talked with our\nmouths. Helen wanted to talk with her mouth, too, but that seemed impos¬\nsible. However, Helen kept on insisting that she wanted to talk like other\npeople. Miss Sullivan decided that if it was humanly possible, Helen should\nlearn to speak.\nThe first word she learned to articulate was the word “it.” Placing her\nhand in this position, thumb on throat, the first finger on lips and the second\non nose, enables her to feel the guttural sounds, the hard “g” and “k.” Words\nlike “grotesque.”\nMiss\nMiss\n\nKeller: Grotesque.\nThomson:\nGovernment.\n\nMiss\n\nKeller:\n\nMiss\n\nThomson:\n\nMiss\n\nKeller:\n\nGovernment.\nKindness.\n\nKindness.\n\nMiss Thomson: Conciliation.\nMiss Keller: Conciliation.\nMiss\n\nThomson:\n\nAnd, with her first finger on the lips, she gets the\n\nlabial sounds — the “b” and “p.”\nMiss Keller: Brother.\n\nBrother.\n\n"}
{"page": 227, "printed_page": null, "text": "Miss\n\nAmerican\n\nAssociation\n\nThomson:\n\nBachelor.\n\nMiss Keller:\nMiss\n\nSchool\n\nAdministrators\n\n221\n\nBachelor.\n\nThomson:\n\nMiss Keller:\nMiss\n\nof\n\nProsperity.\n\nProsperity.\n\nThomson:\n\nAnd\n\nwith her second finger on the nose, she gets the\n\nnasal sounds, the “m” and “n.” Mathematics.\nMiss Keller: Mathematics.\n\nMiss Thomson: Machinery.\nMiss Keller: Machinery.\nMiss\nMiss\n\nThomson: Nonsense.\nKeller: Nonsense.\n\nMiss\n\nThomson:\n\nAnd\n\nwith her hand\n\nin this position, Miss\n\nSullivan\n\nmade the short vowel “i” in “it.” Then the consonant “t” which is right in\nfront of the mouth “t-t.” Then put them together — i-t — and the first word\nwas learned. And, every word that Helen speaks has been learned in just\nthat way, letter by letter, syllable by syllable.\nAfter her seventh lesson in articulation, she surprised her family by speak¬\ning this sentence very slowly [Miss Keller joined her voice with Miss\nThomson’s, saying:] “I am not dumb noiv!”\nMiss Thomson: From that first halting sentence to her speech of to¬\nday has been a long, hard road. For years she put her hands on Miss Sulli¬\nvan’s face, her fingers in her mouth, felt the position of her tongue and\nrepeated the motions over and over and over until she has come to speak\nalmost like other people.\nYou will now have an opportunity to hear Helen speak and see her read\nthe lips. I will ask her a few questions so you may become a little more\naccustomed\n\nto her voice. Helen, where were you yesterday morning?\n\nMiss Keller:\nden.\n\nIn Florida, and I flew all the way from Orlando\n\nMiss Thomson:\nMiss\n\nDo you like flying?\n\nKeller:\n\nDo\n\nI like flying? Oh, very much.\n\nIt is thrilling to feel\n\nthe plane climb and climb, like wings. I am quite at home\nMiss Thomson: Are you not afraid?\n\nMiss Keller:\n\nto Cam¬\n\nin the clouds.\n\nNo, no more than a bird on the wing.\n\nMiss Thomson: Have you been to Atlantic City before?\nMiss Keller: Yes, often, and I love its bracing sea air. But, what\nchange from Florida!\n\na\n\nMiss Thomson: Does that mean you prefer it to Florida?\nMiss Keller: I do. I am descended from mountaineers.\nMiss Thomson:\nnot see it?\nMiss\n\nKeller:\n\nHelen, how\nThe\n\ncan you appreciate beauty when you can¬\n\nelements of form and surface and proportion are\n\npalpable to the touch and by combining\nsatisfying to me.\nMiss Thomson;\n\nthose three, I get a beauty quite\n\nYou enjoy flowers, don’t you?\n\n"}
{"page": 228, "printed_page": null, "text": "222\n\nMiss\n\nNational\n\nKeller:\n\nDo\n\nEducation\n\nI enjoy flowers?\n\nAssociation\n\nOh, yes! I smell their fragrance\n\nand\n\nfeel their graceful blossom, leaf, and stem.\nMiss\n\nThomson:\n\nYou\n\nlearn\n\na lot about\n\nthe world\n\nfrom\n\nthe sense\n\nof\n\nsmell, don’t you ?\n\nMiss Keller: Yes, I know- w-hen I am by the sea or in the mountains,\nor in the cities. Cities also have different odors. In London, for instance, I\nsmell the fog and smoke\n\nin winter. Then\n\nthere is Paris, wTith its peculiar\n\nblending of perfume, pow-der, and wines. And, last summer I made the\nacquaintance of Japan, wTith its odors of peculiar cooking and incense.\nMiss Thomson: Helen, I think our friends w-ould be interested in\nhearing a little about college. What were some of the subjects you studied\nin college ?\nMiss Keller: Philosophy, history, literature, mathematics, Greek, Latin,\nFrench, and German.\nMiss Thomson: Which did you prefer, Latin or Greek?\nMiss Keller: Which did I prefer? Greek. Altho more difficult, I found\nit richer in poetic thought and more musical than Latin.\nMiss Thomson: What w-as your favorite study?\nMiss Keller: Philosophy.\nMiss Thomson: Why?\nMiss Keller: Because it gives me such a sense of freedom\nlimitations.\n\nfrom all\n\nMiss Thomson: I think our friends wTould be interested to see howyour teacher read the books to you in college. This is the way M iss Sullivan\nread all the books and interpreted all the lectures during the four years Helen\nwas in college.\n[Miss Thomson\n\ndemonstrated\n\nthe manual\n\nalphabet with Miss Keller.]\n\nMiss Thomson: She sat beside her and spelled into her hand w-ord by¬\nword what the professors said. Can you repeat what I said ?\nMiss Keller: You said, this is the w-ay Miss Sullivan read all the books\nand interpreted all the lectures during the four years Helen was in college.\nShe sat beside her and spelled into her hand wrord by w-ord w-hat the pro¬\nfessors said. That w-as a long job !\nMiss Thomson: And, I think it is interesting also to know that Helen\ncould not take her typewriter into a classroom because she w-ould have dis¬\nturbed the other students so she had to carry in her mind all that had been\nspelled into her hand until she got home where she put the notes down on\nher Braille typewriter. That\nmemory.\n\nis how w7e think she developed her marvelous\n\nHelen, w-hat do you consider a teacher should be?\nMiss Keller: What do I consider a teacher should be? One\nbreathes life into knowledge\ncivilization.\n\nso that it takes new\n\nform\n\nwho\n\nin progress and\n\nMiss Thomson: Now, I wonder what questions our friends might\nlike to have me ask. Helen, did you like mathematics?\nMiss Keller: Did I like mathematics? No, I was a perfect bonehead\nin mathematics.\n\n"}
{"page": 229, "printed_page": null, "text": "Miss\n\nAmerican\n\nAssociation\n\nof\n\nThomson:\n\nNow,\n\nwondering\n\nI am\n\nSchool\n\n223\n\nAdministrators\n\nwhat\n\nother questions. Can\n\nyou think of some questions our friends might like to have asked ?\nCan you read other people’s lips as well as you can read mine?\n\nMiss Keller:\n\nembarrassed.\n\nYes, if they speak slowly and distinctly and do not get\n\nMiss Thomson: Who gets embarrassed?\nMiss Keller: The gentlemen. They stammer and forget what they are\ngoing to say!\nMiss\n\nThomson:\n\nWell, Helen, I think I will have to have you read\n\none of the gentlemen’s lips. Mr. Bush, you come along and Helen will read\nyour lips.\n\nMiss Keller:\nGeorge\n\nI will try anything once.\n\nC. Bush\n\n(Superintendent\n\nof Schools, South\n\nPasadena,\n\nMiss Keller, if you could have one wish granted, what would\n\nMiss Keller:\n\nCalif.) :\n\nit be?\n\nGood for you! You did not get at all embarrassed.\n\nIf I could have one wish granted, I should wish for world peace and\nbrotherhood! (Prolonged applause.)\n\nMiss Thomson:\nI tell you ?\nMiss Keller:\n\nHelen, how can you tell when there is applause? Do\n\nNo, I hear it with my feet thru the wood\n\nMiss Thomson:\n\nin the floor.\n\nCan you tell if this hall is packed? Can you tell if\n\nthere are many people in this room ?\nMiss Keller: Yes, and I know the house, which is big, is packed.\nMiss Thomson: How can you tell?\n\nMiss Keller : Because the air is warm\n\nand crowded from the breathing\n\nof many people. I feel their breaths coming in little pulsations to my face.\nMiss Thomson: Now, I think you will be interested to see how we\nspell into Helen’s hand. It is the manual alphabet. We spell about 85 words\na minute when we are going express. When I take Helen to a motion pic¬\nture or the theater, I have to spell very, very rapidly, about 85 words a\nminute. It is very simple.\nOf course, you all know\n\nthat Helen graduated with honors, receiving her\n\ndegree of Bachelor of Arts from Radcliffe College and Harvard\n\nUniver¬\n\nsity. It was then that Mark Twain said, “The two greatest characters in\nthe nineteenth century are Napoleon and Helen Keller — Napoleon tried to\nconquer the world by physical force and failed ; Helen has tried to win the\nworld bv the power of mind, and she has succeeded.” (Prolonged applause.)\n[M iss Keller bowed graciously several times in acknowledgment of the\napplause.]\n\nMiss\n\nThomson:\n\nNow,\n\nHelen, you had better give your little talk\n\nand I will repeat for you in case your friends do not understand.\n[Miss Keller made her statement, with Miss Thomson repeating the\nph rases after her for the purpose of interpretation to the audience.]\n\nMiss Keller:\n\nI am touched when educators ask me to say a word to\n\nthem. I am not a teacher, but I cannot resist the wish to express to you my\nthrilled consciousness of the new America in which you are guiding youth\nalong fateful paths of self-development.\n\n"}
{"page": 230, "printed_page": null, "text": "National\n\n224\n\nEducation\n\nAssociation\n\nJudging from what I read about experiments in school and college, it\nseems to me teacher and student are digging into learning warm with the\nheart blood of experience. Such advance is full of hope for the future, since\nwe must feel man’s struggle in our bodies, as it were, if) we are to make\nour education minister to his welfare. It was because Anne Sullivan put\naside precedent in teaching and tried to imagine herself in the silent night\nwhere I dwelt that she gained insight to give me the light and freedom of\nthe spirit.\nConfucius was right when somebody asked him, “What is knowledge,”\nand he replied, “To know men.” In order “to know men,” students must\ninvestigate life. They should try to find answers for such fundamental prob¬\nlems as government; wages; the supply of food, clothing, and shelter; peace\nand war. Education not translated into terms of this collective experience\nis lacking in content and creative thinking.\nIt is a revelation to me how farsighted teachers are taking thought to\norganize and unify the complex mass of knowledge flooding our schools and\nsetting up definite goals for intelligent effort. The technic of building wellplanned cities, keeping the land fertile and beautiful, abolishing the plagues\nfrom the earth, is being imparted to students as a life responsibility. They\nare being awakened to the fact that soul-killing poverty may be abolished,\nand that wealth is a social product to be controlled for the common good.\n“To know men,” they are discovering, demands kindliness, cooperation, re¬\nspect for their fellows. In vision I behold them going forward to recreate\nthe world. What a glorious adventure that will be!\nYouth is the hope of the new order. After students have learned in these\nmany ways “to know men,” they will stand “a wall of fire” about democracy,\nstrong against dictatorship and greed. May the new learning speed far. May\nit not rest or pause until it has cleared away the horrible jungles of war and\nfear, and a world shines forth fit for man\nness.\nChairman\n\nWoodruff:\n\nHelen\n\nremade\n\nin God’s image and like¬\n\nKeller — master\n\nof circumstance — not\n\nblind, but seeing thru “eyes of the soul,” not deaf but hearing thru her\nheart — in the name of the National Education Association, and with the au¬\nthority vested in me as its president, may I present to you this key, symbolic\nof the highest honor in the power of this Association to bestow, the key of\nhonorary life membership in the largest organized body of educators in the\nworld, which will give you official entree to all the activities of the National\nEducation Association of the United States for the rest of your life. The\nAssociation itself is signally honored by your acceptance.\n[Miss Woodruff\n\nslipped the chain, which held the key of life member¬\n\nship, over Miss Keller’s head.]\nMiss Keller: You overwhelm\n\nme! Miss Woodruff\n\nand friends, this\n\nbeautiful surprise has rendered me almost speechless! I can only thank you\nwith the heart that loved Anne Sullivan. It is a moving thought that the\neducators of America should confer upon me an honor which so felicitously\nhonors her.\n\n"}
{"page": 231, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n225\n\nThe chain around my neck I shall cherish as a prophecy of the united ef¬\nfort that shall make knowledge the heritage of all men. The key in my hand\nI feel is not given for any merit of mine ; rather it is a symbol of the key to\nthe life more abundant which the handicapped shall enter, and it shall be\nan inspiration to their normal fellow beings. Then shall limitation, like\nthe earthquake, rend the vail from the temple, and we shall behold God\ndwelling with man in eternal beauty.\nAgain, with emotion, I thank you.\n\nGENERAL\nTUESDAY\n\nMORNING,\n\n“ Youth Education\nYOUTH\nE. E. OBERHOLTZER,\n\nGlenn\n\nMARCH\n\n: With\n\n1, 1938\n\nToday,” The 1938 Yearbook\nEDUCATION\n\nSUPERINTENDENT\n\nCHAIRMAN,\nPresident\n\nSESSION\n\nOF SCHOOLS,\n\n1938 YEARBOOK\nthe many\n\nTODAY\nHOUSTON,\n\nTEXAS;\n\nCOMMISSION\n\ninteresting things that are going on\n\nduring this week, the wealth of material knowledge\n\noffered in the groups\n\nand several sections of this convention and in the general program, it is im¬\npossible for any one individual to touch even half. I would like to express\nsympathy for those of this group who for whatever cause failed to be present\nlast evening to hear Mr. Butterfield and especially to hear Helen Keller.\nTo those of us who were there, it seemed in the nature of a benediction\nas this marvel of our generation stood before the great audience and among\nother things, demonstrated firsthand quite clearly what can be done for the\nhandicapped. Each of us, as school administrators, has in his own community\nhandicapped children. I feel sure that as one of the group, I shall go back\nto my group with an encouragement of what we may do for handicapped\nchildren. Of course, that was part but perhaps, as great as that is, the least\npart of what we got from Helen Keller. One individual received one thing\nand another, another. Several spoke of the challenge that came to them from\nthe recognition if this handicapped individual could accomplish what she has\ndone, shame on us that we could not do more. It was a great program !\nToday we face a new and varied subject. At the St. Louis convention, in\nthe business session, the school administrators spoke very definitely about\nthe value of our annual yearbook. There was brought before the convention\na motion to discontinue the yearbook and with unanimity they said, “No.”\nThe subject of our program today is the Sixteenth Yearbook, Youth Edu¬\ncation Today.\n\nYearbook\n\nIt is my\n\nCommission,\n\npleasure at this time to present the chairman\n\nMr.\n\nof that\n\nOberholtzer.\n\nMr. Oberholtzer: The Sixteenth Yearbook is presented to you for\nyour consideration. It is not our thought that it is complete in every aspect.\nAs chairman, I feel that I played very much the part of a backseat driver,\npermitted occasionally to direct from the rear!\n\n"}
{"page": 232, "printed_page": null, "text": "226\n\nNational\n\nEducation\n\nAssociation\n\nI do want to say that the Commission appreciates sincerely the opportunity\nthat your president has given us on one of these programs to present the\nyearbook. I would like to say a good many things about our Commission.\nWe had a lot of fun in the work and I think I can say truly that they are all\ngood fellows and hard workers. The Sixteenth Yearbook presents a tone\noptimistic, with a hopeful theme but in no sense a completed pattern of a\nmelody. It has tried to present a perspective of youth encompassing those\nareas affecting most vitally their welfare and happiness.\nI was much impressed with an old message that appeared in one of our\neducational books that reads something like this — and it is quoted in this\nyearbook :\nGreeting his pupils, the master asked:\nWhat would you learn of me?\nAnd\n\nthe reply came:\nHow shall we care for our bodies?\nHow shall we rear our children?\nHow shall we work together?\nHow shall we live with our fellowmen?\nHow shall we play?\nFor what ends shall we live? . . .\n\nAnd\n\nthe teacher pondered these words, and\nsorrow was in his heart, for his own\nlearning touched not these things.\n\nThe Yearbook Commission did not have the opportunity in time and it\ndid not have sufficient finances to go into the field and make many surveys.\nThis subject for the yearbook was chosen some three years ago and I think\nyou will agree with me that the subject is timely for during the past three\nyears we have had countless orations, magazine articles, and books touching\nthe question.\nWe took as our field for chief study that group of youth between the ages\nof fifteen and twenty-four years, of whom there are over 20,000,000 in the\nUnited States. In 1930, according to the census given out, 56 percent of\nthese were in cities of over 2500; 26 percent lived on the farm; 18 percent,\nin the non-farm rural towns and villages.\nReviewing briefly the social status, we found that 21 percent were in\nfamilies with an income of less than $1000; 42 percent, in families with\nan income of less than $1500; 71 percent, in families with an income of\nless than $2500 ; and only 8 percent, with an income in excess of $5000.\nIf $2000 were taken as a sufficient income for modest living, 60 percent of\nall the families were below this standard.\nFaced with this turmoil and confusion in the economic and social world,\nwith all its maladjustment, the yearbook turned to you, the educational\nleaders, to help find the way out. Mark May said, relating to this question,\n“I am convinced that the danger in the present situation is not that these\n. . . youth will start a revolution or a new political party, but that they will\nstagnate emotionally, lose their driving force, and become wards of their\ncommunities.”\n\n"}
{"page": 233, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n227\n\nSo we come back, it seems to me, to the age-old problems, first, to find a\nway to teach the individual how to live with himself and, secondly, how to\nlive with others.\nThis is the challenge that we present to you in the yearbook. I shall not\nhave time to go into detail greatly but, following the two speakers, this panel\ndiscussion will attempt to lead you thru some of the crucial issues. We be¬\nlieve the Sixteenth Yearbook has presented some of those crucial issues,\nwith which the first to be concerned should be the educational leaders.\nIn the program of public education the primary purpose should be to help\nyouth find satisfactory places for which they are fitted in their own social\nand economic order. If American ideals are to be promulgated and improved\nthru democratic institutions, youth must be trained and educated to make\ndecisions and choices by the democratic process of freedom in learning. Such\ntraining and education must in the long run be effected thru growth and\ndevelopment of the experimental attitude and the critical mind and by means\nof widespread, systematic, and adequate educational opportunities.\nPublic education\n\nour tradition — Preservation\n\nof democracy\n\nand progress\n\nin a democracy such as we desire in our American Republic depend in large\nmeasure upon the spirit of the people, their ability to understand, and their\ndesire to grow in understanding, as well as their willingness to perform\nthe duties of citizenship. More than a century and a half ago our farsighted\nforefathers emphasized the basic need for some agency to provide for public\nenlightenment and diffusion of knowledge. Washington urged that we\n“promote, as an objective of primary importance, institutions for the general\ndiffusion of knowledge. In proportion as the structure of government gives\nforce to public opinion, it is essential that public opinion should be enlight¬\nened.” President Mirabeau B. Lamar of the Republic of Texas stated: “It\nis admitted by all that a cultivated mind is the guardian genius of democracy,\nand while guided and controlled by virtue is the noblest attribute of man.\nIt is the only dictator that freemen acknowledge and the only security that\nfreemen desire.”\nThe\n\ninfluence of environment — Overshadowing\n\nall of youth’s endeavors\n\nare the influences of environment, which affect the ability of youth to make\nsatisfactory adjustments to the demands of daily life. The need for social\ndevelopment, for introduction to the adult world and its problems, and to\nfamily and community life, reveals the fact that there are still great shortages\nin the system of education which attempts to prepare for complete living.\nEducators still face the problem of how to direct the education of youth to\nthe end that as an individual he shall learn how to live with himself and as\na good citizen he shall learn how to live with others. The problems of youth\nare, assuredly, also the problems of educators. The influence of the school\nmust extend beyond the classroom into the major needs of its students, fitting\nthem to lead balanced, useful, and satisfying lives as they emerge into their\nvarious fields of endeavor.\nOpinions differ as to the ultimate importance of the part that may be\nplayed by the public school in the training of youth for successful living, but\n\n"}
{"page": 234, "printed_page": null, "text": "228\n\nNational\n\nEducation\n\nAssociation\n\nhe its influence of major or minor importance, no one questions the signifi¬\ncance of certain contributions that the public school must make in enabling\nyouth to meet more successfully some of the problems of living. Many criti¬\ncisms have been leveled at the curriculum of the schools, yet in the last\ndecade more progress has been made in this realm than in any other phase\nof the educational program. Still, there are many shortcomings which need\nmore careful study. It can be alleged that the curriculum at present is still\nremote from the student’s daily life outside of school ; that the curriculum\nis not adjusted to modern life; that the curriculum does not reflect the\naspirations of youth ; that the curriculum is not adapted to the individual\ndifferences of interests, aptitudes, and abilities existing among students; that\nthe curriculum has not kept pace with the latest developments in the field\nof learning, as revealed by recent studies in psychology; and that the cur¬\nriculum gives too little attention to the emotional and social attitudes which\nin many cases play a more dominant part in the development of youth than\ndo their intellectual interests. To offset these shortages and to improve the\nwork of the school, the Sixteenth Yearbook suggests certain guiding prin¬\nciples which underlie the building of a dynamic and life-centered curriculum.\nSuch a curriculum should provide worthwhile experiences to challenge\nthe immediate interest and purpose of the learner. In such a curriculum, the\nstudent should be attracted, not repelled, by the activities in which he en¬\ngages. He should feel, also, that his school work is effective, that it is on¬\ngoing and full of promise for a satisfactory career. Such a curriculum should\nbe related to the daily living of students, should be centered in actual prob¬\nlems and opportunities of modern life ; it should not neglect the cultural\npoint of view or be dominated by a narrow vocational point of view. Broad¬\nened and humanized by cultural, creative, and socializing elements, such a\ncurriculum should be able to offset most of the shortcomings of our present\neducation.\nPersonal\n\nrelations — Good\n\npersonal relationships constitute a minimum\n\nessential in all education. The greatest joys and the most poignant distress\nof youth arise from associations with other people. Such outcomes are de¬\npendent largely upon success in personal contacts; they are hindered by\nfailure to adjust well to others. Studies show that more people lose their jobs\nbecause of inability to get along with others than from lack of technical skills.\nUnhappy home life, lack of success in marriage, and, not infrequently, poor\nhealth, may arise from the conflict and maladjustments which are often due\nto failure to adjust harmoniously in relations with other people.\nThe individual’s ability to get along with other people is profoundly in¬\nfluenced by the conditions under which he grows up. Freeman has found\nthat identical twins coming into the world with essentially the same heredity,\nbut brought up in radically different environments may grow into persons\nwith very different social characteristics.\nThe school should, therefore, be interested in improving its relations with\nparents and the home, in developing a comprehensive program of parent edu¬\ncation as a cooperative community enterprise. Such a program should in-\n\n"}
{"page": 235, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n229\n\nelude related home and school courses in psychology, mental hygiene, social\nscience, and personal adjustments, which will improve relations of youth\nnot only with parents but also with others. Normal young people live in three\nworlds : the world of their own age group, comrades ; the family group ; and\nthe more or less vague world of grown-ups. There is always a positive aspect\nto this matter of group relationship. The youth who grows up in a free\ndemocratic home where he feels emotionally secure, who finds himself ac¬\ncepted by groups of comrades sharing constructive interests, who enters into\nclub, camp, and school activities with zest, who finds in the economic world\na place he can fill with personal satisfaction and social usefulness, and who\nfeels himself an active part of larger movements for social betterment, will\nhave little need to worry about problems of personal moral development.\nThe child who belongs and lives with groups pointed toward the attainment\nof socially desirable goals has the best “character insurance.” Out of all this\ntraining in more effective wholesome relationships the student should emerge\nwith more wholesome independence and a capacity for cooperation with\nothers.\nCreative\n\ncitizenship — The\n\nthe schools develop a program\n\nyearbook\n\nis particularly concerned\n\nin having\n\nthat will provide for the full utilization of the\n\nunrealized possibilities of cooperative activity within the framework of\nAmerican institutions. This concept is fundamental in creative and dynamic\ncitizenship. The development of such an ideal of citizenship depends not\nalone on the intelligence of youth, but also upon the imaginative qualities of\ntheir minds. It seeks to solve the old problems in new and better ways; it\nfaces new problems with courage, intelligence, imagination, and unselfishness.\nGoals\n\nof education\n\nfor citizenship — The\n\nyearbook\n\nsubmits\n\nthe following\n\nas fundamental goals, suggesting for each the educative approach — to culti¬\nvate, develop, and have concern for:\n1. An intelligent appreciation of democratic institutions\n2. Proper methods of action which are of special significance in a democracy\n3. Willingness and the ability to cooperate effectively in a democratic society\n4. The progressive development of the democratic ideal.\n\nEducation\n\nfor leisure — In this rapidly changing world\n\nno phase of Ameri¬\n\ncan life is more revealing than the rising tide of leisure-time activities. This\nextraordinary turning of the whole range of life toward the satisfaction of\nleisure-time needs is indeed both revolutionary and of great significance. No\nmodern recreational program is complete unless it is varied enough to meet\nthe needs of people of all ages with their widely varying interests. To develop\nsuch a program for leisure-time pursuits, it is important that both the philoso¬\nphy and practical technics be understood by school administrators and teach¬\ners. It is too much to expect the school to carry the entire burden of a leisure¬\ntime educational program, but the school seems to be best fitted to assume\nthe chief responsibility and leadership in the development of such a coopera¬\ntive community program. The school should lead the way, but should call\nupon the other social agencies to help in formulating the plan and to partici¬\npate in the developing of the program. The basic organizing principles in\n\n"}
{"page": 236, "printed_page": null, "text": "230\n\nNational\n\nsuch a program\n\nEducation\n\nAssociation\n\nare educational ; therefore, the school should assume its full\n\nshare in recognizing and developing such a program, both for the in-school\nand post-school youth of the community.\nAdjustment\n\nand guidance — If there is any one ideal about\n\nwhich\n\nthe\n\nAmerican people have shown much enthusiasm but in which they have ac¬\ncomplished little, it is that of providing equal educational opportunity for all\nyouth. While the schools in some regions have made progress toward this\nideal, equal educational opportunity is far from general realization ; in fact,\nin many sections it is merely a day-dream. However, the fundamental motive\nunderlying the origin and support of free public schools is found in the deeprooted conviction of our people that practical education is not a luxury but a\nnecessity, not only for the safeguarding of American ideals, but for the\npromotion of success in occupational, economic, and social life.\nWith\n\nthe population becoming more mobile in many\n\nparts of the country,\n\nand with rapidly changing industrial conditions, seasonal occupations, in¬\ncrease of trailer-life, and seasonal migrations, it is evident that continuity\nand personal responsibility for the adjustment and guidance of pupils in the\nregular day schools are not simple matters which the average teacher is\nequipped to meet. Unless this problem is met by an adequate organization\nand personnel in every school system and in every secondary school, there\nwill continue to be many young people for whom the public schools will\nnot provide an open door to opportunity, achievement, and effective citizen¬\nship.\nJ. W.\n\nStudebaker, the United\n\nStates Commissioner\n\nof Education, has\n\nstated: “If it is not the function of organized education to guide our youth\nsafely into the harbor of constructive service, education has no real function.\nEducation certainly is not carrying full responsibility when it deals only\nwith the minority of young people who occupy full-time places in the class¬\nrooms. The fact that even today only half of our youth of high-school age are\nin high school indicates strikingly the need for new models of educational\npractise. In this era of mass production of material goods, we must, by\neducational policies and technic, push our school influence further into the\narena of life’s practical problems.”\nLeadership\n\nof youth — Thruout\n\nthe study of youth as represented\n\nin the\n\nSixteenth Yearbook, there has been clear confirmation of the general concept\nthat youth is a period of rapid growth and transition. Each individual passes\nfrom childhood with its protection to early maturity with its opportunities\nfor planning and carrying out a permanent program of adulthood.\nCare must be taken in every set of plans for young people that society\ncontinue to protect its youth adequately thru this transition period. For this\nreason the charter proposed by the yearbook as a set of guiding principles\nin the proper care of American youth includes an assurance that the young\nperson will be provided with conditions which conserve his health; with\nhome life and economic support which give him food, clothing, shelter, and\nthe spiritual values of domestic happiness; and with a community\nprotects him from dishonesty and vileness.\n\n-which\n\n"}
{"page": 237, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n231\n\nHe must learn the relationship which will exist between his labor, his\nprobable income, and his personal life. There must come to him the spirit\nof ambition to achieve well and to succeed without the jealousy of struggle\nfor constant transfer to work in some other field. He must be made to see\nahead of him measures of success other than the quantity of money income\nor accumulation of wealth represented by ownership of productive goods.\nThe admiration of his fellows, the beauty of his product, the absence of\nmistakes and failures, the knowledge of his contribution to the welfare of\nothers, and his congenial personal relationships must all become elements\nin his ideal of a successful life.\nYouth\n\norganizations — Many\n\ninterested persons have asked of themselves\n\nand others the questions : Is there an American youth movement ? Are many\nof the organizations interested in youth showing tendencies to converge into\na larger movement which may have socio-economic and, above all, political\nsignificance ? The nature of the answers might depend upon where the inter¬\nrogated person lives.\nAfter four months of travel, covering more than ten thousand miles by\nautomobile in various parts of the United States, Maxine Davis writes: “We\nAmericans ought to get down on our knees every day and breathe prayers\nof thanksgiving that altho there are some two hundred youth organizations\nin the United States, there is no authentic youth movement, for the youth\nmovements of Europe have been the nuclei of dictatorships, red, brown,\nblack, or any other color.”\nSpeaking at the 1936 Mobilization\n\nfor Human\n\nNeeds\n\nin Washington,\n\nD. C., Charles P. Taft, of Cincinnati, said: “We have no youth movement\nin this country and I am glad of it. Youth belongs in the middle of things,\nhelping to run them, not off by itself grumbling and demanding.”\nThis yearbook survey seems to show that youth are not organized into\nany one particular movement and the organizations to which they belong\nsurvive largely because of the personal satisfaction which the members re¬\nceive. It is somewhat surprising and yet of real significance to discover that\nthe agitation attributed to the so-called “youth movement” is largely adultstimulated and exists in a very small degree among youth themselves.\nThe response which an intelligent social order expects from youth is not\na youth movement or crusade, or an intricate organization of all youth into\nlodges, clubs, and corporations. Such purposeful organization for community\ngood is characteristic of adults, not of youth; youth are individualistic in\ntheir interests. Young people comprehend their own family group, and to\nsome extent their own growth. Teachers must regard young people as in¬\ndividuals who are emotionally and economically tied into the entire social\norder. All that this social order asks of youth is that young people respond\nwith an earnest attempt to make something of themselves.\nUnifying\n\nand coordinating\n\ninfluences affecting youth — The\n\nof services which the typical community\n\nwide variety\n\nhas developed to promote the welfare\n\nof youth has given rise to a multiplicity of agencies which often have mutually\nexcessive objectives and personnel. One of the problems of better service to\n\n"}
{"page": 238, "printed_page": null, "text": "232\n\nNational\n\nEducation\n\nAssociation\n\nyouth is to find a way to better unify and coordinate the work of these com¬\nmunity agencies. Both governmental and non-governmental units are con¬\ncerned, and there is a great variance of relationships between these units\nand the different kinds and phases of communities. It is a well-known fact\nthat there has been increasing expansion of the primary unit for the control\nand support of the public schools. Originally the local unit was the chief\nsource of support. The present trend is for the state to assume more respon¬\nsibility for the support of the schools. As with the school, there also exist\nsimilar variations in relationship among the various units of government\nwith respect to public welfare, particularly health and recreation.\nTwo general theories have been tentatively propounded, neither receiving\nunanimous acceptance, but both worthy of consideration. The first theory\nis that the school may extend beyond instructional duties and perform serv¬\nices for the child which other agencies have not performed satisfactorily. The\nsecond theory limits the school functions to those which it has already demon¬\nstrated its ability to carry on better than any other agency.\nSome central rallying-point is essential to any coordination. The thought\nthat the public schools should constitute such a center in every community\nis an attractive one, but is not to be effectuated instantly and without regard\nto the feelings and claims of other public and private agencies. There are\nsigns that the idea will grow and eventually become a reality wdiether edu¬\ncators and others engaged in youth service consciously will it or not.\nA great deal depends in this matter upon the alertness and the public\nesteem possessed by school superintendents, board members, and teachers.\nIt is important that the education of prospective teachers should include such\nexperiences as will give them grounding in the governmental theory underly¬\ning the growth of the social services related to education, as well as some\nfirsthand contact with real situations where various experimental relation¬\nships between the schools and the other agencies for youth welfare are to be\nobserved and evaluated. A thoro knowledge of all community facilities for\nrendering social services is obligatory upon educational workers everywhere.\n\nOCCUPATIONAL\nEDWIN\n\nA. LEE,\n\nDIRECTOR,\n\nNATIONAL\nNEW\n\nPresident\n\nGlenn\n\n: One\n\nYORK,\n\nADJUSTMENT\nOCCUPATIONAL\n\nCONFERENCE,\n\nN. Y.\n\nof the agencies\n\ncontributing\n\nmost\n\nto the solu¬\n\ntion of these problems as outlined in our yearbook and presented by Mr.\nOberholtzer is the National Occupational Conference. This group last spring\norganized a tour for thirteen superintendents of schools, selected from the\ndifferent sections of the country. They carried as their guests these thirteen\nsuperintendents to a number of cities in America to inspect firsthand and\nsee what these cities were doing to guide youth.\nToday it is our privilege to have the director of the National Occupational\nConference speak to us. I am pleased to present Edwin A. Lee.\n\n"}
{"page": 239, "printed_page": null, "text": "American\n\nMr.\n\nLee:\n\nAssociation\n\nIt hardly\n\nseems\n\nof\n\nnecessary\n\nSchool\n\nAdministrators\n\nto emphasize\n\nthe importance\n\n233\n\nof the\n\nproblem of occupational adjustment to a group of educators. Every man\nwho has a son coming of age has faced that question which bewilders parents\nalmost to distraction, “Dad, what\n\ndo you think I should do for a living\n\nwhen I grow up?” If you are a high-school principal, parents and pupils\nalike have come to you asking the same question, and if a superintendent,\nyou have been unable to escape the combined impact from staff and com¬\nmunity of this most insistent of all inquiries. No problem before school ad¬\nministrators today transcends in importance that of training each youth so\nthat he may adjust himself adequately to the occupational demands which\nhe will meet the moment he steps from the comparatively cloistered life of\nthe school into the world of work. No youth escapes this step and, I take it,\nno parent or youth wishes to escape it.\nJust as naturally as he expects and accepts the onset of maturity does your\nson or my son — or your daughter or my daughter — expect to earn his own\nliving and derive therefrom the indispensable satisfaction accompanying the\nknowledge that he can perform a work that needs to be done well enough\nto be worthy of hire. That we have for so long, except for certain notable\nprograms, failed to come to grips with this problem is sometimes hard to\nunderstand. Admittedly it is difficult, yet knowing the temper of the men\nwho make up this Association, difficulty constitutes a meat on which you\nthrive. Admittedly, too, it is not simple, but complexity has been accepted\nas a challenge by every superintendent worth his salt. It would seem then,\nthat insistent as has been the demand for occupational adjustment, there has\nbeen a lack of constructive and farseeing leadership to point the way;\n\nand\n\nlacking that leadership, there has been in general only a half-hearted or\npartial attack upon the problem. It is not without significance that, so far\nas I am aware, this is one of the few times, if not the only time, that voca¬\ntional education has been discussed at a general session of this Association.\nIt was because we believe the solution lies in an informed leadership\nthat we organized and conducted the NOC Occupational Education Tour\nfor Superintendents concerning which President Glenn spoke in introducing\nme. That thirteen men of the caliber who participated in this study-tour\nwere willing to devote a period of two weeks to intensive consideration of\nthe problem of occupational adjustment is of supreme importance in itself.\nWhat\n\nhas already resulted is of greater importance, and what is yet to come\n\nwarrants the serious attention of every man interested in the adequate educa¬\ntion of youth.\n\nhave read or perhaps heard how the thirteen superintendents early\nin May 1937 visited eight different communities and saw at firsthand one or\nmore phases of occupational adjustment exemplified. You probably do not\nknow, however, that each man had prepared himself thru the reading of a\nbrief bibliography for a more intelligent understanding of that which he was\nto see. Neither do you know of the careful and thoro plans made by each of\nthe communities visited, nor of the mass of descriptive material which was\nYou\n\n"}
{"page": 240, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nmailed each day to the homes of the various superintendents. You do know\nthat with the background of this vivid experience the men for two days\npondered the implications thereof and produced what they desired should\nbe called a tentative report. At the same time they voiced the belief that a\nlater, more formal, report should be prepared. I shall refer to this shortly.\nEssentially the tentative report was a statement of belief, followed by a\nsimple analysis of the problem of occupational adjustment. There was no\nquestion in the minds of these men as to the place which occupational adjust¬\nment occupies in a total program of public education. Clearly they faced its\ninsistent demand for inclusion in their program. Fearlessly they accepted the\nchallenge that its provision should be in terms of all the children and all the\nadults enrolled in their schools. Calmly and wisely they accepted, too, that\nthat which they visioned was not to be accomplished overnight, but would\nhave to proceed slowly but irresistibly toward definitely recognized objec¬\ntives, based on substantial research and fortified by public opinion.\nA program of occupational adjustment, said these superintendents, con¬\nsists of three subprograms, each of which must be planned and organized\nwith regard to its interrelations with the other two. It has been called the\nthree-point program of occupational adjustment. Point one is this: there\nshould exist in every school system, regardless of size, a program of occupa¬\ntional guidance, the purpose of which is to provide every individual with\ninformation concerning himself, with information concerning the occupations\nof the community in which he lives, and with insight concerning the interre¬\nlations between these two bodies of information such that on the basis thereof\nboy or man, girl or woman, may make a reasonably intelligent choice of at\nleast the first vocation he wishes to enter. If there were time, I would trace\nsome of the implications of this objective, and they are profound in their\nramifications. It is immediately apparent that it implies a teaching staff\ntrained in vocational guidance, led by a supervisor specially equipped in this\nregard. It implies, too, continuing study of the occupational complexion of\na community as well as a sound program of testing and research with regard\nto individuals.\nOccupational guidance, if it is to have real meaning, must be followed by\noccupational training. Therefore, point two emphasizes the need for as wide\na variety of opportunities for vocational education as the community affords.\nSome of these are: vocational classes in high schools; special trade schools;\npart-time cooperative programs in which the learner divides his time between\nschool and business or industry, learning all the time; bona fide apprentice\nprograms. For some cities all the above are possible; for others, conditions\nrequire solutions on simpler terms. The point is that adequate solution, no\nmatter what the terms, so far as ingenuity and enthusiasm and vision make\nit possible, is necessary.\nPoint three constitutes the acid test of points one and two. It is occupa¬\n\ntional placement, that part of the program\n\nin which a youth, trained to an\n\nemployable level, is inducted into a wage-earning occupation, helped to get\nstarted, followed thru adjustment after adjustment until it is accurate to say\n\n"}
{"page": 241, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n235\n\nthat he is safely launched on a satisfactory work-career. Here is where many\nprograms of occupational adjustment fall down. Here, indeed, is where edu¬\ncation in general all too often is found wanting. For how many high schools\nthat you know is it possible to ascertain what has happened to their graduates,\nnot to mention their drop-outs, one or two years after the students have left\nschool ? There are probably not very many. There is little defense for such\nlack of information. There is none at all when occupational adjustment is\nunder consideration, for the ultimate objective of the three-point program\nis adjustment, and the total program stands or falls in terms of whether or\nnot a boy, or a girl, trained to an occupation which he or she has chosen to\nfollow actually goes to work in that occupation.\nWith this three-point program in their pockets, the superintendents re¬\nturned to their homes to see what could be done that they were not already\ndoing. 1 have just returned from a swing around the cities from which these\nmen came, spending a day in each community. I wish I could tell you of\nwhat I saw and heard. Everywhere there was vitality. Staffs were alive. I\nmet sometimes as many as four different groups a day. What had before\nseemed an insuperable problem was commencing to show signs of vulnera¬\nbility. There was evidence of attempts to meet the issue on a combined front\n— counselors, vocational teachers, and placement officers all working together\ntoward one end. There is a leaven at work in each community that promises\ngreat things for the youth and adults who reside there and want to make\ntheir living there.\nAlready these men are planning the next step. At a breakfast meeting\nheld in Atlantic City the date was set for a spring conference at which it is\nour purpose, on the basis of the year’s experience, to write the first formal\nreport of the experiment. We hope it will be so clear in its statements, so\nexplicit in its findings, so realistic in its recommendations that any super¬\nintendent anywhere may find it a handbook, a working tool which he may\nuse in beginning or improving his program of occupational adjustment.\nThe National Occupational Conference plans to publish this report and\nsend it to any superintendent or principal, or member\ntion, who is interested enough to ask for it.\n\nof a board of educa¬\n\nThis I know: If you do not take the lead, it will not be done in your com¬\nmunity. You may delegate the details to other hands, but yours is the final\nresponsibility for the occupational adjustment of youth in your town.\nThere are some who will say I am preaching a materialistic doctrine.\nEducators in high places are at this moment attacking that for which these\n\nsuperintendents are standing. With such I have small patience. I love beauti¬\nful things — music, painting, drama, great books, the high mountains, the\nblue of the ocean. I would fill the minds of children with their heritage of\nculture and loveliness. But of what avail is it to a man if he can never heat\nthe music, or possess the picture, or see the play, or climb the mountains\nbecause no man will pay him for that which he cannot do !\nMan does not live by bread alone, they say, and I know they speak the\ntruth. But just as true is it that without bread man does not live at all !\n\n"}
{"page": 242, "printed_page": null, "text": "236\n\nNational\n\nFORUM\n\nEducation\n\nAssociation\n\nYOUTH\n\nPROBLEMS\n\nON\n\nParticipants :\nof Education,\n\nU. S. Commissioner\n\nStudebaker.\n\nW.\n\nJohn\n\nWashing¬\n\nton, D. C., Chairman\nRichard\n\nD. Allen,\n\nAssistant\n\nSuperintendent\n\nof Schools, Providence,\n\nR. I.\nHomer\nMrs.\n\nW.\n\nAnderson,\n\nWilson\n\nEdwin\n\nA.\n\nSuperintendent\n\nCompton,\n\nLee,\n\nLay member\n\nDirector,\n\nNational\n\nof Schools,\n\nOmaha,\n\nNebr.\n\nof the panel, Washington,\n\nD. C.\n\nOccupational\n\nNew\n\nConference,\n\nYork, N. Y.\nE. E.\n\nOberholtzer,\n\nChairman,\nHomer\n\n193S Yearbook\n\nP. Rainey,\n\nAmerican\nGoodwin\n\nSuperintendent\n\nDirector,\n\nof Schools,\n\nHouston,\n\nTexas;\n\nCommission\n\nof the\n\nCommission\nAmerican\n\nYouth\n\nCouncil on Education, W ashington, D. C.\n\nWatson,\n\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity,\n\nNew\n\nYork, N. Y.\nDavid\n\nE. Weglein,\n\nPresident\n\nGlenn\n\nSuperintendent\n\n: With\n\nthese\n\ntwo\n\ntouching youth education today, we now\nyearbook.\nThe American\n\nof Schools, Baltimore,\nfine introductory\n\npresentations\n\ncome to the panel treatment of the\n\nAssociation of School Administrators\n\nthe presence of the United\n\nMd.\n\nStates Commissioner\n\nrightly appreciates\n\nof Education, our official\n\nrepresentative in the nation's affairs. The public forum has, as you all know,\nin recent years assumed a new place in our democracy. In casting about for\nthe leadership of this panel today, the Executive Committee first thought\nof the United States Commissioner of Education. Public forums and Mr.\nStudebaker are synonymous in our thinking. It is, therefore, with great\npleasure that I present to you Air. Studebaker, United States Commissioner\nof Education, who will handle the panel on youth problems.\nChairman\n\nStudebaker:\n\nI remember\n\ndistinctly three years ago on this\n\nsame platform we introduced in connection with a discussion of the year¬\nbook, this discussion technic for presenting our annual yearbook to the school\nadministrators. I am glad to see a continuing interest in that technic. We\ncan read the yearbook but we all want to hear some of the people who are\nidentified with the particular problems in it, discuss some of those problems.\nI have looked the yearbook over rather carefully. From my experience\nas a superintendent of schools for fifteen years, I should say that every high\nschool, every staff of supervisors, and every college ought to have on hand\na supply of these yearbooks. It would be well worth the time of any group\nof educational leaders to study and discuss the contents of this yearbook.\nIt is a contribution to a clarification of our thinking on this vital issue.\nThis morning we are going to undertake to carry on a discussion. It will\nbe informal. We want it to be in dead earnest because we want it to be\nhelpful. It is obvious that we cannot even touch upon all of the problems\n\n"}
{"page": 243, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n237\n\nin this field during the brief hour. However, I think we can succeed in pre¬\nsenting to you perhaps some problems in a little different light from the\nview which maybe you now hold. I discovered, as you are discovering, too,\nthru the years, that the chief value in coming to such a meeting is to take\naway at least a few definite ideas for solving problems, w’hich you carry\nback home and on which you get to work. If you get at least one good one,\nthe trip will be worthwhile.\nI should think every local community\n\nand every local school system might\n\nwell immediately, if it has not already done so, appoint a small committee —\nstudents, teachers, principals, supervisors — to bring together all the avail¬\nable material that has been published on the problems of youth. This material\nshould be listed, interpreted in some way, and made known to all of the\nother members of the local professional staff. I think that would be a great\ncontribution, an excellent contribution.\nThe other day I had a conversation with a layman about these youth\nproblems. I told him that as I had been watching the trends and trying to\ndiscover the difficulties, I had come to the conclusion in connection with this\nproblem of vitalizing the secondary-school curriculum, that one of the best\nways we could do it would be to experiment with a regular course in the\nhigh school. Possibly a semester in length would be sufficient for a course on\nyouth problems for youth, a scheme in which all of the youngsters, as a part\nof their social science courses, would gather regularly all of the materials\navailable and would engage in a study and a discussion of their own prob¬\nlems. At the end of such a course, those young people, currently with each\npassing semester, wTould be able to present to the school administration and\nthe community a report on what the students of that course think ought to\nbe done to revitalize the school on all levels to which they are subjected\nand to make also a report on community adjustments which should be\nmade in their behalf.\nWe all know when they do that, approaching a study of their own prob¬\nlems from the social, economic, and political standpoint, they will naturally\ndiscover many of the problems of old age and middle life. I just offer that\nas a suggestion. I offered it to my friend. He said, “I will give an aw’ard to\nthe best high school in the United States.” I did not accept the offer but I\ntold him I would give out the suggestion here for consideration and talk it\nover soon with the state superintendents of public instruction. Perhaps they\nwill be willing to cooperate with the United States Office of Education in\nsecuring some plans written by faculty members and students jointly, look¬\ning to the development of a new approach to social science by attacking these\nproblems of youth and letting youth in an organized way attack them\nthemselves.\nWith this preliminary, I think our stage is set and I am willing to open\nthe subject for a discussion by the panel members. Anyone desiring to take\nup these issues is now free to do so.\nDavid\n\nE. Weglein\n\n: One\n\nof the questions\n\nthat has been presented\n\nto\n\nthis panel for discussion is this: Is the present program of the typical high\nschool a sufficient answer to the needs and problems of youth?\n\n"}
{"page": 244, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nMy answer to that question is, “No.” During the last four decades we\nhave seen an enormous increase in the number of pupils in the secondary\nschools of this country. It is not merely the increasing number of pupils that\nmakes the problem difficult, but there are now in the high schools of our\ncountry many types of children who formerly did not reach the secondary\ngrades. These present many new problems in the way of curriculum ad¬\njustments. It is axiomatic with us today to say that schools should be adapted\nto the needs and to the abilities of the pupils. If we apply that principle to the\ncurriculum of a secondary school today, we find a decided lack of adapta¬\ntion of present curriculums to the needs and to the abilities of the pupils\nwho are enrolled.\nWe\n\nshould retain, of course, general or cultural education for all pupils\n\nbut we should at the same time provide occupational training for those who\nought to have such. Occupational training is determined by the time the\nindividual pupil is to leave school and enter employment. For those who are\ngoing to be professional men and women, that training is postponed beyond\nthe high school. In the high school, then, for those who are going into the\nworld to work, either at graduation or before graduation, a program which\nincludes occupational training as well as general education should be pro¬\nvided.\nSome of the other matters that I want to emphasize, and some that re¬\nquire closer attention, are the development of proper attitudes, a better\nsystem than we have of character education, and a decided development\neach pupil along the lines of citizenship training.\nChairman\n\nStudebaker:\n\nBefore\n\nanyone\n\nelse speaks, may\n\nof\n\nI announce\n\nthat we desire to have persons in the audience send up written questions.\nWe have an hour to go. During the last thirty minutes at least we ought\nto be able to consider a number of questions that you desire to send up.\nUshers will pass around thru the aisles. You give them the signal and pass\nyour question up to the aisle and it will be brought up to the platform.\nWe will handle as many as possible.\nGoodwin\n\nWatson\n\n: I think\n\nMr.\n\nWeglein,\n\nin his answer\n\nregarding\n\nthe\n\nadequacy of the typical high-school curriculum, has opened the way for\na consideration of one of the contributions of the yearbook. In discussing\na dynamic and life-centered curriculum, the yearbook has set down some\npretty far-reaching principles. When it comes to illustrating the applica¬\ntion of those principles, however, it seems to me the yearbook stops short\nof where many of the superintendents and school systems will want to go.\nThe college entrance curriculum pattern is stated and dismissed. Beyond\nthat is stated a five-core area pattern: (1) language arts; (2) social rela¬\ntions; (3) home and vocational arts; (4) creative and recreative arts;\nand (5) nature, mathematics, and science. That is a forward step which\nI think many systems can take. But, will there not be some that want to\ngo beyond that in the direction implied by other chapters in the yearbook?\nNow that the stranglehold that has confined our curriculum to the more\nclassical pattern has been broken, are we not free to come closer to the\n\n"}
{"page": 245, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n239\n\nneeds of youth? Will there not be some who will consider the curriculum in\nterms of ways of living rather than in terms of fields of knowledge? Will we\nnot, for instance, want departments of health, personal relationships, voca¬\ntional adjustment, and citizenship? Will we not want to come closer to the\nform in which those problems actually exist in the individual with the\nguiding and counseling suggestions we find in other chapters of the year¬\nbook, and will we not want to do the thing Mr. Lee has so well suggested\nin his talk — carry the curriculum out into the community\n\nalong with adults\n\nwho also are working with problems of health, personal relationship, recre¬\nation, and citizenship ?\nIt seems to me there is a real chance for our discussion this morning to\ntake us beyond the pattern expressed so far as a revitalized, dynamic, lifecentered curriculum is concerned.\nChairman\nHomer\n\nStudebaker:\n\nP. Rainey:\n\nVery\n\nI should\n\nwell put.\n\nlike to speak\n\nto a point that is of great\n\ninterest and one which our Commission has given much study — the problem\nof vocational training. Our Commission has given a great deal of study\nto this problem and has come to some tentative conclusions. In the first\nplace, our studies show that there is almost no relationship between the\ntypes of training which youth receive and the jobs which they enter. Some\nof the studies that have been made show as high as 70 percent of these outof-school youth who are not trained for any skilled job, and as high as 40\npercent who are not trained for any kind of a job.\nIn the second place, we find that there is a great deal of confusion among\neducators relative to the function of the schools toward vocational education\nand of the relation between general and vocational education. The fact that\n75 percent of all youth are out of school at eighteen years of age is very\nsignificant for secondary education. Coupled with this is the further signifi¬\ncant fact which we have discovered that there has been a steady trend\nsince 1910 to exclude youth under twenty-one years of age from employ¬\nment. Thus today there is a steadily widening gap between the .completion\nof school, on the one hand, and the beginning of employment, on the other,\nfor an increasing percent of our youth.\nIn the third place, this discussion raises the question of the function of\nthe junior and senior high schools relative to vocational education. Studies\nindicate that not more than 5 percent of all workers in industry require\nskilled training, and that approximately 95 percent of these are now\ntrained on the job under the supervision of a foreman. Less than 1 percent\nare trained in the schools. Other recent studies indicate that approximately\n75 percent of all types of jobs (exclusive of the professions, semi-profes¬\nsions, and skilled trades) require no formal training to enter them. Recent\nstudies made by the United States Employment Service point out that “in\nstudying occupations from the standpoint of discovering job similarities,\ninteresting results develop regarding educational qualifications. For ex¬\nample, a recent survey in one of our centers of 1100 occupations requiring\nno experience showed that 77 percent required no formal education and\n\n"}
{"page": 246, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nless than 1 percent required trade school education. These\n\nrequirements\n\nwere based upon the hiring qualifications as stated by employers. Prelimi¬\nnary surveys of beginning occupations in other centers have revealed ap¬\nproximately the same results.”\nFurther, it seems the problem is confused and complicated when we con¬\nsider rural areas. I think we are going to have to reorganize our program\nof vocational education in the agricultural schools and in the schools reach¬\ning rural youth. It is estimated now that there are between three and four\nmillion young people in rural sections who are out of school, at home, on\nfarms, who are not being touched by any educational program. This, as\nyou can see, constitutes a terrific problem. The occupational training facili¬\nties for trade employment for rural areas are practically non-existent.\nI simply want to present these factors for your consideration.\nChairman\nRichard\n\nStudebaker:\nD.\n\nAllen\n\n: We\n\nThank\n\nyou. Who\n\nall believe\n\nschool but we are frequently asked, What\nschool ?\n\nis next?\n\nin a life-centered\n\ncurriculum\n\nin\n\nshall we do for children beyond\n\nThere are three things that I would like to see done for pupils beyond\nthe school age or grade. To make these possible, it is only necessary for us\nto stop closing the door behind people when they graduate or drop out of\nsecondary schools, and open our doors and arms to them. We should con¬\ntinue to do for whomever may corfie, the same things that we are trying to\ndo for youth in the secondary schools.\nI group these things under three headings. In the first place, I would\ncontinue to make the schools a center for the cultural, civic, social, health,\nrecreation, and occupational activities of people beyond the school age as\nthey are now the center for those below the school age.\nIn the next place, I would project the services of the school into the adult\ngroup in order to equalize opportunity, both educational and occupational.\nIt was not so long ago that only the favored few could get an education ; and\nin many fields of work today, it is only the favored few who get the oc¬\ncupational opportunities even for which they are trained. Very frequently\nfavoritism determines employment in the public service. It often determines\nemployment with a private employer as well as the right to work as decreed\nby labor unions. In proportion as we make it possible for young people to\ndemonstrate clearly and objectively their qualifications for work, it will\nbe easier for them to procure the opportunities for which they have been\ntrained. Also, as we make it possible for those who employ people either in\npublic service or private employment or those who determine the qualifica¬\ntions of people admitted to labor unions, it will be possible for people who\nmake those decisions to defend themselves from the pressure of their friends.\nThen I would extend also in the community the counseling and guidance\nservices which we are trying to provide for young people in schools. These\ninclude not only the information and assistance to people in making deci¬\nsions in critical periods but also, whenever necessary, the clinical services\nthat help people to discover the nature of their difficulties and the methods\nof overcoming them.\n\n"}
{"page": 247, "printed_page": null, "text": "American\n\nAssociation\n\nI think that the greatest modern\nhelps each person to overcome\n\nof\n\nSchool\n\nAdministrators\n\n241\n\nmiracle there is today is education which\n\nhis own limitations, whatever\n\nthey may be.\n\nBut, I believe, to sum this matter up, the schools should offer to people be¬\nyond the school age, a different kind of school — the adult school — the type of\nschool we are trying to make our secondary school, adapting it to the needs\nof the people, no matter what their age, just as we are trying now to\nadapt the school to the needs of- those who\nits doors.\n\nat present happen to be within\n\nChairman\n\nStudebaker:\n\nWho\n\nis next?\n\nHomer\n\nAnderson:\n\nI think\n\nyou\n\nW.\n\nare impressed\n\nwith\n\ntwo\n\nthings:\n\nFirst is the tremendous problem we have with regard to youth and their\neducation. The second is the responsibility which rests upon the shoulders\nof the superintendent of schools.\nNow, as a superintendent of schools who must shoulder part of this\nresponsibility, may I just in a few words indicate how I conceive I may\nmeet these responsibilities in my own situation. I think it is, first of all, the\nsuperintendent’s responsibility to direct the building of an occupational ad¬\njustment program which fits the needs of the community. If we make mis¬\ntakes in that, they are expensive. If we turn out a program of occupational\neducation which does not meet the needs of the community, we may\npurchase thousands and thousands of dollars worth of equipment which\nwill probably make the taxpayer groan more than he does. And, secondly,\nif we do nothing about it, it is expensive to youth because they will not then\nhave the opportunity for adjustment.\nIt really is a serious problem. Therefore, in my\n\nown\n\nsituation, I am\n\nproceeding rather slowly on the basis of the facts which I can gather concern¬\ning the needs of the community — that means, an analysis of occupational op¬\nportunities in a community, what chances there are for employment in that\ncommunity.\n\nObviously, there would be no need for me to plan a program for an\noccupation which does not exist because most of the graduates of the high\nschools are going to remain in my community and in yours. We must move\nslowly on the basis of the facts which we can gather in each of our com¬\nmunities and build our program on that. Second, we must build a program\nof the study of the youth himself, of his aptitudes, and his interests in order\nthat he may make a wise choice of an occupation in which there is a chance\nfor employment.\nI think we must be continuing this study of the occupational opportuni¬\nties; we must also survey the opportunities for education in occupations in\nthe community because it is not our business — I conceive it is not mine — to\neducate youth in fields which are already adequately provided for. It hap¬\npens that in our community the railroads have their own educational pro¬\ngram for machinists. We are, therefore, not concerned in duplicating that\nprogram.\nI think we are also responsible for making it possible for the community\nto share in the responsibility. We need the cooperation of teachers. We are\n\n"}
{"page": 248, "printed_page": null, "text": "242\n\nNational\n\nEducation\n\nAssociation\n\ntrying to educate our teachers thru this whole program of occupational ad¬\njustment in order that they may understand their place in it. We need the\ncooperation of labor and of parent-teacher associations and other groups\nwhich are interested in the problems of youth and their education.\nChairman\nMrs.\n\nStudebaker:\n\nWilson\n\nCompton:\n\nThank\n\nyou, Mr.\n\nAnderson.\n\nMrs.\n\nCompton.\n\nI want\n\nto say first to the friends gathered\n\nhere that I feel I represent just the average woman who is found in every\ncommunity and, therefore, I feel a great responsibility. May I state my own\npremise because questions certainly cannot be given to me to answer unless\nyou have some idea of where I stand. As the mother of several children, I\nam perfectly willing to say that the responsibility is mine foremost as to\nhow those children turn out. I am willing to share with two other agencies\nthat responsibility — the public school and the community. But, I must carry\nmy share of the load.\nHow am I doing that? First, I am perfectly willing to give up three\nmonths of every year to go to the woods and live with my children as the\npoorest people in this country can live if they know how, for the reason\nthat our family is definitely committed to two premises: first, that our chil¬\ndren have a right to do what they want to do as a life job and, second, that\nthey can afford to be poor. It seems to me that most of the troubles and\nproblems that have arisen have been because you and I have had to make\nmoney.\nThen, a new experiment that we are trying — we are now taking our chil¬\ndren to the country. After having read this report, I feel it must be a very\ndangerous step since most of the serious problems you allocate to the rural\nyouth.\nI insist that unless our children come face to face with those problems\nand find out how they can help solve them, the whole problem is not going\nto be solved. The real question I am supposed to answer is: What is the\nplace of the five hundred national organizations that are trying for a place\nin your program? Representative of these are the Girl Scouts, the Boy\nScouts, the Y.M.C.A., and others.\nI say that these groups have been danger signals on the horizon which\nshould have told you long ago of the things your educational system was\nnot meeting — character building, citizenship, health, leisure-hour programs.\nI know that many of you view with great alarm the accumulation of these\norganizations. I do not feel that way. They are simply the forerunners and\nexperimenters whose results you can use, if they are good. If they are not\ngood, they will quickly fade from the picture.\nI would go home and organize in every one of your communities a\nfederation of agencies that are qualified to act, and judge rightly the worth\nof these organizations, and if they are found to be good, I would invite\nevery one of them into my school. I would invite them and use them for\nthe assistance they can give. Be glad they are national because that is in\nitself evidence of their value.\nIn conclusion, may I say that one of the reasons I seem to be taking part\nin my\n\ncommunity\n\nin all forward-looking\n\ngroup\n\nmovements\n\nis because I\n\n"}
{"page": 249, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n243\n\nfeel progress is never made by the slow process of evolution ; it is made from\nmountain peak to mountain peak, and I believe we stand almost ready to\njump to the next.\nChairman\n\nStudebaker:\n\nI want\n\nto remind\n\nyou\n\nagain to send\n\nup your\n\nquestions. We will be glad to receive them at any time now during the next\nthirty minutes while the people of the panel are engaged in a more informal\ndiscussion. It is now open to the panel again.\n\nMr. Oberholtzer: During this discussion, I have had a rather new\ninspiration as a result of the speeches of two on this panel.\nI feel that I could go back home with some assurance that I might set up\nan ideal school system if I had two conditions carefully worked out. First,\nI would like to be able to select mothers like Mrs. Compton in all the\nschool areas. Secondly, I would like to have worked out, with clear-cut\nideas, the advanced curriculum that Mr. Watson suggests. As a superin¬\ntendent of schools, mediocre perhaps in idealism and leadership, I am raising\nthis question.\nMr.\n\nWatson,\n\nI find that in the yearbooks discussion sometimes\n\nsoars\n\nabove the clouds, but sometimes comes back to earth to us with good sug¬\ngestions. I would like to raise this question : Can superintendents, at this\ntime, as leaders of community education systems, break away from the\ncore areas and go into these new living areas? Where will we find capable,\ninformed, wise enough leaders who know and can properly create with\ncertainty this advanced curriculum?\nGoodwin\n\nWatson\n\n: I was\n\ndelighted\n\nthe other day in the bulletin of the\n\nDepartment of Secondary School Principals to see the leading article in\nthe February issue written by John A. Sexson who is known to many\nof you as the president-elect of our Association. He said what I have often\nwondered about but have never been quite daring enough to say, that his¬\ntory shows we have never been able to readjust our secondary schools to\nchanging conditions. When the Boston Latin school was outgrown, we\ncould not change it but had to found the academies. When the academies\nwere outgrown, we could not change the academies but had to found the\npublic high schools. Now that the public high schools have been outgrown,\nhe thinks we are not going to be able to change them, but must set up a\nnew institution dedicated to serving all of our youth in terms of life needs\nin vital areas.\nI would\n\nnot dare say that, Mr.\n\nMr. Oberholtzer:\nChairman\n\nChairman,\n\nbut it seems worth quoting!\n\nI should like to have that question answered.\n\nStudebaker:\n\nMr.\n\nWatson,\n\nthis practical\n\nsuperintendent\n\nwas asking for a suggestion or two.\n\nMr. Watson:\n\nI think we find a growing body of materials which are\n\nhelpful. You will find reference in the yearbook to the work of the Com¬\nmission on Human Relations of the Progressive Education Association\nwhich is turning out pamphlets on youth problems for use by people discuss¬\ning their immediate area of experience. Some of the problems are presented\nby motion pictures and others in pamphlet form.\n\n"}
{"page": 250, "printed_page": null, "text": "244\n\nYou\n\nNational\n\nEducation\n\nAssociation\n\nwill find in the yearbook discussions on recreation and citizenship,\n\nmany practical suggestions as to what\nparticipation.\n\nmight be done to enlarge youth’s\n\nIn the area of personal relationships, you will find a much saner dis¬\ncussion than the editor of one of our news magazines appeared to find it\nto be. You will find material to carry any school program in the direction\nof dealing with actual problems of youth.\nOne of the problems that troubles me whenever a proposal for lifecentered curriculum is put up to a group of superintendents is that they\nwill say, “Where can we find teachers that will help us to do it?” When I\nput it up to the teachers they ask, “Where will we find superintendents\nthat will let us do it?” Whenever I put it up to both of them, “Yes, wre\nwould like to but the parents will not let us.” And, when we put it up to\nthe parents — “Oh, if we could only have schools like that!”\nI think if we could get together, we could do this job.\nMr. Weglein: I would like to say to Mr. Watson that I do not think\nit necessary to establish a new school in order to incorporate the ideas 'which\nhave been suggested. The difference between the situation today and that\nquoted by him a few moments ago is that the superintendents today have the\nattitude that they want to adjust the schools to meet life situations and I\nthink that attitude on their part will establish a modification of our modern\nhigh-school program.\nEdwin A. Lee: I would like to inject this thought. I am thinking at this\nmoment of the high-school to which I went more years ago than I care to\nadmit at this moment. As I contrast it to the high school to which my son\nis now going, I have this in mind. I see the beginning of a movement, over\nthe decade, of the secondary school — in fact, the whole school program — to\ntake into account these areas which Mr. Watson would like for us to add\nto those we have. If we take these into account, we can have some hope that\nwe 'will continue to move along; perhaps we will not move so fast as some\nwould like to have us move but I believe the movement is there. It is a\ngood thing to have a slight hindrance to a too speedy movement. Sometimes\nwe move so fast that the dust keeps us too far ahead and those behind can\nhardly see where we are going.\nHomer W. Anderson : I would like to call attention to the fact that\nMr. Oberholtzer is a dual personality. He is superintendent of schools in\nHouston, Texas, and is also president of the University of Houston. I\nthink that as president of the University of Houston he could answer that\nquestion, in part, himself.\nChairman Studebaker: Do you want to answer your own question?\nMr. Oberholtzer: My answer is that we are following Mr. Watson’s\nsuggestion. We have a new institution. We have broken away from the\ntraditions of the older colleges and universities, and have quit thinking\nabout degrees and credits; we are trying to do a service.\nThe University of Houston has to pay its way without tax support and,\ntherefore, our patronage is that group of students who pay their way. The\n\n"}
{"page": 251, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n245\n\nAdministrators\n\nUniversity of Houston is a community service institution and wherever we\nfind individuals willing to pay the cost of the kind of education they need,\nwe do not ask whether they graduated from high school or whether they\nhad so many classes of algebra and Latin. We simply ask, “Do you think\nthis will be of service to you?” Consequently, we proceed without much\nworry about our national affiliations altho we have been given clearance\nby the Texas Association of Colleges and High Schools. We are emphasiz¬\ning service for those beyond the age of high school, admitting those over\ntwenty-one without high-school graduation. We are giving that kind of\nan organization to our institution, trying to create the kind of courses that\npeople want and need to make them happy and contented in the lives they\nlive.\nChairman\n\nMr.\n\nStudebaker:\n\nAnderson:\n\nHere\n\nis a question\n\nfor you, Mr.\n\nAnderson.\n\n“Is your statement, ‘Pupils after graduation remain\n\nin your community,’ correct? Surveys show the contrary at other places.”\nThat depends partly, I think, on the group of pupils, whether or not they\ngo on to the university. I suppose that a large number of them do not\ncome\n\nback. But of those that graduate from the high school and go no\n\nfarther in the regulation training, a vast majority remain. In some com¬\nmunities, ten years after graduation from high school, 75 percent have\nbeen found to be living in the community or in the district in which the\nhigh school is located, or in the immediate vicinity. So I think our respon¬\nsibility is only to train for our own communities.\nRichard\n\nD.\n\nAllen\n\n: I would\n\nlike to ask Mr.\n\nhas been studying these youth problems now\n\nRainey\n\na question.\n\nHe\n\nfor about three years and\n\nthey have been presented in various publications of the Youth Commis¬\nsion, in our yearbook, and in other publications. We had reports and\nwere interested in problems similar to these twenty years ago and, as\nwe look around now, we see something is being done only in a few scat¬\ntered places. I wonder if twenty years from now we will come back\nand find only a little has been done in a few scattered places.\nI know it has been our worry for a long time, but what can be done?\nWhat is the formula for starting local initiative? What appears to be\nthe American way — leave it to the principals, teachers, and parents in\nthe local community? Is there any other way to get things started?\nHomer\n\nP.\n\nRainey:\n\nThat\n\nproblem,\n\nMr.\n\nAllen,\n\nhas\n\nbeen\n\ngiving\n\nus\n\na great deal of concern from the very beginning of the work of our Com¬\nmission. In fact, we were given a double-barreled mandate. First, we\nwere commissioned to develop a program, and second, we were commis¬\nsioned to develop ways and means of translating that program into\naction, which I think is the question you are asking here.\nI am very much interested to see how short the interest of the public\nis in various reports that are issued from time to time. For example, take\na very fine report such as the report of the National Resources Committee\nwhich was issued just a short time ago. It passes from the public interest in\na day or two, and in ten days or tw~o weeks will be forgotten.\n\n"}
{"page": 252, "printed_page": null, "text": "National\n\n246\n\nEducation\n\nAssociation\n\nOur Commission thinks it would be a responsibility on all of us if\nwe were to carry on a large investigation to find the ways of implementing\nthose conclusions or of taking them\nsidered and accepted.\n\nto the public and having them\n\ncon¬\n\nIn carrying out our function, therefore, we have already begun a pro¬\ngram of experimentation. We believe that the way to do this is to try\nto set up, as nearly as possible, an ideal situation in several types of com¬\nmunities so that all types will be represented. We should demonstrate\nthru an experimental program how this can be done.\nI am happy to say we have recently received a large grant of funds\nto carry on an experimental program in eight centers in trying to deal with\nthe problem Mr. Lee presented — occupational adjustment of youth.\nMr. Weglein : I should like to say in connection with that remark,\nthat Mrs. Compton has touched on a matter which we ought to emphasize.\nIn the beginning she said she was just an average mother. I disagree and\nI think you do, too. She is above the average.\nTo get these programs into effect, the schools should take the initiative\nbut insist upon the cooperation of the home and the community. The school\nshould be the leader and should endeavor to secure a division of the responsi¬\nbility so as to include the parents on the one hand and the leaders in business\nand industry on the other.\nMrs.\n\nCompton\n\n: Thank\n\nyou. I was\n\nreminded\n\nas you\n\nspoke\n\nof a very\n\ninteresting statement that a farmer who works for me made the other day.\nI asked him if he would not go to a farmers meeting. He asked, “Why,\nma'am?\" I said, “Well, because you will learn to be a better farmer.”\n“Oh pshaw, I already knows how to farm better than I do!”\nIt seems to me that is exactly the situation we are in. We have facts. I\ndo not sell corn until it is on the front page that corn is higher than it has\nbeen for a certain length of time. It is on the front page that we have more\nunemployed youth, and that is a real menace and a problem in the solution\nof our whole national program. Let us start with that. It seems to me that\nthe whole thing resolves itself into this: How are you going to see to it\nthat we have vocational guidance? LIow are you going to see, after we have\nguided these four or five million youths, that they are going to get jobs?\nCan the school do it or will we have to look to some other agency?\nMr. Rainey: Shall I answer that?\nMrs.\n\nMr.\n\nCompton\n\nRainey:\n\n: I expect\n\nWe\n\nyou\n\nall to answer\n\nthat.\n\nbelieve that there is a feeling of mutuality between\n\nthe two great agencies — the schools and the rapidly emerging United States\nEmployment Service. As it is now, when youth come to the end of the com¬\npulsory school period, there is no agency or group to assume responsibilitv\nfor them at that point. They are literally dumped on society. Our object in\nthe experimental program to which I referred is to try to work out a relation¬\nship between these two agencies. Our desire is that no youth coming between\nthese two shall experience a situation where either the school or the public\nemployment agency will not have contact. As he moves from the school,\n\n"}
{"page": 253, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nthe school up to a certain point will help him\nhe will move\n\nAdministrators\n\n247\n\nmake\n\nthen\n\nSchool\n\nlater into the position where\n\nhis adjustment;\n\nthe employment\n\nservice will assume\n\nthe responsibility.\nMrs.\n\nCompton\n\n: My\n\nviewpoint\n\nis that I am\n\nrather\n\ntired of this talk\n\nof “if we only had the funds”! If we can have funds for saving our forests,\nlet us have a directed program to use all our facilities available for the\nsaving of youth.\nChairman\n\nStudebaker:\n\ngeneral interest. Perhaps\nyou attempt\n“You\n\nI have\n\ntwo\n\nquestions\n\nI should direct them\n\nto at least start the answer\n\nwhich\n\nto Mr.\n\nI am\n\nsure\n\nLee. Mr.\n\nare of\n\nLee, will\n\nto these ?\n\nare talking about large high schools” — meaning\n\nthe men\n\non the\n\npanel up here — “most of the time when you state that a setup to study\noccupational opportunity should be established. There are many more small\nhigh schools than large ones. Is there much\n\nchance\n\nof providing\n\na differen¬\n\ntiated program for the many small high schools of the nation?”\nThat ought to be supplemented by another question from\n\nanother\n\nperson: “What do you suggest for small high schools that are not able\nto give courses leading to college entrance, and also courses for vocational\ntraining?”\nMr. Lee, how\nMr.\n\nLee\n\nwould\n\n: I would\n\nyou like to attempt\nlike to attempt,\n\nbut\n\nto answer\n\nthat?\n\nI will not promise\n\nto answer\n\nit completely.\n\nI have noted in our discussion here and also in other discussions thruout\nthis week\n\nin which\n\nI have had a share, a disposition to confuse\n\nschools or trade schools and vocational programs.\nIn other words,\nprograms\n\nI know\n\nof communities\n\nThey\n\nin which\n\nvocational\n\nare not synonymous.\n\nthere are fine vocational\n\ngoing on that have no trade schools at all.\n\nIn another\n\nmeeting\n\nof a vocational program\nis imposed\n\nyesterday, I said that the only limit to development\nin any community,\n\nsmall or large, is the limit which\n\nby the leaders of the community.\n\ncommunities\n\nof less than 2000\n\nthe opportunities\nset up programs\n\npopulation\n\nin the community\nof training which\n\nresulted in wise educational\n\nI know\nwho\n\nof superintendents\n\nhave\n\ntaken\n\nand thru cooperative\nhave eventuated\n\nadjustment\n\nadvantage\n\nin\nof\n\nrelationship have\n\nin employment\n\nand have\n\nfor the great majority of the youth\n\nwho were not going on to college. I say again the only limit to a develop¬\nment of that kind of program is the imagination of the superintendent or\nprincipal involved, and the cooperation which he can secure from\nmunity. I think that is where we often fall down.\nI heard another\n\naspect of the same\n\nproblem.\n\nSomeone\n\nsaid, “We\n\nthe com¬\n\ncannot\n\ndo anything in this field because we cannot get any federal aid for it.”\nThat is not the answer. The answer is what you can do in terms of com¬\nmunity setup. Federal aid is to promote, not support. If we say we cannot,\nwe\n\nimmediately\n\nlimit our imaginative\n\ncapacity. We\n\nbushes in this regard that could easily be chopped\na meat\nHave\n\nax, just a little hatchet.\nI answered\n\nthe question?\n\nhide behind\n\ndown\n\na lot of\n\nif we had not even\n\n"}
{"page": 254, "printed_page": null, "text": "National\n\n248\n\nChairman\n\nStudebaker:\n\nEducation\n\nAssociation\n\nDoes\n\nwant\n\nanyone\n\nto comment\n\non this prob¬\n\nlem of the small high school? There are approximately 20,000 in the United\nStates; more than half have an enrolment smaller than 200 students. We\nall know in the millennium we may have larger units of school administra¬\ntion, better roads, and more consolidation ; in the meantime the superinten¬\ndent has the practical problem to face.\nI should suggest as one idea, more cooperatives, so to speak, among local\nsmall, independent school districts. By cooperatives I mean an educational\ncooperative in which four or five superintendents in independent school\ndistricts will come together to see what they can do to pool their resources.\nThere are some real things going on in that field. I do not believe it is\nnecessary to be wedded to the idea that every subject has to be taught every\nday or even every week. There are some advantages to that system in some\nfields but it may be necessary to meet a real situation instead of a theory\nto exchange teachers and alternate semesters, or alternate years. But, I\nthink that if five superintendents came together and appraised their total\nassets and sought to devise a kind of cooperative which can be operated with\nmany of the advantages of local school districts, they would find ways of\nsolving these problems. That is another answer.\nMr. Allen : Here is a question which may be of general interest. Mr.\nAnderson said we should make a survey. Do the youth of today stay in\ntheir own communities? Is not this larger than a community problem?\nI want to answer that question in this way, that it is not necessary for\na school, in order to begin a guidance program, first to make an occupational\nsurvey. Every high school can make a follow-up survey of its own graduates\nor drop-outs. In other words, survey the problem before your own front\ndoor. The most obvious and simple thing is to help do those things better\nand meet those problems more successfully. The larger occupational surveys\nare sure to come about now, I think, very largely thru the work of the\nunemployment compensation boards and the employment service. But, that\ndoes not relieve the schools of finding out the immediate problems of its\nown former pupils.\nMr.\n\nWatson:\n\nMr.\n\nChairman,\n\nI do\n\nnot\n\nwant\n\nto stop\n\nthe discussion\n\non vocational adjustment because it has not gone nearly far enough, but I\ndo want to call attention to a question that has come in that opens another\nimportant area of discussion.\nThe panel has discussed vocational training, character building, and so\nforth, but somehow the matter of sex education has been left out of the\ndiscussion. Are we not to include the problem of sex as a problem of youth?\nI think the question is very well put because, as a matter of fact, if we\ncould make any statistical survey, the amount of maladjustment in the area\nof sex would probably surpass the maladjustment in the area of vocational\nadjustment, of recreation, or of almost any other institutionalized area of\nliving. We are not far from a proportion of 50 percent happy marriages and\n50 percent unhappy marriages, and among the unmarried, the level of satis¬\nfaction is even lower. What is the school to do with a problem of such\nmagnitude?\n\n"}
{"page": 255, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n249\nIn the chapter where we touch on personal relationships, two or three\nconstructive suggestions have been made. One of them is that the school\ncannot avoid and evade and step around and soft-pedal and generally\nignore this significant problem of youth. A second suggestion is that the\nprogram of attack has been too largely in terms of the medical, biological,\nand physiological approach. Some people have reported that one out of four\npersons at the age level of eighteen to twenty-five years is inflicted with\nvenereal disease.\nThe most common problems of sex adjustment for youth are matters of\nfeelings, attitudes, companionship, and adjustments of personality. That\nmeans the persons to give the best guidance are not usually physicians but\npersons who understand human relationships in a social, psychological sense.\nThe third point I want to emphasize is that the yearbook suggests a posi¬\ntive approach rather than negative emphasis upon evils. Education should\nstress what friendship and love experience can contribute to life rather than\nthe disasters from too early or mistaken sex relationships. The mistakes\ncertainly need to be avoided but until we face the possibility of freeing\npeople emotionally to enjoy the contribution which love can make in life\nand further enable young people by economic changes to marry and carry on\nideal family relationships, it seems to me we have not begun to attack the\nquestion.\nMrs.\n\nCompton\n\n: May\n\nI ask why\n\nyou\n\nwaited\n\nmarriages were unhappy before the schools\nMr. Watson : I did not want to wait.\nMrs.\n\nCompton:\n\nIt seems\n\nto me, Mr.\n\ntook\n\nuntil 50 percent\n\nof the\n\nit as their responsibility?\n\nWatson,\n\nthat an important\n\nthing\n\nto keep stressing is that of all the bases for family life that existed when\nyour father and grandfather married, most of them have been removed,\nand for most of the young people, sex seems to be the only common\non which to meet for a successful marriage.\n\nground\n\nIt is a very dangerous situation if schools are not preparing them for it.\nIs that not another reason why we should have happily married teachers\nin our schools?\nMr.\n\nRainey:\n\nOn\n\nin the last two\n\nyears\n\nthat point, we\n\nhave\n\ninterviewed\n\nand\n\nasked\n\nthem\n\nget their sex education\ngroup\n\nwe\n\nhave\n\nand where\n\nwill be interested\n\nto know\n\nthey should\nan\n\nnearly 50,000\n\nyouths\n\nvery definitely where\n\nthey\n\nlike to get it. I think all the\n\noverwhelming\n\nmajority,\n\nover\n\n85 per¬\n\ncent, say that they believe they should get it in their regular school program.\nChairman\n\nStudebaker:\n\nHere\n\nis a question\n\nfor you, Mr.\n\nAnderson.\n\nYou said you would not duplicate existing community facilities for occu¬\npational training and mentioned railroad shop training. Would you compel\nyoung people to pay tuition in a private business school or would you have\na commercial department in your high school that would duplicate the\nprivate business school facilities?\nMr.\n\nAnderson:\n\nNo,\n\nI would\n\nnot. The\n\ndifference\n\nis this: In one\n\ncase,\n\nthe educational training is given to the employees and that was the type\nof educational training I had in mind rather than the other type. I think\n\n"}
{"page": 256, "printed_page": null, "text": "National\n\n250\n\nEducation\n\nAssociation\n\nit has been established as a principle that we provide commercial education\nin high schools. In our community, the commercial education given by\nprivate colleges is for the high-school graduate. The student, then has a\nchoice. He may take his commercial education in high school or may choose\nto take a full cultural course, and then take his commercial course and pay\nfor it in a private institution. I think we must recognize the individual\nstudent has the right to that choice.\nI do not know whether that answers the question or not.\nChairman\n\nStudebaker:\n\nHere\n\nis another\n\nquestion\n\nbook itself. Perhaps I may direct this to a member\n\nbearing\n\non the year¬\n\nof the Yearbook\n\nCom¬\n\nmission. Mr. Allen, will you try this one? “Did the Yearbook Commission\nfind that the vocational guidance needs of minority groups, such as the\nNegro group, are the same as those for our more privileged groups? What\nare the effects of certain community\n\nand social pressures upon the occupa¬\n\ntional and personality adjustment of the youths of these minority groups?”\nMr. Allen : That is one of the most important questions there is, I\nthink, in the whole country. It is not to be solved by groups, however; it\nis going to be solved individually. Bad as a boy or girl may feel because\ndenied opportunity in government service or by a particular employer or\nlabor union because somebody else has more influence, the result is ever\nso much worse on his own personality if he feels he is being denied oppor¬\ntunity because of racial, national, or religious reasons. So far as we are\nable to make it possible for every boy or girl to demonstrate objectively\nability for the particular task he wants to do, then we will break down\nbarriers that exist and must be broken down in American life. It is be¬\ncause people make group decisions rather than individual decisions that\nthese inequalities exist. I have had many cases where the barriers of racial,\nnational, and religious character break down before the special qualifica¬\ntions of the individual if only he has the chance to show what he can do.\nChairman\n\nStudebaker:\n\nWe\n\nhave\n\nhere\n\nmany\n\ndozens\n\nof questions,\n\nshowing the eagerness of the audience with respect to this general prob¬\nlem. It is impossible to attempt to answer them all.\nMrs.\n\nCompton\n\n: Mr.\n\nof questions that has come\n\nChairman,\n\nI wish\n\nto say one\n\nthing. This\n\nup to me all say one thing and I am\n\nsheaf\n\nnot going\n\nto stand defeated ! They all really ask one question, “Why have you not\nmentioned the church as one of the agencies responsible for the training\nof youth?” I feel very definitely that one of the failures of our entire\neducational system has been because we have been afraid to accept Chris¬\ntian leadership as one of our responsibilities whether in church or school,\nand I would never think that I could raise my children except thru prayer\nand Christian guidance! I would assume that as my first premise.\nMr. Allen : I want to answer my own question to this extent, the\nquestion I asked Mr. Rainey: How can we get each community in the\ncountry to do something about it? We have the challenge of yearbooks\nand other associations, and the formula is very clear. Leadership is not an\nindividual matter in a democracy. It is a sharing of responsibility. A car¬\npenter two thousand years ago gave us the formula when he said that when\n\n"}
{"page": 257, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n251\n\ntwo or three people get together for an unselfish purpose, something is\nbound to happen. And, if every superintendent carries the yearbooks and\nthoughts from these meetings home and brings together the people who\nhave a like interest in the welfare of youth, something is bound\nin the welfare of this country.\nChairman\n\nStudebaker:\n\nI have\n\none\n\nstatement\n\nI would\n\nto happen\n\nlike to\n\nread\n\nbefore we close the discussion. It is directed to me: “We hear in prac¬\ntically every address and forum at the convention about the shortcomings\nand the inadequacies of the schools in curriculum, in methods, and, in fact,\nin all activities of school programs. May I ask if some good work is not\nbeing done? Should we not have faith at least in what we are doing? Too,\nshould we, the schools, take the blame for all failures in occupations, pro¬\nfessions, and so forth ?”\nI think that is a good statement to comment on very briefly in closing\nthis discussion. Of course, we all have great faith in our profession. We\nhave so much faith in it, believe in it so profoundly as the greatest in¬\nfluence for the improvement and preservation of democracy which in the\nend will provide a chance for occupational life that we do not ordinarily\ncome together to pat ourselves on the back. I think it is to our credit that\nwe do gather annually and other times for the purpose of looking criti¬\ncally at ourselves and our jobs to find the weak spots. So I would have no\none leave this meeting and certainly no one leave this great convention\nwhich has been arranged by our worthy president, Superintendent Glenn,\nwith any other feeling than a feeling of great optimism and a challenge\nfrom the opportunity which lies at his threshold, the threshold of his door,\nin his community to help carry forward\ndemocracy thru education.\n\nGENERAL\nTHURSDAY\nTHE\n\nNEXT\n\nFREDERICK\n\nM.\n\nHUNTER,\n\nEDUCATION,\n\nSESSION\n\nMORNING,\n\nSTEP\n\nIN\n\nthe great cause of American\n\nMARCH\n\nAMERICAN\n\nCHANCELLOR,\n\nUNIVERSITY\n\nOF\n\nSTATE\n\nOREGON,\n\n3, 1938\n\nEDUCATION\nSYSTEM\n\nOF\n\nEUGENE,\n\nORE.\n\nHIGHER\n\nRecently the press has given rather wide publication to a very enlighten¬\ning map of the world, picturing the throttle-hold of dictatorship upon the\nfree spread of information among all nations. A glance at this tragic picture\nshows the progress made by the idea of totalitarianism against the doctrine\nof intellectual freedom. By far the major proportion of the area of the\nglobe and more than a majority of its civilized population are embraced\nin the black and shaded areas of dictatorship, while the only unshaded\nnations remaining\n\nare those where\n\nthe guarantees\n\nof democratic\n\nconsti-\n\n"}
{"page": 258, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\ntutions have continued to offer resistance — a mere peripheral fringe of the\npopulations of the world.\nEdwin G. Conklin, of Princeton University, retiring president of the\nAmerican Association for the Advancement of Science, quoted in Science,\nDecember 31, 1937, depicts vividly this crisis and the attempted reconquest\nof the ideas of democracy by dictatorship saying:\nThruout the period of recorded human history there has been a notable growth of\nfreedom not only from the rigors of nature but also from the tyrannies of men.\nFreedom from slavery of the body, mind, and spirit has been bought at a great price\nthru long centuries of conflict and martyrdom, and one of the amazing revelations\nof the past few years is the compliant way in which millions of people in Europe\nhave surrendered all freedom not only in government but also in speech, press,\nthought, and conscience on the orders of dictators. Even in certain sciences, freedom\nof teaching and research has been restricted or prohibited, in spite of the fact that\nthe advancement of science rests upon freedom to seek and test and proclaim the\ntruth. Dictators seek to control men’s thoughts as well as their bodies and so they\nattempt to dictate science, education, and religion. But dictated education is usually\npropaganda, dictated history is often mythology, dictated science is pseudo-science.\nFree thought, free speech, and free criticism are the life of science, yet at present\nare stifled in certain great nations “with a cruelty more\nanything Western civilization has known in four hundred years.”\n\nthese freedoms\n\nintense than\n\nAmong the nations of the earth a new madness has arisen. With the\npenalties of a new and more vast and merciless inquisition than the world\nhas ever known — firing squad, the noose, and the guillotine — the peoples\nof great nations are threatened upon a scale new to human history. The\npress, free speech, free religion are stifled and cowed. Whole populations of\nhundreds of millions are surrendering for a mess of pottage the dearly bought\nbirthright of freedom to think for themselves. More than half the popula¬\ntion of the civilized world is even now bound in this returning serfdom.\nAmong the free democracies of the world specious propaganda of demagog)7\ndeludes and deceives and lures with the false doctrine that down this road\nlies economic democracy. Those who follow this delusion will find, accord¬\ning to all the teachings of history, not only that they have not attained\neconomic democracy but that the precious inheritance of political and intel¬\nlectual freedom has been lost also.\nHere is the testimony of William Henry Chamberlin, master correspond¬\nent for a great world newspaper, an eyewitness for twelve years, who\nmarried a Russian wife. He was deeply in sympathy with the early move¬\nment toward Russian idealism but came away disillusioned and bitterly\ncritical. Says he, in Russia s Iron Age:\nThe government\n\nhad in reserve and was prepared\n\nto employ the last and sharpest\n\nweapon in the armory of class wTarfare: organized famine.\nThe number of people who lived in famine areas was in the neighborhood of\nsixty million; the excess of deaths over a normal mortality rate can scarcely have\nbeen less than three or four million.\nOf the historic responsibility of the Soviet Government\nthere can be no reasonable doubt.\n\nfor the famine of 1932-1933\n\n"}
{"page": 259, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n253\n\nAdministrators\n\nGeorge Norlin, president of the University of Colorado, after a year’s\nexperience with the Nazis in their conquest of the German people and after\npersonally witnessing the destruction of some of the most learned volumes\nof the great library at the University of Berlin as they were burned in the\nPublic Square of the capital on May\nFascism\n\n10, 1934, sums it up as follows in\n\nand Citizenship :\n\n. . . regimentation has been pushed vigorously ever since Hitler came into power.\nThere was, for example, the great gesture of the burning of the books on the tenth\nof last May. More recently it has been thoroly organized and systematized.\nFurthermore, the schools and universities have lost every semblance of academic\nfreedom. They must preach the gospel of the “New Dawn” or come under the ban\nof the Nazi government. On the sixth of last May, I was present at the convocation\nin the University of Berlin which marked the impact of the Revolution on one of the\ngreat universities of Europe. It was not a red letter day to those who cling to the\nbelief that truth transcends nationality and race; for it was the day of the official\ninauguration of the Germanization\ntion of truth.”\n\nThe\n\nof truth or, as the Nazis call it, “the nationaliza¬\n\ncomplete subjection of freedom of thought in Italy, the land which\n\ngave birth to the first of the modern universities, is mourned\nin the last issue of the American Scholar:\n\nby Max\n\nAscoli\n\nThe four men chosen by fascism as its outstanding victims were all scholars:\nGiacomo Matteotti, a criminologist; Giovanni Amendola, a philosopher; Carlo\nRosselli, an economist; Nello Rosselli a historian. All had dedicated their lives to\nthe quest for truth. Over the rest of the scholars of Italy fascism won an overwhelm¬\ning victory. Not only have they been cowed; in their own minds they have ratified\ntheir subjection by a general dislike for everything political, for long-range planning\nor for system-building. The resistance that many of them put up, each for himself,\nas late as 1931, was a brave one. But no one ever knew of it abroad. And many\nwho resisted then are glad in 1937 not to remember it.\n\nThoughtful American citizens, not only teachers and leaders in the pro¬\nfession, can give consideration to no more important problem than this.\nInquisitions of dictatorship clothed with authority by deluded\n\nmajorities\n\nin many of the world’s leading nations, with a population totaling a half\nbillion people, pour contempt and derision upon democracy. All freedom\nof thought is tyrannically eradicated or shackled — the press, the pulpit, the\nforum, the university, the school system. With propaganda and military\nmobilization and international alliance they threaten the nations who\n\nhave\n\nfaith in the beneficence of true democracy and seek to perfect and univer¬\nsalize it by peaceful and evolutionary processes among their populations.\nDemocracy\n\nbacked by the constitutional guarantee\n\nof the Bill of Rights\n\nof our federal Constitution with its philosophy permeating the free nations\nsuch as the British Empire, the Scandinavian\n\ncountries, France, Belgium,\n\nHolland, Switzerland, and the Latin American\n\nRepublics, now\n\nstruggles\n\n1 Since this was written, the press has carried the news of the death of both of Rosselli’s brothers, by\n\nwhom no one knows, outside the limits of Paris.\n\n"}
{"page": 260, "printed_page": null, "text": "254\n\nNational\n\nfor existence. The\n\nbelief of its peoples in this principle is paramount.\n\nthinking men\n\namong\n\nEducation\n\nAssociation\n\nCan\nthese populations successfully resist the invasion of\n\ndemocracy’s realm by the forces of the dictatorial inquistion? Shall the people\nof America resist this attempted reconquest of democracy by the invasions\nof dictatorship?\nWhat reasoning and what evidence should determine our policy? There\nis no ground for doubt when the testimony of both our own history and the\nrecord of democracy in civilization is mustered in review. Despite the weak¬\nnesses and imperfections in America’s system, no other scheme in all time\nhas ever produced such widespread and universal results in both human\nwelfare and happiness. Nowhere else has the general level of living been\nupon such a high plane. Nowhere\n\nin the world except in the countries where\n\nsimilar democracy prevails has there been such a background\nally practised intellectual freedom.\nIn our own Constitution the American\nwrote into a document\n\nof and habitu¬\n\npeople for the first time in history\n\nof national sovereignty a charter guaranteeing intel¬\n\nlectual freedom. Thru a glorious record in Anglo-Saxon annals this con¬\nception, as a pillar of fire, guided the quest from the days of the Norman\nConquest to the American Revolution. A gradual series of developmental\nsteps have marked\n\nthe way\n\nthru English constitutional documents,\n\nthe first year of the twelfth century when\n\nHenry\n\nfrom\n\nthe First, grandson of\n\nthe Conqueror, on coming to the crown proclaimed the famous edict, his¬\ntorically recorded as the Charter of Henry the First. In this contract he\npledged a return by his government\n\nto the observance of the ancient liberties\n\nand folk-rights of the Anglo-Saxons. The traditions of liberty inherent in\nAnglo-Saxon life were at that time, as had been true from the reign of\nAthelstan, grandson of Alfred the Great, carefully nourished by the\nfreedom-loving guilds of the English common people. A remarkable suc¬\ncession of ever broadening interpretations of this ideal was written into\nthe governmental history of the realm by the most remarkable series of\nliberty documents the world has yet known. The full series began with\nthe Charter of Henry the First and came down to the early days of our\nown nationality. It included the Magna Charta of King John in 1215, the\nPetition of Right of Charles the First of 1628, the Bill of Rights of William\nand Mary of 1688; and in America the Declaration of Independence, the\nVirginia Statute which guaranteed religious freedom, the Ordinances of\n1785 and 1787, the Constitution of the United\nRights which consisted of the first ten amendments\n\nStates, and the Bill of\nthereto. So in America\n\nwe have the inspiration of this heroic record of the conquering power\n\nof\n\nan idea which our forefathers, the first in our history, stated in the\nsimple sentences of Amendment I of our federal Constitution, as follows:\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 of the\nright of the people peaceably to assemble and to petition the government for redress\nof grievances.\n\n"}
{"page": 261, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n255\n\nThe evolution of the ideal of religious and intellectual freedom thru these\ndocumentary instruments of government is perfectly clear. In the earliest\nstages, liberty was freedom from unjust arrest at the hands of a powerful\nabsolute sovereignty and escape from confiscatory and unjust seizure of\nproperty. At the climax the constitution of a great nation guarantees freedom\nof thought and expression.\nBut the civilized world inspired by the American example eagerly grasped\nthe conception. Thru the remainder of the eighteenth century, the entire\nnineteenth century, and the first two decades of the twentieth century, the\nconquest of democracy went triumphantly forward. One after another the\nLatin American peoples, freeing themselves from the decadent relics of\nthe Hapsburg empire, wrote into their constitutions the same charter; and\nin like manner the American plan became the basis of the parliamentary\nguarantees of the world-circling British Commonwealth\n\nof Nations; also\n\nthe continental nationalities breaking the shackles of monarchy and abso¬\nlutism used the American model of intellectual freedom, even down to the\nConstitution of Czechoslovakia adopted February 29, 1920, which followed\nin its stated purpose of the preamble and its expanded bill of rights, the\nAmerican example. The statement of purposes of this constitution framed\nafter the American model is impressive. One notes the listing of the objects\nof government as they parallel those of our own preamble:\nWe,\n\nthe Czechoslovak\n\nnation, desiring to consolidate\n\nthe perfect unity of our\n\npeople, to establish the reign of justice in the Republic, to assure the peaceful develop¬\nment of our native Czechoslovak land, to contribute to the common welfare of all\ncitizens of this State and to secure the blessings of freedom to coming generations,\nhave in our National Assembly this 29th day of February, 1920, adopted the follow¬\ning Constitution for the Czechoslovak Republic; and in doing so we declare that it\nwill be our endeavor to see that this Constitution together with all the laws of our\nland be carried out in the spirit of our history as well as in the spirit of those modern\nprinciples embodied in the idea of self-determination, for we desire to take our\nplace in the Family of Nations as a member at once cultured, peace-loving, demo¬\ncratic, and progressive.\n\nThe Bill of Rights of this instrument conveys liberty of instruction, con¬\nscience, and opinion. Noteworthy sections of this charter hold that:\nEvery person may within the limits of the law express his or her opinion by word,\nin writing, in print, by picture. . . . No one shall suffer in the sphere of his work\nor employment for exercising this right.\n\nAlso that:\nScientific research and the publication of its results, as well as art, are free so\nfar as they do not violate the penal code. . . . Public instruction shall be given so\nas not to be in conflict with the results of scientific investigation.\n\nThe broad spirit of this doctrine is indicated by the application of the\nprinciple of liberty of conscience and religious creed, as follows:\nLiberty of conscience and religious creed is guaranteed. . . . All inhabitants of\nthe Czechoslovak Republic enjoy in the same degree as the citizens of the Republic,\n\n"}
{"page": 262, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\nthe right to profess and exercise publicly and privately any creed, religion, or faith\nwhatsoever, so far as the exercise of the same is not in conflict with public law and\norder or with morality.\n\nBut the gravest danger of the worldwide thrust of the idea that dictator¬\nship is efficient and guarantees security is to be found in the complacent\nindifference of a great segment of our American youth toward the liberties\nvouchsafed by this precious inheritance. One hundred and fifty years of\nhistory with their acknowledged fruits in freedom of thought and action\nhave led all too many of this generation to accept the American place in\nthe sun and its opportunities and prerogatives as a guarantee in perpetuity.\nThey take the high levels of American life for granted. Now a worldwide\nthreat of disaster looms on the international horizon and invasions of allur¬\ning propaganda that democracy and its doctrines are passe and our Con¬\nstitution outmoded lead great elements in our American ranks astray. No\neffort in American education must be spared to provide that a fullness of\nlight be spread abroad on the historical meaning of the American guarantee\nof freedom in its highest and most complete sense and the proved historical\nconsequences of failure to support this belief in American life.\nBut American resistance to the world conquest of dictatorship can be\nurged not only from the high achievement of democracy here among us in\nthe past and from our own inspiring inheritance and tradition of liberty,\nbut also from a reasonable interpretation of the results of the conception\nof intellectual freedom in its impact upon human activities and institutions\nthruout recorded history.\nAs the human procession passes in review, is there an era of \"progress\nand prosperity,” a surge upward in human achievement and human welfare?\nThen search for an immediately preceding outburst of human thought —\nor a release of the human spirit. The transcendent achievements of the\nGrecian culture, spread abroad by Alexander’s armies, generated by the\nfree minds of Socrates, Plato, Aristotle ; the Renaissance in its rescue of\nChristian civilization from the Dark Ages presaged by the Continental and\nEnglish universities; the modern age of science, founded upon its fore¬\nrunners Galileo, Newton, Descartes — what more convincing evidence on\nany issue than this interpretation from the recorded facts of human progress?\nAmerican education today plays a role of worldwide importance. The\nresistance to be hurled in this and future generations against the menace of\nthe worldwide shadow of dictatorship in its proposed reconquest of the\nrealm of intellectual freedom will rely for its resources more upon the\nstrength and the clarity of thinking of the American citizen considered\nen masse than upon any other factor.\nHow to shape policies toward this issue is the gigantic problem which\nfaces the people of this democracy. If it were approached in the style of\nEuropean tradition, control thru a central ministry of education and sub¬\njection to the policy of the federal government would be the inevitable\nnext step.\nBut for America such a plan is unthinkable. At the outset the very\npurpose of the movement would be defeated by the very nature of x the\n\n"}
{"page": 263, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n257\n\nmeasure, for it would employ dictatorship itself and enforced indoctrination\nby processes of regimentation with which to meet the European and nondemocratic opposition. Coercion and indoctrination in behalf of a demo¬\ncratic philosophy of government and life is as certainly oppression as for\nany other political theory. This in itself would destroy our guarantees of\nintellectual freedom and merely set up in the world another rival camp\nof threatening tyranny. A conception then employing centralized adminis¬\ntrative authority and control structures for American education in the\nhands of the central government is not to be thought of.\nFor yet another reason the “central authority policy” is ruled out. The\npolitical structure of American governmental democracy is synthetic in its\norigin and traditions. The source of sovereignty since the beginnings of\nour national life is in the people themselves. The federal government was\noriginally a rather loosely cemented coalition of states — hardfy strong\nenough to hold together. The states themselves were unions of communities\nmore coherent than the federal union in the earlier stages of each, but\nnevertheless synthetic also. This characteristic American habit of political\ndevelopment, enhanced and strengthened by the pioneering experiences of\nour people as the continent was conquered, still persists with its virgin vigor.\nThe American\n\ncitizen takes a responsibility for the quality of his local self-\n\ngovernment (tho this may be poor, inefficient, and costly) in 185,000 selfgoverning districts, townships, counties, cities, and states comprising this\nsynthetic governmental establishment of democracy. This mental habit — the\nvital factor in American public opinion — is infinitely valuable. It exists in\nnone of the remade monarchies of the world in so great a degree. It is the\nstuff which permanently opposes the reconquest of democracy by dictator¬\nship and must be nourished with care and foresight by American educational\npolicy.\nAccordingly it is thoroly clear that the method of centralized adminis¬\ntrative authority is not the answer for two very cogent reasons, namely,\n(a) such a plan would defeat the very ends of the democratic philosophy of\nintellectual freedom; and (b) the traditions and habits of thinking of\nAmerican public opinion would make its use wholly impossible.\nAmerican education must find elsewhere implementation for its prepara¬\ntion for the impending struggle. From the nature of the democracy it serves,\nits foundations in the recorded history of human kind, its antecedents and\ntraditions in Anglo-Saxon heritage the answer is, I believe, unmistakable.\nIt is to be found in a universally recognized and accepted — yes, centralized\nif you will — “philosophy of American education.”\nI suspect many of my colleagues will protest that such a thing as an\nAmerican philosophy of education is impossible and the thought that there\ncould be agreement upon it if the rudiments of one could be developed a\nmere fancy of wishful thinking. To this I would answer that there can be\nno doubt about an American philosophy of political evolution. To the\nthoughtful interpreter of America’s immediate historic past and its event¬\nful century and a half of development there can be no question. The answer\n\n"}
{"page": 264, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\nfrom this evidence is not to be mistaken. There\n\nis an American\n\nphilosophy\n\nof political progress. Were I sufficiently learned in either history or philos¬\nophy to undertake a proper analysis of this philosophy, time would not\npermit ; but let me touch briefly on some of its essential elements.\nAt the core of this body of thought is the Anglo-Saxon love of freedom\nand adaptability. Individualism has motivated all achievement. Cooperation\nand political synthesis have rested upon a willing acceptance of responsibility\nby the individual citizen for the operation of government founded upon a\ncommunity of interest as the conquest and development of the continent\nhave gone forward. Communities have been welded into states and states\nsynthesized into the nation, and yet the genius of self-government has con¬\ntinued to rest upon a multitude of authorities in local communities and\nself-governing units.\nThe middle phase of this evolutionary process in the sixth and seventh\ndecades of the nineteenth century shows a confirmation of this philosophy\nin the overthrow* of secession and the permanent establishment of a central\ngovernmental structure wffiich could not be broken apart by conflicting\nsectional or community interest. These same years witnessed the supplanting\nof a southern aristocratic social structure founded on slavery which made a\nbid to become the permanent interpreter of the democratic philosophy of\ngovernment, by the free-farming population of the great West, implemented\nby the Homestead Act and the creation of a land-grant college educational\nsystem for intelligent leadership at the instance of the greatest American\nexponent of democratic statesmanship, Abraham Lincoln.\nIn these challenging years in which we live and work, we are again\nclose to the foundational forces of which democratic government is made.\nTruly a struggle of the Titans of industry and economics is surging to a\nconsummation with all of us as the melancholy participants. It is as if the\ndrama of democracy were presenting its tragic roles on a gigantic stage\nwith the American people as the cast (some undoubtedly very badly mis¬\ncast). But that the same sound core still works at the center of American\nthinking is apparent to those who study the evidence of the day calmly and\nwith as little emotion as is humanly possible. When threat arises to break\nup some of the precious institutions founded upon the sound inheritance of\nour constitutional guarantees, the instinctive Anglo-Saxon responsibility —\na responsibility for the structure and quality of the institutions grown out\nof his finer experiences — comes to the rescue, grips the average citizen, and\nturns back the assault. The central and vital element in the American\nphilosophy of political evolution is contained in the belief in the final effi¬\nciency and supremacy of local self-government and the responsibility of\nthe individual citizen for it. But how does this bear upon a philosophy of\nAmerican education?\nTo\n\nme there is a clear parallel between\n\nthe gradual emergence\n\nof the\n\ndoctrine of intellectual freedom thru all the evolutionary stages of AngloSaxon and American constitutional government, with the conceptions of\nthe inevitable necessity of the dissemination of knowledge\n\nand the creation\n\n"}
{"page": 265, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n259\n\nof mass intelligence. In the same manner as the belief in the equality and\nliberty of the person and finally of the mind came to a climax in our Bill of\nRights, so the theory of universal knowledge among a democratic people\nhas been with many vicissitudes moving toward a consummation in America.\nEven an elemental knowledge of our early beginnings discloses the germs\nof a philosophy of American education. Broad views and aspirations were\nheld by the great leaders of the days of governmental foundation, for\nexample: Franklin’s conception of a statewide educational plan; the belief\nin public education as evidenced in the Ordinance of 1787; Washington’s\nideal of a national university and his contribution of a large segment of his\npersonal fortune to found such an institution. These were followed by\ndeclarations in the constitutions of the several states concerning the operation\nand support of education. There can be no doubt of the presence of a\ngerminal philosophy in the minds of the founders and in the beginnings of\nour institutions of self-government.\nThe inconsistency of creating a central governmental structure to propa¬\ngate a philosophy has been pointed out and is apparent to all. But it is\nwholly consistent with our American traditions of development as well as\nthe doctrines of local self-government to think of such a philosophy as becom¬\ning a synthetic movement growing out of the educational aspirations and\npractises of the multitude of local instruments of instruction and school\nadministration in America. If we accept the soundness of the conceptions of\nour founding fathers in respect to education as we have accepted the worth\nof their views in interpreting the Anglo-Saxon philosophy of government,\nwe may without hesitation move forward along the lines of our own history\nand tradition to synthesize a philosophy for the rallying of American intel¬\nlectual resources and creating a policy of resistance to the invasions of\ndictatorship.\nIt is possible in such a discussion as this to suggest no more\n\nthan a mere\n\noutline of the constituents of such a philosophy. It seems to me that they\nwill without question include as vital elements the following tenets:\n1. The\n\nconcept of intellectual freedom\n\nas established by Socrates and the Greek\n\nphilosophers and supplemented by Jesus in his pronouncement, “Ye shall know the\ntruth and the truth shall make you free.”\n2. The doctrine of the importance and equality of human personality before both\ndivine and human sovereignty implicit in the conception of the brotherhood of man\nas taught by Jesus.\n3. The insistence upon equal educational opportunities for all American youth in\naccordance with their respective capacities for assimilation and use.\n4. The recognition of the curative power for social ills and the creative impetus\ntoward progress of the universal dissemination of knowledge.\n5. The acknowledgment in public policy of the economic contribution of the teacher\nas a major factor in the creation of national wealth.\n6. The compelling necessity of a great clientele of adequately prepared leadership\nin the synthetic political structure inherent in American democracy — much more\nthan the present ratio of less than one college prepared person to each twenty-five\nof the adult population as at present; also a much more broadly prepared founda¬\ntional citizenship more nearly adequate for the solution of the baffling welter of\nproblems of our political and economic life, in view of the popular expedients of\n\n"}
{"page": 266, "printed_page": null, "text": "National\n\n260\n\nEducation\n\nAssociation\n\ngovernment placing authority for major decisions directly upon the people, such\nas the referendum. (The present adult population of 75,000,000 includes 63,000,000\nwho are less than high-school graduates.)\n7. Methods of implementation consistent with the character of the American people\nand the nature of the movement toward a recognized policy of American education,\nsuch as, (a) an administrational and instructional structure everywhere recognized\nas consistent with the dominant philosophy of education; and (b) the acceptance\nby the teaching body of the United States of all levels — more than a million in num¬\nber — of this central philosophy as the heart of the national educational policy and\na gradual conversion of the public mind to a similar acceptance.\n\nSuch a movement toward a dominant and generally accepted philosophy\nfor education in America is wholly consistent with the best traditions of\nthe Anglo-Saxon democratic inheritance. Moreover, if once genuinely and\nsincerely accepted by the American public its power of leaven for the whole\nlump of civilization will undoubtedly parallel the effects of the conquest of\nthe western nations by the democratic theory of self-government. In the suc¬\ncess of such a movement lies the hope of stemming the tide of totalitarianism\nand dictatorship as it makes its bid for world conquest.\n\nSHALL\nGEORGE\n\nTHE\n\nPEOPLE\n\nD. STRAYER,\n\nPROFESSOR\n\nCOLUMBIA\n\nWe\n\nCONTROL\nOF\n\nTHEIR\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nin the United States are committed\n\nYORK,\n\nSCHOOLS?\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nto the maintenance\n\nof a system\n\nof free, tax-supported public schools. By provision of the constitutions of\nthe several states and by legislative enactment we have sought to equalize\nthe opportunities for education for all of the children of all the people.\nIn these and in other provisions of law we have acknowledged that educa¬\ntion is a function of the state. In most of the states we have maintained a\ndecentralized system of school administration. In most cases we have, as\nwell, separated the administration of schools from the administration of\nthe other functions of government. We have sought to have schools reflect\nthe thinking, the desires, and the ambitions of our people thru placing them\nunder the control of representatives chosen by popular vote. But now we\nhave arrived at a place in our history where all of these practises, which we\nfelt were established by tradition and by governmental sanction, are under\nattack.\nLet us examine the situation. First of all, is it essential that the schools\nbe kept in close touch with the people? Shall the people control their schools\nby virtue of their interest in them and their determination of the policies to\nbe followed within the schools in their own communities ?\nIt can be argued that greater efficiency would result were the schools in\neach of the states to be organized under the control and administration of\na single authority. Under such a system all communities would enjoy the\nadvantages of equally well-qualified teachers and of uniformity of support.\nThe best that could be conceived by the central authority would be uni¬\nversally provided in the development of curriculums and courses of study,\n\n"}
{"page": 267, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n261\n\nin the selection of books, and in the provision of buildings and equipment.\nThe quality of these provisions and, in certain instances, the scope of the\nprogram would be dependent upon the ability of the state to finance the\nprogram or upon budgetary provisions.\nWe may carry the argument one step farther. A national system of edu¬\ncation might be organized, carrying all the excellencies assured with the\ncentralization of the control, administration, and financing of education in\na single state. There is undoubtedly a tendency today, in the several states\nand in the nation as a whole, to look with favor upon measures which seek\nto guarantee a uniformity of service for all the people. In the long run this\nmovement toward centralization will tend to remove from the control of\nthe people, except in a most indirect fashion, the determination of the type,\nquality, or scope of the services which they desire. In the case of education,\nit is my judgment that we should resist these tendencies so far as they con¬\ncern the processes of education or the determination of curriculums.\nNo one would deny the responsibility of the states for the determination\nof the broad framework within which the local community may operate.\nAll of us would accept without debate the necessity for state support which\nwill guarantee an acceptable minimum program of education in all admin¬\nistrative areas within the state. We would subscribe to the proposal that\nthe taxes in support of this fundamental program should be equalized thruout the state. Most of us would desire, however, that each locality be per¬\nmitted and even encouraged to exceed the program which the state guarantees.\nWe would not rest satisfied with the current average of support or richness\nof educational opportunity which must characterize the accepted minimum\nprogram furnished in all communities. We would hold that it is thru experi¬\nmentation and thru the desires and ambitions of the more intelligent groups\nwithin the total area of the state that the entire program will tend to be\nlifted to a higher level in the years which lie ahead.\nThe price of centralization in the control, administration, and financing\nof education is apt to be a mediocre system of schools and lack of progress\nin the development of the program of public education. Where the people\ncontrol their schools, we can be reasonably sure that certain local communi¬\nties will furnish the pattern which may later be adopted in the less pro¬\ngressive communities and financed as a part of the minimum program guar¬\nanteed by the state.\nThe provision of local control should not be interpreted as denying to\nthe state the right and the obligation to mandate an acceptable organization\nwithin which the educational program may be developed. It is well within\nthe province of the state to require 200 days of attendance for all children.\nThe state should guarantee that only properly qualified persons are employed\nas teachers. The state may well set up minimum standards for buildings and\nequipment, and for an adequate system of reporting. But in all such matters\nthe state requirements should be interpreted as minima, and any local com¬\nmunity should be free to advance beyond these minimum requirements.\nA particularly vicious form of state control is that which thru legislative\nenactment specifies the detail of the curriculum of the schools. The state\n\n"}
{"page": 268, "printed_page": null, "text": "262\n\nNational\n\nEducation\n\nAssociation\n\nundoubtedly has a right to propose that its citizens shall be prepared for\nactive participation in the society of which they are members. It may even\nindicate in broad outline those tools which all educated persons must com¬\nmand, and the general scope of the common school curriculum, dealing as it\nmust with language and literature, with science and mathematics, with the\nsocial sciences, and with the fine and industrial arts. But the way in which\nthese areas shall be organized in the curriculums of the schools and the\nmanner of their teaching are just as certainly professional matters as is the\nbuilding of a bridge or the hospitalization of one who is ill. In neither of\nthese latter cases would the legislature seek to define the procedures to he\nfollowed by the professions responsible.\nWe are confronted with a strange phenomenon in each session of our\nseveral legislatures in the various states when well-meaning people ask that\nlegislation be enacted requiring the teaching of a particular bit of informa¬\ntion or of a point of view, sometimes even specifying the time to be used and\nthe place in the school system in which the instruction shall be given. Among\nthe proposed legislation in recent years have been requirements as to the\nteaching of the Constitution of the United States, the instruction of children\nin safety, and as to the amount of time to be devoted to the problems of\nconservation.\nNo legislative requirement with respect to the teaching of particular\nsubjectmatter can be acceptable to all school systems except upon the theory\nthat we are ready to accept uniformity and its accompanying mediocrity.\nIt is the obligation of the profession in each locality to provide such experi¬\nences as will in the judgment of the people contribute to the maintenance\nof our democratic society and to its improvement. But the people locally\nshould be in position to control, and the profession should be ready to demon¬\nstrate to them the adequacy of the program developed.\nAnother method of removing the schools from the control of the people\nis to subordinate public education to the general local government. This is\naccomplished in American cities thru appointment of the board of education\nby the mayor and thru control of the school budget by the general fiscal\nauthority. These procedures are defended on the grounds that education\nis merely one of the many functions of government and that the schools\nshould receive only such percent of the total amount available for public\nexpenditure as the general budgetary authorities decree. When this form\nof organization prevails there is little opportunity for the people to voice\ntheir judgment with respect to the support of the schools or the scope of\nthe public school system.\nIt almost invariably happens in the election of city officials — whether a\nmayor or the members of a board of finance or a board of estimate and\napportionment — that issues which are in no way related to education de¬\ntermine their selection. The mayor who appoints the board of education\nis ordinarily the leader of a political party, and usually appoints to member¬\nship on the board those who are acceptable to the political organization.\nHe not infrequently demands of the board in its most important function,\n\n"}
{"page": 269, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n263\n\nthe selection of the professional personnel, that the party be served. When\nsuch partisan political control is exercised, the schools are not controlled\nby the people and the unique function of education in our democratic society\nis denied.\nEducation should enjoy a unique place among all other governmental\nfunctions. It is only as those who work in the schools are free to think and\nto teach the truth that they can adequately serve our democratic society.\nIf this freedom of thought and of teaching is to be preserved, the control\nand administration of public education must be set apart from the executive\nand legislative branches of government which are so commonly changed in\npersonnel and in policy by the votes cast at the close of a single political\ncampaign. The suggestion is not that the schools be removed from the con¬\ntrol of the people but rather that the people be enabled to act directly in\nthis most important area of government.\nThe argument, often advanced, that the board of education enjoying\nfiscal independence will be extravagant and will maintain a school system\nthat will absorb an undue share of the revenues available in the community,\nis not borne out by the facts. In those cities in the United States in which\nthe board of education is authorized by law to levy taxes in support of edu¬\ncation and to determine the budget necessary for the maintenance and\noperation of the schools, the costs of education are not higher than in\nthose communities in which the board of education is dependent upon the\ngeneral fiscal authority. Fiscal independence is desirable, not necessarily\nthat more money may be made available, but rather that the people, thru\nthe selection of the board of education and thru control of its activities,\nmay most certainly determine the character of this fundamental govern¬\nmental service. There can be no doubt that a board of education directly\nresponsible to the people will be as responsive to their demands for economy\nand for efficiency as are other popularly elected officials.\nMembers of boards of education, nominated by petition and elected on a\nnon-partisan ballot, may reasonably be expected to administer schools with¬\nout the partisan political bias not infrequently found in the membership\nof boards named by the mayor or elected upon the nomination of political\nparties. There is need in the United States for making the board of edu¬\ncation more directly representative of all of the people. Even where members\nof- the board are elected without party designation and at special elections,\nthe tendency has been to choose members of these bodies almost exclusively\nfrom the business and professional groups.\nIt would seem many times that the majority of the people have little\nor no representation on the board. A more truly representative body could\nbe selected by introducing the technic of proportional representation. Even\nif this device were not employed, members of our profession should educate\nboards of education regarding their responsibility for inviting the con¬\ntributions of organized groups within the community. As conditions are\nat present, the board of education all too frequently assumes responsibility\nwithout any adequate presentation of the views of the entire citizenship,\nand still more frequently with a complete denial of even a hearing to\n\n"}
{"page": 270, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nAssociation\n\nminority groups. If it is desirable for the people to control their schools,\nwe should seek to develop the necessary governmental machinery which\nwill make possible the presentation of policies and points of view that may\nvary from those under which the school system is operating.\nIn emphasizing the place of the people in the control of their schools\nthere is no denial of the obligation of the profession to lead in the develop¬\nment of public education. Indeed, it is only under such circumstances that\nthe profession may reasonably hope for a prompt response to changes in\ncurriculums, in organization, or in methods of teaching. When a campaign\nmust be carried on thruout the state or when an appeal is made to a group\nof politicians who are not interested in education, then we may expect delay\nor denial of the improvement proposed. Where the people are closely in touch\nwith their schools, teachers and administrative officers may reasonably expect\nto influence decisions which\nsional ideals.\n\nwill make\n\npossible the realization of profes¬\n\nAs has been noted above, the people are apt to lose control of their\nschools where there is too great centralization in the state office of education.\nWe have proposed, as well, that the state legislature is not competent\nto determine matters of curriculum, of school organization, or of methods\nof teaching.\nThe primary function of the state department of education is not to\ntake over the control and administration of education locally but rather\nto provide those services of leadership, of counsel and advice, of research\nand information, and of experimentation which local communities may need\nin carrying forward their programs of education. It will be necessary, of\ncourse, for the state department to enforce certain requirements of the\nlaw locally and to allocate state funds in support of the local school systems.\nWe have suffered in recent years from an epidemic of legislation limiting\nthe amounts of money which can be raised locally for all governmental\nenterprises. Tax limitation laws are apparently based on the theory that\nit is not safe to trust the ambition, the initiative, or the willingness to\nsacrifice for the common good to be found in the several localities within\nthe state. When tax limits are enforced, the variation in need for support\namong the several communities is ignored. The situation is rendered in¬\nflexible and the people are denied the right to determine the burden which\nthey will bear in support of their schools.\nOne of the critical problems that confronts us today is the necessity\nfor federal support for public education. This need has long been recognized\nby students of education and of government,\n\nbut the current emergency\n\nhas emphasized it beyond- anything known before. During the depth of the\ndepression schools were closed, school terms were shortened, books and other\neducational supplies were wanting, teachers were unpaid, many of the\nmost significant opportunities which had formerly been provided in ad¬\njusting the schools to the needs and capacities of individual children were\ndropped, and classes were increased to a size that made impossible any\nadequate attention to the individual pupil.\n\n"}
{"page": 271, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n265\n\nIn the development of our economic structure, disparities which have\nalways existed among the states in wealth and in income have been greatly\nincreased. Assuming that public education should be provided for all chil¬\ndren of from six to seventeen years of age, inclusive, and taking the total\nwealth of the several states as reported by the 1930 Census, it will be\ndiscovered that the amount of wealth back of each child is more than\n$31,000 in the wealthiest state and just less than $4,000 in the poorest\nstate. In like manner, if the total income of the people of each of the states\nis taken, and one inquires concerning the amount of total income in rela¬\ntion to the number of children of from six to seventeen years of age, in¬\nclusive, he finds that in the wealthiest state this amounts to approximately\n$4,300 per pupil while in the poorest state it is $930.\nA still better measure is found in the actual amount of school expendi¬\nture per child in attendance. In the state making the greatest expenditure,\nthis amounts to $192 per child, while in the state in which the expenditure\nis least, the average amount expended per pupil drops to $35. During the\ncurrent depression, these differences have been still further increased.\nWhile federal support is necessary, we must not fail to recognize the\ndanger of federal control. From the very beginning of our history we have\nhad federal support for schools with no control or with a very minimum\nof oversight. In legislation more recently enacted, however, particularly in\nthe case of the Smith-Hughes Act, very definite control by the federal\nauthority was written into the law. It is now proposed to increase federal\nsupport without giving to any federal authority the control or administra¬\ntion of education within the states. It is expressly provided, in a bill now\non the calendar in Congress, that it is “the purpose of this Act to leave\nall supervision, management, control, and choice of educational means,\nprocesses, and programs to state, territorial, and local governments. ” In\nthe same bill it is proposed, however, that the United States Commissioner\nof Education be “authorized to prescribe plans for keeping accounts of the\nexpenditures of such funds as may be apportioned to the states . . . under\nthe provisions of this Act,” and that “the chief educational authority\ndesignated to represent a state . . . receiving any of the apportionments\nunder the provisions of this Act shall cause to be made annually ... an\naudit of such accounts by a certified public accountant.” It is further\nprovided that the chief educational authority in the state shall submit to\nthe United States Commissioner of Education a copy of each annual audit.\nThere is no element of control of the organization or administration of\neducation within the state or of the educational processes to be carried on\nin the schools in this requirement for the keeping of accounts and of audit.\n\nIn many other areas in which funds from the federal government have\nbeen made available to the states, there has been a requirement that a plan\nfor the conduct of the services supported by federal appropriations be sub¬\nmitted by the state authority to federal officials as a preliminary step before\nfunds are allocated. These provisions as at present operating seem to have\nresulted primarily in encouraging state officials to maintain a high standard\n\n"}
{"page": 272, "printed_page": null, "text": "266\n\nNational\n\nEducation\n\nAssociation\n\nof service and to acquaint them with good practise as carried on in other\nstates and as proposed by the federal authority.\nSo long as this requirement of the submission of plans results in affecting\nthe purpose of the federal grant and does not lead to control in the organiza¬\ntion of schools, in the determination of curriculums, or in the processes of\neducation, nothing but good can result. It is essential, however, that mem¬\nbers of our profession exercise eternal vigilance to the end that the sub¬\nmission of plans shall not lead to rigid uniformity thruout the nation, shall\nnot require the approval of state plans by federal authorities less well\nqualified than are the persons submitting the plans, and that the federal\nauthority shall not have the right to veto the state plans.\nIf the people of the several states and of the localities are to control the\nprogram of education, then the federal government should contribute to\nthe support of education in general rather than to particular aspects of the\nprogram. Where a federal grant is made for one phase of the program, the\nstate may actually develop that aspect of its program out of relation to the\nneed of other parts of the educational system. This is particularly true in\nthose cases in which the state is required to match the money provided by\nthe federal government.\nThere remains one vital consideration : Shall the public schools be kept\npublic? We in the United States have accepted as a fundamental principle\nof our government the separation of church and state. We have held, as\nwell, that education is a function of the state. Woodrow Wilson, in his\nnotable treatise on The State , expressed most adequately this American\npoint of view:\nThere are relations in which men invariably have need of each other, in which\nuniversal cooperation is the indispensable condition of even tolerable existence. Only\nsome universal authority can make opportunities equal as between man and man.\nThe divisions of labor and the combinations of commerce may for the most part\nbe left to contract, to free individual arrangement, but the equalization of the con¬\nditions which affect all alike may no more be left to individual initiative than may\nthe organization of government itself. . . .\nIn one field the state would seem at first sight to usurp the family function, the\nfield, namely, of education. But such is not in reality the case. Education is the proper\noffice of the state for two reasons, both of which come within the principles we have\nbeen discussing. Popular education is necessary for the preservation of those con¬\nditions of freedom, political and social, which are indispensable to free individual\ndevelopment. And, in the second place, no instrumentality less universal in its power\nand authority than government can secure popular education.\n\nIf the people are to control our schools, they must be public schools.\nSchools organized and administered under private auspices must by the\nvery nature of the authority under which they operate be controlled by a\npart of the people. They can never be made responsive to the desires of all\nthe people.\nThe struggle for the maintenance of the principle of the separation of\nchurch and state has been a long one. In many areas the public schools have\nnot yet been completely secularized. There are those who would maintain\nthe earlier religious tradition that provided for the reading of the Bible and\n\n"}
{"page": 273, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n267\nthe recitation of the Lord’s Prayer as a regular daily exercise in the schools.\nIt is of course obvious to anyone who is willing to consider the implications\nof this practise that it is opposed to the fundamental political principle of the\nseparation of church and state. If the Bible is to be read, the query imme¬\ndiately arises, “Which Bible?” If prayers are to be offered, “Which\nprayers?” There is great need of religious instruction for children and for\nyouth. This obligation should be met by the home and by the church.\nReligious education cannot be included in the program of the secular public\nschool.\nAnother violation of the principle of the separation of church and state\nis found in the practise of sending children during regular school hours to\nthe churches of their parents’ choice for religious education. When children\nare segregated according to the religious affiliation of their parents and under\nschool control are sent to churches\n\nfor religious instruction, the clear dis¬\n\ntinction between the functions of church and state has broken down. There\nis the possibility, even the danger, that pressure may be brought to bear upon\nchildren to go to some particular church. The school authority is used to\ncompel church attendance.\nA campaign for the allocation of public funds for the support of denom¬\ninational schools has been vigorously supported by the Roman Catholic\nchurch and by certain Protestant groups in recent years. Some headway has\nbeen made in the provision in the law of Louisiana making it possible to\nfurnish books to children who attend private and parochial schools. Another\nexample is found in the New York law which provides that children may be\ntransported to private and parochial schools in the buses that are supported\nby public funds. In the state of Ohio one branch of the Legislature passed\na measure, which was lost in the other House, providing for direct appor¬\ntionment of funds to schools in which “parents elect to fulfil the duty of\npreparing their children for citizenship in schools not supported by state\nfunds . . .” It has been proposed that in the awarding of scholarships for\nable children public funds be made equally available for children attending\npublic and private schools.\nIf this movement develops sufficient strength, we may find ourselves in\nthe not distant future committed to a program which will deny to the\npeople the control of their schools. This purpose can, of course, be realized\nonly upon the basis of a change in the constitutions of most of our states.\nIn his article entitled “Keep the Public Schools Public,” which appeared in\nthe November 1937 issue of the Social Frontier , Paul F. Douglass calls\nattention to the fact that six states prohibit either state or political sub¬\ndivisions from giving aid to private schools; twenty-five states prohibit the\nstate or its political subdivisions from giving aid to sectarian schools; eleven\nstates prohibit the use of school funds for private schools ; and twenty states\nprohibit the use of school funds for sectarian schools. That attempts will be\nmade to change these constitutional acts and to enact laws that will give\naid to private and sectarian schools is a reasonable expectation.\nThe members of our profession, whatever their religious affiliation, may\nwell consider the danger of thus removing the schools from the control of the\n\n"}
{"page": 274, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\npeople. The failure to maintain the separation of church and state is\nfraught with grave consequences to all of us. While some advantage may\nseem to accrue to one group or another, in the long run the breakdown of\nthis fundamental principle in our political life will lead us directly into the\ncontroversy and bitterness which has characterized the struggle for the\nsecularization of education in other countries in the world.\nLet us hope that the fundamental American principle of the separation\nof church and state may be maintained. Let us have public schools in which\nall of the children of all of the people, without regard to the religious\naffiliation of their parents, may work together in a common public school.\nLet us hope that nothing in the practise of these schools shall set one group\nagainst another or distinguish among those who are there receiving that\ntuition which will prepare them for citizenship in our common country.\nLet us maintain the goodwill, the tolerance, and the practise of cooperation\nfor all of our people thru their education in our public schools. Let us insist\nthat the public schools remain public. Let us hope that the people of the\nUnited States will continue in the control of their schools.\n\nPUBLIC\nJOHN\n\nA. SEXSON,\n\nRELATIONS\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPASADENA,\n\nCALIF.\n\nAny intelligent discussion of public relations must be prefaced by a state¬\nment of the phase of the subject to be treated. The term “public relations”\nis today applied to such a variety of programs, policies, practises, functions,\nand technics that innumerable speeches might be made, all properly titled\n“Public Relations” but so divergent in ideas and treatment\nthe title would be similar.\n\nthat little save\n\nTo illustrate, the Institute for Propaganda Analysis, Incorporated, in a\nrecent publication, states that a nation, operating thru a public relations\ndepartment is spending a huge sum of money to foster goodwill among the\npeople of another nation. The same study cites the instance of a real estate\noperator employing a public relations agency to popularize a locality as a\nwinter resort in order that the real estate operator may unload some real\nestate at a profit. Here also is an analysis of newspaper, radio, and news¬\nreel policy in dealing with the problem of publicizing a particular issue or\nsituation where the resultant public attitude or public opinion created might\nbe significant. This, too, is alleged to be a public relations problem. Illustra¬\ntions might be multiplied until one could scarcely escape the conviction that\npublic relations had in fact shaped the destinies of mankind in all areas of\nhuman thought and action. Under such a concept one might preface a public\nrelations address as the modest high-school graduate did his commencement\noration with the bland announcement\nUniverse and What Is in It.”\n\nthat he proposed to discuss “Our\n\nThere is a tendency today to use the terms “public relations” and “propa¬\nganda” synonymously. Publicity is often labeled as a public relations technic\nwith the result that no line can be drawn between such a program and\n\n"}
{"page": 275, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n\n269\n\ncommercial advertising. Whispering campaigns carried on by word of mouth\nand kept in operation by persons paid to stimulate them are regarded in some\nquarters as “public relations’’ activities.\nLobbying, political logrolling, back slapping, hand shaking, political horse\ntrading, and even racketeering are frequently given an air of legitimacy and\neven respectability by christening them public relations programs. It is these\nanomalous situations that have led many thoughtful people to look askance\nat public relations activities and to doubt the validity of such procedures\nas a part of a program of public education.\nIn addition to these complicating factors one finds that many public school\nsystems in common with other institutions, firms, and individuals have,\nunder one pressure or another, entrusted their fortunes to professional or\ncommercial public relations agents. They have said to these people, in effect :\n“Our public schools are in a bad way. The public has apparently lost confi¬\ndence in their efficacy or is uncertain as to their serviceableness to a point\nwhere financial support is decreasing alarmingly and the organism is threat¬\nened as a result with a disabling anemia. We want you to popularize the\nschools, rouse public enthusiasm, smite the rock of social income, and bring\nforth springs of financial support.”\nThese agencies, so commissioned, have applied to the schools those welltried technics, the worth of wdiich have been so well demonstrated in selling\npatent medicines, real estate, watered stocks, and leaky securities. The\nresults have not been too reassuring. As I examine huge publications, costly\nof preparation and gorgeous of illustration, resembling nothing quite so\nmuch as a prospectus for mining stock or oil promotion, I try to reassure\nmyself that such publications and such methods will, in fact, arouse the\npublic to a state of enthusiasm for education as it has been and is going on.\nI confess I am very skeptical.\nThere is no doubt that such methods have proved efficacious in commer¬\ncial fields. There is no doubt that pressure groups and vested interests have\nenjoyed temporary advantages for which they must give full credit to these\nprofessional ballyhoo artists. This is not to say that all ballyhoo is dishonest,\nmisleading, untruthful, or selfish. But ballyhoo is ballyhoo, and the mere\nfact that it is truthful is incidental to the issue we are raising here.\nWe are concerned with the problem of administering an adequate pro¬\ngram of public education. We are committed to democratic procedures, and\nwe are concerned with outcomes that will be evaluated in large part by\ngenerations as yet unborn. There is no disputing the fact that many of the\nso-called successful public relations projects have been concerned with\ntemporary and relatively unstable issues. Fads, fashions, and foibles of\nhumanity in more than ordinarily inflammable areas of human thought and\naction have produced the most spectacular fires, lighting up the whole\ncountryside momentarily and then dying quickly to ashes. Many school\nadministrators have found that feverish publicity has given them a gay\nevening followed by a long protracted headache.\nToo often these professional public relations experts have had too much\ntechnic and too little program. The result has been a huge commotion and\n\n"}
{"page": 276, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nlittle progress. This is not to decry the technics or to question their value\nor validity.\nNicholas Murray Butler in his recent annual report to the trustees of\nColumbia University says:\nIn the truest sense, American democracy rests upon public opinion. If that\ndemocracy is to be secure thru the centuries, then public opinion must be educated.\nIt must be alert, it must be open-minded, it must be fair, it must be devoted not to\ngroups or sectional interests but social, economic, and political liberty for all men,\nand to make it possible to provide security thru the changes and chances of this\nmortal life for all men, so far as that is humanly possible.\n\nThis statement is a clear-cut recognition of the necessity for building\nintelligent public opinion in support of any and all the institutions of a\ndemocratic society. It acknowledges the importance of effective technics for\nachieving such goals, but it points the way\n\nto education rather than to\n\nballyhoo and propaganda. It is not necessary to explain at length the differ¬\nences between the two. In The Unique Function of Education in American\nDemocracy , prepared\n\nby Charles\n\nA. Beard\n\nfor the Educational\n\nCommission,\n\nhe dismisses this question by saying:\n\n. . . education\n\nis distinguished\n\nfrom propaganda,\n\nbut the point deserves\n\nPolicies\n\namplifica¬\n\ntion. It is true that propaganda “in the broadest sense is the technic of influencing\nhuman action by the manipulation of representations” which may take “spoken,\nwritten, pictorial, or musical form.” Yet in practise propaganda may be more\naccurately characterized as influencing human conduct by the manipulation of mis¬\nrepresentations, or at least partial representations, for the advantage of special in¬\nterests and with a view to commanding unquestioning obedience. There may be,\nand often is, a large element of truth in propaganda; without that element even the\nmost ingenious propaganda fails.\nWhen the purpose of a propaganda is to influence the whole of society, however,\nit means imposing upon all individuals slogans, formulas, and patterns of conduct\nin the interest of those in power at the moment or seeking to get into power. It is\nan instrument of a faction or a party. It is the foe of scientific exploration, of the\nopen discussion required for the winnowing of truths particular and general, and\nof the progress that comes from the competition of new devices, ideas, processes,\nand practises. As applied to politics, it usually exalts in the name of the state the\npower of party against the individual, and demands servile acquiescence. In the\nform of Fascism, Individualism, or Marxism, propaganda assumes the infallibility\nof omniscience and pretends to possess a closed system of knowledge which enables\nadepts to prescribe the “right thing” in all circumstances and to guarantee the\npredicted outcome as good — immediately or in the long run. Whatever its guise,\nit belies single-hearted pursuit of truth and is the foe of every educational program\ncommitted to guarding, enlarging, and disseminating the funded knowledge of the\nhuman race.\nTo be sure, education cannot be entirely divorced from immediate ends and objec¬\ntives. Yet there is a center of gravity in education which is not the center of gravity\nin propaganda. The spirit of education differs from that of propaganda. In some\nrespects, as in other matters, it is a question of emphasis, but the emphasis is funda¬\nmental. The propagandist deliberately refuses to present with all the fairness that\nhuman fallibility will permit the other positions or points of view which enter into\ncompetition with his own. He places the interest of his group above all other inter¬\nests. His temper is dogmatic, not inquiring or reasoning. He puts forward opinions\nas established facts and closes his mind to new truths incompatible with his ends.\nIf education could perchance endorse any of his designs, it could not proceed in his\n\n"}
{"page": 277, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n271\n\nspirit or follow his methods without violating its trust. By its inescapable obligations,\nit has other functions to discharge.\n\nHistory’s pages are covered with the stories of men and women who\nhave elected to ride to fame upon a program of opportunism. They have\nadopted the way of the propagandist but the end result has not commended\nthe procedure. Wise cracks, slogans, catch phrases, and pat pronouncements\nmay seem momentarily effective but they have the unfortunate propensity\nto bounce back.\nMarie Antoinette petulantly remarked, when\n\ntold that her subjects were\n\nbreadless, “Let them eat cake.” These same subjects afterward gave Marie\nample reason to repent this remark. Thomas Carlyle observed that Rous¬\nseau’s book, Social Contract, was in fact bound with the skins of the French\npeasants. We now know that Rousseau presented to the ruling classes of\nFrance the ideal of social justice but they flayed the peasantry alive and the\nBastille was the result. Mr. Vanderbilt once bid “the public be damned”\nbut the public decided not to be damned. Louis XIV said, “I am the State,”\nbut the French people said that he was not the State.\nIn each of these situations broad human relationship factors were in¬\nvolved but they were ignored with the result that disaster caught up with\nthe actors and they discovered to their discomfiture that the institutions of\nmankind sink their roots deep into the opinions and attitudes of those who\nsupport them.\nThe instances cited above are noteworthy in that they illustrate the fate\nof individuals and of institutions when a sustaining public opinion disappears\nand the relationships which have made the institutions possible cease to\nbe operative.\nThere is wide disparity of opinion in the world today as to the most\neffective means of adjusting and holding in harmony the increasing com¬\nplexity of social relationships. Competing and antagonistic theories of social\ncontrol vie with each other for favor. This is not the first time men have\nfaced the problem of producing and perpetuating those relationships essential\nto life, security, and the pursuit of happiness. Some have believed that\nhumanity must defend, upon the chance appearance of a “saviour,” leaders\nwho apparently bring to men “the way and the life” not alone in spiritual\nmatters but in politics and economics as well. There are others who believe\nthat the “hope of man is man.” To them the forces toward salvation arise\nin the hearts of the masses of men. Here they grow and mature to be seized\nupon by competent and discerning leadership and brought to fruition.\nIt is not within the scope of this paper to present the arguments involved\nin this controversy. In America we have accepted the second view; we have\nplaced our faith in the common\n\nman — in the superiority of government\n\nin\n\nall phases of man’s life “of the people, by the people, and for the people.”\nWe are the government ; we determine the functions that government shall\nperform ; we determine how and to what extent they shall be performed\nand how much or how little they shall cost.\nAll this is easy to say. It is theoretically defensible and socially desirable.\nIt makes us proud of ourselves and boastful of our institutions, but our\n\n"}
{"page": 278, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nAssociation\n\nslogans may prove no better than those of other societies. The institutions\nof all society are apparently builded upon the shifting sands of public opinion.\nThis is no less true today than formerly. It is quite as true of the institutions\nof a democratic state as of those of autocratically controlled societies. When\nthe floods of human passion lead to concerted action, what are apparently\nsolid bulwarks\ndenness.\n\nof stability crumble\n\nand disappear with disconcerting sud¬\n\nably points out in his discussion of social control, there is\nnothing more disconcerting to a group than the upset of their routine and\nsatisfactory standards and institutions by the caperings of variants or\nradicals. No father and mother, having erected a home and arranged the\nfurniture in a harmonious and comfortable way, enjoy having it disarranged\nAs Lumley\n\nby their children ; no church, having established the ritual and fixed the\ncreed, has ever been happy to have critics and atheists descend upon the\norder and turn it upside down ; no governmental machine, having passed\nits laws and fixed its policies, has found pleasure in the onslaughts of radicals\nor the propaganda of enemies. In like fashion, it is not too much to say that\nfew teachers or superintendents of schools or boards of education have\nenjoyed the events of the last ten years as they have affected the program of\npublic education.\nMost of us of long experience as teachers have come to regard the public\nschools as a fixed institution in America. We have been conditioned to a\nprogram of continued growth and expansion. Our attention has been fixed\nupon the possibilities of extension of the program to include new services to\nincreasing numbers of new students. Such a program is always accompanied\nby its increased expenditures for the materials of education including schoolhouses, school grounds, and instructional equipment, and an increased and\nmore adequately paid personnel. We are now sadly aware that public educa¬\ntion is subject to exactly the same influences that determine the destinies of\nother human enterprises, and that even in America it is easily conceivable\nthat “educational opportunity for all children” shall remain a dream, and\nthat so far as millions of children are concerned, it will be little more than\na dream. We have seen during the last decade educational opportunities\ndestroyed for hundreds of thousands of children and we recognize clearly\nthat there are operating today powerful forces that may bring about a\nfurther curtailment of the present educational program and which might\nconceivably make the practical realization of any adequate system of public\neducation utterly impossible.\nThose concerned with problems of leadership in any society must become\nintelligently conscious of the two problems involved in social progress or\nthe direction of human behavior. One has to do with the technics of building\npublic opinion and influencing human\n\nbehavior. There\n\nare the technics of\n\nthe advertiser, the propagandist, the professional public relations agent, the\ncrusader, the publicist, as well as of the teacher, the minister, the civic\nleader, the statesman, and the scholar. Those responsible for the administra¬\ntion of a program of public education cannot ignore these technics. They are\n\n"}
{"page": 279, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n273\n\nthe controls of human action and those who master these controls shape,\nmomentarily at least, the destinies of humanity, and influence appreciably\nevery type of human action.\nThe other problem of social progress lies in the field of social planning.\nMen may play with the opinions and direct the action of men with no\nmore plan or purpose than a child has as he steers his play wagon about a\nyard. Deplore it if we will, regret it as we all do, educate to prevent it to\nthe best of our skill, but men are still swayed in their opinions and controlled\nin their actions by those who master and employ the technics of publicity,\npropaganda, education, and leadership. Human affairs are controllable;\nsociety is a human structure ; the relationships prevailing between individuals,\ngroups of individuals, interests, states, and nations are, to some degree, those\ndesigned by farsighted and discerning individuals who, for good reasons or\nbad, consciously plan the patterns of human life and behavior and bring\ntheir fellows to accept them by the well-known technics of the public\nrelations agent.\nPublic education in America rests upon a sustaining public opinion. This\nopinion has in all times been fostered in the minds of men by those who have\nseen the potentialities of education for individual human happiness and for\nthe security and perpetuity of a democratic society. The founding fathers\nof this Republic, Horace Mann, and innumerable leaders, educators, and\nstatesmen have given time and thought to building up in the minds and\nhearts of our citizens a faith in education as a sound basis upon which to\nbuild a national life. In their minds\n\nwe\n\ndid not set up government\n\nto\n\nmaintain schools — rather we set up schools to sustain government.\nThruout our history the unlimited educational opportunity for all children\nhas been our most priceless heritage. However short we may have fallen of\nthe practical realization of this dream, the American people have never\nabandoned the hope that ultimately every child shall have the opportunity\nto develop his full potentialities so far as education is necessary for such\ndevelopment. In community\n\nlife, at the fireside of every home\n\nin America,\n\nthe desirability of education as a stepping-stone to individual satisfaction\nand success has been advocated by parents and accepted by children. In\nforeign lands the lure of America has been its educational opportunities\nmore than its economic advantages.\nThese stereotypes of belief and action prevailed until the economic col¬\nlapse unleashed the forces that compelled the curtailment of our program\nof public education. The educational leadership of America was astounded\nat the picture of millions of children in America denied educational oppor¬\ntunity. Closed school houses, unpaid teachers, and repeated declarations from\nhigh sources that education was not worth the candle brought consternation\nand despair to thousands of those responsible for the administration of local,\ncity, county, and state educational systems. Overnight the educational aspect\nof the American scene had changed. Education, in the view of many, was no\nlonger the foundation upon which our governmental structure rested. It\nwas\n\nnow\n\nmerely another governmental\n\nservice competing\n\nwith highways,\n\n"}
{"page": 280, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\nmunicipalities, police and fire departments, relief, and social security for a\nliving share of the social income.\nAll over America the immediate response of the friends of public educa¬\ntion was to turn to the public relations agent, the professional public opinion\nbuilder, the fashion setter in a desperate and dramatic appeal to rebuild\nthe faith of the American people in public education and to restore the sup¬\nport of public education. The spectacle of these antics would be ludicrous\nwere they not so tragic. In some instances these public relations or publicity\ncampaigns have done some good. The technics are effective and whether\napplied to a good cause or a bad one, to an intelligent and statesmanlike\nplan or an unintelligent and amateurish makeshift, some results will be\nobtained. Public relations departments can deliver whether asked to sell real\nestate, popularize war, reconcile nationals, elect partisans, or promote edu¬\ncation. The issue confronting educational leadership in America today is—\nknowing, as you do, how to shape public opinion, influence public action,\nand determine the direction of institutional development — what do you\npropose to do with your opportunity. This is the crux of the public relations\nproblem in education.\nNational planning is going forward in several areas. A planned society\nmay be more of a dream than a reality, but planning with respect to many\nareas of our national life is now a fact. Business has been planning for years\nand with notable results. Economists have played a large part in the de¬\ntermination of economic policies in America during the last half decade.\nTechnological planning is going on to an astounding degree. The National\nResources Board has established connections with the highest scientific\nauthority and is operating in such fields as soil conservation, conservation of\nnational resources, water utilization and conservation, land use and admin¬\nistration, housing, public works, and cooperation with state and regional\nplanning boards. The best brains in America are harnessed to the task of\nplotting the best course for America to follow in a few selected areas. Once\nthese courses are plotted, they will be placed in the hands of effective public\nrelations agencies for implementation.\nThe task of any society is twofold : ( 1 ) to discover satisfactory relation¬\nships; and (2) to establish these relationships. My concern about public\nrelations agencies in public education is not with their effectiveness but with\ntheir purposes. I hesitate to hurry to a destination I do not desire to reach.\nI dislike to have educational leadership publicize an unplanned\n\nprogram\n\nof public education. I believe in a public relations program, in public rela¬\ntions agencies, and in the utilization of public relations technics to advance\npublic education provided we plan in advance and chart our course. There\nare certain objectives we need to reach and in order to reach them we need\nto utilize every agency and device that promises progress. May\na few:\n\nI enumerate\n\nAdequate financial support — Education needs money. Without it in proper amount\nand equitably allocated, we cannot render those educational services essential to\nnational security.\n\n"}
{"page": 281, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n275\n\nAn adequate program of education — Schools cannot loiter in the atmosphere of\nbygone days while the world flies ahead on the wings of technological inventions.\nEconomic security adequate to support our citizens at a standard that will permit\nschool attendance on the part of all our children. To provide educational oppor¬\ntunity and deny individuals the means to embrace it is as gross a failure as to fail\nto offer it at all.\nProfessional skill adequate\nTeacher training in America\n\nto the challenges which educational services present.\nis as yet below acceptable standards.\n\nEffective educational organization — national, state, and local — to the end that the\nfunction of education may be performed with efficiency and within defensible cost\nlimits.\n\nIn all these areas, as in many\n\nothers, the first step is planning and the\n\nsecond step, public relations activities. Let us put first things first. Un¬\nfortunately, in all too many instances, the public relations agency has been\nemployed in an apparent belief that publicity or public relations activities\nin themselves are remedial. It is my contention that they are, to a large\ndegree, neutral. They work with equal and impartial effectiveness for good\nprograms and bad, in the interest of desirable and undesirable outcomes.\nWe must be aware that the instruments and technics of public relations\nare multiplying and increasing in effectiveness at an astounding rate. It\nis not too much to say that the forces that best utilize these factors are\nlikely to exercise a tremendous influence on human destiny. The educator —\nthe administrator — will necessarily give attention to the program of public\neducation and to the planning requisite for adequacy and effectiveness and,\nat the same time, utilize to the fullest extent those agencies and technics\nthat will most effectively and completely implement the program.\nFINAL\nFrank\n\nCody\n\nBUSINESS\n\n(Superintendent\n\nSESSION\n\nof Schools, Detroit, Mich.)\n\n: At this time\n\nof the meeting, there is always a pleasant duty to perform. Your Board\nof Directors has selected me to do this fine thing and I consider it a great\nhonor to do this particular job. In Charlie Glenn we have had an ideal\nAmerican man. He is a messenger always of goodwill, at his own fireside\nand in his own city, among his own people and among the school people\nof this nation. It is my pleasure at this time to present to Charlie Glenn —\na man who represents all men, whose walk is always a walk down the\nfriendly road, a man among men — this token of esteem, a key which really\nhe does not need, a key to the hearts of all the members of this profession.\nMay\n\nyou wear it with equal pleasure to yourself and honor to this organiza¬\n\ntion! “Kind\nBlood.”\n\nhearts are more\n\nthan coronets, and simple faith than Norman\n\n"}
{"page": 282, "printed_page": null, "text": "7\n\ntjour\n\nlife and\n\nachievements\n\nmold\n\na modern\n\nepic of courage aixd pioneering. \"Uour historymaking flights over the ends’ of the earth: your\nservice threuyh. exploration to modern science\nand education: your selfless leadership and de¬\nvotion to your men and to the dtscharyiny of\nthe heavy responsibilities placed upon y o u— your deliberately choesmy to die when stricken\ndcspcx-atcly ill alone at Advance ’t3asc- rather\nthan tap out an SO-S which would cn dairy cr~\nthe lives of'yovir comrades who would seek.,\nto briny you aid - all this has made you pre¬\neminent amox\\y men of our time.\ntjour sincerity and unselfishness in serving\nyear fellow men, your forceful devotion to the\ncause of Peace 5 and your las tiny yifts to our\nbroadening knowlcdye and nnaerstandinq\nhave lifted humanity to a new partnership in\neouraye and. service toward new horizons in\nour world today and tomorrow.\n\nPresented by Pres. Charles '!&„ Olenn in behalf of\nAmerican Association of School fl d m in i s t x*a to rs\nat\ntkmtie City, New Oerscy, dllarch 3. k|p$„\n\n[ 276 ]\n\n"}
{"page": 283, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nSECRETARY’S\n\nAtlantic\n\nAdministrators\n\n277\n\nMINUTES\n\nCity Convention\nFebruary\n\n26\n\nThe sixty-eighth annual convention of the American Association of School\nAdministrators, a Department of the National Education Association of the\nUnited States, was held in the Auditorium at Atlantic City, New Jersey.\nRegistration and exhibits opened Saturday, February 26, 1938. In all, 252\nfirms and organizations participated in the exhibit. All available space on\nthe exhibit floor was occupied and about 70 applications for space had to\nbe rejected.\n\nA new feature was the ceremonial opening of the exhibits on Saturday\nafternoon. From the Musicians’ Balcony, which overlooks the exhibit hall,\na brief but impressive ceremony was held, with President Charles B. Glenn\npresiding.\nFebruary\n\n27\n\nThe opening Vesper Service was held in the ballroom of the Atlantic City\nAuditorium on Sunday afternoon. Inspiring music was furnished by the\nBarton Harp Quintet of the Philadelphia Music Club, under the direction\nof Maryjane Mayhew Barton, and by the Westminster Choir of Princeton,\nNew Jersey, under the direction of John Finley Williamson. William Lyon\nPhelps, of Yale University, was the speaker of the occasion. His theme was\n“Truth and Poetry.”\nA capacity audience enjoyed a Sunday evening of music. Part I of the\nprogram included numbers by the Detroit Schoolmen’s Club Chorus, the\nBarton Harp Quintet, and the Westminster Choir. Part II was a radio\nhour, presented by the National Broadcasting Company. Cheerio and his\nentire supporting cast appeared in person with a coast-to-coast hookup en¬\ntitled, “Hiawatha.” Alistair Cooke, British commentator, gave an instruc¬\ntive talk on educational broadcasting, and in the final fifteen minutes the\nSouthernaires thrilled the audience with songs characteristic of the deep\nSouth.\nFebruary\n\n28\n\nAfter the convention was called to order on Monday morning, Superin¬\ntendent Arthur S. Chenoweth of Atlantic City presented to President\nCharles B. Glenn a chest built in the Atlantic City Boys Vocational School.\nThe chest was made of materials from each one of the forty-eight states, from\nthe District of Columbia, from Canada, and from Hawaii. Superintendent\nChenoweth\n\nalso gave to the Association a permanent\n\ngavel and block. At the\n\nMonday morning session, an honorary life membership in the American\nAssociation of School Administrators was presented to Charles H. Judd\nin recognition of his lifetime of distinguished service to American\n\neducation.\n\nAt the 1935 convention it was voted that the printed report of the Com¬\nmittee on Resolutions must be available twenty-four hours in advance of\n\n"}
{"page": 284, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nAssociation\n\npresentation for adoption by the convention, but, probably due to an over¬\nsight, no action was taken concerning the procedure for handling resolutions\nfrom the floor. By vote of the Executive Committee, it was proposed that\nthe rule which applies to the Committee on Resolutions shall apply to all\nresolutions, the purpose being to have all such matters in printed form so\nthat they may receive the attention which they deserve. After the recom¬\nmendation of the Executive Committee had been presented to the conven¬\ntion, it was moved by Superintendent Jesse H. Mason of Canton, Ohio,\nthat hereafter the procedure applying to the Committee on Resolutions shall\napply to all other resolutions. The motion was seconded and unanimously\nadopted.\nOn Monday afternoon, six group meetings of the American Association\nof School Administrators were held for the discussion of current educa¬\ntional problems. These groups met again on the afternoons of Tuesday\nWednesday.\n\nand\n\nThe remarkable motion picture, “The River,” was shown in the ball¬\nroom of the Auditorium early in the afternoon. This film, prepared by\nthe United States Government, dramatizes the loss of natural resources in\nthe Great Mississippi Valley. The disasters of timber-stripping, soil erosion,\nand over-cultivation of corn and cotton are poignantly presented.\nLater on Monday afternoon, President Glenn and the Executive Com¬\nmittee gave a reception and tea at the Ambassador Hotel for new members\nof the American\n\nAssociation of School Administrators.\n\nIn spite of inclement\n\nweather, 220 persons were present.\nOne of the most inspiring features of the convention was the appearance\nof Helen Keller as a speaker at the Monday evening general session. At this\nmeeting, Dr. Keller was presented with honorary life membership in the\nNational Education Association by the president, Caroline S. Woodruff.\nMarch\n\n1\n\nAt the business meeting, nominations for officers were as follows: For\nsecond vicepresident, Paul T. Rankin, director of research and informational\nservice, Board of Education, Detroit, Michigan ; for member of the Execu¬\ntive Committee for four years, Everett W. Ireland, superintendent of\nschools, Somerville, Massachusetts;\n\nLeon\n\nN. Neulen,\n\nsuperintendent\n\nof\n\nschools, Camden, New Jersey; J. W. Ramsey, superintendent of schools,\nFort Smith, Arkansas; and Stanley H. Rolfe, superintendent of schools,\nNewark, New Jersey.\nSuperintendent Jesse H. Binford of Richmond, Virginia, presented the\nreport of the Audit Committee, which was adopted and ordered printed\nin the Official Report.\nDances\n\nsymbolic of Canada,\n\nMexico, and the United\n\nStates gave color\n\nto the Good Neighbor program on Tuesday evening. The dances were\npresented by the boys and girls of the Atlantic City High School.\n\n"}
{"page": 285, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nMarch\n\nSchool\n\nAdministrators\n\n279\n\n2\n\nThe Wednesday evening program was unique. It featured a Friendship\nDinner and an Ice Carnival. At the Friendship Dinner, 2268 persons were\nserved in the ballroom of the Atlantic City Auditorium. Later in the eve¬\nning, an enthusiastic audience viewed the Ice Carnival entitled “Northern\nLights, Atlantic City’s Salute to the Sunny South.” This event was organ¬\nized and financed by the Atlantic City Convention and Publicity Bureau,\nand was produced under the direction of the Philadelphia Skating Club\nand Humane Society, assisted by stars from the Granite Skating Club of\nToronto, Canada, and by Vivi-Anne Hulten of Sweden. The carnival was\nsanctioned by the LTnited States Figure Skating Association. For two hours\nthe audience was charmed by beautiful and difficult skating acts.\nMarch\n\n3\n\nThe report of the Committee on Resolutions was presented by Superin¬\ntendent Nicholas Bauer of New Orleans, Louisiana. It was adopted with¬\nout amendment. The resolutions are printed in full elsewhere in this report.\nAt the business meeting on Tuesday morning, the following resolution\nhad been submitted by Alexander J. Stoddard, superintendent of schools,\nDenver, Colorado, and seconded by I. E. Stutsman, superintendent of\nschools, St. Joseph, Missouri. Under the rules previously adopted, it was\nprinted and placed on the calendar for Thursday morning, March 3. The\nresolution was as follows :\nResolved, That the Executive Committee of the American Association of School\nAdministrators be instructed, in the counting of ballots incident to the election of\npresident of the American Association of School Administrators, that the preferential\nsystem be interpreted and the ballots counted as follows:\n1. If any nominee\nelected.\n\nreceives a majority of first choice votes, he shall be declared\n\n2. If no nominee receives a majority of first choice votes so that second and third\nchoice votes are counted, first choice votes shall count 3, second choice votes 2,\nand third choice votes 1, with the nominee receiving the highest total declared\nelected.\nAnd further, that any person be allowed by the Executive Committee to withdraw\nhis name from the list of nominees for president of the American Association of\nSchool Administrators.\n\nPresident Glenn called for discussion of the resolution and, there being\nnone, the resolution was unanimously adopted.\nSuperintendent Fred E. Pitkin of North Andover, Massachusetts, pre¬\nsented a proposal for amendment of the constitution of the American Asso¬\nciation of School Administrators, which will come up for action a year\nhence. The proposal was as follows :\nI move\n\nthe following amendment\n\nto Article VII of the constitution which\n\nspecifies\n\nthe time of holding the annual meeting, namely: striking out the words “on the\nfourth Sunday in February” and substituting “on the Sunday of the week containing\nthe twenty-second of February.”\n\n"}
{"page": 286, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\nSuperintendent Frank Cody of Detroit, Michigan, presented to President\nCharles B. Glenn a past president’s key similar to those awarded to other\nformer presidents.\nAfter the Board of Tellers had reported, the newly elected officers were\nintroduced and the business session of the convention adjourned.\nThe theme of the closing session on Thursday afternoon was “Adventure\nand Discovery.” President Glenn presented a scroll to Rear Admiral Richard\nE. Byrd, Retired, for his important contribution to human knowledge.\nThis was followed by a radio dramatization, entitled “Byrd and His Fron¬\ntiersmen in the Antarctic,” presented by players of the Columbia Broad¬\ncasting System and broadcast from the stage of the Auditorium over a\ncoast-to-coast network. Admiral Byrd then gave an intimate history of his\nexpeditions, told in words and illustrated by motion pictures.\nA dinner in honor of Admiral Byrd, sponsored by educational, cultural,\nprofessional, and publishing groups was held Thursday evening at the\nAmbassador Hotel, with John H. Finley of the New York Times as\ntoastmaster.\nSherwood\n\nD. Shankland,\n\nExecutive\n\nSecretary.\n\nRESOLUTIONS\nReport\n\nof the\n\nCommittee\n\nAdopted\n\nMarch\n\non\n\nResolutions\n\n3} 1938\n\nIn line with the suggestion made by the Appraisal Committee\n\nin its report\n\nof last year’s meeting in New Orleans, your Committee on Resolutions\nbelieves that official pronouncements of the Association should be limited\nto truly fundamental issues confronting public education today. Accordingly,\nafter consideration of the many educational issues which challenge the best\nthinking of the American people, your Committee presents four resolutions:\nDemocracy\n\nThe\n\nAmerican\n\nAssociation of School Administrators\n\nin democracy as the pattern of human\n\nreaffirms its faith\n\nrelationship most likely to bring about\n\nthe maximum happiness and well-being of all the people. Yet today, as\nprobably never before, democracy is being challenged, not only abroad but\neven within our own nation, by other patterns that compete for our loyalties.\nThis challenge, subtle and perplexing as it is, must be met if democracy as\na way of life is to persist. In order to maintain and uphold and to apply ever\nmore widely the principles and ideals inherent in democracy, we urge the\neducational profession\nA. To examine and re-examine continuously and critically the prin¬\nciples and responsibilities of democracy and the democratic ideal.\nB. To exemplify in the relations both between teachers and pupils and\nbetween administrators\nmocracy.\n\nand teachers, the essential spirit of de¬\n\n"}
{"page": 287, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n281\nC. To provide in the curriculum at various maturity levels for experi¬\nences designed primarily to help pupils grow in their understanding\nand appreciation of the democratic ideals and their implications\nfor every area of life.\nD. To promote and support a nationwide program to insure that all\nyouth and adults achieve an intelligent understanding of the actual\nsituation — social, political, and economic; thru this understanding\nto facilitate the changes which society from time to time finds in¬\ndispensable to the effective realization of such democratic ideals as :\nthe guarantee of life, liberty, and the pursuit of happiness; the\nestablishment of social and economic security; the control of pub¬\nlic policies by all the people; the equality of opportunity for each\npersonality; and the freedom of expression.\nYouth\n\nThe American\n\nAssociation of School Administrators\n\nof its Commission\n\non Youth\n\nYouth\n\nToday.\n\nEducation\n\nThe\n\ncommends\n\nthe work\n\nProblems\n\nwhich prepared the 1938 yearbook,\n\ndilemma\n\nin which youth finds itself is a chal¬\n\nlenge to our whole social and economic order, but to the schools in particular.\nConvincing evidence is submitted in the yearbook of the need to make\nmaterial modifications in the educational experiences offered youth of\nsecondary-school age. The attainment in youth of creative citizenship, satis¬\nfying personal relationships, appropriate use of leisure, and vocational com¬\npetence, calls for the best that the schools can offer. To this end, the Asso¬\nciation urges educators\nA. To develop an increasingly dynamic\nin the realities.\n\ncurriculum\n\nthat is centered\n\nB. To provide youth, whether in or out of school, with adequate serv¬\nices for adjustment, guidance, and placement.\nC. To coordinate the school activities with the many other desirable\nagencies that influence and affect the lives of youth.\nTeacher-Education\n\nThe\n\nAmerican\n\nand Selection\n\nAssociation of School Administrators\n\nconsiders the most\n\nimportant influence in the school education of the child to be the individual\nteacher. Our most important problem, therefore, is the improvement in the\norganization and processes of teacher-education and selection.\nAccordingly, we commend this problem to our Educational Policies Com¬\nmission for special study and report on such phases as\nA. Proper qualifications and standards for selective admissions to our\nteacher-training institutions\nB. Adequacy and competence of teacher-training staffs\nC. The content, materials, and methods for effective teacher-education\nD. More serviceable programs of adjustment, guidance, placement,\nand follow-up work\nE. Better systems of certification\nF. Programs\n\nof apprenticeship-training and in-service education\n\n"}
{"page": 288, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nto the end that boys and girls shall receive the best in education; that the\nelection of teachers shall be on the basis of individual merit rather than on\nthe basis of needs of individuals for jobs; and that teachers may\ntheir place of leadership in community life.\nFederal\n\nAid\n\nfor Public\n\nassume\n\nEducation\n\nYear after year for the past several years the American Association of\nSchool Administrators has affirmed its belief that federal aid for public\neducation was necessary in order to provide equality of educational oppor¬\ntunity for the nation’s children. The soundness of that belief has been veri¬\nfied by the findings of President Roosevelt’s Advisory Committee on Educa¬\ntion whose report was submitted to the President of the United States and\nby him transmitted to the Congress on February 23, 1938. In the official\nnews release of this report the statement is made that “unless the federal\ngovernment participates in the financial support of schools and related serv¬\nices, several millions of children of America will continue to be largely\ndenied the educational opportunity that should be regarded as their birth¬\nWe note further with genuine approval the conclusion of the Advisory\nright.”\nCommittee on Education that this federal aid must be given without federal\ncontrol of education, for, again quoting the official news release, “in order\nthat local initiative and responsibility may be maintained, all federal action\nshould reserve explicitly to state and local auspices the general administra¬\ntion of schools, control over the process of education, and the determination\nof the best uses of allotments of federal funds within the types of expendi¬\ntures for which federal funds may be made available. The federal govern¬\nment should in no case attempt to control the curriculums of the schools and\nthe methods of teaching to be employed in them.”\nSince the complete report of the Advisory Committee\n\non Education\n\nis\n\nnot available at this time for careful and well-considered study and analysis,\nbefore final action is taken committing this organization it is recommended\nthat the report of the Advisory Committee on Education be referred to\nthe Educational Policies Commission and to the Legislative Commission\nof the National Education Association for study, for the purpose of evolving\na plan by which legislation will be framed and enacted, putting into effect\nthe principles and policies repeatedly affirmed by this organization thru\nwhich federal aid for public education will be secured without federal\ncontrol.\nNicholas\n\nBauer,\n\nChairman\n\nLeon\n\nN.\n\nNeulen\n\nGeorge\n\nOmer\n\nCarmichael\n\nLeonard\n\nHarry\n\nH.\n\nB. E. Packard\n\nW.\n\nGriggs\n\nC.\n\nClark\n\nR. C. Hall\nMary\nWorth\n\nB. Me\n\nAndrew\n\nMcClure\n\nJ. E. Mathis\n\nMelcher\n\nClyde\n\nU.\n\nPaul\n\nT.\n\nC.\n\nMurray\n\nPhillips\nRankin\n\nJ. A. True\nJulius E. Warren\nR. H. Waterhouse\n\n"}
{"page": 289, "printed_page": null, "text": "c. American\n\n^Association\n\nTeachers\n\nColleges\n\nof\n\n"}
{"page": 290, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nteachers\n\nNOTE\n\ncolleges\n\n(American\n\nAssociation\n\nof\n\nTeachers Colleges) takes the place of the Department of Normal Schools,\nwhich was formed at the Clcz'cland meeting. August 19, 1870, by a re¬\norganization of the American Normal School Association which had\nused in 1858 . See proceedings, 1870:176; 1906:524. In 1°24\nit was voted to appoint a committee to discuss the possibility of com¬\nbining zvith the American Association of Teachers Colleges. See pro¬\nceedings,\n\n1924:614.\n\nIn 1925\n\nthe combination\n\nzvas effected. It zvas ar¬\n\nranged that the National Education Association take over the publications\nof the American Association of Teachers Colleges, including its yearbook,\nin 1926.\nThe officers of the Department for the year 1 93 $-39 are: president,\nFrank lf\\ Thomas, President, Fresno State College. Fresno, Calif.:\nvicepresident ,E. C. Higbie, President,\n\nJidlson Teachers\n\nCollege. It’ash-\n\nington, D. C.; secretary-treasurer, Charles IT. Hunt, Principal, State\nNormal School, Oneonta, N. J\\; executive committee. F. J. AsJtbaugh,\nDean, School of Education. Miami University, Oxford, Ohio (term\nexpires 1939) ; Marvin S. Pittman, President, South Georgia Teachers\nCollege, Collegeboro, Ga. (term expires 1940); Frank E. Baker, Presi¬\ndent, State Teachers College, Milzvaukee, lids. [ term expires 1941).\n\nOther officers are listed in the Secretary's Report.\nThe Department publishes a yearbook. The annual dues , $25, 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:\n1870: 1- 88\n1871 :1 17-156\n1872 .165-223\n187 3:164-198\n1874 -.214-253\n1875:138-152\n1876 :157-210\n1877 .139-173\n1879:113-134\n1880:176-192\n1881:199-217\n1882:173-180\n1883:xvi-xvii\n1884:236-258\n\n1 885:223-247\n1886:387-420\n1887 -.465-508\n1 888:463-512\n1889:555-610\n1890:715-756\n1891:709-740\n1892:407-434\n1894:819-870\n1895:672-717\n1896:642-665\n1897:709-735\n1898:728-756\n1899:835-903\n\n1900 :480-490\n1901 :635-645\n190 2:529-643\n190 3:539-594\n1904 .567-592\n190 5:517-556\n1906 .707-711\n1907 :7 39-7 58\n190 8:703-738\n1909 :547-596\n1910 :5 63-5 94\n1911: 695-708\n191 2:809-896\n191 3:523-552\n\n[ 2S+ ]\n\n1914 -.497-564\n191 5:763-814\n1916 .441-460\n1917:383-416\n1918:209-234\n1919 .221-258\n1920:237-262\n1921:515-516\n19 22:1063-1084\n19 25:737-743\n1924:613-636\n1925:863\n1926:839-948\n1927:873-950\n\n19 28:833-948\n1929 :S 27-936\n1930 .801-910\n1931:845-946\n1932 :713-786\n19 33:709-778\n1934:705-776\n1935 ,65971 S\n1936:555-67#\n1937:605-658\n\n"}
{"page": 291, "printed_page": null, "text": "WHAT\n\nIS THE\n\nESSENTIAL\n\nCURRICULUM\nE. S. EVENDEN,\n\nNATURE\n\nOF\n\nOF\n\nA\n\nTEACHERS\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nAN\n\nCOLLEGE?\n\nTEACHERS\n\nYORK,\n\nEVOLVING\n\nN.\n\nCOLLEGE,\n\nY.\n\nIN —attempting\nto make a contribution to the main theme of the program\nthe definition of a teachers college — and at the same time to start dis¬\ncussion on the curriculum phases of the definition it was thought best to do\nso by means of a series of theses. These are presented in the light of four\nrestrictions imposed by the assigned topic.\nnot be a\n\ncurriculum of a teachers college without which the curriculum would\nteachers college curriculum or would not be an evolving curriculum.\n\nevolving curriculum that are peculiar to curriculums specifically designed to prepare\nteachers (and other workers in educational systems) for their work.\ncollege curriculum that indicate continuous adaptation and improvemen\nt\nof the changing needs and conditions of the area served.\nsupervised learning\nconsidered desirable\n\nin the light\n\nduring the period of college residence\nexperience\ns\nof teachers.\npreparatio\nin the profession\nal\nn\n\nthat are\n\nWhile it is probable that there will be some disagreement with the way\nthese restrictions are stated they are not intended as items to be discussed\nbut rather as definitions or interpretations of the way the terms are used in\nthe theses and discussions to follow. In attempting to define anything so\ncomplicated and extensive as the essential nature of the evolving curriculum\nof a teachers college by means of theses, two difficulties immediately arise.\nIf only a few theses are presented they probably will be either incomplete\n\n(covering only some phases of the curriculum) or so general and all1 inclusive that they conceal the controversial issues. In either case, any dis¬\n.\n“Essential na\nture” calls fo\nr a would\ndiscussion\ncussion which might\nfollow\nprobably\nand unsatis¬\nof thosebe elinconclusive\nements of an\nevolvi\nfactory. On the other hand, if too many theses are presented they\ntend\nto\nng\n\nbecome so specific that vital issues are as effectively lost as wThen they are\nhidden in generalities. In this case resulting discussion is likely to become\n2\n.\n“aTe\nquibble\nmethods of accomplishing inconsequential details.\nachers over\ncolleg\ne” implies\na di\nsion both\nAn attempt will be made\ntoscus\navoid\nofe these extremes. Eight major\nof thos\nessential el\nements\n\nof an\ntheses are presented — enough it is hoped to cover the essential features\nof\nan evolving curriculum and specific enough to be usable in evaluating such\n3 a curriculum. Each of the major theses will be supplemented by one or more\n.\n“Evolving”\nmplies ora proposals that are given for the purpose of defining the\nsecondary itheses\ndiscussion\nof those es\nsentialtheses.\nscope or amplifying the statement of\nthe major\nelements o\nf a te he\nrsarrange\nWith the exception of the first, no attempt has been made acto\nthese theses in terms of their relative importance. To the extent that they\n\n4\n“.\nCudeal\nrricuwith\nlum” “essential\nfeatures” they may be considered as equally important\ncon\ns tthe\nhe dproposals\neven tho somefineof\niscus ion are obviously easier of accomplishment\nto those\ninstitution\nally prov\nided or\n[ 285 ]\n\n"}
{"page": 292, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\nthan are others. (An attempt to rank these theses on the basis of their im¬\nportance and to assign relative weights to them might prove an interesting\nway to initiate a discussion of them by a teachers college faculty.)\nI. An\n\nevolving curriculum\n\nof a teachers college should show\n\norganization\n\nand content\n\nagreed-upon\n\nset of objectives in teacher' education.\n\nclearly that its\n\nare the results of deliberate attempts\n\nto meet\n\nan\n\nThere is little need to elaborate the idea that any curriculum should be\ndesigned to accomplish certain objectives known to those responsible for\nformulating the curriculum. Otherwise, changes are dictated by chance\nand there is no basis for judging the desirability of a change. It is equally\nobvious that if the objectives are approved, as well as known, progress is\nmore likely to follow and the evolution of the curriculum will be more\ndirect, more rapid, and more economical of the time of students and teach¬\ners. The process of obtaining faculty agreement to a set of educational ob¬\njectives is valuable for other reasons than those just given. The study,\ndiscussion, and compromises required of all faculty members before any\nworkable agreement can be reached will certainly result in a sharper defini¬\ntion of the professional aims of the teachers college, a clearer realization of\nthe contributions to be made by each subject and by each teacher, a more\ngeneral awareness of the existing limitations of the present curriculum\nofferings and of the teaching staff, a more temperate advocacy of theories\nor practices in controversial areas, a more vivid understanding of the inti¬\nmate interdependence of the many factors that constitute a curriculum for\nteachers, and a heightened professional enthusiasm for work in a teachers\ncollege — a rather important list of byproducts if they may be so considered.\nThere is some danger that a teachers college faculty may go thru the\nvery valuable experience of developing or adapting a set of professional\nobjectives and then fail to make any real use of them. Unless the objectives\nare translated into curriculum practices many of the possible gains are lost.\nA. There should be some provision in the curriculum designed to accom¬\nplish each of the objectives and the relationship between the provision\nand the objective should be known and accepted by staff and students.\nThe attempt to meet this recommendation\n\nwill separate the practical ob¬\n\njectives from the “pious hopes” and greatly enhances the probability that\nthe objectives will be attained or that the staff or students or both will real¬\nize that the provisions are inadequate — a necessary realization before any\nreform is attempted. Attempts to meet this recommendation guarantee that\nthe objectives themselves will be under frequent scrutiny because each\n“check-up” on the curriculum practices will certainly involve a reacceptance\nof the objectives or a determination to modify them in the light of the re¬\nsults obtained. Any endeavors to follow this recommendation will do much\nto keep the curriculum evolving.\nThis first thesis can be defended as desirable even tho the objectives\nthat are accepted vary widely in scope and content. The essential things are\nthat there is a set of objectives, that the objectives are related to the pro¬\nfessional preparation of teachers, that the objectives are accepted as desira-\n\n"}
{"page": 293, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n287\n\nble, and that the curriculum has definite provisions for attaining the ob¬\njectives. Naturally, the larger the amount of faculty participation in the\nformulation of the objectives and the greater the degree to which the ob¬\njectives are adjusted to the needs of the area served by the teachers college,\nthe greater the probability of professional advancement. There is no com¬\nmonly accepted set of objectives for the education of teachers and possibly\nthere should not be because of the very great diversity of standards that\nexists among the several states but there are certain large phases of the pro¬\nfessional preparation of teachers that should be cared for in any set of\nobjectives. These will be set forth in some detail because of the great im¬\nportance of this first thesis in the definition and development of an evolving\ncurriculum for a teachers college.\nB. While the methods of attaining any objective will vary for different\ninstitutions and at different times, there should be definite provision in the\ncurriculum of a teachers college for obtaining at least the following large\nobjectives in teacher-education:\n1. Knowledge of the individuals to be taught. Every teacher should have\na professional understanding of the characteristics of the individuals to\nbe taught (children, youths, or adults). This understanding should\ninclude the phases usually described as developmental, physical, mental,\nemotional, social, and the vital interrelationships among them. These\nphases are not to be considered as distinct and in need of separate\ncourses or even of separate treatment but each phase and its bearings on\nthe development of the individual should be cared for deliberately even\nif not separately.\nThis objective should involve an understanding\n\nof the possibilities and\n\nlimitations of measuring psychological traits and abilities — general and\nspecific — and the uses that teachers may reasonably be expected to make of\nmental and educational tests. It should also insure a realization of the\nmany factors involved in character development and the teachers’ responsi¬\nbilities in their guidance. Each teacher should appreciate the increasing\nneed for work in the field of mental health and should be able to cooperate\nwith specialists in the prevention, detection, and correction of various forms\nof maladjustments that develop or are augmented during the school period.\nEach teacher also should realize his opportunities so to direct and guide the\nsocial activities of groups that he may discover the adjustment needs of\nindividuals within the groups and provide opportunities for them to acquire\nthe necessary controls and habits for satisfactory participation in group\nactivities.\n2. Every teacher should have a broad cultural background\nfields of organized knowledge.\n\nin the principal\n\nUntil the acquisition of a satisfactory foundation of general education can\nbe assumed as a prerequisite to curriculums for teachers, institutions prepar¬\ning teachers will have to provide or supplement such a foundation. Teachers\n\n"}
{"page": 294, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\nneed this broad cultural background both because it is the approved equip¬\nment of any well-informed citizen-leader and also because much of the con¬\ntent of such a general education is of direct value to the teacher, either as\nmaterial to be taught or as supplementary to such material. Such a general\neducation should, of course, be adjusted to the experiences, needs, and spe¬\ncial abilities of each individual teacher. (The introduction of material to\nmeet this objective does not prevent its professional treatment since much\nof it will be taught directly to the pupils or used to supplement other teach¬\ning materials.)\nThis broad cultural background or general education should, among\nother things, provide prospective teachers with :\na. A knowledge of the heritage of the past, an appreciation of present conditions\nand trends, the opportunity to discover and develop individual cultural tastes and\ninterests, and bases for critical analyses\ninformed and public spirited citizens.\nb. A\n\nsympathetic\n\noverview\n\nchildren\n\nare living and,\n\ncontinue\n\nto live. This\n\nof the society and\n\nas far\n\nshould\n\nin the subjects which\n\nas discernible,\n\ninclude\n\nespecially\n\nare of concern\n\nthe social conditions\n\nunder\n\nof the society in which\nan\n\nunderstanding\n\nto wellwhich\n\nthey will\n\nof the funda¬\n\nmental differences between urban and rural society'.\nc. An understanding of the fundamental principles of the American and other\nforms of government and a resulting realization of the importance, in a democracy,\nof having the intelligent interest and the active participation of all citizens in\nmatters of local, state, and national government.\nd. An\n\nunderstanding\n\nof the significant\n\ncontributions\n\nsociety’s welfare and the direct relationship between\nand the happiness and efficiency of the individual.\ne. A\n\nknowledge\n\nof the recreational\n\nmade\n\nby each\n\nthe correct\n\nfacilities which\n\nare\n\nor\n\nvocation\n\nto\n\nchoice of a vocation\nshould\n\nbe\n\navailable\n\nfor persons of different ages and in different types of communities and a realization\nof the relationships existing between recreation and mental and physical health.\n\n3. Every teacher should have a broad scholarly mastery of the field or\nfields to be taught and a supporting knowledge\nrelated fields.\n\nof the most\n\nclosely\n\nThis does not imply that the traditional subjectmatter or course bound¬\naries must be kept or that major and minor sequences must be set up in the\ncurriculum and followed. It is highly probable with limited time for the\npreparation of teachers, especially rural and elementary teachers, that the\nconsolidation of some of the related groups of subjects would facilitate a\nbroader scholarship in the fields which the teacher will be called upon to\nteach.\n4. Every teacher should have an understanding of the relationships be¬\ntween education and society and a realization of the important con¬\ntributions that the teacher can make toward “the social, political and\neconomic\nstability and betterment” of our American form of govern¬\nment.\nThis understanding should cover, among other things, the relationships\nof the various educational agencies to different types of social organization\nat different stages in their development, the place and responsibility of the\n\n"}
{"page": 295, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n289\n\nColleges\n\nschool and other educative agencies in any social order, and the changes in\ntheir functions which should take place at different educational levels. It\nshould also cover the effect of the maturation of individuals upon the chang¬\ning scope of their knowledge and interests regarding cultural, civic, voca¬\ntional, social, and recreational activities. In this connection a teacher should\nbe able at any stage of the child’s development to distinguish the essential\nand superficial differences between the standards, interests, and drives of\nthe world in which the pupils live from those of the world of the teacher.\n5. Every teacher should obtain an understanding and mastery of the\nprofessional knowledge and skills needed for successful initial teaching\nexperience.\nIn addition to the understandings and skills suggested in Section 1, which,\nwhile of interest and value to anyone, especially parents, is essential in the\nprofessional preparation of teachers, there are other fields of professional\nknowledge and skills for which definite provision must be made in the educa¬\ntion of teachers. These are :\na. A knowledge of the commonly accepted “laws of learning” and “principles of\nteaching” with the variations which should be made for individuals of different\nages, in different grades and subjects, and in various types of school organization.\nb. A knowledge of educational measurements and statistics and skill in the use\nand construction of tests and measures sufficient to enable teachers to evaluate the\nresults of their work\nc. A\n\nknowledge\n\nand\n\nto read\n\nintelligently the technical\n\njournals\n\nmost\n\nof teaching\n\nof the best or\n\napproved\n\nmethods\n\ndifferent ages, in different grades, and in different subjects, and\nmation usually given in courses in classroom management.\n\nof their fields.\ngroups\n\nthe general\n\nof\n\ninfor¬\n\nd. The development (for each individual) of a “safety minimum” of teaching\nskill by means of directed observation and supervised practice teaching. (A “safety\nminimum”\n\nof teaching\n\nskill for a beginning\n\nteacher\n\nis that degree\n\nwhich\n\nwill protect\n\npupils from the exploitation resulting from poor teaching during the teacher’s first\nyear of teaching and will at the same time protect the teacher from initial failures\nand\n\nfrom\n\nteaching\n\nthe formation\n\nof undesirable\n\nof individuals\n\nand\n\ngroups\n\nteaching\n\nhabits.) This\n\nin the subjects\n\nrequired\n\nskill should\n\ninclude\n\nin the chosen\n\nfield of\n\nwork. If teaching skills are developed only to the “safety minimum”\nof probationary supervised internship is indicated as desirable before\nteacher is recommended for certification.\nIf the teaching\nhard\n\nof any\n\nof hearing,\n\nand\n\nspecial class or groups\n\nother\n\natypical\n\ngroups)\n\n(e.g., subnormal,\n\nrequires\n\npoint a period\nthe prospective\nundernourished,\n\na knowledge\n\nof fields not\n\nincluded in the preparation of other teachers (e.g., psychology of subnormal\ndren, or nutrition) or a special skill (e.g., construction in industrial and home\nor lip reading),\nwho\n\nexpect\n\ne. An\n\nthat special knowledge\n\nto teach\n\nin any\n\nunderstanding\n\nor skill should\n\nbe required\n\nchil¬\narts,\n\nof all teachers\n\nsuch group.\n\nof the fundamental\n\nprinciples\n\nand\n\na control of the essential\n\ntechnics of guidance which a teacher should have in order to wTork most effectively\nwith any particular age level. The development of the actual skills required for\neffective guidance\n\nin the physical,\n\nmental,\n\nsocial, and\n\ndevelopment\n\nof\n\nknowledge\n\nof the individuals\n\nto\n\nof mechanical\n\naids in teaching\n\nand\n\nchildren would also greatly reenforce a teacher’s\nbe taught as outlined previously in Section IB1.\nf. A\n\nrealization\n\nthe development\npictures,\n\nof the increasing\nof a reasonable\n\nradios, typewriters,\n\nimportance\n\namount\n\nrecording\n\ncharacter\n\nof skill in the use of such\ndevices,\n\nduplicating\n\naids as motion\n\nmachines,\n\nmechanical\n\n"}
{"page": 296, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\nscoring and tabulating machines, and other time-saving\nical devices.\n\nor interest-arousing mechan¬\n\n6. Every teacher should have a well-rounded and well-integrated per¬\nsonality such as will assure a position of leadership in the school and\ncommunity in which he works.\nMany opportunities for the development of such a personality will be\nfound outside of the usual classroom situations and will include contacts with\nindustry, social, and civic agencies, in other parts of the country and in other\ncountries. The richness of an institution’s program for the development of\nteachers with well-rounded and well-integrated personalities will depend\nlargely upon the degree to which the importance of this phase of its work\nis realized and the care used in systematically planning for its accomplish¬\nment.\nIn a program for the education of teachers some\nwill contribute most certainly to this end are :\n\nof the factors which\n\na. The recruiting of capable students and their selective admission\nas many types of prognostic measures as are available.\n\nby means\n\nof\n\nb. Programs of student personnel and guidance service starting even before ad¬\nmission and continuing thru the period of adjustment following graduation. This\nshould provide for the elimination of any who, during the period of preparation, are\ndiscovered to be unsuited or unfit for teaching.\n.jj>\n\nc. A rich program of extra-class activities.\nd. A comprehensive program of health services.\ne. The provision of residence and dining facilities which\nhabits and manners.\n\ncontribute to desirable\n\nf. A generous program of social and religious activities for students.\ng. Opportunities to discover and develop latent creative talents.\nh. Opportunities to contact the various agencies — industrial, social, economic,\npolitical — of the college community and its tributary area.\n\n7. Every teacher should have a guiding philosophy both of education and\nof life.\na. A philosophy of education should be founded upon the historical develop¬\nment of education and should be an integration by each prospective teacher of the\nmany phases of his professional preparation and especially of his work in the fields\nof educational theory, psychology, sociology, economics, and government. This philos¬\nophy should enable each student to adapt his work more readily to the type of\nschool in which he may be placed, and also to realize ways in which the school in\nwhich he works should be improved.\nb. A philosophy of living should be based upon the total set of experiences in the\npreparation of teachers. These should result in the development of a well-rounded,\nprofessionally efficient teacher with a growing philosophy of living which would\nprovide for desirable enthusiasms, wholesome and healthful habits and hobbies,\nvibrant health, mental poise, emotional stability, and satisfactory social adjustment —\na teacher who could, and in all probability would, become an accepted and respected\nleader in the area in which he works.\nNote:\n\nIf the proposals\n\nof this first thesis with\n\nits subdivisions\n\nare fully met by\n\na teachers college curriculum, the chances are great that the essential features\nhave been provided for and that the curriculum will be an evolving one. There\nare, however, other approaches to the main problem that it is hoped will furnish\nbases for further discussion and result in clarification and sharper emphasis.\n\n"}
{"page": 297, "printed_page": null, "text": "American\n\nAssociation\n\nII. An\n\nevolving curriculum\n\nwhich\n\nshow\n\ngroup\n\nand the area served.\n\nof\n\nTeachers\n\nColleges\n\n291\n\nof a teachers college should have in it elements\n\nclearly that it is designed to meet\n\nthe professional needs of the\n\nThis thesis is not intended to provoke discussion of the priority claims of\nthe individual or of the larger group of which the individual is a member.\nIt is based on the assumption that in professional schools especially, the first\nconsideration should be for the quality of the professional service that is to\nbe rendered to the larger group. Codes of professional ethics are built upon\nthis assumption. The curriculum\nto “student-centered.”\n\nshould be “teacher-centered”\n\nin contrast\n\nA. Curriculum provisions should be made to meet the prevailing certifica¬\ntion requirements of the state or states in which the students expect to\nteach. The conscious effort to meet these requirements will ensure a\nscrutiny of the certification policies as well as of the curriculum and will\noften lend to the modification of procedures and the raising of standards.\nB. Any special needs for teachers in the area, e.g., a second language or a\nknowledge of agriculture, as well as any informational or cultural short¬\nages quite generally characteristic of prospective teachers should be specifi¬\ncally provided for in the curriculum even if some have to be cared for as\nextra-class or non-credit activities.\nExtra-class activities can be supported that supply experiences not avail¬\nable in the typical homes from which the students come. Supervised trips\nand excursions can easily be taken to other types of communities and to\ndifferent cities. Special non-credit deficiency courses can be provided and\ntheir use will result in a general increased respect for the work of teaching.\nPatrons and students alike should know that these special adjustments are\nneeded and are provided for.\nC. In addition to meeting the normal or usual standards an evolving cur¬\nriculum of a teachers college should invitingly present opportunities to\nprepare for teaching in ways in advance of prevailing standards but ap¬\nproved by some of the school systems that are recognized as among the\nbetter and more progressive in the area. Meeting this recommendation\ndoes not mean that the teachers colleges should graduate a group of\neducational malcontents. They should know the strong and the weak\npoints of the various systems, have their ideals of service high, and their\nsense of relative values keen. They should be professional enough to be\ndiscontented with any conditions below the best, practical enough to know\nthat they must start with things as they are, courageous enough to attempt\nto improve conditions, and wise enough to realize that they can accomplish\nmore in the long run by carefully guiding and accelerating changes by the\nprocess of educational evolution rather than by educational revolution.\nIII. An\n\nevolving curriculum\n\nof a teachers college should\n\nbe so organized\n\nthat it will lend itself readily to a program of evaluation — a continuous self¬\nsurvey by the staff and students in terms of the accomplishment of the\nvarious objectives.\n\n"}
{"page": 298, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\nThe remarkable developments in recent years in the technics and in\nthe instruments for measuring educational activities make a program of\nevaluation for a curriculum possible. Such a program would have at least\nfive results. It would insure frequent review of the objectives, disclose suc¬\ncessful and unsuccessful elements more quickly than a trial-and-error\nmethod, refine our methods of evaluation, provide material for institutional\nreports and publicity, and enhance the professional singleness of purpose\nof the staff and students.\nA. An evolving curriculum of a teachers college should have certain\nevaluation points (foci) at which it would be relatively easy to check\nthe extent to which certain objectives have been met. Six such points\nare clearly indicated : the close of the first semester, the end of the second\nyear, the beginning of practice teaching, the completion of practice teach¬\ning, graduation, and one year after graduation. The objectives accepted\nby any teachers college should be checked against the several focal points\nin order to determine which ones should be met or met in part at each\nevaluation point. The cumulative record of the periodic attempts to\nevaluate the curriculum at the various points will become very helpful in\nestablishing trends and rates of curriculum changes.\nB. The actual process of evaluation may be as valuable as the results,\ntherefore as many members of the staff and student body as possible should\nparticipate in the studies that are to be used as the bases for curriculum\nevolution.\nC. The evaluation program\n\nshould include periodic (every five or at most\n\nten years) inventories or check-ups of the work of the graduates in the\nfield and of the reactions of school officials and patrons to the ability of\nthe graduates to grow in service. Such inventories should attempt to\nevaluate the success of the graduates, to measure the effectiveness of the\nteachers college and its curriculum, and to ascertain the changed and\nchanging needs of the area served.\nIV. An\n\nevolving curriculum\n\nof its elements provided\n\nof a teachers college should\n\nfor in a way\n\nhave one or more\n\nthat is different from previous provi¬\n\nsions and under careful scrutiny from the group. An experimental and ques¬\ntioning attitude toward elements in the curriculum, especially those whose\nunquestioned\n\nstatus is of longest standing, should be systematically developed.\n\nThis thesis should not be interpreted to mean that the curriculum is to\nbe kept in a state of constant turmoil or that changes should come so fast\nand furiously that the curriculum as a whole or in part does not have a\nfair opportunity to prove its worth. On the other hand, the fact that at\nleast one element is under scrutiny will encourage an inquisitive attitude on\nthe part of all members of the staff toward their own practices.\nA. Even tho the change in procedure may involve only one class or one\nteacher, the change and its possible results should be known by as many\nmembers of the staff as possible and watched and evaluated by several\nindividuals in fields related to the one in which the change is being tried.\n\n"}
{"page": 299, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n293\n\nB. After a few such provisional changes have been tried and have dem¬\nonstrated the extent of their practicability and desirability as well as their\nvalue in motivating professional discussions, an attempt should be made\nto relate proposed changes to a program of curriculum experimentation.\nSuch a program would make each experiment prepare for, supplement, or\ncorroborate other experiments and thereby obtain greater value for the\ntime and energy expended.\nV. An\n\nevolving\n\ncurriculum\n\nof a teachers college should\n\nhave provisions\n\nspecifically designed for adapting the offerings to the needs of individual\nstudents in terms of their experience , previous training , special interests and\nabilities, and obvious shortcomings.\n\nThis thesis should not be interpreted as a contradiction of Thesis II but\ninstead as a supplement to it. There is no reason why a curriculum cannot be\nprimarily concerned with the needs of teachers as a group and at the same\ntime make specific provisions for individual development. These provisions\nmight include at least the following :\nA. There should be some opportunities for exploration in the major fields\nby students not required to take work in those fields.\nB. In fields in which special abilities or skills are required there should be\nprovision for segregating, especially in initial courses, students with widely\nvarying amounts of the required abilities or skills.\n\nC. There\n\nshould\n\nbe provision — not necessarily in separately organized\ncourses — for students to do work in advance of that required in the regu¬\nlar curriculum.\n\nVI. An\n\nevolving\n\ncurriculum\n\nof a teachers\n\ncollege should\n\ngive evidence\n\nthat it has been developed with full recognition of the existing limitations —\nnumber of students, number and qualifications of staff members, support,\nand physical equipment.\nimprove\n\nThis recognition\n\nshould\n\nnot prevent\n\nattempts\n\nto\n\nconditions and to present ideals not yet attainable.\n\nProfessional ambitions and institutional competition sometimes encourage\ninstitutions to undertake curriculums before they are equipped to do so ade¬\nquately. One method of checking the efficacy of an evolving curriculum for\na teachers college is to check it against the various elements which can be\nmore or less quantitatively measured.\nA. There should be evidence that the curriculum offerings are proportion¬\nally related to the number of students in attendance who can or should\nbe placed in various types of work in the area served. This recommenda¬\ntion implies the availability of supply and demand data for the state and\nsome form of state regulation or cooperative agreement among institu¬\ntions to keep the supply and demand in adjustment. The tendency to\ninaugurate curriculums for special groups when the demand is unusual\nvery frequently results in leaving the curriculum offerings of the college\ndistinctly out of balance after the temporary demand has been met.\nB. There should be evidence that the interests and abilities of the staff\nmembers\n\nhave been recognized in the courses offered, especially in all ad-\n\n"}
{"page": 300, "printed_page": null, "text": "294\nvanced\n\nNational\n\ncourses. An\n\nEducation\n\nAssociation\n\nillustration of the need for this recommendation\n\nwould be found if teachers of a teachers college faculty conducted research\ncourses on the graduate level when they themselves were not interested\nin research, and had neither training nor ability in the commonly accepted\ntechnics of research in their fields.\nC. There\n\nshould be evidence that there are adequate practice facilities for\n\neach of the curriculums offered. This recommendation hardly needs justi¬\nfication. The National Survey of the Education of Teachers showed that\none of the most distinguishing characteristics of institutions for the prepa¬\nration of teachers was the more frequent provision of practice and demon¬\nstration schools largely under the control of the institution. The oppor¬\ntunity to obtain initial practice in teaching under skilled supervision is so\nessential to the satisfactory preparation of teachers that no curriculums\nshould be offered in a teachers college for which adequate practice facili¬\nties are not easily available.\nD. There should be evidence that the library and its equipment, the labora¬\ntories, playing fields, swimming pool, and other physical facilities are\nsufficient for the needs of all curriculums offered. These elements and\nother elements of the physical plant, the endowment, the regularity of\nsupport, and such items can all be checked with reasonable accuracy against\nmedians of practice or accepted standards. The degree to which these\nlimit the number and content of the courses offered is obvious.\nVII. An\n\nevolving curriculum\n\ntion or by means\n\nof a teachers college should\n\nof one or more\n\nin its organiza¬\n\ncourses provide against a too-narrow\n\nfunc¬\n\ntional specialization in professional preparation, especially during the under¬\ngraduate period.\n\nThis thesis does not refer to the division of curriculum\n\ntime between\n\nprofessional preparation and general education. It refers instead to too much\nconcentration of time in preparation for a limited and specific educational\nposition. The criticism has been too frequently made that teachers and ad¬\nministrative officers know their own work well and are not familiar enough\nwith the work and problems of other teachers in the same institution to be\nintelligently sympathetic toward the problems of others, or able to cooperate\nwith them in a helpful and constructive way. For this reason teachers ex¬\npecting to enter any one field of work — for example, rural, kindergarten,\nelementary, secondary, or supervision — should be aware of the larger rela¬\ntionships common to all types of public school work as well as some of the\nprincipal functions that are peculiar to the field in which they expect to work.\nCertain courses in the curriculum should be planned specifically to bring\nabout the mutual understanding and common medium of discourse that\nwill make for a more effective professional cooperation on the part of all\neducational workers.\nJ III. An\n\nevolving\n\ncurriculum\n\nin a state teachers\n\nclearly that it is an integral part of a state long-term\neducation — both preservice and inservice. Any\n\ncollege should\n\nslioiv\n\nprogram\n\nof teacher-\n\nsuch long-term\n\nplan should\n\n"}
{"page": 301, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nobviously provide for a studied and continuous\npractices and a raising of standards\n\nimprovement\n\nfor the education\n\n295\n\nColleges\n\nof educational\n\nof teachers.\n\nA. Such a program should set standards, both quantitative and professional,\nfor teachers in the various types of positions and dates at which any of\nthe standards will be advanced.\nB. Such a program should indicate the general and specific teacher-educa¬\ntion functions to be performed by each of the state supported institutions\nof higher education, and the curriculums of each such institution should\nshow definite provisions for meeting the specified functions.\nC. Such a program should imply a concentration of certain forms of work\nin specific institutions, especially for those fields in which there is a very\nlimited demand for new recruits or in which very elaborate and costly\nequipment and facilities are required.\nThis last thesis will be difficult to apply in any state unless there is a\ncontinuing program in the state for the adjustment of the supply and de¬\nmand of public school teachers. Such a program must involve the coopera¬\ntion of both state and privately controlled institutions and be regulated by\nmeans of the certification powers of the state department of education.\nConclusions\nIn this attempt to define an evolving curriculum of a teachers college the\nabove theses have been presented with no expectation that they will be either\nuniversally accepted or that if accepted, they will be uniformly interpreted\nand applied. They have been presented, however, with the hope that their\nconsideration, even if it results in their rejection or modification, will also\nresult in a desirable questioning of the curriculums of our teachers colleges\nand a sharper definition of their professional objectives.\nWHAT\n\nJOHN\n\nIS THE\nESSENTIAL\nNATURE\nCOLLEGE\nINSTRUCTIONAL\nDALE\n\nRUSSELL,\n\nPROFESSOR\n\nCHICAGO,\n\nOF\n\nOF A TEACHERS\nSTAFF?\n\nEDUCATION,\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nThe traditional method of settling a question such as that proposed in\nthe topic of this paper is by debate and discussion. A few of the best minds\ncould pool their experiences and their logical thinking and come out with\nan authoritative answer in which the essential nature of a teachers college\ninstructional staff would be completely described.\nAltho sanctioned by long use in education, this process of reaching a con¬\nclusion is scarcely satisfactory today when increasing numbers of educators\nhave been trained in methods of solving problems thru research. A person\ntrained in research methods would point out that the only way in which a\nconclusive answer to the problem proposed in the topic of this paper can be\nobtained is thru an extensive investigation. The mind of the researcher\nwould\n\nimmediately begin to think in terms of a plan whereby\n\na sufficient\n\n"}
{"page": 302, "printed_page": null, "text": "296\n\nNational\n\nnumber\n\nEducation\n\nAssociation\n\nof teachers colleges of various levels of quality might\n\nbe thoroly\n\nanalyzed and compared with each other, and possibly with numerous insti¬\ntutions of other types. The analysis might be organized along the lines of\nthe research completed a few’ years ago for the North Central Association\nof Colleges and Secondary Schools in an effort to improve accrediting pro¬\ncedures, or along the very similar lines now being followed by the Coopera¬\ntive Study of Accrediting Procedures for Secondary Schools.\nThe\n\nquestion asked in the topic of this paper is sufficiently important\n\nto\n\nbe worthy of the extended research that would be necessary to answ’er it\ndefinitively. Your president, however, indicated very clearly when he invited\nme to take this place on your program that he did not want a report of re¬\nsearch, but only some ideas and problems presented in a manner to arouse\nthinking and challenge expression on the part of the members of this audi¬\nence. I am therefore presenting these remarks as an indication of some of the\npreliminary thinking one would necessarily engage in while planning the\nresearch that would be required for a definitive answer to the problem. This\npaper may be considered\n\nas a catalog of some\n\nof the hypotheses that should\n\nbe investigated in a carefully planned research on the problem\ntial nature of a teachers college instructional staff.\nThese\n\nideas will be presented under\n\nthree main\n\nof the essen¬\n\nheadings : (1 ) some\n\nof\n\nthe characteristics of an effective instructional staff as a whole; (2) some\nof the characteristics of the individual members of an effective instructional\nstaff; and\n\n(3) characteristics that distinguish the instructional staff of a\n\nteachers college from\n\nthat of other types of educational\nThe\n\nSome seven\nconsideration.\n\ninstitutions.\n\nStaff as a Whole\n\ncharacteristics of the staff as a whole\n\nwill be presented for\n\nAdequately paid — Contrary to usual practices in discussion of faculty\nqualifications, a characteristic that usually appears toward the end of the\nlist is placed first — the staff as a whole must be adequately compensated.\nTo be adequate the salary scale must be sufficient to permit a standard of\nliving suitable for the life of a scholar. This\n\nimplies today, as it nearly\n\nalways has in the world’s history, a standard of living considerably above\nthe average. While we do not expect to pay scholars enough to enable them\nto amass\nguarantee\n\ngreat wealth\nthem\n\nor to live like nobles and merchant\n\na standard\n\nof living that will permit them\n\nprinces, we\n\nmust\n\nand their fami¬\n\nlies to live in comfort and to meet readily the extra expenses\ntions that a life of scholarship inevitably imposes.\n\nand obliga¬\n\nThis characteristic is placed first because it is a powerful force in re¬\ncruiting to the profession the most capable young people of the coming\ngeneration. For years the profession of scholarship and teaching has suf¬\nfered because it has failed to attract enough recruits from the highest levels\nof ability. There\nthe case. The\n\nare plenty of data available now\n\nyoung\n\nto prove that this is still\n\npeople of highest ability in too large a number\n\nof cases\n\nare and have been going into other callings in which\n\nthe remuneration\n\nmore\n\ntheir decisions with\n\nattractive, and these capable young\n\npeople make\n\nis\n\n"}
{"page": 303, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n297\n\nkeen insight in most cases. They have had opportunity to observe teachers\nand faculty members in their home communities and during their college\ndays. That a career as an educator does not appeal to these capable young\npeople merely means, in many cases, that they have looked behind the\nscenes and have decided that they would not be satisfied with the kind of\nliving the typical faculty member is able to provide from his meager income.\nThe exact money value of the salary paid is not so important as the\nstandard of living maintained, and most college presidents, in my ex¬\nperience, have very little intimate knowledge of the standard of living of\ntheir faculty members. To make this point practical, the question may be\nraised as to the number of college presidents who make it a regular\npractice to visit the homes of their faculty members. Speaking personally,\nI have been a faculty member in four different institutions, one of them\na teachers college; the president of an institution of which I was or am\na faculty member has never visited in my home. As faculty members, we\nof course occasionally called on the president and his wife, but I think\nthe presidents’ calling lists do not descend below the rank of dean in the\ninstitutions in which I have served. Seriously, I am inclined to think that\nthe college president could learn much by visiting in the homes of his\nfaculty members and observing the general evidences of the standard of\nliving. He could form a fairly sound judgment as to whether or not stu¬\ndents, who incidentally will doubtless visit in faculty homes oftener than\nthe president, would be attracted to a life of scholarship by what they\nobserve in their extra-class associations with their instructors.\nThere are without doubt other important reasons for an adequate scale\nof salaries for instructors, but to my mind the basic reason is this matter\nof recruitment to the profession. Regardless of justice to present members\nof the faculty, college teaching must be compensated well enough to attract\nits fair share of the best brains in competition with the other callings that\nare open today to capable young people.\nAdequate\n\nin number — The\n\nsecond characteristic of the faculty as a whole\n\nis that it should be adequate in number\n\nto carry the instructional program.\n\nMy experience in college surveys leads me to the conclusion that most in¬\nstitutions err in the same direction on this point, for they are all likely to\nhave too many, rather than too few, faculty members.\nThe adequacy of the staffing may be expressed in terms of the ratio of\nstudents to faculty. What the upper limits of this ratio are for effective\ninstruction has not been definitely ascertained, but there is little evidence to\nindicate any great gain in instructional efficiency when the ratio is kept\nlow and the ordinary methods of instruction are used. The suitability of a\ngiven student-faculty ratio will depend to a considerable extent on the size\nof the institution, the methods of instruction, and the scope of the cur¬\nriculum. In a college of 750 students or more that follows the traditional\nplan of class recitation, lecture, and laboratory teaching, the student-faculty\nratio can well be as much as twenty to one ; and if the curriculum is not too\nbroad, the ratio may\nmember.\n\nwell approach\n\ntwenty-five students to one faculty\n\n"}
{"page": 304, "printed_page": null, "text": "298\n\nNational\n\nThe\n\nEducation\n\nAssociation\n\nmatter of size of staff is intimately connected with the adequacy of\n\nthe faculty salary scale. The connection may be illustrated by taking a hypo¬\nthetical college having one thousand students and a faculty salary budget\nof $160,000. That amount would indicate approximately an average state\nof affluence in normal times. The enrolment and the salary budget may be\nheld constant in order to determine what happens under varying plans of\nstaffing. The tabulation below deals with four different plans, ranging from\na fairly low to a relatively high ratio of students to faculty.\nAverage\n\nSalaries of Faculty Members under Four Different Staffing\nin an Institution of 1000 Students and an Annual Faculty\nSalary Budget of $160,000\nfaculty\nNumber of\n\nStudent-faculty\nratio\n12\n16\n20\n24\n\nto\nto\nto\nto\n\n1.\n1.\n1.\n1.\n\n.\n.\n.\n.\n\n83\n63\n50\n42\n\nPlans\n\nfaculty\nAverage salary of\n\n$1,928\n2,540\n3,200\n3,810\n\nThe tabulation shows clearly that in this hypothetical institution, when\nthe number of faculty members is changed, the number of students and\nthe total funds for salaries remaining constant, a pronounced effect is pro¬\nduced on the average salary of faculty. The lowest average salary, asso¬\nciated with the low student-faculty ratio, would provide only an inferior\ncollege teaching staff in most parts of the country. The higher studentfaculty ratios produce a much more acceptable average salary, and the\nhighest would be sufficient to attract a faculty perhaps superior to almost\nany publicly controlled teachers college in the country at present.\nPersonally, I would prefer to be one of twenty-four students having\ncontact with a professor whose average salary is $3,800 than to be one of\ntwelve students whose only contacts are with professors at the average\nsalary of $1,900. Without doubt overstaffing is one of the major reasons\nfor low faculty salaries in many colleges, yet in the long run the correction\nfor low salaries is in the hands of the executive officers of the college as\nmuch as in the agency which supplies funds for operating expenses.\nProperly\n\ndistributed over fields of knowledge — Another\n\nimportant\n\nchar¬\n\nacteristic of the faculty as a whole is that the members should be properly\ndistributed over the fields of knowledge in which prospective teachers are to\nbe prepared. This seems an elementary consideration, but it is frequently\nviolated. In many colleges the staffing of the various departments is very\ninequitable. Some departments will be carrying more than double the load\nof students per staff member that other departments are carrying. Equitable\nassignments of loads cannot of course be carried out exactly, but the adminis¬\ntrative adjustments should always tend in that direction, not in the opposite\ndirection. Altho the available measures of teaching load are somewhat crude,\nmuch could be done in the typical institution to obtain an improved distribu¬\ntion of loads if proper administrative attention were given the matter.\n\n"}
{"page": 305, "printed_page": null, "text": "American\n\nBalanced\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n299\n\nin points of view — A fourth characteristic is that the staff as a\n\nwhole should be balanced in points of view. Attention to this feature gives\nstudents the opportunity to make contacts with men and women of differing\nphilosophies and varying backgrounds. Nothing is more stimulating to the\nintelligent student. Some institutions of higher education seem to be staffed\nby faculty members that have been carefully chosen to represent just one\nparticular point of view or school of thought. On the other hand, a number\nof college presidents and deans follow the opposite policy and are careful to\nobtain faculty members prepared in a wide range of the better graduate\nschools.\nProvided\n\nwith social and recreational experiences — “All work\n\nand no play\n\nmakes Jack a dull boy” and the Doctor of Philosophy is a dull teacher. For\nthat reason, if for no other, the faculty as a whole should be provided with\nsuitable opportunities for social and recreational experiences. Colleges\nvary widely in the degree to which they give attention to such matters.\nPerhaps the amount of attention that is needed varies inversely with the size\nof the community in which the college is located. The effectiveness of a\nfaculty in almost any type of community, however, will be increased by\nsuitable attention to the provision of these opportunities for relaxation of a\nsocial or recreational nature.\nRetirement\n\nsystem — The\n\nfaculty as a whole\n\nshould\n\nhave\n\na retirement\n\nsystem that will protect the individual members adequately against want and\nanxiety during their declining years, and that will protect the college against\nthe necessity of retaining in service those who have passed their days of\ngreatest usefulness. The standards for an adequate retirement system have\nbeen set forth in a number of different sources, and need not be repeated here.\nThe number of teachers colleges, however, that have adequate provision for\nfaculty retirement is relatively small.\nIt would be eminently desirable to have one feature in a retirement sys¬\ntem that is not now in operation in any college so far as I know. A college\nshould be able to retire a faculty member gracefully and without stigma\nwhenever his effectiveness falls below an acceptable level, regardless of his\nage. That sort of retirement might come for some men at thirty-five or\nforty instead of sixty-five or seventy years of age, and it should always be\narranged so as to make possible the entry on another line of work. There is\nscarcely an institution with which I am acquainted that could not improve\nits faculty by retiring immediately some teachers who, if retained, must\ndiminish the general effectiveness of its program for many, many years be¬\nfore reaching the customary age of retirement.\nFinancing this new type of retirement might be a serious obstacle, but\nthe price paid in loss of effectiveness would undoubtedly be far greater than\nthe cost of the retirement. Perhaps an arrangement could be worked out\nwhereby the college would undertake over a period of years to pay a diminish¬\ning percent of the difference between what the retired faculty member\nactually earns in some new line of work and what he would have earned if\nhe had retained his teaching position. For the first year of this retirement\nthe college might guarantee his full salary. The second year the college\n\n"}
{"page": 306, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\nmight pay 80 percent of the difference; the third year, 60; the fourth year,\n40; and the fifth year, 20 percent. Such an arrangement would permit the\nfaculty member to make preparation for some other occupation or to adjust\nhimself gradually to some other, possibly less remunerative position. Thus\nat a total cost of three years’ salary the institution could be relieved of a\nburden of ineffective service that would, over the instructor’s remaining\nnormal period of service, be extremely expensive. Most such instructors\nwould probably be in the lower salary brackets and the total cost would\nnot be great.\nThere might be a great fuss and cry by a certain well-known profes¬\nsional organization if any college were actually to institute a system of\nretirement for causes other than age. Perhaps if the other faculty members\nwere given some voice in determining the persons eligible for this sort of\nretirement there could be no basic objection. The organization to which\nreference is made needs additional opportunity to display its avowed interest\nin effective teaching, for to most college executives they appear chiefly\nactive in protecting vested interests. Perhaps the members of the professional\norganization could even be induced to assist in weeding out of the profession\nof college teaching those who are ineffective and unworthy. At any rate, I\nthink the general idea has merit.\nInstitutional aids to growth — The\n\nfinal characteristic that I wish to men¬\n\ntion for the faculty as a whole is that there be a program thru which institu¬\ntional aids to growth are provided. Most faculty members welcome such\nopportunities, but will not definitely seek them on their own initiative.\nAdministrative action is usually necessary to institute a program of aids to\nfaculty growth and to keep it up to a high level of effectiveness. This pro¬\ngram may take many forms, depending on the circumstances. Sometimes a\nmonthly meeting is held at which only professional problems are discussed\naccording to a prepared program. Sometimes a series of meetings for the dis¬\ncussion of new books on professional problems, or to which outside speakers\nand discussion leaders are invited, proves interesting and helpful. The faculty\nfor which aids to growth are not definitely provided is almost certain to\nfail to reach its potential effectiveness.\nThe\n\nIndividual\n\nMember\n\nof the Staff\n\nThe characteristics that have thus far been discussed pertain to the staff\nas a whole. But the faculty is made up of individuals, and it is only as\ndesirable characteristics are found in these individuals that the faculty as a\nwhole can be effective. Some of the characteristics desirable in the indi¬\nvidual members of the college instructional staff will therefore be* discussed.\nA\n\nkeen mind\n\nand intellectual interests — The\n\nfaculty member\n\nmust\n\nfirst\n\nof all be a scholar, and the basic qualification for this craft of scholarship is\na keen mind and interests that lie along intellectual lines. Evidence of this\ncharacteristic is usually not difficult to discover at the time of selecting the\nfuture faculty member. One good indication of a scholarly interest is mem¬\nbership in learned societies connected with his chosen field of study. One\nwho does not make frequent contacts with others active in his field is him¬\nself not likely to have any very abiding scholarly interests.\n\n"}
{"page": 307, "printed_page": null, "text": "American\n\nKnowledge\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n301\n\nof subject — A second characteristic is that the faculty mem¬\n\nber who is effective should know\n\nhis subject. Most college presidents render\n\nat least lip service to this doctrine, but it is frequently ignored in appoint¬\nments to faculties. Unless the blind can successfully lead the blind, the\nteacher of college students must possess thoro and scholarly preparation in\nthe field of his teaching. This preparation will probably, tho not neces¬\nsarily always, be evidenced by the attainment of graduate degrees with\nspecialization in his teaching subject. The principal exceptions to this rule\nare the older men who have prepared themselves by independent study with¬\nout the benefit of attendance at a graduate school. Very few of the younger\nmen, who have had their educational experience under modern American con¬\nditions, will have the requisite qualities of scholarship without having at¬\ntained a graduate degree.\nThe relationship between scholarly knowledge and graduate degrees has\nled to an emphasis on degrees which is, in my judgment, unfortunate.\nInsistence on the doctor’s degree in the case of all new faculty appoint¬\nments may be a valuable procedure in selection, because most of those who\ndo not have the desirable scholarly interests and preparation will not have\nattained the doctor’s degree. I am inclined to think, however, that the\nfactor is not causal, at least not to the extent usually considered. By that I\nmean that a faculty member is not a better teacher because he has a graduate\ndegree, but rather, the other way\n\naround ; he gets a graduate degree be¬\n\ncause he is the kind of a person suitable for membership\n\nIn my judgment\n\non a college faculty.\n\nit is a mistake to insist that all persons now\n\non a college\n\nfaculty who do not have their doctor’s degrees take a leave of absence at\nthe earliest opportunity in order to earn that degree. Particularly in the\ncase of older men and women I am inclined to think they will come back\nnot much better teachers than they were when they left. I do not intend\nthis as a criticism of the program for the doctor’s degree, altho that is\npossibly also at fault. My meaning is that one who earns a doctor’s degree\nbecause he must in order to hold his job, rather than because he earnestly\nwants to further his preparation and satisfy his unquenchable interest in his\nsubjectmatter field, is not likely to be greatly improved by going thru the\nformalities and meeting the requirements for a degree.\nFor that reason administrative pressure on faculty members to take leaves\nof absence for graduate work seems to me to be a mistake. The initiative\nfor additional study should lie with the faculty member, and the function\nof the administration should be to facilitate the process and encourage the\nambition, but not to impose it as a requirement. Of course, if the adminis¬\ntration finds a young person on the faculty who shows no inclination to go\nahead for graduate study when the facilities are placed at his disposal, the\ndiagnosis of his case would seem clear; since his interests do not lie along\nthe lines that are desirable in a permanent member of the staff, the appro¬\npriate steps to sever his connection can be taken.\nThe late Dean Haggerty expresses the relationship between degrees and\neffectiveness of faculty members as follows : “Degrees . . . and other meas¬\nures derive their importance from the fact that they grow out of an inner\n\n"}
{"page": 308, "printed_page": null, "text": "302\n\nNational\n\nEducation\n\nAssociation\n\nintellectual and moral vitality that not only generates these evidences of\nquality but also renders the individual an effective teacher of young people.”1\nThe effective member of the faculty should have a thoro knowledge\nnot only of his own teaching field but of many allied fields. This is one of\nthe characteristics that I have most admired in the few effective teachers\nunder which it has been my privilege to study. Unfortunately the present\ntype of graduate study, particularly that leading to the Ph.D. degree, in\nmany instances almost precludes the obtaining of this breadth of knowledge\nthat is essential for the effective teacher.\nAs a corollary to this principle of knowing his subject, it might be sug¬\ngested that the instructor should be assigned to teach the subject in which\nhe has specialized. This seems entirely self-evident, but the principle is\nfrequently violated, and probably oftener in teachers colleges than in other\ntypes of institutions. I have known too many men with doctor’s degrees\nin education, for instance, who have obtained positions teaching science or\nhistory or some other subject in an institution of higher education. The\nremedy for this condition is, of course, in the hands of the college admin¬\nistration.\nAbility to teach — The\n\nthird characteristic of the individual member\n\nof the\n\ninstructional staff, and perhaps the one that most of you would have logically\nlisted first, is the knowledge of and skill in teaching his subject. And, I\nshould hasten to add, the putting into practice of what he knows about teach¬\ning his subject. This ability to teach involves several distinct skills and\nknowledges.\nIn the first place, the faculty member should know how to organize his\nsubject for teaching purposes. As already pointed out, he must know his\nsubject; and then he must know how to draw out of the vast store of\nknowledge that has accumulated in his field those things that ought to be\ntaught ; and then he must know how to put those things together so that\nthey may be taught most effectively. In other words, he must be skilled in\ncertain phases of curriculum building as they relate to his subject.\nIn the second place, he should know the characteristics of students, or\nthe psychology of the learning process. It must be confessed that the or¬\nganized field of educational ps3^chology is still somewhat deficient at this\npoint, for altho there has been rather thoro study of the psychology of\nthe pre-school child, of the elementary-school child, of the high-school\npupil, and lately of the learning of older adults, I believe I am correct in\nsaying we have had no thorogoing psychological studies of late adolescence\nand early adulthood, the period of the college student. Yet the successful\ncollege instructor must know, if only intuitively, how to adjust his teaching\nto the mental processes of those who are his students.\nIn the third place, the ability to teach involves something that I can only\ndescribe as the knack of putting ideas across. There has never yet been a\nthoro scientific analysis of this trait, particularly at the level of college\n1 Haggerty, Melvin E. “The Faculty.” The Evaluation of Higher Institutions . II. Chicago: Uni¬\nversity of Chicago Press, 1937. p. 93.\n\n"}
{"page": 309, "printed_page": null, "text": "American\n\nteaching, but all who\neffective teacher.\n\nAssociation\n\nof\n\nhave visited many\n\nTeachers\n\nColleges\n\n303\n\nclasses recognize it quickly in the\n\nIn the fourth place, ability to teach involves skill in testing for accom¬\nplishment of the desired objectives. Perhaps it should first be said that there\nis involved a knowledge of how to set up objectives as the premise upon\nwhich the teaching is to be based; then, after objectives are determined,\nthere must be valid and reliable methods of testing for their accomplish¬\nment. Far too many teachers proceed with no very explicit concept of what\ntheir objectives are, and the great majority test as tho their only objective\nwere to cram students’ heads with knowledge. And their testing even for\nthis objective, is in most cases neither valid nor reliable. One of the ear¬\nmarks of an all-round effective instructor is the ability to test for the ac¬\ncomplishment of his objectives.\nFinally, ability to teach involves a knowledge of the public school systems\ninto which students must fit wdien they go out as teachers. This requires\nsome intimate acquaintance with the situation regarding the instructor’s\nspecial subject in the public schools of the region, the content of the cur¬\nriculum at all levels, any special legislation bearing on the subject, and the\ngeneral attitudes of schoolmen and the public on issues connected with the\nteaching of his subject in the public schools. This means that the effective\nteacher must maintain close contact with the public school people and must\nknow what they are thinking and doing.\nProfessional training for college teachers is becoming increasingly im¬\nportant. It would seem that presidents of teachers colleges, who are without\ndoubt among the warmest advocates of professional training for elementaryand secondary-school teachers, should, to be consistent, require such prepara¬\ntion of their own faculty members. Until recently, college presidents have\nbeen able to give a valid excuse for failure to insist on professional prepara¬\ntion for their own faculty members, because such preparation could not be\nhad in the graduate schools. Now,\n\nhowever, the courses needed are becom¬\n\ning increasingly available. As a matter of fact, if college presidents who em¬\nploy faculty members would insist upon this qualification when they inter¬\nview candidates and when they ask for recommendations of suitably quali¬\nfied persons from deans of graduate schools, heads of departments, and\nplacement bureaus, it would be only a short time until an adequate supply\nof persons with the desired professional preparation would be available.\nCollege presidents can effect this and other needed reforms in the graduate\nschools much more quickly from the outside by this type of pressure than a\nhandful of faculty members can ever do in working from the inside of the\ngraduate school.\nThe importance of capable teaching in a teachers college cannot be over¬\nstressed. Most students who go out as teachers, regardless of the best that\ncan be done for them in professional courses, will tend to teach as they\nhave seen their instructors teach. For that reason only the best teaching\ntechnics should be exhibited before any students who\nspective teachers.\n\nare themselves pro¬\n\n"}
{"page": 310, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nAssociation\n\nIn another very important way the college today is under obligation to\nprovide effective teaching. Students come to college now after having had\nthe benefit of relatively superior teaching in their elementary and secondary\nschools. The generation of teachers which has been trained during the past\ndecade or two is now the dominant element on the staff of most public\nschool systems, and they have raised the level of quality of teaching markedly\nin both the elementary and the high school. It is a distinct disappointment\nto many college freshmen, who have enjoyed superior teaching in their\nhigh schools, to come to college and find antiquated and inferior methods\nand ineffective teaching. Particularly in a college for the preparation of\nteachers the instructional staff must be composed of members who themselves\nare capable teachers.\nOther\n\ncharacteristics — A few other characteristics of the effective member\n\nof a college faculty will be briefly mentioned.\nThe instructor should be sympathetic with young people and their prob¬\nlems. Some capable teachers seem to lose this characteristic as they grow in\nage, while others retain it. Some method should be found to retire or change\nthe duties of any staff member who loses this desirable characteristic, for\nhis effectiveness is undoubtedly impaired, regardless of the other evidences\nof his capability.\nSuch matters as a pleasing personality and the ability to get along with\nothers are essential for any one whose work brings him constantly into con¬\ntact with other persons. Average or better than average health and physical\nvigor are highly desirable as personal traits.\nSome would lay great emphasis on experience as an important character¬\nistic of a capable college instructor. My own opinion is that we have de¬\ncidedly over-rated this trait in the past. One who has the other desirable\ntraits that have been described will not long be handicapped by lack of\nexperience, and I doubt if even at the very first his lack of experience is of\nany great importance. In the study completed a few years ago for the North\nCentral Association it was found that average length of experience of the\nmembers of college faculties actually correlated negatively with the general\nexcellence of the institutions. This is, of course, not a conclusive argument\nto the effect that experience is disadvantageous, but it at least seems to shift\nthe burden of proof to those who would give great weight to experience as a\nhighly desirable characteristic for an effective college teacher.\nResearch\n\nand\n\nscholarly productivity — Most\n\nof those who\n\nhave written\n\nand spoken on this subject of desirable characteristics of the college faculty\nmember\n\nstress the ability to do research and the production of scholarly\n\nwritings as evidence of a well-qualified staff. To a certain extent this is a\nvalid criterion, for the person who has the scholarly interests, previously\ndescribed as important, is very likely to find many things which he may\nwish to investigate, and he will have a desire to publish his findings. I am\ninclined, however, to think that we tend to over-rate research and publica¬\ntion, particularly in the case of the staffs of teachers colleges. The facts are\nthat the staffs of teachers colleges usually rate low on this criterion.\n\n"}
{"page": 311, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n305\n\nEmphasis on scholarly productivity seems entirely justified in the faculty\nof a university or graduate school, for such institutions are giving training\nin research and naturally this can be done best by a staff whose members\nare producers of research. For the most part, the teachers colleges are not\nengaged in training students in methods of research. True, a number are\nnow giving master’s degrees, but this program is rapidly losing caste as\ngraduate work, and the sooner it is recognized as merely a fifth year of\ncollege work the better it will be for all concerned. Certainly after a num¬\nber of the states have begun to require the master’s degree for certification\nof high-school teachers it will be impossible to retain the emphasis on re¬\nsearch that characterized the master’s degree of a decade or two ago. The\nfact that the teachers colleges will not be training students for research will\nlessen the need for them to have on their staffs professors who are themselves\nproducers of research.\nPerhaps the emphasis in selecting a teachers college faculty should be on\nthe ability to be a good consumer of research rather than a producer of it.\nIn the preparation of college teachers relatively little attention is given to\ntraining that would lead one to be a critical consumer of research. Much\nof the professional literature now published needs to be scanned very\ncritically before being accepted, and no college cap have too many people\non its faculty who are skilled in discriminating between research that is\ncapably conducted and that which is unsound in its methods, between re¬\nsearch that is significant and that which is insignificant. The college teacher\nneeds to have the further ability to synthesize the findings of separate re¬\nsearches, to add them up and see what they all mean, for most of the\npublication of research findings is fragmentary and unconnected. Perhaps\nthe graduate schools have assumed that by training students to be producers\nof research they would automatically become intelligent consumers of it,\nbut I would guess that the carryover is not necessarily large and that the\ntwo abilities might not be highly correlated in individual persons.\nA mere count of the number of articles and books published offers a\ntemptingly simple index for evaluating the scholarliness of a faculty mem¬\nber, and despite what has just been said it undoubtedly has some validity\nas a measure of the faculty as a whole. The publications, however, need not\nalways be of a true research nature in order to give evidence of the kind\nof qualities that should be prized in a teachers college instructional staff.\nHow\n\ncan effectiveness be determined? — The\n\nfaculty member\n\nshould have\n\nappropriate recognition for the effectiveness of his services. As college ad¬\nministrative officers you may well raise the very important question of how\nthe responsible executive can determine the effectiveness of the individual\ninstructor. Some might say that effectiveness of teachers cannot be deter¬\nmined, and one might even offer fairly convincing proof that present\ntechnics for making such an evaluation are faulty. But the practical fact is\nthat the job of evaluating the worth of services has to be done in every\ninstitution, regardless of its theoretical impossibility. Someone has to deter¬\nmine whether a given faculty member is to be dismissed or retained, to be\ngiven a promotion in rank or not, to have his salary increased or not.\n\n"}
{"page": 312, "printed_page": null, "text": "306\n\nNational\n\nEducation\n\nAssociation\n\nThese are responsibilities that cannot be dodged. If they are performed\nincapably, the individual staff members and the institution as a whole are\nbound to suffer, the students will ultimately pay the penalty in relatively\ninferior instructional service, and the really capable instructors will leave\nthe college for positions in other institutions where the administration dis¬\nplays greater perspicacity.\nSome time ago the president of a well-known eastern college attained\nsome undesirable notoriety by making the statement that he did not know\ngood teaching when he saw it. Most of his critics were disposed to ask what\nbusiness such a person had being president of a college. If the gentleman’s\nremarks are interpreted charitably as meaning that one or two visits to an\ninstructor’s classes, or perhaps merely the chance gossip of the campus, afford\nthe president little clue to the effectiveness of a teacher, perhaps many would\nagree with him.\nIt is surprising that as yet there is no conclusive evidence concerning the\nvalue of different methods of evaluating the effectiveness of college teachers.\nAre the judgments of deans and department heads generally sound and\nbased on sufficient evidence and insight, or are they often biased and\nwarped by personal factors, even including jealousy? Are the opinions\nheld of the instructor by his own colleagues on the teaching staff a valid\nindication of his real ability, assuming one can get a frank expression of\nthose opinions? Are the opinions of students trustworthy, and will students\nbe as quick to report or discuss excellent teaching as they are to complain\nwhen they think they have a grievance? Can one trust the judgments of\nalumni, particularly after the years have thrown a rosy halo around their\nmemories of days on the campus? These are important questions for the\ncollege executive, and yet there is at present almost no objective evidence\nby which they can be answered.\nSome have suggested that, if students could be followed into their jobs,\nthe effectiveness with which they were taught could be judged by their\nability to do the work for which they were trained. This method also has\npitfalls, for it would be difficult to prove that their effectiveness or ineffec¬\ntiveness was due solely to their college preparation. It would also be diffi¬\ncult to prove just which one of the score or more of faculty members\nunder whom the ex-student had studied had contributed to the ability to\nperform on the job.\nMost college presidents would probably admit that this task of evaluating\nthe worth of an instructor’s services is done very poorly at present, and yet\nthis duty is one of the most important responsibilities of the office. An ath¬\nletic coach can be rated for effectiveness very objectively; perhaps that is\none of the important reasons why a capable coach can command a salary\nmuch higher than that of most faculty members in the same institution. One\ncynically inclined might like to imagine what would happen to professors of\nacademic subjects if they had to undergo as critical a rating for effectiveness\nas the football coach does every time his team plays a game. One of the\ngreatest contributions that could be made toward increased effectiveness in\ncollege teaching would\n\nbe the invention of some reliable measure\n\nor meas-\n\n"}
{"page": 313, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\nures by which the general capability of faculty members\ndetermined.\nWhat\n\nAre\n\nthe Distinctive\n\nElements of an\nFaculty?\n\nEffective\n\n307\n\ncould be objectively\nTeachers\n\nCollege\n\nWe have reviewed somewhat extensively the individual and group char¬\nacteristics of an effective college faculty, but the question remains as to\nwhat characteristics are particularly distinctive of a strong staff in a college\nfor teachers. To my mind there is just one answer to this question — the\nability to teach. This is the sine qua non of an effective instructional staff\nfor a teachers college. Research and scholarly production are of secondary\nimportance in comparison with ability to teach, and most of the other charac¬\nteristics mentioned obtain their importance because they contribute to or\nare related to effective teaching.\nOther desirable characteristics should not and need not be sacrificed in\norder to obtain a corps of capable teachers. None of these desirable charac¬\nteristics is antagonistic to the cultivation of teaching ability. In all other\nrespects, with the possible exception of ability to do research, the teachers\ncollege staff should be fully the equivalent of the faculty of the better colleges\nof liberal arts and the universities of its region.\nIn endeavoring to obtain all these other desirable characteristics plus this\nprime essential of ability to teach, the college for teachers must face the\ncold fact of competition for the services of the most capable. When the de¬\nsired qualifications are rigidly specified and when those qualifications are\npossessed by few available persons and are in demand by many institutions,\nan institution can get what it seeks only by paying the price. The price may\nhave certain elements other than salary, but it is still “money that makes\nthe mare go.”\nSo, in closing, I am led back to the point with which I opened this dis¬\ncussion of the desirable qualifications of a teachers college faculty. Extreme\ncare in selection and an attractive salary scale are essential for any teachers\ncollege that would\n\nhope to have a superior instructional staff.\n\n"}
{"page": 314, "printed_page": null, "text": "1\n\nONE CHART\n\n[ 308 ]\n\n"}
{"page": 315, "printed_page": null, "text": "American\n\nWHAT\n\nH.\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n309\n\nIS THE ESSENTIAL NATURE\nOF A TEACHERS\nCOLLEGE\nADMINISTRATIVE\nSTAFF?\n\nL. DONOVAN,\n\nPRESIDENT,\nCOLLEGE,\n\nEASTERN\n\nKENTUCKY\n\nRICHMOND,\n\nSTATE\n\nTEACHERS\n\nKY.\n\nColleges are established for the purpose of educating youth. Teaching is\nthe important work of a college. If the teaching of a college is excellent,\nthe college is a success; if the teaching is poor, the college is a failure. The\nmeasure of the usefulness of a college to society is determined\nacter of its instruction.\n\nby the char¬\n\nThe administrative organization is a device to facilitate instruction in\nthe classroom. It is the function of administration to create an environment\nin which the teacher and the student may pursue their search for knowledge\nunder the most favorable circumstances. The administrative officers of a\ncollege are the servants of the teachers and the students. It is their business\nto prepare the way for teachers, so that the processes of learning for both\nteachers and students may be uninterrupted. The only excuse for the exist¬\nence of an administrative staff is that its activities contribute to better teach¬\ning.\nThe administrative officers of a teachers college are determined by the\nsize of the student body and the essential operations and activities of the\ninstitution in its services to the students. An analysis of the functions of a\nteachers college reveals that it participates in the following activities : ( 1 )\nteaching and productive scholarship; (2) non-curriculum interests of stu¬\ndents; (3) business management, accounting, and budget control; (4)\nhealth of students; (5) administration of auxiliary agencies, such as the\ntraining school and library; and (6) maintenance\ntions.\n\nof proper public rela¬\n\nTo administer properly these activities, an administrative staff is essen¬\ntial. What offices are desirable ? What shall be the professional relationships\nbetween the various offices?\nChart One is a schematic arrangement of a typical American teachers\ncollege. This does not represent a perfect pattern for the organization of\nan administrative staff. Many variations of this pattern may be made that\nwill achieve as effective results in the administration of a college.\nRelationships\n\nThe most important problem in the administration of a college is a clear\nunderstanding of the proper relations that should exist between the board of\ntrustees, the president, the faculty, and the students. All parties interested\nin the welfare of the college too frequently have little or no comprehension\nof their function in the development of the program of the college. Their\nactions have been sincere ; their motives good. But their appreciation and\nunderstanding of the nature of the desirable relations that should exist have\noften been fallacious.\nWe\n\nhave usually patterned the administration of our colleges after big\n\nbusiness. The college is regarded as a corporation : the trustees are its direc-\n\n"}
{"page": 316, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\nAssociation\n\ntors ; the president is the chief executive ; the faculty members are the work¬\ners; and the students, all too often, are the non-voting stockholders trusting\nthat they may get a dividend. The acceptance of big business as a model for\ncollege administration has resulted in giving too much power to boards; it\nhas tended to make the president the “big boss”; and it has humbled\nties.\n\nfacul¬\n\nCorporative administration is not a desirable pattern for the administra¬\ntion of a college. The faculty needs to be exalted ; its work with students is\nthe vital thing on the college campus. The president and the trustees should\nmore and more take the attitude that they are working for and in behalf\nof the faculty and students. The best results are obtained when trustees,\npresident, and faculty regard college administration as a cooperative affair\nin which all have a part.\nThere are certain areas in the administration of a college which must,\nfor the sake of efficiency, be allocated to the trustees, the president, and the\nfaculty. Very briefly at this point we shall indicate the function of each.\nThe trustees represent the public in the management of the institution.\nThey are the custodians of the property and the guardians of the institution’s\nfunds. They should have an interest in seeing that the college is adequately\nprovided for and that its budget is properly spent. They should plan new\nbuildings as they are needed for the proper growth and development of the\ninstitution. They are the protectors of the legal rights of the college.\nThe board should select a president when a vacancy occurs in this position.\nThe trustees should serve as the legislative body with regard to all questions\nof policy-forming that do not properly belong to the faculty. The board\nshould pass upon the recommendations of the president and advise him on\nall problems relating to the general welfare and the advancement of the\ncollege. The board of trustees should approve or reject nominations of the\npresident for faculty appointments. It should never, under any circum¬\nstances, initiate the appointment of a faculty member.\nThe trustees should manifest a genuine interest in the welfare of the\nstaff, the students, and the alumni. They should help the president and the\nfaculty interpret the aims and objectives of the college to the public.\nThe president is the executive officer of the college. He will recommend\npolicies and programs to both the board and the faculty. When these policies\nare approved, he will see that they are executed. The\n\nwise president will\n\navoid making his college a one-man institution. He will seek the advice\nand judgment of faculty members in initiating programs and policies. A\nnew appointment to the staff should never be made without the approval\nof the applicant by the dean and the head of the department in which the\ninstructor is to work.\nA college president may properly regard himself as a liaison officer be¬\ntween the board of trustees and the faculty. He represents each organization\nwhen appearing before the other. A more\nwill be discussed later in this paper.\n\nextended statement of his work\n\n"}
{"page": 317, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n311\nThe college faculty is primarily concerned with the development of the\nspirit of learning on the campus. The faculty should, therefore, be the\nlegislative body charged with the responsibility of establishing principles,\nrules, and regulations for the conduct of the course of study and the ad¬\nministration of student affairs. The educational policies of the college should\nbe determined\n\nby the faculty. It is better qualified to do this than either the\n\nboard of trustees or the president. Control of the curriculum, fixing stand¬\nards for graduation, and policies governing extracurriculum activities, such\nas athletics, clubs, fraternities, societies, and all other similar student organi¬\nzations, are problems the very nature of which belong to the faculty.\nThe rights, powers, and authority of different governing groups in an\ninstitution should be set forth in a written constitution for the college, so\nthat all members of the different organizations of the institution may know\nthe work and function of each organization and individual connected in any\ncapacity with the college.\nAdministrative\n\nThe\n\nOfficers\n\nessential administrative officers of a teachers college are : president,\n\ndean of instruction, dean of men, dean of women, registrar, college physi¬\ncian, director of training school, librarian, business manager, and director of\npublicity. Each of these officers has assistants who aid him in the discharge\nof his work. Many variations of this administrative organization are ad¬\nmissible without handicapping the work of the college. In a few institutions,\nthe positions of dean and registrar are combined. In some of the smaller\nteachers colleges, the dean is also the director of the training school. The\ncombination of the office of dean and head librarian, tho not usually prac¬\nticed, is, nevertheless, a consolidation of activities that offers excellent\npossibilities for smaller colleges.\nA consideration of the essential nature of an administrative staff involves\nnot only the setting up of an organization but a study of the qualifications\nfor and the work of each officer in the proposed organization.\nThe\n\nPresident\n\nThe chief executive officer of the teachers college is the president. The\npresident is selected by the board of trustees. The election of a president is\nthe most important responsibility a board ever discharges. “This is the\nboard’s most important function. Upon the character and competency of\nthe president depend the effective determination and realization of institu¬\ntional policies. The board should adopt definite standards in making its\nchoice. It should not reach a decision without a thoro examination of the\nrecords of several available individuals. . . . No president should be chosen\non mere personal or political grounds. The board should consult the leaders\nof the faculty, students and alumni whenever possible.”1\nThe president should be a man of broad scholarship and vision. He\nshould be familiar with the problems of administration in an institution of\nhigher education. He will need wisdom\n1 Elliott, Edward C.; Chambers, M. M.; and\nEducation. New York: American Book Company,\n\nto solve the baffling problems pre-\n\nAshbrook,\np. 186.\n\nWilliam\n\nA. The\n\nGovernment\n\nof Higher\n\n"}
{"page": 318, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nAssociation\n\nsented to him. He should possess tact to meet the host of people with whom\nhe must deal. He must have courage, for many times he will have to say\n“No” when it would be very agreeable to say “Yes.” He will find patience\na virtue and sympathy an asset. He cannot afford to be too sensitive to\ncriticism; in common parlance, he must “be able to take it.” He will dis¬\ncover that the ability to mix and mingle with people and make friends is\nof inestimable value. He should be a speaker of no mean ability, for on\nmany a platform and in many a forum he will be called upon to represent\nhis college. He will be expected to be a student not only of his institutional\nproblems but of contemporary civilization. He must possess the physical\nstrength, energy, and drive to carry on for long hours, for his capacity for\nhard work will determine in no small measure his success. The president\nshould be the embodiment\n\nof all these and many\n\nother virtues, but there is at\n\nleast one more quality which he must possess in abundance — leadership.\nThe position of president is essentially that of leadership. He may be a\nmarvel in other respects, but if he has not the gift of leadership, his ad¬\nministration is doomed to failure. This leadership involves the ability to\ninspire others ; the vision to plan a program ; an enthusiasm for his plan that\nnever ceases until the last objective is achieved.\nThe president in his time plays many parts. His most important act\nprobably is the selection of a faculty. Just as a board of trustees performs its\nmost important work in the selection of the right man for president, like¬\nwise the president renders his best service to an institution in choosing wisely\na faculty. Good teachers are more valuable to a college than buildings,\nlaboratories, or other equipment. The president will find no more difficult\ntask than that of discovering teachers of scholarship, teaching skill, and\nenthusiasm.\nThe president of a modern college is more of a business man than an\neducator. It should be understood that he cannot be one or the other; he\nmust be both a business man and an educator. But (the business activities of\nthe college are certain to consume\n\nthe larger part of his time. First, it is\n\nthe president’s responsibility to secure an appropriation for the maintenance\nand operation of the college. In public colleges, it is necessary for him to\nappear before the governor and general assembly of his state and present\nthe claims of his institution. In private institutions, the president must appear\nbefore foundations and men\n\nof means\n\nand present the needs of his college.\n\nIt is a difficult assignment in either incident. But the measure\n\nof the presi¬\n\ndent’s success in obtaining adequate funds for the maintenance\ndetermines the usefulness of his college to society.\n\nof the college\n\nAfter the appropriation has been secured, the making of the budget is\nthe next important job of the president and his staff. The president must be\nfrugal and must spend wisely. He will have all kinds of requests for funds.\nFaculty members will ask for more assistants, new equipment, and a multi¬\ntude of things, many of which add very little to the effectiveness of the\ninstruction. The inability of college administrators to increase faculty salaries\nis in no small measure due to the insistence of many teachers for additional\n\n"}
{"page": 319, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\nhelp and other sundry expenditures. To\n\nthe many\n\nrequests for most new\n\n313\n\nitems in the budget, the president must be able to say “No.” But he should\nsay “No” in such a way as to convince the petitioner of the wisdom of his\nrefusal, so as not to offend the ambitious teacher and cause him to lose\ninterest in his work. The executive officer of a college can never forget for\na moment that he is also a builder of morale, one of those very important\nunseen values which must be nourished on every campus.\nAfter the budget has been prepared and approved by the governing\nauthority of the college, it will demand constant supervision. It will be\nnecessary for the president to see that each department lives within its\nallotment. In the purchase of equipment and supplies, he will have fre¬\nquently to determine that the prices of the goods are reasonable and that\nthe values are up to standard. Colleges are included on the “sucker lists”\nof many scheming business enterprises. The college president, as well as the\nbusiness manager, must be on guard to see that every dollar expended for\nthe institution brings in return a dollar’s worth in services or goods. If a\ncollege president has been prudent, thrifty, and economical in the manage¬\nment of his personal business, this is a good index as to his ability to ad¬\nminister successfully the funds of the college.\nThe college president usually lives on the campus. He is expected to\npreside over the activities of the college. He must welcome visitors to the\ninstitution and must frequently entertain them in his home. His home be¬\ncomes a part of the institution, where faculty members and students are often\ninvited for social functions. The president is expected to preside at the\nconvocation or chapel programs. He calls the faculty together for the con¬\nsideration of business and professional problems before the institution. More\nthan any other individual, he is responsible for the decisions which\n\nthe\n\nfaculty members may make in their deliberations. It is his business to ad¬\nminister the policies approved by the faculty. On matters of discipline he\nusually is the final authority. All serious cases of discipline eventually reach\nhis office for final disposition. The president’s office door must be wide open\nto the public. Students should always have easy access to him. Members of\nthe faculty want his advice on all sorts of problems. In any institution where\nmany people live and work together in close proximity, petty jealousies and\nconflicts frequently arise. It is the business of the president to serve as peace¬\nmaker. His position is like that of an oiler of a great machine ; he must\nkeep down the friction. All these and many more activities too numerous\nto record keep the college president on duty almost day and night. Probably\nhe is able to stand up under the strain because of the variety of his activities.\nThey lend spice to his work.\nThe manner in which the college president disposes of the minor prob¬\nlems of his office determines to a large degree the morale of the college.\nThere is nothing more important to the success of an institution than its\nmorale. It is an intangible thing, but as easily felt as it is essential to the\ngeneral welfare of a college. Many people are responsible for the atmosphere\nof a college, but the president, somehow or other, must see that high morale\n\n"}
{"page": 320, "printed_page": null, "text": "314\n\nNational\n\nEducation\n\nAssociation\n\nprevails on his campus. There is no prescription for creating morale. It is\nusually found in those colleges where teachers and students are happy in\ntheir work. Good living conditions for both faculty and students help to\ncreate such an atmosphere. An intelligent social program makes a contri¬\nbution to school spirit. Morale will usually be found in a friendly college.\nRemoval of those petty causes of annoyance to both students and staff tends\nto create a wholesome spirit on the campus. Keeping people happy and busy\nin constructive activities is the best way to preserve a good morale on the\ncampus. Faculty and student participation in the administration of the col¬\nlege tends to beget a high morale.\nPublic relations are nothing less than morale beyond the confines of the\ncampus. It is the attitude of the public toward the college. Here again\nmany people are responsible for the creation of the right attitudes of the\npublic. But the college president and the board of trustees must lead. The\npresident should see that the public is informed regarding the aims and\nobjectives of the college. This is usually done thru the catalog, folders,\nand bulletins published by the college and thru public addresses by the\npresident and members of the faculty. The college president is often in\ndemand\n\nfor addresses before alumni\n\nmeetings, churches, teachers associa¬\n\ntions, women’s clubs, luncheon clubs, commencements, etc. The public\nassociates him with his college. If he makes a good impression, the college\nbenefits. If he fails, the college suffers. Because of this fact, the president of\na college cannot afford to appear before an audience unprepared. The\npreparation of many addresses during a year may be a terrific drain on his\ntime and energy, but he must make the sacrifice if the public is to form a\ngood opinion of his college. Public relations have loomed so large in the\naffairs of most colleges of today that most institutions have employed an\nassistant to the president to direct these activities; but with a director of\npublicity, the college president is still responsible for his activities and must\nsupervise his work.\nThe important business of a college is teaching. The college president\nmust keep his staff convinced of this fact. To do this, it will be necessary\nfor him to be genuinely interested in teaching. If he can spare the time, he\nshould sometimes visit classes. More often he should talk with faculty\nmembers about their teaching. The president should see that most of the\ntime of the faculty meetings should be consumed\n\nin discussing ways\n\nand\n\nmeans to secure better instruction. A college faculty should be teaching¬\nconscious, and it is the business of the president and the dean to secure this\nresult. Altho the president of a college rarely finds time to teach, never¬\ntheless there is no person connected with the college that has a greater in¬\nfluence on the standards of scholarship prevailing on the campus. If the\npresident is a scholar himself and has a genuine interest in scholarly pursuits,\nhe will have great influence on his colleagues and students.\nThe one responsibility of a college president which demands more vision\nand statesmanship than any other of his duties is the charting of a program\nfor his institution. Long-range\n\nplanning is essential for any college. These\n\n"}
{"page": 321, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n315\n\nplans must be initiated by the president, must be debated, considered, and\napproved by the board of trustees. Such a program constitutes a series of\nplans. There are plans for financing the college, plans for future building,\nand plans for the educational development of the institution. In the building\nof an educational program for a college, the president will be working con¬\nstantly and in close cooperation with his board. It is here that he should\nprove himself to be an educational statesman. His professional training as\nan educator will enable him to lead in the planning, but he will also have to\neducate his board regarding the needs of the college, its aims and objectives,\nand carry it along with him in the achievement of the goals. Planning with\nthe board involves much work for the president. In some institutions, it\nmeans quarterly reports, and in others, one comprehensive annual report.\nThese reports can be prepared only by diligent thought and effort. They\nshould be based on data obtained from a study of the activities of the col¬\nlege. Thru such reports, the president interprets the college to his board\nand the public.\nThe development of colleges has brought about a great division of labor.\nFor a period of fifty years after Harvard was established, the president was\nthe chief executive officer, the dean, the registrar, the business manager, and\nthe faculty. As the institution grew in size, professors were added to the\nstaff, but for over a century the president continued to look after all the\nadministrative details of the college.\nMany college graduates of forty years ago had the experience of being\nenrolled by the president when they entered college. The president was\ntheir guide and counselor so far as they had guidance during their col¬\nlege careers. Those were days, however, when colleges were small. But\nwfith the growth and development of colleges, the arduous duties of the\npresident became too heavy for any one individual to discharge. It was then\nthat new staff members began to be added to relieve the pressure on the\npresident. First, there was the business manager, then followed the dean,\nthe registrar, and in more recent years the dean of men, the dean of women,\nand other administrative officers. These new administrative officers are the\nrepresentatives of the college president. Their offices were established be¬\ncause it became physically impossible for the president to discharge all the\nadministrative responsibilities effectively.\nThe president of a modern college administers his institution largely\nthru these administrative assistants. To each are assigned specific duties.\nWhen these offices function properly, the college is administered effectively.\nThe administrative assistants of the president may well be regarded as\nhis cabinet. Frequent conferences with them are necessary. Their advice\nand counsel should be sought regarding many problems facing the college.\nSince they represent the president in their various departments, they should\nbe men and women possessing in a degree the same qualities of mind and\nheart and professional skill and leadership as has previously been outlined\nas the qualifications of a good college president. In their special departments\nthey should be experts.\n\n"}
{"page": 322, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nThe\n\nAssociation\n\nDean\n\nThe college dean is a relatively new administrative officer. He is nearly\nalways second in command. In the absence of the president, the dean usually\ndirects the affairs of the college. He often succeeds to the presidency on the\ndeath or retirement of the president. He, therefore, should possess all the\nqualifications of intellect and leadership essential to fill this office.\nThe dean has two primary functions. First, his work relates to the per¬\nsonal welfare of the students. He must serve as counselor to every student.\nHe should give as much attention to the brilliant student as to the dullard\nor loafer who frequently clutters up the office of the dean and consumes\nentirely too much of his time. He will from time to time have to administer\ndiscipline to the laggard, but more frequently he should be stirring the\nimagination and arousing the ambition of the gifted student with regard\nto his future welfare.\nIn the office of the dean should be deposited all the personnel data with\nregard to each student. The dean needs to know the life history, talents,\nshortcomings, and problems of every student. The personnel work of the\ncollege may be carried on by a number of different officials, such as the\ndean of men\n\nor dean of women,\n\nthe college physician, the psychologist, and\n\nothers. It is in the dean’s office, however, that personnel records should be\ndeposited, so that he may get a total picture of the student, thus enabling\nhim to diagnose each case before him intelligently.\nThe\n\nlate President Thwing,\n\nof Western\n\nReserve University, said of the\n\ndean: “His giving of counsel is to be filled with wisdom and with love.\nIt is to be intimate and personal, yet not too intimate, and never rudely\ninquisitive. His association with every student is to be pervaded by an\natmosphere of optimism. His relation should be filled with a vision of what\nthe student should be at fifty. His imagination should be colored by hope\nandThefaith.”2\nsecond big responsibility of the dean is his work with the faculty.\nMore than any other person connected with the college, he is responsible\nfor the scholarship of the institution. It is his business to keep the faculty at\nwork. He determines faculty loads. He sees that schedules are carried out\nas planned. He is largely responsible for such supervision of instruction as is\nmade in colleges. He keeps faculty members interested in their work. He\nencourages them in their research and study. He urges them to write. He\nsees that they are rewarded for good teaching and creative contributions.\nIt is the dean who is charged with the responsibility of seeing that the\ncharacter of instruction on the campus is of a high order.\nThe dean should usually serve as chairman\n\nof the curriculum\n\ncommittee.\n\nSince he deals primarily with problems of students and faculty in relation\nto the instruction of the college, he must manifest a deep and abiding interest\nin the curriculum of the institution. He can do much to improve the quality\n2 Thwing,\np. 195.\n\nCharles\n\nFranklin.\n\nThe\n\nAmerican\n\nCollege\n\nand\n\nUniversity. New\n\nYork:\n\nMacmillan\n\nCo.\n\n"}
{"page": 323, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n317\n\nof instruction by constantly working with the faculty on desirable curriculum\nchanges.\nThe\n\nRegistrar\n\nThe registrar of a teachers college is the custodian of the educational\nrecords of the institution. Within the past quarter of a century, colleges\nhave placed great emphasis upon educational records. They are today as\nimportant in a college as financial records and must be kept as accurately.\nThey have a financial value to the students. They represent both time and\nmoney to those who attend the college.\nThe registrar will administer admissions to the institution. All problems\nrelating to entrance into and transfer from the college should be handled\nby this official. In most institutions, all procedures relating to the registration\nof students are taken care of by the registrar. This involves the planning of\nschedules and advice to the students on courses to pursue.\nMuch of the correspondence with prospective students should be taken\ncare of by the registrar. He is in a position to know the offerings of the\ncollege and can advise prospective students accurately regarding the cur¬\nriculum.\nIt is the duty of the registrar to make statistical analyses of the data in\nhis office and furnish these studies to the president, the dean, and the faculty.\nThe spirit in which the registrar performs his functions is of major im¬\nportance. Back of the performance of all his duties, the registrar should\nkeep in mind the function, the ideals, and the objectives of the college.\nThe\n\nDean\n\nof Men;\n\nthe Dean\n\nof Women\n\nThe dean of men and the dean of women serve the students in a very\npersonal way. They are charged with the responsibility of seeing that the\nliving arrangements of students are conducive to good study, to the building\nof character, citizenship, and high ideals of home life.\nThe social program of an institution should be subject to review by the\ndean of men and the dean of women. These officials will participate with\nstudents in planning a constructive social program. It is their privilege to\ndevelop gentle manners, good form, and the social amenities of life in the\nstudents with whom they work.\nTo the dean of men and to the dean of women will come young men and\nyoung women with a multitude of personal problems. The deans will listen\nto the burdens of these young people and offer them counsel and guidance.\nTheir personal relation with students will frequently approach that of\npriest to confessor. They must, therefore, possess those qualities of mind\nand heart that will lead them to develop ethical character and promote\nspiritual values in the lives of students.\nDirector\n\nof Training\n\nSchool\n\nThe director of the training school serves as a superintendent of schools\nin administering the affairs of the training school. He deals with children\nand their parents, supervises the instruction of the school, plans with faculty\nmembers observation and demonstration lessons, and assigns student teach-\n\n"}
{"page": 324, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociation\n\ners to the different rooms for their practice teaching. Cooperating with the\ncritic teachers, he should be responsible for the supervision of the work of\nstudent teachers and see that results are obtained. The director of the\ntraining school should work in close harmony with the entire college faculty\nand enlist its interest in the work of the training school. He is the liaison\nofficer between the college and the training school.\nThe\n\nThe\n\nLibrarian\n\nlibrary is the most important auxiliary agent of the college. No\n\ncollege can expect to achieve a good quality of work without a well-admin¬\nistered library. The librarian is more than a keeper of books; he is a stimu¬\nlator of intellectual interest on the campus.\nThe librarian, working with a faculty committee, should select the new\nbooks that are placed in the library. This official should see that the library\nemanates an atmosphere wherein students and faculty may study and work\nunder the most pleasant circumstances. The librarian should provide, if\npossible, open shelves where all students may be permitted to browse among\nthe books.\nThe librarian and his staff should see that preliminary courses are offered\nstudents that will teach them how to use books economically and efficiently.\nTo achieve this objective, all freshmen should be required to take at least one\ncourse in the use of the library.\nThe\n\nCollege\n\nPhysician\n\nThe college physician is the custodian of the health of the students in the\ninstitution. He is responsible for the health program of the college. It is his\nbusiness to give a physical examination to every student at the beginning of\neach college year. He should give such supplementary examinations from\ntime to time as are necessary. He will attend the sick in their rooms or in\nthe hospital. He should promptly isolate all cases which he suspects to be\ncontagious diseases.\nThe college physician is, primarily, charged with keeping the student\nbody well. He will, therefore, be interested in preventive medicine more\nthan curatives. To this end, he will administer an immunization program,\nvaccinating and inoculating students against such diseases as smallpox,\ntyphoid fever, influenza, and pneumonia. He should give tuberculin tests\nto all students and X-ray positive reactors.\nThe college physician should examine and inspect the buildings, dining\nhalls, cafeterias, and the living arrangements of students. It is his duty to\nsee that the college plant is a model of sanitation.\nThe\n\nBusiness\n\nManager\n\nThe business manager of the college will determine standards of work\nand methods of procedure for all secretaries, clerks, bookkeepers, technicians,\nskilled laborers, janitors, and other laborers.\nThis officer will assist the president in the preparation of the budget. He\nis responsible for controlling budget operations. He will collect the institu-\n\n"}
{"page": 325, "printed_page": null, "text": "American\n\nAssociation\n\nof Teachers\n\nColleges\n\n319\n\ntion’s income, see that the accounting system is adequate to the needs of\nthe college, and prepare financial reports from time to time for the presi¬\ndent and the board. The requisition of all purchases thru the state pur¬\nchasing agent should be made by the business manager. If the college does\nits own purchasing, he is the official who should do the buying. The business\nmanager will exercise general supervision over the operations of dining halls,\ndormitories, book store, post office, and other business operations of the\ncollege.\nThe superintendent of buildings and grounds should be directly respon¬\nsible to the business manager. Repairs, replacements, and improvements to\nthe buildings and grounds should be made only on the authorization of\nthe business manager. The business manager is primarily the custodian of\nall the property of the college. He will see that it is properly insured, ade¬\nquately protected, and kept in good repair.\nThe\n\nFarm\n\nManager\n\nIn institutions owning farms, the manager is sometimes responsible to\nthe business manager, but more often he reports directly to the president.\nThis official transacts the business of the farm and supervises its activities.\nHe plans the crops, which usually consist largely of gardens and orchards\nfor the production of food for the dining halls. On many college farms,\ndairies are operated to produce milk and other dairy products for the insti¬\ntution. The farm manager is responsible for the management of the farm\nto the end that it may serve as a demonstration for classes in agriculture.\nDirector\n\nof Publicity\n\nA director of publicity is not found in all the teachers colleges, but the\nwork of such an official is carried by someone connected with the institution,\nwhether the position officially exists or not. The work is done in some col¬\nleges by an alumni secretary or an extension director or a field agent or a\nsecretary to the president. The activities of such an office in some colleges\nare scattered among the members of the faculty and administrative staff.\nBut publicity must go on for colleges. It appears as essential for institutions\nof higher learning as does publicity for Ivory soap, Ford automobiles, or\nbreakfast foods.\nTo the publicity director is assigned the responsibility for the preparation\nof college bulletins and news stories emanating from the campus. He keeps\nin contact with alumni. He may do considerable field work contacting\nprospective students. Very often he represents the college before clubs, groups\nof teachers, and other public gatherings.\nFaculty\n\nParticipation\n\nin Administration\n\nCentralization of administration is economical ; it is also efficient. A few\nresponsible administrative officers who carry the burden of administrative\ndetails relieve the faculty of these duties so that its activities may be directed\ntoward good teaching and productive scholarship. Professors who have heavy\nadministrative responsibilities assigned to them often neglect the adminis-\n\n"}
{"page": 326, "printed_page": null, "text": "National\n\n320\n\nEducation\n\nAssociation\n\ntrative duties or their classroom instruction. Usually it is the teaching that\nsuffers. Let it not be assumed, however, that administration and instruction\nare to be entirely divorced. It is a good policy for administrative officers to\ndo some teaching, but not enough to interfere with their work as administra¬\ntors. On the other hand, faculty members should participate in the ad¬\nministrative work of a college, but only to the extent that this work will not\naffect the quality of their instruction.\nThe faculty usually discharges its administrative responsibilities thru\ncommittees. There are certain administrative problems that appropriately\nbelong to the faculty. Curriculum problems and the improvement of teach¬\ning are of this character. Committees of the faculty to work on curriculums\nand the improvement of instruction represent desirable types of faculty\nparticipation. Student loans and social programs of the college can be\nadministered by the faculty more effectively than by administrative officers.\nThe speaker once taught in a college where there was no dean and very\nfew administrative officers. The administration of practically every prob¬\nlem was in the hands of a faculty committee. As a result, faculty members\nwere harassed constantly with many petty administrative details; students\nwere frequently grieved because they felt neglected when they could not\nsecure prompt action on their problems; and classroom instruction often\nsuffered. There is no place in a modern\nministration. It is weak and inefficient.\n\ncollege for such a program\n\nof ad¬\n\nThere should be just enough faculty participation in the problems of\nadministration to enlist the interest of professors and keep them feeling that\nthey have a part in the direction of the affairs of the institution ; but\nadministrative assignments to teachers should not be so arduous as to inter¬\nfere with their teaching and productive scholarship.\n\nTHE\n\nM.\n\nESSENTIAL\n\nE. TOWNSEND,\n\nNATURE\nOF A TEACHERS\nSTUDENT\nBODY\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nCOLLEGE\n\nNEWARK,\n\nN.\n\nJ.\n\nIn describing the essential nature of the student body of a teachers\ncollege, it will be necessary for the most part to discuss the composition of\nthe student body as it should be, rather than that of student bodies of teachers\ncolleges as they tend to be today. In a substantial majority of states, publicly\nsupported teachers colleges have very little to say as to the essential nature\nof their student bodies, since graduation from an approved high school within\nthe state, accompanied by the recommendation of the high-school principal,\nis still the accepted means of entrance in a majority of teachers colleges.\nThe teachers college is a professional school preparing its students to\nbecome members of a profession having, potentially at least, a major social\nfunction to perform. Admitting that, only those persons should be admitted\nto the professional education portion of a teachers college curriculum who\nare found to be capable of withstanding the occupational hazards of this\nprofession with success to themselves and with reasonable acceptance by the\n\n"}
{"page": 327, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n321\n\nemploying school districts. These peculiar abilities are not hidden secrets;\nwe know pretty much what they are. It is conceivable that we can learn\nstill more of what they are and can learn to appraise the human recruits\nseeking admittance to the profession.\nThe prestige of our profession, by and large, is low as compared with\nthat of other like service occupations. The main reason for that low prestige\nis that we of the profession have taken the attitude, “Oh! Anyone can\nteach ; perhaps we should be careful about physicians, or nurses, or engineers,\nor lawyers, but teachers? Just so long as they can get thru college on\nthe lowest permissible standards, let them teach!”\nCan we, by processes of recruitment and later processes of selection,\nprovide a picked group of the most promising candidates for this highly\npersonalized occupation? I think the answer is no longer debatable. We can,\nif we are more interested in providing a competent body of professional\nteachers than we are in aping the liberal arts colleges in providing general\neducation. First-class engineering schools seem to be able to attract hightype students to their courses without extraneous incentives, even when\nthey make selection a very difficult and complicated affair. The same is\ntrue of medical schools and schools of social work and nursing.\nWhat\n\nare the conditions known\n\nto have a high degree of predictive re¬\n\nliability? These “essential nature” factors are not placed below in any\nascending or descending order. They are all important. The record of suc¬\ncessful performance can be presented to document their importance.\nA teachers college student should have as one of his “essential charac¬\nteristics” much above average mental ability, even measured against the\ngeneral ability of all college men (or women). Why? Because to under¬\nstand the profundities of human culture, human sociology, human intellec¬\ntual and emotional behavior requires a superior brain. One of the factors\nbogging down educational advance today is that too large a proportion of\nclassroom practicing teachers fall short of being able to comprehend that\neducation and “mastery of facts” are two different things; the one, pro¬\nfound and difficult; the other, relatively simple and of relatively less im¬\nportance.\nIn point of fact, the general ability of men and women going into teacher\npreparation is below the intellectual average of other college students. This\nis not true in our state but it ought not to be true anywhere.\nIn the second place, it is a known fact that a history of good physical\nhealth is almost a prime requisite for success in teaching. The teachers college\nstudent should be possessed of at least reasonably sound physical health and\nshould learn, as a professional, the importance of good health.\nClosely allied to physical health is mental (or emotional) health. An\ninfantile, maladjusted, neurotic, dissatisfied, complaining, spiteful teacher\ndoes not “get that way” suddenly. A personality is pretty far developed by\nthe time occupational selection is made. We all know that emotional in¬\nstability, thru psychic contagion, is a real hazard to children and youth.\nOf all the “essential characteristics” this looms up as a most important one.\n\n"}
{"page": 328, "printed_page": null, "text": "322\n\nNational\n\nEducation\n\nAssociation\n\nOne of the “essential characteristics” of a teacher is that he or she shall\nrichly enjoy other people and shall find happiness in cooperative effort. No\none “learns” this behavior all at once. If there is not a history of good\nsocialization, of feeling of acceptability to other people by the time a person\nreaches teachers college, in only a few cases can this be developed. The\nrecluse, the person who despises or looks down upon other people, is not fit\nto teach !\nTo these characteristics I would add that of a wide pattern of human\noccupational, cultural, and recreational interests. These can be discovered,\nfostered, and developed, but before the candidate reaches the stage of profes¬\nsional education he should show the pattern well beyond an embryonic stage.\nI want to call attention here to a certain tendency, perhaps unfortunate,\nthat too often teachers college students are recruited from socio-economic\nareas, which cannot furnish a basis for this background. This makes our\ntask especially difficult.\nThere is a personality factor which is more difficult to describe or to\ndiscover. This relates to a high degree of personal dependability and a\nstrong sense of the nature of human loyalty. This needs to be more than\nsimple “goodness.’’ It relates to the sense of insight or wisdom which will\nenable its possessor to tell the difference between conformity to the mores\nand the fundamental ethics of a situation. ^ oung people can have this char¬\nacteristic undeveloped or they can be found who have it better developed\nthan the average informed adult. Perhaps it is an anachronism, but I mean\nby this quality what once we called “moral integrity.” It must not be just\nwished for. It must be deliberately looked for — in the record of the life.\nThen, for teaching, we ought to look for a habit of good grooming; the\nsensitivity to the difference between refinement and fashion ; pride rather\nthan vanity; and a fine regard to the hygiene of good taste. Good looks\nhelp, but we can afford to be tolerant of a lack of beauty in face or figure\nif the inner sense of refinement saves from boorishness or slovenly taste.\nI suppose you all are saving at this moment,\n\n“We\n\nknow\n\nall this; why\n\nbring it up ?”\nMy main argument is that profoundly as we may agree with all that has\nbeen said, we seem to have a strange professional reluctance to do anything\nabout it. Unlike occupations wherein contact with other humans is a\nsecondary, not a primary, consideration, teachers are always “on parade.”\nThey hold in charge much of the hopes, the aspirations, the expectations of\na society. Mere erudition, which, scant as it is, we seem to put in first place,\nis not enough. The person of the teacher is the final bulwark of an educa¬\ntional system. We in America pay too little attention to it. Organized\npersonnel services, including a sound policy of recruitment and selection, are\nof quite as much importance as are campuses, buildings, curriculums, and\nlaboratories.\nWhat\n\ncan the teachers college do to insure a more\n\ncompetent\n\nstudent\n\nbody? If you agree with me in the assumptions made above concerning “the\nessential nature of the teachers college student body,” you will agree that\n\n"}
{"page": 329, "printed_page": null, "text": "American\n\nAssociation\n\nof Teachers\n\nfirst, a recruiting and selective procedure\n\nColleges\n\n323\n\nshould be set up, aimed\n\nat obtain¬\n\ning that kind of person as a candidate for teacher-training. Some of these\ncharacteristics are easy to measure. The arbitrary refusal to take into the\nprofessional school those with limited intelligence will automatically guaran¬\ntee a minimum of intellectual insight on the part of candidates for teaching.\nReally to have this insight into human\ncomplexities\namong\norder.\n\ngrowth\n\nand\n\nmaturation,\n\nof a social order, into the profundities\n\nother qualities, this thing we\n\nBut intelligence is not enough.\n\nGood\n\ninto the\n\nof a culture, requires\n\nloosely call intelligence of a high\nhealth is not an achievement\n\nonce\n\nand for all gained. Sound physical and emotional health needs to be safe¬\nguarded and promoted by constant attention. I think the requirement for\nan annual\n\nmedical\n\nexamination\n\nof all teachers college students is excellent.\n\nI am far more concerned, myself, as to whether really competent follow¬\nup and health advisement is available. We all appreciate the fact that\nemotional\n\nmaturity,\n\nabsence\n\nfrom\n\na sense of insecurity and\n\nstrain, adult\n\nemotional configurations, and freedom from gross infantilisms or abnormali¬\nties are essential to teaching success. The teachers college should be equipped\nto offer advisement and assistance to this end.\nWe\n\nappreciate the desirability of knowing\n\nmuch\n\nof the past life, family\n\nrelationship, social status, moral sensitivity, and recreational patterns of\nchildren in school. It is still more essential to know these facts about\nteachers college students.\n\nSome\n\nthings a teachers college cannot\n\nand with students, but during their four-year stay we\ndevelopment\nnature.\nWe\n\nof these “teaching\n\nmay\n\ndo for\n\naid them\n\nin the\n\ncharacteristics’’ so essentially personal in\n\nhave done only a portion of our task in educating teachers if we stop\n\nwith the provision of classroom\n\nteaching and the accumulation\n\nof academic\n\ngrades. The provision of proper orientation, of advisement, the promotion\nof extracurriculum activities of a wide and varied character, the development\nof continuing\nprograms,\neducation.\n\npersonal records, the administrative\n\nattention\n\nare, as I stated a few years ago, neglected\n\nto personnel\n\nphases of teacher\n\nIt is not sufficient that the teachers college student \"know enough.\"\nWhen he comes to the point of graduation and employment, we should have\nso worked with him in a conscious, direct manner, that we can place him\nin a type of position wherein he can be expected to succeed, with\nto himself and with honor to the college and the state.\nIn no other way\nand\n\ncan the professional school for teachers make\n\ncredit\n\nso great\n\nsignificant a contribution\n\nWithout\n\nto the. prestige of the teaching profession.\nthat rightful prestige teachers will still fail to impress the culture\n\nthey serve.\nFor the administrator,\n\nthe method\n\nwhereby\n\nthese essential qualities shall\n\nbe assured relates to factors occasionally overlooked.\n\nOur\n\nteachers colleges,\n\nas has been indicated today, are professional schools, preparing\nenter upon\n\nthe most highly personalized\n\noccupation\n\npersons to\n\nextant. Administrative\n\ntime, staffing, organization, and policy are quite as concerned\n\nwith personnel\n\n"}
{"page": 330, "printed_page": null, "text": "National\n\n324\n\nEducation\n\nAssociation\n\nas with instruction, in a teachers college. Our personnel cabinet is as im¬\nportant a policy body as our administrative and instructional cabinet. There\nneed be no dichotomy. It is one task.\nREPORT\n\nOF\n\nTHE\n\nCHARLES\n\nSECRETARY\n\nW. HUNT\n\nThe total membership of the Association remained the same during the past year,\n199. Changes in the membership for the coming year are indicated in the report of\nthe chairman of the Accrediting Committee.\nThe following table indicates the changes which have occurred in violations of\nStandards in the accredited institutions since 1929:\nAccrediting\n1929\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\nand Classification\n1930\n126\n\n116\n0\n4\n1\n12\n\n1\n3\n1\n44\n14\n13\n\n104\n10\n33\n5\n4\n69\n7\n11\n0\n3\n\n113\n0\n36\n2\n4\n0\n0\n\n263\n\n132\n\n1931\n\n1932\n\n140\n\n142\n\n0\n1\n0\n14\n13\n\n0\n0\n0\n\n1934\n\n1935\n\n146\n\n150\n\n153\n\n0\n3\n1\n0\n98\n\n53\n\n1936\n\n1937\n\n0\n0\n1\n107\n25\n0\n6\n0\n11\n1\n0\n\n—\n\n61\n\nNew inspections, 1938 .\nReinspections .\n\n0\n0\n0\n\n—\n\n13\n565\n0\n2\n11\n0\n\n10\n8\n1\n33\n\n—\n\n—\n\n1\n0\n88\n\n0\n12\n2\n0\n\n116\n\n157\n\n0\n0\n0\n\n0\n1\n481\n\n—\n\n1938\n\n157\n156\n\n—\n\n5\n11\n17\n2\n0\nS\n12\n0\n0\n1\n0\n\n2\n14\n0\n42\n8\n\n1933\n\n0\n0\n0\n\n—\n\n—\n\n22\n3\n5\n1\n11\n7\n0\n\n1\n142\n1\n8\n4\n0\n\n—\n\n—\n\n—\n\n0\n0\n0\n0\n0\n0\n0\n0\n0\n0\n\n—\n\n2\n0\n\n2\n0\n\n0\n0\n\n51\n\n32\n\n0\n\n7\n5\n\nThis table shows the changes in our institutions during the past ten years. Allowing\nfor inadequacies in the Standards, defects in the process, and other causes at work,\nthe record remains creditable as a program of self-education and self-improvement.\nTo indicate further the changes which have come about, data in the reports have\nbeen tabulated with respect to certain factors. The institutions for which comparisons\ncan be made between 1927 and 1937 (others began to report later) are as follows:\nAlabama\nFlorence\nTroy\n\nGeorgia\nCollegeboro\nMilledgeville\n\nIowa\nCedar\n\nFalls\n\nMichigan\nKalamazoo\nMt. Pleasant\n\nKansas\nArizona\nFlagstaff\nCalifornia\nSanta Barbara\n\nIllinois\nCarbondale\nCharleston\nDeKalb\nMacomb\n\nHays\nEmporia\nPittsburg\n\nMurray\nKentucky\nRichmond\n\nColorado\nGreeley\nGunnison\n\nIndiana\nMuncie\nTerre Haute\n\nLouisiana\nNatchitoches\n\nYpsilanti\nMissouri\nCape Girardeau\nKirksville\nMaryville\nWarrensburg\nSpringfield\nAlbany\nNew York\nBuffalo\n\n"}
{"page": 331, "printed_page": null, "text": "American\n\nNorth\n\nCarolina\n\nCullowhee\nGreenville\nNorth\n\nDakota\n\nDickinson\nEllendale\nMayville\nMinot\nValley City\nOhio\nCleveland\n\n(WRU)\nOxford\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\nCanyon\nCommerce\nDenton\nHuntsville\n\nOklahoma\n\nAda\nAlva\nDurant\nEdmond\nTahlequah\nWeatherford\n\nWisconsin\n\nEau Claire\nLa Crosse\nMenomonie\nMilwaukee\n\nNacogdoches\nSan Marcos\n\nOshkosh\nPlatteville\nStevens Point\n\nVirginia\nSouth\n\nDakota\n\nMadison\nSpearfish\nSpringfield\n\nEast Radford\nFarmville\nHarrisonburg\nWest\n\nTexas\n\nAlpine\n\n325\n\nSuperior\nWhitewater\nTotal : 70\n\nVirginia\n\nFairmont\nShepherdstown\n\nThe total number of volumes in the libraries has doubled, and the expenditure\nfor library books has increased somewhat, as shown in the chart below:\n\nNumber\n\nof Volumes\n\nin Libraries\n70 Schools Accredited in 1927\n\n1927\n\n1937\n*S35poo‘Z7cpoo*'>e, 3poo ‘jco.oco\n\nPeriodicals\nBooks .and\nExpenditure for Library 7cSchools\nAccredited\nin 19 Z7\n\n"}
{"page": 332, "printed_page": null, "text": "National\n\n326\n\nThe distribution of number\ntable :\nFrequency\n\nEducation\n\nof volumes\n\nDistribution\n\nAssociation\n\nin the library is shown\n\nof Number\n\nof Volumes\n\nin the following\n\nin Library\nNumber\n\nNumber\n\nof volumes\n\nof schools\n\n1927\n\n1937\n\nthan 10,000 .\n\n19\n\n10,000—14,099 .\n15,000-19,999 .\n20.000-24,999 .\n25,000-29,999 .\n50,000—39.999 .\n40.000-49,999 .\n50,000 and more .\n\n16\n117\n7\n4\n1\n705\n\n1\n1\n12\n13\n14\n9\n10\n70\n10\n\nFewer\n\nTotal .\n\n.\n\n1927\n25th percentile .\nMedian .\n75th percentile .\nTotal .\nMean .\n\nFrequency\n\nDistribution\n\nAmount\n\nFewer\n\nof Expenditures\n\nspent for books\n\nand periodicals\n\nLess than $ 1,000. 00 .\n\n$ 1 .000.00-1 .499.99 .\n1,500.00-1,999.99 .\n2,000.00-2,499.99 .\n2,500.00-2,999.99 .\n3.000.00-3,499.99 .\n3.500.00-3,999.99 .\n4.000.00-4,499.99 .\n4.500.00-4,999.99 .\n5.000.00-5,999.99 .\n6,000.00-6,999.99 .\n7.000.00-7,999.99 .\nS. 000.00-8,999.99 .\n9.000.00-9,999.99 .\n10,000.00 and over .\n\n1937\n\nthan\n\n10,000\n21,345\n16,562\n27,856\n24,642\n41,249\n1,484,884\n2,900,824\n21,213\n41,440\n\nfor Library\n\nBooks\n\nand\n\nPeriodicals\n\nNumber\n\nof schools\n\n1927\n4\n7\n9\n13\n8\n4\n4\n1\n4\n5\n3\n1\n3\n704\n\nTotal .\n\n25th percentile .\nMedian .\n75th percentile .\nTotal .\nMean .\n\n$ 1,861.10\n$ 2,321.42\n2,624.99\n3,714.28\n4,812.49\n5,218.74\n265,091.51\n294,841.93\n3,787.02\n4,212.03\n\n1937\n6\n4\n3\n7\n3\n9\n7\n4\n6\n8\n4\n3\n2\n1\n703\n\n"}
{"page": 333, "printed_page": null, "text": "American\n\nAssociation\n\nOf\n\nTeachers\n\n327\n\nColleges\n\nThe following table indicates the differences in faculty preparation, and the ac¬\ncompanying chart presents this material graphically with the added factor of the\ndistribution of degrees for 152 institutions in 1937. The sampling of 70 institutions\nin 1937 is very nearly identical with the total distribution and it is fair to assume\nthat similar progress, if not greater progress, has been made in all the institutions\nover the period of ten years.\nFaculty\n\nPreparation\n\n1927\nPreparation\n\nDoctor’s degree .\n60 hours of graduate study .\nMaster’s degree .\nBachelor’s degree .\nNo degree .\nTotal .\n\nActual\nNumber\n365\n198\n1.809\n1,383\n538\n4,293\n\nPreparation\n\n1937\nActual\nPercent\n8.50\n4.61\n42.14\n32.22\n12.53\n\nNumber\n\n1 ,084\n601\n\n23.91\n13.26\n\n2,462\n341\n46\n\n54.30\n7.52\n1 .01\n\n100.00\n4,534\n\nof Faculty\n\nPercent\n\n100.00\n\n"}
{"page": 334, "printed_page": null, "text": "328\n\nNational\n\nThe\n\nEducation\n\nchart below, indicating the number\n\nAssociation\n\nof graduates\n\nat the different levels, shows\n\nthe steady trend toward higher levels of graduation, and the total attendance indi¬\ncates at the same time a slight decrease in the number of students in attendance.\n\n1007.\n\n9 57.\n\n907\n\n857\n\n0%\n\n5%\n\n107. 157.\n\n607\n\n7-52\n\n707.\n\n057.\n\n1,07. 557\n\nZ07. Z 57. 507.\n\n557.\n\n407. 45 7. 507. 557. 007. 057. 70%\n\n\\////\\Tshc> year 1\n\nGraduate^\n\nMore\n\n507.\n\n*157.\n\n1 Three year\n\n40%\n\n577.\n\n507. 257\n\nZ 07. 157.\n\n157.\n\n57\n\n757. &07. 55Z\n\n9 0%\n\n957. 1007.\n\nBachelor'sColleges\nDecree\n\nfrom no Teachers’\n\nQuality\n\n07.\n\n"}
{"page": 335, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n329\n\nThe table below giving the incomes of sixty-eight institutions in 1927 and 1937\nindicates a slight decrease in the total available for teacher education in 1937 over\n1927:\nA Comparison\n\nof the Total\n\nIncomes\n\nfor 1927 and 1937 of 68 Schools\n1927\n\nNumber\n\nof schools with incomes\n\nNumber\nNumber\nNumber\nNumber\nNumber\nNumber\nNumber\nNumber\nNumber\nNumber\n\nof schools\nof schools\nof schools\nof schools\nof schools\nof schools\nof schools\nof schools\nof schools\nof schools\n\nwith\nwith\nwith\nwith\nwith\nwith\nwith\nwith\nwith\nwith\n\n24\n\n4\n\nless than $100,000. .\n\n7\n25\n\nincomes of $100,000-199,999\nincomes of 200,000-299,999\nincomes of 300,000-399,999\nincomes of 400,000-499,999\nincomes of 500,000-599,999\nincomes of 600,000-699,999\nincomes of 700,000-799,999\nincomes of 800,000-899,999\nincomes of 900,000-999,999\nmore than $1,000,000 .\n\n18\n\n12\n\n8\n\n5\n\n9\n8\n4\n\n2\n2\n\n2\n\n4\n\n1\n1\n\nLowest .\n25th percentile\nMedian .\n75th percentile\nHighest .\nTotal .\n\n1937\n\n$40,000\n154,167\n233,333\n362,500\n1,045,404\n19,153,138\n\n$60,000\n140,000\n216.777\n377.777\n916,239\n18,637,896\n\nThe table referring to the health facilities indicates the present situation with\nregard to items mentioned in the Standard.\nNumber of Number of\nschools not\nschools havhaving the\nHealth\ning the fafacility\nfacility\ncility\n0\n1. Provision for medical examination of students .\n152\n16\n68\n2. Provision for medical examination before admission .\n84\n3. Provision for health examination each year .\n4. College physician available for consultation on health\nmatters .\n5. Nurse available for consultation on health matters .\n\n135\n128\n\n17\n\n6. Medical prescriptions for students who are ill .\n7. Dispensary treatments (first aid only) .\n8. Correction of remediable defects .\n\n122\n132\n142\n\n9. Hospitalization or infirmary care .\n10. Physician employed .\n11. Nurse employed .\n12. Dental hygienist employed .\n13. Consulting phychiatrist available .\n14. If available, services of psychiatrist are used .\n15. Modern scientific apparatus in health department .\n16. Courses in health education offered .\n\n135\n134\n133\n25\n65\n62\n140\n152\n\n30\n10\n24\n17\n20\n18\n19\n\n17. Courses in health education required .\n18. Observation and practice teaching in health education .\n19. Recreational facilities .\n\n127\n145\n151\n\nBased\n\n136\n\n127\n12\n87\n3\n0\n25\n7\n\n1\n\non 1937 reports from 152 accredited schools.\n\nThe secretary’s office has again furnished to accredited institutions during the\npast year a chart showing the percentile standing of the institution on all factors\nwhich can be objectively measured with the data at hand. These charts, while partial\nin scope, have been received with satisfaction and indicate the importance of this\nand similar devices to inform executives of possible improvements in the work of\n\n"}
{"page": 336, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\ntheir institutions. The charts on the Student-Teacher Ratio, Teaching Load in Hours\nper Week, Faculty Preparation, and Expenditures for Library Books and Periodicals\nare continued this year and appear earlier in this report.\nThe statistical work for the ten-year comparisons and for the percentile charts\nwas performed by John H. Hindle, Jr., a graduate student of the New Jersey State\nTeachers College at Montclair. Mr. Hindle also tabulated the data for the study\nof graduate practices carried on under the direction of Dr. Evenden.\nThe distinctive achievement for the current year is the publication of a list\nwithout conditions, the culmination of a program lasting ten years.\nThe next and very important step is the further refinement of a program for the\nself-education of all those who have to do with our institutions, especially the\nexecutives. This involves democratic discussion, the agreement on objectives, the\nsecuring of funds for necessary studies, and the formation of an organization to carry\nout the program. The work of the Association has been conducted on a small budget.\nEnlarged services require a larger and more highly qualified staff. The wisdom of\nexpanding any part of the service should be constantly questioned to insure positive\ncontribution from money and labor of busy executives.\nMany other voluntary public service organizations employ a permanent secretary.\nMost of these are now located at the Public Administration Clearing House in\nChicago. If a paid secretary is employed in the future, the Association would have\nto decide whether the office should be located in Chicago, in Washington with the\nNational Education Association, or in a member institution. If the office work con¬\ntinues to be directed by an unpaid member president and it is enlarged, capable\nassistance should be provided. A sum of money larger than that which will be\navailable from the increased dues could well be spent in exploring some of the\npossibilities.\nThe secretary wishes to express his appreciation of the cooperation of members\nwhen he has called for help, his wish for suggestions to improve the work, and his\nhappiness in serving the teacher education program thru the Association.\n\n"}
{"page": 337, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nvD\n\ncr\\\nCr*\nor\\\nI\n\n.\n\nValue\n\ncr\\\nvD\n\nrr\\\n1\nm\n\n4\n\n1\nir\\\n\n1\n\nc*-\\\n\nSTUDENT\n- -—\n-\n\ncr\\\nLT\\\ncr\\\n\nm\n\nCM\n\nColleges\n\n.-\n\nTEACHES\n\nRATIO\n\n- 75^ Percentiles\nMedians\n25tH\n\nPercentiLes\n\nof Percentiles for 1936-37\n\n75th Percentile .\nMedian .\n25th Percentile .\n\n16.43\n19.75\n23.65\n\n331\n\n"}
{"page": 338, "printed_page": null, "text": "332\n\nNational\n\nEducation\n\nTEACHING\n\nLOAD\n\n— • —\n-\n\n• —\n\n.\n\nAssociation\n\nIN PERIODS\n\nPER\n\nVEEK\n\n* 75th Percentiles\nMedians\n25th\n\nPercentiles\n\nValue of Percentiles for 1936-37\n75th Percentile .\nMedian .\n25th Percentile .\n\n12.57\n13.30\n13.87\n\n"}
{"page": 339, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n333\n\n6,00\n\n5.90\n\n5*8o\n5*70\n5.60\n*\n'\n\n5.50\n\n5.30\n\nz\nG\n\nw ►\n\n5.40\n\n}\n\n/\n/.\n\nT\nE\n\nOO\n\nD\n\n• O O\n\n5.00\n\nS\n\n/\n\nC\n\n4.80\n\nR\n\nO\n\n/\n\n4.90\n\n0\n\n/\n\nf\n\n5*10\n\nE\n\n/\n\n/\n\nt\n\n//\n./\n\n/\n\n/\n\n>\n\n•\n\n**\n\n••\n\n•\n\n•\n\n■4\n\n;\n\n/\n/\n\n/\n\n/\n\n•\n\n.\n\n/\n;\n\n/\n\n4.40\n\n••\n\n• .\n\n/\n\n4.50\n\nS\n\n/\n\n; •\n•\n\n/\n\n'\n\n4.60\n\n-\n\ns\n\nl\ni\nI\n\n/\n/\n\n/\n\n4.70\n\nOr\n\n✓\n\n7\n/\n^ S -\n\n/\n/\n\n/\n\n5.20\n\nH\n\n/\n/\n\n/\n\n$\n\n/\n\nVf\n\n•\n\n4.30\n\n*\n4.20\nVO\n\nOO\n\n4.10\n4.00\n\nvo\n\n~\n\n7\n\n<N\n\nCM\n\nH\n\nH\nCN\n\nON\nFACULTY\n\n-\n\n-\n\n-—\n\nrH\n\n.\n\n25th\n\nrH\n\nValues\n\nRequirement\nOv\n\no>\nON\n■- ■\nPercentiles\n— —\nMedians\n\ncrv\n\nON\nH\n\nrH\nrH\n\nMinimum\n\nC*N\n\nPREPARATION\n\nOv\n\n9— <&— o— O— O— o\n\n0*N\nc*n\n\nrH\n\nH\n\nCN\nrH\n\n<v\\\nCN\n\nO\nON\n\nDoctor * s- — CJV\n60 Hoursov of\n\nON\n\nPercentiles\n\nGiven\n\nON\n\nGraduate\n\n7\n\ncr>\nUN\nrH\n\nStudy--6\n\n•H\nDegrees\n\nMaster* s-Bachelor*s\nNo\n\nON\n\nValue of Percentiles for 1936-37\n75th Percentile .\nMedian .\n25th Percentile .\n\nto\n\nOv\n\n5.64\n5.49\n5.32\n\nDegree-\n\n2\n\n"}
{"page": 340, "printed_page": null, "text": "National\n\n334\n\nEducation\n\nAssociation\n\nA\nM\n0\n\nU\nN\nT\n\nI\nN\nD\n\n0\nL\nL\nA\n\nR\nS\n\non\ni-t\n\non\nON\nCM\n\nrH\n<r\\\n\nrH\nNO\nON\n\nON\n\non\nH\nUN\n\nrH\n\nEXPENDI\nTURE\nON\n\nFOR\n\nLIBRARY\n\nON\n\nBOOKS AND PERIODION\nCALS,ON\nN\nO\nPER STUDENT\n\nrH\nON\n\n— - -\n\n— • — 75th Percentiles\n- — - Medians\n\n.\n\n25th\n\nPercentiles\n\nValue of Percentiles for 1936-37\n75th Percentile .\nMedian .\n25th Percentile .\n\n5.46\n3.90\n2.77\n\n"}
{"page": 341, "printed_page": null, "text": "American\n\nAMERICAN\n\nAssociation\n\nASSOCIATION\n\nof\n\nTeachers\n\nOF\n\nCommittees,\nCommittee\n\nColleges\n\nTEACHERS\n\n335\n\nCOLLEGES\n\n1938-39\n\non Standards\n\nand Surveys\n\nE. S. Evenden, Professor of Education, Teachers College, Columbia University,\nNew York, N. Y. (5 years)\nR. L. West, President, State Teachers College, Trenton, N. J. (4 years)\nA. L. Crabb, Professor of Education, George Peabody College, Nashville, Tenn.\n(3 years)\nR. W. Fairchild, President, Illinois State Normal\n(2 years)\nFrancis B. Haas, President, State Teachers\n\nCommittee\n\nUniversity, Normal,\n\nCollege, Bloomsburg,\n\non Accrediting\n\nIll., Chairman.\n\nPa. (1 year)\n\nand Classification\n\nG. W. Diemer, President, State Teachers College, Warrensburg, Mo. (5 years)\nC. H. Fisher, President, Western Washington College of Education, Bellingham,\nWash. (4 years)\nAlonzo F. Myers, Professor of Education, School of Education, New York University,\nNew York, N. Y. (3 years)\nGeorge A. Selke, President, State Teachers College, St. Cloud, Minn. (2 years)\nCharles C. Sherrod, President, State Teachers\nman. (1 year)\n\nDelegates\n\nto the American\n\nCollege, Johnson\n\nCouncil\n\nCity, Tenn., Chair¬\n\non Education\n\nM. Ernest Townsend, President, State Teachers College, Newark, N. J. (3 years)\nW. P. Morgan, President, State Teachers College, Macomb, Ill. (2 years)\nE. C. Higbie, President, Wilson Teachers College, Washington, D. C. (1 year)\n\n"}
{"page": 342, "printed_page": null, "text": "336\n\nNational\n\nAMERICAN\n\nAssociation\n\nASSOCIATION\n\nOF\n\nACCREDITED\n\nINSTITUTIONS—\n\nOF\n\nLIST\n\nEducation\n\nTEACHERS\n\nCOLLEGES\n1938-39\n\nLongest curriculum which has been approved indicated in number of years before\neach institution. The Association does not attempt to accredit graduate work.\nLocation\n\nInstitution\n\nPresident\n\nAlabama\n\nFlorence\n\n. .\n\n4/State\n4/State\n4/State\n4/State\n\nJacksonville\nLivingston\nTroy .\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\n\n.\n\nJ. A. Keller\nC. W. Daugette\nN. F. Greenhill\nCharles B. Smith\n\nArizona\n\n4/Arizona\n4/Arizona\n\nFlagstaff . .\nTempe\n\nState Teachers\nState Teachers\n\nCollege. ... T. J. Tormey\nCollege.... Grady Gammage\n\nArkansas\n\nArkadelphia . . . 4/Henderson State Teachers College. . J. P. Womack\nConway .\n4/Arkansas State Teachers College... H. L. McAlister\nCalifornia\n\nFresno\n\n.\n\nSan Diego .\nSan Francisco..\nSanta Barbara..\n\n4/Fresno State College .\n4/San Diego State College. . . .\n4/San Francisco State College.\n4/Santa Barbara State College\n\nFrank W. Thomas\nWalter R. Hepner\nA. C. Roberts\nC. L. Phelps\n\n4/Colorado State College of Education\n4/Western State College .\n\nGeorge W. Frasier\nC. C. Casey\n\n4/State Teachers\n4/State Teachers\n\nH. D. Welte\nF. E. Engleman\n\nColorado\n\nGreeley .\nGunnison .\nConnecticut\n\nNew\nNew\n\nBritain\nHaven\n\nDistrict\n\n. ..\n\nCollege .\nCollege .\n\nof\n\nColumbia\n\nWashington\nWashington\n\n4/Miner Teachers College .\n4/Wilson Teachers College .\n\nE. A. Clark\nE. C. Higbie\n\nGeorgia\n\n4/South Georgia Teachers College . . . Marvin S. Pittman\n4/Georgia State College for Women. . Guy H. Wells\n\nCollegeboro\nMilledgeville\nIllinois\n\nCarbondale\nCharleston\n\n.\n\n*Chicago .\nDeKalb .\n\nMacomb\n\n.\n\nNormal\n\n.\n\n4/Southern Illinois State Normal Uni¬\nversity .\n4/Eastern Illinois State Teachers Col¬\nlege .\n3/Chicago Normal College .\n4/Northern Illinois State Teachers Col¬\nlege .\n4/Western Illinois State Teachers Col¬\nlege .\n4/Illinois State Normal University. ...\n\n* Subject to reinspection\n\nRoscoe Pulliam\nRobert G. Buzzard\nVerne O. Graham\nKarl L. Adams\nW. P. Morgan\nR. W. Fairchild\n\n"}
{"page": 343, "printed_page": null, "text": "American\n\nAssociation\n\nof Teachers\n\nPresident\n\nInstitution\n\nLocation\n\n337\n\nColleges\n\nIndiana\n\nIndianapolis\n\n. ..\n\nMuncie .\nTerre Haute . . .\n\n4/College of Education, Butler Uni¬\nversity .\n4/Ball State Teachers College .\n4/Indiana State Teachers College .\n\nW.\n\nL. Richardson,\nDean\n\n4/Iowa\n\nO. R. Latham\n\nL. A. Pittenger\nRalph N. Tirey\n\nIowa\n\nCedar\n\nFalls\n\nState Teachers\n\nCollege\n\nKansas\n\n4/Kansas State Teachers College .\n4/Fort Hays Kansas State College . .\n4/Kansas State Teachers College .\n4/College of Education, University of\nWichita .\n\nEmporia .\nHays .\nPittsburg .\nWichita .\n\nThomas W. Butcher\nC. E. Rarick\nW. A. Brandenburg\nLeslie B. Sipple, Dean\n\nKentucky\n\nBowling\n\nGreen\n\n.\n\nMorehead .\nMurray .\nRichmond .\n\n4/Western Kentucky State Teachers\nCollege .\n4/Morehead State Teachers College..\n4/Murray State Teachers College .\n4/Eastern Kentucky State Teachers\nCollege .\n\nPaul L. Garrett\nHarvey\n\nA. Babb\n\nJames\n\nH. Richmond\n\nH. L. Donovan\n\nLouisiana\n\n^Lafayette\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\nF. M. Hamilton, Dean\nA. A. Fredericks\n\nMaryland\n\nTowson\n\n.\n\n4/State Teachers\n\nCollege\n\nLida Lee Tall\n\nMichigan\n\nDetroit .\nKalamazoo .\nMarquette .\nMt. Pleasant . . .\nYpsilanti\n\n.\n\n4/Teachers College, Wayne University\n4/Western State Teachers College. . . .\n4/Northern State Teachers College...\n4/Central State Teachers College .\n4/Michigan State Normal College .\n\nW. E. Lessenger, Dean\nPaul V. Sangren\nW. H. Pearce\nE. C. Warriner\nJ. M. Munson\n\nMinnesota\n\nBemidji .\nDuluth .\nMankato .\nMoorhead .\nSt. Cloud .\nWinona .\n\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege\nCollege\nCollege\nCollege\nCollege\nCollege\n\nM. W.\n\nDeputy\n\nHerbert Sorensen\nFrank D. McElroy\nR. B. MacLean\nGeorge A. Selke\nG. E. Maxwell\n\nMississippi\n\nCleveland .\nHattiesburg\n\n4/Delta State Teachers College. .\n4/State Teachers College .\n\nW.\n\nM. Kethley\n\nJ. B. George\n\nMissouri\n\nCape\n\nGirardeau .\n\nKansas City\nKirksville .\n\n4/Southeast\n\nMissouri\n\nState Teachers\n\nCollege .\n4/Teachers College of Kansas City. . . .\n4/Northeast Missouri State Teachers\nCollege\n\n* Subject to reinspection.\n\n.\n\nW.\n\nW.\n\nParker\n\nJames\n\nC. Bond\n\nWalter\n\nH. Ryle\n\n*\n\n"}
{"page": 344, "printed_page": null, "text": "National\n\n338\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\nLocation\n.\n\n4/Northwest\n\nSt. Louis\n\n.\n\nCollege .\n4/Harris Teachers College .\n\nUel W. Lamkin\nC. G. Vannest,\nPrincipal\n\nSt. Louis\n\n.\n\n4/Stowe\n\nRuth M. Harris,\nChairman in Charge\n\nMaryville\n\nSpringfield\n\nTeachers\n\n4/Southwest\n\n.\n\nWarrensburg\n\nMissouri\n\n. .\n\nState Teachers\n\nCollege .\n\nMissouri\n\nState Teachers\n\nCollege .\n4/Central Missouri State Teachers\nlege .\n\nCol¬\n\nRoy Ellis\nG. W.\n\nDiemer\n\nSheldon\n\nE. Davis\n\nMontana\n\nDillon\n•\n\n.\n\n4/Montana\n\nState Normal\n\nChadron .\nKearney .\nPeru .\n\n4/Nebraska\n4/Nebraska\n4/Nebraska\n4/Nebraska\n\nState\nState\nState\nState\n\nCollege .\n\nNebraska\n\nWayne\nNew\n\n.\n\nCollege...\nCollege...\nCollege...\nCollege...\n\nRobert I. Elliott\nHerbert L. Cushing\nW.\n\nR. Pate\n\nJ. T. Anderson\n\nHampshire\n\nKeene\n\n.\n\nPlymouth\nNew\n\n.\n\n4/State Normal\n4/State Normal\n\nWallace E. Mason\nErnest L. Silver\n\nSchool .\nSchool .\n\nJersey\n\nGlassboro\n\n.\n\nJersey City .\nNewark .\nT renton .\nUpper\nNew\n\nMontclair\n\n4/State\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\n4/New\n4/New\n\nMexico\nMexico\n\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\n\nEdgar\n\nF. Bunce\n\nRoy\nL. Shaffer\nM. Ernest\nTownsend\nRoscoe L. West\nH. A. Sprague\n\nMexico\n\nLas Vegas\nSilver City\nNew\n\nTeachers\nTeachers\nTeachers\nTeachers\n\n.\n.\n\nNormal University. . . .\nState Teachers College\n\nH. C. Gossard\nH. W. James\n\nYork\n\nAlbany .\nBuffalo .\nFredonia .\n\n4/State College for Teachers .\n4/State Teachers College .\n3/State Normal School .\n\nA. R. Brubacher\n\nGeneseo\n\n.\n\n3/State Normal\n\nSchool .\n\nJames\nB. Welles,\nPrincipal\n\nNew\n\nPaltz .\n\n3/State Normal\n\nSchool .\n\nL. H. van den Berg,\nPrincipal\n\nNew\n\nYork\n\n4/School\n\n.\n\nof Education,\n\nL.\nR. Gregory,\nHarry\nW. Rockwell\nPrincipal\n\nCollege of the\nPaul Klapper, Dean\nCharles W. Hunt,\nPrincipal\n\nOneonta\n\n.\n\nCity of New York .\n3/State Normal School .\n\nOswego\n\n.\n\n3/State Normal\n\nSchool .\n\nR. W. Swetman,\nPrincipal\n\nPotsdam\n\n.\n\n3/State Normal\n\nSchool .\n\nR. T. Congdon,\nPrincipal\n\nNorth\n\nCarolina\n\nAsheville\n\nCullowhee\nGreenville\n\n.\n\n.\n.\n\n4/Asheville Normal and Teachers\nlege .\n\nCol¬\n\n4/Western Carolina Teachers College\n4/East Carolina Teachers College....\n\nFrank C. Foster, Dean\nof Education\nH. T. Hunter\nLeon R. Meadows\n\n"}
{"page": 345, "printed_page": null, "text": "American\n\nAssociation\n\nLocation\nNorth\n\nof\n\nTeachers\n\nInstitution\n\nColleges\n\n339\n\nPresident\n\nDakota\n\nDickinson\n*Ellendale\n\n.\n\n.\nMayville .\nMinot .\nValley City . . . .\n\n4/State\n4/State\n4/State\n4/State\n4/State\n\nTeachers College .\nNormal and Industrial School\nTeachers College .\nTeachers College .\nTeachers College .\n\nH. 0. Pippin\nJ. C. McMillan\nC. C. Swain\nG. A. McFarland\nJames E. Cox, Acting\n\nOhio\n\nBowling Green . .\nCleveland .\n\nKent .\nOxford .\nWilmington\n\n....\n\nR. E. Offenhauer\n\n4/Bowling Green State University. . . .\n4/School of Education, Western Reserve University .\n4/Kent State University .\n\nJ. 0. Engleman\n\n4/School of Education, Miami\nsity .\n4/Wilmington College .\n\nE. J. Ashbaugh, Dean\nWalter L. Collins\n\nH. N. Irwin, Dean\n\nUniver-\n\nOklahoma\n\nAda .\nAlva .\nDurant .\nEdmond .\nTahlequah .\nWeatherford . . .\n\n4/East\n\nCentral State Teachers College\n4/Northwestern State Teachers College\n4/Southeastern State Teachers College\n4/Central State Teachers College ....\n4/Northeastern State Teachers College\n4/Southwestern State Teachers College\n\nA. Linscheid\nE. E. Brown\nH. V. Posey\nJohn 0. Moseley\nJohn Vaughan\nW. W. Isle\n\nOregon\n\nAshland .\nLa Grande .\nMonmouth .\n\n2/Southern Oregon Normal School. . . .\n2/Eastern Oregon Normal School .\n2/Oregon Normal School .\n\nWalter Redford\nC. A. Howard\nJ. A. Churchill\n\nPennsylvania\n\nBloomsburg ....\nCalifornia .\nClarion .\nEast Stroudsburg\nEdinboro .\nIndiana .\nKutztown .\nLock Haven ....\nMansfield .\nMillersville ....\nShippensburg . .\nSlippery Rock . .\nWest Chester . . .\nSouth\n\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\n\nFrancis B. Haas\nRobert M. Steele\nPaul G. Chandler\nT. T. Allen\nCarmon Ross\nSamuel Fausold\nQ. A. W.\n\nRohrbach\n\nJ. G. Flowers\nJoseph F. Noonan\nLandis Tanger\nA. L. Rowland\nCharles S. Miller\nCharles S. Swope\n\nDakota\n\nAberdeen .\nMadison .\nSpearfish .\n\n4/Northern State Teachers College. . . .\n2/Eastern State Normal School .\n2/State Normal School .\n\nC. G. Lawrence\nV. A. Lowry\nE. C. Woodburn\n\nTennessee\n\nJohnson City . . .\nMemphis .\nMurfreesboro . .\nNashville .\n\n4/State Teachers College^. .\n4/State Teachers College .\n4/State Teachers College .\n4/Tennessee Agricultural & Industrial\nState Teachers College .\n\n* Subject to reinspection.\n\nC. C. Sherrod\nJ.\nBrister\nP. W.\nA. Lyon\n\nW. J. Hale\n\n"}
{"page": 346, "printed_page": null, "text": "340\n\nNational\n\nLocation\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\nTexas\n\nAlpine .\nCanyon .\nCommerce .\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\n.... 4/Step'hen F. Austin State Teachers\nCollege .\n.... 4/Southwest Texas State Teachers\nCollege .\n\nNacogdoches\nSan Marcos\n\nH. W.\n\nMorelock\n\nS. A.\nH. Hill\nWhitley\nJ.\nW. J. McConnell\nCharles N. Shaver\nA. W.\n\nBirdwell\n\nC. E. Evans\n\nUtah\n\nSalt Lake City . . 4/School of Education, University\nUtah .\n\nof\n\nMilton\n\nBennion,\n\nD. W.\n\nPeters\n\nVirginia\n\nEast Radford . . .\nFarmville .\nFredericksburg. .\nHarrisonburg . .\n\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege\nCollege\nCollege\nCollege\n\nJ.\nM. L.\nL. Jarman\nCombs\nS. P. Duke\n\nWashington\n\nBellingham\nCheney\n\n.\n\nEllensburg\nWest\n\n.... 4/Western Washington College\nEducation .\n\n.\n\nof\nC. H. Fisher\n\n4/Eastern Washington College of Edu¬\ncation .\n\nR. T. Hargreaves\n\n4/Central Washington College of Edu¬\ncation .\n\nR. E. McConnell\n\nVirginia\n\nAthens .\nFairmont .\nGlenville .\nHuntington ....\nShepherdstown ..\nWest Liberty . . .\n\n4/Concord State Teachers College ...\n4/Fairmont State Teachers College...\n4/Glenville State Teachers College...\n4/Marshall College .\n4/Shepherd State Teachers College...\n4/West Liberty State Teachers College\n\nJ. F. Marsh\nJoseph\nRosier\nE. G. Rohrbough\nJ.\nW. E.H. Allen\nS. White\nPaul N. Elbin\n\nWisconsin\n\nEau Claire .\n4/State Teachers College .\nLa Crosse .\n4/State Teachers College .\nMenomonie .... 4/The Stout Institute .\nMilwaukee .\nOshkosh .\nPlatteville .\nRiver Falls .\nStevens Point ...\nSuperior .\n\n4/State Teachers College .\n4/State Teachers College .\n4/State Teachers College .\n4/State Teachers College .\n4/Central State Teachers College .\n4/State Teachers College .\n\nH. A. Schofield\nG. M. Snodgrass\nB. E. Nelson\nFrank E. Baker\nForrest R. Polk\nA. M. Royce\nJ.\nF. H.\nS. Ames\nHyer\nJ. D. Hill\n\nDean\n\n"}
{"page": 347, "printed_page": null, "text": "American\n\nEducational\n\n‘Research\n\n-Association\n\n"}
{"page": 348, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nAMERICAN\n\nEDUCATIONAL\n\nRESEARCH\n\nNOTE\n\nASSOCIATION\n\nZVCIS 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 ivinter convention, hi 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 1938-39 are: president,\nIF. A. Brownell, Professor of Educational Psychology, Duke University,\nDurham, N. C.; vicepresident, Bess Goodykoontz, Assistant Commis¬\nsioner of Education, United States Office of Education, Washington,\nD. C .; secretary-treasurer, William G. Carr , Director, Research Di¬\nvision, National Education Association, Washington, D. C.; executive\ncommittee,\n\nDavid\n\nState Department\n\nH.\n\nSutton,\n\nof Education,\n\nDirector,\n\nDivision\n\nColumbus,\n\nof School\n\nOhio ; Douglas\n\nFinance,\n\nE. Scales,\n\nDirector, Bureau of School Research, Cincinnati Public Schools, Cin¬\ncinnati, Ohio ; officers of the Department, ex officio.\nThe annual dues, $5, arc payable to the American Educational Research\nAssociation, 1201 16th Street, N. W ., Washington, D. C. The chief pub¬\nlications are the review of educational research and the A.E.R.A.\nofficial\n\nreport.\n\nFacts\n\nrelating\n\nto the establishment\n\nof this Department\n\nand the record of meetings are found in earlier volumes\n\nof proceedings\n\nas follows:\n1930:331-332\n1931:415-432\n\n1932:357-376\n19 33:377-394\n\nI 3+2 J\n\n1934:361-386\n1935:327-348\n\n1936:231-237\n1931:257-278\n\n"}
{"page": 349, "printed_page": null, "text": "HOW\n\nCAN\n\nWE\n\nEVALUATE\n\nTHE\n\nNEW\n\nEDUCATION?—\n\nA bstract *\nLESTER\n\nDIX, PRINCIPAL,\nCOLUMBIA\n\nLINCOLN\n\nSCHOOL\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nN. Y.\n\n1WT aj or changes in purpose, in attitude, in method, and in results in the\nnew education require new approaches to the problem of evaluation.\nOld codes of morals and of manners, old compendiums of fact, and old\nstandards of achievement, will no longer serve. As science advances and\nauthoritarianism retreats, we become naturalistic and experimental willynilly. At the same time that our applications of science become more certain\nand predictable, we are faced with an increasing problem in highly uncer¬\ntain individual and social applications which require socially approved\ntechnics and public agreements.\nThus, we have now to measure many things to which formerly we gave\nlittle attention, such as:\n1. Capacities to gain information rather than stores of data\n2. Capacities to see and use relationships between data rather than to hold them\nin memory\n3. Capacities to define and attack a problem rather than learn a formula\n4. Disposition to find and use accurate data rather than rest upon opinion or\nauthority\n5. Disposition to search for synthesis rather than be satisfied with analysis and\ndefinition\n6. Ability to contribute to group work rather than put on a star performance\n7. Ability to criticize and evaluate rather than merely to conform\n8. Disposition to appreciate more widely and criticize more carefully as technics\nof production multiply.\n\nMoreover,\n\nwe must measure :\n\n9. How well our various learnings are adjusted to various capacities, and how\nwell experience hangs together as a usable whole rather than remaining in useless\nitems or fragments.\n\nIn a more\n\nsocialized environment,\n\nwe must know\n\nhow\n\nto measure:\n\n10. Emotional attitudes, drives, and rates of growth,\nposes, urges, individual needs, and interests.\n\nin order to deal with pur¬\n\nLast, but possibly most important, we\n\nof measuring:\n\n11. How\nbecome\n\nwell individuals\n\nmore\n\nimportant\n\nneed ways\n\nuse imagination,\n\nfor new\n\nthan the learner’s conformity\n\nways\n\nof responding\n\nnow\n\nto any set of habits.\n\nThe concern with these new needs, and the attempt to measure and\ndevelop them both parallels and promotes the development of whole new\nfields of subjectmatter, such as social understandings\n\nand responses; pro-\n\n* The three papers indicated with an asterisk were presented on the program of the American Edu¬\ncational Research Association. Wednesday, June 29. 1938, New York City. All other papers were\npresented on the regular annual\n\nmeeting of the Association\n\n[ 3+3 ]\n\nheld in Atlantic City, February\n\n1938.\n\n"}
{"page": 350, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\nduction, criticism, and appreciation in many art fields; rates of growth,\nunderstandings, interests, and performances in the field of health, especially\nmental and emotional health ; and finally, that complex of factors tending\nto integrate personality.\nHow are we to measure these needs and capacities, and fields of subjectmatter? In strict truth, nobody as yet knows. We have some promising\nhunches, some suggestive procedures, and some partly established trends.\nThe technic of control of variables, taken over from the physical laboratory,\nis too limited, for the variables are too many in number, too diverse in\ncharacter, and too shifting in influence. Even those borrowed from the\nstatistician’s laboratory, now naturalized even in the physical sciences, are\nmore appropriate, but they have built up so much mathematical overhead\nthat we are still dependent upon the statistician’s interpretation.\nOur statistical treatment, however, will have to rest in the future upon\ngreatly improved and more imaginative observation and analysis of the total\neducative process. We are too verbal, too shallow, and too specialized in\nour attempts to evaluate the actual stream of living and growing activities\nof the learner. We must learn to evaluate more in terms of action — par¬\nticularly persistent and self-motivating action — and we must learn in some\nway to evaluate the totality of a complex activity. Far more must be done\nin the evaluation of interests as they actually exist and operate.\nThe time study technic already generously employed with young children\nwould perhaps hold a good deal of value in the secondary level. Case de¬\nscriptions, phonographic and photographic records, are probably in their\ninfancy in spite of their high cost and nuisance aspects.\nFinally, we need far more exhaustive study of the problems and technics\nof interpretation, the most exacting of all the evaluator’s functions.\nPRINCIPLES\nAND\nTECHNICS\nIN THE\nAPPRAISAL\nNEWER\nPRACTICES\nIN ELEMENTARY\nAND\nSECONDARY\nIRVING\n\nLORGE,\n\nRESEARCH,\n\nEDUCATION — Abstract *\n\nRESEARCH\nTEACHERS\n\nASSOCIATE,\n\nINSTITUTE\n\nOF\n\nCOLLEGE,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nThe\n\nOF\n\nYORK,\n\nEDUCATIONAL\n\nN. Y.\n\nschools of today are constantly introducing newer\n\npractices for\n\nachieving educational outcomes in terms of the kind and amount of informa¬\ntion, skill, attitude, appreciation, interest, personality, and philosophy of\nlife we wish for our children. In order to appraise or evaluate any such\n“newer” practice, the educational outcomes of it must be contrasted with\nthe educational outcomes of what has been identified as an “older” practice.\nEvaluation, by a pragmatic test, in a large measure depends on the degree\nto which we can appraise children’s attainment of specific goals, and chil¬\ndren’s development of progressive change toward specific goals. Appraisal\ncan be approximated thru the use of paper-and-pencil tests, systematic ob¬\nservation, rating, diaries, and other aspects of the behavior of children.\n\n"}
{"page": 351, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n345\n\nGranted, however, that such appraisal can be made, we must recognize that\nthe school as a force for affecting change is, at the best, responsible for about\n25 percent of the changes in children. Heredity in terms of endowment,\nenvironment in terms of opportunity, and maturation\nment are also influencing the whole child.\n\nin terms of develop¬\n\nLet us assume that all the educational objectives of both the “older” and\n“newer” practices can be measured. The differences in the outcomes cannot\nbe interpreted directly as favoring either one practice or the other, since the\nrelative emphases upon different educational objectives will vary from expert\nto expert, time to time, and situation to situation.\nIn the last analysis, the difference between practices will depend upon\nthe value judgments of the importance of the various objectives established\nas consequences for our educational practice. The philosopher and the\nscholar, wise in the needs of man, may set the goals ; the psychologist may\nindicate methods of achieving these goals; and the psychometrician may\nmeasure the degree to which those goals are reached. Evaluation, however,\nwill depend upon “what education is of the most worth.”\nBecause of the lack of agreement, and the difficulty of getting agreement\non such values, American educators have developed an abounding faith in\npanaceas and action. Panaceas look good on paper, and action as action is\nsatisfying. Critical appraisal of the expected outcomes of our devices and\naction is necessary for a more scientific evaluation of our hopes and hunches.\n\nAPPRAISAL\n\nOF\n\nNEWER\n\nPRACTICES\n\nIN\n\nSELECTED\n\nPUBLIC\n\nSCHOOLS — Abstract *\nJ. WAYNE\n\nWRIGHTSTONE,\n\nASSISTANT\n\nUNIVERSITY,\n\nMany\n\nPROFESSOR\nCOLUMBUS,\n\nOF\n\nEDUCATION,\n\nOHIO\n\nSTATE\n\nOHIO\n\nconflicting claims about superiority of educational practices have\n\nbeen made by advocates of the newer and older types of schools — supported\nby few, if any, facts. Essentialists have denounced the progressives, charging\nthe neglect of the fundamentals of subjectmatter and of character education.\nProgressives have charged that the traditional school imposes upon pupils\nrigid subjectmatter set in advance and disregards the development\nsonality.\n\nof per¬\n\nTwo fact-finding surveys, one for the elementary school and the other for\nthe high school, have recently been published by the speaker. In both the\nelementary and high-school appraisals data were gathered by means of\npencil-and-paper tests, rating scales, observational technics, and perform¬\nance tests which lead to the following conclusions: First, pupils in newer,\nor progressive, versus conventional elementary schools know more about\ncontemporary affairs, accept more broad-minded social beliefs, and exhibit\na superior quality of initiative, cooperation, criticism, and leadership. Second,\npupils in the newer elementary schools produce creative poetry, prose, and\ndrawings of higher quality in originality, in facility of expression, and with\nequal mastery of skills in language expression and drawing technics. These\n\n"}
{"page": 352, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\npupils think more critically in interpreting and applying social and scientific\nfacts and principles; they have less information about health but are more\nproficient in physical skills; and they feel better adjusted socially to their\nfellow pupils and teachers. In addition, they have an equal mastery with\nconventional pupils of the three R’s.\nIn comparison with the conventional high-school pupils the newer\n\nhigh-\n\nschool pupils acquire as many facts of history, literature, science, and mathe¬\nmatics. They exhibit superior achievement in finding and organizing social\nand scientific facts, in reading a foreign language, in thinking critically about\na problem, in accepting more liberal and open-minded\nbeliefs, and in developing physical powers.\n\nsocial and scientific\n\nThe comparative measurement of pupil achievement of the major objec¬\ntives of elementary and secondary education in selected newer and conven¬\ntional schools indicates that pupils in the newer schools not only achieve with\nequal mastery the fundamental skills and facts of academic subjects, but\nhave generally superior achievement in the development of critical thinking\nand of desirable interests, attitudes, and social adjustment.\n\nNEW\n\nMETHODS\nNEEDED\nIN STUDYING\nCANCE OF TRENDS — Abstract\n\nMOWAT\n\nG. FRASER,\n\nLECTURER\nANN\n\nIN\n\nEDUCATION,\nARBOR,\n\nTHE\n\nUNIVERSITY\n\nOF\n\nSIGNIFI¬\n\nMICHIGAN,\n\nMICH.\n\nAmerican educators differ today as to trends in many of their most im¬\nportant policies and problems — trends, for example, concerning the activity\ncurriculum, college enrolments, the stopping points for universal and liberal\neducation, indoctrination, academic freedom, mental hygiene, and federal\naid. If educational research is to have much practical value, it must become\ncomprehensive enough to show the significances of such trends in sound\nperspective. None of the usual statistical, survey, or historical methods offers\na clue as to these significances. Many scholars point out the need for such\nclues but apparently no one has suggested any in concrete detail.\nMy suggestion is that we do what, for instance, Thomas Davidson at¬\ntempted to do in his Aristotle and Ancient Educational Ideals. He de¬\nscribed ( 1 ) the rise of Athenian civilization before the Persian wars and\nthe decline afterwards; (2) the educational practices during the rise and\nduring the decline; and (3) the other social conditions which helped to\ncause the rise and the decline, respectively. Such a sweeping procedure alone\napparently can show the relative significance of education and all its trends.\nSeveral difficulties arise in such a study. We disagree upon criteria for\ndistinguishing rises and declines; but, when pointed out, convincing criteria\nseem to be widely approved in this country — democracy, harmonious de¬\nvelopment, the scientific or rational method and freedom to use it, and the\nindividual initiative consistent with cooperation.\nThe chief difficulty is the assumption that rises and declines are too over¬\nlapping and complex, and their causes too obscure, to be definitely measured\n\n"}
{"page": 353, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n347\n\nor even described. This assumption leads to hopelessness and excuses failure\nbefore a trial is made. Actually it seems to be unjustified in the case of the\nbasic trends which primarily need to be studied. It is one thing to caution\nagainst oversimplification, and quite another to assume that simplifications\nare impossible and not to be attempted.\nIn brief, a new kind of history of education must be developed to which\nall research workers can refer for stimulating and clarifying perspective. To\nthe degree to which we do not develop such a history, we must work blindly\nand, in the long run, inefficiently.\n\nCOST\n\nOF\n\nEDUCATION\n\nCOMPARED\n\nGOVERNMENTAL\nWAYNE\n\nW.\n\nSOPER,\n\nRESEARCH\n\nOTHER\n\nCOSTS — Abstract\n\nASSOCIATE,\nALBANY,\n\nWITH\n\nSTATE\n\nEDUCATION\n\nDEPARTMENT,\n\nN. Y.\n\nFor no other major expenditure does the citizen receive more for his\nmoney than for governmental services. This is true in spite of waste and\ninefficiency credited to political chicanery and stupidity. The essentials of\nliving — food, clothing, and shelter — reach the consumer at a cost far above\nthe initial value of the goods consumed, primarily because in processing,\nhandling, and distributing goods profits are taken by many individuals.\nGovernmental services on the other hand are first of all non-profit com¬\nmodities. Secondly, these essentials reach the consumer more directly, thus\neliminating that accumulation of costs occasioned by passage thru several\nhands. Again, large numbers can be served more economically than small\nnumbers.\nAn\n\naccurate and reliable comparison\n\nof governmental\n\ncosts is not the\n\nsimple and easy task it appears to be. Many exaggerations, much misun¬\nderstanding, and some premeditated misrepresentation have crept into such\ncomparisons. This has been due largely to the fact that comparisons have\nbeen attempted on incomparable bases. Several factors must be controlled\nbefore comparable unit costs can be accurately made. Some of these are :\n1. Units of cost\n2. Multiple nature of governmental activities\n3. Overlapping units of government\n4. Continuous versus available services\n5. Quality of services\n6. Variety of accounting\n\npractices.\n\nThe trend in governmental costs, whether local, state, or national, has\nbeen upward for the past ten or fifteen years. If New York state is typical,\nthe following general movements have taken place in other states: (a) an\nincrease in the per capita costs for all services, with a temporary leveling\noff and in some cases a reduction during the major depression; (b) at the\nclose of the period a larger proportion of total expenditures devoted to chari¬\nties and corrections, interest, recreation, protection of persons and property,\n\n"}
{"page": 354, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nand sanitation — a smaller proportion of expenditures to general govern¬\nment, conservation of health, highways, and education.\nIt is well to point out that during the past two decades there has come\nabout a shift in the tax pattern as well as in the responsibility for support of\ncertain services. Altho the property tax remains the chief source of revenue\nfor local governmental units, it has been abandoned in whole or in part\nby some states as a means of raising revenue for state purposes, other sources\nof revenue having been tapped. Responsibility for the support of certain\nservices has at the same time tended to fall more heavily on the state. Con¬\nstruction and maintenance of highways is one of the services in which this\nshift is apparent.\nEducation is another service the support of which has shifted considerably\nin the past fifteen years in some states. In 1919 New York state contributed\nfrom state revenues 8.04 percent of the total expense of public schools in the\nform of state aid; in 1925 it contributed 14.8 percent; and it is now con¬\ntributing approximately 33 percent. Thus while total education costs were\nincreasing they were falling less heavily on the local property owner and\nmore heavily on all citizens and agencies contributing to the state’s revenue.\nThis means that the incidence of taxation has been changing. It may be that\nmany a taxpayer who is blaming his high taxes on the cost of education\ncould be shown that altho the cost of education is increasing, the burden has\nbeen spread more widely over the tax resources of the state and that he\nhimself is contributing less to the cost of education than he formerly did.\nMost of the services of government are those for which an immediate\nreturn is expected and received. General government, for example, is largely\nconcerned with the present management of the affairs of the locality. It\nplans for the future, of course ; but its services are largely for today, for this\nyear, not for ten or twenty years hence. Highways are constructed for\nimmediate use and as soon as that usage begins the process of wear and dis¬\nintegration begins. Charities provide food, clothing, and shelter for the\nimmediate needs of unfortunate citizens; not primarily to make them more\neffective citizens at a later date but to keep them from suffering now. The\nreturn for such services is, therefore, obvious. One thousand unemployed\npersons fed, clothed, and sheltered at a per capita cost of so many dollars\nis interpretable to the average citizen. He likewise has no difficulty in seeing\nwhere $100,000 in taxes goes if his locality has borrowed $2,000,000 at\n5 percent interest. The outlay of his municipality for playgrounds and parks\nis objective and easily accounted for.\nBut there is a service which governments render that offers no immediate\nreturn and for which fairly large demands are made on the public purse.\nIn fact, no reliable estimate can be made of its value in pecuniary terms.\nYet democracy, or any other cooperative form of government for that\nmatter, survives or perishes at the exuberance or the dearth of this service.\nThe standard of living, the progress of discovery and invention, the advance¬\nment of the arts, move forward and upward with a plentitude of this\nservice; lacking it they falter. That service is education.\n\n"}
{"page": 355, "printed_page": null, "text": "American\n\nISSUES\nM.\n\nM.\n\nEducational\n\nIN\n\nResearch\n\nEDUCATIONAL\n\nCHAMBERS,\n\nMEMBER\n\nOF\n\nSTAFF,\n\nAMERICAN\n\nCOUNCIL\n\nON\n\nEDUCATION,\n\nAssociation\n\n349\n\nLAW— Abstract\n\nAMERICAN\n\nYOUTH\n\nWASHINGTON,\n\nCOMMISSION,\nD. C.\n\nOn January 31, 1938, the United States Supreme Court decided that the\nstate of Indiana, after enacting a teachers tenure law in 1927 and allowing\na teacher to complete the probationary period and become entitled to what¬\never rights appertain to a so-called permanent teacher, could not destroy the\nrights of such a teacher by subsequently repealing the law so far as it\napplied to township school districts, in one of which the plaintiff teacher\nwas employed. The abrogation of these rights, said the Court, would violate\nthe clause of the Constitution of the Uffited States which provides that no\nstate shall pass any law impairing the obligation of a contract.\nIn a sense, then, it appears that the Constitution imposes certain limits\non what a state may do in controlling its own school system. It was this\naspect of the case that Justice Hugo Black had in mind when he alone\ndissented from the opinion of his colleagues in the decision of the Indiana\ncase.\nThere is a tendency among the states to provide limited forms of aid to\nindividual pupils to assist them in obtaining an education in the schools of\ntheir choice, whether public or private. The state of Louisiana provides free\ntextbooks at public expense to pupils in parochial and private schools as well\nas in public schools. In 1931 the United States Supreme Court decided that\nthere was nothing in that provision contrary to the federal or state con¬\nstitutions. More recently, half a dozen states have enacted statutes stipu¬\nlating that at least under certain conditions pupils in private schools shall\nbe given free transportation in public school conveyances in the same man¬\nner as pupils in public schools.\nPrior to 1931 fourteen states had enacted statutes authorizing the estab¬\nlishment of local public junior colleges. The enactment of such laws was\nhalted by the depression, but resumed in 1935 when South Carolina passed\nsuch a statute. The junior college is properly regarded as the capstone of\nsecondary education. If we determine to provide facilities for a complete\nsecondary education for all American youth, there will be a great deal of\nactivity in the addition of the local public junior college to the local school\nsystems in every center of population of sufficient size to make it practicable.\nThe public high school has long been accepted as a part of the common\nschool system. Probably the public junior college will pass thru a similar\nevolution.\nThere are also many live issues in educational law regarding the bound¬\naries of the function of the public schools, and how they shall be most\nefficiently coordinated with the kindred social welfare services, including\nrecreation, health services, and the relief of the indigent. It also appears that\nthe states are on the threshold of extending the provisions for adult educa¬\ntion and the education of preschool children in the local public school dis-\n\n"}
{"page": 356, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\ntricts. The public school, in common with other public services, finds the\nscope of its legitimate responsibilities inevitably expanding to meet new\nneeds.\n\nTHE\n\nNEEDS OF AMERICAN\nYOUTH:\nCAN YOUTH\nCOMMISSION\nHAS\n\nHOMER\n\nP. RAINEY,\n\nDIRECTOR,\n\nCOUNCIL\n\nThere\n\nON\n\nAMERICAN\n\nEDUCATION,\n\nWHAT\nTHE AMERI¬\nFOUND — Abstract\n\nYOUTH\n\nCOMMISSION,\n\nWASHINGTON,\n\nAMERICAN\n\nD. C.\n\ncan be no doubt that the most urgent need of American\n\nyouth\n\ntoday, particularly of those youth w'ho have passed the high-school age, is\nfor employment. A careful study of the unemployment situation among\nyouth leads us to face the task of doing three things in America:\n1. Whether we like it or not, we must find employment either on public or private\npayrolls, or both, for three or four million young people between the ages of sixteen\nand twenty-four, who are literally piled up behind the walls of our industrial and\nagricultural organization.\n2. America must stabilize the employment of not only those millions for whom\nit must find work, but for other millions of youth who are at work. Stabilizing\nemployment must hinge upon two approaches:\na. Careful guidance of the worker in selecting, maintaining, and improving his\njob and service to his employer and his community.\nb. Cooperative and intelligent approach to improvement of the conditions under\nwhich he works.\n3. Every indication seems to point toward an increasing number of youth behind the\nwalls of industrial and economic inactivity. It leaves us without choice in definitely\naltering our educational program to equip some two million annual newcomers to\nthe scene, so that they, too, may be absorbed into the occupational program. Local\npublic institutional life of all types must become so conscious of the problem that\nbecause of the changed atmosphere in which schools exist, they are not only in¬\nfluenced but aggressive in changing to meet the problem.\n\nThe second major need of American youth is for security. Even employed\nyouth face serious difficulties. Rates of pay tend to be low. A majority of\n• youth wTith jobs must contribute to the support of families. Many youth are\nin blind-alley jobs. Youth face an occupational future in industry that is\nbecoming more mechanized, less concerned with highly developed mechani¬\ncal skills, less given to practical instruction outside the industrial plant, and\nmore insecure for one with a single vocational skill. In a word mobility\nhas taken the place of fixity , and uncertainty the place of security.\nThere\n\nare many\n\naspects of the employment\n\nof youth not covered by this\n\nbrief outline, but so far as concerns bare security, it is an irreducible mini¬\nmum ; and any youth who does not enjoy it is in a state of economic in¬\nsecurity. To a very considerable extent, youth do appear to lack these\nassurances. Let us consider several factors in this situation :\n1. The gap between school and employment has reached ominous proportions.\n2. It has become notorious that the youth who is fortunate enough to have a job\nat the moment does not have any assurance of reasonable continuity of employment.\n\n"}
{"page": 357, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n351\n\n3. The average wage of employed youth sixteen to twenty-four years of age\nhas been shown by many surveys to lie between $12 and $15 per week. The meager¬\nness of such a sum needs no emphasis.\n\nA third important need of youth as revealed by our studies is the need\nfor vocational training. Our studies show almost no relationship between\nthe types of training that youth receive and the jobs which they enter. There\nis at present a great deal of confusion among educators relative to the func¬\ntion of the schools toward vocational education and of the relation between\ngeneral and vocational education. The fact that 75 percent of all youth\nare out of school at eighteen years of age is very significant for secondary\neducation. Coupled with this is the further significant fact which we have\ndiscovered that there has been a steady trend since 1910 to exclude youth\nunder twenty-one from employment. Thus, today, there is a steadily widen¬\ning gap between the completion of school on the one hand and the begin¬\nning of employment on the other for an increasing percent of our youth.\nFor a vast majority of youth, therefore, the high schools need not be\nconcerned primarily with specific vocational training in a strict sense, but\nwould profit most by emphasis upon general education basic to vocational\ntraining as well as to other functions of secondary education. The high\nschools should concentrate their vocational training upon a program of\ngeneralized vocational education which would be applicable to a family\nof occupations.\nOur\n\nstudies reveal that the need for guidance ranks very high among\n\nall the needs of youth. Only a small proportion of our youth today are\nreceiving anything that could be called adequate vocational guidance. As\nthings stand today, the schools, and no other agency, seem prepared to give\nthe guidance that youth need. In order to provide our youth with an ade¬\nquate guidance program several essential factors are needed :\n1. The development of a cumulative youth census in every state and in every\nlocality. This should be a continuous inventory of the oncoming youth population.\n2. The development of a new service — one which will successfully correlate the\nfunctions of the schools with those of the employers of labor. The feature of this\nservice must be one for collecting occupational and employment data on a nationwide\nscale.\n3. The necessity for having in each community thruout the nation a local organiza¬\ntion which can serve as part of the national system for the collection of the occupa¬\ntional data mentioned above and which will serve each community as a guidance\ncenter for youth in which\n\nall local agencies\n\nshould\n\ncooperate\n\nin an\n\nanalysis of\n\ncommunity needs and opportunities, an analysis of individual youth’s characteristics,\nand guidance, placement, and supervision of individual youth.\n\nThe guidance work in the schools should be definitely related in a func¬\ntional way to this local employment service. Counsel in the schools, in order\nto be effective, must be more closely related to the placement of youth, for\nit is futile to try to counsel unless they also have some part in the placing\nof youth in employment.\n\n"}
{"page": 358, "printed_page": null, "text": "352\n\nNational\n\nEducation\n\nSECRETARY’S\nAnnual\n\nBusiness\n\nAssociation\n\nMINUTES\n\nMeeting,\n\nFebruary\n\n26, 1938\n\nPresident David H. Sutton presided. Approximately 50 members of the\nAssociation were present. The minutes of the 1937 annual meeting were\napproved. The report of the Secretary-Treasurer was read and accepted.\nReports were received and accepted from the following committees : Audit¬\ning Committee, Walter C. Eells, chairman; Committee on Awards, Walter\nS. Monroe, chairman; Joint Committee with the Department of Classroom\nTeachers, Paul T» Rankin, member.\nOn motion of William L. Connor, the following recommendations of the\nExecutive Committee regarding a subsidy to the Encyclopedia of Educa¬\ntional Research were approved and adopted : That an appropriation of\n$1,000 in 1938 and $1,000 in 1939 be made available as needed to the\nEncyclopedia of Educational Research, contingent upon a cash contribution\nfrom other sources totaling $10,000, and contingent upon recognition of\nthe American Educational Research Association as a joint sponsor of the\nproject.\nOn motion of Dr. Monroe, the following revision in Article VI, first\nparagraph, of the constitution was approved :\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\nOn motion of Robert P. W ray, a plan for the affiliation of local educa¬\ntional research organizations with the American Educational Research\nAssociation was approved.\nOn motion of A. D. Simpson, it was voted to continue the publication of\nthe Official Report of the Association.\nThe Nominating Committee, T. C. Holy* chairman, John Guy Fowlkes,\nand Paul T. Rankin, submitted the following recommendations for officers\nfor the ensuing year :\nPresident:\n\nW.\n\nA. Brownell,\n\nUniversity, Durham,\n\nProfessor of Educational\n\nPsychology,\n\nDuke\n\nN. C.\n\nVicepresident : Bess Goodykoontz,\n\nAssistant Commissioner\n\nUnited States Office of Education, Washington,\nSecretary-Treasurer\n\n(Three-year\n\nof Education,\n\nD. C.\n\nterm) : William\n\nG.\n\nCarr, Director,\n\nResearch Division, National Education Association, Washington,\nThere being no further nominations, those recommended\nclared elected.\n\nD. C.\n\nabove were de¬\n\nThe meeting adjourned.\nWilliam\n\nG. Carr,\n\nS ecretary- T re as u rer.\n\n"}
{"page": 359, "printed_page": null, "text": "American\n\nREPORT\n\nOF\n\nEducational\n\nTHE\n\nResearch\n\n353\n\nAssociation\n\nSECRETARY-TREASURER\n\nFOR\n\n1937\n\nMembership\n\nThe\n\nDecember\n\n1937 records indicate an increase of 18 active members\n\nover the records of 1936. The table of membership\n\nis given below :\n\nDe-\n\nDe-\n\nRe-\n\nDues\n\nNew\n\nCEMBER\n\nCEMBER\n\nSIGNED\n\nUNPAID\n\nMEMBERS\n\nMembers\nREIN-\n\n1936\n\n1937\n\n1937\n\n1937\n\n1937\n\nActive .\n407\nHonorary .\n11\nLife .\n. . , ,\n1\n\n425\n11\n1\n\n5\n\n15\n\n37\n\nNet\n\nDEATHS\n\nINCREASE\n\nstated\n\n1937\n\nfor 1937\n\n3\n\n2\n\n18\n\nIn securing the payment of 1937 dues the Secretary-Treasurer’s office\nmailed at different times thruout the year two communications urging re¬\nnewal of membership. These letters were in addition to the customary notice\nof dues sent out at the beginning of each year.\nSubscriptions\n\nand Sales\n\nThere was an increase of 14 subscriptions to the Review\nResearch\n\nduring\n\nof Educational\n\n1937, there being 468 subscriptions in 1936\n\nas compared\n\nwith 482 subscriptions in 1937. Letters were mailed at various times during\nthe year as subscriptions expired, urging renewal.\nThe income received from the sale of single copies of the Review, Official\nReport,\n\nand\n\nreports during\n\n1937\n\namounted\n\nto $1586.38,\n\na sum\n\napproxi¬\n\nmately $400 below the amount anticipated in the budget for 1937. The\nincome from the sale of these publications during 1936 amounted to\n$1994.01.\nOfficial Report\n\nInformation\ngiven below :\n\nconcerning the cost and sale of the 1937 Official Report is\nNumber\n\nNumber\nPRINTED\n\n615\n\nCost of\nprinting\n\nDISTRIBUTED\nTO MEMBERS\n\n$698.67\n\n450\n\nApplications\n\nfor Membership\n\nNumber\nSOLD\n\n149\n\nReceipts\nFROM SALES\n\n$223.50\n\nand Action\n\nTaken\n\nTwenty-seven applications for membership in the Department were\napproved by the Executive Committee. Of these 27, 19 accepted member¬\nship for 1937, 6 accepted membership for 1938, and 2 are pending ac¬\nceptance. In addition, 18 others accepted invitations to membership which\nwere extended them in 1936, making a total of 37 new members during\n1937.\nAt the time this report is prepared 1 1 applications await the action of\nthe Executive Committee at the Atlantic City meeting.\nReview\n\nof Educational\n\nResearch\n\nThe issues of the Review published during 1937, together with infor¬\nmation concerning the cost of printing, number of copies distributed, num¬\nber of copies on hand, etc., are listed on the following page:\n\n"}
{"page": 360, "printed_page": null, "text": "354\n\nNational\n\n»\n\nAssociation\n\nEducation\n\nNumber\n\nTitle\n\nChairman\n\nNumber\nPRINTED\n\nCost\n\nof\n\nPRINTING\n\nNumber\nON\n\nHAND\n\nTRIBUTED\n\nVol. VI, No. 5, Mental\nHygiene and Adjust¬\nment .\nVol. VII, No. 1, Educa¬\ntional Sociology .\n\nDIS¬\n\nHarry J. Baker. . . .\nCharles C. Peters. .\n\nThe Curriculum .\nVol. VII, No. 2^\nVol. VII, No. 3\nTeacher Personnel. . .\nVol. VII, No. 4\nSchool Organization. .\n\nHenry Harap .\nEarl W. Anderson .\nW. C. Reavis .\n\n1,500\n\n$532.67\n\n1,500\n1,500\n\n459.12\n439.18\n349.27\n\n1,500\n\nSummary\n\nof Receipts\n\n420\n\n965\n\n390.55\n1,500\n\n535\n\n1,080\n\n170\n\n1,330\n370\n490\n\n1,130\n1,010\n\nand Expenditures\n\nThere follows a summary of the receipts and expenditures from January\n1, 1937, thru December 31, 1937.\nMiscellaneous\nResearch\n\nMemorandum\n\non Education\n\nActivities\nin the Depression, a report prepared\n\nby the Educational Policies Commission with the cooperation of J. B. Sears\nand published by the Social Science Research Council as one of its series\nof studies in this field, was sent gratis to each member of the American\nEducational Research Association under date of July 19, 1937, as was also\nthe supplementary\nography\n\ndocument\n\non Education\n\nissued by the Commission,\n\nentitled A Bibli¬\n\nin the Depression.\n\nThe Secretary-Treasurer’s office as in past years has furnished, on re¬\nquest, information concerning the American Educational Research Associa¬\ntion, 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 to each issue of the Review advising them that\nreprints of their chapters may be obtained at cost should they so desire. A\nletter was sent in November to each member to ascertain the correct names\nand positions for inclusion in the directory published in the December\nReview.\n\nIn an endeavor to increase the sales and subscriptions to the Review\n\nand\n\nthe Official Report , a letter and advertising leaflet were sent under date of\nMay 6, 1937, to approximately 700 libraries and 200 deans of schools of\neducation. A letter calling attention to the Official Report was also sent to\nsubscribers to the Revieiv.\nActivities in connection with the annual meeting and dinner of the\nDepartment have been handled, including the printing of the Program for\nthe meeting, the Program and tickets for the dinner, and a leaflet compris¬\ning the first report of the Committee on Awards.\nThe Secretary-Treasurer’s office handled the editorial work, printing,\nand distribution of the third Official Report of the Department, covering\nthe 1937 meeting. Each member of the Department received a copy of the\nOfficial Report\n\nas part of his membership.\n\nthe remaining copies is shown\n\nThe\n\nincome\n\nfrom\n\nthe sales of\n\nearlier in the SecretarjTLTeasurer’s\n\nreport.\n\n"}
{"page": 361, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\n355\n\nAssociation\n\nVarious members of the staff of the Research Division, National Educa¬\ntion Association, have spent considerable time checking references, reading\nproof, and otherwise getting manuscripts for the Review ready for the\nprinter. Approximately 3700 references included in the last five issues of\nthe Review have been checked in this manner. The members of the editorial\nstaff of the Division of Publications of the National Education Association\nalso assist in the editing and proofreading of the Review\nReport. All told, these services are approximately\n\nand of the Official\n\nequivalent to the time of\n\none person for 200 working days per year.\n\nSUMMARY\n\nOF\n\nJANUARY\n\nRECEIPTS\n\nAND\n\n1, 1937, THRU\n\nEXPENDITURES\nDECEMBER\n\nFROM\n\n31, 1937\nBudget\n\nReceived\n\nReceipts\nDues of active members .\nSubscriptions .\nSale of single copies of the Review, Official Report, and reports .\nSale of tickets to annual banquet .\nMiscellaneous .\n*Transfer from Reserve Balance as of January 1, 1937 .\nTotal .\n\n$2,025.00 $2,205.00\n1,660.00\n2,076.56\n2,000.00\n1,586.38\n262.50\n148.50\n28.66\n1,732.50\n1 , 732 50\n$7,680.00 $7,777.60\nBudget\n\nDisbursed\n\nExpenditures\nClerical service at N. E. A. headquarters .\nPrinting programs for annual meeting .\n\n$1,000.00\n$804.97\n85.00\n76.65\n\nPrinting Review\n\n3,500.00\n\n(6 issues @ $600 per issue) .\n\nPrinting membership\n\ncards .\n\n35.00\n\nPostage and mailing, supplies, publicity, addressographing, multi¬\ngraphing, mimeographing .\nExpenses of the Editorial Board .\nExpenses of the annual banquet .\nPurchasing and mailing of five issues of the Research Bulletin .\nPrinting Official Report, New Orleans meeting .\nJoint Yearbook Committee of the A. E. R. A. and Department of\nClassroom Teachers .\nCommittee on Awards (Walter S. Monroe, chairman) .\nMiscellaneous .\n\nBad accounts .\nTotal .\nBalance N. E. A. treasury, January 1, 1937 .\n*Less transfer from Reserve Balance as of January 1, 1937 .\nNet balance N. E. A. treasury, January 1, 1937 .\nReceipts .\n\n.\n\n2.668.231\n\n51.65\n\n935.00\n1,039.17\n325.00\n166.01\n325.00\n189.67\n100.00\n74.56\n775.00\n698.67\n150.00\n300.00\n50.00\n\n148.84\n166.68\n41.60\n\n100.00\n\n120.44\n\n$7,680.00\n\n$6,247.14\n\n$7,732.86\n1 , 732.50\n$6,000.36\n7,777.60\n\nTotal .\nDisbursements .\n\n$13,777.96\n6,247.14\n\nCash balance N. E. A. treasury, January 1, 1938 .\n\n$7,530.82\n\n1 Includes printing of six issues of the Review (October 1936 thru October 1937).\n\n"}
{"page": 362, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nREPORT\nOF THE JOINT COMMITTEE\nOF THE AMERICAN\nEDUCATIONAL\nRESEARCH\nASSOCIATION\nAND\nDEPARTMENT\nOF CLASSROOM\nTEACHERS\nFebruary\n\n1938\n\nFor more than two years a joint committee of the American Educational\nResearch Association and the Department of Classroom Teachers has been\nworking on plans for a volume of about 250 pages on the general subject,\n“The Use of Research by Classroom Teachers.” It is hoped that the volume\nwill result in a much wider use of research findings and research procedures\nin the nation’s classrooms.\nThe proposed volume will consist of two major parts, of which the second\nwill be considerably the larger. Part I will consist of four introductory\nchapters dealing with : ( 1 ) the need for wider use of research in the class¬\nroom, (2) the potential value of research to teachers, (3) suggestions to\nteachers on the interpretation and evaluation of research, and (4) a discus¬\nsion of the teacher’s opportunities and responsibilities as a research worker.\nThe second part of the yearbook will consist of a series of chapters prepared\nby research specialists in which the major implications of research in various\nfields will be pointed out. These chapters will not be in any sense reviews of\nresearch. Mention will almost never be made to specific research studies.\nThere will be no description of research technics and no lists of findings.\nInstead, each contributor will attempt to point out what, in his judgment,\nare the most important teaching suggestions that can be offered as a result\nof all the research that has been done in his own field. A total of fifty-four\nreviewers are giving the Committee their cooperation.\nFirst-draft manuscript is already in hand for virtually all of the volume.\nSome of the manuscripts have been reviewed and revised one or more times.\nAccording to present plans, final revision of the manuscripts by the various\ncontributors will be done during the spring and summer months, as rapidly\nas all the criticisms from reviewers can be gathered. The yearbook Com¬\nmittee will meet early in the autumn for final review of the manuscript.\nIt is hoped that the material can then be edited and published in time to\nappear in February 1939.\nRepresenting the American Educational Research Association on the\nCommittee are William S. Gray, Prudence Cutright, and Paul T. Rankin.\nRepresenting the Department of Classroom Teachers are Mrs. Myrtle\nHooper Dahl, chairman , Edna Greene, Hilda Maehling, Robert Wayne\nClark, and Wilbur Raisner.\n\n"}
{"page": 363, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n357\n\nA PLAN FOR THE AFFILIATION\nOF LOCAL EDUCATIONAL\nRESEARCH\nORGANIZATIONS\nWITH\nTHE AMERICAN\nEDUCATIONAL\nRESEARCH\nASSOCIATION\n1. Each affiliated organization shall contribute twenty-five cents per\nmember to the American Educational Research Association.\n2. Members of affiliated organizations shall be entitled to receive each\nyear either one issue of the Review of Educational Research or the Official\nReport\n\nof the annual\n\nmeeting;\n\nrequests for the Review\n\nor Official Report\n\nshall be placed in bulk thru the chief administrative officer of each affiliated\norganization at the beginning of each year.\n\n"}
{"page": 364, "printed_page": null, "text": "358\n\nBRIEF\n\nNational\n\nREPORT\nSENTED\n\nEducation\n\nAssociation\n\nOF THE COMMITTEE\nON AWARDS\nTO THE EXECUTIVE\nCOMMITTEE\nAND BUSINESS MEETINGS\n\nAtlantic\n\nCity, Saturday,\n\nFebruary\n\n26, 1938\n\n(For complete report see “Citations for Outstanding\nEducational\n\nPRE¬\n\nContributions to\n\nResearch ” on following pages )\n\nThe Committee on Awards, appointed shortly after the annual meeting\na year ago, has held two meetings, one in New York City on May 17 and\nthe other in Washington, D. C., on October 29. W. G. Carr has had the\nreport of the Committee, giving the selection of outstanding studies, printed\nin leaflet form and copies will be distributed at the Annual Dinner Meeting\non Monday evening when formal announcement of the awards will be\nmade. The recipients of the awards have been invited to attend the dinner\nas guests of the American Educational Research Association.\nAs the treasurer’s report shows, the Committee on Awards has kept well\nwithin the appropriation of $300. Since only one meeting is contemplated\nduring 1938, the expenses will doubtless be less than during 1937. It may\nbe advisable to keep the amount appropriated for this Committee at $300,\nbecause the expenses will vary with the geographical distribution of the\nmembers of the Committee, but if it seems desirable, the expenses of the\ncurrent year indicate that the amount might be reduced to $250 or even\n\n$200.\n\nRespectfully submitted,\nWalter\n\nS. Monroe,\n\nChairman.\n\n"}
{"page": 365, "printed_page": null, "text": "Outstanding\n\nContributions\nto\n\nEducational\n\nResearch\n\nSelected from Studies Listed in the 1936 Volume\nof the Review of Educational Research by the\n\nAmerican\n\nCOMMITTEE\n\nON AWARDS\n\nEducational\n\nResearch\n\nAssociation\n\nA Department of the National Education Association\nFebruary\n\n1938\n\n"}
{"page": 366, "printed_page": null, "text": "ev&tt\nTHE\n\nThe\n\nCommittee\n\ncational Research\nFollowing\n\nCOMMITTEE\n\non\n\nAwards\n\nwas\n\nAssociation\n\nthe procedure\n\nON AWARDS\n\ncreated\n\nby the American\n\nat its meeting\n\nindicated\n\non February\n\nEdu¬\n\n20, 1937.\n\nin the resolution approved\n\nby\n\nthe Association, nominations of outstanding researches were se¬\ncured from the members of the committees which prepared the\nnumbers\n\nof the Review\n\nnominations\n\nof Educational\n\nResearch\n\nfor each of the five fields were\n\njudges for evaluation.\n\nThese\n\njudges\n\nfor 1936.\n\nsubmitted\n\nwere\n\nThe\n\nCommittee\n\non\n\nAwards\n\ngave\n\nconsideration\n\ntions; 3 in the field of Mental\n\nand\n\nthe field of Pupil Personnel,\n\nGuidance,\n\nthe field of Psychology\nand Supervision;\n\nto groups\n\nalso asked\n\nadditional nominations. Each piece of research was\none or more members of the Committee.\n\nexamined\n\nto 35\n\nof Learning, General\n\n14 in the field of the History\n\nby\n\nnomina¬\n\nCounselling;\n\nMethods\n\nof\n\nto make\n\nPhysical Development;\nand\n\nThe\n\n7 in\n3 in\n\nof Teaching,\n\nof Education\n\nand\n\nComparative Education; 7 in the field of Mental Hygiene and Ad¬\njustment. The number of judges reporting ratings in these fields\nvaried\n\nfrom\n\nsubstantial\n\n9 to 13.\n\nThe\n\nCommittee\n\nwas\n\nimpressed\n\nby their\n\nagreement.\n\nNone\n\nof the studies selected received the\n\nhighest possible rating by all judges, but the average of the ratings\nindicated that these studies should be recognized as outstanding.\n\nThe\n\nCommittee\n\nfor the cooperation\n\non\n\nAwards\n\ndesires\n\nof the members\n\nto express\n\nits appreciation\n\nof committees\n\nof the Review\n\nof Educational Research and of those who rated the studies nom¬\ninated for consideration. Without this cooperation, the Committee\ncould not have fulfilled its responsibilities.\nRespectfully\n\nsubmitted.\n\nCarter\nBess\n\nGoodykoontz\n\nWalter\n\n[ 360 1\n\nAlexander\n\nS. Monroe,\n\nChairman\n\n"}
{"page": 367, "printed_page": null, "text": "WITH\n\nCOMMENTS\n\nBY\n\nTHE\n\nCOMMITTEE\n\nIn the field of Mental Development.\nBayley,\n\nNancy.\n\nMental\n\nGrowth\n\nDuring\n\nthe First Three\n\nYears:\n\nA Developmental Study of Sixty-One Children by Repeated Tests.\nGenetic Psychology Monographs, Vol. 14, No. 1. Worcester,\nMass.: Clark University Press, 1933. 92 p.\nA study characterized by a systematic and careful appli¬\ncation of approved technics and by a scholarly report. The\nfindings bring into question\n\nconclusions\n\nbased\n\non\n\nprevious\n\ninvestigations and thereby indicate a need for further research\nin this field.\n\nIn the field of Psychology of Learning.\nBrenner,\n\nBenjamin.\n\nPraise and Blame\nto\n\nEducation,\n\nColumbia\nA\n\nEffect\n\nof\n\nupon Learning\n\nNo.\n\n620.\n\nNew\n\nUniversity, 1934.\n\n52 p.\n\ncarefully planned\n\nand\n\nImmediate\n\nand\n\nRecall.\n\nYork:\n\nconducted\n\nand\n\nDelayed\n\nContributions\n\nTeachers\n\nCollege,\n\nexperimental\n\nstudy.\n\nThe report includes a critical review of previous investigations,\na detailed analysis of the problem of motivation and con¬\nclusions based on the synthesis of the findings and those\nof previous\n\ninvestigations.\n\nIn the field of History of Education.\nCurti,\n\nMerle.\n\nThe\n\nSocial\n\nReport\n\nof the Commission\n\nscholarly work,\n\nof American\n\nEducators.\n\non the Social Studies, American\n\nHistorical Association, Part X.\nSons, 1935. 613 p.\nA\n\nIdeas\n\nNew\n\nYork: Charles Scribner's\n\nillustrative of the historical approach\n\nin the study of current conditions.\n\nThe nature of the content\n\nand the style of presentation should make the volume attrac¬\ntive to the classroom teacher and the school administrator.\n\n[361]\n\n"}
{"page": 368, "printed_page": null, "text": "In the field of History of Education.\nMorison,\n\nSamuel\n\nCambridge,\n\nMass.:\n\nEliot.\n\nThe\n\nHarvard\n\nMorison,\n\nSamuel\n\nEliot.\n\nCentury.\n2 vols.\n\nCambridge,\n\nFounding\n\nUniversity\nHarvard\n\nMass.:\n\nobtained\nhas\n\nfrom\n\nachieved\n\nCollege.\n\nPress, 1935.\n\n472 p.\n\nCollege\n\nHarvard\n\nA historical study characterized\n\nof Harvard\n\nin the Seventeenth\n\nUniversity Press, 1936.\n\nby interpretation\n\noriginal sources; a study in which\nthe happy\n\ncombination\n\nof data\n\nthe author\n\nof scholarliness\n\nand\n\nattractiveness. Although it is concerned with a single insti¬\ntution, the study contributes to an understanding of the\ndevelopment\n\nof higher education\n\nIn the field of Mental\nJersild,\n\nArthur\n\nin this country.\n\nHygiene.\n\nT., and\n\nHolmes,\n\nFrances\n\nFears . Child Development\n\nMonographs,\n\nTeachers\n\nUniversity,\n\nCollege, Columbia\n\nAlthough\nand\n\nthe data were\n\nteachers\n\nauthors\n\nand\n\nfrom\n\nbelieve them\n\nB.\n\nChildrens\n\nNo. 20. New\n1935.\n\nYork:\n\n356 p.\n\nobtained\n\nfrom\n\nrecords by parents\n\ninterviews\n\nand\n\nadult\n\nto be highly reliable and\n\nreports, the\nvalid.\n\nThe\n\nreport reflects the open-mindedness of the authors and their\ncritical analysis of the problem. Important contributions are\nmade\n\nin the field of child development.\n\n[ 362 ]\n\n"}
{"page": 369, "printed_page": null, "text": "Department\nzAdult\n\nof\n\nEducation\n\n"}
{"page": 370, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nadult\n\nzvas\n\neducation\n\nestablished\n\nby vote\n\nof the\n\nRepresentative Assembly, July 8, 1921, as the Department of Immigrant\nEducation. The first meeting was held in 1922 in Boston. In 1924 the\nname of the Department was changed\ncation. See proceedings, 1924:566.\n\nto the Department\n\nof Adult Edu¬\n\nThe officers of the Department for the year 1928-39 are: president,\nGeorge C. Mann, Director of Adult Education, State Board of Educa¬\ntion, Los Angeles, Calif.; vicepresident, Mrs. Elizabeth C. Morriss, Di¬\nrector of Adult Education, Raleigh, N. C.; coordinate vicepresidents,\nCaroline A. Whipple, Supervisor , Adult Education, State Department\nof Education, Albany, N. Y .; George L. Maxwell, Assistant Director,\nEducation Division, WP A,- Washington, D. C.; M. S. Robertson, State\nDirector, WPA Education, New Orleans, La.; Frances K. Wetmore,\nBoard of Education, Chicago, III.; Paid Essert, Principal, Opportunity\nSchool, Denver, Colo.; secretary, Frank N. Debatin, Dean, Washington\nUniversity, St. Louis, Mo.; assistant treasurer, George R. Bryant,\nState Supervisor, WPA Education, Columbus, Ohio.\nThis Department meets once a year in July. The annual dues, $ 1 , are\npayable to the Department of Adult Education of the National Educa¬\ntion Association. The Department publishes a bulletin. Facts relating to\nthe establishment of this Department and the record of meetings are\nfound in earlier volumes of proceedings as follows:\n1921 -.460\n1922 -.905-968\n192 3:669-704\n1924 -.565-582\n1925 -.337-353\n\n1926 :329-372\n1927 -.293-334\n\n1928:263-304\n1929 -.277-316\n\n[ 364 ]\n\n1930:249-274\n1931:315-342\n1932:263-282\n19 33:275-308\n\n1934 -.273-296\n1935 :255-270\n1936 :161-176\n\n1931:177-202\n\n"}
{"page": 371, "printed_page": null, "text": "1\n\nPRESIDENT’S\nMAUDE\n\nE. AITON,\n\nPRINCIPAL,\n\nREPORT\n\nWEBSTER\n\nSCHOOL,\n\nWASHINGTON,\n\nD. C.\n\nEducation during the\nof Adult\nof the inDepartment\nthe tohopeapproach\nhas twobeenyears\nIT past\nand particular ways three\ncertain logical\ngeneral objectives:\n\nAn\n\neffort has been made\n\nto enlist in this work\n\nthe initiative, talent, and\n\nlabors of every willing person in order that the executive committee of\nofficers might be truly agents of a democratic organization. The particular\nmeans thru which we have tried to work out our program have been : ( 1 ) the\nsemiyearly conferences ; (2) the service bulletin; (3) active state committees\nthruout the nation on membership, legislation, and publicity; and (4) the\nCommission on the Enrichment of Adult Life, and Committees on Research,\nSocial Economic Education, Amendments, and Resolutions.\nConferences\n\nIn the large conferences we have tried to bring together representatives\nof all parts of the country, all viewpoints — to pool experiences and coordi¬\n\n.\nThe clarificat\nn fogeneral\nnate plans\nforiothe\nwelfare.\nare justifiably proud of the work of\nr ourselve\ns of our We\npresent and\nture of\nour program chairmen, and jubilant over the fulists\nfunctruly\n2.\ntions great leaders\nThe development\nof a constructive\nplanadvise\nwho have been willing to talk to us,\nus,maand enter into our gen¬\nfor thewith\nperfor\nnce of these fu\n3.\nnctions\neral\ndiscussions.\nThe enlistment of\nactive interest th\nruout the length\nand brea1937,\nAt the first meeting in New Orleans\nin February\nmade\ndth of we\nthis were\ncountry.\n\naware of the more recent undertakings in adult education. We learned from\nleaders in university extension, libraries, churches, motion picture projects,\nradio, CCC camps, public forums, and the press of our responsibility for\n\ncooperation in a comprehensive program in which each phase of adult edu¬\ncation makes its own contribution. The Department recognized, for example,\nthat “the Works Progress Administration has provided service to several\nmillion adults and tens of thousands of unemployed teachers, and thereby\nfurthered the movement of adult education.’’ The Department approved\nthru resolutions, “(a) the inclusion of adult education in the nation’s plans\nfor recovery; (b) the policy of the WPA to integrate WPA education with\nprograms of established agencies of public education in states, counties, and\nschool districts; (c) its policy to maintain high standards for qualifications\nin teachers, supervisors, and teaching materials.’’ The Department also went\non record as recommending the “continuance of this program until per¬\nmanent facilities can be established by local, state, and federal agencies.’’\nThe question of federal aid for adult education as discussed at the New\nOrleans conference centered about the need for aid in the removal of il¬\nliteracy among\n\nthe various states and territories and the teaching of the ele1 365 1\n\n"}
{"page": 372, "printed_page": null, "text": "366\n\nNational\n\nEducation\n\nAssociation\n\nments of citizenship. The development of legislative plans in the Depart¬\nment which have assumed much importance will be discussed elsewhere in\nthis report.\nThe program of the conference in Detroit, June 1937, was self-centered\nin a sense. We attempted an objective, constructive criticism of our own\npractices; and tried to find thru this means\n\npractical suggestions for the\n\n“Next Steps in Adult Education.” In order that we might have reflections\nfrom the North, South, East, and West, fifty people were invited to par¬\nticipate in planning the program and did so. The same number of persons\nwhose experience and opinions we are bound to respect shared in the dis¬\ncussions. We were confronted by the program chairman with these two\nbarbed shafts, directed at us thru him: One critic said, “Adult educators\nthink they discovered America, and with all the enthusiasm of explorers and\npioneers, they haven’t stopped to take stock of themselves and to criticize\ntheir practices, and in the light of that criticism, to attempt self-improve¬\nment.” The other said: “I have attended a good many adult education\nmeetings and have been impressed by the fact that all such meetings were\ngiven over very largely to people telling how good their various programs or\nactivities were, but failing to be sufficiently critical in special reporting. It\nwould perhaps be healthful if for one meeting we could check our im¬\nportances at the door, come in and look at ourselves very objectively, point¬\ning out where our weaknesses lie.” This meeting at least put us on guard\nagainst smugness.\nIn February 1938 a conference in Atlantic City centered about the prob¬\nlems of American youth and our responsibilities in connection with plans for\nthem. Questions of federal grants had become of absorbing interest with\nthe release of the report of the President’s Advisory Committee on Educa¬\ntion, and much time was spent in discussion of policies relative to federal aid\nto adult education.\nAt each conference we joined the National Council on Naturalization and\nCitizenship in a meeting devoted to the more recent problems connected\nwith naturalization, and the discussion of plans for cooperation with the\ngovernment in plans for citizenship training.\nThe Commission on the Enrichment of Adult Life has made a report at\neach conference. It is to be noted that Basic English and the initial work in\nthat field by Mary L. Guyton in Boston and Elelen H. Shears in Washing¬\nton, D. C., was an important offering at the meeting in February, marking\nthe spread of the system in this country and setting the stage for additional\ncenters for its study and growth.\nThe\n\nThe\n\nBulletin\n\nBulletin has been edited by Caroline A. Whipple,\n\nwho\n\nhas more\n\nrecently had the assistance of John Herring as co-editor, Mildred L. Wiese\non the editorial staff, and Jessie Robbins, assistant from the N. E. A.\nThe Department owes to Miss Whipple’s energy and devotion the record¬\ning of the most vital and inspiring messages that have been brought to us at\n\n"}
{"page": 373, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n367\n\nour meetings ; the helpful news bulletins on work that is being done in this\ncounty; the informative book reviews published in each number. The\nBulletins that have been published since June 1936 when the Department\nagain resumed separate publication, have offered contributions to us as\nworkers from real leaders. The reflections and counsels of these devoted men\nand women are now our very own possessions. If we have followed them\nwith half the earnestness we enjoin upon those we ourselves are trying to\nlead into the light, we see now a little more clearly our responsibilities and\n“our eyes are fixed,” to quote from one, “a little less waveringly upon will-othe-wisps, and a little more firmly upon clear, burning harbor lights.”\nCommittees\n\nMembership — The value of an organization is dependent upon what the\nindividual gives to the organization thru membership, and what the organi¬\nzation gives in turn to the individual. Our rapidly increasing membership\nreflects the increasing desires of individuals for something they feel we have\nto give. Thru this increased membership we have been able to crystalize the\npurposes of our Department, and to give more largely — to share the fruits\nof our experience. We must be very sure of careful guidance as the move¬\nment grows. Our responsibilities are heavy in the matter of giving.\nPublicity — Publicity chairmen in each state, as well as membership chair¬\nmen, have been instrumental in disseminating information relative not only\nto the Department’s work, but to adult activities in general. Witness the\nNorth, South, East, and West section of the Bulletin. The president retained\nthe general chairmanship of both publicity and membership committees in\norder to be in close touch with the needs and purposes of those working in\nthe various parts of the country. Conference trips to New York, Ohio, In¬\ndiana, Illinois, Missouri, and Louisiana have demonstrated the stimulating\neffect of personal effort.\nLegislation — As will be remembered, the Department of Adult Education\nhas, with a small dissenting minority, concurred in the findings of the Edu¬\ncational Policies Commission to the effect that the “National interest in an\neducated citizenship requires greater federal participation in school support.”\nAs a working basis for proposals of federal aid to adult education, sug¬\ngestions for a bill were made and discussed at the conference in New Orleans.\nThese suggestions included proposals for a federal grant of $25,000,000\nannually, to be apportioned on the basis of illiteracy for “aid in the removal\nof illiteracy among the various states and territories and the teaching of the\nelements of citizenship.” The sense of the conference favored such aid. The\npresident was instructed to form a committee for further investigation and\nstudy, looking toward the formulation of a bill. A detailed report of this\ndiscussion is on file for your further information.\nFollowing this action of the Department, your president, acting in the\ncapacity of legislative chairman, held conferences with representatives of the\nNational Education Association, the United States Office of Education, the\nAmerican Council on Education, the President’s Advisory Committee on\nEducation, the United States Immigration and Naturalization Service, the\n\n"}
{"page": 374, "printed_page": null, "text": "368\n\nNational\n\nEducation\n\nAssociation\n\nAmerican Federation of Labor, and polled the committees on education\nin Congress, first to ascertain their views as to what would be of value, and\nlater at other conferences to discuss the principles of a bill that might\nhave the approval of all agencies concerned.\nThese conferences resulted in the drafting of a tentative bill which was\npresented for discussion at the Detroit meeting in June 1937. The president\nwas instructed to circularize this tentative bill, to appoint legislative com¬\nmittees in each state which should : ( 1 ) study needs in adult education in\ntheir several states, (2) summarize information relative to present laws\nand their administration, (3) disseminate information and promote interest\nin legislation for adult education, and (4) present to the central committee\na plan representing the consensus in that state.\nThese committees were appointed. Two hundred and thirty-six leaders\nin forty-five states accepted membership. Reports came in gradually over\nthe period of six months from thirty-five states, some with emphasis on needs,\nothers confined to the present status of laws on adult education, and some\nwith direct comments upon federal legislation as state committees. A few\nsent proposals in the form of suggested bills. A tabulation of responses shows\na somewhat representative distribution — 13 from the New England and\neastern states, 11 from the South, and 11 from the West and Middlewest.\nThe governors of twenty-four states have written letters of commendation\nfor our objectives, twenty-one of whom agreed to act in an advisory capacity\non the state legislative committees. Of the twenty- five, 3 are from the New\nEngland and eastern states, 11 from the South, and 10 from the West and\nMiddlewest.\nIt became increasingly evident that the general trend of opinion was\ntoward outright grants with apportionments based on the whole adult\npopulation, and under the control of state departments of education ; that\nthe states should be prepared gradually to take over full responsibility for\ntheir own\n\nprograms;\n\nthat definite action by the Department\n\nshould be de¬\n\nlayed until after the report of the President’s Advisory Committee. A second\nand third revision of the tentative bill was made in an effort to conform to\nthe needs and desires of the countrv as a whole. These were circularized\n•\n\nas a basis of discussion and planning.\nInterest was sufficiently aroused by March 4, 1938, to result in the intro¬\nduction of two identical bills in the Senate and the House — S. 3604 by\nSenator Hatch of New Mexico, and H. R. 9743 by Representative Secrest\nof Ohio. These bills follow in principle the recommendations of the Reeves\nCommittee and would authorize the appropriations of $90,000,000 to be\ndistributed over a period of five years and apportioned on the basis of the\nadult population for the removal of illiteracy, providing for training in\ncitizenship and other branches of adult education ; a portion of the funds\n(not more than a third) to be used by the Office of Education in cooperation\nwith the states for experiment, research, and teacher training. The state\ndepartment or equivalent branch or officer in each state would receive the\nfunds ; initiate, promote, and develop plans within the state ; and have\nsole power in the certification of teachers.\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n369\n\nAt the Atlantic City meeting in February 1938 the Department gave in¬\nstructions to the president to work for legislation which would incorporate\nthe Reeves recommendations in full. After consultation with our Con¬\ngressional sponsors, it was decided to join the N.E.A. legislative group and\naccept the education bill as drafted by their committee. Your president,\ntherefore, represented the Department at a conference called by Sidney B.\nHall, chairman of the N. E. A. Legislative Commission, March 24, where\nvarious groups were represented, to consider an amendment to the HarrisonFletcher Bill, which was introduced as a substitute in the Senate — S. 419,\nand in the House\n\nas H.R.\n\n10340. Title II deals with “Grants to States for\n\nAdult Education.” A copy of this portion has been sent to each member of\nthe legislative committees thruout the states. It was also published in the\nApril number of our Bulletin.\nHearings were not held on this bill. Encouraging letters have come, how¬\never, from fifteen members of the committees on education in Congress ; and\nfrom twenty-four state organizations. Many leaders have indicated their\nwillingness to come to Washington to speak before the Congressional Com¬\nmittees at hearings.\nAs a Department we hope that the passage of this bill may lessen the\nserious inequalities in educational opportunity thruout the country. There\nare those who still look upon federal grants as an “ominous departure from\nour American system of local control of education” ; others believe that\nnone should benefit from these provisions save publicly supported agencies.\nMany feel that a bill for adult education should be introduced separately\nand stand or fall on its own merits.\nIt seems to us that careful and thoro hearings when the bill is reintroduced\nat the next session of Congress, will serve to compose the larger difficulties.\nAt least our voices are being heard in the land as we “assert a paramount\nneed for adult education, and state that democracy cannot get along without\nit.” The question of publicly supported adult education is before this organi¬\nzation for careful and considered action, which we hope will reflect the care¬\nfully considered conclusions of our whole competent citizenry.\nIt should be noted that on Tuesday, June 7, Senator Harrison made an\neffort on the floor of the Senate to have the education bill considered before\nthe close of the 75th session. The discussion arising from his effort will\ninterest our members. A copy is on file.\nA committee will be appointed at this meeting to be ready with an analysis\nof the bill at Wednesday’s meeting in order that at that meeting the recom¬\nmendations of the group can more readily be given as to what policies should\nbe followed at congressional hearings and as to the extent that power of\naction may be given to representatives at hearings. It is suggested that a\npermanent legislative committee be appointed at once by the incoming presi¬\ndent, this committee to prepare for the hearings for next year.\n\nOther committees — The following committees were suggested at the\nAtlantic City meeting in February and have been appointed :\nNominating Committee — Mrs. Flora Robison, chairman,\nWetmore, Wil Lou Gray, E. M. Hosman.\n\nThomas\n\nFansler, Frances\n\n"}
{"page": 376, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nAssociation\n\nResearch Committee (to act as a clearinghouse for materials) — Frank\nchairman, Mildred L. Wiese, Mary Guyton, Wil Lou Gray.\nCommittee on Social Economic Education — John\nFisher, Thomas Fansler, Katherine Kohler.\n\nHerring,\n\nD. Debatin,\n\nchairman,\n\nWinifred\n\nCommittee to Suggest Amendments to the Present Constitution — John Herring,\nchairman, Caroline A. Whipple, George C. Mann, Mrs. E. H. Wood, Mildred L.\nWiese.\nCommittee on Resolutions — Leonard C. Murray, chairman, George C. Mann,\nRoben J. Maaske, Cornelia S. Adair, George R. Bryant, Katherine Kohler.\n\nA committee to plan for preliminary and in-service training for teachers\nwas suggested at Atlantic City, but not appointed. The object of this com¬\nmittee would be to survey all universities giving adequate courses, issue\nthru the Bulletin descriptions of such courses, and carry on further work\nthat seems advisable to the committee.\nFinances\n\nMay we thank the National Education Association for the substantial\nhelp given in the form of subsidy, and the American Association for Adult\nEducation for willingness to help financially in an effort to give our mem¬\nbers an opportunity to have the publications of that organization. We are\ndeeply indebted also to the N.E.A. for services in the central office. The\nUnited States Social Security Board has furnished us valuable material for\ndistribution as has the United States Reclamation Service. The Adult Study\nGuide , prepared by the Research\n\nDepartment\n\nof New\n\nYork\n\nUniversity\n\nhas\n\nbeen offered to our members for a nominal price.\nIt is earnestly recommended that a committee on finance be named by the\nincoming president to function thruout the administration, not merely to\naudit our usual summaries of statements from the central office but to serve\nas a planning committee\n\nfor securing a subsidy for our Bulletin , and other\n\nfinancial aid until such time as the organization becomes self-supporting.\nThis goal, our experience tells us, will not be reached until we have a mem¬\nbership of at least ten thousand members.\nAppreciation\n\nThruout the two years of this administration I have been deeply grateful\nto the executive officers who have served with me and who have given of\ntheir time and money to be at our meetings, to come to extra executive com¬\nmittee meetings, to meet groups of people in the various parts of the country\nto present the objectives of this Department. I have also deeply appreciated\nthe work done by the many committees thruout the United States who have\nso willingly and enthusiastically carried out the work assigned them.\nTho the Department has done excellent work for many years, I myself\nfeel that we are only at the beginning of a tremendous movement taking\nplace in our country and we must go forward with even more zeal and\nearnestness to meet our growing responsibilities,\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nADULT\nEDMUND\n\nDE\n\nS. BRUNNER,\nCOLUMBIA\n\nof\n\nAdult\n\nEducation\n\n371\n\nEDUCATION\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nYORK,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nBefore 1930 the adult education field was very largely in the hands of\nnon-school agencies, except for vocational education. The emergency educa¬\ntion program of the Works Progress Administration and the awakening\nof the schools to the possibilities of adult education has measureably changed\nthis situation. The President’s Advisory Committee on Education has recom¬\nmended liberal grants to public adult education. This raises the possibility\nof competition between public and private agencies or at least overlapping in\nthe program.\nThere is no reason, however, why the situation cannot be adjusted. There\nare both private and public schools. Tho the private agencies of adult educa¬\ntion will probably suffer from loss there is room for both. Public agencies in\ntheir new self-consciousness and enthusiasm must recognize this.\nEstimates of the American Association for Adult Education indicate that\nthe great majority of persons enrolled in adult education enterprises are still\nconcerned with private groups. There is a sociological reason for this, since\nmany of these groups are social groups related to settlement houses, churches,\ntrade groups, women’s clubs, and the like. These private groups can be used\nas experimental grounds for the development of improved technics and for\nattempted projects which, if successful, would be transferred to the broader\nranges of public adult education.\nCalifornia gives us a clue to this. Here both private and public agencies\ncooperate closely with the State Council for Adult Education which is housed\nin a public building and whose officers have status also as representatives of\npublic agencies.\nPrivate agencies can work on special implications of various problems as,\nfor instance, the churches with their interest in the ethical aspects of public\nquestions. The final solution will probably come thru community and state¬\nwide councils in which there will be complete pooling of resources and\nappraisals of the total needs of any given situation.\n\nAFTER\nG. L. MAXWELL,\n\nNATURALIZATION— WHAT?\n\nASSISTANT\n\nDIRECTOR,\n\nWASHINGTON,\n\nEDUCATION\n\nDIVISION,\n\nWPA,\n\nD. C.\n\n“. . . and so they were married and lived happily ever afterward.” Such\nis the happy ending of Snow White and the Seven Dwarfs, and of a hun¬\ndred children’s fantasies, and of a thousand stories of romance. It is the\nending which we like for our fantasies and romances. But we all know that\nthe so-called happy ending is really only a beginning. What happened to\nSnow White and her Prince after they were married? Did they press for¬\nward into the new and deeper and richer experiences of mature life, or did\ntheir life together lapse into a dull routine, its only adventures found in\n\n"}
{"page": 378, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\nmemories of romantic youth? We accept the “lived happily ever afterward”\nending to tales of love only when we are frankly seeking for fantasy, for\nromance, for escape from the more serious facts of life.\nBut in naturalization education we sometimes come perilously near to\naccepting a fairy tale ending as tho it were true to the facts. “And so he\nwas naturalized and lived ever afterward as a good American citizen.” Is\nthat a true story ending or a fairy tale ending? Is naturalization the end of\ncivic education for the foreign-born ? Or is it only the beginning, the gateway\nwhereby the new citizen enters into an experience of lifelong growth in en¬\njoying the privileges and discharging the responsibilities of citizenship? Can\nhe have this experience of growth without continuing education? Can you,\ncan I, who were born into American citizenship, enter fully into that citizen¬\nship without lifelong education in civic affairs? How adequately were you,\nwho were born a citizen, prepared to enjoy the privileges and discharge the\nresponsibilities of citizenship when you reached your twenty-first birthday?\nTo ask these questions is to make the answers so obvious that they need not\neven be stated.\nGranted, then, that naturalization is only the beginning in the lifelong\nprocess of education in citizenship, what shall this education be ? Particularly,\nwhat shall it be in the months just after the new citizen is naturalized —\nfor these months are likely to set the pattern for the rest of his life? I shall\nnot attempt a complete answer to these questions, but I shall try to indicate\nfour things which we can do to help the new citizen grow into the full stature\nof American citizenship.\nFirst , let the new\n\nfairs. For months\n\ncitizen be given real responsibilities in community\n\naf¬\n\nthe candidate for naturalization has been told about the\n\nresponsibilities of citizens in a democracy. There is grave danger that these\nresponsibilities will be thought of as vague, theoretical, divorced from daily\nlife, unless we deliberately plan to give the new citizen handles that he can\ntake hold of immediately after naturalization. These must not be artificial\nhandles. They must be handles which help to turn wheels which are geared\nto the going machinery of our community, state, and national life. As an\nexample I would cite the alumni organization of the Americanization\nSchool in Washington, D. C., of which Miss Aiton is principal. Here the\nnew citizens are immediately admitted to the alumni group, which is charged\nwith definite responsibilities in the operation of the Americanization School.\nAlumni\n\nassist in recruiting new\n\nstudents, in advising these students as they\n\nenter the school, in helping them as they proceed on the road toward naturali¬\nzation, and even in instructing them in their classes.\nSecond, bring the new\n\ncitizen into every type of civic education\n\nwhich\n\nis\n\navailable in the community — and if none is available, see that something is\ncreated at once. If you have public affairs forums in your community, see to\nit that new citizens are not only invited to take part, but that they are well\nrepresented on the committees responsible for planning and conducting these\nforums. They are likely to display a keener interest in public affairs and a\nbetter understanding of civic problems than many of us for whom citizen¬\nship is a birthright. If you have an adult education council in your commun-\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n373\n\nEducation\n\nity, let there be representatives of new citizens groups on the council’s\nexecutive board. They will bring a vitality and a freshness of viewpoint to\nour meetings which we sorely need. If you have no forums, no councils —\nsee that some are created. One teacher organized a “new citizens’ forum”\nwhich became one of the most active and valuable civic groups in the city.\nIn a little western town of a thousand inhabitants, I have seen a group of\nabout a hundred recently naturalized citizens become leaders of the commun¬\nity in all matters related to civic improvement.\nHere let me take a moment to say that it is not advisable to attempt to\nshield the new citizen from the fact that we have some unsolved problems\nin America. This truth is not likely to shake his attachment to the prin¬\nciples of the Constitution. On the contrary, if the shortcomings in American\nlife are presented as problems which the new citizen can help to solve, in\nhis capacity as a citizen in a democratic society, the recognition of these\nproblems will serve to enhance his loyalty to the principles of democracy.\nI once heard a great teacher speak this truth, which I have never forgotten.\n“The highest and strongest loyalty,” he said, “is always the loyalty which is\ncritical of the object of its loyalty — critical, because it can never be satisfied\nwith imperfections and must always strive to make the object of its loyalty\napproach more nearly to the ideal.” The truth that we value most highly,\nthe things which we can help to create thru our own efforts is expressed\nhumorously in the story of the man who died and went to the world beyond.\nThere he found everything perfect, completed, ideal in every respect. There\nwas nothing whatever for him to do. For a few weeks he enjoyed the con¬\ntemplation of this flawless community, but eventually he began to be bored.\nFinally he said to an attendant: “I’m getting a bit tired of this perfect exist¬\nence, with nothing to do. Do you mind if I go down to hell for a few\nweeks, for a change?” And the attendant replied, “Where do you think\nyou’ve been all this time?”\nMost of us have had the experience of joining certain types of “honor\nsocieties.” After we had paid our initiation fees, had been initiated and in¬\nvested with the pin or key, nothing happened. The society did nothing,\nexcept to go on electing more people to its distinguished rolls. You can testify\nas to the strength of your loyalty to such a society. Contrast with that\nexperience your membership in organizations such as those represented here\ntoday — organizations which are admittedly far from perfect, which face a\nmultitude of problems, but which have goals to work for and plans for work¬\ning. You know that your strongest loyalities are to those groups which are\nstill in the making, which have unfinished tasks before them, tasks for which\nyour help is needed. America is still a democracy in the making, with vast\nunfinished tasks before it to challenge the best efforts of all of us. Our immi¬\ngrant citizens of past generations have contributed generously to the pioneer\nefforts which conquered the nation’s physical frontiers. Let us encourage\nthe new citizens of today to give their best thought and labor to the pioneer\nefforts of our time to conquer our social frontiers.\nThird , let us encourage\n\nto our culture. Our\n\nnew\n\nAmerican\n\ncitizens to make\n\ntheir maximum\n\ncontribution\n\ncivilization, as well as our economic\n\nand\n\n"}
{"page": 380, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\npolitical life, is still in the making. We need the best which our new citizens\ncan bring to us from their varied backgrounds. We need their music, their\nart, their dancing, their pageantry, and many of our communities are now\nrecognizing the worth of these esthetic contributions thru community folk\nfestivals. In my own city of Denver I have seen representatives of sixty\nnationalities present an annual folk festival which contributed enormously\nto the enrichment of the life of the city, as well as to mutual appreciation on\nthe part of the various groups. Even the lowly Mexican beet worker gained\nrespect in his own eyes and in the eyes of the community by virtue of his\ncontributions of music, dancing, and handicrafts. But we should not limit\nour outlook to the artistic contributions alone. We have much to learn\nfrom some of our new citizens about family life, for example, about skill\nin the trades of the artisan, about community cooperation and solidarity.\nLet us not limit our recognition of the worth of these contributions to an\nannual folk festival, but let this recognition be a year-round process, extend¬\ning to every area of human interest.\nFourth, we\n\nshould recognize that the new\n\ncitizen has the same basic edu¬\n\ncational needs as the native-born and we should see that the educational\nservices of the community are made available to him as a matter of right,\nand not of benevolence. If we have services of parent education, the foreignborn mother who is a citizen is entitled to her fair share of these. If we have\nservices of vocational education, the new\n\ncitizen who is a breadwinner\n\nhas a\n\nright to the best vocational training we can give. Let us avoid every appear¬\nance of condescension in offering these services. The new citizen is no longer\na foreigner, an alien. He is an American citizen, and is thereby entitled by\nright to the best services which American society provides for its citizens.\nIn closing, I would point out that if we are to achieve aims such as these\nafter naturalization, we shall have to begin to work toward them long before\nthe time of naturalization. Life and education are continuous processes.\nThe step of becoming naturalized will work no miracle either in the new\ncitizen or in the educator. If we want the new citizen to assume responsibili¬\nties of citizenship after naturalization, he must learn how to assume and\ndischarge responsibilities before naturalization. He will never learn this in\na class taught in an authoritarian manner by an automatic teacher. The\nwhole process of education from the beginning must be democratic.\nIf we want the new citizen to do his part to make this nation, great as it\nis, an even better, more democratic commonwealth, he must learn, from his\nfirst lesson in citizenship, that America is still in the making, a nation striv¬\ning toward a democratic ideal which still lies beyond our complete grasp.\nHe will never learn this in a class in which our government is presented as\na perfect machine, wound up and set in motion by the founding fathers. If\nwe want the new citizen to make his maximum contribution to our civiliza¬\ntion, he must be met from the beginning with an attitude of appreciation and\nunderstanding of his own cultural background on the part of his teachers and\nadvisers. He will never be encouraged to give his best to the country of\nhis adoption in a class in which all things foreign to America are frowned\nupon and disparaged.\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nIf we\n\nwant\n\nthe new\n\nof\n\nAdult\n\n375\n\nEducation\n\ncitizen to continue to improve thru education in\n\nevery phase of life — as a parent and homemaker, as a worker, in his health,\nin his leisure-times interests, as well as in his civic obligations, he must be\nintroduced to education in these fields as a part of his education for citizen¬\nship. Furthermore, he must see that good home life, the welfare of children,\ngood workmanship, public health, and community life are all bound up\ninseparably with citizenship. He will never learn this in a class which ex¬\ncludes all subjectmatter save that related to the facts of government. In short,\nthe answer to our question, “After Naturalization — What?” is determined\nby the response we make to the question “Before Naturalization — What?”\nREPORT\nFRANCES\n\nK. WETMORE,\n\nOF\n\nTHE\n\nBOARD\n\nOF\n\nDuring the past year the Adult Education\nAssociation has met twice.\n\nSECRETARY\nEDUCATION,\n\nDepartment\n\nCHICAGO,\n\nILL.\n\nof the National\n\nEducation\n\nThe first meeting was held in Atlantic City, February 28-March 3, in connection\nwith the convention of the American Association of School Administrators. The\nfirst session was given to the reports of the Commission on the Enrichment of Adult\nLife, by James A. Moyer, Mary L. Guyer of Massachusetts, and Robert Deming of\nConnecticut.\nAt the second session the subject considered\n\nwas\n\nthe education\n\nservices for young\n\nadults — that is, various programs of education for out-of-school youth. Excellent\naddresses were given by Homer P. Rainey, director of the American Youth Com¬\nmission; Richard R. Brown, deputy executive director of the National Youth\nAdministration; E. L. Kirkpatrick of the University of Wisconsin; and Nat J.\nFraine, director of Oglesby Institute of Wheeling, West Virginia. Frank P. Graham,\npresident of the University of North Carolina, gave an inspiring address on “Adult\nEducation, a State-Federal Responsibility.” This was followed by a meeting led\nby Lyman Brysch in which the promoting of community interest in adult education\nwas considered by four speakers: J. Keith Torbet of New Jersey; A. L. Threlkeld\nof Montclair, N. J.; Rowland Haynes of Omaha, Nebr. ; Willis A. Sutton of Atlanta,\nGa.; and Margarite L. Clark of Los Angeles, Calif. A luncheon meeting was held at\nwhich two state programs for naturalization and citizenship were presented: the\nCalifornia State Program by George G. Mann, and the Illinois Program by Frances\nK. Wetmore. The final meetings were given to the consideration of state and federal\nlegislation for public support of adult education.\nAt the meeting of the Department\n\nheld in New\n\nYork, June 27-29, Arthur\n\nF. Corey\n\nof Santa Ana, California, presented a paper on “The Teaching of Adults” in which\nhe suggested the necessity of three principles necessary for teachers of adults:\n(1) liberality; (2) equality; and (3) ability to create a pleasant situation, and the\nnecessity of choosing teachers on this basis rather than on a consideration of subject\ntaught.\nAt the following meeting presided over by Morse A. Cartwright, Edmund deS.\nBrunner spoke of the relationship between public agencies of adult education and\nother organizations and groups in the community. (This address appears in the\npreceding pages.) The meeting then divided into four sections to consider the\nrelations as they may be worked out: (a) in large cities with special attention to\nneighborhoods; (b) in suburban communities; (c) in towns; and (d) in states with\nparticular reference to rural areas.\nAt a dinner meeting, John W.\n\nStudebaker,\n\nUnited\n\nStates Commissioner\n\nof Edu¬\n\ncation, spoke on “Today and Tomorrow in Adult Education under Public Auspices.”\nHe stated it was no longer possible to give ecfucation to children only, but we must\n\n"}
{"page": 382, "printed_page": null, "text": "376\n\nNational\n\nEducation\n\nAssociation\n\nstamp upon the public the necessity of adult education for the removal of illiteracy,\nthe training in vocations, and the training in home economics and other forms of\nadult education.\nAt a meeting\n\nheld on Wednesday,\n\nJune 29, Bruno\n\nLasker\n\nof New\n\nYork,\n\nand\n\nGeorge L. Maxwell of the educational division of the WPA, spoke on “After Natu¬\nralization — What?” (Mr. Maxwell’s address is printed in the preceding pages.)\nIn the work of the Department during the past two years two facts of interest\npresented themselves to our notice: first, the rapid growth of interest and under¬\nstanding of adult education resulting in increased membership and support of the\nDepartment; and second, the development of legislative programs, both state and\nfederal.\nCommittees on Membership and Publicity and Legislative Committees\nappointed in each state, and almost without exception they have functioned.\n\nCONSTITUTION\n\nOF\n\nTHE DEPARTMENT\nEDUCATION\n\nAs Amended\n\nJune\n\nARTICLE\n\nOF\n\nwere\n\nADULT\n\n29, 1938\n\nI\n\nName\n\nNational\n\nEducation\n\nAssociatio\n\nn.”\n\nARTICLE\n\nII\n\nPurpose\n\n1. The purpose of the Department of Adult Education of the National Education\nAssociation shall be to promote adult education of all kinds in the United States and\nto insure continuity of purpose and effort in the development of an effective national\nprogram.\nARTICLE\n\nIII\n\nMembership\n\n1. Membership in this Department shall be open to all who are actively engaged\nor interested in adult education work, upon the payment of an annual membership\nfee of one dollar.\n2. All members\nDepartment.\n\nof the Department\n\nshall receive the official publications of the\n\nARTICLE\n\nIV\n\nrs\nOffice\n1. The officers of the Department shall\nconsist\nof a president; first vicepresident\nand four coordinate vicepresidents; secretary; assistant treasurer.\n2. The Executive Committee shall consist of the officers of the Department, an\neditor to be appointed by the Executive Committee, and two members named by\nnewly elected officers.\n3. In case of the resignation or death of the president, the office shall be filled by\nthe first vicepresident. All other vacancies occurring within the Department shall be\nfilled by appointment by the president of the Department.\n1\n4. The Executive Committee shall have jurisdiction in all matters related to the\n.\nThe name\nwelfare oor\nf thpolicy\nis orgaofni the Department as a whole.\nzati\nshall be\n5. An advisory councilonrepresenting\npublic and private agencies and\n“Dethe\npartvarious\nment of\nAdult Edu\ncby\natithe\non Executive\ninterest groups concerned with adult e*ducation shall be chosen\nComof the\n\n"}
{"page": 383, "printed_page": null, "text": "Department\n\nraittee, each\nDepartment.\n\nmember\n\nof\n\nAdult\n\nto serve for a period concurrently\nARTICLE\n\n377\n\nEducation\n\nwith the officers of the\n\nV\n\nElection of Officers\n1. Officers shall be elected biennially to serve for two years or until their suc¬\ncessors are elected.\n2. No one shall be eligible to any office of the Department who is not an active\nmember, and no person shall hold the same office in the Department for more than\ntwo years in succession.\n3. A committee on nominations of Department officers shall be appointed by the\npresident prior to the annual meeting at the first session of the meeting, to suggest\nthe names of candidates for offices then to become vacant.\n4. The election shall be by individual\nthe chairman may suggest.\n\nwritten ballot or by such other method\n\nARTICLE\n\nMeetings\n\nas\n\nVI\n\nand Sessions\n\n1. The annual meeting of the Department shall be held at the same time and\nplace as the annual meeting of the National Education Association. The president\nmay also arrange for such other national and local conferences as seem advisable.\n2. The officers of the Department shall be elected at the annual meeting.\nARTICLE\n\nCommittees\n1. A committee\nthis constitution.\n\non nominations\n\nVII\n\nand Commissions\n\nshall be appointed\n\nas provided\n\nfor in Article V of\n\n2. An auditing committee, to consist of three members of the Department, shall be\nappointed by the president at least three months before the annual meeting and shall\nreport upon finances of the Department\nafter.\n\nat the first regular business meeting there¬\n\n3. The president shall appoint a resolutions committee and such other commit¬\ntees and commissions as are authorized by the Executive Committee.\nARTICLE\n\nVIII\n\nBylaws\n1. The Department may, at any annual meeting, enact bylaws not inconsistent\nwith the provisions of this constitution, subject to a referendum of the membership.\nARTICLE\n\nIX\n\nA mendments\n1. This constitution may\n\nbe amended\n\nat any annual\n\nmeeting\n\nby unanimous\n\nvote,\n\nor by a two-thirds vote of those present and voting, if formal notice of the proposed\namendment or amendments shall have been presented to the members at least two\nweeks before action is taken, and due announcement of the proposed action shall\nhave been made in the official publication of the Department.\n\nREGIONS\n\nRegion\n\nI — Maine,\n\nJersey, New\n\nNew\n\nHampshire,\n\nVermont,\n\nMassachusetts,\n\nRhode\n\nIsland, New\n\nYork, Connecticut.\n\nRegion II — Pennsylvania, Delaware,\nWest Virginia, Kentucky, Ohio.\n\nMaryland,\n\nDistrict of Columbia,\n\nVirginia,\n\n"}
{"page": 384, "printed_page": null, "text": "378\n\nNational\n\nEducation\n\nAssociation\n\nRegion III — Tennessee, North Carolina, South Carolina, Georgia, Alabama,\nsissippi, Arkansas, Louisiana, Florida, Oklahoma, Texas.\nRegion IV — Indiana, Illinois, Michigan,\nKansas, North Dakota, South Dakota.\n\nMinnesota,\n\nIowa,\n\nRegion V — Montana, Wyoming, Colorado, New Mexico,\nNevada, Washington, Oregon, California, Wisconsin.\n\nMissouri,\n\nArizona,\n\nMis¬\n\nNebraska,\n\nUtah, Idaho,\n\n"}
{"page": 385, "printed_page": null, "text": "DEPARTMENT\niArt\n\nOF\n\nEducation\n\n"}
{"page": 386, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof art\n\neducation\n\nNOTE\n\nbecame\n\na part of the National\n\nEdu¬\n\ncation Association by vote of the Representative Assembly on July 6,\n1933. The creation of such a department was suggested “ because art is\nan important subject, necessary to the development and culture of the\nchildhood of America, and because this is a particularly important period\nin its life .” The Department developed from the Conference on Art\nEducation.\nThe officers of the Department for the year 1938-39 are: president,\nClara MacGozmn, Art Department, Northwestern University, Evanston,\nIII.; vicepresident, Jane Betsy Welling, Art Department, Wayne Uni¬\nversity, Detroit, Mich.; secretary, Mrs. Annabel J. Nathans, Director\nof Art, Public Schools, New Orleans, La.; treasurer, Mrs. Dora B.\nHatfield, Art Department, Lindbergh Junior High School, Kenmore,\nN. Y.; directors: Grace M. Baker, Art Department, Colorado State\nCollege of Education, Greeley, Colo.; Elizabeth Robertson, Director of\nArt, Chicago Board of Education, Chicago, III.; William E. Warner,\nDepartment of Industrial Art, Ohio State University, Columbus, Ohio;\nJ. B. Smith, State College of Education, Alamosa, Colo.; Sallie B. Tannahill, Teachers College, Columbia University, New York, N. Y.\nThis Department meets once a year in July. The annual dues, $1, 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:\n19 33:309-310\n1934 -.297-300\n\n1935 -.271-274\n1936 -.177-184\n\nf 380 ]\n\n1937:203-212\n\n"}
{"page": 387, "printed_page": null, "text": "A\n\nNATIONAL\n\nPROGRAM\n\nCHALLENGE\nCLARA\n\nttife\n\nMAC\n\nGOWAN,\n\nin America\n\nTO\n\nFOR\n\nART\n\nART\n\nA\n\nEDUCATORS — Abstract*\n\nASSISTANT\n\nPROFESSOR\n\nUNIVERSITY,\n\nEVANSTON,\n\nhas become\n\nEDUCATION:\n\nincreasingly\n\nOF\n\nART,\n\nNORTHWESTERN\n\nILL.\n\nnational\n\nin character\n\nand\n\noutlook.\n\n/ Certainly it is high time that we face the pressing problems in art\neducation with a national perspective. Before we can formulate intelligent\nnational programs for art education in America, the crying need is factual\nand exact information on art education in public and private schools, and\nin normals, colleges, and universities.\nI cannot outline in detail what such a survey should cover. It is or it\nshould be one of the problems of the Art Department of the National Edu¬\ncation Association to set the conditions and methods of such a survey. At\nthe present time there are two bills in Congress which have as their main\npurpose the collection of such data on education in the fine arts. Only one\nof these, H. R. 8132 — or the McGranery Bill — is specifically worded so\nthat we understand national surveys will be carried on in the field of educa¬\ntion in the arts. This bill will establish a Division of Fine Arts in the Office\nof Education\n\nand will include music, art, and dramatic art and speech.\n\nHowever, once enacted into law, what we as members of the Art Depart¬\nment of the N.E.A. want to know is how complete the art education\nsurvey will be. Let us consider briefly the scope of such a national survey.\nThere are several main problems here. One concerns itself with art in¬\nstruction in public (and private) schools, the second with the training and\npreparation of art teachers, a third with art in the curriculum of institu¬\ntions of higher education, and fourth, art in professional art schools. All of\nthese are obviously related. With respect to the first, what we need to know\nare such things as these: the type and number of art courses in elementary\nand secondary schools; how many hours they are taught; some idea as to\nthe type of work done ; the number and size and the physical equipment of\nrooms and studies; if there are galleries for the exhibition of work; if\ntraveling and exchange exhibitions are held ; attendance at these shows ;\nconnections with private and public museums, art collections, and libraries,\nand their use of these; when art was introduced in the school, its growth,\netc.; comparison of art in rural schools and in cities; and all pertinent\nmaterial.\nIn the case of art teachers, especially in elementary and secondary schools,\nit would be desirable to find out several things. We want to know the\nnumber of art teachers. Next, and of greatest importance, would be knowl¬\nedge about the training of art teachers themselves: the number and type\nof art courses, together with other subjects, that they have had and at\nwhat schools and under whom; what degrees or certificates they have;\n* The two papers indicated with an asterisk were presented on the program of the Department of\nArt Education at Atlantic City, March 2, 1938. The other papers were presented at the New York\nCity meeting.\n\n[ 381 ]\n\n"}
{"page": 388, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nwhat courses they teach with respect to their training and, if they teach\nother subjects, what part of their time is devoted to art and what to other\nsubjects; if they are teaching creative subjects, are they creative artists in\nsome way themselves; under what conditions they teach, their security,\nsalaries, etc.\nIn the third place, we need a complete study of art in normals, colleges,\nuniversities, and professional art schools with respect to the above problems.\nThese are the main problems in art education on which we need exact and\nfactual information.\nOne of the best things that can be said about the Art Department of the\nN. E. A. is that it is in the greatest national organization of educators in\nAmerica. Just as the main body of the N. E. A. has supported legisla¬\ntion for the national advancement of general educational opportunities,\nso, we, the Art Department, can do similar things of importance — not just\nfor ourselves — but for all of America. If we can give young America the\nbest art education, we should — and we should do so not only in the great\nstates but in all the states.\nIf we, the members of the Department of Art Education, are instru¬\nmental in making such a survey a reality, first by supporting the McGranary\nbill, and second, by demanding a complete survey and its widest possible\ndistribution, we shall have more than justified our existence as a profes¬\nsional group. Its accomplishments would then be not only a landmark for\nart education in America but for us.\n\nTHE\n\nCOOPERATION\nOF ART TEACHERS\nIN\nCOURSES AND ACTIVITIES OF THE\nSECONDARY\n\nPAUL\n\nB. DIEDERICH,\nSTATE\n\nBUREAU\n\nOTHER\n\nSCHOOL — Abstract *\nOF\n\nUNIVERSITY,\n\nEDUCATIONAL\nCOLUMBUS,\n\nRESEARCH,\n\nOHIO\n\nOHIO\n\nThe absence of any art program for the average pupil in our senior high\nschools is regarded as the gravest problem confronting art education today.\nIn dealing with this problem, we must realize that it is due to a complex\nof forces in our society which neither individual excellence in teaching nor\nwishful thinking can overcome. It calls for educational strategy to devise\nways to establish fruitful contacts with the arts in the daily living of these\npupils. The so-called “core courses” which are springing up on every hand\noffer a promising entering wedge. These courses are new to the profession,\nand we have not yet learned how to make them work most effectively, but\nthey profess to start with the needs and interests of children rather than\nwith any accepted body of subjectmatter, and among these needs and inter¬\nests they recognize the arts. Rather than regarding these professions with\nthe suspicion they undoubtedly deserve in many quarters, the art teachers\nin many of these schools have chosen to accept them at their face value,\nto point out certain art needs and interests which no one can deny, and to\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nof\n\nArt\n\nfind a place for them in the core program\n\n383\n\nEducation\n\nwhere they will reach all pupils\n\n— not merely the handful who elect art courses.\nMany of these art needs and interests are so obviously important in daily\nliving that they are incorporated into the core program as units or activi¬\nties directed by the art teacher while the social studies teacher sits on the\nsidelines contributing what he can to an understanding of the social forces\nwhich find expression in art. In every other unit of the core program in\nwhich art is not the central consideration and which, therefore, other\nteachers direct there are nevertheless important art aspects which must be\ntaken into account. These aspects are suggested by the art teacher in the\ninitial planning of the unit, and may be treated in accordance with these\nsuggestions by the teachers who direct the unit; or, if they demand highly\nspecialized competence, they may be treated by the art teacher who comes\ninto the unit for a day or two, or for whatever time is necessary. Typical\nunits or activities in the core program which teachers of the various arts\nhave directed in one or more of the thirty schools are the following:\nPersonal appearance\nDinners, parties, and dances\nThe home (many aspects)\nThe phonograph\nThe radio\nTelevision\n\nCommunity and regional planning\nHousing here and abroad\nArt in propaganda\nAdvertising (critically considered)\nStore windows and displays\nLeisure-time art interests\nFurniture and furnishings\nArt in industrial design\nNew materials and their possibilities\nFunctionalism\n\nThe motion picture\nThe theater\nThe museum\nDepartment stores\nPublic buildings\nPublic monuments\n\nThe pre-fabricated house\nStreamlining\nAir conditioning\n\nEyesores and noises\nGardening\nLandscaping\n\nCaricatures\n\nCity parks\nNational parks\nTravel — near and far\nAutomobiles\nThe trailer\nModernism in art\nOther periods and movements\nLiving in the machine age\n\nand grotesques\n\nNegro spirituals\nBeauty\nin the five-and-ten-cent\nJazz\nMagazines\nColor printing\n\nin art\n\nstore\n\nPhotography and illustration\nProblems of the artist\nArt and civilization\n\nIn dealing with such topics in the core program,\n\nart teachers are guided\n\nby certain principles which those who are responsible for the core program\ncan usually be prevailed upon to accept. A complete statement of these\nprinciples has never been worked out, but it would include such items as\nthe following:\n1. All pupils should develop sensitivity to art values in daily living — not merely in\nart objects.\n2. All pupils — with very few exceptions — should be able to sing, and should enjoy\nsinging.\n3. All pupils, among their other leisure-time activities, should be able to do some¬\nthing with their hands, and enjoy it.\n\n"}
{"page": 390, "printed_page": null, "text": "384\n\nThe\n\nNational\n\ncore program\n\nnow\n\nEducation\n\nAssociation\n\ndeveloping in many\n\nsecondary schools has been\n\npresented in the sincere belief that it is one of the most significant move¬\nments for the arts which has occurred in our generation. For the first time\nin many schools which have adopted it all pupils have opportunity for con¬\ntinuous contact with all of the arts thruout their secondary-school experi¬\nence. Their art needs can be promptly and directly met, not only thru an\nart-school type of training in drawing, painting, etc., but thru the applica¬\ntion of the creative process to art problems in daily living. The increasing\nnumber of core programs is a challenge to art teachers in making their work\ncontribute more broadly to general education.\n\nTHE\nBELLE\n\nPREPARATION\nBOAS,\n\nASSISTANT\nCOLUMBIA\n\nOF\n\nTHE\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nART\n\nTEACHER —Abstract\n\nFINE\n\nARTS,\n\nTEACHERS\n\nNEW\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nThe effectiveness of teacher training must be measured in two ways: (a)\ndoes it solve the peculiar problems of normal schools and teachers colleges;\nand (b) does it meet the future needs of the young teachers?\nSome of the problems are as follows : the absurd shortness of time given to\npreparation ; the multitudinous demands of state requirements to be cov¬\nered, practically impossible of adequate fulfilment — there are twenty-four\nspecialized art technics alone in one state, which would require years for\nthe attainment of any degree of skill ; the scattered courses having no rela¬\ntion or continuity, being rather the result of accumulation thru the years;\nand finally, the acceptance of candidates lacking the necessary qualifications.\nMuch of the above cannot be solved until we know more completely\nthe future needs of the art teacher. Even if thoro training were possible in\nthe various technics of painting, sculpture, and crafts, which obviously it is\nnot, this training would not cover the many demands made. Besides teach¬\ning technics, there is the profound importance of knowing children of all\nages, and of learning at firsthand their variability, their interests, their\nimaginative life. Until some better method can be devised than so-called\nobservation and practice teaching, usually confined to half a year before\ngraduation, the student enters the field unaware of the vital importance of\nteacher-pupil relationships in his particular profession.\nHe will, moreover, be called upon to lead and to participate in discussion,\nto advise parents about children’s vocations, to write reports about pupils’\nprogress, to help with publications, to supervise sets and costumes for plays.\nWhat time is there to give to teaching young students to prepare classes for\nmuseum\n\ntrips, to write mimeographed\n\nmaterial, to arrange effectively ex¬\n\nhibitions of children’s or artists’ work, to learn how to study exhibitions, to\nexamine the art of questioning, to plan color schemes for schoolrooms, to\nprepare an art assembly? How often is he permitted to sit in at a course of\nstudy meeting?\nSome teacher-training institutions are taking a lesson from the pro¬\ngressive schools, and are using the laboratory and discussion methods. To\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n385\n\nEducation\n\nlearn to do by doing under wise guidance, rather than to learn to do by\nlistening, is the oldest method of sound education as well as the newest.\nWe must make the effort to send out the prospective art teacher with a\nsound, honest philosophy which he -has seen tested in the schoolroom, with\nas thoro a training in technics as time allows, and with a belief in his pro¬\nfession which amounts to a vocation.\n\nESTHETIC\n\nEXPERIENCE\n\nPART\nLESTER\n\nDIX,\n\nOF\n\nLIFE\n\nAND\nAND\n\nGROWTH\n\nAS AN\n\nESSENTIAL\n\nEDUCATION — A bstract\n\nPRINCIPAL,\n\nLINCOLN\n\nSCHOOL\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nN. Y.\n\nI\n\nBasically, the aim of education is twofold — to develop and to socialize.\nIdeally, the two purposes are different phases of the same problem and are\nintegrated thruout. Because of defects in our culture, however, we are far\nfrom this ideal.\nFollowing the biological definition of life, modern education aims to\nmake learning synonymous with life, behavior, and growth. Growth is\nachieved in any organism thru experimentation in new behaviors; if, how¬\never, any variation departs too far from the established pattern, the organ¬\nism perishes. Thus the human being lives between two ultimate limits — free\ndifferentiation and controlling integration.\nToday, because the complexity of the skills developed by the human ani¬\nmal has destroyed old patterns of integration, his very existence is threatened.\nThe basic problem of civilization is to evolve new syntheses, and we can\ndo this, not by regressing, but only by gaining control of the new variations\nin our lives. Present and future education, then, must aim toward expansion\nrather than restriction of experience, and toward preservation of integra¬\ntion thruout. I, for one, count heavily on the art educator in the build¬\ning of this education.\nFrom personal opinion, I submit the following as basic esthetic truths.\nSince the function of art is to enrich and make more manageable for every\nman the totality of his experience, sound art will always be rooted in the\nrealities of organic existence and always naturalized in the pattern of life\nin a society. Being so rooted, it will be truly related, and it will at all times\nbe sensitive to and expressive of its native culture. The artist, being more\nsensitive than others to life, is therefore a supersocialized personality. Art,\nfurthermore, representing the complete union of physical activity, emo¬\ntional play, f and intellectual contriving, is the archetype of integrated ex¬\nperience, with the tendency of all such activity to emerge with a significant\nproduct.\nIn view of these definitions, the artist renders incalculable services to\nsociety. By lingering over and interpreting past experience, he enables us to\ntake leave of the outworn and provides continuity in the midst of change.\nBy sensing in advance cultural movements,\n\nhe prepares us for new develop-\n\n"}
{"page": 392, "printed_page": null, "text": "386\n\nNational\n\nEducation\n\nAssociation\n\nments in the social scene. By perceiving clearly the confusions inherent in\nrapid change, he lessens our dismay in the face of chaos.\nSimilarly, the art educator, if he will take his students to the vital art of\nthe time instead of to mausoleums of antiquarian classicism, can perform\nlike services to education : by teaching the student the meaning of a fully\nintegrated process; by accustoming him to the richest possible experience and\nthereby balancing and maturing his ideas; by supplying dynamic, selfactuating activity ; by testing ideas against genuine feeling and thus evaluat¬\ning them; and by persuading more directly and swiftly than any other force\nto new modes of living.\nI am willing, therefore, to state that art is the most profoundly basic of\neducative experiences. If the schools could contrive to bring all of their\nactivity within this framework, regardless of subjectmatter, we could cease\nworrying about many of the problems of education.\n\nCOMPOSITION,\nHELEN\n\nLYDIA\n\nRIDGAWAY,\n\nA\n\nLIVE\n\nINSTRUCTOR,\n\nMUSIC\n\nAND\n\nThere is need for carrying\nthe intellectualized approach\nThe teacher as stimulant\nnot with the mass. He must\n\nART,\n\nACTIVITY— Abstract\nART\n\nNEW\n\nDEPARTMENT,\nYORK,\n\nHIGH\n\nSCHOOL\n\nOF\n\nN. Y.\n\nthe organization known as composition beyond\nsuggested by Dow.\nand guide is concerned with individuals and\nknow these individuals in order to emphasize\n\ntheir educational growth rather than the subject with which he deals. Con¬\ncerned with vitality, variety, and rhythm as elements, tho they are abstract,\nall his efforts are directed toward the emphasis and satisfaction of the\ndemands within these forces — the giving of life, its change and flow as ex¬\npressed in graphic form.\n\nTHE\nNELLIE\n\nH.\n\nGUIDANCE\nOF YOUNG\nCHILDREN’S\nEXPRESSION — Abstract\nMAC\n\nLENNAN,\n\nNATIONAL\n\nDIRECTOR\n\nCOLLEGE\n\nOF\n\nOF\n\nART,\n\nEDUCATION,\n\nART\n\nDEMONSTRATION\nEVANSTON,\n\nSCHOOL,\n\nILL.\n\nDuring recent years, the vivid impressions of childhood have been re¬\nleased thru generous use of paints, clay, and other materials. By nature of\nthe short time children have lived, their experiences thus told take on naive\nand charming quality most satisfying. The enthusiastic reception of these\nchildish productions has brought a tendency toward exploitation and a\ndanger of pushing beyond the strength of the young child’s yet immature\ndevelopment. The young child, in spite of his apparent “busyness,” needs\ntime to handle, touch, smell, taste, and see. Then, only, can he feel the\nquality of his world and understand its organization.\nGuidance of children means giving to them the ownership of possessions\n— an equipment for fine and gracious living. There are three essential factors\n\n"}
{"page": 393, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n387\n\nEducation\n\nin the guidance of young children’s art expression which seem necessary for\ngaining this objective: (1) understanding and keeping alive their sensitivity\nto environment, (2) activities provided in the school situation, and (3) the\nteacher as a personality.\nFor the first — the child’s environment — we need to realize that expres¬\nsion which is truly creative arises from and takes on the dramatic quality of\nexperience. Children from any environment come to school with a rich\nequipment of sense experiences. The activities provided in school should\nbe kept within the range of young children’s understanding. Those most\nwholesome and leading to finest apppreciations should be selected.\nAs for the teacher as a personality and his understanding of children,\neither as a specialist or room teacher, he must possess a sensitivity to the\ndramatic quality of living, a breadth of interests, and the ability to transmute\nthese interests into the five- or six-year-old flavor of living. He must be\nwilling to desire the insight which gains an understanding of the standards\nchildren set for themselves. He must establish a bond of companionship,\nperhaps, most of all, have faith in what they can do, and respect their\nefforts, no matter how crude. These ingredients in the teacher cannot fail\nto produce an environment where children express and grow comfortably\nand happily.\nSECRETARY’S\n\nNew\n\nMINUTES\n\nYork\n\nCity\n\nJune 27-28, 1938\nThe\n\nDepartment\n\nof Art Education\n\nof the National\n\nEducation\n\nAssociation\n\nmet\n\nat\n\nthe Museum of Natural History, New York, June 27-28, 1938, Grace M. Baker,\npresident of the Department, presiding.\nThe meetings were conducted thruout according to schedule in the Official Program.\n\nBusiness\n\nMeeting\n\nReports of the Committee on Research and the Committee on Publications were\npresented and approved. The Committee on Research reported work begun on a\nsurvey concerning present status of teacher preparation for art education. The\nCommittee on Publications reported the following bulletins sent to the membership\nof the Department during the Current year:\n1. Report of the convention and addresses presented at New Orleans\n2. Report of the convention and addresses presented at Detroit\n3. The Bookshelf — a list of recent books on art and art education.\nThe aims and functions of the Department of Art Education as a national pro¬\nfessional organization were discussed. Royal B. Farnum, president of the National\nAssociation for Art Education, was requested to read the nine points pertaining to\nthe functioning of a national art association presented by him before the convention\nat Atlantic City. The members approved Mr. Farnum’s report as desirable in the\nfunctioning of a single national art association whose scope will comprise all the\nneeds in the field of art education. The Nominating Committee — Jean Dorrel, Helen\nCleaves, Mildred Pickett — presented its report. By vote of the membership the\nsecretary was instructed to cast a single ballot for the group of officers suggested by\nthe Nominating Committee. (For list of officers see Historical Note, page 380.) The\nmeeting was adjourned.\n\n"}
{"page": 394, "printed_page": null, "text": "*\n\n-\n\n"}
{"page": 395, "printed_page": null, "text": "DEPARTMENT\nJustness\n\nOF\n\nEducation\n\n"}
{"page": 396, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nbusiness\n\nNOTE\n\neducation\n\npetition read at the meeting at Saratoga\n\nwas\n\ncreated\n\nSprings, New\n\nin response\n\nto a\n\nYork, July 12,\n\n1892, 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 zoos 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 1938-39 are: president,\nJoseph DeBrum, Sequoia High School, Redwood City, Calif.; first\nvicepresident,\nsecond\n\nLelah\n\nvicepresident,\n\nBrozimfield,\n\nAlabama\n\nHerbert\n\nTonne,\n\nA.\n\nCollege,\nNezv\n\nMontevallo,\n\nAla.;\n\nUniversity,\n\nNezv\n\nYork\n\nYork, N. Y .; secretary-treasurer, Mrs. Frances Doub North, West¬\nern High School, Baltimore, Md.; executive committee, Elmer E.\nSpanabel, Holmes School, Pittsburgh, Pa.; Ruby V. Perry, Margaret\nC. Hanson Normal School, New f Orleans, La.; Mary Stuart, Brighton\nHigh School, Brighton, Mass.; Vernal H. Carmichael, Ball State Teach¬\ners College, Muncie, Ind.; E. W . Alexander, Vocational High School,\nSt. Louis, Mo.; Mildred E. Taft, Colby Junior College, New London,\nN. H.; Margaret Kane, Wilmington Senior High School, Wilmington,\nDel.\nThis Department\n\nmeets once each year in July. The annual dues, $1,\n\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 are found in earlier volumes\nof proceedings\n\nas follows:\n\n1892: 31\n189 3:787- 808\n1894:957- 994\n1895 \\862- 890\n1896 :791- 835\n1897 :792- 824\n1898 \\856- 892\n1899 \\998-1030\n1900:542- 581\n1901:727- 757\n\n1902:644-701\n1903:719-752\n1904:709-736\n1905 :669-706\n1906 -.637-639\n1901:877-904\n1908:871-906\n1909:701-718\n1910 :833-872\n\n1911: 827- 868\n1912:1031-1094\n1913: 619- 636\n1914: 649- 662\n1915: 883- 940\n1916: 361- 396\n1917: 315- 344\n1918: 235- 248\n1919: 259- 270\n\nl 390 J\n\n1920:263-270\n1921 -.369-376\n1922:575-590\n192 3:553-567\n1924 :429-438\n1925:354-364\n1926:373-391\n1921:335-352\n1928 :305-324\n\n1929:317-334\n1930 -.275-292\n1931:343-358\n1932:283-302\n1933:311-326\n1934:301-312\n1935 :275-284\n1936:185-194\n1931:213-224\n\n"}
{"page": 397, "printed_page": null, "text": "FIRST\n\nSESSION\n\nOPENING\nLOLA\n\nMACLEAN,\n\nEDUCATIONAL\n\nDETROIT,\n\nMICH.,\n\nADDRESS\n\nDIRECTOR,\n\nPRESIDENT\n\nDETROIT\nOF\n\nTHE\n\nCOMMERCIAL\n\nCOLLEGE,\n\nDEPARTMENT\n\nEduca¬\nthe National\nexpresses itself\nStates spokesman.\nin the United\nEducation\ntion Association,\nits national\nThe thru\nNational\nEducation\nAs¬\nsociation is the largest education association in the world, its membership of\n200,000 comprising teachers and administrators representing every level of\neducation from nursery school thru college and university. For the purpose\nof efficiency the Association has set up twenty-four departments, each devoted\nto a specific type of education.\nWe are here today in convention assembled as one of the largest depart¬\nments of the National Education Association. Thru the Department of\nBusiness Education, with its membership of 4200, the National Education\nAssociation speaks nationally for business education.\nPurpose\n\nof the Department — The\n\nDepartment\n\nof Business\n\nEducation\n\nadvocates a national policy. It does not promote projects. Its specific pur¬\npose is to create national sentiment for and direct national attention to busi¬\nness education. It cooperates with school administrators and state and\nregional education associations in the promotion of business education.\nThru the Department’s activities, teachers and school administrators in all\nareas of education are becoming more business-education-conscious and more\ncognizant of the fact that greater national progress and prosperity will\nnaturally follow a greater and more practical knowledge of business.\nA national business leader, Harvey Campbell, executive vicepresident of\nthe Detroit Board of Commerce, who addressed the Department of Business\nEducation last summer in Detroit, said recently in commenting on the\nactivities of the Department, “The more business education, the more busi¬\nness.” Therefore, in the interests of national prosperity, by all means let us\nhave more business education.\nThe\n\n1938 convention slogan of the Department\n\nNatiojial Progress Thru\n\nof Business Education —\n\nBusiness Education — is worthy\n\nof your most serious\n\nthought and consideration.\n\nRICHARD\n\nW.\n\nA MESSAGE\n\nFROM\n\nLAWRENCE,\n\nPRESIDENT,\n\nCHAMBER\n\nNEW\n\nYORK,\n\nNEW\n\n: The\n\nUAited\n\nStates\n\nSTATE\nPresident\n\nMaclean\n\nOF\n\nBUSINESS — Abstract\n\nYORK,\n\nOF\nN.\n\nCOMMERCE\n\nOF\n\nTHE\n\nY.\n\nis a business\n\nnation.\n\nIs not\n\nbusiness education, therefore, of vital importance in the national education\nsetup? To devise a system of business education that should be of the high¬\nest value to the individual, as well as to the nation as a whole, it is vitally\nimportant that business education and business work together.\nI 39! 1\n\n"}
{"page": 398, "printed_page": null, "text": "39 2\n\nNational\n\nEducation\n\nAssociation\n\nIf this nation is to get back to business sanity it must do so thru incul¬\ncating in the minds of students, especially those students who are being\ntrained for business, the right ideas concerning business. The business teach¬\ners of America need all the help they can get to develop in their students\nthe right attitude toward business. Business education has always needed\nthe help and cooperation of business. It needs it more today than ever before\nfor the purpose of maintaining and promoting the American traditional\npolicy that this country offers equal opportunity to all and that it is up to\neach individual, in accordance with his ability, industry, and honesty, to\ncreate for himself his own place in society.\nThat\n\nbusiness desires to cooperate to the fullest extent with business\n\neducation is demonstrated by the presence here today of one of America’s\noutstanding business leaders, the chief executive of the first chamber of\ncommerce organized on this continent, an association that has constantly\nmaintained and promoted, all thru the years since it was organized in 1768,\nthe highest integrity and ideals of American business, an association that\nrepresents outstanding leadership in the business and industrial world not\nonly in the city and the state of New York but in the entire nation.\nI now present Richard W. Lawrence who will bring a message from\nbusiness to the business teachers of America !\nMr. Lawrence: Business recovery can be brought about only by con¬\nforming to the fundamental principles which underlie the past industrial\nprogress of the country. Any radical departure from these tried and true\nprinciples has always brought disaster.\nThe American industrial system is essentially a voluntary system pro¬\nviding free play for individual energy and initiative, while our democratic\nform of government guarantees to every citizen the right of freedom and\nopportunity. Under such a stimulus, great creative powers have been released\nthat have been largely responsible for our amazing and unparalleled material\nprogress.\nThe keystone of American\n\nprogress is mass production. Indiscriminate\n\nattacks upon so-called big business are unjustified and harmful to the entire\neconomic system. The test should not be size, but contribution to the general\nliving standards. On that basis large corporations have played the major\nrole.\nHigh taxes constitute one of the greatest obstacles to business recovery. If\nprivate enterprise is to exist there must be the incentive of a fair return on\ninvestment.\n\nThe preservation of our economic system is dependent upon the main¬\ntenance of a proper relationship between government and business. Each\nshould be kept within proper bounds. Business has its responsibility of honest\nadministration and the passing of the benefits of lower costs to the consumer,\nin order that the volume of production may be increased and living stand¬\nards raised. Government, on the other hand, has as its primary functions,\ndefense, preservation of law and order, correction of abuses, and regulation\nof industry and trade. If these duties are conscientiously and harmoniously\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n393\n\nperformed, no occasion will arise for complaint about the misuse of con¬\ncentrated power and of wrongful business practices.\nFriendly cooperation of capital, labor, and government is vital. There is\nno real conflict of interests. The common objective, as far as the economic\nsystem is concerned, is to facilitate the production of goods in abundance at\nprices that consumers can afford.\nThe\n\nrestoration of confidence is imperative, in order that business may\n\nmake long-term commitments. There\nsion period a huge potential demand\n\nhas accumulated during the depres¬\nfor goods and services of all kinds\n\ncapable of taxing the nation’s productive energies for years.\nLabor, industry, and government are all partners in this land of oppor¬\ntunity. Let us appreciate America; let us all work together to improve it,\ndefend it, and preserve it.\nTHE\nEVERETT\n\nWhat\n\nW.\n\nSCHOOL\nLORD,\n\nDEAN,\n\nAND\nCOLLEGE\n\nBUSINESS\n\nETHICS — Abstract\n\nOF\n\nBUSINESS\n\nUNIVERSITY,\n\nBOSTON,\n\nADMINISTRATION,\n\nBOSTON\n\nMASS.\n\nare the ethical qualities especially demanded\n\nin business? Without\n\nbelittling any good trait, I find the outstanding business virtues to be five —\ntruth, honesty, fairness, courage, and persistence. The school can do much\nto make the practice of these virtues by future men of affairs a fixed habit.\nTruth is the ideal of all education and the cornerstone of business success.\nTo be accurate, exactly right, is the most important lesson a child or man\ncan learn. The teacher who accepts poor work, erroneous results, is particeps\ncriminis. If the pupil presents the answer as 99 when it should be 100 he\nshould be given a zero, not 90, or 70, or any mark indicating partial success.\nTo be almost right is to be wrong.\n\nOur schools and colleges, some claim, are hotbeds of dishonesty. Cribbing,\ncopying, and cheating are said to be common : plagiarism is frequent. College\nstudents pay fees to ghost-writing mercenaries\nports and theses.\n\nfor the preparation of re¬\n\nNo accusation is more bitterly made against a teacher than that he is un¬\nfair. The teacher must set an example of absolute fairness, his every decision\nbased on the determination of right.\nAthletics help much in the development of fair practices. When students\nhave learned to “play the game” according to the rules, they have learned\na business lesson of no small import. Give your pupils work which demands\ncourage and expect them to display it, and few of them will disappoint you.\nLack of persistence is the cause of many a failure in business. In the college\nrecords of 304,819 freshmen in 238 leading American colleges, only 152,223\nreceived degrees — 50 percent failed to complete their course, an indication\nof lack of persistence which ought to give us something of a shock.\nThe school cannot evade its responsibilities. We who are helping to edu¬\ncate and train the business men of the future must realize that the building\nof character is more important than the development of skills.\n\n"}
{"page": 400, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nBASIC CONSIDERATIONS\nIN\nEDUCATION\nCURRICULUM\nHARL\n\nR. DOUGLASS,\nUNIVERSITY\n\nOF\n\nDIRECTOR,\nNORTH\n\nAssociation\n\nADJUSTING\nTHE\nTO CONDITIONS\n\nDIVISION\n\nCAROLINA,\n\nOF\n\nTEACHER\n\nCHAPEL\n\nHILL,\n\nBUSINESS\nTODAY\n\nEDUCATION,\nN.\n\nC.\n\nThe teacher, the supervisor, and the administrator who approach the\nproblem of curriculum adjustment must start their work with two things\ngiven: first, the high-school pupil of today; second, American life of tomor¬\nrow. They can do little, if anything, to change immediately either the\nbackground of the high-school youth or the nature of our future society.\nTheir task is to build a curriculum which will take the youth as the school\nfinds him today and prepare him for life in a society as he will find it to¬\nmorrow. These two considerations are essential in any effort to adapt or\nmodify the secondary-school curriculum.\nIn developing a secondary-school curriculum, educators have frequently\nignored the fact that, in a democratic society which provides universal edu¬\ncation, they have a dual responsibility. They have a responsibility to the\nindividual pupil in that they must prepare curriculum materials which meet\nhis present and future needs, and which recognize his peculiar interests\nand abilities. But curriculum builders should realize that they also have a\ndefinite responsibility to the community which educates these children. The\nschool curriculum should prepare pupils for the society in which they will\nlive. It should give them an understanding of our social institutions; it\nshould develop desirable social ideals and attitudes; and it should encour¬\nage them to participate intelligently in improving our social order. Business\neducation particularly has failed to realize the social nature and the social\nobligations of the public school. It has concentrated on a type of business\nand vocational education whose primary purpose is the occupational wel¬\nfare of the individual student. It has ignored its responsibility to society.\nPerhaps most important for the secondary-school curriculum is the reali¬\nzation by educators that modern society is constantly changing. The idea of\na “new model every year” has permeated our entire industrial and social\nlife. The products of industry — automobiles, radios, furniture — after five\nyears are out of date. If these changes would be confined to the products\nof industry it would affect the school program very little. But the same\nprocess is taking place in all phases of our social and industrial life. It is\nfor this changing society that the curriculum\nyouth.\nSome\n\nof the developments\n\nin modern\n\nmust prepare the high-school\n\nsociety are particularly significant\n\nfor business education. First is the change in the high-school population.\nIn 1880 one in twenty youths of high-school age was in school, primarily\nas preparation for a professional, scientific, or higher-grade business career.\nToday the high-school population includes youth of all levels of intelligence,\ninterests, and socio-economic status. Their future occupations extend far\nbeyond the limits of the professional group, and include every vocational\nlevel from that of common laborer to those of the established professions.\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nof Business\n\nEducation\n\n395\n\nA second change in modern society is the decreased opportunity for edu¬\ncation in the home. As John Dewey has pointed out, the typical home of\n1875 gave the child a valuable educational environment which provided\nfor moral, vocational, and domestic training, as well as the development of\nthose personal qualities which are essential to a successful and happy life.\nToday, the city apartment has replaced the house with its yard and garden;\nthe factory has taken the father from his workshop in the back room; the\nmovie, the dance hall, and the public playground occupy the family during\nthe few hours of leisure they could spend together. The home as an educa¬\ntional institution is largely a matter of history.\nA third change, and of direct significance to business education, is the\nrevolution in the methods of producing and distributing goods. The large\ncorporation, with its national and international markets, has developed ad¬\nvertising and salesmanship as carefully and as thoroly as its system of mass\nproduction. For instance, the manufacturer\n\nof a better, streamlined, mod¬\n\nernistic, beautiful, scientific you-name-it spends millions on advertising. He\npersuades people to buy you-name-its when they need underwear more\nbadly; his dollar-down, dollar-forever plan encourages them to buy more\nexpensive models than they can afford ; he hypnotizes them to discard littleused 1936 models for the superstreamlined 1938 models. The secondary7\nschool is preparing youth for life in a society where commercial propaganda\nof this sort will greet him from the moment he picks up his morning paper\nuntil he shuts off his radio after a late bedtime story7.\nAltho this statement of social changes is not complete, it is sufficient to\nindicate some of the opportunities, as well as responsibilities, of business\neducation. The changing high-school population is making demands\n\non busi¬\n\nness education which are quite different from those of the day when yrouth\nconsidered the high school solely as cultural or college preparatory'-. A large\npercent, perhaps a majority, of the pupils who today sit in our high-school\nclasses, tomorrow will be the farmers; the small business men; the skilled,\nsemiskilled, and unskilled laborers; the store clerks; the waitresses; and the\nhousewives in our communities. The presence of this group of young people\npresents a great challenge, and an opportunity, to the teachers of business\neducation. Even more than the student of a half century'- ago, these ymung\npeople in the modern high school need appropriate courses in business edu¬\ncation to help them live in a complex social and economic community7. The\ncommercial courses which are taught today largely7 for vocational purposes\nare totally inadequate for the needs of these pupils. Business education\ncourses must be developed to meet the adult needs of the average citizen.\nThere is a need for the reorganization of the traditional vocational cur¬\nriculum in the business subjects to meet the present employment problems\nof the high-school graduate. Particularly in the last two yrears of the senior\nhigh school and in the junior college, considerable time should be devoted\nto developing an understanding of economic and business problems. The\nbusiness subjects are likely to be of the most vocational value if they em¬\nphasize basic principles rather than specific training.\n\n"}
{"page": 402, "printed_page": null, "text": "396\n\nNational\n\nEducation\n\nAssociation\n\nPerhaps the greatest responsibility of business education in the immediate\nfuture is that of consumer education. The reduced incomes of recent years\nhave been accompanied by an intensified sales program as each distributor\ncompetes for his share. The most appropriate place for educating the buy¬\ning public of tomorrow in analyzing sales propaganda is in the business\neducation classes of the public high school. A few schools have introduced\ncourses in consumer\n\neducation, but since these courses are usually elective\n\nthey are only a step in the right direction. Consumer education is so es¬\nsential for every child that it should be included as a required part of the\nhigh-school curriculum.\nFor years we have been discussing revolutionary changes in the curricu¬\nlum, but we have confined our modifications to minor patchwork. The in¬\ncreasing rapidity with which changes are taking place in our economic and\nsocial life do not permit further postponement. If the present program of\nstudies and curriculum organization do not readily permit the necessary\nmodifications, then we must modify that organization. If necessary, five\nsolid subjects a year, each meeting four times weekly, should be substituted\nfor our present curriculum load. The entire high-school program should be\nmodified, adapted, and reorganized so that the youth of today will be bet¬\nter prepared to live in the society of tomorrow. The teacher of the busi¬\nness subjects should step across the threshold of his classroom and study the\neconomic and social life in the world outside. Then releasing his imagina¬\ntion from all restraint, he should project his vision into the future in which\nhis pupils of today will live. The teachers of business education must be\nready to offer a constantly changing curriculum to meet the conditions in\na rapidly changing society.\n(In addition to Mr. Lawrence, Mr. Lord, and Mr. Douglass, the speak¬\ners at the first session included: James L. Holtsclaw, supervising principal\nof commercial education, Detroit, Mich.; Nathaniel Altholz, director of\ncommercial education, New York, N. Y. ; Clinton A. Reed, state director\nof commercial education, Albany, N. Y. ; and Joseph DeBrum, first vicepresident of the Department of Business Education, Redwood City, Calif.\nLelah Brownfield, Alabama State College for Women, Montevallo, Ala.,\npresided at the Classroom Conference, which followed the early afternoon\nsession. The classroom discussion leaders were Charles W. Perry, Lincoln\nHigh School, Milwaukee, Wis., and Julian C. Wood, Tooele High School,\nTooele, Utah.)\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nSECOND\n\n397\n\nEducation\n\nSESSION\n\nADDRESS\nTHE\n\nHONORABLE\n\nBRUCE\n\nBARTON,\nOF\n\nPresident\n\nMaclean\n\n: A\n\nMEMBER\nNEW\n\nvery\n\nOF\n\nCONGRESS\n\nFROM\n\nTHE\n\nSTATE\n\nYORK\n\ndistinguished\n\ngentleman\n\nstops\n\nin\n\nthe\n\nmidst of his busy life today to pay tribute and honor to business education\nthru his participation in this luncheon program. He is widely known as\nan author. His books have helped us along the way. We honor him as a\nbusiness man par excellence, who is giving liberally of his time in the serv¬\nice of his country. He represents the state of New York in the Congress\nof the United States. He may rightfully be termed the man of the hour.\nHe is also the man of the future. The United States needs him. I now\npresent the Honorable\n\nBruce\n\nBarton !\n\nMr. Barton : A distinguished resident of a western city tells me that\nlast winter a number of discussion groups were formed by and for the\nyoung men and women of that community, the purpose being to cover the\nprincipal problems and interests of modern life. It was found that two sub¬\njects, and only two, would pack the hall. These were the problems of love\nand marriage, and the problems of getting and keeping a job. In the dis¬\ncussion of religion there was little interest. In the discussion of politics\nthere was positively no interest at all.\nThis is something to make us stop and think. Here are the young folks\nof our country, the future owners and operators of America, seeming to\nhave no concern about those subjects which mattered most to their fore¬\nbears — uninterested and incurious about the management of their country\nin the present, or the possibilities of life in the future; interested frankly\nand only in a lover, a home, and a job.\n\nYou know these young people much better than I do, altho I take ad¬\nvantage of every opportunity to be with them. You and I will agree, I\nthink, that in character, in honesty, in directness, in intolerance of pretense\nand hatred of sham, they are the finest young people the country has ever\nproduced. They have courage, they have clear sight, they have determina¬\ntion. They are almost entirely free from the destroying cancer of self-pity.\nThey do not envy us our so-called successes. They do not expect much\nmoney or want it. They want a good deal more leisure than we have had,\nand more culture. Physically and mentally they have everything. But one\nthing they do not have; they do not have a cause. Spiritually they are not\non fire. Their grandfathers were trying to save their own souls; their\nfathers were trying to save the United States. They are not excited about\neither.\n\nIn its spiritual aspects this is the problem of the home and the church.\nBut politically it must be of interest to you as teachers of business. For\ngovernment is everybody’s business. We are paying the price in this country\nof fifty years of the neglect of government on the part of our so-called best\npeople. You and I have had less interest in government than our fathers\n\n"}
{"page": 404, "printed_page": null, "text": "398\n\nNational\n\nEducation\n\nAssociation\n\nhad ; our children have less than we. The result has been a drying up of\nthe sense of individual and community responsibility, and altogether too\nmuch surrender of rights and activities to Washington.\nWe read about Washington, talk about Washington, criticize Washing¬\nton. But it does not occur to us that the government at Washington is only\nthe total of our local governments; that the problems at Washington are\nonly our local problems all added up. We argue about relief, but we do\nnot go to the trouble to learn whether relief is wisely or wastefully ad¬\nministered right at home. We grumble under the burden of taxation, but\nwe make no study of the home-town tax situation. We have more and\nmore let slip the great prize of individual freedom and responsibility for\nwhich our fathers fought. The eager and ready arm of bureaucracy has\nreached out and gathered in what we have so easily given up.\nSomehow we who are in politics, and you who are in teaching, must find\na way to make the business of government dramatic and appealing to the\nyoung people of today. We need a decentralization of interest — a turning\nof the eyes away from Washington and back to the local community. We\nneed to give young people a crusade — not to the Holy Land, or to the\ncapital, but against the slums of their own towns, the waste and inefficiency\nof their own community governments, the labor relationships in their\nstores and factories, the social injustices of their own little political units.\nGood government can never be as exciting as love or moneymaking. But\nit can be and ought to be as exciting as golf, bridge, or the movies. It must\nfind a high place in the list of young people’s major interests, or democracy,\nas our fathers thought of it, and as we received it, is going to have a\nstruggle to survive.\nSECRETARIAL\nChairman : Vernal\n\nH. Carmichael,\n\nSECTION\n\nAssociate\n\ntion, Ball State Teachers College, Muncie,\nVice-Chairman : Irving Edgar\n\nSchool, New\nSecretary:\n\nProfessor\n\nof Business Educa¬\n\nInd.\n\nChase, Director, United\n\nStates Secretarial\n\nYork, N. Y.\n\nBrother\n\nDominic,\n\nDean,\n\nDepartment\n\nof Business, LaSalle\n\nIn¬\n\nstitute, Troy, N. Y.\nSecretarial training as viewed by the teacher, the young man practicing\nsecretary, the employer, and the professional man was the central theme\naround which the program of the secretarial section was built. The speakers\nwho discussed the various phases of this topic are men and women of ex¬\nperience who are succeeding in a very fine way in their respective fields.\nMary McCully, winner of the 175-w.p.m. Gregg Gold Medal and\nteacher of shorthand in the Southeastern High School of Detroit, discussed\nsecretarial training as viewed by the teacher. She stressed the value of a\nthoro technical training supported by a strong, carefully planned back¬\nground training. She evaluated some of the recent changes that are taking\nplace in the methods of teaching shorthand and pointed out that there is a\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\n399\n\nEducation\n\ndanger that students will emerge from the study of shorthand without suf¬\nficient all-round skill to assure them success on initial jobs. Elizabeth Harnack, teacher of shorthand in the Denby High School of Detroit, then\ndictated to Miss McCully at 120, 140, 160, and 175 words per minute.\nMiss McCully’s demonstration proved that she possesses the skills to which\nshe directed attention in her address.\nThe constantly increasing demand for young men secretaries in business\nwas emphasized thru the assignment of this topic to Richard Kretschmar,\nsecretary to the president of the Great Lakes Steel Corporation of Detroit.\nIt was pointed out that business wants young men to begin in a secretarial\ncapacity, in order that they may have a good opportunity to learn the busi¬\nness in which they are engaged and thus qualify to be executives and officers\nof the corporations with which they are connected.\nIrene West, vicepresident of the National Bank of Far Rockaway, New\nYork, and Gwynne A. Prosser, assistant to the educational supervisor of\nthe American Institute of Banking, New York Chapter, New York City,\ndiscussed the training of the secretary from the viewpoint of the employer.\nMiss West and Mr. Prosser emphasized these points: In business a com¬\npleted job is either right or wrong. There should be an adamant insistence\non perfection of performance during the training period. Students must\nlearn to take criticisms gracefully. Something should be done to direct the\nmore able students into commercial work. This would make it possible for\na great number of academically-trained students to get the training which\nthey are being forced to get later in post-graduate courses.\nWarren S. Orton, of Orton and Griswold, Counsellors at Law, New\nYork City, said that secretarial training is a steppingstone into many\nsional positions. Mr. Orton began his career as a secretary.\n\nNATIONAL\nHAMDEN\n\nL.\n\nCONFERENCE\nFORKNER,\n\nCOLLEGE,\n\nON\n\nASSOCIATE\n\nCOLUMBIA\n\nDISTRIBUTIVE\n\nPROFESSOR\n\nUNIVERSITY,\n\nNEW\n\nOF\nYORK,\n\nEDUCATION\n\nEDUCATION,\nN.\n\nprofes¬\n\nTEACHERS\n\nY., Chairman\n\n[The Department of Business Education called a “National Conference on Dis¬\ntributive Education,” as part of its convention program. The conference created great\nnational interest in distributive education and was attended by many national edu¬\ncational leaders. A synopsis of the sentiments expressed follows.]\n\nThe importance of education for the distributive trades as a function of\nbusiness education has been recognized not only by leaders in business but\nalso by the federal government. With the enactment of federal legislation\nknown as the George-Deen Act, which provided for financial aid to schools\nin the distributive occupations, schools have come to recognize that they\nhave an important responsibility in this hitherto neglected field of occupa¬\ntional adjustment.\nBusiness education teachers thruout the country have come to see that\ntheir job is more than training for the usual clerical occupations; that they\nhave a responsibility not only for general education but also for that large\n\n"}
{"page": 406, "printed_page": null, "text": "400\n\nNational\n\ngroup of persons who\nand services.\n\nEducation\n\nAssociation\n\nare or will be employed\n\nin the distribution of goods\n\nAltho there are certain phases of the George-Deen Act which prevent the\nfullest development of training for the distributive trades, there are com¬\npensating factors which it is believed offset such deficiencies. One of the\nchief contributions thus far received has been that departments of business\neducation in the various high schools of the country have been stimulated to\ndevelop effective programs of training for distributive occupations as a part\nof the regular high-school program, regardless of whether or not federal aid\nis available. Another important contribution has resulted from a closer\nrelationship between school and business. Educators are coming to realize\nthat if the educational program is to fulfil its purpose in the community,\nwe shall have to consider the walls of the school in terms of shelter only\nand shall have to extend the program to include the entire community and not\njust those who come to school. Evidence of the development of the program\nboth under federally aided classes and locally conducted programs was pre¬\nsented to the conference by representatives of business, education, state direct¬\nors of business education, coordinator of cooperative-training programs and\nteachers of classes in merchandising in the high school. Excerpts from reports\nof each of the contributors follow:\nFrederick\n\nG.\n\nNichols,\n\nGraduate\n\nSchool\n\nof Education,\n\nHarvard\n\nUni¬\n\nversity, Cambridge, Mass. : Of the 350,000 or 400,000 boys and girls who\nwere graduated from our high schools this past year in the stenographic\ndepartment, at least half of them and perhaps more will find their way into\ndistributive occupations without any training whatever except incidental\ntraining of one kind or another that might be derived from almost any sub¬\nject. I feel that the vital thing is to develop a program of cooperative parttime retail selling education as a part of our business education program,\nnot something separate and distinct from it, but as a part of it. It remains\nwith us as commercial educators to take a hand in the development of the\ndistributive occupational program which is now in the making and which\nhas, by the Office of Education, been very definitely placed in the field of\nbusiness education and in no other field. It is up to us to see to it that com¬\nmercial education includes office training on the one side and store or dis¬\ntributive occupational training on the other — coordinate, not competitive,\none as good as the other, each appealing to its own type of student.\nB. Frank Kyker, Special Agent in Commercial Education, U. S. Office\nof Education, Washington, D. C. : In the U. S. Office of Education we do\nnot consider vocational training for the distributive occupations as some¬\nthing apart and distinct and unrelated to the broad business program.\nPractically all of the states have submitted plans for a program in distributive\neducation.\nIra\n\nW.\n\nKibby,\n\nChief,\n\nBureau\n\nof Business\n\nEducation,\n\nCalifornia\n\nState\n\nDepartment of Education, Sacramento, Calif. : In California there was\nabsolutely no question as to where this program should be placed. It was\nplaced in the Bureau of Business Education, and the supervisor or the chief\nof the Bureau\n\nof Business Education\n\nwas given the responsibility of carry-\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\n401\n\nEducation\n\nmg out the act. We now have two regional supervisors. We felt it important\nto acquaint superintendents with the program, and therefore issued a small\nbulletin and sent it to all superintendents of schools in those areas where we\nthought that classes might be established. We then proceeded to interest cer¬\ntain business groups such as the San Francisco Merchants Association, the\nLos Angeles Merchants Association, and certain state groups. We next pro¬\nceeded to get out into the field and sell the program to the administrators\nand to the business people. Thru the conference method we began to develop\nthe program in certain plants and stores. Practically all of our work has\nbeen with executive and employee groups. With labor conditions as they\nare and with our labor laws as they are, it has been almost impossible to\nstart out with cooperative classes to any great extent. When you get the\nsuperintendent of schools or the high-school principal to cooperate, your\nprogram will go over. Educational people are harder to sell on the idea than\nbusiness men. We have had marked success by going into small communities\nand organizing conferences for small store owners. We have established\nclasses in about 20 communities, a sum total of about sixty or seventy classes\nwith an enrolment of from eight hundred to one thousand.\nGrace\n\nBrennan,\n\nAssistant\n\nto Director\n\nof Guidance\n\nand\n\nPlacement\n\nin\n\nCharge of Cooperative Training, Public Schools, New York, N. Y. : I shall\ndiscuss the cooperative plan that is in operation in three of the New York\nCity schools; namely, the Julia Richman, Newtown, and Textile High\nSchools, which have a total of 1930 boys and girls in the cooperative classes.\nThe student spends the first two years in full-time attendance. The last\ntwo years he spends alternate weeks in business and classes. The students\nreceive the prevailing rate of wages. The cooperative students of the three\nhigh schools mentioned earned $152,000 in wages last year. Nearly all of\nthe large department stores in New York City participate in the program.\nF. B. Lawton, Vicepresident in Charge of Personnel, R. H. Macy and\nCompany, New York, N. Y. : One question that continually comes up is,\n“Why should the store work with pairs of people, that is, one who is in\nschool one week and on the job one week, when it is more expensive than\nusing the same person on the job for full time?” The answer is that it\nappears to have answered what we call our apprentice program. It has en¬\nabled us to select young people for the beginning job of the routine type\nwhom we will be able to promote as the years go by. We are interested in\nlooking three or four years ahead when we hire a young girl or boy. The co¬\noperative program assures us of industrious persons, interested in their own\nfuture, settled as to residence ; and I would say in general that that type of\nprogram pays. I think that the teachers engaged in this work should be much\ncloser to business than I think the majority of them are. I think this coopera¬\ntive program might be worked out where teachers engaged in this work were\nengaged in business. It might be done thru having the teacher take two\nmonths out of the year or take his sabbatical leave and engage in business. If\nlabor organizations object to this type of training, they will have to answer\nthe question, “What\n\nare these young people going to do?”\n\n"}
{"page": 408, "printed_page": null, "text": "402\n\nNational\n\nNorris\n\nA.\n\nBrisco,\n\nSchool\n\nEducation\n\nof\n\nAssociation\n\nRetailing,\n\nNew\n\nYork\n\nUniversity,\n\nNew\n\nYork, N. Y. : At the present time there is a shortage of persons to teach\nunder the George-Deen Act. However, at the present time there is a great\ndeal of interest on the part of those employed in retailing who have the edu¬\ncational qualifications to get certified to teach under the act. I believe that in\ntwo or three years we will have met most of the demands in this field.\n[Others who took part in the conference were Hurford H. Davison,\nSupervisor of Distributive Occupations Education in New York State and\nLeon Arnowitt, in charge of merchandising, Newtown High School, New\nYork City.]\n\nMRS.\n\nFRANCES\n\nDOUB\n\nSECRETARY’S\n\nREPORT\n\nNORTH,\n\nHIGH\n\nWESTERN\n\nSCHOOL,\n\nBALTIMORE,\n\nMD.\n\nThe convention marked a great forward step in the promotion of business educa¬\ntion. Its large attendance and the great variety of its program made a deep and\nfavorable impression. Great enthusiasm and interest prevailed at all the meetings.\nThe approximate distribution of the attendance was: first session and classroom\nconference, 600; luncheon, 550; consumer education, 325 ; secretarial science, 325;\nNational Conference on Distributive Occupations, 150; Bookkeeping and Accounting,\n135; Business Session, 175; total 2260. As a considerable number attended the\nluncheon who also attended the First Session and the Business Session, the exact\nnumber in individuals who attended the convention is not available. Estimates vary\nfrom 1800 to 2000.\nOur\n\npresident, Lola Maclean,\n\nwas\n\nresponsible for forming\n\nmany\n\ncontacts with\n\nbusiness and with educational administrators. This was one of the outstanding ac¬\ncomplishments of the year.\nOur national membership chairman, Joseph DeBrum, carried on his campaign\nby having division chairmen, who had charge of the six divisions. These divisions\nwere geographical. Each state in turn had its own chairman. The unprecedented\nmembership of 4200 testified to national interest in business education.\nThe National Business Education Quarterly, spokesman for the Department of\nBusiness Education, was published in October, December, March, and May, with\nthe following themes:\nOctober 1937 — The Annual Convention\nDecember 1937 — What Constitutes an Adequate Education for Business\nMarch 1938 — Business Education in Secondary Schools, Junior and Senior Colleges\nMay 1938 — Training for the Distributive Occupations.\nThe National Business Education Quarterly has merited a place in many personal\nand public professional libraries. Contributions to the publication were made by\nnumerous commercial educators who are formulating our courses of study and\ncurriculums in business education.\nNo group in the National Education Association has had a more rapid growth\nin members or a greater concern for its professional field than our Department.\n\n"}
{"page": 409, "printed_page": null, "text": "DEPARTMENT\nClassroom\n\nOF\n\nTeachers\n\n"}
{"page": 410, "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 organized in response to petitions\nrepresenting classroom teachers in all parts of the country. The Depart¬\nment was reorganized under a constitution at the Boston meeting in July\n1922. For amendments see proceedings, 1923:578; 1929:365; 1931 :\n390-91; 1932:333-34.\n\nThe Department\n\nof Classroom\n\nTeachers cooper¬\n\nates with the National League of Teachers’ Associations.\nThe officers of the Department for the year 1938-39 are: president,\nMyrtle Hooper Dahl, R.F.D. 2, Mound, Minn.; vicepresident, David\nE. Temple, 215 Masonic Temple Building, Tulsa, Okla.; secretary,\nKaty V. Anthony, 1903 Hanover Avenue, Richmond, Va.; director ex\nofficio,\nregional\n\nEmily\n\nA.\n\nTarbell,\n\ndirectors:\n\n235\n\nWestern,\n\nGlenwood\nElphe\n\nK.\n\nAvenue,\nSmith,\n\nSyracuse,\n\nRoute\n\n1, Box\n\nN.\n\nY .;\n\n22, Ti¬\n\ngard, Ore. (term expires 1939) ; Eastern, Mary D. Barnes, 223 Summit\nRoad, Elizabeth, N. J. (term expires 1940); Midwestern, Florence B.\nReynolds, 6820 North Twenty-Fourth Street, Omaha, Nebr. (term ex¬\npires 1941 ).\nThis Department meets at the time of the annual meeting of the Asso¬\nciation. Facts relating to the establishment of this Department and record\nof meetings are found in earlier volumes of proceedings as follows:\n1914: 909- 916\n1915 -.1161-1178\n1916: 637- 652\n1917: 615- 622\n1918: 381- 390\n\n1919 -.375-392\n1920 -.343-356\n1921 :399-406\n1922 -.683-692\n192 3:569-620\n\n1924 -.460-499\n1925 -.365-402\n1926 -.393-424\n1927 -.353-390\n1928 :325-352\n\n[404]\n\n1929 :335-368\n1930 -.293-308\n1931 :359-392\n1932 -.303-336\n19 33:327-356\n\n1934 :3 13-344\n1935:285-310\n1936 -.195-218\n1937:225-244\n\n"}
{"page": 411, "printed_page": null, "text": "PRESIDENT\nEMILY\n\nREVIEWS\nYEAR’S ACTIVITIES\nOUT ACCOMPLISHMENTS\n\nA. TARBELL,\n\n235\n\nGLENWOOD\n\nAVENUE,\n\nAND\n\nSYRACUSE,\n\nPOINTS\nN. Y.\n\nSailing\nacross inA vast\noceanof theorganization\nmariner constantly\nhis bearings.\nAs mariners\nthe ocean\nwork, it takes\nbehooves\nus now,\nwith the close of another year, to take our bearings — to list what ports we\nhave been able to reach this year, to note where we have drifted from our\ncourse, and to chart our direction for the future.\nWhat\n\nare some of the accomplishments\n\nof the Department\n\nof Classroom\n\nTeachers for the year 1937-38?\nIn these days of lively discussion concerning activity programs, we have\nembarked upon a Department activity program in which we have enlisted\nmany more members in committee work. These new committees have been\nappointed: Credit Unions, Legislation, Retirement, Policies, and Tenure.\nWe have continued the Committees on Academic Freedom, Resolutions,\nand Constitution Revision.\nInterest in the committee programs has been shown by the attendance at\nthe open meetings held. Some of our most profitable discussions have been at\nthese conferences which interested Department members have attended.\nWe have broadened the scope of the Advisory Council this year. For the\nfirst time the Council had a conference at the February meeting. Among the\nrecommendations made at that conference was the proposal that the Council\nserve as a clearinghouse and coordinator of activities of state departments\nof classroom teachers. Following\n\nthat conference, individual members\n\nchanged pertinent material. Others sent helpful information\ndent who forwarded it to all members.\n\nex¬\n\nto the presi¬\n\nThe president of each state department acts as a member of the Council.\nIn a state where a department has not yet been organized, an outstanding\nclassroom teacher is appointed to represent his state on the Council. It has\nbeen suggested that the teachers in those states might nominate candidates\nand submit these names to the Executive Committee for appointment. We\nhope that in the future this Council will expand its sphere in helping to\ndirect the policies of the Department.\nWe have recently published a most important yearbook — Fit To Teach —\na practical guide to promote teacher health. Not only is this a valuable\nsource book for the use of teachers organizations and individual teachers,\nbut it is of import to parents and other citizens.\nThe Department has attempted to acquaint more classroom teachers with\nthe work of the Educational Policies Commission. To this end it circulated\na questionnaire among the affiliated associations asking these questions:\n(1) What qualifications should entrants to the teaching profession have?\n(2) What\n\nis your opinion of in-service training? (3) How\n\neducation should be furnished at public expense? (4) Do\n1 405 1\n\nmuch\n\nteacher\n\nthe schools per-\n\n"}
{"page": 412, "printed_page": null, "text": "406\n\nNational\n\nEducation\n\nAssociation\n\nform any services which other social agencies might handle to better ad¬\nvantage? Should the schools offer additional services? If so, what? (5)\nWhat do you consider the maximum load for (a) elementary school, (b)\nhigh school, (c) rural school, and (d) special classes? (6) What other\nproblem would you like to have the Educational Policies Commission con¬\nsider? Responses were gratifying in the promptness in winch they appeared\nand in the valuable material given. We find that more teachers are studying\nthe long-term planning program of the Educational Policies Commission\nand are evincing interest in the pronouncements.\nWe are proud to introduce three new state departments of classroom\nteachers — Alabama, Arizona, and Wyoming. North Dakota elected its first\npermanent officers this year. Twenty-five state associations now have de¬\npartments of classroom teachers. We anticipate additional ones to be or¬\nganized in other states this coming year.\nBecause of the increasing business coming before the Department, it has\nbeen necessary to expand the program at our June meeting. This year we\nare holding three afternoon sessions instead of two — Monday, Tuesday, and\nWednesday. We are joining with two other organizations in our general\nsession on Tuesday afternoon: the Department of Secondary School Prin¬\ncipals for the entire session, and the Department of Kindergarten-Primary\nEducation during the discussion hour.\nThanks to the groundwork laid by Past-President Albert M. Shaw, the\nfield work of the Department has been considerably expanded this year. The\nofficers have held conferences in twenty-seven states and have appeared on\nan increasing number of state association programs. However, four-fifths\nof the classroom teachers of the country do not belong to our national pro¬\nfessional organization. Despite a creditable increase in membership this year,\nthere is much territory still to be covered.\nMuch of the field work devolves upon the president, in addition to\nnumerous\n\nother duties. In special consideration of our having recently pub¬\n\nlished a yearbook on “teacher health” we may well ask: Why should we\nnot practice what we preach? It is unreasonable to expect a president to\ncarry two full-time jobs at the same time. To be truly effective the president\nshould be released from classroom duty for the year.\nA handbook on teachers organizations came from the press this year,\nunder the chairmanship of Myrtle Hooper Dahl, assisted by Miriam D.\nEisner and Kate Frank. This booklet, practical in its information in regard\nto forming, conducting, and expanding teachers local associations, is avail¬\nable to organization leaders.\nThis year has been rich in experience — meeting teacher leaders in their\nown environments, seeing at firsthand the monuments of worthwhile achieve¬\nments they are building for their own groups and indirectly for the teachers\nof the entire country, and noting the growth of teacher participation in\nschool and in community. The ability of teachers to adjust themselves to\nadverse conditions, to maintain their courage and their ideals, and to keep\nstriving for the betterment of their students and community has been\nmanifest.\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n407\n\nTeachers\n\nThe quickened interest in professional organizations has been heartening.\nHowever,\n\nwe\n\nwould\n\nhave every teacher well acquainted with “his own\n\nbusiness,” and familiar with the opportunities for individual growth and\ndevelopment thru organization. Especially do we desire these goals for the\nteachers in the rural community.\nThere is a technic in organization — a technic which cannot be learned\novernight. We send field representatives to meetings that they may inspire\nteachers to form or expand their local associations, to enlist in the state and\nnational associations. But too often our representatives do not have the\nchance to assist the leaders in practical planning. Local associations and\nstate departments of classroom teachers would profit if the field workers\nmight have the opportunity of conferences with the leaders of these groups.\nMy sincere appreciation goes to the officers who have labored most gal¬\nlantly during these months. It has been a joy to have the privilege of asso¬\nciating with these inspiring leaders. None of the plans of the year would\nhave borne fruit without their clear vision, eager service, and never-failing\nzeal. And to the staff at headquarters and to our News Bulletin editor, I\nexpress my hearty thanks for loyal cooperation. To\n\nthe members\n\nof the\n\nAdvisory Council, forward-looking and practical in their suggestions, and\nto the members of the various committees who have stimulated the program\nof the Department, we are indebted. To the many presidents of local asso¬\nciations who have given earnest response to every call ; to the members of\nthe Department thruout the country who quietly and unassumingly have\nbeen advancing the aims of our Association, we pay tribute. With your\ncontinuing loyalty and enthusiasm, I predict a most successful year for our\nin-coming president.\nTo you as members\n\nof the Department\n\nI offer these recommendations:\n\n1. Leave of absence for president — That the president be granted a year’s\nleave of absence with full reimbursement for loss of salary.\n2. Adequate budget — That the Department be given sufficient funds to\ncarry out its program of field work, conferences, and other services.\n3. Increased membership in the N.E.A. — That the Department\nfield services especially to those districts as yet unvisited.\n\nextend its\n\n4. Regional conferences — That the Department inaugurate a series of\nregional conferences in order that there may be more opportunity for state\nand national leaders to plan together and that there be more time for\nfollow-up work while the visiting officers are in the field.\n5. Expansion of rural associations — That the Department work for the\nformation of more classroom teachers associations among rural teachers.\n6. Cooperation with the Educational Policies Commission — That there\nbe a closer tie-up of the classroom teachers with the work of the Educational\nPolicies Commission. We urge that the local affiliated associations have\nstudy groups using the publications of the Commission\n\nand that associations\n\nsend suggestions directly to the Commission.\n7. Development of state departments — That further assistance be given\nfor the expansion of these groups and for the establishment of new ones.\n\n"}
{"page": 414, "printed_page": null, "text": "408\n\nNational\n\nEducation\n\nProposed\n\nBudget\n\nAppropriation\n\nAssociation\n\nfor 1938-39\n$ 10,000\n\n1. Full time for president .\n$1,000\n2. Conference and field work of officers, including travel, hotel expenses, etc. 3,000\n3. Convention expenses, including travel, hotel, etc .\n2,000\n4. Local clerical expenses for officers, including postage, clerical help, etc .\n600\n5. Yearbook committees, including traveling expenses of committee members\n500\n6. Printing, including News Bulletin, folders, stationery, etc .\n1,800\n7. N.E.A. office expenses, including clerical services, office supplies, postage,\nand telegrams . . . . ! .\n800\n8. Part-payment of convention expenses for teacher of a rural school .\n9. Committee expenses .\n\nPROPAGANDA\nBRUCE\n\nBLIVEN,\n\nEDITOR,\n\nThe\n\nAND\nNew\n\n$10,000\n\nDEMOCRACY\nRepublic , NEW\n\nYORK,\n\n100\n200\n\nN. Y.\n\nCertainly there was never a time when it was more appropriate to discuss\nthe question of propaganda than at the present, for at this moment we see\nthruout the world a rising tide of tyranny, of suppression of liberty, of de¬\nstruction of the old human values of freedom and individual opportunity for\nexpression such as the world has never seen before. It may be that historians\nof the future will look back on the last two or three generations or so and\nwill say that for many years the world was ruled by ignorance ; then came a\nbrief interlude of reason ; and thereafter came the long era when people\nwere ruled by falsehood, by deliberately inculcated lies which were used to\nmold a civilization to the will of some one man or some group of men.\nI made a little calculation the other day as to how far this process has\ngone in the world. I took all the countries there are and I put them into\nthree columns. For one column I put those countries which have as much\nliberty as we have in the United States at the present time. Then in the next\ncolumn\n\nI put those countries which have a fluctuating degree of freedom,\n\nwhere they have a little opportunity for liberty when things are going well\nand very little liberty when things are going badly. And in the third column\nI put those countries where there is today no liberty at all, where nobody\ndares to speak aloud his own thoughts unless they happen to coincide exactly\nwith the thoughts of the ruling clique. And I must say that I was astonished\nto find these results.\nTo take the worst end of the picture first, two-thirds of all the people in\nthe world — that is, about 1,300,000,000 people — today have no liberty at\nall. Their press, if they have a press — tho of course millions of them cannot\nread or write — is rigidly controlled and its contents are dictated every day\nby the state. The newspapers tell the truth (if at all) only accidentally.\nThere is no freedom of assembly, no freedom of thought, no freedom of ex¬\npression whatever — that is, in two-thirds of the population of the world —\n1,300,000,000 people.\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n409\n\nThen in that central group where they have a fluctuating degree of free¬\ndom — a little freedom when things are going well but no freedom at all\nwhen things are going badly — there are about two-ninths of the people of\nthe world, that is about 450,000,000 people. They do have a little freedom,\neven at best they do not have as much as we do, but as soon as the storm\nclouds begin to gather, as soon as there is tension — either international or\nnational — those people do not have any freedom at all. They are clamped\nright down upon.\nAnd finally in those countries which have about as much freedom as we\ndo in the United States — those which have comparative freedom of liberty\nand action — one-ninth of the people of the world are as well off as we are.\nIncluding ourselves, 225,000,000 people have approximately the degree of\nfreedom that we have in the United States. They do not all have as much\nas we do. We stand at the top of the list, as I have already stated.\nNot only is that true, but the situation is even more alarming than that,\nbecause the world is in a state of flux. The people who do not believe in\nfreedom, who reject and repudiate the idea of freedom consciously and de¬\nliberately, say that freedom is no good and that they will have nothing more\nto do with it. They are actively and aggressively fighting for more people,\nfor more population, for control of a greater part of the world ; and up to\nnow — if you look back over, say, the last ten years during which this de¬\nvelopment has been most conspicuous — you would have to say that the totali¬\ntarian states were winning, that the democracies were losing, because for ten\nyears the totalitarian states have been pushing the democracies back, have\nbeen adding to their prestige, adding to their territory, adding to their popu¬\nlation, and the democracies have been placid and inert. They have resisted\nthis process but it has been by what they used to call in India “non-violent\nnon-cooperation/’ and it has not worked any better in the democracies than\nit worked for the Indian nationalists when they were following the same line.\nThis is an extremely serious situation for those who believe in liberty —\nand I am one who believes in it. We see the world today with a rising tide of\nintolerance, of suppression of the individual, of denial that there is any such\nthing as truth other than some special kind of truth to fight someone’s special\nkind of philosophy. We see these ideas already dominating two-thirds of the\nworld’s population and growing, while the democracies are only just now\nbeginning to stir in their sleep and to say, “Perhaps we had better do some¬\nthing about ourselves.”\nBut the terrible thing, the dreadful predicament in which we find our¬\nselves is this : That if the democracies set out to fight on behalf of democracy,\nthey may destroy democracy in that very process because the essential char¬\nacteristic of democracy is that the state does not regiment its citizens too\nclosely, that it does not interfere in their lives beyond that minimum of\ninterference which is necessary in the modern world. And if democracy at¬\ntempts to fight Fascism and attempts to fight it either concretely by actually\ngoing to war with it— as a great many worthy souls now tell us we ought to\ndo — or attempt to fight it by competing economically, which is a war in some\n\n"}
{"page": 416, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\nways, we stand in a good deal of danger of destroying our democracy in this\nvery process. It is a serious and a very difficult situation.\nI ought to add that there is an important distinction and connection here\nbetween political democracy and economic democracy. Some of the people in\nSoviet Russia say: “Well, in the United States you have political democracy,\nyes. We do not have political democracy in Russia, no. But political democ¬\nracy does not really matter. As long as a man is hungry and does not dare\nquit his job for fear of what may happen to him and his family, or is not able\nto get a job and is living on charity, or is actually hungry from lack of decent\nfood and nourishment, it does not matter to us whether he can go to the\npolls and vote for Mr. Roosevelt or Mr. Landon. That is not a real choice;\nthat is not real freedom. Here in Soviet Russia we have economic democracy\nwhich is more important than and supersedes political democracy. We believe\nin giving every man\n\na job, in giving every man\n\nsecurity and the right to\n\nwork and the freedom from fear in his old age.”\nWell, the Russians are partly right, it seems to me, and partly wrong.\nIn the first place, I think they have made a terrible mistake not to try to use\npolitical democracy in addition to economic democracy. In the second place,\ntheir economic democracy has not worked any too well.\nBut the lesson for us is certainly this: That in the United States we must\nultimately have economic democracy. That goes without saying. Nobody\nwould deny that a country as rich as ours ought to be able to give security\nto every man, woman, and child within its borders ; that the man who wants\nto work ought to be given a chance to work ; that people ought to be entitled\nto save enough money to have their old age secure or have that security given\nto them in some form. This is so obvious that it does not need to be said.\nBut I think we ought to see in this country that this economic democracy\nmust be brought about by means of political democracy. We must work thru\nthe ballot box. That is the only safe system, the only system that brings\nguaranteed results, and I am looking now cold-bloodedly at the experience\nof all history when I say that. There is no other road to the millennium ex¬\ncept a road where all of us can go simultaneously and with our mutual com¬\nmon consent.\nAnd that brings me to the immediate question I want to speak to you about\nthis afternoon: How can we make our political democracy effective f\nIn this country we are confronted by a very serious situation right along\nthis line, because in order to have political democracy effective, we must have\nevery citizen exercise intelligently his right of the franchise. People have got\nto vote intelligently or political democracy will not work. On what are they\nto base their intelligent voting?\nWell, there is the question. Primarily, of course, we base our actions as\ncitizens on what we read in the newspapers. And what do we find in the\nnewspapers? First of all, we find a violent conflict of interest in the news¬\npaper between its function as an organ of citizenship to tell the truth to our\ncitizens so that they can be good political exercisers of the franchise. Then,\nwe find a conflict between that function and the other function of the news¬\npaper, which is that of a private enterprise, operated for private profit to go\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n411\n\ninto the pocketbook of some publisher. Right then and there we have a headon collision between the public capacity of the newspaper and its private\ncapacity, and we have never yet been able to reconcile that opposition.\nI do not mean to say by this that all newspapers are bad every day, every\npage, and every column. Sometimes the private interest of the publisher runs\nparallel with the public interest of the community, and when that happens\nwe are in luck. Sometimes they run completely opposite to each other, and\nthen we are out of luck. The terrible thing is that we never can be sure on\nwhat issue the private interest of the publisher and the public interest of the\ncommunity are going to run parallel or are going to run opposite.\nI will take a hasty familiar instance that all of you remember. You re¬\nmember the dear old NRA, the Blue Eagle, the sick chicken, Hugh Johnson,\nand deadcats, and all the rest of it. They wrote 750 codes for 750 industries\nwhile that Blue Eagle was in progress, and 749 of them the newspapers\nthought were all right. They approved of the idea at that time. Then the\ngovernment said, “Now the 750th code is for the newspapers,” and the news¬\npaper publishers practically died of apoplexy right there. They said: “Oh,\nit was all right to have codes for the other 749 industries, but you must not\nhave a code for the newspaper business. My goodness, no. Why, newspaper\npublishing is not a business at all ; it is the palladium of our liberty, the con¬\nservator of American ideals and institutions, the free press. The free press\nwill be challenged if you try to put a code on us.”\nAnd the government said, “Well, this is really too bad, because we would\nlike to have a code which would prevent you from using child labor, which\nwould prevent you from refusing to bargain collectively with your em¬\nployees, which would prevent you from publishing newspapers in dirty,\nfilthy old firetraps which are a menace\n\nto health and a menace\n\nto the com¬\n\nmunity.”\nThe publishers said, “Well, these things may or may not be true, but you\nmustn’t put a code on us. That would be a defiance of the freedom of the\npress.”\nI do not doubt that many of them meant it. I do not doubt that a lot of\nthem were sincere. But see what a problem was created for the publisher\nright at that point? He had the issue of a public interest which might con¬\nceivably hurt his private pocketbook, and I maintain that it is not fair for\nany group of men in the United States — no matter how loyally patriotic, no\nmatter how unselfish they may be — to be subjected to a strain of that sort.\nI could go on and give you many other instances if time permitted. Let\nme instead just make a sweeping generalization which you can disagree with\nme about if you like. I will say this: That on the whole the newspapers of\nthe United States do not represent the genuine interest of a majority of the\npeople of the LTited States. The newspapers on the whole represent the\ninterests of that class of the community in which the publisher finds himself.\nYou would call it the upper middle class.\nThe newspapers of this country grossly overrepresent the middle class.\nThey grossly underrepresent the working class, the great mass of the Amer¬\nican people, the 65 percent of us who have incomes in the neighborhood of\n\n"}
{"page": 418, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\n$2000 or less — and for a very large number of people it is less. The news¬\npapers do not give a picture of the kind of America that those people are\ninterested in, the kind of America that those people live in. And this can be\na very serious situation for the people of the United States. I was disturbed\nin 1936 when I found that two-thirds of all the papers of the country sup¬\nported one candidate for President and two-thirds of all the people voted for\nanother. What really happened was that the people of the United States\nvoted with the news columns of the newspapers and against the editorial\ncolumns of the newspapers. In their editorial columns the newspapers called\nMr. Roosevelt all kinds of names but in their news columns they printed his\nspeeches, and the people read the speeches and apparently liked the result. I\nam not forgetting about the radio and some other things which entered into\nthe election.\nThe ray of hope in regard to the newspapers is that they do continue to\nprint in their news columns even the news to which they are opposed edi¬\ntorially. That is how the American press differs today from the press in\nalmost every country everywhere else in the world.\nIn the meantime it is not only a question of the material in the news\ncolumns or the material which the publisher himself colors in the news\ncolumns ; the American people today are being battered with a whole mass\nof propaganda activities. It is a little bit as tho there were a meteor shower\nof propaganda coming down on us from all kinds of pressure groups trying\nto influence our minds in one direction or another for one purpose or another.\nWe have obviously to fight these efforts. We have to try to find out the\ntruth in spite of all the difficulties that are put in our way. When I spoke\nabout the propaganda in the newspapers, I should have added, of course, that\npropaganda of the same kind appears under the same circumstances on the\nradio and in the motion pictures. The press, the radio, and the motion picture\nare all subjected to the same forces.\nNot all of these forces are sinister ones. It is a great pity that the phrases\n‘‘pressure group” and “power politics’’ have come to have a sinister connota¬\ntion, to have an aura of something obnoxious and disagreeable. Actually, all\ngroups are “pressure groups’’ if they are any good. I would not give a six¬\npence for a group that did not really try to use pressure in behalf of its own\nideas. All politics is “power politics.” That is the only kind we know any¬\nthing about.\nThe danger is that so much of the money and so much of the power are\nin the hands of the wrong pressure groups, of the wrong power politics, be¬\ncause unfortunately — and we might as well face the fact frankly — there are\nin the United States tremendously powerful interests, most of them cor¬\nporate interests, which are trying to dictate the way in which this country\nshall be run.\nNow I am not saying that these people are personal devils. I do not believe\nvery much in personal devils. If I were a member of their group, I would\nprobably do the same thing myself. You cannot blame them as individuals\nfor responding with a natural tropism, the way the flower responds to the\nsunlight. You cannot blame them for trying to run the country their way.\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n413\n\nNevertheless, we cannot let them run the country their way because their\ninterests may not coincide with the interests of the country as a whole. Their\nspecial purposes may be very bad purposes for the rest of us, and so we have\nto fight the sinister and special and powerful cliques that are trying to make\nthe country over in their particular image.\nHow are we to do that? How are we to find the truth in this mass of\nfalsehood that pours out in the newspapers, that pours out on the radio, that\npours out on the motion picture screen, that is reflected to us from the plat¬\nform, from the pulpit sometimes, even from the classroom itself? Well, I\nwish I knew. I wish I had a simple, easy, automatic answer that I could give\nyou. But I suspect that nothing of importance and value in our life is auto¬\nmatic and simple and easy. I suspect that anything that is worth having must\nbe fought for, and fought for desperately.\nIn this case I may say I think we are in for the battle of our lives. I think\nit is touch and go whether we shall succeed in stemming this tide of propa¬\nganda and falsehood — a tide to which two-thirds of the world has suc¬\ncumbed already, a tide which is sweeping up rapidly on our shores from\nevery quarter of the globe.\nBut if we are to succeed, I think this is the line along which we must move\nforward : We must not try to suppress our enemies. We must not try to close\nthe avenues to them, because if we do we shall have a doctrine, the auto¬\ncratic processes and principles of the totalitarian states, and we shall have\nbecome like them in trying to fight them and their allies in this country. And\nif we become like them, we have lost the battle. We have lost the battle no\nmatter how much we may regret it and no matter how noble our purposes\nmay have been at the beginning.\nWe have to develop in this country a nationwide consciousness of the\nimportance of truth, of the frequency and multiplicity of the lies with which\nwe are fed. We have to develop a technic of public debate — of hearing both\nsides, of being willing to hear both sides, and of not feeling satisfied until we\nhave heard both sides.\nIf I may close with a little semi-Irishism: The cure for propaganda in my\nopinion is more propaganda. The cure for falsehood is a careful and con¬\nscientious nurturing of the truth. The hope lies in the rising generation. The\nhope lies with the teachers of the present day to inculcate in the rising genera¬\ntion a passion for truth, a passion for fair-mindedness, a passion for hearing\nthe other fellow no matter how obnoxious we may think he is, a passion for\ngiving freedom even to those whom we do not like and do not approve of, a\nphilosophy which to Mayor Hague of Jersey City seems as totally abhorrent\nas his philosophy seems to me.\nMany years ago H. G. Wells said something which has been widely quoted\nsince then. He said, “There is a race in the world between education and\ndisaster.” It was true when he said it. It is one hundred times more true\ntoday.\n\n"}
{"page": 420, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nSUPERVISION\nABRAHAM\n\nLEFKOWITZ,\n\nIN\n\nEDUCATION1\n\nLEGISLATIVE\n\nTEACHERS\n\nGUILD,\n\nAssociation\n\nNEW\n\nREPRESENTATIVE,\nYORK,\n\nNEW\n\nYORK\n\nN. Y.\n\nTwo words dominate the thinking of mankind today. They are “democ¬\nracy” and “dictatorship.” For those reared in the democratic tradition,\ndemocracy is not merely a word to conjure with but a spiritual force con¬\nnoting freedom, equality of opportunity, toleration, and cooperation for the\ncommon good. Teachers and supervisors must help make democracy a more\nvital living force instead of using it merely as a shibboleth for stated occa¬\nsions. Hence teachers must, as President James Marshall said, have a fighting\nfaith in democracy.\nEducation is not a profit-making undertaking but a cooperative enter¬\nprise in which parents, supervisors, teachers, and pupils must pull together.\nThe gain of one is the gain of all. Hence democracy in education excludes\nthe class struggle concept which pits teachers against supervisors. Education\nmust give democracy its moral and spiritual content so that it may revitalize\nthe discouraged people of the world by helping to bring them peace, plenty,\nand happiness in place of competitive greed, war, starvation, and misery.\nUnless we give democracy its soul, it will not stir mankind to this new\ncrusade. Hence the task of the school of tomorrow is to help make democracy\na more vital force to advance the well-being of mankind,\nthat supervision will have to play a more dominant role.\n\nand that implies\n\nExceptionally able and brilliant teachers are born and sometimes de¬\nveloped, but good teachers are always made thru supervision which utilizes\nschool and community resources for the fullest fruition of their potentialities.\nGood teachers teach well but they do not necessarily make a school. That is\nessentially the task of supervision since it involves coordinated or planned\nactivity for the attainment of necessary social and educational objectives.\nIndividual teachers may develop a good class spirit, but that does not neces¬\nsarily establish the tone of the school which requires supervisory coordination.\nGood teachers mechanize their class routine but class routines may conflict\nor they may not always be the best, thus producing confusion or conflict\nwhich constitutes an educational waste. Hence education can only reach its\nfullest fruition under proper supervision, which stresses especially research,\nteacher improvement, and experimentation.\nSupervision is either positive or negative. Negative supervision is arbitrary,\nusually destructive as well as autocratic. Often derisively nicknamed “snoopervision,” it is carping, overcritical — especially of departures from the beaten\npath — because it is primarily interested in maintaining a smooth-running\nschool machine rather than in maintaining pupil and teacher growth and\nhappiness. The negative supervisor wants “results” and stresses absolute and\nunquestioned obedience of both teachers and pupils. His method is the rating\nclub, at times rating unfavorably upon mere inspection. Teachers resent rat¬\ning, not only because it is negative and unscientific, but especially because\n1 A summary\n\nof the Tuesday discussion groups on the subject of supervision.\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n415\n\nit acts as a disintegrating force undermining teacher happiness and selfconfidence which can only be built up by mutual helpfulness and cooperation.\nCriticism of his policies is looked upon as disloyalty akin to insubordination.\nThis form of supervision is resented by professionally-minded teachers as a\npiece of degraded formation. Happily, it is giving way to positive or creative\nsupervision.\nCreative supervision is constructive and democratic. The democratic phi¬\nlosophy is the heart of creative supervision. Democracy grows slowly. It\nneeds guidance and responsibilitjL When democratic supervision flowers, its\nproducts possess the qualities of courage, independence, initiative, selfreliance, and readiness to assume greater responsibility. Creative supervision\nimplies mutual respect between teacher and supervisor as well as between\nteacher and pupil. Such respect begets confidence and loyalty and involves\ncooperative activity toward a common goal. In planning and in seeking to\nattain the goal, the teachers have a vital interest. Hence they should be con¬\nsulted and their critical intelligence and experience should be utilized to the\nfullest extent. Unfortunately, many supervisors, anxious to insure their reelection, are faced with the problem of getting instructional results in the\nshortest possible time. Hence, tho they talk creatively, they often act auto¬\ncratically. Such relapses must be guarded against.\nCreative supervision implies a realistic approach to educational problems ;\nan emphasis upon understanding and critical evaluation ; an emphasis not\nonly on tolerance but on respect for teacher viewpoints, however different ;\nan emphasis upon a search for truth thru unhampered discussion of mooted\nquestions ; a strong respect for the rights of the learner — whether teacher or\npupil ; an awareness of and consideration for dominant community interests\nand convictions as well as the harnessing of community intelligence for the\nattainment of the supreme goal of education — the development of tolerant,\ncritical-thinking, socially-minded, and intelligent citizens who put the wel¬\nfare of the group above individual material gain.\nIn a word, teachers really want constructive supervision by supervisors\nwho have a sound social and educational philosophy, with definite educa¬\ntional objectives arrived at after full discussion by the entire faculty; who\ngive model lessons under normal classroom conditions rather than talk about\nwhat ought to be done; who show a liberal appreciation of strong points\nand who offer concrete constructive suggestions for the elimination of weak¬\nness; who offer encouragement rather than discouragement so that teachers\nare not hurt or embittered ; who want cooperation of teachers as humans and\nnot as machine cogs ; who permit and encourage the fullest discussion of all\npolicies in school, departmental, or grade conferences; who are sympathetic,\ntactful, cheery, helpful, and who, above all, have a sense of humor. They\nwant a type of supervision that will transform the principal from an overlord in his educational domain into an inspiring leader in an educational\ndemocracy.\nHow, then, shall supervisors be selected? Certainly not thru political,\nsocial, or religious manipulation. While it is generally conceded that chief\nsupervisors should be chosen by some scientific and competitive system, con-\n\n"}
{"page": 422, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\nsiderable difference prevails as to whether heads of departments should be\nchosen by competitive tests and paid for the extra burdens and responsibilities,\nor whether they should be democratically selected by members of the respec¬\ntive departments for a limited period and receive no additional remuneration\nso as to appeal to the professionally-minded, animated by a spirit of service.\nThe latter plan seems to have considerable support and is worth experiment¬\ning with as the Board of Higher Education of New York City is now doing.\nThe democratic approach, if allowed ever widening scope, will not only\nstrengthen members of the faculty and supervisors but also school morale.\nBecause it develops that sense of oneness and comradeship which spells suc¬\ncess, creative supervision becomes helpful, suggestive, sympathetic, and con¬\nstructive. It relies essentially upon self-evaluation rather than upon super¬\nvisory ratings. It encourages the development of growing self-confidence thru\nthe growing assumption of administrative responsibility by teachers and\npupils. A creative supervisor is an inspirer, a leader, a demonstrator, a guide,\nand a humble co-worker in the effort to attain the school’s educational ob¬\njectives. Such creative supervision will release the fullest powers of teachers\nand pupils and make for an educational and social renaissance that ought to\nmake democracy impregnable and, at the same time, by its product, help\nshake dictatorships to their foundations and pave the way for their ultimate\ndestruction. To that supreme task we teachers and supervisors must now\ndedicate ourselves if civilization is to endure under the assaults of dictator¬\nships upon that cherished basic and democratic ideal bequeathed to us.\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nSECRETARY’S\n\nNew\n\n417\n\nTeachers\n\nMINUTES\n\nYork City\n\nFirst Business Session, June 27, 1938\nThe\n\nfirst business\n\nthe Hotel\n\nNew\n\nvicepresident,\n\nsession of the Department\n\nYorker\n\non Monday,\n\npresiding,\n\nand\n\nJune\n\nFrances\n\nof Classroom\n\n27, at 2:00\n\nTeachers\n\nP.M., with\n\nDavid\n\nwas\n\nE. Temple,\n\nJelinek, secretary.\n\nBruce Bliven delivered an address on “Propaganda and Democracy.”\nPresident Emily A. Tarbell presided over the business meeting which\nAbraham\n\nLefkowitz\n\nserving\n\nHelen A. Bradley,\nas follows:\n\nheld in\n\nfollowed,\n\nas parliamentarian.\n\nCincinnati,\n\npresented\n\nthe report of the Rules\n\nCommittee,\n\nadopted\n\nshall take the chair\n\nat the time the meeting\n\nis convened.\n\n1. Call to order\nThe\n\npresident\n\n2. Order of Business\nMonday,\n\nJune 27 , 1938\n\n.\n\nReport of Committee on Rules\nMinutes of Detroit Meeting\nPresident’s Report and Recommendations\nReport of Committes:\nConstitutional Revision\nTenure\nLegislation\nAcademic Freedom\nElection\nNomination\n\nof Officers\n\nJV ednesday, June 29, 1938\nReports of Committees\nPolicies\nCredit\n\nUnions\n\nRetirement\nYearbook\nResolutions\nElection\n\nCommittee\n\n3. Recognition\nNo\n\nmember\n\nshall be granted\n\nsubject until all other\nshall occupy\n\npermission\n\nmembers\n\nthe floor for more\n\nis granted by majority\n4. Resolutions\n\nwho\nthan\n\nto speak\n\nwish\n\nmore\n\nto, have\n\nthree minutes\n\nthan\n\nspoken;\n\nonce\nand\n\non the same\nno\n\nspeaker\n\nat a time unless permission\n\nvote.\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\n\nin writing\n\nbefore\n\nthey are voted\n\nupon.\n\n5. M onday-N ominations\nThe nomination of officers shall be held following the report of the Election\nCommittee. There shall be not more than one nominating speech and two\nseconding speeches for any one candidate. Nominating speeches shall\nlimited to three minutes and seconding speeches to two minutes each.\n\nbe\n\n6. W ednesday — Election\nElection\n\nshall be by ballot on June\n\nPolls open from\n\n12 noon\n\n29, 1938.\n\nto 4:00 p.m.\n\nInstallation of the new officers shall take place at the first meeting\nExecutive Committee following election.\n7. Rules\n\nof the new\n\nof Order\n\nThe rules contained in Robert's\nassembly in all cases.\n\nRules\n\nof Order,\n\nRevised,\n\nshall govern\n\nthe\n\n"}
{"page": 424, "printed_page": null, "text": "418\n\nNational\n\nReading\n\nof the minutes\n\nEducation\n\nof the Detroit\n\nAssociation\n\n1937 meeting\n\nwas\n\ndispensed\n\nwith.\n\nThe president’s report as given in the Official Report was adopted.\nAlbert M. Shaw, Los Angeles, presented the report of the Committee on Consti¬\ntutional Revision to the effect that provisions for due notice not having been complied\nwith, the suggestions\n\nfor revision\n\nordered\n\nconsent.\n\nBy\n\nby unanimous\n\nunanimous\n\nconsent,\n\nwere\n\nnot properly\n\nUnanimous\n\nArticle\n\nVIII\n\nconsent\n\nbefore\n\nwas\n\nthe meeting\n\nunless\n\nso\n\nnot granted.\n\nof the Constitution\n\nwas\n\namended\n\nto read:\n\nArticle VIII: “Amendments to this Constitution may be made at any annual business\nmeeting of the Department by a two-thirds vote of the members present and voting\nprovided that notice in writing of such proposed amendment shall have been filed\nwith the secretary of the Department at least thirty days prior to such annual meeting\nand published in the issue of the News Bulletin of this Department next preceding\nthe annual meeting of the Department.”\nMary D. Barnes, Elizabeth, New Jersey, moved, seconded by Frances Jelinek, Mil¬\nwaukee, that the president of the Department appoint a Recodification Committee,\nthe parliamentarian of the N.E.A. to be a member of that committee. On motion\naction was postponed to the Wednesday afternoon meeting.\nMr. Temple was asked to take the chair.\nReports\n\ngiven\n\nby Frances\n\nJelinek, Milwaukee,\n\nfor the Tenure\n\n*\n\nCommittee;\n\nElphe\n\nK. Smith, Portland, Ore., for the Legislative Committee; Rena B. Rockwell, Elmira,\nN. Y., for the Academic Freedom Committee, as printed in the preliminary Official\n\nReport, were\n\naccepted.\n\nWilbur\nfollows:\n\nRaisner,\n\nW.\n\n1. The\n\nnominations\n\n2. There\n3. The\n\nSan\n\nshould\n\nFrancisco,\n\nshould\n\nfor the Committee\n\nbe at least a day before\n\nbe printed or mimeographed\n\nballot should\n\na. All classroom\n\nopen\n\nat 12 noon\n\nteachers\n\nwho\n\nvoting cannot be confined\nvoting takes place.\nb. The\n\nreported\n\ntime of opening\n\nand\n\nas well as on placards\nplaces.\nc. We recommend\n\nand\n\nas\n\nthe election.\n\nballots.\n\nclose at 4:00 p.m. on election day.\n\nare members\n\nof the N.E.A.\n\nto only those present\n\nput in Classroom\n\neligible so the\n\ncards\n\nwhen\n\nthe\n\nin the official program,\n\nheadquarters\n\nmembership\n\nare\n\nat the meeting\n\nclosing shall be published\n\nthat the N.E.A.\n\non Elections\n\nand\n\nother prominent\n\nbe punched\n\nwhen\n\nthe\n\nballot is given.\n4. At present\na study\n\nthe same\n\nshould\n\nmeans\n\nbe made\n\nof registration\n\nto see if another\n\nmake any slips impossible.\n5. Voting should take place as now,\nof the Department takes place.\n6. The\n\nelection rules should\n\nJohn\n\nbut\n\nbe devised\n\nwill\n\nannually\n\nWith additional suggestions the report was\nNominations were called for:\n\nFor vice president — Naomi\nto succeed himself.\n\nshall be continued\n\nsystem\n\ncan\n\nin front of the room\n\nbe printed\n\nFor president — Mary R. Byrnes,\nDahl, Minneapolis, Minn.\n\nas used now\n\nWhite,\n\nin the News\n\naccepted\n\nMinneapolis,\nTulsa,\n\nwhere\n\nwhich\n\nthe last meeting\n\nBulletin.\n\nas a report of progress.\n\nMinn.,\n\nnominated\n\nOkla., nominated\n\nMyrtle\n\nDavid\n\nHooper\n\nE. Temple\n\nFor secretary — Sara H. Fahey, Brooklyn, N. Y., nominated Katy V. Anthony, Rich¬\nmond, Va.; Mrs. Harriet Rose Lawyer, Berkeley, Calif., nominated Wilbur W.\nRaisner, San Francisco, Calif.; Virginia Kinnaird, Fort Wayne, Ind., nominated\nHilda Maehling, Terre Haute, Ind.\n\nFor\n\nmidwestern\n\nFlorence\n\nregional\n\nB. Reynolds,\n\nOmaha,\n\ndirector — Pearl\n\nDonoho,\n\nOmaha,\n\nNebr., seconded\n\nby C. D. Van\n\nNebr., nominated\n\nTassel,\n\nToledo,\n\nOhio,\n\nMary C. Ralls, Kansas City, Mo., and Clyde B. Cochran, Charleston, W. Va.; Mar¬\ncella Schneider, Milwaukee, Wis., nominated Frances Jelinek, Milwaukee, Wis.,\nseconded\n\nby Mildred\n\nV. Hardester,\n\nWest\n\nOrange,\n\nN. J.\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nSecond\n\nBusiness\n\nof Classroom\n\n419\n\nTeachers\n\nSession, Wednesday,\n\nJune 29, 1938\n\nThe second business session of the Department was held in the Hotel New Yorker\non Wednesday, June 29, at 2:10 P.M., Emily A. Tarbell, presiding; Frances Jelinek,\nsecretary.\nReports given by David E. Temple for the Credit Union Committee; Myrtle\nHooper Dahl for the Tenth Yearbook Committee; and the report of the Committee\non Policies as printed in the preliminary Official Report were accepted.\nOn motion a half hour was devoted to the discussion of the postponed motion that\nthe president appoint a Recodification Committee, the parliamentarian of the N.E.A.\nto be a member of the committee. The motion was carried.\nBy unanimous\nfollows :\n\nconsent Article VIII of the Constitution\n\nwas\n\namended\n\nto read as\n\n“This constitution may be amended by a two-thirds vote of the members present\nat the annual business meeting of the Department, provided notice in writing of\nsuch proposed amendment shall have been filed with the secretary of the Department\nat least thirty days (30 days) prior to such annual meeting and it shall be published\nin the issue of the News\n\nBulletin of this Department\n\nnext preceding the annual meet¬\n\ning of the Department.”\nOn motion by Elphe K. Smith, Portland, Oregon, it was decided that all suggestions\non revision of the constitution must be sent to the Recodification Committee by the\ntime of the meeting of the American Association of School Administrators and that\nno suggestion will be accepted after that date.\nMrs. Pauline M. Merchant, Garden Grove, Calif., reported for the Committee on\nResolutions. Each part was read, amended, and corrected for typographical errors\nand adopted as amended. The entire report was then adopted as amended.\nThe Committee on Elections had not finished counting the ballots when the meeting\nadjourned but the newly elected officers were presented at the Annual Dinner,\nJune 30, as follows:\nPresident — Myrtle Hooper Dahl, Minneapolis, Minn.\nVicepresident — David E. Temple, Tulsa, Okla.\nSecretary — Katy V. Anthony, Richmond, Va.\nMidwestern Regional Director — Florence B. Reynolds, Omaha,\n\nPLATFORM\n\nAND\nPart\n\n1. We\n\nNebr.\n\nRECOMMENDATIONS\n\nI — Educational\n\n1938\n\nWelfare\n\nbelieve that the success of our educational\n\nprogram\n\nnot only necessitates\n\nprovision for the welfare of our children but also for the well-being of teachers.\n2. We recognize that children can be guided, taught, and cared for most efficiently\nby teachers who have adequate preparation and training, and who are free from\nhandicapping restrictions which militate against their rendering the best service\nof which they are capable.\n3. To this end we urge that each state, territory, or district in order to safeguard\nthe teaching staff:\na. Enact tenure laws and regulations that enable teachers after a reasonable\nprobationary period, not to exceed two years, to retain their positions during\nefficiency of service.\nb. Permit no certification or contract proposals which tend to undermine tenure\nin any way where it is now established, and continue definite, active efforts for\nthe establishment of satisfactory tenure laws in the states which do not now have\nsuch laws.\n\n"}
{"page": 426, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nc. Establish an actuarially sound retirement system that will permit teachers\nto retire from service with a retirement allowance which will enable them to live\nin a comfortable and dignified way.\nd. Provide laws and regulations for leave of absence that will enable teachers\nto use a sabbatical year for professional improvement, including study, travel,\nrest and restoration of health, and other appropriate means with the assurance\nthat they may return to their former positions after such leave of absence.\ne. Provide salaries sufficient not only to maintain adequately a reasonable\ncultural standard, but also to make possible regular professional improvement\nand the attainment of a position of leadership expected of teachers in a com¬\nmunity, such salary to be a single schedule which provides that all teachers in a\nschool system who have equivalent training and experience receive equal salaries.\nf. Make possible cumulative sick leave regulations that will protect the teacher\nfrom loss of position or pay in time of ill health or other physical misfortunes.\n4. We strongly condemn the practice of service without pay, on the ground that the\nultimate welfare of both pupils and teacher depends upon willingness of the public\nto accept the responsibility of putting the public schools on a sound financial basis.\n\nPart II — Educational\nWe\n\nOpportunity\n\nbelieve that:\n\n1. An\n\neducational program should be provided not only for children of the usual\ncompulsory school age, but also for adults and those of kindergarten and preschool\nage.\n2. The teaching load for each teacher should be such as to permit reasonable\nindividual help and encouragement to each child.\n3. An adequate program of health maintenance and correction of physical handi¬\ncaps, adequate food for undernourished should be provided so that children in need\nof such attention may receive it and may profit more fully by the regular educational\nprogram.\n4. Every child has the right to efficient instruction by fully trained teachers. We,\ntherefore, strongly oppose the employment of substitutes, apprentices, or teachers\nin training to fill regular vacancies or teaching positions, if possible.\n5. We approve the inauguration of a system of exchange teachers thruout the\ncountry for the purpose of acquainting each section of the country intimately with\nthe ideals, aims, standards, and methods of education of every other section of the\ncountry.\n\nPart III — Teacher\nWe\n\nTraining\n\nbelieve that:\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 to the actual demand.\n2. Teacher-training institutions should not only include courses in current educa¬\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 economic and political problems as well as more broadly trained in the\neducational-social ideals and standards that should dominate our profession.\n3. Professional preparation and admission to the field of teaching should require\na minimum of four years of study beyond high school.\n4. We approve of in-service training which recognizes the broadening influence\nof travel, professional study, participation in local, civic, and teacher organization\nactivities, as well as study of current problems in sociology, enonomics, and\neducation.\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nPart IV — Unfettered\n\nTeachers\n\n421\n\nTeaching\n\n1. Academic Freedom: The Department of Classroom Teachers strongly reaffirms\nits endorsement of the declaration of the National Education Association on academic\nfreedom,\n\nor the child’s right to unfettered\n\nteaching, reading as follows:\n\nTeachers should have the privilege of presenting all points of view on con¬\ntroversial issues without danger of reprisal by the school administration or by\npressure groups in the community'. Teachers should also be guaranteed the con¬\nstitutional rights of freedom of speech, press, and assembly, and the right to sup¬\nport actively organized movements which they consider to be in their own and the\npublic’s interest. The teacher’s conduct outside the school should be subject only\nto such controls as those to which other responsible citizens are subjected.\n2. We hold that the loyalty and patriotic background of the teachers of America\nis beyond question, that loyalty is spiritual in character involving good citizenship\nand appreciation of national culture, and that in teaching we desire to inculcate\ntrue patriotism rather than chauvinism.\n\nPart\n\nV — The\n\nEnactment\n\nof Civic Ideals and Professional\n\nStandards\n\n1. Civic responsibility — Teachers are not separate entities in society, but are\ncharged by reasons of special endowment, preparation, and opportunity, with the\nresponsibility of leadership. We therefore recommend that teachers participate in\ncommunity activities in an effort to promote the general welfare thru the democratic\n\npress.\n2. Child labor — We believe that the children of our nation are entitled to their\nfull educational and physical heritage, and that now, more than ever, they should\nattain their mental and physical development before being thrust into industry to\ncompete with adults. We further reiterate our indorsement of the Child Labor\nAmendment.\nWe endorse all legislation for the proper protection of childhood in matters of\nsafety, care of health, physical development, and freedom from exploitation and the\nburdens of continuous labor. We urge that child labor laws be strengthened to\ninclude street trades and other occupations injurious to children. (Newspapers chief\namong these.)\n3. Opposition to vcar:\na. We believe fully in the ideals of a democratic form of government.\nb. We believe war to be the greatest menace to civilization and to democratic\ninstitutions, and as a means of settling international disputes to be an absolute\nfailure.\nc. We, therefore, urge the abolition of private ownership\narms and munitions.\n\nand\n\nmanufacture\n\nof\n\nd. We strongly recommend to classroom teachers thruout the United States that\nthey teach the facts about war, emphasizing its cost in human life and ideals\nas well as in material wealth.\ne. We further urge that classroom teachers continue to use every reasonable\neffort to promote international peace and goodwill, and to exercise their full\ninfluence with all active forces in support of this policy for the welfare and\nprotection of the youth of the world and the maintenance of humanitarian\nideals.\n4. Classroom teacher organizations — Classroom teachers’ problems can best be\nsolved thru teachers’ own active interested efforts. We therefore urge the organiza¬\ntion and continuance of purely classroom teachers associations, and believe that\nthese should be affiliated with state and national professional associations.\n5. Motion pictures — There are many motion pictures being shown which are\nobjectionable for audiences in which children are present. Therefore, we strongly\n\n"}
{"page": 428, "printed_page": null, "text": "National\n\n422\n\nEducation\n\nAssociation\n\nurge that every effort be made by all who are interested in the wise training of\nchildhood to continue their efforts to secure pictures which have a clean, wholesome\ninfluence. We condemn block booking.\n6. Radio — We recognize the importance of radio in the promotion of American\neducation and cultural ideals, and desire to use our best influence for the improve¬\nment of radio programs and for securing more time for constructive educational\nbroadcasts.\nWe approve of radio networks for broadcasting educational and cultural programs\nof high standard and the use of such visual educational materials as will aid and\naugment the work of the classroom teacher but not replace her.\n7. Conservation of American youth — We urge that further, definite, constructive\naction, adequately financed, be taken for the conservation of American youth. We\nurge the federal and state governments to strictly enforce legislation to eliminate\nthe illegal traffic in marijuana, liquor, and cigarettes.\n\nRecommendations\n1. Be It Resolved, That the executive committee be authorized to appoint necessary\ncommittees to aid in putting into effect the policies and principles expressed in this\nplatform.\n\nAppreciation\nWe heartily thank the City of New York, the teachers and the members of the\nBoard of Education of the New York City Public Schools and of the State of New\nYork for their hospitality and for all the courtesies which have contributed to our\ncomfort and happiness during the convention.\nWe sincerely appreciate the cooperation\nlicity to our extensive program.\n\nof the press for giving sympathetic\n\nPauline Merchant, Chairman\nKaty V. Anthony\n\nLeonore Holliday\nR. B. Huxtable\n\nMary\n\nBond\n\nMrs.\n\nJohanna\n\nRush\n\nCaldwell\n\nJuliet\n\nRoche\n\nSusan\n\nADDITIONAL\n\nM.\n\npub¬\n\nLindlof\n\nScully\n\nRESOLUTION\n\nPresented from the floor by Celia Levels, Neve York City\nAdopted\n\nJune 29, 1938\n\nBe It Resolved, That the Department of Classroom\nof civilian populations in any part of the world.\n\nTeachers\n\ncondemn\n\nthe bombing\n\n"}
{"page": 429, "printed_page": null, "text": "DEPARTMENT OF\nElementary School Principals\n\n"}
{"page": 430, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof elementary\n\nNOTE\n\nschool\n\nprincipals,\n\ntemporarily\n\nor¬\n\nganized as the National Association of Elementary School Principals at\nthe Atlantic City meeting of the Department of Superintendence in Feb¬\nruary 1921, became a department of the National Education Association\nat Des Moines in July 1921.\nThe officers of the Department for the year 1938-39 are: president,\nMaude A. Rhodes, Principal, Whitefoord School, Atlanta, Ga .; first\nvicepresident,\n\nMason\n\nA. Stratton, Principal, Brighton Avenue\n\nSchool,\n\nAtlantic City, N. /.; second vicepresident, Elizabeth Malcolm, Prin¬\ncipal, Truman Street School, New Haven, Conn.; third vicepresident.\nArnold Gregory, Principal, Raupp School, Lincoln Park, Mich.; fourth\nvicepresident,\n\nHarry\n\nH. Haw,\n\nPrincipal, Alice Birney School, San\n\nDiego, Calif.; fifth vicepresident, Jane E. Monahan, Principal, Pub¬\nlic School 92, New York, N. Y.; executive secretary, Eva G. Pink¬\nston, 1201 Sixteenth Street, Washington, D. C.; executive committee:\nMrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Nor¬\nfolk, Va. (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); Isabel Tucker, Principal,\nFestus Wade School, St. Louis, Mo. (term expires 1942).; certifica¬\ntion division, Cassie F. Roys, 2609 Bristol Street, Omaha, Nebr.; life\nmembership division, Herbert C. Hansen, 1045 N. Lockwood Avenue,\n\nChicago, III.; retirement division, M. Emma Brookes, Miles-Cranwood Schools, Cleveland, 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 follows:\n1921 -.453-454\n1922:851-886\n192 3:653-666\n1924:545-564\n1925 -.450-477\n\n1926 :459-496\n1921:419-456\n1928 :375-410\n1929:391-424\n\n1930:333-366\n1931:433-466\n1932:377-406\n1933 :395-422\n\nt +24]\n\n1934:387-408\n1935:349-378\n1936 -.239-266\n1931:279-304\n\n"}
{"page": 431, "printed_page": null, "text": "TEACHER\n\nMRS.\n\nPARTICIPATION\nTHRU\nTHE\nTEACHER\nASSOCIATION\n\nJ. K. PETTENGILL,\n\nPRESIDENT,\n\nTEACHERS,\n\nNATIONAL\n\nWASHINGTON,\n\nCONGRESS\n\nPARENT-\n\nOF\n\nPARENTS\n\nAND\n\nD. C.\n\nParent-teacher\nassociations\ngrewnot outoftenof tell\nmothers\nclubs Imany\nago. There is a story\nwhich we do\nbut which\nthink years\nmay\nbe true, that the very first of the parent-teacher associations in the eastern\npart of the country came into being because mothers clubs, studying the\nhealth of the children in the school, decided they must have screens to keep\nout the flies. That mothers club influence was responsible for forming\nparent-teacher associations whose first idea of participating in education was\nto make the schoolroom and the school building a better place for children.\nWhether or not that was immediately successful, we have no record.\nWe\n\ndo know, however, that public opinion, which demanded\n\nmore\n\nsanitary\n\nschool buildings — school buildings where health was possible — did even¬\ntually come out of those earlier attacks on the problem, so that in most\nenlightened communities today, it is not necessary for parents to worn'\nso particularly about those things because they are taken care of by an\nawakened and aroused public opinion.\nThat is one of the ways that we attempted to share. Another way that\nwe attempted to share, and you may have sad knowledge of this, was that\nin our efforts to take a definite part in the educational process, we often\nexerted some unwelcome interference with the administration of the schools\nor with the work of the teaching staff. Part of that was our fault ; part of\nit lies, perhaps, in another direction.\nIt can be said simply that we did not know how to participate in educa¬\ntional functions, and we felt that we had ideas that needed a bit of explain¬\ning, perhaps even acting upon. Our attacks were not ill-meant, but were\nill-placed, perhaps, as we endeavored to assume with you a share in the\nresponsibility for the education of our children. It was unwise and I believe\nI am speaking in generally true terms when I say that it is outmoded.\nIf it is not, then we must together find a way to make it completely so.\nThen\n\na third thing which we perhaps did not do so much as a matter of\nparticipation, but which worked harm, was that we exploited the children,\nmade undue demands on the teachers in order to build a program for the\nafternoon meeting, perhaps the whole program for the year, which we hoped\nwould hold and attract the membership of our organization. That, too, we\nbelieve, has gone where all such attempts have gone.\nI have given you a picture now of what was perhaps an earlier attack\non the problem of parent participation, because in order to build a discussion\nof teacher-parent participation, I felt that, first of all, we would actually\nhave to see the method and the means and the organization with which\n\nyou are to participate. We\n\nhave come to a new place and to a new endeavor.\n[425 ]\n\n"}
{"page": 432, "printed_page": null, "text": "426\n\nWe\n\nNational\n\nEducation\n\nAssociation\n\nhave not come alone. You as teachers have come with us, perhaps have\n\npreceded us, but thru the radio, thru the magazines that we have read, thru\nthe unrest that is in America today, we have learned together that there are\nnew problems to be faced, and teacher participation in the parent-teacher\nmovement is meaning and going to mean something entirely different from\nwhat it has in the past. This parent-teacher group with whom we believe\nyou can cooperate and without whose cooperation we feel the school picture\nis not complete, is attacking its problems on a new front. We are beginning\nto talk about democratic living, just as you are. We are beginning to talk\nabout the society, the problems of the society that is new and that faces new\nconditions.\nThis is what we say as one of our parent-teacher principles: We believe\nthat democratic living implies a respect for the personality of each individual,\nbelief in the principle that each individual should have equal opportunity\nto become the best that is in him to be, and a faith that it is within the power\nand the possibility of society to provide the best and fullest life for each and\nall. We believe that in cooperative endeavor lies the hope of the eventual\nachievement of democratic living and so far as parents and teachers learn\ndemocracy thru cooperative experiences, in deliberating, planning, and acting\ntogether in the home and in the school, to that extent will tomorrow’s genera¬\ntion find joy and fulfilment in active service and participation in a democracy\nof justice, equality, and freedom.\nPerhaps you are thinking that these are just words, but I have seen and\nI think if you have been observing carefully you have seen groups of parents\nin the past several years who definitely step out on that platform, who have\nmade up their minds that if you as teachers could so courageously attack the\nproblems of democratic living, if you could under difficulties demand and\nsecure and maintain your freedom of expression and of thought and of\nindividuality, then we want to stand with you. Tho we may not be able\nto attack our problems as you do professionally, yet we believe that in coop¬\neration with you we can do something in the field of democratic living.\nThen teacher participation becomes a teacher contribution to our parent\nefforts, to our parent-teacher endeavors. As parents we have chosen four\nfields in which we believe we can be particularly active in bringing about\ndemocratic living. We sought, selected, and planned as we set up those\nfour fields — and may I say to you that the place where we found our direc¬\ntion was in your profession and in your expressions. As we chose these four\nfields we felt, and I believe you will agree with me, that we were selecting\nthe four fields in which you, too, choose to work most definitely.\nFirst of all, the field for our endeavor\n\nin which we are asking your teacher\n\nparticipation is in the matter of health, because we as parents have made\nthis statement: We believe in a health program for the cumulative good\nof children and youth, a program which recognizes the three aspects of\ngrowth — physical, mental, and social ; which brings into harmony the in¬\nfluences of home, school, and community in a conscious endeavor to develop\ndesirable habits of living; which builds not only the health of the individual\nbut which contributes to the building of the community’s\n\nhealth, and of a\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nsociety where health is paramount.\nwill follow there.\n\nWe\n\nSecond, in the field of learning, which\n\nSchool\n\n427\n\nPrincipals\n\nbelieve that teacher participation\nis so implicitly your\n\nown\n\nbut to\n\nwhich we believe we can bring a contribution, we state this : The education\nof the child is an adjustment to all the influences in his life, organized and\nunorganized, which act upon him in any way. It is, therefore, the respon¬\nsibility of parents and teachers, working in homes, schools, and communities,\nto develop, utilize, counteract, and control those influences, situations, and\nprograms in accordance with the established objectives of democratic educa¬\ntion. And as one who has worked long in parent-teacher association work,\nmay I say frankly to you that we do want to follow thru with you on the\nestablished objectives of democratic education, and when we say teacher\nparticipation is necessary, we are looking to you for direction in these things,\nfor guidance, for, after all, you are the people who are prepared to lead us.\nOur third field is that of personality. We believe a personality is the sum\ntotal of an individual’s characteristics and is especially manifest in his rela¬\ntions with other people. To give the child an opportunity to develop the\ntype of personality which will enable him to live wholesomely and happily\nas an individual and as a member of the social group, is a joint responsibility\nof home and school. There we get the individual attention which is bestowed\nupon our children in their schools, wdiich is reflected in wise treatment of\nthe child at home, which undertakes an understanding of the child, so that\nhis education may be in terms of his own needs and abilities. Since you have\nbuilt your fine programs and plans for the education of our children on\nthat basis, we are asking that we may be, with you, contributors to the total\nprogram of building personality.\nOur fourth field for expression of our ideals is that of citizenship. The\nfoundation of democratic citizenship is laid at home, in the school, and in\nthe community, where each individual learns to act and to think as a good\ncitizen in all his relations.\nWe are asking you to help us evaluate the agencies, the organizations, the\ncustoms of our communities which so definitely affect the lives of young\npeople. Our parents mostly are quite closely tied to their own youth. We do\nnot get far enough away from those situations to judge objectively. We\nneed your help. The automobile, the roadhouse, and the type of commercial\nentertainment and amusement which our young people participate in have\nquestionable values. Are they all bad ? We parents are so struck by the\ndifference which we see that we are not fair judges, often, as to the value\nof these things. Parent-teacher organizations take up these matters for dis¬\ncussion. I hope that most of them take them up in that fine democratic, new\nway of presenting our problems for group discussion — fewer addresses and\nmore opportunities to solve our problems as a group, with you as teachers\nparticipating.\nThat is the type of evaluation that we want, the type that you teachers\ncan help us make. Shall we say that the automobile is something which has\nbrought nothing but harm to our early “teen age” youngsters? Shall we\nevaluate it in terms that perhaps will open to us some knowledge of how\n\n"}
{"page": 434, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\nto build safeguards and get from every one of these situations the good that\nis in them and in this way lessen their harm?\nWhat about the radio and the movie? In our schools today our children\nare being taught the appreciation not only of fine literature and art, but\nthe type of appreciation that eventually will make them sit down around\nthe radio at night and say: ‘‘That program\n\nis no good. It lacks balance; it\n\nlacks force; it lacks meaning.\" Or they will be able to say, “That’s a swell\nprogram,\" and can say why it is a “swell\" program. That is what our schools\nare doing, and they are beginning in the smaller groups and with the\nyounger children to develop an appreciation which will put us as adults to\nshame. It can be done thru teacher participation with our groups.\nThen\n\nthere is one other way\n\nin which\n\nteachers may\n\nparticipate with\n\nparent-teacher organizations in the agencies and organizations that are\noutside. This way is to see that whatever laws are passed or go on the books\nwhich affect our children in any way are wise, adequate laws and are capable\nof enforcement. Child labor laws, if they are to be placed on our books,\nought to have the backing not only of the parents and the parent-teacher\nassociations but the active backing of our teachers. We hope there will be\nparticipation in legislation and in legislative endeavor that will have a direct\neffect, not so much in terms of numbers but in terms of influence, such as\nyou as teachers can exert, and make possible the legislative approach to child\nand 3T>uth problems which perhaps, as parents, we are not always able to\nundertake wisely, but where we will follow with you in your plans for\nchildren and youth.\nThose are the types of teacher participation that, it seems to me, are par¬\nticularly possible in working with parent-teacher organizations today. I\nhope I have not painted too rosy a picture of parent-teacher associations,\nbut if the parent-teacher association which you know is less rosy than that,\nthen you will have the added stimulus to help that association be what it\nshould be ; to call to its attention the fact that these are the ideals that we\nhave set before us ; that they are actually the things which we would\nto follow.\n\nlike\n\nTeacher participation without the parent-teacher association would be\nnon-existent. It is only because you have participated with us that we have\nbeen able to carrv on the work that we have in the National Congress of\nParents and Teachers.\n\nSOME\n\nIMPORTANT\n\nFACTORS\n\nIN\n\nPERSONALITY\n\nDEVELOPMENT\nFRITZ\n\nREDL,\n\nPROGRESSIVE\n\nEDUCATION\n\nASSOCIATION,\n\nNEW\n\nYORK,\n\nN.\n\nY.\n\nThe first possibility of doing something to children which may influence\ntheir behavior is one which we may call the means of using reward ; rewards\nof all kinds which mean something pleasant as a result of something which\nwe want the children to do or to stop doing — rewards\nchanging behavior.\n\nas a premium\n\nfor\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nIf we\n\nuse rewards\n\nfundamental\n\nof\n\nElementary\n\nSchool\n\n429\n\nPrlxcipals\n\nsuch as gifts, pleasant situations, or praise we make\n\nassumption,\n\nand that assumption\n\none\n\nis that the principle to find\n\npleasure, to indulge in pleasant situations, is a very fundamental principle\nin human nature which we can rely upon. 1 think it is one of the surest on\nwhich\n\nwe\n\ncan rely. We\n\nare seldom\n\ndisappointed\n\nexcept in very peculiar or\n\nexceptional types of development. People, especially children, look for pleas¬\nant things, and the use of gratification of wishes as a reward for doing things\nwhich\n\nthey are not ready for or do not understand\n\nlike well enough, is a safe means\n\nwell enough\n\nor do not\n\nof influencing them.\n\nThe second possibility which we have of influencing children’s behavior is\nwhat I might call punishment. I hesitate to use that word because I am afraid\nthat you might say: “We\n\nwon’t\n\nlisten to you. We\n\nare progressive and we\n\ndon’t use punishment at all.’’ If you were to say that, it would not be true;\nwe all use punishment if we are normal. I do not mean that we need to do\nvery rough things to the children, but you will agree with me\nuse the fear of unpleasant\nmeans\n\nthat we\n\ncan\n\nsituations or the fear of losing pleasant ones as a\n\nto influence in situations in which\n\nwe\n\nthink they are a helpful thing\n\nto apply at the moment.\nA third possibility by which\n\nto influence the behavior of youngsters is one\n\nwhich I would call an appeal to their conscience — an agency within them¬\nselves which tells them what to do and what not to do, even if we are not\npresent to punish or reward\n\nthem\n\nfor what\n\nthey do. An\n\nappeal to the con¬\n\nscience takes for granted the fact that some of this conscience has been de¬\nveloped. It is one of the main functions of the first years of education to build\nthe most\n\nfundamental\n\nparts of what\n\nlater will appear\n\nas conscience\n\nin a\n\npersonality.\nWe need quite an amount of conscience. We do not need so much, how¬\never, that the child is crushed under it and is unable to be happy and enjoy\nhimself, but we\nworld\n\nneed enough\n\nthat the child does not have to wait for the\n\nor for other people to punish him for everything ; that is, there should\n\nbe something\n\ninside which\n\ntells him what\n\nto do or what not to do.\n\nAn appeal to conscience, provided the child has a strong enough\n\nconscience\n\nwithin himself, is quite an effective means if we recur to it merely occa¬\nsionally. I should not advise you to recur to it in every situation, especially\nnot in everyday\n\nsituations. Every\n\nmeans\n\ncan be abused\n\nby being used too\n\nmuch, or by being used in situations where it does not apply. With some chil¬\ndren we find they have a good deal of conscience and yet our appeal does not\nwork. They have a good deal of conscience but their conscience has not much\nto say within the politics of their own life ; it is very strong and very loud\nbut they always have to do the other thing anyway.\nthe appeal to conscience will not work. We\n\nIn such a case, of course,\n\nneed other means\n\nof approach.\n\nA fourth technical possibility of influencing children’s behavior is an\nappeal to their reason, provided they have any and provided it is strong\nenough\n\nwithin their own\n\nsituations. The\n\npossibility of influencing children\nthe logical connections between things or the\n\nby reasoning, by showing them\nreality of a situation which we want\nthem. Many\n\nthem, to see, may be enough\n\nto influence\n\npeople think that they have to punish again and again. They\n\n"}
{"page": 436, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nforget that by appealing to the reason of the children they might get as good\nresults without\n\nsuch unpleasant\n\nA fifth technical means\n\nafter-effects.\n\nof influencing children which\n\nI would\n\nlike to men¬\n\ntion is an appeal to a “thing” for which I have no name. I hate using psy¬\nchological terms because they are used in such a vague sense usually that\nthey do not mean\n\nmuch,\n\nso I hope you will understand\n\nme\n\nif I call this\n\n“thing” the ego ideal or the personality ideal of children.\nWhat I mean is this: If a youngster has formed the ideal of being very\nbrave or very courageous\nmethod\n\nof approach\n\nand I want\n\nhim\n\nto do a courageous\n\nthing, the\n\nis to appeal to the ideal he sets for himself, and to show\n\nhim that \"what I want him to do is in connection with this ideal. By the mere\nact of showing him this, I can make him do it and I need not use any reward\nor punishment\nyoungster\n\nfrom\n\nthe outside. I can link up what\n\nwith this fundamental\n\naffect them\n\nto show\n\nthe\n\naim within himself.\n\nM any of the ideals of people are not outspoken\nmeans\n\nI want\n\nvery decidedly. Shame\n\nbut we know\n\nis something\n\nwhich\n\nthat some\n\ndisturbs our\n\nindulging in our own ideal of what we think we would like to be, or dis¬\napproval confronts us with a situation in which our ideal about ourselves is\nvery far from our behavior. If we\nbetween\n\nour behavior\n\nand our ideal of the way\n\nthen we have something which\nthat it is on another level.\nThe\n\ncan occasionally show\n\nbondage\n\nwould\n\nlike to behave,\n\nis similar to the appeal of conscience except\n\nsixth technic of influencing youngsters\n\npersonal emotional\n\nwe\n\nup this discrepancy\n\nbetween\n\nis the one which\n\nestablishes a\n\nthe child and the educator.\n\nIt is not\n\nonly by pressure or by promises that you can influence. If people are supposed\nto change their behavior, if I say “No” and they like me, because I want this\nother sort of behavior, then that is sufficient reason for it. It does not need\nreward, it does not need punishment\n\nor threatening. Where\n\nyou have a strong\n\nemotional bondage between a child and a grown-up, you have a natural\nmeans of influencing thru the very nature of this bondage itself. Of course\nyou have to have this bondage,\n\nbut then again you may\n\nabuse it. There\n\nare\n\npeople who appeal to this love of the child for the grown-up too frequently.\nThe seventh technic I want to mention is exactly the opposite. If we can\nestablish a bondage between the child and the grown-up in order to influence\nthe child, we also can cut thru this bondage and can forsake the child. By this\nI mean\n\nthat the technic of forsaking the child should\n\napplied technic in some\n\nsituations. Applied\n\nthing, especially in early adolescence. You\nyoungsters\n\ncarefully, this is an important\n\nknow\n\nthat it is very important\n\nof that age to have an increasing fear of life in which\n\ntry out themselves\n\nwhether\n\nwe should not guide them\nagainst the walls around\nmeans\n\nfor\n\nthey can\n\nor not they will run into difficulties, and in which\nall the time. We\n\nright thing, but rather we\nThat\n\nbe a planned, fully\n\nshould not force them\n\nshould give them\n\nthem without\n\na chance\n\nlater reproaching\n\nto do the\n\nto run\n\ntheir heads\n\nthem\n\nfor so doing.\n\nto create, to secure a certain realm in which\n\nthey should get\n\ntheir own experience without our influence, is educationally an equally im¬\nportant means of influence. It sounds paradoxical but it is not, because if we\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n431\n\napply it wisely, it is a means of indirectly influencing people’s development\nwhich is as important as all the other direct technics.\nIn planning our educational procedures\n\nwith children, which\n\nI wish to make, we\n\nshould not only consider the immediate\n\nusually a marvelous\n\none because we\n\nshould also consider whether\n\nsense what\n\nis the point\n\neffect which\n\nis\n\nthe result will be, but we\n\nthe thing we do improves\n\nthe growth\n\nof per¬\n\nsonality traits of one child, and, in all those cases where undesirable personal¬\nity traits have developed, we should use this knowledge in planning the\nmethods which we use in working with another child. This is so important\nthat if we really follow this, and if the parents do, many\nare talked about so much become unnecessary.\nWe\nwhich\n\nhear so much\nwe\n\nabout guidance. We\n\nneed in schools. But we\n\nneed some\n\nguaranty\n\nthat guaranty\n\nhear so much\n\nneed something\n\nof the things which\nabout special therapy\n\nin addition to them. We\n\nthat later generations will not need those things, and\n\nlies only in our success in an attempt\n\nto make\n\nwithin the classroom situation more adjusted to what\ncharacter traits contains as a law of nature.\nTHE\nPanel\n\nDiscussion\n\nCURRICULUM\nSpo?isored\n\nIN\n\nour planning\n\nthe development\n\nof\n\nTRANSITION\n\nby the New York\nAssociation\n\nState and\n\nCity Principals\n\nParticipants :\nJohn\n\nF. Conroy,\n\nPrincipal,\n\nPublic\n\nSchool\n\n32, Bronx,\n\nNew\n\nYork,\n\nN. Y.,\n\nChairman\nDorothy\nMrs.\n\nBildersee,\n\nEudora\n\nBenedict\n\nFletcher,\n\nFox,\n\nPublic\n\nRuth\n\nGillette\n\nLouis\n\nKornfeld,\n\nMargaret\n\n115\n\nWillow\nPublic\n\nSchool\n\nHardy,\n\nStreet, Brooklyn,\nSchool\n\n99, Brooklyn,\n\n45, South\n\nPublic\n\nSchool\n\nOzone\n\n2475\n\nPark,\n\n33, New\n\nPublic School 30, Brooklyn,\n\nA. Lindquist,\n\nN.\n\nPalisade\n\nY.\nN.\n\nY.\n\nN. Y.\n\nYork,\n\nN. Y.\n\nN. Y.\n\nAvenue,\n\nSpuvten\n\nDuyvil,\n\nNew\n\ncan we attain them?\n\nHow\n\nYork, N. Y.\nC. F. Pertscli,\n\nJunior High School, Brooklyn,\nTOPICS\n\nWhat\n\nare our New\n\nYork\n\nFOR\n\nN. Y.\n\nDISCUSSION\n\nCity objectives? How\n\ncan we evaluate their attainment? — Fox.\nWhat changes are needed in our present curriculum to achieve our objec¬\ntives in terms of methods and content? What are practical first steps in inte¬\ngration ?— Conroy.\nWhat\n\nadministrative\n\nchanges\n\nare necessary\n\nto promote\n\nthe proper\n\nfunction¬\n\ning of the curriculum? — Fletcher.\n\nH ow\n\nwill the revision of the curriculum\n\ntoday change the subjectmatter\n\nin the first two years ?— Hardy.\nthe curriculum to the gifted child. — Pertsch.\nmodification of the curriculum for the child with\n\nand procedures\n\nAdjusting\nNecessary\n\ntendencies. — Lindquist.\n\nRemedial\n\nprocedures. — Bildersee.\n\ndelinquent\n\n"}
{"page": 438, "printed_page": null, "text": "432\n\nThe\n\nNational\n\ncommunity\n\nPresident\n\nElementary\n\nEducation\n\nand the changing\n\nMason\n\nA.\n\ncurriculum, — Kornfeld.\n\nStratton:\n\nPrincipals Association\n\nAssociation\n\nMargaret\n\nof New\n\nLindquist,\n\nYork\n\npresident\n\nof the\n\nCity, will introduce\n\nthe\n\nprogram for her group. We thank you, and thru you the principals of New\nYork Citv for all that vou have done. Miss Lindquist!\nM iss Lindquist: We are very glad that you could be with us this after¬\nnoon. It is the custom in the Principals Association to have a number of\ngroups working on topics that are problems of the day, or to do research for\nthe organization. One of those committees was the Committee on Curriculum\nRevision. The\n\nmembers\n\nrendered\n\nsuch an excellent preliminary\n\nreport that\n\nwe asked them to take over our annual meeting, which was a panel discussion,\nconsisting of eight panels.\nWithout\n\nany further introduction, I am\n\ngoing to turn the meeting\n\nto John F. Conroy, who has been the inspirational leader and who\nresponsible for this meeting as it evolves. Mr. Conroy!\nChairman\n\nConroy:\n\nIn terms\n\nof the discussion\n\nour definition of the word “curriculum”\nwhat we are talking about.\nThe\n\ncurriculum\n\nis the whole\n\ntoday,\n\nI wish\n\nreally is\n\nto give you\n\nso that there will be no doubt as to\n\nbody of experiences to be communicated\n\nthe child thru the school contacts together with the organizations\nnics necessary to carry out such experiences efficiently.\nEach speaker is to give a brief answer\nrelated to the general topic. These\nrhetorical. As we answer\n\nover\n\nto a practical fundamental\n\nto\n\nand tech¬\nquestion\n\nquestions are practical and not at all\n\nthem it is for the purpose\n\nof having you as a group\nsupplement these answers in terms of your experience and your criticism.\nRevision should be cooperative. Will you cooperate?\nThe first speaker. Air. Fox, will use as his topic, “What Are the Prospects\nof Attaining Our Objectives under a Transitional Curriculum?” Mr. Fox!\n\nMr. Fox: Excellent statements of objectives, related primarily to elemen¬\ntary education, were produced by the New York State Association of Ele¬\nmentary School Principals and approved by the New York State Council of\nSuperintendents.\n\nSuch\n\nstatements\n\nof objectives possess merit, but they are\n\nso general in their implications and are subject to such varying interpreta¬\ntions in specific situations that a wide variety of outcomes is inevitable. The\ntransitional curriculum\n\nsubjects them to a careful analysis to determine\n\nspecific implications, so that they may\n\ntheir\n\nhave a significant influence on the\n\ndirection of pupil growth. It grants that the Six Cardinal Objectives repre¬\nsent reasonable, attainable, and desirable goals; and that they should serve as\nthe compass by which teachers guide children thru activities in achieving de¬\nsirable outcomes. However, it also recognizes the need for standards by which\nto evaluate the educational process — a process wdiich is a complex of many\nrelated factors, some of them concrete and evident, others subtle and in¬\ntangible.\nNo matter how\n\nperfect we\n\nmay\n\nmake\n\nthe new\n\ncurriculum\n\nand no matter\n\nhow thorolv we may agree with its philosophy and its objectives, we are no\nnearer the attainment of our objectives than we were under the traditional\ncurriculum\n\nif the teachers are not in accord with the underlying\n\nphilosophy,\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n433\n\nPrincipals\n\nor if they have not the ability to use the newer technics and procedures.\nMuch of the confusion and uncertainty in the minds of teachers can be\nattributed to the rapid emergence of new theories, philosophies, and pro¬\ncedures. A mere rehearsal of the newly developed terminology is confusing to\nmany. Creative self-expression, creative leadership, creative personality, units,\nunits of work, activity, activity programs, activity curriculums, experiential\nlearning — I could go on ad nauseam — appear with breathless rapidity. It is\nnot surprising, therefore, that the teacher who has been considered successful\nin his work sometimes wonders if “time is not out of joint” in the profession.\nHe recalls the time and energy spent in an effort to obtain scientifically valid\ncurriculums,\n\nand he wonders\n\nsubstitute ones which\n\nwhy\n\nso many\n\nfrequently appear\n\nseem\n\neager to scrap them\n\nand to\n\nto be a series of insignificant and\n\nunrelated excursions, dictated by the momentary whims of children. He\nrecalls the school in which he was trained and the esteem in which he held\nhis teachers, and fears a freedom for children which may disturb such rela¬\ntionships and encourage the development of undesirable attitudes.\nThose who advocate the transitional curriculum hold to no such concep¬\ntion of freedom ; neither do they subscribe to any philosophy that advocates\nthat the curriculum\n\nshould develop spontaneously,\n\naccording to the interests\n\nand impulses of children, and that no freedom w7orth the name is possible\nwith an organized curriculum. The transitional curriculum recognizes the\nindividuality of the child but it also thinks of him as a member of a social\ngroup ; and, therefore, it endeavors to provide such conditions of living that\nchildren will develop a sensitivity to the rights and needs of others and will\nfeel a responsibility to the group of which they are a part. Furthermore,\nthe transitional curriculum\nsubjectmatter ; upon\naccording\n\nthe emphasis\n\nis upon\n\nactivity rather than upon\n\nunder\n\nthe child rather than upon\npassivity; upon\n\nto capacities and potentialities rather than according\n\ndevelopment\nto a single\n\npattern ; upon social-mindedness rather than upon cut-throat competition ;\nupon judgment rather than upon memory. Because of these shifts of em¬\nphasis, the transitional curriculum gives greater possibilities for attainment\nof our objectives.\nThe\n\ntransitional curriculum\n\nalso recognizes the fact that except for the\n\ndevelopment of certain specialized skills, the school is not the most powerful\neducational influence. The home, the neighborhood groups, the press, the\nmovies, industry, and the radio all operate powerfully to form the basic atti¬\ntudes which underlie the conduct of the individual. As industrial and scien¬\ntific developments have weakened the influence of home and church, the\nschool has been expected to solve a whole series of problems under the head\nof character\n\neducation.\n\nThe\n\nmatter\n\ncurriculum\n\nit uses. Only the planned coordination\n\nwhat\n\nschool cannot\n\ntional influences is sufficient. Recognizing\n\nsolve these problems\n\nalone no\n\nof all educa¬\n\nthis fact, the transitional curricu¬\n\nlum identifies the school with its community and with as many\ncational influences outside of the school as is possible. However,\n\nof the edu¬\nsince many\n\nof these influences are mis-educational in their effects, it becomes necessary\nto broaden the educational program to include adults as well as children.\nThe\n\nprincipal must\n\ntake into consideration\n\nthe attitudes and desires of his\n\n"}
{"page": 440, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nAssociation\n\ncommunity if he is to continue to work effectively; and he must recognize\nthat it is his function as an educator to help the parents of his community to\nunderstand how conditions have altered. He must show them what the\nschool is endeavoring\n\nto do, and what\n\nmust be done if their interests and the\n\ninterests of their children are to be promoted.\nrecognize this important\na cooperation between\n\nthe degree with which\n\nphase of our educational program\n\nthe school and the community\n\ndegree of success in attainment\nChairman\n\nTo\n\nConroy:\n\nThe\n\nwe\n\nand bring about\n\nwill depend largely the\n\nof our objectives.\n\nchairman\n\nin presenting\n\nlike to point out that he has scorned the opportunity\ntion — he presents himself at this point.\n\nthe next speaker would\n\nof a glowing\n\nintroduc¬\n\nThe topic assigned me is “What Are Practical First Steps in Integration\nin a Transitional Curriculum?”\n1. Some integration is urgently needed. Provision has been made for the\napplication of research to the curriculum\n\ninside the subject fields. A great\n\ndeal of integration has been accomplished\n\nwith\n\na group\n\nof schools in the\n\nactivity experiment, but we are still attempting to teach twenty-four sub¬\njects in each grade in the majority of our schools. We are insisting upon\nentirely too many\n\nminimal\n\nessentials because of this multiplicity of subjects.\n\nW e are causing our pupils a waste of effort and time ; we are increasing their\ndifficulty of understanding and applying the information\nabsence of such integration.\n2. We\nmay\n\nmust\n\ndecide how\n\nmuch\n\nintegrate subjectmatter\n\nintegration we\n\nlearned\n\nthru the\n\ncan efficiently adopt. We\n\nwith adult needs, with pupil needs, with com¬\n\nmunity needs — recognized or unrecognized — with continuing problems or\ncores or themes ; and in all of these we may integrate two different degrees.\nHow\n\nmuch\n\nintegration is justifiable? Who\n\nmight be well to remember\n\nis to integrate the integrators? It\n\nthat in the life of children there is no such thing\n\nas complete integration. A child’s day is made up of activities in a number\nof areas: his food, his friends, his school, his play, his time for the radio, and\nhis time in the tub. Complete\nlife.\n\nintegration is not a natural situation in child\n\na. A large school system must be subjected to gradual\nchange is established.\n\nchange\n\nwhen\n\nthe need for\n\nb. The problem of the articulation of pupils undertaking courses based on pupils’\ninterests and needs seems almost insuperable where pupils transfer so frequently.\n\n3. A curriculum\n\nthat provides for such major areas as the social sciences,\n\nthe language arts, the fine arts, and health education, with as much inter¬\nrelationship as is possible with these areas for the tool subjects of arithmetic,\nreading mechanics, spelling, and penmanship,\n\nwould\n\nhave definite advantage.\n\na. Such integration of subject fields would aid materially the reorganization\nsubjectmatter into units, problems, or activities.\n\nof\n\nb. It would avoid time waste caused by duplication of detail, loss of interrelation¬\nships, reduced comprehension, and faulty retention.\nc. It would help us find the time that the newer technics and materials require,\nsuch as pupil planning, problem solving, pupil research, report making, and the\ncreative outcomes of pupil learning. Time is needed, also, to develop such attitudes\nas world peace.\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nd. It would provide for teacher development\nsible further integration.\n\n4. Any synthesis of subjectmatter\nsecure the cooperation\nanalysis of material\n\n435\n\nPrincipals\n\nthru participation, thus making\n\nfields in a large educational\n\npos¬\n\nsystem must\n\nof the directors and experts in the special fields. The\n\ninto subjects and branches\n\nof subjects has been going\n\non for years; it is our belief that it has gone too far with these difficulties\nand limitations established. What\n5. What\n\nsteps in curriculum\n\nare the probable next steps in integration?\n\nmaking\n\nare needed to achieve this integration ?\n\na. We have set down the fundamental objectives for our school system. They are\nto be found in the state objectives and in the report of the Committee on Articulation\nand Integration. These are our continuing objectives and provide important means\nof integration in themselves.\nb. Units of interest to children are then collected from the teachers in the system\nand are tentatively arranged by age levels. Many more units are listed than any\nteacher can use in one term. For each unit are listed the possible experiences, activ¬\nities, knowledges, and attitudes which may be cultivated at that age level.\nc. A checklist of numeral essentials, of desirable character traits and attitudes,\nis prepared by a committee on recommendations from the supervision and adminis¬\ntration branches of the educational system.\nd. The units and the checklists are issued as a mimeographed or printed course\nof study.\ne. From the teacher’s selection the course of study for the pupils in a particular\nclass in a particular community evolves. The printed curriculum is changed to keep\nup with the best organizations of work created by the teachers in the field. The\ninitiative for change is in the school with the practicing teacher. The cooperation\nof the teachers in revision is a splendid criterion for the significance of any curricu¬\nlum program.\n\nMrs.\n\nEudora\n\nFletcher, chairman\n\nof our Administrative\n\nProblems\n\nCom¬\n\nmittee of the New York Principals Association, will speak on “What Ad¬\nministrative Changes Are Necessary To Promote the Proper Functioning of\nthe Curriculum?”\nMrs.\n\nFletcher:\n\nThe\n\nnew\n\ncurriculum\n\nput into practice, and this involves two\nIt will cost more\nLet\n\nmoney,\n\nus first consider\n\ndeveloped\n\nwill be a reality only when\n\nproblems\n\nwhich\n\nwe\n\ncannot\n\nit is\n\nignore.\n\nand it will need a retraining of the teaching staff.\nthe question of cost. Educational\n\nfor the most part merely by adding something\n\nactivities have\n\non. A\n\npicture of\n\nthe distribution of funds would resemble a child’s drawing of a tree — the\nbranches are just stuck on, and there is no indication of growth and planning.\nSo we see a dab of guidance here, a spot of vocational training there, a lump\nof remedial work over here, and so on. Never is one procedure completely\ncarried thru before we are on to the next. Distribution of funds becomes\nthe mad\n\nscramble\n\nof each activity to salvage as much\n\nAs I see it, there are three roads we\n1. We\n\ncan continue\n\nas we\n\nare now,\n\nas it can.\n\ncan follow :\n\nentering on an expansion\n\nof our\n\nactivities\n\nwithout any assurance as to its financing, but with an attitude of “the Lord will\nprovide.” We can shut our eyes to the unpleasant fact that this procedure may, and\nfrequently does, do more harm than good, and we can add to the burden of under¬\ntaking a new adventure\ngoing to manage it?”\n\nthe unrest that arises from\n\nthe question, “How\n\nare we\n\n"}
{"page": 442, "printed_page": null, "text": "436\n\nNational\n\nEducation\n\nAssociation\n\nBeing a pessimist, I have no doubt but that this is exactly what we will do.\nHowever, since conventions are the places to express ideas, I would like to point\nout two other roads.\n2. We, working with boards of education and taxpayer groups, can decide which\nof our activities are of fundamental importance and should not be curtailed. It may\nbe a revision of our elementary schools, or in times of stress, it may be a complete\nadult education program. Funds should be allocated to those activities that are\nfundamentally important, and wrhat is left should be given to those of great need,\nbut secondary. It may be that it will mean the elimination of many activities in\nwhich we are now engaged, but it will be based on a fundamental sense of values\nand the greatest good for the greatest number.\n3. There is still another path. We talk a great deal about education and democracy\nbut we do very little toward educating our voters and taxpayers in regard to the\ncost of schooling. The third way is for the expert to draw up a complete program\nof education and determine its cost. Then let Mr. Common Man decide how much\neducation he agrees with in theory and is willing to support. A direct school tax\nshould then be levied to take care of this program. It is foolish for legislators to\nestablish types of schools and then refuse to pay, or haggle over the cost. The great\ntaxpaying public either wants a comprehensive and adequate system of education\nor it does not. If the public wants the system, it will be willing to pay the required\namount if it understands.\n\nThe\n\nsecond problem\n\nof putting a new\n\ncurriculum\n\ninto operation is that\n\nof teacher preparation. In our own individual schools we do not like confu¬\nsion. If we are planning new procedures we assemble our materials, train\nour staff, and set the stage so that the new program may function.\nOur chief fault will be that in our enthusiasm for the new ideas, we will\nnot want to wait. And yet to make haste slowly will be the only right way.\nOur children have been educated in traditional schools for a long time. A\nyear or two longer will not be a catastrophe. No\nthe progressive\nChairman\n\neducation\nConroy:\n\n“How\n\nChange the Subjectmatter\nGillette Hardy.\nMiss\n\nHardy:\n\nthe child who\n\nThe\n\nwithout\n\nadequate\n\nWill\n\nagreement,\n\npreparation\n\nthe Revision\n\nand Procedure\n\nteacher should undertake\nand\n\norientation.\n\nof the Curriculum\n\nin the First Two\n\nin the theory which\n\nToday\n\nYears ?” by Ruth\n\nwe\n\nall have is that\n\ncomes\n\ninto the so-called first year of school is not, or should\nnot be, a beginner. The first year of school should follow a year or more\nof kindergarten,\nschool.\n\nThe\n\nperhaps several years of kindergarten\n\nsecond thing in which\n\nwe\n\npreceded\n\nby nursery\n\nall believe is that these children of six and\n\nseven years of age will do better to continue with these nursery school and\nkindergarten methods rather than start the first day on the highly abstract\nskills. The doctrine of readiness for any of these abstract skills certainly\nneeds no defense in theory. The practice, however, is exceedingly difficult.\nW e decide we are not going to teach children who are six years of age\nimmediately to read the highly abstract symbols of number, or to start with\nthat highly abstract art of making\n\ncursive letters. Well\n\nand good ! Having\n\ndecided that, the average experienced teacher says “What am I to do?”\nThe old method was time-wasting. The number of children who had to\nrepeat and repeat to get the simplest elements was appalling, and when we\ncome into this element of costs I think one thing we want to count is that\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\na newer\nThe\n\nof Elementary\n\ntype of curriculum\n\nSchool\n\n437\n\nPrincipals\n\nis not going to have that terrific cost for repeating.\n\nthing that justifies the expenditure\n\nof public money\n\nfor education\n\nis not-the skills or tool subjects,, but the character of the child; and as we\nsee it in the first and second years, that character must be based on habits\nof industry, social habits, ability to get along with others, power\n\nof respon¬\n\nsibility, and powers of self-direction. That will give us the clue to what\ndoes and must fill the time of these six- and seven-year-old children.\nThe child must be made, as in the kindergarten,, first of all, to feel secure\nat school, to feel that the teacher is a friend and not a taskmaster.\nnot a negative thing. It is an extremely\n\nThat\n\nis\n\npositive thing that begins with the\n\n“Good morning!” which is not a mere formality but is one of the first things\nin giving self-direction. It follows thru the whole day. I have seen the task\nof getting out blocks and putting them back done in such a way\n\nas to estab¬\n\nlish just those very traits of character I am speaking of — responsibility (what\nyou take out you put back) ; self-direction (do you know what you are going\nto do?) That is absolutely as educational as showing these children the\nsymbol of the number\n\nfive and pictures of five birdies and pictures of one.\n\nAfter giving this child that security in his actions, the next thing is to put\nhim into contact with immediate realities. The immediate realities are not\ngoing to be the same\n\nin any two\n\nschools or even in any two\n\nclasses. One\n\nthing we need not worry about is the content of this curriculum. The tra¬\nditional curriculum for the first and second year had no content whatever\nexcept what\n\nthe textbooks\n\nabstractions\n\nwe\n\ncontent\n\nis the reality of the environment.\nnature is common\n\npoint no matter\n\nso much\n\nto put in. Now,\n\nare distinctly substituting content,\n\ndiverse, but human\nsame\n\nhappened\n\nhow\n\nAfter\n\nin taking out those\n\nand\n\nthe first thing in\n\nall, human\n\nto us all, and you may\n\ndiverse the start. Jessie Staunton,\n\nto do with the curriculum\n\nof nursery-school\n\nexperience\n\nis\n\narrive at the\nwho\n\nhas had\n\nand first-year children,\n\ntells the story of starting simultaneously two first-year classes, one in an\nexpensive private school in Greenwich where she was adviser, and another\nin the new\n\nrefugee miner\n\ncommunity\n\nin Arthurdale,\n\nstarted with both groups\n\nplaying what\n\nthey did at home.\n\nof the children from Greenwich\n\nwas\n\nWest\n\nVirginia. They\n\nThe\n\nidea of home\n\nto begin shaking up cocktails, standing\n\nat the telephone, ringing up the butler ; they are giving a party. The\n\nidea of\n\nthe children down in Arthurdale was, “Let’s go out and build a pigpen.”\nOf course,, as she said, those children did not end that year one shaking up\ncocktails and the other building a pigpen, but she knew from the first day\nwhat were realities to those children, and her task as the teacher, or in that\ncase as the director, was to guide and lead those children from one experience\nto another so that without losing the sense of reality they could also get an\nidea of some other kinds of homes, some other kinds of life than their own.\nWe\n\nbegin mostly by walking\n\naround\n\nour\n\nneighborhood,\n\nidentifying our\n\nown homes, and so on. I think most schools do that ; there is nothing startling\nabout it. The wonderful thing is what comes out of it when it is well done.\n\nThe\n\nthird thing that is needed for the child is to furnish an opportunity\nto work freely in the materials which have been carefully selected so as to\n\n"}
{"page": 444, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nhelp him make that transition to abstraction. Reality is very big, very con¬\nfusing, and very troublesome to a child. His first type of abstractions, then,\nmust be something he will make himself. That is why the picture the- child\nmakes, crude as it is, is more valuable to the child than the picture he looks at\nwhich\n\nalready contains so much\n\nsymbolism\n\nthat only very able children grasp\n\nit without a good deal of practice. That is why block-building, of all the\nforms of play, is the most valuable, and the one which needs the greatest\namount\n\nof encouragement.\n\nblocks which\n\nIt also takes a great deal of money. The great big\n\nthe children ought to have to give them\n\nbalance and to build themselves\nappalling amount,\n\nsomething\n\nbig enough\n\nbut they are amply worth\n\ncan\n\ncome\n\nnot\n\nto get into, cost a most\n\nit in making\n\npictorial material.\nGames and toys that the children can handle\nplay — out of which\n\na sense of weight and\nthis transition to the\n\nand with which\n\nthe abstract symbols\n\nthey can\n\nof numbers\n\nbut\n\nthe actual use of numbers, measuring, handling tools — will be beneficial if\nthey are well directed. However sloppy the product looks to the carpenter\nthere is a big difference in the teacher’s eye between the product of the child\nwhose work is really sloppy and the product that has really been well\ndirected and does represent child measurement,\nthing that has a purpose.\n\nthe child concept\n\nof some¬\n\nThe child’s own body is in a sense one of his instruments, and he must\nlearn to balance, to handle, to carry. This seems to me old stuff, and yet so\noften we still have fixed seats, and the children are expected to sit still in\nthem for hours at a time rather than to learn that tremendous\ntheir own\n\nbodies, without\n\nwhich\n\nthey cannot\n\nart of handling\n\nget, it seems\n\nto me,\n\neither\n\nsecurity or a sense of ability to direct themselves, which is our very objective.\nWhen these materials are well used, there should come at the end of this\ntwo-year\n\nperiod — and\n\nI make\n\na plea, as does our\n\ncommittee’s\n\nreport on\n\narticulation and integration, for regarding those two years of the child’s\nwork as a unit — a child who has, first, good habits of work ; second, a keen\ninterest and a curiosity that will enable him to learn more; third, wellexercised muscles; and, fourth, a vocabulary much larger than he ever had\nunder the old abstract system and not by any means\nwords\n\nlimited to the thousand\n\nof a scientific vocabulary, useful as that is in teacher guidance.\n\nChairman\n\nConroy:\n\nThe\n\nnext question\n\nis, “What\n\nDo\n\nSpeculation\n\nand\n\nResearch Recommend in a Transitional Curriculum for the Gifted Child?’’\nMr. Pertsch has been chairman of the Committee on Individualization of\nthe New York\nin that field.\n\nMr.\n\nPrincipals Association, and his Committee\n\nPertsch\n\nhas been working\n\n: It is my purpose this afternoon merely to indicate to you\n\njust as well as I can what\n\nI gathered from our meeting in May.\n\nIn the first place, one of the questions was, “‘What\n\ndo we\n\nmean\n\nby a\n\nbright child?” Originally, we thought it meant a child with a high I.Q. We\ncould not reach anv agreement as to whether we meant the child with an\nI.Q. of 120, 130, or 140. Then\ntest on which\n\nthe I.Q. was\n\nthat the Stanford-Binet\n\nwe found it very difficult to decide upon\n\nto be based. Eventually,\n\nTest was\n\nthe\n\nthere was\n\nan agreement\n\nto be used, and there was\n\nan agreement\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\n439\n\nPrincipals\n\nthat we would consider as bright those children who had I.Q.’s of 130 or\nover on the Stanford-Binet. It seems, according to the traditional StanfordBinet that 1 percent of the total population has an I.Q. ranging above 130.\nWe\n\nthought\n\nwe\n\nwere\n\nprimarily\n\ninterested in that group\n\nwhen\n\nsomebody\n\nintroduced the questions: “How about the children who have social intelli¬\ngence and the children who have creative intelligence and the children who\nlike to fiddle around\n\nwith radios, victrolas, pianos, old clocks, watches, and\n\nso on? They\n\nhave a manual\n\nshuffle? Are\n\nnot\n\nintelligence. Are\n\nthey to be considered\n\nanother aspect of intelligence? What\nexamined that.\nOne\n\nthey to be forgotten in this\n\nbright? Are\n\ndo you\n\nmean\n\nnot they bright in\n\nby intelligence?” We\n\nof the greatest difficulties is to arrive at a common\n\nagreement\n\nas to\n\nthe meaning of intelligence. We found twenty-seven definitions and con¬\ncepts of intelligence. The Committee was rather liberal and we agreed to\nconsider the gifted as well as the bright, and so the recommendations\nconcern\n\nboth groups. As a matter\n\nitself the Committee\n\nof fact, the Committee\n\ndecided\n\nwill\n\nto name\n\non the Superior Child rather than the Committee\n\non\n\nthe Bright Child.\nThe\n\nsecond problem\n\nfind them\n\nwas\n\nthat of finding the bright child. How\n\nin the school? Well, we\n\ndo we\n\nmight use tests at the time of admission\n\nto school, but tests are expensive. We\n\nhave the problem\n\nof financing. It is\n\nexpensive not only in terms of money\n\nbut also in terms of teachers’ time, of\n\npsychologists’ time. Then there are the aptitudes which cannot be located,\nbut which can be identified very readily thru present testing devices and\ninstruments. There are children who are gifted in the use of their hands,\nchildren who are gifted creatively, who can be identified only by keen obser¬\nvation on the part of the teacher or another observer in the classroom.\nMore\n\nthan that, many\n\npresent them\n\nof these children will never be identified unless we\n\nwith the right kind of curriculum\n\nbecause the curriculum\n\nas a chemical reagent and precipitates these very aptitudes and\nwhich are so often overlooked in the conventional classroom.\nSo the Committee came to the following decision, which\nreport with respect to the curriculum :\n\nacts\n\nabilities\n\nI quote from the\n\nA curriculum is required which is tentative in nature. It must be flexible, elastic,\nand suggestive. It should permit variety in method of approach and presentation\nas well as in content. It should provide for large units of work which will offer an\nopportunity to discover resourcefulness, capability, interest, talent, originality, lead¬\nership, and other desirable qualities which our pupils may possess. It must provide\na field wide enough to include a wealth of experiences — social, manual, and creative\nas well as academic — and fertile enough to permit the greatest possible growth and\ndevelopment.\n\nThe\n\nnext question was, “What\n\nprovision should be made\n\nfor the educa¬\n\ntion of the bright child?” In all, there are five or six general provisions\nwhich have been made in the past, and we group these into four. In the first\nplace, we\n\nhave those involving ability grouping.\n\nNew\n\nknow, is addicted to a practice of ability grouping. We\nor X, Y, Z grouping\n\nin the larger schools in New\n\nYork\n\nCity, as you\n\nhave one, two, three\n\nYork\n\nCity, and we\n\nare\n\n"}
{"page": 446, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nsold on that proposition, regardless of the minority convictions\n\nagainst the\n\nproject of ability grouping.\nA\n\nsecond\n\nother, we\n\nproposal\n\nseem\n\nis that of organizing\n\nto feel that if we\n\nthe problem. That\n\nspecial classes. Somehow\n\norganize a special class, we\n\nor\n\nhave solved\n\nis not right. In a special class at the Speyer School we\n\nhave a range in I.Q. between 130 and 200 — a vast range, a difference of\nseventy points. Drop seventy points below 130 and you reach a keystone\nof 60 I.Q. The difference, then, in that term and class at the Speyer\nSchool is just as great as the difference we\n\nwould\n\nfind in a class in wdiich\n\nthe lowest pupil had an I.Q. of 60 and the brightest an I.Q. of 130. It is\na ridiculous thing that any uniform approach\nindividual children under those conditions.\nThe\n\nthird general pattern is one\n\nwould\n\nmeet\n\nthe needs\n\nof\n\nthat features the continuous\n\nmotion\n\nplan with individualized\n\ninstruction, plans similar to the Winnetka\n\nor the\n\nMcDade\n\nplans and their modifications.\n\nor the Dalton\n\nAnd\n\nthen we\n\nhave\n\nthose emphasizing the activity program, both within and outside the class¬\nroom, co-curriculum activities as well as extracurriculum activities, special\ninterest groups meeting before and after school hours, during weekends and\nduring the summer holidays.\nThere\n\nare, then, four suggestions: Either individualization,\n\nprogram,\n\nspecial classes, or acceleration, or some\n\ncombination\neducation\n\nor the individual pattern\n\nwhich\n\ncombination\n\nis the most\n\nof the bright child is the question to which\n\nwe\n\nthe activity\n\nof these. The\n\neffective in the\ndo not know\n\nthe\n\nanswer, and the Committee very humbly suggests that some long-range\nexperiments be set up in various schools in order to evaluate the worth¬\nwhileness of these four systems which on the basis of opinion only have\nbeen used for the past ten or twenty\nthem objectively.\nChairman\n\nConroy:\n\nthe child with\nwould\n\nWhat\n\ndelinquent\n\nyears without\n\nexperiences\n\ntendencies?\n\nany attempt\n\nin the new\n\nIn presenting\n\nlike to say that it is only her modesty\n\ncurriculum\n\nthe next\n\nof this part of the meeting.\n\ncomplimentary.\n\nthe compliment\n\nI return\n\nrelate to\n\nspeaker, I\n\nthat kept her from\n\nher rightful place as chairman\nMay\n\nto evaluate\n\nbeing in\n\nShe was\n\nby saying that we\n\nmost\nas the\n\nprincipals of this city are proud of our president, Miss Lindquist.\nMiss\n\nLindquist:\n\nStudies in delinquency\n\nretardation, so educators\nYork\n\nCity the Board\n\nformed\n\na Committee\n\nchairmanship\n\nemphasize\n\nthe prevalence\n\nof\n\naccepted the challenge for a thoro study. In New\nof Education\n\nand\n\non Maladjustment\n\nof Margaret\n\ntee found that there was\nlinquency.\n\nJ. McCooey\n\nthe Board\n\nof Superintendents\n\nand Delinquency\nand James\n\nlittle difference between\n\nunder\n\nMarshall.\n\nthe joint\n\nThe\n\nCommit¬\n\nmaladjustment\n\nand de¬\n\nMr. Marshall summarized the situation this way: “We conceived that\nthe principal problems of the school were affirmatively to counteract and\nrepair the damage\n\nthose disintegrating influences of the street, home,\n\nand\n\ncommunity\n\nhave, and\n\nand\n\nmight\n\nability to think as would\n\nto give intelligently such understanding\n\nlead to successful adjustment\n\nin the world, to the\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n441\n\nextent and degree to which the child was capable of absorbing them. We\nfelt that negatively the problem of the school was not to create maladjust¬\nment in the school ; not to give in the school a sense of insecurity ; not to\ninitiate the school anxieties ; and not to create in the school situations which\nwere bound to lead to failure.” Of course, you know as well as I do that\nwe cannot predict delinquency, and, of course, immediately there was such\ncriticism that this was a foolish thing. However, there are children in all\nschools that demonstrate emotional insecurity. They are disturbing in the\naverage class ; they try the teachers ; their records are those of conflict with\nauthority, sometimes outside of school as well as in the school.\nClasses were formed in eight centers, sometimes two classes in a school,\nsometimes just one class in a school. In one school four classes were formed\nand the plans that were used were for a flexible curriculum and were based\non the recommendations of the Committee. I have chosen only five of those\nrecommendations as being most significant : ( 1 ) smaller classes which were\nlimited to fifteen; (2) classes that were small enough to handle the local\ncommunity situation ; (3) a modernized curriculum with more self-direction\nand experimental learning; (4) additional services by the school for the chil¬\ndren who had special emotional and scholastic problems; (5) additional\nrecreational and extracurriculum activities for the after-school hours.\nOne speaker on the Committee panel spoke of the problems caused by\ninsecurity in the home, saying that they affected learning ability as well as\nbehavior. Assistant Superintendent Regina Burke in summing up called\nattention to the fact that the key to maladjustment is in the younger group,\nsometimes manifesting itself in the kindergarten and in the first year. She\ntherefore stressed, as one of the former speakers did, the value of the nursery\nschool, the kindergarten, and particularly an extension of the kindergarten\nin order to give this informal approach to the early learning situation, and\nshe gave some very important points on the subject of reading readiness.\nAnother\n\nspeaker spoke of the fact that schools have a serious task to sell\n\nto the public the idea that education is not a thing restricted to the tra¬\nditional hours of the day and to books and pens and papers. This was par¬\nticularly significant with reference to the children that have problems and\ndifficulties with schooling.\nSome of our speakers will stress the necessity of becoming acquainted with\nthe community. In connection with this work for these children with de¬\nlinquent tendencies, we are working for a closer cooperation with social\nagencies. In fact, in one school that has done much\n\nwork along this line we\n\nare putting in what is called an adjustment worker — a social worker — to\nsee if the problem of the relationship of all these splendid private agencies\nand opportunities in the neighborhood and the problems of the school can\nnot be worked out. We call it a consultation service. This will begin in the\nSeptember term.\nTeachers must recognize the importance of the intelligent use of play.\nIf a child is not prepared to function effectively in his social relationships,\neducation very often is a failure ; and this is particularly true with the group\n\n"}
{"page": 448, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\nof children about which we are talking. The challenge, then, is to help them\nto secure emotional security.\nChairman\n\nConroy:\n\nThe\n\nchild with\n\nspecial disabilities — what\n\nis to be\n\ndone for him? I am sure that in presenting Miss Bildersee, she will agree\nwith me that she has a different answer for the question today than she\nmight have had two years ago, because for the past two years she has been\nin charge of two of the federal education projects, one that turns its atten¬\ntion to remedial reading, and the other to remedial arithmetic. In one case\nshe has something like 650 workers under her guidance and in the other\ncase about 300. I do not know anybody in the city right now who can speak\nmore authoritatively on remedial technics than Dorothy Bildersee.\nMiss\n\nBildersee:\n\nMore\n\nand\n\nmore\n\nthose of us who\n\nare actively engaged\n\nin training teachers for the handling of pupils retarded in reading or in\narithmetic feel that there would be comparatively few pupils with special\ndisabilities if the instruction in the 1A grades was conducted according to\nrecognized progressive methods, and if the basic principles underlying these\nmethods were extended thru the entire school life of the learners.\nTwo of the most important trends in progressive methods are an under¬\nstanding of the principles of readiness and a realization of the importance\nof individualization. The teacher must realize the importance of readiness\nnot only at the beginning but during the entire school life of the child. This\nincludes much more than the child’s intellectual status altho a knowledge\nof his mental age is very important. In spite of disagreements, it is generally\nconceded that a mental age of six is needed for beginning work in the first\nyear.\nIn both reading and arithmetic, basic concepts are needed\n\nbefore the\n\nchild is ready to begin the so-called formal work of 1A. The child must\nhave rich experiences thru which needed concepts have grown up and on\nwhich new concepts can develop. Before he can begin to learn to read, the\nchild, in addition to experiences and a rich vocabulary, must have some\nrather specific abilities (such as rhyming) including matching geometric\nfigures, words, or letters; repeating letter sounds and nonsense syllables;\nrecognizing objects; and telling a simple story. For arithmetic, he must\nhave become conscious of the significance to himself of quantitative situa¬\ntions which have arisen in his life but which he may not have recognized as\nsuch. He should have an idea of greater and smaller, more and less, earlier\nand later, taller and shorter; have actual experiences with objects — with\nputting things together, with separating objects, with taking some away.\nHe should have had opportunities to count, to measure things in an informal\nway. All these experiences should grow out of his activities.\nFor a full measure of success, the child should have, also, a wholesome\nemotional attitude toward his home, his fellow pupils, and his school work.\nMuch is taken for granted with the 1A child. Colleges recognize the im¬\nportance of orientation work. How much more necessary is a period of\nadjustment for the six-year-old, removed,\nfamiliar, secure surroundings.\n\nfor the first time, from\n\nhis\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n443\n\nTo know adequately the previous experiences of the pupil one must know\nmore than the individual. The child is a product of his environment, and\na knowledge of the community, of the types of homes the pupils come from\nand of the influences that surround them, of their opportunities, or more\nfrequently, of their lack of opportunities, is necessary.\nTo be ready for reading, the child must have adequate physical develop¬\nment. Many pupils fail because of constitutional disabilities or physical de¬\nfects. These too, must be taken into account in a program of prevention,\nand later, of remedial work. Children who cannot see or who cannot hear\nwill begin from the first day to build up disabilities that will lead to failure.\nIf teachers thruout the grades would recognize the significance of readi¬\nness and the need for individualization, and keep in mind that many children\nare and will always be slow learners, there would be less need for remedial\nprocedures. However,\n\nwe have with us many\n\nremedial cases, and I shall\n\ndescribe, briefly, the remedial procedures used by classroom teachers, de¬\nveloped from the WPA remedial materials.\nThis remedial reading program begins with an orientation period. The\nteacher tries to establish a wholesome tone, discovers interests and develops\nnew ones, provides experiences and opportunities to discuss them. To in¬\nterest the children in books, she builds up a library of attractive simple\nbooks. Here, and thruout the program, she stresses the language arts, oral\nand written, thru written stories and logs, newspapers, group activities at\nfirst and later, individual, as well as group. Technics needed for these de¬\nvelop gradually as the need for them is felt by the children or is pointed\nout by the teacher.\nPreliminary work to supply other needs, such as the power to discriminate\nsounds, forms, and so on, is begun at once.\nAs soon as the tests are completed, the teacher begins planning on the\nbasis of specific needs. Individual and group instruction follow. Exercises are\nassigned in the WPA remedial units. Oral and silent reading assignments\nparalleling the units are made. Supplementary\narts and manual\n\nactivities based on language\n\narts are suggested.\n\nGradually, thru a program consisting of cycles of testing, planning, teach¬\ning, drilling, assigning, and checking, the child progresses until he is up to\ngrade, or until his reading age equals his mental age.\nChairman\n\nConroy:\n\nMr.\n\nKornfeld,\n\nthe chairman\n\nof our Committee\n\non\n\nCommunity Relationships, is going to tackle the question of adjusting a\ncurriculum to the community in terms of its limitations and its possibilities.\n\nMr. Kornfeld: In considering the role of the community in its rela¬\ntion to the curriculum we ought first to distinguish between localities in\nwhich the school is the center and the larger localities contiguous with the\nsmaller ones. In the former may be found parents’ associations, parks, play¬\ngrounds, various types of industry, social settlements, churches, agencies\nfostering crime, and agencies preventing crime. In the larger localities there\nare usually found the larger agencies : councils of parents’ associations, mu¬\nseums, libraries, patriotic societies, etc.\n\n"}
{"page": 450, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nIn considering the interrelationship of curriculum\n\nand community\n\nall\n\nthe agencies included in both the narrow and wider locality look as sig¬\nnificant factors in determining what desirable changes, revisions, and reor¬\nganizations should be made.\nProfessor Lloyd Allen Cook refers to the community as a number of\npersons bound together by common interests, values, and needs.\nThe needs of the community are the needs of the pupils themselves. So\nfar as the curriculum meets the needs of the children does it meet the needs\nof the community.\n\nWe\n\nare constantly confronted with the responsibility of\n\nfinding the best devices and technics to educate children in a changing com¬\nmunity. To achieve these ends the school thru its pupils and its teachers\nmust cooperate with the community.\nThe school should explore the community for its educational possibilities\nor resources in order to enable the curriculum to reflect and utilize these\npossibilities.\nThe school should be aware of the availability of all the health facilities\nsuch as the district health center of the department of health, the dental\nclinics, and the hospital clinics. It should take active steps to make\n\ntheir\n\nfacilities a part of the school scheme. The subject of health education, an in¬\ntegral part of the curriculum, includes correction of physical defects, pre¬\nvention of the spread of disease, and dissemination of worthwhile health\ninformation. Its treatment requires such constant cooperative thinking and\nplanning that the supervisory and teaching staff of a school must work hand\nin hand with the nurse, the school doctor, the school dentist, the private\npractitioner, the local hospital and clinic.\nThe school should know the location of the libraries, museums,\n\nbotanic\n\ngardens, and menageries in their own localities and neighboring communi¬\nties, and should establish practical and workable contacts with them. Prac¬\ntically every study included in our curriculum can be enriched by association\nwith these agencies.\nThe school should be aware of the existence of welfare agencies in its\ncommunity. It must make direct contact with these agencies in order to\nhelp the family adjust its social and economic needs, thereby directly aiding its\nchildren. In these days of economic need one cannot overemphasize the part\nwhich the school must play in supplementing these needs. Thousands of hot\nlunches and thousands of articles of clothing are supplied to our children\nthru a central school relief committee and individual school committees in\ncooperation with other public relief agencies. Innumerable instances of inter¬\nvention by interested teachers in various schools have brought about aid to\nneedy children and their families at the hands of public and private chari¬\ntable and other welfare groups. Should a record be made public of the\nextent to which teachers have visited children’s homes and public and private\nwelfare and social agencies in order to carry out more effectively the new\nspirit of the curriculum, the results would prove highly illuminating.\nThe school must survey the recreational resources of the community and\nmust coordinate its own recreational progress with these facilities. Because\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n445\n\nof limitations in the recreational equipment in some of our older schools,\nthe more recent organization in ever greater numbers of public parks,\nplaygrounds, swimming pools, and evening and afternoon social centers has\ngreatly helped meet recreational needs of these schools.\nThe schools should enlist the community’s support for the necessary and\ndesirable changes in the curriculum and should keep the community con¬\nstantly informed of the newer objectives.\nThe school thru its teachers should explain the purposes and practices of\nthe newer educational philosophy as a means of overcoming parental in¬\ndifference and parental ignorance. The school should also attempt to\nmodify the impatience of other types of parents who expect a complete\nadherence to these newer\nreadiness to do so.\n\nconcepts of the curriculum regardless of the schools’\n\nBy offering to meet the parents halfway; by understanding\n\nthe needs of\n\nthe social groups in each community, and by inviting them in and throw¬\ning open to them its records and facilities; and by adopting a common\nphilosophy and exercising a common interest in the pupils the school will\nhave taken the first steps toward shaping a curriculum that meets the\nneeds of the community and at the same time includes provisions for the\nsocial guidance of its children.\nChairman Conroy: Looking back over the rather definite statements\nof the speakers today, I wonder if you do not picture a group of people\nworking, adjusting, changing, striving to meet the ideals that you have\nexpressed in the National Elementary Principal , and in other places — a\ngreat leaven at work — and a group of people fostering the growth of that\nleaven as well as they may? I would like to leave that picture of our situa¬\ntion with you.\n\nSECRETARY’S\n\nREPORT\n\nAtlantic\n\nCity, New\n\nJersey\n\nFebruary\n\n26 — March\n\n3, 1938\n\nThe Department of Elementary School Principals held two general sessions in\nthe Rose Room, Traymore Hotel, Atlantic City, New Jersey, February 28 and\nMarch 1. Both meetings were unusually well attended.\nPresident Mason A. Stratton secured outstanding educational leaders to address\nthe group on Monday afternoon and these gentlemen brought most helpful messages.\nAt the close of each address an opportunity was given for discussion.\nIt has been the custom of the Department for several years to invite the host state\nand city to have charge of one afternoon program; therefore, on Tuesday afternoon\nPresident Stratton introduced Floyd A. Potter, president of the New Jersey State\nPrincipals Association, who had arranged the program and who presided. Mr.\nPotter introduced\n\ntwo\n\nof his fellow Kiwranians,\n\nJames\n\nW.\n\nCullen, leader of the\n\n“Community Sing,” with Bert Estlow, an accomplished musician at the piano. Both\ngroup and individual singing were enjoyed by the guests.\nMr. Potter announced that due to illness, A. L. Threlkeld could not be present and\nthat D. A. Prescott, school of education, Rutgers University, would address us. This\nvery fine address of Dr. Prescott’s was\n\nmost stimulating and inspiring.\n\n"}
{"page": 452, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nSocial Affairs\nTea — On Sunday afternoon from four to six, Ralph Scull, in charge of the Crane\nNational Exhibit, offered the facilities of the Crane Building for a social hour to the\nmembers\n\nof the Department\n\nCounty\n\nHelping\n\nTeachers\n\nof Elementary\n\nSchool\n\nPrincipals\n\nand\n\ntheir friends. The\n\nof New\n\nJersey, with\n\ntheir president,\n\nKatherine\n\nJamison,\n\nacted as hostesses. Approximately\npitable, social contacts.\n\n300 principals\n\nand their friends\n\nenjoyed\n\nthese hos¬\n\nBreakfast — The\n\nAtlantic\n\nCity Principals,\n\nunder\n\nthe chairmanship\n\nof Margaret\n\nBuchanan, made arrangements for the splendid get-together breakfast, which took\nplace Monday morning, February 28, 7:30, Belvedere Room, Traymore Hotel.\nPresident Stratton presided over the group which was composed of over one hundred\nguests. The short business\nments for the week which\n\nsession at this breakfast consisted of making announce¬\nwould be of interest to elementary principals and their\n\nfriends. The\n\na short report regarding\n\nsecretary\n\ngave\n\nthe progress\n\nof the Department.\n\nBanquet — The banquet of the Department of Elementary School Principals, which\nwas held in the American Plan Dining Room, Traymore Hotel, 6 P.M., February 28,\nwas\n\nin celebration\n\nof the 100th anniversary\n\nof those famous\n\nEclectic Readers,\n\nwritten\n\nby William Holmes McGuffey and his younger brother, Alexander. The 629 present\nat this unusual affair enjoyed the evening to its fullest extent. Our competent banquet\nchairmen,\n\nFloyd\n\nPotter, Mabel\n\nCastle, and\n\nEthel\n\nHammel\n\nwith the Traymore Hotel for this delightful occasion.\nmental Trio was enjoyed thruout the dinner hour.\nThe\n\ndistinguished\n\nthe superior\n\nleadership\n\nof elementary\nVirginia\nBlake,\n\ngroup\n\nAdams,\n\nand\n\nwomen\n\nwho\n\nof the schoolmistress,\n\neducation,\n\nJoseph\n\nof men\n\nJ. W.\n\nAtlantic\n\nCrabtree,\n\nRosier,\n\nFlorence\n\nAgnes\n\nthe arrangements\n\nby the Traymore\n\nrepresented\n\nJersey, were:\n\nSamuelson,\n\nWilliam\n\nW.\n\nInstru¬\n\nthe scholars\n\nElla J. Hamilton,\n\nCity, New\n\nHale,\n\nMusic\n\nmade\n\nformer\n\nAaron\n\nunder\n\nsupervisor\n\nKline,\n\nMrs.\n\nA.\n\nWillis\n\nA. Sutton, Katherine\n\nD.\n\nTrent,\n\nand\n\nCornelia\n\nS. Adair.\n\nWalter Evans, principal, Hunter-Farragut Public School, Philadelphia, Pennsyl¬\nvania, demonstrated his ability in choral reading by getting the enthusiastic crowd\nto join lustily in reading\n\nthe selections printed\n\nin the programs.\n\nErnest Horn, professor of education, University of Iowa, was invited\nmistress Hamilton to speak to the group in the person of Mr. McGuffey.\nM rs. William\n\nHolmes\n\nMcGuffey\n\n(Anne\n\nYago\n\nMcGuffey\n\nof Gilbert\n\nby School¬\n\nand\n\nSullivan\n\nfame), Washington, D. C., who had kindly consented to come to Atlantic City and\njoin in the celebration, sang a number of selections of that time. Mrs. McGuffey is\nthe niece-in-law and daughter-in-law of the authors of the McGuffey Readers.\nSo that Schoolmistress Hamilton could have an exact reproduction of the school\nfurniture\nM.\n\nof the period in which\n\nHarman,\n\nCity, made\ncarvings\n\nassistant\n\nDepartment\n\nMinnich,\nhaving\n\nMcGuffey\n\nSchoolmistress\n\nfrom\n\nand presenting\n\nPresident Stratton was\ntendent Charles B. Glenn,\nand\n\nat his left, Caroline\n\ncelebrities who\n\nThe\n\nExecutive\n\nMeeting,\n\nCommittee\n\nA. Stratton, president;\n\nwere\n\nof buildings,\nreproducing\n\nto want\n\nused belonged\n\nAtlantic\n\ninitials and\n\nto leave\n\non the fur¬\n\nto President\n\nwill be forever\n\nMiami\n\nused, Frederick\n\nUniversity,\ncampus\n\nStratton’s\n\ngrateful to H. C.\nOxford,\n\nOhio,\n\nby William\n\nfor\n\nHolmes\n\nStratton.\n\nhonored to have at his right at the head table Superin¬\npresident, American Association of School Administrators,\n\nWoodruff,\n\nRoom,\n\nseemed\n\nPrincipals\n\nMuseum,\n\nit to President\n\nattending\n\nin the Chippendale\n\nin charge\n\nthe tree planted on the Miami\n\nwere\n\nExecutive\n\nHamilton\n\nSchool\n\nof the McGuffey\n\na gavel made\n\nof schools\n\nof those days\n\nof Elementary\n\ncurator\n\nEclectic Readers\n\nto those of the period, even\n\nas the youngsters\n\nniture. The bell which\ngrandmother.\nThe\n\nsuperintendent\n\ndesks corresponding\n\nsuch\n\nthe McGuffey\n\npresident, National\n\nthe convention\n\nSunday\n\nEdvthe\n\nOther\n\nalso given\n\nplaces of honor.\n\nMorning,\n\nFebruary\n\n27, 1938\n\nof Elementary\n\nHotel, February\n\nJ. Brown,\n\nAssociation.\n\nwere\n\nof the Department\n\nTraymore\n\nEducation\n\n27. Those\n\nfirst vicepresident;\n\nSchool\n\nPrincipals\n\nmet\n\npresent\n\nwere:\n\nMason\n\nIsabel Tucker,\n\nsecond\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\n447\n\nPrincipals\n\nvicepresident ; H. B. Norton, third vicepresident; Arnold Gregory, fourth vicepresi¬\ndent; Mrs. Edith B. Joynes, Ira M. Kline, Maude A. Rhodes, and Irvin A. Wilson,\nExecutive Committee members; M. Emma Brookes, director, Retirement Division;\nHerbert C. Hansen, director, Life Membership Division; Maude McBroom, Cecelia\nGalvin,\n\nL. M.\n\nFertsch,\n\nJess Hudson,\n\nFoster, Research Division,\nexecutive secretary.\nPresident\npresent\n\nStratton\n\nand\n\nto attend.\n\nexpressed\n\nHe\n\nthen\n\nasked\n\nthe 1939 yearbook;\n\nimpossible\n\nMiss\n\nGalvin\n\nyearbook. The motion was made\nthese reports be accepted. Motion\nDr. Foster\n\nsuggested\n\n1. That\n\nExecutive\ncation\n\nCommittee\n\nF. Roys\n\nshould\n\nEva\n\nand\n\nHarry\n\nCommittee\n\nand\n\na meeting\n\nof the Editorial\n\nCommittee\n\ntwo years in advance\n\ncontributors\n\nthe following\n\nto the next yearbook\n\n(1940)\n\n30 instead\n\nof the following\n\n5. That\n\nthe Editorial\n\nCommittee\n\ncontinue\n\n6. That\n\nthe publication\n\nmade\n\nby Miss\n\nTucker,\n\nseconded\n\nto the\n\nof publi¬\n\nbe mailed\n\nto\n\nmanuscripts\n\nto submit\n\nmanuscripts\n\nNovember\n\nto meet\n\ndate of the yearbook\n\n1\n\nin February\n\nas in the past\n\nstay the same.\n\nAfter much discussion, a motion was made by Miss\nthat this report be accepted. Motion carried.\nwas\n\nthat\n\nto receive\n\nbe asked\n\nJune\n\nA motion\n\non\n\nbe held early in the fall to complete\n\nthis outline and get it ready to go to the printer and\nwffiich are already on the way\n4. That\n\na\n\nCommittee:\n\nsubmitted\n\n2. That the printed folder containing outlines for each yearbook\nprospective contributors the following fall or early winter\n3. That\n\nmade\n\nWilson,\n\nfor the Editorial\n\nmeeting\n\nto\n\ngave\n\ntopics for the 1940\nby Mr.\n\nbe selected\n\nwere\n\npertaining\n\nthe progress\n\nseconded\n\nR.\n\nH. Haw\n\nchairman,\n\nthe suggested\n\nsix-point schedule\n\nat the February\n\nG. Pinkston,\n\nreported\n\nBrookes,\n\nyearbook\n\nRichard\n\nand\n\nMcBroom,\n\nFertsch\n\npresented\n\nby Miss\ncarried.\n\na proposed\n\nthe topic for each\n\nMr.\n\nMiss\n\nmembers;\n\nof the official family\n\nthe Editorial\n\nof the Department.\n\nthe 1938 yearbook;\nand\n\nCommittee\nAssociation;\n\nfor Cassie\n\nfor a report from\n\nyearbooks\n\nreport about\n\nEditorial\n\nEducation\n\nhis delight that so many\n\nhis regret that it was\n\nthe forthcoming\nsplendid\n\nNational\n\nTucker,\nby Mr.\n\nseconded\n\nHansen,\n\nby Miss\n\nBrown,\n\nthat the suggested\n\ntheme “Meeting the Needs of the Individual Child in the Elementary School,” be\nthe topic for the 1940 yearbook of which Miss Galvin is chairman. Motion carried.\nA motion\nthe minutes\nOctober\n\nwas made by Mrs. Joynes, seconded by Miss Brown, that the reading of\nof the Detroit meeting be omitted since they had been published in the\n\nissue of the National\n\nElementary\n\nPrincipal.\n\nMotion\n\ncarried.\n\nPresident Stratton asked for the secretary’s report. This was presented.\nAfter discussing the importance of the official record and information which\nin the back\n\nof each yearbook,\n\ntogether\n\nby Mr.\n\nGregory,\n\nseconded\n\na more\n\nstrenuous\n\neffort to secure\n\nvarious\n\nprincipals\n\nclubs in the United\n\nA\n\nsuggestion\n\ncharged\nclubs.\n\nwith\n\nA motion\n\nmade\n\nwas\n\nby Mr.\n\nwas\n\nmade\n\nthe list of members,\n\na motion\n\nwas\n\nNorton,\n\nthat the secretary\n\nbe instructed\n\nthe names\n\nof the presidents\n\nand\n\nby Mr.\n\nthe responsibility\n\nwith\n\nStates. Motion\n\nGregory\n\nof sending\n\nto make\n\nsecretaries\n\nthat the state enrolment\n\nby Miss\n\nmade\nof the\n\ncarried.\n\nin the names\n\nby Mr. Kline, seconded\n\nappear\n\nchairman\n\nof officers of state and\n\nRhodes,\n\nbe\n\nlocal\n\nthat a survey be made,\n\npossibly by way of a questionnaire, to make a study in certain key states of the turn¬\nover in membership, the secretary to determine the states. Motion carried.\nAll problems of the Department as listed in the report of the secretary were pre¬\nsented. One of these problems was to publish a better and more attractive bulletin.\nA motion\n\nwas\n\nmade\n\nby Mr.\n\nHansen,\n\ninstructed\n\nto use her judgment\n\nseconded\n\nin this matter.\n\nby Miss\n\nBrookes,\n\nthat the secretary be\n\nMotion\n\ncarried.\n\nThere\n\nwere\n\nthree suggestions offered: (1) increasing number of pages to a uniform\nbulletin; (2) using more pictures; (3) increasing number of bulletins.\nMeeting\n\nrecessed\n\nuntil 9 o’clock Monday\n\nmorning.\n\ntwo\n\nor\n\n64-page\n\n"}
{"page": 454, "printed_page": null, "text": "448\n\nNational\n\nExecutive\nThe\n\nExecutive\n\nmorning,\n\nMeeting,\n\nCommittee\n\nFebruary\n\nEducation\n\nMonday\n\n28. Those\n\npresent\n\nB. Joynes, Ira M. Kline, and\n\nHerbert\n\nC.\n\nHansen,\n\nMorning,\n\nmet in the Chippendale\n\nJ. Brown, first vicepresident; Isabel\nthird vicepresident; Arnold Gregory,\nEdith\n\nAssociation\n\ndirector,\n\nwere:\n\nFebruary\nRoom,\n\nMason\n\n28, 1938\n\nTraymore\n\nHotel, Monday\n\nA. Stratton, president;\n\nEdythe\n\nTucker, second vicepresident; H. B. Norton,\nfourth vicepresident; Maude A. Rhodes, Mrs.\n\nIrvin A. Wilson,\n\nLife\n\nMembership\n\nExecutive\n\nCommittee\n\nDivision;\n\nM.\n\nmembers;\n\nEmma\n\nBrookes,\n\ndirector, Retirement Division; Frank D. Whalen, president, New York City Ele¬\nmentary Principals Club; Charles Joyce, president, New York State Elementary\nPrincipals Club; and Eva G. Pinkston, executive secretary.\nPresident Stratton called the meeting to order and welcomed the New York\nsentatives. Plans for the summer meeting at New York City were discussed.\nA\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nof the Sunday meeting\nMotion carried.\nThe\n\nsecretary\n\nGeorge\n\nKyte\n\nTucker,\n\nbe accepted\n\nread letters from\n\nof Berkeley,\n\nand\n\nseconded\n\nby Mrs.\n\nrecorded\n\nin the April\n\nGrayson\n\nN. Kefauver\n\ninviting the Department\n\nto hold its 1939 Conference\n\non Elementary\n\nJoynes,\n\nthat the minutes\n\nissue of the bulletin.\n\nof Stanford\n\nof Elementary\n\nEducation\n\nrepre¬\n\nUniversity\n\nSchool\n\nat their respective\n\nand\n\nPrincipals\n\nuniversities.\n\nA motion was made by Mr. Gregory, seconded by Mr. Norton, that lack of definite\ninformation as to where the next meeting of the N.E.A. will be held causes our board\nto feel that it cannot take action until later. Motion carried.\nThe\n\nsecretary\n\n1. That\n\nreported:\n\n50 persons\n\nhave\n\nmade\n\napplication\n\nfor the Conference\n\non Elementary\n\nEducation to be held at New York University, New York City, July 1-15\n2. That the state of Washington has formed a State Elementary Principals Club,\nand that a letter of congratulation has been sent\n3. That\n\nthe Nationwide\n\nCommittee\n\nof the National\n\nEducation\n\nAssociation\n\ndur¬\n\ning the next three years hopes to be of real help in the field of individual\nguidance to the elementary schools of this country.\nThe\n\nsubject of salary schedules\n\nseconded\n\nby Miss\n\nTucker,\n\nsalaries of principals\nMotion carried.\n\nwas\n\ndiscussed.\n\nthat a committee\n\nand\n\nA motion\n\nwas\n\nbe appointed\n\nthat this committee\n\nmake\n\nmade\n\nby Mr.\n\nto make\n\na report\n\nHansen,\n\na study\n\nat the June\n\nof the\n\nmeeting.\n\nBecause of the many changes in the administration and supervision of the ele¬\nmentary school, the secretary asked that the duties of the principal be considered.\nIt was\n\ndecided\n\nthat each\n\nofficer should\n\nthe principal are, and that these\nNational Elementary Principal.\nIn lieu of the many\n\nreports which\n\nwrite\n\nopinions\n\na short opinion\nbe published\n\nare reaching\n\non what\n\nin an\n\nheadquarters\n\nthe duties of\n\nearly issue of the\n\nrelative to retirement,\n\ntenure, and pensions, the secretary was instructed to make a definite effort to learn\nwhere unhappy conditions exist and to give as much help as possible.\nMr.\n\nGregory\n\nsuggested\n\na copy of the Michigan\nA\n\nletter was\n\nread\n\nthat the Department\n\nElementary\nfrom\n\nDr.\n\nSchool\n\nHinckley\n\nhave\n\na creed\n\nPrincipals\n\nand\n\nsaid he would\n\nsend\n\ncreed to headquarters.\n\nof the National\n\nYouth\n\nConference\n\nwith\n\nregard to the Lundeen-Maverick-Coffee-Voorhis Bill. A motion was made by Mr.\nKline, seconded by Miss Rhodes, that this letter be received and that Dr. Hinckley\nbe informed that the Department feels it is not within its jurisdiction to take action\non this matter. Motion carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nHansen,\n\nseconded\n\nby Miss\n\nRhodes,\n\nthat Miss\n\nBrown\n\nbe selected to represent the officers at the Tuesday afternoon meeting in giving a\nvote of thanks to the local committee for the splendid arrangments which were\nmade for this convention, and that the secretary be instructed to write letters of\nappreciation to those who helped to make our convention such a wonderful success.\nAppreciation\n\nwas\n\nEva G. Pinkston,\nadjourned.\n\nexpressed\n\nto the president, Mason\n\nfor the splendid\n\nwork\n\nthey have\n\ndone\n\nA. Stratton, and the secretary,\nduring\n\nthe past year. Meeting\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof Elementary\n\nEnrolment\nThe\n\nfollowing\n\nfriends\n\nmet\n\nat 2 p.M., for the purpose\nof the Department\n\nChairmen\n\nMeeting,\n\nin the Crane\n\nof discussing\n\nof Elementary\n\nSchool\n\nMarch\n\nBuilding\n\nmeans\n\nSchool\n\nPrincipals\n\n2, 1938\n\non Wednesday,\n\nof bettering\n\nPrincipals:\n\nAla.; Nellie V. Lind, Denver, Colo.; Elizabeth\nEva G. Pinkston, Washington, D. C.; Mabel\n\nH.\n\n449\n\nMarch\n\nthe enrolment\nB. Norton,\n\n2, 1938,\ncampaign\n\nBirmingham,\n\nR. Malcolm, New Haven, Conn.;\nNelson, Tampa, Fla.; Maude A.\n\nRhodes, Atlanta, Ga.; Edythe J. Brown, South Bend, Ind. ; Carl W. Lemme, Evans¬\nville, Ind. ; Florence E. Dixon, New Orleans, La.; Mrs. Anna Rose, Kensington,\nMd. ; Effie Grace Higgins, Waltham, Mass.; Isabel Tucker, St. Louis, Mo.; Mrs.\nEthel K. Newell,\nA.\n\nStratton,\n\nOmaha,\n\nAtlantic\n\nNebr. ; Ralph\n\nCity, N. J.; Gustav\n\nNutley, N. J.; Jessie M. Wamsley,\nN. Y. ; Mrs. A. R. Wilson, Durham,\nHudson,\n\nTulsa,\n\nPatz,\n\nFrank\n\nD. Austin,\n\nPort\n\nMrs.\n\nEdith\n\nB. Joynes,\n\nNorfolk,\n\nmimeographed\n\nreport\n\nAtlantic\n\nIrvington,\n\nCity, N. J.; Mason\n\nN. J. ; Louise\n\nKurtz,\n\nPitman, N. J.; Jane E. Monahan, New York,\nN. C. ; J. E. Miller, Washington, N. C. ; Jess S.\n\nOkla.;\n\nLake City, Utah;\nmouth, Va.\nA\n\nC. McConnell,\n\nArthur,\n\nTexas;\n\nVa.;\n\nof the latest membership\n\nand\n\nwas\n\nL. J. Nielson,\n\nR. O. Edgerton,\n\npresented\n\nto each\n\nSalt\n\nPorts¬\nmember\n\nof the group. Each person was called upon to report his method of securing member¬\nships and the progress he has made this year.\nAt the close of the meeting, Mr. Scull, manager of the Crane Building, served\ndelicious refreshments.\n\nNew\n\nYork,\nJune\n\nNew\n\nYork\n\n25-30, 1938\n\nThe semiannual meeting of the Department of Elementary School Principals wras\nheld in New York City, June 25-30, 1938. General sessions were held on Monday\nand Tuesday afternoons, June 27 and 28, in the Salle Moderne Room, Hotel Pennsyl¬\nvania. On Monday afternoon, preceding the two speakers on the program, two\nfilms, “Play as a School Activity” and “Making of an Engine,” which were prepared\nby Fred Orth, a principal in Los Angeles, California, and presented by Mrs. George\nG. Howard of Inglewood, California, were shown. We are indebted to the Bell and\nHowell\n\nCompany\n\nof Chicago\n\nfor the loan of a projector for the showing\n\nExecutive\nThe\n\nmeeting\n\nMeeting,\n\nof the officers and\n\nSunday,\n\nthe Executive\n\nJune\n\nof these films.\n\n26\n\nCommittee\n\nof the Department\n\nof\n\nElementary School Principals, which was held in the parlor of the president’s suite,\nHotel Pennsylvania, New York City, was called to order by the president. Those\npresent\n\nwere\n\nMaude\n\nA.\n\nMason\n\nRhodes,\n\nA. Stratton, president;\n\nArnold\n\nGregory,\n\nMrs.\n\nIra\n\nKline,\n\nExecutive\n\nCommittee\n\nDivision;\n\nM.\n\nexecutive\n\nsecretary.\n\nA\n\nmotion\n\nEmma\n\nwas\n\nof the Atlantic\nthe April\n\nEdith\n\nB. Joynes,\n\nmembers;\nBrookes,\n\nmade\n\nC.\n\nHansen,\n\ndirector, Retirement\n\nby Miss\n\nCity meeting\n\nHerbert\n\nM.\n\nRhodes,\n\nseconded\n\nbe dispensed\n\nissue of the National\n\nElementary\n\nfourth\nand\n\nIrvin\n\nA.\n\ndirector,\n\nLife\n\nMembership\n\nEva\n\nG. Pinkston,\n\nDivision;\nby Miss\n\nand\n\nBrookes,\n\nwith, since they had\nPrincipal.\n\nvicepresident;\n\nMotion\n\nWilson,\n\nthat the minutes\n\nbeen\n\npublished\n\nin\n\ncarried.\n\nThe group expressed its regret that Edythe J. Browrn, Isabel Tucker, H. B. Norton,\nHarry H. Haw, and Cassie F. Roys, other members of the official family, were\nunable\n\nto be present.\n\nthat the secretary\n\nsend\n\nA\n\nmotion\nwords\n\nwas\n\nmade\n\nof greeting\n\nby Mr.\n\nHansen,\n\nseconded\n\nby Mr.\n\nto each.\n\nMotion\n\ncarried.\n\nThe\n\nKline,\n\nexecutive\n\nsecretary was instructed to write a letter to W. T. Longshore,\nthe Department, whose illness kept him from being present.\n\na past-president\n\nThe next order of business\nPresident Stratton.\n\nwas\n\nwas\n\nthe secretary’s\n\nreport\n\nwhich\n\ncalled\n\nof\n\nfor by\n\n"}
{"page": 456, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\nAssociation\n\nIt was unanimously decided that the Department sell the “Annotated Bibliography\nof the First Fifteen Yearbooks” for $1 per copy. This extra publication was given to\neach member of the Department for 1937-38.\nThe number of pages contained in the yearbook of the Department was discussed\nat length. A\n\nmotion\n\nwas\n\nmade\n\nsize of the future yearbooks\nsecretary. Motion\n\nKline,\n\nseconded\n\nbe left to the discretion\n\ncarried. The\n\n500 pages as a maximum.\nThe executive secretary\n\nby Mr.\n\nofficers recommended\n\nwas\n\ninstructed\n\nstudy outlines for all future yearbooks.\nCommittee,\n\nis preparing\n\na study\n\nin Reading\n\nin the Elementary\n\noutline\n\nMcBroom,\n\nexecutive\n\nwas\n\nof the Department\n\nelementary\n\nprincipals\n\nas members\n\nof this committee.\n\nPresident\n\nStratton\n\nread\n\na sponsor\n\na letter from\n\nfor the Association\n\nBeryl\n\nof Arts\n\nand\n\nthat the\nexecutive\n\nas an ideal size and\nCommittee\n\nchairman\nyearbook,\n\nto prepare\n\nof the Editorial\nNewer\n\nPractises\n\nsecretary discussed plans for\n\ncommended\n\nof the officers that each president\n\nbecome\n\n450 pages\n\nfor the new\n\nSchool. The\n\nJoynes,\n\nof the president\n\nto ask the Editorial\n\nMaude\n\ngiving publicity to this yearbook.\nThe work of the Editorial Committee\n\nby Mrs.\n\nvery highly. It is the desire\n\ncontinue\n\nParker\n\nto select outstanding\n\ninviting\n\nin Childhood,\n\nthe Department\n\nand\n\nStory Parade.\n\nto\nA\n\nmotion was made by Miss Brookes, seconded by Miss Rhodes, that a letter of\nthanks be sent to Dr. Parker, but that she be advised that this request does not\nconform\ncarried.\nA\n\nto the policies of the Department\n\nsuggestion\n\nwas\n\nmade\n\nby Mrs.\n\nJoynes\n\nof Elementary\n\nSchool\n\nthat the enrolment\n\ncontact the various schools of education in their respective\nattention the yearbooks of the Department.\nA motion\n\nwas\n\nmade\n\nby Mr.\n\nGregory,\n\nseconded\n\nby Mr.\n\nPrincipals.\n\nchairmen\n\nbe asked\n\nstates bringing\n\nWilson,\n\nMotion\nto\n\nto their\n\nthat the “Annotated\n\nBibliography of the Yearbooks of the Department” be brought up to date at the\nend of each five-year period.\nPresident Stratton made the suggestion that an invitation be sent immediately to\nthe new presidents of the different state clubs to meet with the officers of the national\ndepartment at its “Dutch” breakfast on Sunday\nbring a closer relationship between the state and\n\nof convention week, in order to\nnational organizations. A motion\n\nwas made by Mr. Hansen, seconded by Mr. Gregory, that each state president be\ninvited to the Sunday morning breakfast of convention week, and that he be asked\nto send a representative if he is unable to attend. Motion carried.\nMeeting\n\nrecessed\n\nuntil Monday,\n\nExecutive\n\nJune\n\nMeeting,\n\n27, 9:30 A.m.\n\nMonday\n\nMorning,\n\nJune\n\n27\n\nThe following officers met in the president’s suite, Monday, June 27, 9:30 A.M.:\nMason A. Stratton, president; Arnold Gregory, fourth vicepresident; Maude A.\nRhodes, Mrs. Edith B. Joynes, and Irvin A. Wilson, members of the Executive Com¬\nmittee ; Herbert C. Hansen, director, Life Membership Division; M. Emma Brookes\ndirector, Retirement\n\nDivision;\n\nand\n\nEva\n\nG. Pinkston,\n\nexecutive\n\nsecretary.\n\nA motion was made by Miss Rhodes, seconded by Mrs. Joynes, that the reading\nof the minutes of the June 26 meeting be dispensed with. Motion carried.\nMr.\nposed\n\nHansen,\nbudget\n\nchairman\n\nof the Budget\n\nCommittee,\n\npresented\n\nthe following\n\nfor 1938-39:\n\nEstimated\n\nreceipts .\n\n$26,700\n\nPrinting\n\n.\n\nGeneral\n\nOffice .\n\n8,200\n\nSalaries\n\n.\n\n8,200\n\nConvention Expense\nEditorial Committee\nMiscellaneous\n\n$7,500\n\n.\n.\n\n.\n\nContingent .\n\n800\n500\n400\n1,100\n\npro¬\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nA motion was made\nbudget be accepted.\n\nof\n\nby Mr.\nMotion\n\nElementary\n\nHansen,\ncarried.\n\nseconded\n\nSchool\n\nPrincipals\n\nby Miss\n\nBrookes,\n\n451\n\nthat this proposed\n\nA motion was made by Mr. Gregory, seconded by Miss Rhodes, that the Depart*\nment have a Conference on Elementary Education next year, and that the detailed\narrangements be left to the executive secretary and the conference committee. Motion\ncarried.\nIt was\nNew\n\nsuggested\n\nYork\n\nby Mr.\n\nUniversity\n\nexpressing\n\nin making such splendid\nmentary Education.\nThe\n\nquestion\n\nthe summer\n\nHansen\n\narose\n\nappreciation\n\narrangements\n\npertaining\n\nconvention\n\nthat the executive\n\nof the Department\n\nfor the second\n\nto changing\n\nto the wdnter\n\nsecretary\n\nwrite\n\na letter to\n\nfor its cooperation\n\nannual\n\nConference\n\non Ele¬\n\nthe date of the election of officers from\n\nmeeting.\n\nAfter\n\ndiscussion\n\na motion\n\nwas\n\nmade\n\nby Mr. Wilson, seconded by Mr. Gregory, that the Department of Elementary\nSchool Principals continue to hold its election of officers at its summer meeting held\nduring\nTo\n\nthe convention\nmeet\n\nof the National\n\na service\n\nthe officers decided\nbe published\n\nfrequently\n\nrequested\n\nthat a Visual\n\nin the June\n\nEducation\n\nAids\n\nAssociation.\n\nregarding\n\nCommittee\n\nthe consensus\n\nother\n\nvisual\n\naids,\n\nbe appointed,\n\nwhose\n\nreport\n\nwill\n\nElementary\n\nPrincipal.\n\n1939 issue of the National\n\nof the group\n\nclubs to hold conferences\nPresident\n\nStratton\n\nwith the National\n\nsuggested\n\nCongress\n\nencourage\n\nhave\n\nand Teachers,\n\nthe interest of the public in the elementary\nmeeting\n\nofficers of the Department\n\na com¬\n\nstate principals\n\nwere\n\na cooperative\n\nextended\n\ncommittee\n\nwith the purpose\n\nof promoting\n\nand\n\nprogram\n\nschool.\ndiscussed\n\na tentative\n\nA motion was made by Mr. Hansen, seconded by Mr. Wilson,\nsecretary write a letter of appreciation to all who helped make\nsuccess.\nThe\n\nappoint\n\neducation.\n\nthat the Department\n\nof Parents\n\nPlans for the February\noutlined.\n\nfor 1938-39\n\nthat the Department\n\noh elementary\n\ncarried.\n\nfilms and\n\nIt was recommended that the newly elected president\nmittee for the Advancement of Elementary Education.\nIt was\n\nMotion\n\na vote of thanks\n\nwas\n\nthat the executive\nthis convention a\n\nto the executive\n\nsecretary.\n\nSocial Affairs\nOne\n\nhundred\n\nand\n\nElementary School\nfast at the Tavern\nPresident\n\ntwenty-five\n\nStratton, who\n\nsuperintendent\n\npresident\n\nof the New\n\ngreetings\n\nand\n\nfriends\n\nof\n\nthe\n\nDepartment\n\nPrincipals braved the rain and attended the get-together\non the Green, in Central Park, Monday, June 27, 1938.\n\nassociate\nand\n\nmembers\n\npresided\n\nover\n\nof the New\n\nYork\n\nPrincipals\n\nthe meeting,\n\nYork\n\nCity schools, and\n\nAssociation,\n\nto the visiting principals.\n\nintroduced\n\nFrank\n\nbreak¬\n\nStephen\n\nF. Bayne,\n\nMargaret\n\nLindquist,\n\nextended\n\nwelcomes\n\nboth of whom\nD. Whalen,\n\nof\n\npast-president\n\nof the\n\nNew York City Elementary Principals Association, and general chairman of arrange¬\nments for our convention, brought further greetings and announced the activities for\nthe week.\nPresident\npresent.\n\nStratton\n\nBesides\n\nintroduced\n\ninvited\n\nall presidents\n\nintroducing\n\nmembers\n\nthe following:\n\nMillicent\n\nof state organizations\n\nof the executive\n\nBaum,\n\nwho\n\nextended\n\nfamily,\n\nto stand, five being\nPresident\n\ngreetings\n\nfrom\n\nStratton\n\nthe Mayor\n\nof New York City; Charles Joyce, president of the New York State Elementary\nPrincipals Association; Ann Scott, the official representative from the New Jersey\nElementary\n\nPrincipals;\n\nCity Elementary\nfor New\n\nYork;\n\nMargaret\n\nPrincipals\nElizabeth\n\nCribbin,\n\nAssociation;\n\nMcCormick,\n\nexecutive\n\nsecretary\n\nE. L. January,\n\npast-president\n\nof the New\n\nstate enrolment\n\nof the Department;\n\nYork\n\nchairman\n\nEarl Laing,\n\npast-president of the Department; and Cornelia S. Adair of Norfolk, Virginia.\nPresident Stratton expressed his appreciation to the local committee.\nSeveral hundred members and friends of the Department attended the annual\nbanquet,\n\nwhich\n\nwas\n\nTuesday\n\nevening,\n\narranged\n\nJune\n\nby the New\n\n28, Manhattan\n\nRoom,\n\nYork\n\nCity Elementary\n\nHotel\n\nPennsylvania.\n\nPrincipals\n\non\n\n"}
{"page": 458, "printed_page": null, "text": "452\n\nNational\n\nJ. Cayce\n\nMorrison,\n\nEducation\n\nassistant commissioner\n\nAssociation\n\nof education,\n\nAlbany,\n\nNew\n\nYork,\n\nand\n\nStephen F. Bayne, associate superintendent of schools, New York City, brought\ngreetings from our host city and state. James Sunter of England, representing the\nNational Union of Teachers for England and Wales, also brought greetings.\nPresident\nthe New\nEthel\n\nStratton\n\nYork\n\nturned\n\nCity Elementary\n\nHuggard,\n\nprogram\n\na few\n\nBetween\n\nskits, Margaret\n\nhumorous\n\nentertaining\nsongs,\n\nover\n\nPrincipals\n\nchairman\n\npresented\nmany\n\nthe meeting\n\norganization,\n\nfor the evening.\n\nskits on\n\nHearn,\n\nto Margaret\n\nschool\n\nacting\n\ncopies of which\n\nThe\n\nwho,\n\npresident\n\nYork\n\nPrincipals\n\nactivities, which\n\nwere\n\nenjoyed\n\nbeen\n\nthen\n\nby all.\n\ndirector, led in the singing\ndistributed\n\nof\n\nin turn, introduced\n\nNew\n\nas musical\nhad\n\nLindquist,\n\nof\n\nto all present. Ethel\n\nHuggard was at the piano. Following the skits, Frank Whalen presented humorous\nslides with equally humorous descriptions of local activities. Each person went away\nwith\n\na feeling of relaxation\n\nBusiness\nReports\nPark,\nYork.\nA\n\nOakland,\n\nMichigan;\nmotion\n\nCity, Tenn.,\nDurham,\n\nMeeting,\n\nof the following\n\nL. Young,\n\nwas\n\nafter an evening\n\nTuesday\n\ncommittees\n\nNominating\n\nwere\n\nmade\n\nby Mr.\n\nN. C., seconded\n\ngiven:\n\nKline,\n\nby Gertrude\n\nseconded\nA\n\nJune\n\n28, 1938\n\nResolutions\n\nCommittee — Sarah\n\nCommittee — Arnold\n\nCommittee — Ira\n\nthat the report be accepted.\n\nmerriment.\n\nAfternoon,\n\nCalifornia ; Necrology\n\nand\n\nof much\n\nKline,\n\nby R. H.\n\nmotion\n\nPollard,\n\nM.\n\nwas\n\nWhite\n\nUnderwood\n\nmade\n\nAtlanta,\n\nGregory,\n\nby Mrs.\n\nLincoln\n\nPlains,\n\nNew\n\nof Fountain\nA. R. Wilson,\n\nGa., that voting\n\nby ballot\n\nbe dispensed with, and that the executive secretary be instructed to cast the vote of\nthe assembly for the nominees presented by the Nominating Committee. Motion\ncarried. The ballot was\ntorical Note, page 424.)\n\ncast by the executive\n\nsecretary.\n\n(For list of officers see His¬\n\n"}
{"page": 459, "printed_page": null, "text": "DEPARTMENT OF\n3£ome Economics\n\n"}
{"page": 460, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAt the Atlanta meeting of the Association in 1929 the necessary peti¬\ntion for the formulation of a Department of Supervisors and Teachers\nof Home Economics was presented to the Representative Assembly and\nto the Executive Committee. This petition was presented by the National\nConference of Supervisors and Teachers of Home Economics. In 1920\nat the Columbus, Ohio, meeting the Department was created by formal\nvote. At the meeting in Atlantic City, February 1938, it was voted to\nchange the name of the Department to the Department of Home Eco¬\nnomics. The former home economics organisation has had a history rich\nin accomplishments. Its good work will continue as a department of the\nAssociation.\nThe officers of the Department for the year 1938-39 are: president,\nFreda G. Winning, New York University, New York, N. Y .; vicepresident,\n\nLela\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, Nell M. Waddington,\nSupervisor of Home Economics, Wichita, Kans.\nThe Department of Home Economics meets semiannually, February\nand June of each year.\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 in earlier\nvolumes of proceedings as follows:\n1930 :771-772\n1931:825-844\n\n1932:695-712\n19 33:697-708\n\n1931:693-704\n1933:645-658\n\n4\n\nI 454 J\n\n1936:543-553\n1931:591-604\n\n"}
{"page": 461, "printed_page": null, "text": "1\n\nATLANTIC\nHOME\nFREDA\n\nG. WINNING,\n\nMEETING\n\nECONOMICS\n\nNEW\n\nOF\n\nCITY\n\nYORK\n\nthe\n\nEDUCATION\n\nUNIVERSITY,\n\ndepartment,\n\nNEW\n\nYORK,\n\nN. Y., PRESIDENT\n\nPresiding\n\nTheheld mid-winter\nmeeting of the Department of Home Economics was\nin Atlantic City, New Jersey, P'ebruary 1938, in conjunction with\nthe American\n\nAssociation of School Administrators.\n\nhundred persons were present. Following\nsented on the program.\nEmma\n\nWetzel,\n\nBurris\n\nLaboratory\n\nApproximately\n\nthree\n\nare abstracts of the papers pre¬\n\nSchool,\n\nMuncie,\n\nample of Procedures Used in Building Philosophy of Home\n\nInd. — “An\n\nEx¬\n\nEconomics\n\nEdu¬\n\ncation” : Suggestions for formulating a philosophy in home\nas follows:\n\neconomics\n\nare\n\nriculum\nserve and analyze teaching, learn situations\n\nEvelyn\n\nHerrington,\n\nState Education\n\nDepartment,\n\nAlbany,\n\nN.\n\nY. —\n\n“Integrating Home Economics” : Home economics itself implies an inte¬\ngration of subjects. The extent to which a subject is pursued depends upon\nthe philosophy of the school in which the program is being carried on. The\nsteps toward integration are:\nfits into this calenda — whether in events where foods might be introdu\nced,\nr\nin costume\nor in decorat\nT\ni\nc\nt\nG\nS\no\nc\nn\no\ni\nh\no\nc\nn\nr\ni\nuts,\nl\nt\nl\ns\nu\nr\ndes\nibution\nions.\ns,\ns\nRed Cross, social organiz\nand parentassociat\nAlways\nations,\nteacher\nions.\navoid an unbalan\nprogram\n.\nced\n\nMary\n\nM.\n\nBuckley,\n\nSupervisor\n\nof Home\n\nEconomics,\n\nPaterson,\n\nN. J.— -\n\n“Trends in Home Economics in Public School Education”: Everything\naround us indicates that our times are thinking and acting around our\n\n.\nAndaily\nradio and papers are interested in homemaking, child train¬\nalyzelife.\ntheThe\ncommunity\n, hfood\ning, care of the sick, new\nhome economics in general. The\nome values,\nclassrooand\nms, conten\nt of pres\nentThe\nfamily is the focus of activity in education and government.\ncur¬teacher’s\nattitude\ntoward\nsubjectmatter\nand\nits\nrelation\nto\nother\nsubjects\nis\na healthy\n2\nI.\nnctrend.\nase The\ntrends seem to be in health and economic im¬\nknowlmost\nedge important\no\nf\nt\nrends in e\nprovement.\nducation.\n.\nRead, stud\ny criticall\ne us\ny, ob¬\ne of\n[\n455\n1\none’s\nconvic\ntions,\nbelief\n4\ns, or\nph\n\n"}
{"page": 462, "printed_page": null, "text": "456\n\nEdna\n\nNational\n\nP. Amidon,\n\nEducation\n\nUnited\n\nStates\n\nAssociation\n\nOffice\n\nof Education,\n\nWashington,\n\nD. C. — “Underlying Factor in the Development of Home Economics in\nVocational Education”: In the development of home economics in the voca¬\ntional education program, increased emphasis is being given to these factors :\n1. Planning and evaluating programs on an increasingly long-time basis\n2. Seeing homemaking education in relation to the total educational pro¬\ngram\n3. Recognizing the necessity for continuous reconsideration to objectives,\nprocedures, and the administrative provisions\n4. Providing qualified teaching and supervising personnel\n5. Experimental programs and studies to shed light for meeting the needs\nin homemaking education.\nRuth\n\nFreegard,\n\nState\n\nSupervisor\n\nof\n\nHome\n\nEconomics,\n\nLansing,\n\nMich. — “State Plans for Use of the George-Deen Funds in Developing\nHome Economics” : The fact that homemaking is the only vocation in which\nevery social and economic group participates and that you have varied plans\nfor aiding different groups may account for your interest in the proposals of\nthe new state plans. Achievements in home economics are expected in :\n1. Aiding in the solution of social and economic problems\n2. Serving more adults and youth out of school\n3. Assisting communities with recent additions or new school buildings in\nopening new home economics departments\n4. Providing teachers with vision and practical training in homemaking\nwho can give effective help to individuals and to homes.\nThe state of Michigan\n\nhas:\n\n1. Expanded staff in state office\n2. Set up state advisory committee on home economics education\n3. Presented clearer statements on requirements for course in teacher\ntraining\n4. Provided for adults and homemaking facilities in part-time school\n5. Provided more day time classes in conveniently located centers\n6. Planned for home projects to be offered in forty-five to fifty more\ntowns next summer, as well as during the school year.\nMrs.\n\nAnna\n\nG. Green,\n\nChief, Home\n\nEconomics\n\nEducation,\n\nState De¬\n\npartment of Education, Harrisburg, Pa.: The George-Deen Act is for the\npurpose of further promoting vocational education. The present program\nis attempting to organize home economic leisure-time activities and its pos¬\nsibilities in developing for girls and women vocations closely allied to\nhomemaking. Results are as follows:\n1. Two hundred and twenty-six senior high schools offer vocational\nhomemaking programs, enrolling 13,263 pupils\n2. County supervisors are giving unit courses in sixty-four small rural\nhigh schools to 1400 pupils\n3. Twenty\n\nthousand home projects were completed last year\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nof\n\nHome\n\nEconomics\n\n4. Thirty-five districts have provided homemaking\nschool grounds\n\n457\n\ncottages on or near\n\n5. Part-time and evening classes for out-of-school youth and for adults\nare organized in forty school districts.\nMarion\n\nS. Van\n\nLiew,\n\nChief,\n\nBureau\n\nof Home\n\nEconomics\n\nEducation,\n\nState Education Department, Albany, N. Y. — “The Teacher Looks to the\nAdministrator”: Five phases of this question are: (1) the desire to grow,\n(2) values of everyday experiences, (3) educational trends, (4) guidance,\nand (5) guidance in relation to supervising officers. Know how to deal\nwith new supervising officers, know their habits and peculiarities. The\nsupervisor guides the teacher in getting along with people, gaining the child’s\nconfidence, becoming acquainted with families, and in an understanding of\nsocial, economic, and educational trends.\nDewitt\n\nMorgan,\n\nSuperintendent\n\nof Schools, Indianapolis,\n\nInd. — “The\n\nAdministrator Looks to the Home Economics Teacher”: The home eco¬\nnomics teacher can help solve the fundamental problems of how to keep\nthe American home together. The\ncant place in the following:\n\nhome\n\neconomics\n\nteacher has a signifi¬\n\n1. The problem of grooming\n2. The preparation of food\n3. Clothing — not so much the art of party dress, but how to dress at home\n4. Human relationships, family life, etc.\n5. Leisure time\n6. Emotional\nHome\n\nlife of girls.\n\neconomics has a function to fulfil for all girls on the lower level\n\nas well as for all the rest. The responsibility of home economics is not me¬\nchanical processes, but a wider viewpoint and conception of what men and\nwomen must meet, if life is to be complete.\n\nNEW\n\nYORK\n\nCITY\n\nMEETING\n\nThe summer meeting of the Department of Home Economics was held\nin New York City, June 1938. The president of the Department, Freda\nG. Winning, presided over the three general sessions, with approximately\nfive hundred persons attending each meeting. The first session was a joint\nmeeting with the Department of Secondary Education ; the third, with the\nDepartment of Vocational Education. In the following pages are printed ab¬\nstracts of the papers presented.\n\n"}
{"page": 464, "printed_page": null, "text": "National\n\n458\n\nEducation\n\nAssociation\n\nREADJUSTMENTS\nIN THE TEACHING\nOF HOME\nECO¬\nNOMICS\nTO MEET THE NEEDS OF THE BRILLIANT,\nNON-ACADEMIC,\nDOROTHY\n\nMabel\n\n“What\n\nS. DAY,\n\nEwing,\n\nType\n\nAND\n\nSCHOOL\n\nOF\n\nnew\n\nYORK,\n\nSupervisor\n\nof Home\n\nOTHER\n\nEDUCATION,\n\nEconomics,\n\nProgram\n\nWould\n\nStudent ?”\nA. The technics for enriching the curriculum\n1. Number\n\nof subject fields available\n\nmay\n\nsubjects\n\n4. Integrating\n\nthe home\n\nprogram\n\n5. Enrichment\n\nby encouraging\n\ncreative\n\nwith\n\nin teaching and attracting un¬\n\nwholesomely\n\n2. Raise\n\nthe standards\n\nof any of the subjects chosen, and\n\n4. Do\n\nnot let pupil live selfish life\nneglect opportunity\n\nC. The\n\ninstructor should :\n\n1. Be living example\n\nof what\n\nto teach\n\nlife\n\n3. Be well dressed\n\nand well groomed\n\naccept\n\ntenure\n\nas a rocking\n\n5. See home\n\neconomics\n\nfrom\n\ncommercial,\n\n6. Develop\n\na fine spirit of internationalism\nstandard\n\nboys will seek guidance\n\nElise\n\nH.\n\nMartens,\n\nthem\n\nso fast that health is endangered\n\nappreciation\n\nteacher\n\n7. Lastly, raise our\n\ninsist upon\n\nof the beautiful.\n\nshe teaches\n\n2. Live interesting\n4. Not\n\nstimulative\n\na load, or progress\n\n5. Never\n\nAttract the Brilliant\n\nother subjects in the high school\n\nthe classroom\n\ntoo heavy\n\nPa. —\n\nare as follows:\n\n1. Have\n\nnot have\n\nSwarthmore,\n\nexpression.\n\nB. Principles that should be followed\nusually able students are :\n\n3. Do\n\nUNIVERSITY,\n\nbe increased\n\n2. Enrichment within the various\n3. Fuller use of outside activities\neconomics\n\nYORK\n\nN. Y., Chairman\n\nof Home\n\nEconomic\n\nNEW\n\nGROUPS\n\nin order\n\nand learning\n\nUnited\n\nchair of life\n\nsocial, and medical\nthat this fine group\nfrom\n\npoint of view\nof brilliant girls and\n\nthe field of home\n\nStates Office\n\neconomics.\n\nof Education,\n\nWashington,\n\nd\nextent in intell\nt a consi\npupil is one who is retar\nderab\nded o\nectual evelop¬\nl\ne\nof verba or abstra\ns\nt r\nunabl\nment and is, there\nfore,\nl\ne o each tandards\nct\nfields offere\nthe curri\nschool Amon\nset for the secon\nthink\ning\ng\ndary\nculu\nd\n.\nvalue\nin the high school there is none which is of more nearl munive\nrsal\ny\nand those\nhome\nEvery child is a poten\nthan is home econo\nmake\ntial\nmics.\nthe rfirst to make\nt b a\nl\na\non the lower levels of intell\nigence re ikely o e mong\n:\na\nprobl\nT\na realit\nthose potent\ny. hese\nems rise\nialiti\nes\n1. When\n\nshall the work\n\nin homemaking\n\n2. What\n\ntype of program\n\nshall it be?\n\nbe offered?\n\n3. Who shall constitute the teaching staff?\n4. What related fields of work can be offered?\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n459\n\nEconomics\n\nConsidering the above:\n1. Since many\n\npupils leave school at sixteen years of age, whatever\n\nthe\n\nhigh school is to accomplish in preparing these young people to live effec¬\ntively must be done before that time.\n2. Make the programs as intensely practical as possible. There should be\nno technical presentation or theoretical analysis in language the girls will\nnever understand. No elaborate menus should be planned for the girl whose\nfamily must live on relief budgets. She needs to be taught to live wisely and\nhappily on the economic level on which she finds herself.\n3. Difficulties have arisen because the home economic specialist has\nplanned projects and demanded standards of work impossible of realiza¬\ntion for the girl of limited ability. In such cases an understanding, special\nclass teacher who has a practical knowledge of homemaking without the\ntechnical preparation, has met the needs more satisfactorily. Home eco¬\nnomics teachers with an understanding of the situation will experience a\nthrilling satisfaction in watching\ndevelop.\n\nthe girls’ interests and\n\nachievements\n\n4. Specific related fields include laundry work, table service, and some\nform of cafeteria service. For higher grades of intelligence, certain instruc¬\ntion in beauty parlor work and in nursemaid service may be given. With\nthese the school is preparing the girl to earn her livelihood thru the perform¬\nance of such duties as may be within the scope of her ability and interest.\nThe challenge — Home economics, because of its universal appeal, its\npractical value, and its potential contribution in effecting a successful home\nlife, is one of the most vital subjects in the education of retarded pupils.\nTHE ROLE OF HOME\nECONOMICS\nIN DEVELOPING\nEFFECTIVE CITIZENSHIP: ON VARIOUS LEVELS\nTREVA\n\nE. KAUFFMAN,\nEDUCATION\n\nElizabeth\n\nSUPERVISOR,\n\nHOME\n\nDEPARTMENT,\n\nDubois\n\nBache,\n\nECONOMICS\n\nALBANY,\n\nHome\n\nEDUCATION,\n\nSTATE\n\nN. Y., Chairman\n\nEconomics\n\nEducation,\n\nPublic\n\nSchools, New Rochelle, N. Y. — “Elementary-School Level”: What are\nsome of the fundamental qualities of citizenship? What good citizen habits\ncan we keep to shape thru our services? Working in groups in the home\neconomics workshop demands constant adjustment. Pupils learn to par¬\nticipate in the activities of the community and its responsibilities by team¬\nwork in the laboratory, by making costumes for plays, by making dolls\nand toys for underprivileged children, etc. Pupils are taught to evaluate\neach step of their work, thus teaching honesty and ethics. There is the\nopportunity of teaching thrift. Home economics establishes patterns of\ngood food practice, cleanliness, and correct living. Home economics, to be\na real force, must be integrated with other school subjects. Integration\nweaves the regular school subjects into what might be termed a “design\nfor useful living.” This gives opportunity for self-expression and at the\n\n"}
{"page": 466, "printed_page": null, "text": "National\n\n460\n\nsame\n\nEducation\n\nAssociation\n\ntime furnishes the child with the rich experience of engaging in a\n\ncooperative enterprise and feeling a part of the group and its accomplish¬\nments.\nPliny\n\nH.\n\nPowers,\n\nSuperintendent\n\nof Schools,\n\nYoungstown,\n\nOhio —\n\n“Secondary-School Level”: In our modern school program we are in\ndanger of looking upon the social sciences as almost the sole preparation\nfor citizenship. Home economics, which is concerned with enriching and\nimproving the lives of every member of the family, is making a major\ncontribution to education. The great majority of high-school youth often\nfind little encouragement to include in their programs a study of the vital\nand fundamental problems of family life, home relationships, and personal\nliving. It is hard to reconcile this fact with a common sense philosophy\nof education. The modern homemaking curriculum includes everything\nfrom the study of textiles and food analysis to instruction in child care\nand discussions of how to act at a dance. The non-laboratory courses in\nsocial arts for both boys and girls have constituted one of the most prom¬\nising educational developments of recent years. There is real danger that\nhome economics will become formalized, “text-bookish” in type, and gen¬\neral in nature. The teacher must exert effort to make the courses of vital\nimportance in the lives of the boys and girls. A recent development in\nhome economics is the course in consumer education. There is frequently\noffered a course in home management, which includes study of personal\nand family expenditures. Boys are interested in all courses presented in\na way to appeal to their particular interests — as camp cooking, chemical\nanalysis of food as it pertains to health and the building of strength, and\nin the analysis of clothing in regard to fibers, fabrics, and construction.\nThe school will never exert any extended influence in the homes of the\ncommunity until the entire teaching body, including the administration,\nbecomes\ncation.\nEdna\n\nconscious of homemaking\n\nA.\n\nFarnsworth,\n\nas a major function of secondary edu¬\n\nPrincipal,\n\nBrooklyn\n\nHigh\n\nSchool\n\nfor Home¬\n\nmaking, Brooklyn, N. Y. — “Vocational School Level”: Mrs. Roosevelt\nwrote, “The family has been pictured over and over again as gradually\ndrifting apart and this theme is prominent today in the literature of every\nland.” What part does home economics play in helping to keep the home\ntogether? The vocational school girl is engulfed in the maze of many\nattractions outside of the home. Home life is in competition with the\nmovies and the automobile and must cope with the airplane, sports, clubs,\ndances, and many\n\nother forms of entertainment.\n\nThis is a challenge to\n\nhome economics teachers to direct attention to the importance and pos¬\nsibilities in recreational home life. Family relationship and personal regi¬\nmen courses have provided time and opportunity for girls to discuss experi¬\nences in which they appear to be intensely interested. Girls who are foreignborn find that working together in home groups helps them to improve\ntheir English and to come to1 a better understanding\nthe other girls. Knowledge\n\nthru cooperating with\n\nof how to keep one’s head in case of emergency,\n\n"}
{"page": 467, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n461\n\nEconomics\n\nespecially in crowds, how to call a doctor, how to guard against infection,\nand how to relieve suffering until the doctor comes certainly makes more\nresponsible citizens. Vocational girls are nearing the period of employment\nand probably early marriage — to be dual job holders. Here, again, is another\nchallenge to the homemaking teacher to train girls to meet the problems\nproduced by social and economic changes.\nGertrude\n\nE. Sinclair,\n\nLocal\n\nSupervisor,\n\nAdult\n\nHomemaking,\n\nWayne\n\nUniversity, Detroit, Mich. — “Adult Education in Public Schools”: I am\ncommitted to a philosophy of adult homemaking education which regards\nthe home as a small but vital unit of democracy. Effective citizenship begins\nin the home. Thus family life should function in a manner which guides\nchildren into mental and emotional maturity, as well as physical maturity.\nIn this type of family, children will learn to act in the interest of the\ngroup, to respect the rights of others, to accede to group decisions, and to\ncooperate in common understandings. How, then, does adult homemaking\ncontribute to effective citizenship? I believe that as a finer relationship\nbetween home and school is developed, effective citizenship will be a result¬\ning product. The exchange of ideas in classes concerning home problems\nhelps adults to be more tolerant in their viewpoint toward others, gives\nthem greater security and less of a feeling of dissatisfaction. Adult home¬\nmaking results in the building up of family morale. Class participation\nbroadens horizons, increases interests, stimulates an awareness of a wide\nvariety of affairs, and makes possible, to a certain degree, a richer living.\nIt also develops creative ability. If these outcomes are accepted, then we\nmay conclude that adult homemaking\nship.\nTHE\n\nMRS.\n\nCONTRIBUTION\nOF HOME\nECONOMICS\nEFFECTIVE\nCITIZENSHIP\nLEILA\n\nBUNCE\n\nSMITH,\n\nPAST-PRESIDENT\n\nATLANTA,\n\nHenry\n\ndoes contribute to effective citizen¬\n\nC. Sherman,\n\nMitchill\n\nOF\n\nTHE\n\nTO\n\nDEPARTMENT,\n\nGA., Chairman\n\nProfessor\n\nof Chemistry,\n\nColumbia\n\nUni¬\n\nversity, New York, N. Y. — “The Relation of Nutrition to Optimal\nHealth”: For about twenty years McCollum has taught that there may\nbe important differences between the merely adequate and the optimal in\nnutrition, and J. F. Williams has explained that health may and should\nmean not merely freedom from disease but rather a positive quality of life,\nand that there are degrees of this positive health. In some recent work of\nthe nutritional research laboratories, tried in lifetime experiments with\nlaboratory animals fed different wheat-and-milk mixtures, it was found\nthat Diet A, containing one-sixth by weight of milk solids in the dry food\nmixtures, was adequate; but Diet B, containing twice as high a proportion\nof milk, was better. On Diet A there was normal health thruout a normal\nlife cycle with successful reproduction and lactation and continued health\nfrom generation to generation, but by increasing the proportion of pro-\n\n"}
{"page": 468, "printed_page": null, "text": "462\n\nNational\n\nEducation\n\nAssociation\n\ntective food in this already adequate food supply, the already normal\nhealth was built to a higher level. Whether at this higher level the actual\noptimum has been reached, or whether that lies higher still, remains to\nbe determined but the measured differences show clearly that nutrition\ncan play a large part in the building up of already normal health to\nhigher levels. This work has been extended (1) to make the “newer\nknowledge of nutrition” more complete and explicit scientifically; and\n(2) to facilitate the practical application of the principle. While the\nresearch is being continued, we need not hesitate to use the new knowledge.\nWe find that calcium, Vitamin A, and what we have previously called\nVitamin G, but now called riboflavin, have all been significant factors\nin such nutritional improvement. It can be taught in terms of simple\nadvocacy of a greater prominence of fruits, vegetables, and milk in the\ndietary; or with any amount of scientific support for which the teacher\nfinds time and the students have sufficient foundation in scientific train¬\ning. The advance in nutritional knowledge brings more of the life picture\nwithin the region that can be influenced by education.\nMrs.\n\nChase\n\nGoing\n\nWoodhouse,\n\nDirector,\n\nProfessional Relations, and Professor of Economics,\n\nInstitute\n\nof Women’s\n\nConnecticut\n\nCollege,\n\nNew London, Conn. — “The Home Economist in Consumer Service”:\nThere is a real field in business for the home economist. It offers not only\na job but a chance to pioneer. Home economists are employed by food\nmanufacturers, distributors and trade associations, utility companies, tex¬\ntile manufacturers and distributors, research laboratories, advertising agen¬\ncies, radio, newspapers; in editorial positions, advisory services, department\nstores, nutrition services; and as interior decorators, directors of clubs and\ncollege residences, and as hotel housekeepers. Working conditions are usually\ngood with little discrimination against married women. Earnings vary a\ngreat deal. The educational requirement is a degree from a good department\nof home economics with emphasis on a special field. Basic sciences and prin¬\nciples are needed, with experience in actual work. Unusual personal qualities\nare necessary.\nA. L. Threlkeld,\n\nSuperintendent\n\nof Schools, Montclair,\n\nN. J.—\n\n“Education for Family Living”: Education should be directed toward the\npreservation and continuous improvement of the home. Appreciation should\nbe developed early in life. Children of today are economic liabilities in the\ncity, and can hardly feel dependent upon their parents for the necessities\nof life. This causes a weakening of the home. We should make an effort\nto restore psychological as well as physical health in the home. Congested\ncities and slums are endangering the home as an institution. Home must\nalways be the center of life since it produces the social cement by which\nwe are held together and work together as larger groups. The child gets\nhis first political experience, his attitudes and ideas of government, from\nthe home. He is thrifty or extravagant, parasitic or self-supporting, accord¬\ning to home conditions. His religious attitudes and ethical life grow out\n\n"}
{"page": 469, "printed_page": null, "text": "Department\n\nof home\n\nliving. The\n\nencompassing\n\nof Home\n\none theme of education which would\n\nevery value of life would\n\nBenjamin\n\n463\n\nEconomics\n\nAndrews,\n\nProfessor\n\ncome\n\nclosest to\n\nbe education for family living.\n\nof Economics,\n\nTeachers\n\nCollege,\n\nCo¬\n\nlumbia University, New York, N. Y. — “Consumer Purchasing as World\nBuilding”: Every dollar we spend builds the world which we desire to\ncreate as individuals, as family members, and as citizens of the local com¬\nmunity, of the nation, and even of that international world of which we\nare all increasingly aware. Each of us spends for those things he desires,\nand their achievement builds up the environment in which he lives. Peace,\nlike health, is purchasable. We must change our consumer minds regard¬\ning war and become convinced that the nations can create agencies for\npeaceful world government. Let us buy in our school budgets world civics\nfor all children; let colleges give courses in international government; let\ngovernment train for peace, with new services to build up international rela¬\ntion in education, sciences, and the professions. Closer international cooper¬\nation and increased international trade will raise standards of living and\nthis is the consumer’s fundamental\n\ninterest.\n\nDINNER\n\nHOME\nTaoi\n\nWai\n\nECONOMICS\n\nKing\n\nChik,\n\nDean\n\nMEETING\n\nAMONG\n\nTHE\n\nNATIONS\n\nof Women,\n\nLingnan\n\nUniversity,\n\nCanton,\n\nChina, told of the importance of the home in China. The ancients who\nwished to order well their states first regulated their families, thus making\nthe kingdom tranquil and happy. Home economics consisted of training\nhelpful wives so that the husbands and sons would become useful members\nof society. Children are trained to meet guests, use proper words for the\noccasion. Girls learn cooking, sewing, and embroidery at home. Since the\nintroduction of modern education the schools join in the task of home\neconomics education.\nEster\n\nAndersson,\n\nSweden,\n\nsaid homemaking\n\nhas always\n\nbeen\n\nimpor¬\n\ntant in the training of girls from every station in life. This training is\ndone at home, in homes of others, and in a few special places for this pur¬\npose. Girls must learn to clean and care for the home, cut and cook meat,\nbake bread typical of Sweden, prepare for holidays, and weave. The peas¬\nants, thru their folk costumes and paintings, may be expressing a desire for\nfreedom from life in the country.\nChieno\n\ncompared\n\nPeggy\n\nHawaiian\n\nconsist of many\n\nMasumoto,\n\nTeacher\n\nof Home\n\nEconomics,\n\nHawaii,\n\nschools with those in the United States. Their schools\n\nnationalities of children from the sugar cane and pineapple\n\nplantations. They eat, dress, live in homes, and speak the English language\nas in the United States. They draw federal funds for education and teach\nhome economics to meet the needs of the pupils.\n\n"}
{"page": 470, "printed_page": null, "text": "464\n\nNational\n\nFlorence\n\nFallgatter,\n\nEducation\n\nUnited\n\nStates\n\nAssociation\n\nOffice of Education,\n\nWashing¬\n\nton, D. C., reviewed changes in home economics programs to keep apace\nwith the demands of society. Society looks to the homemakers for many\nthings other than the skills; wholesome, happy environment; physical pro¬\ntection of health; wise spending; community improvement and interest.\nPRESIDENT’S\nFREDA\n\nG. WINNING,\n\nNEW\n\nYORK\n\nREPORT\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nN. Y.\n\nTo the regional directors and to the officers and members of the Execu¬\ntive Committee as well as to every member of this Department go my\nsincere thanks and appreciation for the splendid way they have helped\nmake this Department a successful working organization in the largest edu¬\ncation association in the world. This splendid cooperation, loyalty, and\ndevotion to the cause of home economics education should be continued\nif we are to achieve the aims of the founders of this Department.\nYour president has worked to secure cooperation with as many other\ngroups as possible so that the field of home economics education might be\nbrought to their attention and interest aroused in the cause of educating\nboys and girls to be better citizens. Magazines, papers, and newsletters have\ncontinued to carry announcements of our programs and plans. As con¬\nsultant of the Educational Policies Commission, I have continued to act\nas your representative. I have served as adviser to the Journal of Home\nEconomics and have represented you on the programs of state meetings and\nother affairs this year. The telephone and typewriter have been kept busy\ntaking care of inquiries, requests, and suggestions which have been made\nto your president.\nOur next meeting will be held in Cleveland in February. I hope you\nwill plan now to attend, and to give this Department and its officers your\ncontinued support. We\n\nare a part of the great National Education\n\nAssocia¬\n\ntion whose purpose is “to elevate the character and advance the interests\nof the profession of teaching and to promote the cause of popular educa¬\ntion in the United States.” Let us support this purpose and at the same\ntime ‘never lose sight of our own aim “to promote the growth and pro¬\ngressive development of home economics education in the public school\nprogram.”\n\n"}
{"page": 471, "printed_page": null, "text": "DEPARTMENT\nKindergarten-Trim\n\nary\n\nOF\nEducation\n\n"}
{"page": 472, "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 o fleers of the Department for the year 1938-39 are: president,\nEthelyn L. Mitchell, 5535 Kenmore Avenue, Chicago, III.; vicepresi¬\ndent,\n\nRuth\n\nO. Ferguson,\n\nsecretary-treasurer,\n\n8 North\nMrs.\n\nNinth\n\nJessie\n\nD.\n\nAvenue,\n\nMount\n\nReilly, 1414\n\nVernon,\n\nElmdale\n\nN.\n\nY .;\n\nAvenue,\n\nChicago, III,; regional directors, Ethel Massengale, KindergartenPrimary Supervisor, Board of Education, Atlanta, Ga.; A. Maud Sproat,\nSupervisor , City and County Building, Salt Lake City, Utah; Helen C.\nBaldwin, 325 Beverly Avenue , San Leandro, Calif.; Grace L. Phelps,\n120 Sezvard Avenue, Detroit, Mich.\nFacts relating to the establishment of this Department and records of\nits meetings zvill be found in earlier volumes of proceedings as follows:\n1884: 74\n\n1895 :510-560\n\n1906 -.626-629\n\n1911:417-430\n\n1885 \\349-368\n1886 -.499-560\n1887 -.329-361\n1888 :323-360\n1889 -.441-482\n1890 -.543-582\n1891 :527-568\n1892 -.251-304\n189 3:321-382\n\n1896:471-514\n1891:584-613\n1898:589-619\n\n1901:455-474\n190 8:501-542\n\n1918 :151-156\n\n1899 :5 30-574\n\n1910:377-416\n1911:477-516\n1912:607-632\n1913:425-446\n\n1894:67 9-704\n\n1900:365-402\n1901:501-539\n\n1909 :437-456\n\n1919:171-178\n1920:191-202\n1921:461-470\n1922:969-986\n192 3:705-718\n\n1928:411-434\n1929:425-448\n1930:367-390\n1931:467-482\n1932 :407-414\n\n19 33:423-434\n1934:409-422\n\n1924 :583-596\n\n1935 :379-388\n\n1925:478-503\n\n1904:415-437\n\n1914 :405-420\n1915 :629-670\n\n1936:267-273\n\n1926 -.497-528\n\n1937 -.305-314\n\n1905 :341-372\n\n1916:289-310\n\n1921:457-472\n\n1902 -.409-429\n190 3:377-406\n\n[ 466 ]\n\n"}
{"page": 473, "printed_page": null, "text": "THE\n\nRIGHT\n\nOF\n\nTHE\n\nYOUNG\n\nINSECURE\nPATTY\n\nSMITH\n\nHILL,\n\nCHILD\n\nTO\n\nSECURITY\n\nIN AN\n\nWORLD — Abstract\n\nFORMERLY\n\nOF\n\nTEACHERS\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nCOLLEGE,\n\nCOLUMBIA\n\nN. Y.\n\nWE WHO ARE DEVOTING OUR LIVES to the welfare of children must\nrealize more\n\nthe welfare\nseparate\n\nfully than we\n\nof the child from\n\nthe welfare\n\nhave\n\nin the past that we\n\nthe welfare\n\nof the family\n\nfrom\n\nof the family;\n\nthe welfare\n\ncannot\n\nseparate\n\nneither\n\ncan\n\nwe\n\nof the community.\n\nLet us picture the child in a wafless world, one where the present ap¬\nparently futile efforts of the League of Nations are respected, and where\nold-age pensions, compulsory education laws, social hygiene, and slum clear¬\nance, together with decent minimum-wage laws and unemployment insur¬\nance, promise life, liberty, and the pursuit of happiness to even the youngest\nand most helpless. The superannuated who have played their part in the\npast deserve our reverent care and protection as life wanes. But they repre¬\nsent our debt to the past, while children are the promise of the future, and\nare thus economically and socially of tremendous importance to the nation.\nThe tremendous importance of wise, wholesome affection, too, cannot be\noverestimated as a requirement for mental and emotional health from the\nvery beginning of life. To feel oneself loved and understood thru all the\nwaywardness of childhood is an inalienable right of every child. Any mode\nof correction which does not carry with it a sense of justice, increasing the\nchild’s confidence not only in the parent or teacher but in his own ability to\ncope with the misdemeanor, has failed in its purpose. For this reason much\ncorrection in child life is wasted agony, leaving what Freud rather roman¬\ntically called a “soul wound.”\nThose who study children thru long periods of time can but be impressed\nwith the sense of security, of confidence, and of faith which children develop\nthru constant contacts with adults who make no misstatements of facts or\nevents — those adults whose promises are invariably kept. Promises made to\nchildren should be as binding as contracts in adult society, as sacred as the\ncovenants in Old Testament history. However, it must never be forgotten\nthat a sense of security springs from within, as well as from environmental\ninfluences. Self-confidence must be persistently cultivated from infancy, even\nin the smallest affairs of life.\n“Love ’em and leave ’em” is not enough. This would be a comparatively\nsimple task ; but to see in immaturity the promise of maturity and to lend a\nwise hand while maturation is taking place require wide knowledge of the\ngrowth processes, together with affection, sympathy, and self-control.\nLet us see the child in his family and community setting and realize the\nnecessity for us to play our part in legislation, that those laws which directly\nand indirectly affect child welfare may be passed, respected, and obeyed.\n[467 ]\n\n"}
{"page": 474, "printed_page": null, "text": "468\n\nNational\n\nWHAT\n\nWE\n\nKNOW\n\nEducation\n\nABOUT\n\nAssociation\n\nTHE\n\nNEEDS\n\nOF\n\nYOUNG\n\nCHILDREN — A bstract\nGEORGE\n\nD. STODDARD,\n\nDIRECTOR,\n\nUNIVERSITY\n\nOF\n\nIOWA\n\nCHILD\n\nIOWA,\n\nIOWA\n\nWELFARE\nCITY,\n\nRESEARCH\n\nSTATION,\n\nIOWA\n\nThe needs of young children that are of especial interest for teachers may\nbe listed under these headings: (1) learning and intelligence, (2) emotion,\nand (3) personality.\nLearning — We may ask, Why is a child motivated to learn in the first\nplace? At the extremes we can give an answer to this question. It is clear\nthat the child learns or he dies. Most children cannot even suck at their\nmother’s breast when born. It takes a learning period to acquire this simple\nand absolutely essential skill. All that we need to do here is to postulate a\nsmall amount of insight, for we are at the lowest end of the scale. The newDorn is a true organism. It is growing and developing. It is excitable. It can\nbe stimulated. It is a storehouse of energy, and its store must be replaced\ncontinually. At the same time, it is bathed in environmental influences and\nsubjected to external problems for which it has had no previous experience.\nIn short, in the earliest childhood, the stage is well set for learning to begin.\nBeyond these immediate necessities, there are many things that the organ¬\nism must learn in order to be effective, to be happy, to be secure. These\nconstitute the bulk of learning problems. The school child who cannot learn\nto read will survive. He may come to full physical and physiological fruition\nwithout the ability to read. And yet, cultural conditions being what they\nare, he is likely to be unhappy in his illiteracy. We live in a world where\nreading is one of the practical necessities of life, and the child who cannot\nread is dreadfully handicapped.\nThus, motivation becomes largely a matter of social psychology. Learn¬\ning takes place thru the powerful and permanent impact of our culture upon\nthe growing child. Differences in ability to respond to these impacts are\nrecognized, for theoretical and practical purposes, as differences in intelli¬\ngence.\nAt the same time, within certain limits, the kind of impact has a reverse\neffect upon the ability of the organism to learn. It is the child who is\nstimulated to learn, who wants to learn, who has rich opportunities to\ndevelop his relational and conceptual patterns, who, paradoxically, increases\nhis ability to learn.\nEmotions — The early emotional patterns of infants are rather general¬\nized, the first responses being undifferentiated excitement, except as between\ncomfort and discomfort. Along about the preschool age, the child begins\nto select from his environment the things to which he will respond emo¬\ntionally. This we can observe. By knowing the objects and occasions of the\nfear response, for example, we can strengthen the child, help him to elimi¬\nnate some fears and to keep others away from the harmful extremes.\nPersonality — The essential personality of the child, like its learning\nability and its emotional patterning, is, to some extent, a function of what\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof\n\nKindergarten — Primary\n\nEducation\n\n469\n\ngoes on about him. Except for a small percent of cases which may be labeled\norganic, personality disturbances, as in ordinary behavior problems or in\nthe more severe neuroses and psychoses, arise out of fundamental social\nstresses as between the individual and his environment. The environment,\nin this case, consists largely of the interrelations among the persons who are\nclose to him: his parents, his brothers and sisters, relatives living in the\nhome, the teacher, the neighborhood, and the gang.\nSomehow, the child must make his way as an individual and a personality.\nIf he is frustrated, insecure, or unloved at home, we are bound to get reper¬\ncussions. We get a child who deviates from our concepts of what normal,\ngrowing, interesting children should be.\nIt is in a sound knowledge of the child’s nature and his social and intel¬\nlectual needs that we may truly expect to build up not only a curriculum\nand a school plan, but that fundamental relationship between teacher and\npupil which makes education worthwhile.\nThe practical relation of these concepts to such school enterprises as the\nkindergarten and nursery school should be a matter of steady concern for\nparents and school authorities alike.\n\nRUTH\n\nTHE\n\nUNMET\n\nNEEDS\n\nANDRUS,\n\nCHIEF,\n\nCHILD\n\nBUREAU,\n\nSTATE\n\nEDUCATION\n\nOF\n\nCHILDREN — Abstract\n\nDEVELOPMENT\n\nAND\n\nDEPARTMENT,\n\nPARENT\n\nALBANY,\n\nEDUCATION\nN.\n\nThis discussion might well include all the problems of modern\n\nY.\n\nchildhood\n\nand youth the world over, such as child labor, the influences of disease, un¬\nemployment, housing, and war. Instead of any of these, we shall consider an\nunmet need which from my point of view is fundamental to all these, and\nthat is the need of every single child the world over for friendly adults who\nunderstand him and give him his place in the sun. We can narrow this\nstill further and say that every child needs teachers who are friendly and\nwho understand him.\nWhose purposes and interests do you consider when you plan your pro¬\ngram? So many times we are getting children ready for something which\ncomes next rather than giving them opportunity to live each moment as\nfully as possible in an environment which is healthy and rich in experience,\nwhich provides different kinds of raw materials, and which includes the\nguidance of a friendly adult. How many of us have stopped to think what\nchildren’s purposes are?\nCan we see children as they really are or are we continually holding\nbefore ourselves pictures of desirable children as our parents, grandparents,\nand society in general have painted them for us rather than face the fact\nthat we ourselves were once the direct, earthy, vigorous, naive, and delight¬\nful individuals whom we can vaguely sense in their unguarded moments in\nthe children whom we know well today. As a substitute for those outworn\npictures I should like to suggest as desirable children those who are friendly\nand whom others like; are active both in thinking and doing; understand\n\n"}
{"page": 476, "printed_page": null, "text": "470\n\nNational\n\nhow\n\nto work\n\nEducation\n\nin groups ; are aware\n\ncan solve problems ; can make\nand who\nthem.\n\nA\n\nof the rights and interests of other groups ;\n\nmistakes\n\nfrom firsthand contacts grow\n\nCHALLENGE\n\nTO\n\nROBERT\n\nPROFESSOR\n\nK. SPEER,\n\nAssociation\n\nand still go on solving problems ;\n\nin understanding\n\nTEACHERS\nOF\nA bstract\nOF\n\nNEW\n\nN.\n\nabout\n\nYOUNG\n\nCHILDREN —\n\nNEW\n\nUNIVERSITY,\n\nEDUCATION,\nYORK,\n\nof the world\n\nYORK\n\nY.\n\nThe great need of the world today is economic reconstruction. As citizens,\nteachers must contribute. As teachers, we must see to it that our young\npeople develop a power to wrestle successfully with the problems and issues\nof our own and of their times. We educators as a group are pretty illiterate.\nOh yes, we can read and write — I do not mean that. I mean that we our¬\nselves are not well informed on social, economic, and political problems;\nthat we\n\ndo not have a grasp of social meanings,\n\nof social trends. I recom¬\n\nmend that we set ourselves to the task of learning for ourselves the intri¬\ncacies of our complex social order; that we build into our beings a concept\nof a new\n\nand better order ; that we learn for ourselves in order that we may\n\nguide the learning of others. Educators\nthey may be competent\n\nshould learn for themselves\n\nto accept the challenge to see that the school not only\n\ndares to but does contribute its mite in building a new\nof complete economic security for all.\nEducational\n\nadministration,\n\nantithesis of democratic\nbetween\n\nmanagement\n\nso that\n\nas commonly\n\npracticed today, is the direct\n\nsocial planning. The\nand\n\nemployees\n\nsocial order — a regime\n\nsame\n\nis evident\n\nconflict that is evident\n\nbetween\n\neducational\n\nad¬\n\nministrators and teacher-workers. The average administrator gives orders\nand expects teachers to obey. More recently, they have invented the word\ncooperation — but, as commonly\ncoo while I operate.\nDemocratic\nWhen\n\npracticed, the word\n\nsocial planning of our educational\n\nI say this to school administrators,\n\ngenerally are not sufficiently competent\ntional renovation project.\n\n“cooperate”\n\nparaphernalia\n\nmeans\n\nyou\n\nis essential.\n\nthe usual reply is that teachers\n\nto act as real partners in the educa¬\n\nI am getting a little tired of the literature which constantly describes\nthe job of administrators and supervisors to be to improve teachers in service.\nThis concept of administration — to improve teachers in service — grew up\nin the old days when teachers might be certified with little or no professional\ntraining. Teachers\nyears ago. Due\nmore\n\ngenerally are as competent\n\nnow\n\nas supervisors\n\nwere\n\nto the nature of the selection of administrators, we are often\n\ncompetent\n\nin the strictly educational\n\naspects. Too\n\noften, we\n\nhave in\n\npositions of control what I call “brick and mortar” administrators. They\nhave been trained to know the proper width of corridors, the height of a\ntread of a step, the square footage of ground\nschools. They\n\nspace for certain population\n\nare so busy with the strictly physical aspects — their budgets,\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof\n\nKindergarten — Primary\n\nEducation\n\n471\n\ntheir school plants — that they have often become quite divorced from the\ninside classroom and truly educational aspects. Men administrators are, I\nbelieve, more\n\nsusceptible to this divorcement.\n\nSupervisors\n\nare quite often\n\nengaged because of their warm-palmed, hand-shaking, story-telling pro¬\nclivities. Administrators and supervisors are sometimes carbuncles on the\npathway\n\nto educational progress. The\n\ntime has come, in a great many\n\nschool\n\ncommunities, when we must consider seriously the problem of how, as teach¬\ners, we may improve administrators and supervisors in their educational\nunderstanding and service.\nThey say that the job of administrator and supervisor is to improve teach¬\ners in service. I am proposing that one of the very important jobs of teachers\nis to individually and collectively improve\n\nadministrators\n\nand\n\nsupervisors\n\nin educational service. Actually the time has come for us, together, to demo¬\ncratically improve the educational services to the boys and girls of this\ncountry.\nWhichever\n\nit may\n\nbe, we\n\nteachers must\n\ntake our\n\nrightful place in de¬\n\ntermining the educational set-up and content. Schools are run for the chil¬\ndren and, as teachers, we are at the point of contact. This alone qualifies us\nthe better to enter into the determination\nsupposed\n\nof which\n\neducational\n\npolicies are\n\nto be for the benefit of our clients — the children themselves.\n\nis so important\n\nthat we\n\npolicy-execution.\n\nmust\n\nwork\n\nPolicy-making\n\nfor a divorcement\n\nmust\n\nof policy-making\n\nbe in the hands\n\nThis\nand\n\nof a representative\n\ngroup, representing all interested parties — teachers, students, parents, jani¬\ntors, and so forth. Policy must be executed by the individual or a group of\nindividuals best qualified to execute the particular policy under consideration.\nSometimes\n\nthe best qualified individual\n\nteacher, and sometimes\nThis is democratic\ndemocracy\n\nwill be a student, sometimes\n\nit will be him whom\nand, simultaneously,\n\nwe\n\nnow\n\ncall an administrator.\n\nhazardous.\n\nMany\n\nin the schools are and will be suspected. Many\n\nBut this is our task — our responsibility — if we\nservice to the democratic\nbon voyage !\n\nBYLAWS\n\nOF\n\nAmended\n\nJune\n\nARTICLE\n\nI. NAME\n\nof this organization\n\nof this Department\n\nSec. 2. To\n\npromote\n\nto pay lip\n\nor not, let us set sail — and\n\n27, 1938\n\nof Kindergarten-Primary\n\nII. PURPOSES\n\nshall be:\n\nSection 1. To unite kindergarten-primary teachers thruout\ndiscussion of questions pertaining to this field of education.\nplied to all grades.\n\nfight for\n\nwill be discharged.\n\nare not merely\n\nshall be the Department\n\nARTICLE\nThe purposes\n\nwho\n\nTHE\nDEPARTMENT\nOF KINDERGARTEN¬\nPRIMARY\nEDUCATION\n\nAs\n\nThe name\nEducation.\n\nidea. But hazardous\n\na\n\na better understanding\n\nthe country for the\n\nof basic educational\n\nprinciples\n\nas ap¬\n\n"}
{"page": 478, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nSec. 3. To acquaint the public with the intellectual, emotional, physical, and social\nvalues thru wisely organized kindergarten and primary work.\nSec. 4. To work for higher standards in the selection and training of teachers in\nthe early elementary\n\nfield.\n\nSec. 5. To initiate and support movements for the welfare of children and teachers.\nSec. 6. To conduct and cooperate in conducting research studies for the furtherance\nof kindergarten-primary\n\neducation.\nARTICLE\n\nSection\n\n1. All N.E.A.\n\nkindergarten-primary\n\nin early childhood education\nPrimary Department.\n\nSec. 2. Active\n\nmembership\n\n“are actively engaged\n\nSec. 3. Associate\nSec. 4. The\n\nmay\n\nthereby\n\nmembership\n\n1. The\n\nmembers\n\nexcept\n\nyear shall be from\n\ninterested\n\nof the Kindergarten-\n\nactive members,\n\ni.e., those wrho\n\nwork.”1\n\nshall include all other members\n\nARTICLE\n\nSection\n\nbecome\n\nor other educational\n\nof the Department\n\nmembership\n\nteachers or other members\n\nshall include N.E.A.\n\nin teaching\n\ntitled to all privileges\n\nIII. MEMBERSHIP\n\n“who\n\nshall be en¬\n\nthe right to vote or hold office.”2\n\nSeptember\n\n1 to August\n\n31.\n\nIV. OFFICERS\n\nofficers of the Department\n\nshall be a president, a vicepresident,\n\nand a secretary.\n\nSec. 2. The\n\npresident shall nominate\n\na candidate\n\nfor secretary the year\n\nof her\n\nelection.\n\nSec. 3. There\nmembers\n\nshall be an executive committee\n\nelected at large and\n\nSec. 4. Members\n\nrepresenting\n\nconsisting of the officers and four\n\ndifferent sections of the country.\n\nat large shall hold office for four years, one member\n\nretiring\n\neach year.\n\nSec. 5. The\nboard\n\nretiring president shall become\n\nfor a period\n\nof two\n\nyears following\nARTICLE\n\nSection\n\na consulting member\n\nher retirement.\n\nV. ELECTIONS\n\n1. Election of officers and members\n\nof the Executive\n\nplace in the business session of the Department\nthe National Education Association.\n\nheld during\n\nSec. 2. Election shall be by ballot except when\noffice when\n\nthe viva\n\nvoce\n\nmay\n\na nominating\n\nCommittee\nthe annual\n\nshall take\nmeeting\n\nthere is but one candidate\n\nof\n\nfor the\n\nbe used.\n\nSec. 3. Active members only are entitled to vote.\nSec. 4. The president with the advice and consent\nshall appoint\n\nof the executive\n\ncommittee\n\nof the Executive\n\nnot later than January\n\npreceding\n\nCommittee\nthe annual\n\nmeeting. The committee shall consist of five members, one of whom shall be a mem¬\nber of the Executive Committee. This committee shall nominate one candidate for\neach office to be filled. Nominations\nARTICLE\n\nSection\n\n1. The\n\nthe Executive\nor upon\n\nthe written\n\nand perform\na member\n\nVI. DUTIES\n\ncall meetings\n\nrequest\n\nfrom\n\n(with the approval\n\nthe floor shall be permitted.\nOF\n\nOFFICERS\n\npresident shall preside at the meeting\n\nCommittee;\n\na representative\n\nfrom\n\nof the Executive\n\nof its members;\n\nour Department\n\nof the executive\n\nof the Department\nCommittee\n\nsign all orders\n\nat the expiration\n\nand of\n\nat her pleasure\n\non the treasury;\n\nappoint\n\nof the term for which\n\nelected\n\nofficers) to the National\n\nCouncil\n\nof Education;\n\nsuch other duties as usually pertain to the office. She shall be, ex officio,\n\nof all standing\n\ncommittees.'\n\n1 N.E.A. Bylaws.\n2 N.E.A. Bylaws, “Each department has the right to fix the qualifications of its members\nand business providing active members and no others shall be eligible for membership.”\n\nfor election\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nKindergarten — Primary\n\nEducation\n\n473\n\nSec. 2. In the absence of the president of the Department,\n\nthe vicepresident\n\nshall\n\nperform\n\nof\n\nall the duties of that office.\n\nSec. 3. The\n\nsecretary shall keep a careful record of the proceedings\n\nof the Depart¬\n\nment and of the Executive Committee, and she shall be responsible for their preserva¬\ntion. Within a reasonable time after any meeting of the Department or Executive\nCommittee,\n\nshe shall, upon\n\nrequest, furnish\n\na copy\n\nof the minutes\n\nto members\n\nof the\n\nExecutive Committee. She shall prepare and keep on file an accurate list of all mem¬\nbers of the Department and perform such other duties as may devolve upon her.\n\nSec. 4. The\nvacancies\n\nSec. 5. The\nduring\n\nExecutive\n\nexcept\n\nCommittee\n\nshall by a majority vote of its members\n\nthat of president\n\nExecutive\n\nthe period\n\nannual program;\nDepartment.\n\nSec. 6. Annual\n\nCommittee\n\nbetween\nand\n\nand\n\nshall conduct\n\nmeetings;\n\nperform\n\nsuch\n\nfill any\n\nsecretary.\n\nthe business\n\nof the Department\n\nassist the president\n\nin the preparation\n\nother\n\nbe delegated\n\nduties\n\nas may\n\nreports shall contain a list of officers and committees\n\nment, together with their addresses and such other matters\nmittee may direct. This report may be printed as a yearbook\nARTICLE\n\nVII.\n\nof the\n\nto it by the\n\nof the Depart¬\n\nas the Executive Com¬\nof the Department.\n\nMEETINGS\n\nSection 1. Meetings shall be held annually during the N.E.A. convention.\nSec. 2. Meetings shall consist of two sessions with formal programs and one for\nbusiness\n\nor conference\n\nif desired.\nARTICLE\n\nThe\n\nN.E.A.\n\nprogram\n\nagrees\n\nto make\n\nfor the annual\n\nARTICLE\n\nSection\n\nIX.\n\n1. There\n\navailable\n\nFUNDS\n\nnecessary\n\nfunds\n\nfor the organization\n\nof a\n\nconvention.\n\nORGANIZATION\n\nAND\n\nDUTIES\n\nshall be one standing committee,\n\nand such special committees\npartment.\n\nSec. 2. The\n\nVIII.\n\nResolutions\n\nas may\n\nbe deemed\n\nCommittee\n\nOF\n\nCOMMITTEES\n\nthe Committee\n\nnecessary\n\non Resolutions,\n\nby the president\n\nshall consist of three members,\n\nor De¬\n\nappointed\n\nby\n\nthe president with the advice and approval of the Executive Committee. All resolu¬\ntions offered at a regular meeting of the Department shall be referred to the Com¬\nmittee on Resolutions unless otherwise ordered by the Department.\n\nSec. 3. The\n\nStanding\n\nally or oftener\n\nCommittee\n\nat the request\n\nshall report to the Department\n\nARTICLE\n\nSection\n\n1. The\n\ncommittees\nproperty\n\nrecords and\n\nX. RECORDS\n\naccounts\n\nshall be kept in books\n\nof the Department\n\nprovided\n\nand\n\nof its officers and\n\nby the Department\n\nand\n\nshall be the\n\nof the Department.\n\nSec. 2. The\nbelonging\ncommittee\n\nbooks, papers,\n\nto the Department\nchairmen.\n\nrecords, accounts, and\nshall be\n\nARTICLE\n\nSection\npresent\n\nin writing annu¬\n\nof the president.\n\n1. The\n\nbylaws\n\nat the annual\n\nto the Executive\n\nmay\n\nmeeting\n\nCommittee\n\nRobert’s Rules\n\nof Order\n\nXI.\n\nto newly\n\nby a two-thirds\n\nthe proposed\n\nninety days\nXII.\n\nover\n\nof any description\nelected\n\nofficers and\n\nAMENDMENTS\n\nbe amended\nprovided\n\nARTICLE\n\ncommittees.\n\nturned\n\nproperty\n\nprior to the annual\nRULES\n\nshall govern\n\nOF\n\nvote of the members\n\namendment\n\nhas been\n\nsubmitted\n\nmeeting.\n\nORDER\n\nthe meetings\n\nof the Department\n\nand\n\nits\n\n"}
{"page": 480, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nSECRETARY’S\n\nNew\nBusiness\n\nMeeting,\n\nAssociation\n\nMINUTES\n\nYork City\n\nMonday\n\nAfternoon,\n\nJune\n\n27, 1938\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.\nThe\nThe\n\nminutes of the 1937 meeting were approved\nfinancial report was made and accepted.\n\nas printed\n\nin the Proceedings.\n\nThe president made a short verbal report concerning the request made last year\nfor a grant of money from the executive board of the National Education Association,\nin lieu of dues. Four\nsummer meeting.\nIt was\n\nmoved\n\nhundred\n\ndollars\n\nby Jennie Wahlert,\n\nwas\n\nallotted to finance\n\nseconded\n\nby Evelyn\n\nthe program\n\nChasteen,\n\nfor the\n\nthat the executive\n\nboard of the Department of Kindergarten-Primary Education express to the Execu¬\ntive Committee of the National Education Association its gratitude for the Executive\nCommittee’s willingness to understand the needs of the Department in making it\npossible, thru a grant of funds, to carry on some of the activities necessary to meet\nthe many problems of kindergarten-primary teachers all over the country. In viewing\nthe future from the experiences of the past, may this Department anticipate from\nthe Executive Committee of the National Education Association the same under¬\nstanding of the increasing obligations\nDepartment. Motion carried.\n\nand\n\nservices\n\nto early childhood\n\nthru\n\nthis\n\nA further discussion brought out the hope that in time the president of the Depart¬\nment might be enabled to attend the meetings of either or both the American Asso¬\nciation of School Administrators and the Association for Childhood Education.\nIt was the thought of the group that the bulletins published\nhaving proved their value, should be continued when possible.\nGrace Phelps, Detroit, Michigan, chairman\nthe following report for the Committee:\n\nby the Department,\n\nof the Resolutions\n\nCommittee,\n\nmade\n\nof mental health and\nthe home and the school in the devel\nopmen\nt\nof\nthat the attent\nwe recom\nof young childr\nsocial adjust\nion\nen,\nmend\nment\nmateri\nreadin\nbe called to this subject thru sugges\nand teache\nparent\nal.\nrs\ns\ng\nted\n\ntween\n\nuse in the early elemen\nta\n\nry\n\nfield, we\n\nmateri\n\nthat such\n\nrecom\n\nmend\n\nal\n\nbe pre¬\n\npared.\nIII. Whereas, The future welfare of the country depends upon the best develop¬\nment of children, we advocate the maintaining of kindergartens and the\n\nestablishment\nIV. Whereas,\nrevision\n\nschools\n\nAmendments\n\nto bring them\n\nMarjorie Hardy’s\nreceived and filed.\nIn accord\n\nof nursery\n\nbeen\n\nreport of the meetings\nNo.\n\nIV\n\nUnanimous consent having\nand adopted as revised.\n\nbeen\n\ngranted,\n\nNominating\n\npage 466.)\nA rising vote\n\nCommittee\n\nof thanks\n\nmade\n\nchildren.\n\nto the bylaws,\n\nup to date, to simplify and make\n\nresolution\n\nThe\n\nwith\n\nhave\n\nfor all young\n\nwas\n\nof the National\n\nthe Revision\n\nthem\n\nCouncil\n\nCommittee\n\nthe bylaws\n\nwere\n\nwe\n\nrecommend\nof greater\n\nhelp.\n\nof Education\n\nwas\n\nsubmitted\n\nits report.\n\nconsidered\n\nseparately\n\ngave its report. (For list of officers see Historical\ngiven\n\nthe officers. The\n\na\n\nmeeting\n\nwas\n\nadjourned.\n\nNote,\n\n"}
{"page": 481, "printed_page": null, "text": "DEPARTMENT\n\nJ^ip Treading\n\nOF\n\n"}
{"page": 482, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nlip\n\nestablished\n\nreading\n\nwas\n\nat the Philadelphia\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 1938-39 are: president,\nMary E. Van Horn, 480 Lexington Avenue, New York, N. Y .; vicepresident,\n\nLeone\n\nM.\n\nRabat,\n\n2806\n\nsecretary-treasurer,\n\nElsie\n\nO.\n\nS.E.\n\nBensing,\n\n75th\n\nAvenue,\n\nSmouse\n\nPortland,\n\nOpportunity\n\nDes Moines, Iowa.\nMeetings are held once each year in July. The Department\n\nOre.;\n\nSchool,\n\npublishes\n\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:\n1926 -.1067, 1100\n\n1929 :449-462\n\n1932 -.415-422\n\n1921:473-486\n\n1930:391-400\n\n192 8:435-450\n\n1931 :483-494\n\n19 33:435-444\n1934:423-434\n\nr 476 |\n\n1935 :389-396\n\n1936:275-282\n1931:315-324\n\n"}
{"page": 483, "printed_page": null, "text": "WHAT\n\nJAMES\n\nNEW\nYORK\nCITY\nCHILDREN\nWITH\nJ.\n\nREYNOLDS,\n\nSCHOOLS\nARE DOING\nIMPAIRED\nHEARING\n\nASSISTANT\nNEW\n\nSUPERINTENDENT\n\nYORK,\n\nN.\n\nOF\n\nFOR\n\nSCHOOLS,\n\nY.\n\nTheJanuary\nnew York\ncity program for the conservation of hearing began in\n1934 as a Civil Works Project. Long before this, the New\nYork League for the Hard of Hearing had made strenuous and partly\nsuccessful efforts to arouse the educational authorities to take action to aid\nthis type of child. The League succeeded first about twenty years ago when\nit placed two of its trained lip reading teachers in adult evening schools.\nThen a few regular class teachers took a course in the teaching of lip read¬\ning and were permitted to give lip reading instruction to small groups\nof children in their schools.\nThe years of effort bore fruit in January 1935, when an extensive pro¬\ngram was begun under the direction of Daniel Caplin. The objectives of\nthis movement\n\nwere to discover, examine, and classify all children handi¬\n\ncapped by hearing impairment, and to carry thru the complete hearing con¬\nservation program outlined by the League.\nThis program included group audiometer (4A) testing of nearly 800,000\nchildren, individual testing (2A) of all children found defective on the\nfirst test, otological examination of all those proved defective by the indi¬\nvidual test, and medical treatment and educational help for those children\nwho were irrevocably hard of hearing. All these services were free for all\nchildren up to the otological examination and treatment. Children who\ncould afford it went to private otologists; all others were\ntreated free of charge.\n\nexamined\n\nand\n\nChildren were recommended for lip reading instruction in their regular\nschools where a 20 decibel loss was found. Children between the ages of five\nand eight who had a biaural loss of 35 decibels were recommended to the\nschool for the deaf, as were those who had a biaural loss of 50 decibels and\nwere nine years of age or over. Approximately two hundred children have\nbeen recommended to the school for the deaf since April 1935. Nearly\n12,000 were recommended for lip reading instruction in their regular schools.\nThis instruction is supplementary to the regular class work.\nThere are many fascinating problems connected with the teaching of lip\nreading which I hope to have answered.\nWhat\n\nis the best age\n\nat which\n\nWhat\n\nis the maximum\n\nnumber\n\nHow\n\nlong should\n\nCan\n\nchildren\n\na lip reading\n\nof low\n\nto start lip reading\n\ninstruction?\n\nof pupils that can be taught\n\nefficiently at one time?\n\nlesson be?\n\nI.Q. be taught\n\nto lip read?\n\nIn accordance with the state law, a test of hearing will be made every year\nduring the child’s school life. We hope to expand our lip reading instruction\nand to improve the methodology of teaching the subject. We hope to en[477]\n\n"}
{"page": 484, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\ncourage suitable vocational training and guidance for the hard of hearing.\nWe have made a good beginning in New York City, and we consider it\nonly a beginning.\nDISCUSSION\nMRS.\n\nBERTHA\n\nW.\n\nCHASE,\n\nTEACHER\nPORTLAND,\n\nOF\n\nLIP\n\nREADING,\n\nPUBLIC\n\nSCHOOLS,\n\nMAINE\n\nThe first lip reading class for adults in Maine was organized in 1926 in\nthe Portland Evening School. Two years later a phonoaudiometer was\npurchased by the schoolboard and a nurse was appointed to give tests and\nfollow up the cases. Shortly afterward, courses in methods of teaching lip\nreading were financed for teachers already in the system. The teachers who\ntook the course gave their vacations to study with the full understanding\nthat lip reading would be a regular subject in the curriculum and that their\nsalaries would not be increased. Forty-three teachers have taken this course\nand are certified to teach lip reading by the Portland Board of Education\nand the Maine State Education Department. Thus one or more lip reading\nteachers have been provided for every school in Portland.\nThere\n\nwere thirty-two teachers of lip reading in the public schools last\n\nyear. Thirty-three classes were\ntotal registration of 147 pupils.\n\norganized in twenty-three schools with a\n\nIn answer to Dr. Reynold’s questions, we find that the best age to start\nlip reading is in the third grade, an average age of eight years. In the ele¬\nmentary grades we endeavor to have not more than six pupils in a class.\nThe period of instruction is forty-five minutes in length once a week. We\nhave been very successful in teaching children of low I.Q. to read lips, altho\nit necessitated more patience and very simple lessons.\nWe, who understand the problems, must keep bravely on our course\nand strive to make the public realize what is being done and what needs\nto be done.\nDISCUSSION\nJ. CAYCE\n\nMORRISON,\n\nASSISTANT\n\nEDUCATION\n\nDEPARTMENT,\n\nDr. Reynolds has acknowledged\nHard\n\nCOMMISSIONER\n\nOF\n\nALBANY,\n\nEDUCATION,\nN.\n\nY.\n\nour indebtedness to the League\n\nof Hearing in developing an understanding\n\nSTATE\n\nfor the\n\nof the educational, medi¬\n\ncal, and social implications of hearing impairment. Up-state New York has\nfollowed the same course. There are about 1700 children in the seven\nschools for the deaf in New\n\nYork\n\nstate. In addition to schools for the deaf,\n\nthere are six registered classes for the deaf and the hard of hearing which\nhave a total registration of about 100 pupils. The state pays for special\nlessons in lip reading for 53 pupils and, in addition, a number of schools\nhave provided lip reading instruction thru itinerant and “in-teacher” pro¬\ngrams.\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nDr. Reynolds\n\nof\n\nLip\n\n479\n\nReading\n\nhas indicated set and definite standards\n\nto be used in recom¬\n\nmending children for special instruction. I should like to see a better adapta¬\ntion to the needs of each individual pupil in recommendations for special\neducation.\n\nA\n\nsingle standard\n\nshould remember\n\nthat there are bright and slow hard of hearing children,\n\nand that there are wide\nand social adjustment,\nSo before we\nindividual.\n\nbased on acuity alone is not sufficient. We\n\nvariations in attitudes, family background,\n\nwhich\n\ntend to limit the adequacy\n\nhealth,\n\nof a single standard.\n\nlabel the children as to class, let us think of each one as an\n\nIn answer to Dr. Reynold’s questions, I should say that the best age to\nstart lip reading is the age at which the need for it is demonstrated. Even a\nchild of two can learn lip reading within\n\nthe limits of his experience.\n\nIt would seem that a flexible rule should be used in determining the num¬\nber of pupils to a class, and the length of class period, with such factors as\nage, general scholastic achievement,\nof the group\nChildren\n\ncontributing\n\nto the decision.\n\nof low I.Q. should be taught lip reading and can be taught the\n\nskill to meet\n\ntheir individual and social needs. They\n\nto lip read a vocabulary\nThe\n\nand social adaptability of each member\n\nwhole\n\nbeyond\n\nprogram\n\ntheir mental\n\nshould not be expected\n\nand social ability.\n\nof hearing conservation\n\ndeserves\n\nthe careful con¬\n\nsideration of all school authorities. As intelligent members of a great profes¬\nsion we must accept the responsibility for educating the public to a better\nunderstanding\n\nTHE\n\nof the deaf and hard of hearing.\n\nESSENTIAL\n\nLIKENESSES\n\nTEACHING\n\nLIP\n\nAND\nCLARA\n\nThe\n\nE. NEWLEE,\n\nTHE\nHEAD\n\nDIFFERENCES\n\nREADING\n\nTO\n\nHARD\n\nHEARING\n\nOF\n\nTEACHER,\n\nPARKER\n\nCHICAGO,\n\nILL.\n\nessential likenesses and\n\ndeaf and to the hard\n\nAND\n\nTHE\n\nIN\n\nDEAF\n\nELEMENTARY\n\nSCHOOL,\n\ndifferences in teaching lip reading\n\nof hearing will be clearly understood\n\nif we\n\nto the\ndefine\n\nthe terms “deaf” and “hard of hearing,” and then analyze the basic prin¬\nciples underlying the teaching of lip reading to the two groups.\nThe\n\nactual degree of deafness, measured\n\nof fundamental\n\nimportance\n\nin decibels or percents, is not\n\nin establishing a classification of “deaf”\n\n“hard of hearing” at least from the educational\nimportant is the age at the incidence of deafness.\n\npoint of view. What\n\nand\nis\n\nLanguage is normally acquired in infancy or in early childhood. If hear¬\ning is lacking in infancy, language and speech do not develop at all, and\nwe have what\n\nwe\n\ndeafness may\n\nor may\n\nis severe enough\nwithout\n\nteachers call a deaf child, considered\nnot be total, as measured\n\nso that speech and language\n\nspecial instruction, the language\n\neducationally. The\n\nby audiometers,\n\nare not learned\n\nand speech must\n\nbut if it\n\nin infancy,\n\nbe taught thru\n\nother senses than the hearing. Lip reading is the deaf child’s mother tongue.\nThru lip reading his entire body of language and speech is learned. The\n\n"}
{"page": 486, "printed_page": null, "text": "480\n\nNational\n\nprocess is never\nsituation.\nWith\n\ncompleted,\n\nEducation\n\nfor new\n\nAssociation\n\nwords\n\nare added\n\nthis classification of deaf lip readers who\n\nthe first word\n\nconstantly in every\n\nuse lip reading\n\nfrom\n\nthey learn, it is obvious that their lip reading functions\n\nan original learning, and\n\nas\n\nis in no sense a transfer as are other types of\n\nlip reading.\nIn addition to lip reading, or in the absence of it, the deaf child may\nuse other means\n\nof communication : the so-called manual\n\nmethod\n\nof ges¬\n\ntures, signs, and finger spelling. Such methods do not improve his lip read¬\ning. Indeed, they set up an interference for lip reading, and I am inclined\nto believe they are responsible for the social separation of these two groups\nin adult life.\nIt is quite obvious\nmust\n\nthat for one to fall into this class, the hearing loss\n\noccur after the age of three, at a minimum.\n\nIt is safer to use the age\n\nof five, and I have known\n\nquite a few who « were\n\nsix or more\n\nthe onset of deafness, who\n\nlost their use of language\n\nyears of age at\n\nand speech and became\n\nas the deaf child. For a great many years, only persons who had lost hear¬\ning in adult life were thought of as benefiting by learning to read lips.\nRecently, with better understanding,\nor school age who\nThe\n\nwe\n\nhave lost hearing as benefiting by lip reading.\n\nfirst requisite for learning to read lips (I do not need to refer to\n\ngood eyesight to you) is the understanding\ntvpe. They\nThis\n\nare including children of preschool\n\nsee speech to understand\n\nis a transferred\n\nof language\n\nof the conversational\n\nit, instead of hearing to understand.\n\nlearning, as contrasted\n\nlanguage by the born-deaf lip readers.\nThe material of lip reading is language.\n\nwith the original learning of\nThe\n\nperson\n\nwho\n\nis hard\n\nof\n\nhearing knows his language. His deafness prevents his using language natu¬\nrally in conversation. But he can learn to substitute his sight for his hearing.\nHe\n\nmust\n\nrealize from\n\nthe first that he can, and that his ultimate\n\nread lips is merely a question of using in a new\nsesses within himself.\nThe\n\nenthusiasm\n\nway\n\nability to\n\ncertain powers\n\nof the teacher, and his confidence and assurance\n\nhe pos¬\n\nthat each\n\npupil will succeed, is contagious. The\n\npupil catches the success idea, and the\n\nrest is up to him. The\n\nof the success attitude is absolutely\n\nestablishment\n\nessential before the deaf or hard of hearing pupil settles down\nof mastering\n\nto the grind\n\nthe art and skill of lip reading.\n\nIt is not necessary for the deaf pupil to make an analysis of visible move¬\nments and postures, etc. It is necessary for the hard of hearing pupil. His\nlip reading is more direct, and is accomplished\ntle choosing of one of several words.\nAnother\n\nproblem\n\nwith far less analysis and lit¬\n\nthe hard of hearing lip reader meets\n\nthat is rare with\n\nthe deaf lip readers, is what I shall call “blocking.” A confusion, a slight\nembarrassment, and a complete stoppage seems to occur. Of course, the\nteacher’s cue is not to repeat, but to lead up from another approach to the\nthought involved. I have not found deaf lip readers having this difficulty in\nlip reading.\n\n"}
{"page": 487, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n481\n\nA difficulty that deaf lip readers meet which may also be met by hard of\nhearing lip readers is the one of proper names. The common difficulty lies in\nthe fact that there are no clues in the preceding or succeeding words. The\nbest way to aid any lip reader who cannot understand a name is to spell the\nname.\nIt is generally recognized that the hard of hearing have more in common\nwith the normally hearing than they have with the deaf. Deaf children\nduring the elementary-school period require segregation in order to meet\ntheir needs of learning to speak and to use language. This, then, is a great\ndifference in teaching lip reading to the hard of hearing and to the deaf.\nIt is, however, rather a social emphasis than an educational one.\nThe common denominator for the two groups is the training of each\naccording to his special needs to substitute one sense for another in estab¬\nlishing communication thru the commonest social medium — speech.\nThe approaches to the teaching problems differ, but the ultimate objec¬\ntive is the same: to equip the deaf and the hard of hearing with lip reading\nability so as to enable them to enjoy and make practical use of it in all\nsituations at home, at school, in business, or in society, from childhood to\nthe end of life.\nDISCUSSION\nENA\n\nG.\n\nMAC\n\nNUTT,\n\nSUPERVISOR\nLIP\n\nREADING,\n\nOF\n\nHEARING\n\nNEWTON,\n\nTESTS\n\nAND\n\nTEACHER\n\nOF\n\nMASS.\n\nChildren who cannot understand speech readily at close range are com¬\nparatively few in public school lip reading classes. Therefore, they begin\ntheir study of lip reading at a very different level from that of the deaf\nchild ; they require a different type of lesson and progress more rapidly.\nWe agree that it is very essential “to set the stage for success” for every\nlesson in lip reading for the hard of hearing as well as for the deaf. We\nfind that it is wise to have the first lessons so simple that every child can\nfollow. In recommending that we start with simple material, I do not\nmean “simple-minded” material. We must have material that would inter¬\nest any normal pupil of the same age and grade level, but which is worded\nsimply and in such a way that the pupil can readily follow it by lip reading.\nWe should like to emphasize Miss Newlee’s point that hard of hearing\nchildren should remain in regular classes with normally hearing children\nas long as they can make normal progress with the group, aided by lip read¬\ning and special seating.\nThe ultimate goal of education for all children handicapped by impaired\nhearing is to establish them in society as useful, happy citizens.\n\n"}
{"page": 488, "printed_page": null, "text": "482\n\nNational\n\nREPORT\n\nMARY\n\nON\n\nEducation\n\nAssociation\n\nRECOMMENDATIONS\nOF TEACHERS\nOF LIP\n\nV. CARNEY,\n\nDIRECTOR\n\nOF\n\nNITCHIE\n\nChairman , committee\nTEACHERS\n\nFOR CERTIFICATION\nREADING\n\nSCHOOL,\n\nNEW\n\nYORK,\n\nfor certification\n\nOF\n\nLIP\n\nN. Y. J AND\n\nof\n\nREADING\n\nThe Committee on the Teachers’ Council of the American Society for\nthe Hard of Hearing submits the following recommendations, on the basis\nof the views expressed by the various teachers who cooperated in this study :\n1. All teachers engaged in teaching lip reading as a special subject in the\npublic schools should be required to present qualifications equal to those\nrequired for an elementary\nrespective states.\n\nor a secondary teaching certificate in their\n\n2. Experience in general classroom teaching is desirable but not obliga¬\ntory.\n3. No general rule should be set up to bar from certification teachers\nwho have hearing impairments,\nhis individual merits.\n\nbut each applicant should be judged on\n\n4. A temporary certificate to teach lip reading should be granted after\none summer session of study in the special field ; a permanent certificate\nshould be granted only on completion of a minimum\nsions or one semester of study.\n\nof two summer\n\nses¬\n\n5. Required courses should include: (a) methods of teaching lip reading,\nwith practice teaching under supervision; (b) methods\n\nof individual and\n\ngroup testing; and (c) psychology of the handicapped, with special reference\nto hearing impairments.\n6. Courses regarded as desirable for additional credits are: (a) technic\nof speech and correction of speech defects; (b) vocational guidance with ref¬\nerence to hearing handicaps; and (c) study of the anatomy, physiology, and\nhygiene of the ear.\nSECRETARY’S\n\nMINUTES\n\nFirst Session, June\nThe\n\nfirst session\n\nof the Department\n\nHard\n\nof Hearing,\n\nfrom\n\nthe Demonstration\n\ndeaf children\nEvening\n\nInc., with Mary\n\nfrom\n\nSchool\n\nof New\n\nthe development\n\nHard\n\nof hearing\n\nYork\n\nSchool\n\nHorn,\n\nwere\n\nwere\nunder\n\ntaught\n\nLeague\n\nYork\n\nHard\n\nLeague\n\nfor the\n\nof hearing\n\nchildren\n\nfor the Hard\nand\n\nadults\n\nfrom\n\nMiss\n\nthe instruction\n\nof Mrs.\n\nKohlman\n\nof the problems\n\nby the Lip Reading\n\nfrom\n\nkindergarten\n\nSpeigel,\n\nby Mr.\n\nof Hearing,\nthe Public\n\nin a series of demonstrations\n\nby Mrs.\n\nA round-table discussion\nconducted by Marie Pless.\nserved\n\npresiding.\n\nYork\n\nCity participated\n\nconducted\n\nwas\n\nat the New\n\nfor the Deaf,\n\nand the adult classes were\n\nTea\n\nheld\n\nof the skill in lip reading\n\nchildren\n\ndeaf children\n\nE. Van\n\nof the New\n\nthe Lexington\n\nshow\n\nGarber;\n\nSchool\n\nwas\n\n27, 1938\n\nto adult\n\nTaylor,\n\nto\nlife.\n\nand\n\nMrs.\n\nMrs.\n\nLiff;\n\nto adults\n\nwas\n\nand\n\nTaber.\nof teaching\n\nTeachers\n\nlip reading\n\nAssociation.\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nSecond\n\nof\n\nLip\n\nSession, Tuesday,\n\n483\n\nReading\n\nJune\n\n28, 1938\n\nThe second session was held in the Lincoln School of Teachers College, Columbia\nUniversity. The meeting was called to order by the vicepresident, Mary E. Van\nHorn, at 2:30 p.m. In the absence of the Honorable Jacob H. Livingston, Edmund\nPrince Fowler read the greetings from Dr. Livingston. Dr. Fowler, as president of\nthe American Society for the Hard of Hearing,\ntween the Department and the Society.\n\nthen urged closer cooperation\n\nbe¬\n\nThe president’s address was read by Mrs. Chase. Miss Hannegan commended\nthe efforts of Miss Van Horn, Mrs. Chase, Miss Cronholm, and Mrs. Ronnei, and\nasked for continued support and action in the coming year.\nThe report of the secretary-treasurer was read by Mrs. Elizabeth H. Nitchie, who\nserved as secretary, pro tem; the report of the Membership Committee was read by\nMiss Coffey; Lucy Ella Case, chairman of the Nominating Committee, took the\nchair during the voting. (For list of officers see Historical Note on page 476.)\nMiss Van Horn then turned the meeting\nsented the following program:\n\nover to Mrs. Eleanor\n\nRonnei, who\n\npre¬\n\nADDRESS\nThe Work of the Lip Reading Teachers in the New York City Schools — James\nReynolds, Assistant Superintendent of Schools, New York, N. Y.\n\nJ.\n\nDISCUSSION\nJ. Cayce Morrison, Assistant Commissioner of Education, State Education De¬\npartment, Albany, N. Y.\nMrs. Bertha W. Chase, Teacher of Lip Reading, Public Schools, Portland, Maine.\nADDRESS\nThe\n\nEssential Likenesses\n\nand\n\nDifferences\n\nand the Hard of Hearing — Clara Newlee,\nfor the Deaf, Chicago, Ill.\n\nin Teaching\n\nHead\n\nTeacher,\n\nLip Reading\nParker\n\nto the Deaf\n\nElementary\n\nSchool\n\nDISCUSSION\nEna G. MacNutt,\nNewton, Mass.\n\nSupervisor\n\nof Hearing\n\nTests\n\nand\n\nTeacher\n\nof Lip Reading,\n\nREPORT\nRecommendations for Certification of Teachers of Lip Reading — Mary V. Carney,\nChairman of Committee, and Director of Nitchie School of Lip Reading, New York,\nN. Y.\n\n"}
{"page": 490, "printed_page": null, "text": "*\n\n'\n\nf\n\n"}
{"page": 491, "printed_page": null, "text": "DEPARTMENT\n-Music\n\nOF\n\nEducation\n\n"}
{"page": 492, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof music\n\nNOTE\n\neducation\n\nwas\n\ncreated by the Board\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.\nA program of the Department was held during the convention in Nezv\nYork City but no officers were elected for the year 1938-39.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follozus:\n1884:\n\n23\n\n1894 -.925-956\n\n1904:\n\n709\n\n1914:\n\n625-\n\n648\n\n1885 :369-404\n\n1895 :7 65-807\n\n1915:\n\n847-\n\n882\n\n1886 :561-606\n\n1896:717-753\n1897:772-791\n\n1905: 627- 668\n1906: 70 3- 706\n\n1887 -.605-652\n1888 \\623-662\n1889 :665-700\n1890 :8 19-824\n\n1891:807-827\n1892 :507-543\n189 3:507-524\n\n1898 :832-855\n\n1899 :970-997\n1900:531-541\n1901:704-720\n1902:615-643\n190 3:683-718\n\n675-\n\n1907:\n1908:\n1909:\n\n849- 876\n835- 870\n673- 700\n\n1910:\n1911:\n\n789- 832\n787- 826\n\n1916: 575- 612\n1917: 473- 490\n1918:\n\n315-\n\n323\n\n1919: 291- 302\n1920:\n\n309-\n\n310\n\n1912:1001-1030\n\n1921: 507- 514\n1922:1047-1062\n\n1913:\n\n1923:\n\n601-\n\n618\n\n[486 ]\n\n733-\n\n736\n\n1924:597-612\n1925:504-521\n1926 -.529-536\n\n1921:487-496\n1934:435-440\n1935:397-402\n19 36:283-287\n1931:325-330\n\n"}
{"page": 493, "printed_page": null, "text": "DEPARTMENT\nc7(ur al\n\nOF\n\nEducation\n\n"}
{"page": 494, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof rural\n\neducation\n\nNOTE\ngrew\n\nout of the Department\n\no]\n\nRural and Agricultural Education which was authorized by the Board of\nDirectors in 1907 . At the Chicago meeting in 1919, the Department was\nreorganized with three organized rural groups then existing — the Na¬\ntional Association of State Supervisors and Inspectors of Rural Schools,\nthe County Superintendents’ section of the National Education Associa¬\ntion, and the National Association of Persons Engaged in the Prepara¬\ntion of Rural Teachers — under the name of the Department of Rural\nEducation. See proceedings, 1920: 279.\nThe officers of the Department for the year 1938-39 are : president,\nMrs. Katherine M. Cook, Chief, Division of Special Problems, U . S.\nOffice of Education, Washington, D. C.; vicepresident, J. W. Condie,\nState Superintendent of Public Instruction, Boise, Idaho; secretary\n(to be appointed) ; executive committee, O. H. Bennett, Superintend¬\nent, Hamilton County Schools, Cincinnati, Ohio (term expires 1939);\nLois M. Clark, Supervisor, Rural Practice, State Teachers College, West\nChester, Pa. (term expires 1939); Fred C. Fischer, Superintendent,\nWayne County Schools, Detroit, Mich, (term expires 1939); Donald\nMacKay, President, Eastern New Mexico Junior College, Portales, N.\nMex. (term expires 1940) ; Chloe C. Baldridge, Director, Rural Educa¬\ntion, State Department of Public Instruction, Lincoln, Nebr. (term ex¬\npires 1940) ; May Trumper, Head, Rural Education Department, State\nNormal School, Geneseo, N. Y. (term expires 1941); R. D. Baldwin,\nProfessor of Education, West Virginia University, Morgantown, W . Va.\n(term expires 1941 ) ; L. P. Terrebonne, Superintendent, Iberville Parish\nSchools, Plaquemine, La. (term expires 1942) ; S. T. Burns, State Direc¬\ntor of Music, State Department of Education, Baton Rouge, La. (term\nexpires 1942) ; A. F. Elsea, Director, Rural Education, State Department\nof Education, Jefferson City, Mo. (term expires 1943) ; Edwin R. Embree, President, Julius Rosenwald Fund, Chicago, III. (term expires\n1943) ; president and vicepresident, ex officio.\nThe Department meets twice each year, in February and in June. The\nannual dues are $2 per year for sustaining members, payable to the\nNational Education Association. Each sustaining member receives all\nissues of the N.E.A. Research Bulletins, the Yearbook, the Rural Serv¬\nice Bulletins, and occasional bulletins. Any member of the National Edu¬\ncation Association ?nay become an active member of the Department\nupon request to the executive secretary of the N.E.A. without additional\ndues. Active members receive the Rural Service Bulletins. Facts relating\nto the establishment of this Department and the record of meetings are\nfound in earlier volumes of proceedings as follows:\n1907:\n\n44-\n\n45\n\n1914:\n\n877-\n\n908\n\n1920:\n\n271-\n\n304\n\n1926 -.537-600\n\n1932:423-454\n\n1908 -.1187-1216\n1909: 953- 992\n\n1915 -.1131-1160\n1916: 613- 636\n\n1921: 523- 616\n1922 -.1099-1222\n\n1927 :497-560\n1928 -.453-544\n\n19 33:445-462\n\n1910 -.1081-1114\n\n1917:\n1918:\n1919:\n\n1923:\n1924:\n\n745- 841\n651- 714\n\n1929 -.463-542\n\n1935 :403-428\n\n1930 -.401-500\n\n1936 :289-320\n\n1925:\n\n522-\n\n1931:495-540\n\n1937:331-356\n\n1911 -.1117-1162\n1912 :1365-1414\n1913: 801- 818\n\n599- 614\n271- 294\n281- 288\n\n[ 488 ]\n\n576\n\n1934:441-460\n\n"}
{"page": 495, "printed_page": null, "text": "FACTORS\n\nMARVIN\n\nAFFECTING\n\nS. PITTMAN,\n\nCOUNTRY\nSTATES\n\nPRESIDENT,\n\nSOUTH\n\nCOLLEGEBORO,\n\nLIFE\n\nGEORGIA\n\nIN\n\nTHE\n\nTEACHERS\n\nUNITED\n\nCOLLEGE,\n\nGA.\n\nTheare legion.\nfactors,Dailylargethe andnumber\nsmall,andwhich\ncountry\nAmerica\nqualityaffect\nof those\nwhichlife\nare inative\nand\nhomegrown are becoming fewer and those which are products of national\nconception and propagation are multiplying. Contrast the factors which\naffected country life in the United States in 1838 with those of today, and\nwe instantly see that the center of social and economic gravity has shifted\nfrom the small neighborhood to the national capital.\nCountry life in America a century ago was simple and understandable.\nToday it is complex; even the Supreme Court has trouble in interpret¬\ning it. Then, the community logrolling, quilting bee, corn husking, fox hunt,\nprotracted meeting, spelling match, hog killing, and funerals were the stuff\nof which country life was made. Its richness was measured by the number\nand quality of these activities. Today such practices are largely matters of\nhistoric interest only.\nRecent acts of Congress and pending legislative action are matters of\nfeverish interest to the country people of the nation. Only a partial catalog\nof the more important activities of the federal government which are today\naffecting country life in the United States will show what a large part it\nplays. I mention here only seventeen in the order in which I think they are\ninfluencing country life; these may suggest others to you:\nThe\nThe\n\nnational highway program\nparcel post thru the postal service\n\nThe land-grant colleges\nThe county farm agent\nTeachers of vocational agriculture\nThe 4-H Club organization\nCounty home demonstration\n\nagents and home\n\neconomic\n\nteachers\n\nThe “Farm and Home Hour” over the radio\nFarm production control\nThe Home Owners Loan Corporation\nReforestation and soil erosion program\nRural electrification activities\nCivilian Conservation Corps activities\nSocial security legislation\nThe promotion of better health\nActivities of the national Office of Education\nAgricultural\n\nbulletins issued by the Department\n\nof Agriculture.\n\nImagine what rural life in the United States would be today without these\nfactors, and you will sense the tremendous part now played by our federal\ngovernment.\n[ 489 ]\n\n"}
{"page": 496, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\nMove from the national capital to the state capital and you will find\nanother, tho a smaller and a rapidly diminishing force in our country life.\nThe state controls our direct taxes, the general administration of our schools,\nthe character of our laws and their enforcement, and supplies us with many\nof the topics of, our daily conversation. The county is a shrunken shadow\nof its former self. Each day sees the nation, the state, and the school district\ndeprive it of more of its former grandeur.\nThe consolidated school district, like the national capital, has but recently\nbecome a major factor in American rural life. It is thru the consolidated\nschool to a large degree that the nation and the state make their ideas,\ndesires, and laws effective. There the new laws are explained. There the\npeople gather to discuss the issues and take action thru which their desires\nmay be known.\nBesides the influence of the various units of government upon country\nlife, certainly industry and commerce play a tremendous part. I shall under¬\ntake to mention but a few of the many which play a large part. Foremost\namong these are: (a) the gas engine — auto, truck, and tractor; (b) the\nradio; (c) the motion picture; and (d) various and numerous types of farm\nmachinery.\nAs a result of the factors — governmental and private — mentioned above,\nthe country people of the nation not only are induced and enabled to pur¬\nchase what industry produces, but they are also enabled to sell what they\nproduce with much greater ease and effectiveness than formerly. They can\nbe informed on how to produce and also how to market wdiat they produce.\nBut life is more than production and consumption, buying and selling.\nDawn, noontime, the setting sun, the light of the moon, the distant bark of\na neighbor’s dog at midnight, the birth of an infant, the marriage of a friend,\nthe death of a loved one — these and a million other items, large or inconse¬\nquential, determine the quality of life anywhere, particularly in the country.\nAre these factors growing better or worse ? I do not know. Much of the\nold that was good has gone; much that is new is good, and much is not. In\nthe words of Tennyson’s “Ulysses” we can say: “Tho much is taken, much\nabides.” “. . . my purpose holds to sail beyond the sunset and the baths of\nall the western stars, . . .”\nA STATE\n\nD. Wr. PETERS,\n\nPROGRAM\nOF\nAND THE\nPRESIDENT,\n\nSTATE\n\nCURRICULUM\nDEVELOPMENT\nRURAL SCHOOLS\nTEACHERS\n\nCOLLEGE,\n\nEAST\n\nRADFORD,\n\nVA.\n\nA state program of curriculum development constitutes a new venture\nin American education. Since the beginning of statewide educational systems,\nthe state department of education has in a major way influenced the cur¬\nriculum. The administrative control, however, has been thru statute law7,\nstate department regulations — in force and effective of law7 — and admin¬\nistrative mandate. These controls have centered around finance, buildings\nand other physical equipment, teacher personnel, pupil control, and the curric-\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n491\n\nulum. Instruction for the most part has been restricted, for it has been made\nto serve administration. It is one of the tragedies of human institutions that\nthey tend to become formal and mechanical. The greater the number of\nindividuals to be regulated, the more formal administration is apt to become.\nInstruction and growth thru learning are essentially teacher and pupil\nexperiences. These experiences are worthwhile in somewhat the same pro¬\nportion to which they are continuously modified in desirable ways. If the\ncurriculum be conceived as all of the experience of the child under the direc¬\ntion of the school, then a statewide curriculum program, the purpose of which\nis a unified and concentrated effort to improve instruction, is a new thing\nin American education.\nIn Virginia, as in many other states, a shift in point of view in state school\nadministration has prevailed since about 1932. Instruction, as it serves the\nneeds of children, has been of first concern. For ten years preceding 1932,\nthe value of buildings in our state had increased approximately $25,000,000;\none- and two-teacher buildings were closed thru consolidation at the average\nrate of approximately 200 buildings per year; annual appropriations from\nstate sources for rural schools were increased at the average rate of approxi¬\nmately one quarter of a million dollars each two years. Regulation for con¬\ntrol of attendance, health, and sanitation multiplied thru statutory law and\nadministrative regulations. Personnel increased for purposes of inspection\nand regulation. High pressure attempts, thru administrative edicts, both\nlocal and state, were annually made to improve some isolated phase of the\nschool program thru emphasis upon a single objective such as attendance,\nreading, number, or health.\nAnd yet we were teaching a half million children who were reading no\nbetter; few fundamental understandings of how to control life about them\nwere functioning. Rural children especially were non-communicative. Such\nrelease as they were finding was not gained thru school experience ; they\nwere showing no marked increase in general respect for personality; ap¬\nparently they were not gaining in their ability to live cooperatively; they\nwere not sensing the democratic way of life. Attendance was better, health\nwas better, buildings were better, but education was not increasing in the\nother fundamental areas.\nLate in 1931, as just indicated, a major shift was made in the point of\nview that controls state school administration in Virginia. A curriculum\nprogram was launched with the single purpose of improving instruction.\nThe point of view that guides this program is essentially that of child need :\nthat the need is determined by the nature of the child and the nature of\nhis environment ; that instruction can be modified only as the school experi¬\nence of the child is modified in desirable ways ; that this revision of experi¬\nence can be achieved only by the teacher and the pupil ; that the function of\nadministration is to supply, thru its personnel, the professional leadership,\nresearch, guide experimentation, and the best possible environment in which\ndesirable modification of pupil experience may be achieved.\nA detailed description of procedures and results of this program can be\ngained only thru extensive experience in evaluating child experience as it\n\n"}
{"page": 498, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\nis going forward in our schools. Some of the gains are: (a) teachers and\npupils are learning to live together happily; (b) they are gaining a more\nwholesome respect for each other; (c) the pupils are more communicative\nabout things that concern them; (d) they are gaining experience which\ngives promise of functioning in life situations; (e) they are acquiring\nhabits of self-control; (f) they are figuring as well as they did prior to\nthe inauguration of the program; (g) they are reading better; and (h)\nthey have made significant gain in social understandings.\nThruout the duration of the program, effort has been made annually\nto secure, thru the aid of rural supervisors, subjective judgment of the\nteachers as to the progress of the program measured by effect on pupil\nbehavior. Checklists are used for purposes of supplying quantitative data\nfor tabulation and analysis. Approximately 5300 rural teachers from 72 of\nthe 100 counties reported at the close of the 1937 session. The reports in each\ncase were based on the combined subjective judgment of the teacher and the\nsupervisor. Approximately 200,000 children were involved in the report.\nPupil Behavior\nManifestations\n\nIn-\n\nDe-\n\nNo\n\ncreased\n\ncreased\n\nchange\n12\n\nHow have the enthusiasm and interest of the pupil in school\nwork been affected? .\n\n87\n\nHow has the effort expended by the pupil been affected?. . .\nHow have pupil initiative and independence in study been\naffected ? .\n\n77\n77\n\n2\n\n69\n78\n80\n\n5\n3\n4\n\n77\n\n3\n\n20\n\n67\n\n4\n\n29\n\n78\n\n3\n\n19\n\n76\n74\n\n4\n6\n\n20\n20\n\n4\n\n19\n\nHow have interest in and understanding of contemporary\nproblems been affected? .\nHow has cooperative effort been affected? .\nHow has pupil consideration for others been influenced?. . .\nHow has pupil responsibility for school activities and prop¬\nerty been affected? .\nHow have the enjoyment of and participation in physical\neducation activities been affected? .\nHow has the attitude toward personal health habits been\naffected? .\nHow have the attitudes and conduct toward\nand others been affected? .\nHow\n\nof art activ¬\nfor his\n\n77\n\nhas the pupil’s mastery of skills been affected? .\nhas the pupil’s attendance at school been affected?. . .\n\n74\n73\n55\n\nHow have the pupil’s recognition of and concern\nprogress been affected? .\nHow\nHow\n\nSome\n\n21\n17\n18\n21\n26\n\nsafety of self\n\nhas the participation in music activities been affected?\n\nHow have the participation in and enjoyment\nities been affected? .\n\n1\n2\n\n4\n2\n3\n\nobjective data showing effects due largely to the program\n\n22\n42\n25\n\nare:\n\nCounty boards of education in Virginia are now spending on rural elementaryschool libraries approximately eight times as much as was being expended annually\nfor the same purpose in 1931.\nThere has been a marked increase in rural elementary supervision. This is in face\nof the fact that no change of financial policy with respect to supplying local aid for\nsupervision has been made. In 1930, we had 43 elementary supervisors serving in 31\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\ncounties; at the present time we\ncounties.\n\nof\n\nhave\n\nRural\n\n493\n\nEducation\n\n102 elementary\n\nsupervisors\n\nin 83 of the 100\n\nObjective data on the three RJs — Obviously, in a state with the educa¬\ntional traditions of Virginia, no program calling for a revision of school\nexperience can ignore the so-called fundamentals or the three R’s. Effort\nhas been made to check periodically to determine what is happening to\nthe common tools of learning in a statewide situation where such major\nchanges have been made and where emphasis upon drill on separate items\nof information and skills has been greatly lessened as compared to the\nformer more formal procedure, and where more progressive practices have\nreleased much heretofore repressed interest of the pupil in his school\nexperience.\nStandard achievement tests (Otis Classification Tests) are administered\neach year or so to a random sample of approximately 10,000 pupils from\nGrades IV thru VIII. Half of the pupils tested are selected from schools\nmaking the most significant progress toward the achievement of the objec¬\ntives of the curriculum program. One-half of the pupils are selected from\nschools making little or no progress in the revision program. The results\nshow achievement ratios of children in the experimental program (children\nfrom schools making most progress in the revision program) consistently\nabove those in the control group (children from schools selected because\nof little or no progress in the revision program) for each of the five\ngrades. Pupils and teachers were equated roughly on the usual factors.\nThe achievement ratios were as follows:\nExperimental\n\nGroup\n\nControl Group\n\nFourth grade .\n\n96\n\n92\n\nFifth grade\n\n98\n\n97\n\nSixth grade .\nSeventh grade .\n\n101\n120\n\n99\n106\n\nEighth\n\n120\n\n111\n\n.\n\ngrade .\n\nIndications or tendencies of these data supplemented\n\nby additional data\n\nof the same kind, tho not under control conditions, involving approxi¬\nmately 180,000 pupils, show that the revised curriculum program is pro¬\nducing normal results or better in the tool subjects in all grades. These\ndata are taken entirely from pupils in the rural schools.\nThe program in the secondary schools, while moving more slowly than\nin the elementary schools, is in a most healthy condition, and significant\nprogress is in evidence in approximately 70 percent of the high schools.\nThe whole program of curriculum revision in Virginia, as a means of\nimproving instruction, is looked upon as an immense adventure which takes\nteachers and pupils far beyond the uninspiring cycle of memorizing text¬\nbooks, lesson-hearing, and lesson-testing. A significant outcome of the\nprogram has been the tremendous professional stimulation for thousands\nof teachers thru participation in the development of tentative courses of\nstudy which serve as source books and as general guides to teaching.\n\n"}
{"page": 500, "printed_page": null, "text": "National\n\n494\nADAPTING\n\nEVA\n\nM.\n\nEducation\n\nAssociation\n\nINSTRUCTION\nIN READING\nIN RURAL SCHOOLS\n\nGRIFFITH,\n\nSUPERVISOR,\n\nWAYNE\n\nCOUNTY\n\nAND\n\nSCHOOLS,\n\nLANGUAGE\n\nDETROIT,\n\nMICH.\n\nReading and language have passed from our educational thinking as sepa¬\nrate subjects. In the progressive sense, they are integral parts of the whole\nschool experience based upon the needs, interests, and activities of children.\nOf the 140,000 one-room rural schools in America, it is likely that only\na small percent of them can approach, at present, the progressive ideal\nof an integrated curriculum organized around “units of work” or “areas of\nexperience.” What of the many schools in which enrolments far exceed the\nschool’s capacity for housing? Of schools where the teacher’s background and\ntraining are so meager as to endanger the success of change? Must such\nschools remain wholly unprogressive ? I believe that, by applying the philoso¬\nphy of modern education, it is possible to initiate practices consonant with\nchild development in the most traditional rural school. It is the purpose of\nthis discussion to suggest adaptations which can be made in reading and\nlanguage.\nThe following concepts of reading and language serve as criteria for con¬\nsidering adaptations: (1) reading in life is not an isolated activity but is\nintrinsically bound to life needs — the desire to find out, to make, to do, to\nenjoy; and, (2) “English,” as described in The Development of a Modern\nProgram in English, “is not a subject of instruction but an aspect or element\nof experience, sometimes dominant and sometimes subordinate, but never\ndisconnected from the pupils’ acting and thinking and feeling . . . not a\nbody of subjectmatter to be learned but a series of inescapable or desirable\nexperiences, in which the school offers such guidance as is necessary to insure\nsuccess in them.”\nWhat changes do these criteria imply?\nPhysical features — If we are to make\n\nEnglish and reading a part of the\n\npupil’s acting and thinking and feeling we must provide an environment\nwherein socializing influences are present — movable rather than fixed desks,\nspace and equipment for work and construction, reading corners, museums,\nand bulletin boards. Such changes are possible in most rural schools.\nDaily program — We need a daily schedule so arranged that children are\nstimulated to plan, discuss, and act. This necessitates a shift from the rigid,\npigeon-holed program of thirty or more classes daily to a flexible arrangement\nof class periods around subject or activity blocks. In situations where such\na program might be inadvisable in its entirety, or where it seems best to\nproceed slowly in making a change, a long period may be devoted to the\nexpression arts — reading, language, spelling, writing — which will permit\ndevelopment impossible under a traditional schedule. Such a program pro¬\nvides for periods for planning and cooperating, for evaluation and appraisal.\nFurther, these criteria are indicative of the whole trend in education; we\nare moving from a subjectmatter base to a developmental base in children.\nAcquiring command of spoken English is one of the major achievements of\n%\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n495\n\nEducation\n\nlife. This is not so much a matter of teaching, but of guidance, stimulation,\nand the giving of opportunity to learn to talk by talking. A point of view\ntaken thruout this paper is that language and reading must receive far greater\nemphasis in the rural school, particularly in primary work. Constant empha¬\nsis upon language experiences and activities, and upon both oral and written\nexpression in the functional sense, are imperative.\nA rural school is more truly representative of a simple society than will\nbe found in any other school situation. Here are the old and the young, the\nstrong and the weak, the gifted and those less blessed ! The socializing possi¬\nbilities of the rural school are manifold. Here is a school situation in which\nthe teacher can be very much a part of the child’s experiences. They play\ntogether, eat together, work toward a common goal. Here is always the\nopportunity and frequently the necessity for children to assume responsibility\nfor the management of their school — for the appearance of buildings and\ngrounds, sanitary conditions, and the reception of guests. To live successfully\nunder such conditions is to live cooperatively. The opportunity is ever present\nto permeate the school day with language experiences growing out of pupils’\nthinking, acting, and feeling.\nOur starting point might well be the primary curriculum based on experi¬\nences which foster the development of ideas. Then we should consider lan¬\nguage. Out of this will grow natural reading situations.\nThree significant changes would seem to be demanded :\n1. The development of a program of reading readiness\n2. Greatly increased emphasis on language expression preceding\nto reading thruout the primary years\n3. Ample\nreading.\n\nprovision for experience reading; the postponement\n\nA real contribution to educational progress would\n\nthe introduction\n\nof so-called formal\n\nbe made\n\nif we\n\ncould\n\nexplode the age-old fallacy that a child is ready to read because he has\nreached his fifth or sixth birthday. Without doubt, our schools have pro¬\nduced numerous reading failures because reading instruction was forced\nbefore mental, physical, or emotional readiness for such an undertaking had\nbeen attained. M. Lucille Harrison, whose book, Reading Readiness > pre¬\nsents the most complete information on this problem to date, writes:\nFrom experimental data available the single factor which most accurately deter¬\nmines readiness to read is that of mental age. It has been found that in order to make\nany progress in reading a child must have attained a M. A. of at least six years and\nthat a M. A. of six and a half years more nearly insures success.\n\nAnd\n\nyet the greatest percent of rural schools attempt the hopeless task of\n\nteaching five-year-olds to read !\nOther factors affecting reading readiness are: general health with par¬\nticular attention to normality of vision, hearing, and speech ; visual readiness\nto read (not synonymous with freedom from visual defects) ; emotional\ndevelopment as manifested in adjustment to school, and in freedom from\nstrain caused by timidity, fear, and lack of confidence. Two steps which can\nbe taken to meet this situation are : (1 ) postponement of reading instruction\n\n"}
{"page": 502, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nuntil there is reasonable assurance that factors determining\npresent; and, (2) introduction of a pre-reading program\ning certain aspects of readiness.\n\nreadiness are\n\nto aid in develop¬\n\nSome of the objectives of this pre-reading period are:\n1. To\nof later\n2. To\n3. To\n4-. To\n5. To\n\ngive experiences which will increase information and insure comprehension\nreading materials\nenlarge and enrich vocabulary and develop command of English\ndevelop accuracy in enunciation and pronunciation\ndevelop good habits of attention and retentive powers\ndevelop ability to do problematic thinking\n\n6. To develop such background skills to reading as visual and auditory discrimi¬\nnation, left-to-right orientation\n7. To stimulate interest in learning to read.\n\nMany\n\nof you are familiar with ways in which schools are meeting the\n\nchanges demanded by greater emphasis on language expression and the post¬\nponement of formal reading. Group activities organized about the daily ex¬\nperiences of children in school, at home, and in the community furnish a\nwealth of topics for conversation, both for spontaneous speech and for or¬\nganized composition. In such activities we have the beginning of our concepts\nknown as social studies. The transition to reading from these activities is\nbeing naturally made in many first grades by the development of what is\nknown as the experience-reading lesson. Experience-reading charts are made\nfollowing an actual experience the discussion of which the teacher directs\nin such a way as to develop thinking, the ability to express these thoughts\nin sentences, and the enlargement of vocabulary. They are the natural read¬\ning outgrowths of situations in which children are vitally interested. They\nhave meaning because they have evolved out of experience into thinking and\nfinally into expression. They furnish a needed and logical adaptation in\nreading and language in the rural school. They may range from simple news\ncharts to a series of lessons recording an entire activity unit.\nWhat has been said has concerned the pre-reading and first-grade period.\nIt is easy to see how such a trend once started can carry on thru all primary\nreading and language activities at higher levels. The manuals of most modern\nreading systems suggest how experiences can be supplied for stories. Such\nactivities or others planned by the group should form the introduction — the\nexperience and language motivation — to formal reading of a book.\nViewing language in terms of life will indicate that there is much greater\nand more frequent need for training in oral expression than in written. The\nrural school has recognized this in the primary field, but has generally,\nI think, minimized its importance in upper-grade work, as evidenced by the\npreponderance of textbook assignments of the drill type or the blank-filling\nof workbooks. An Experience Curriculum in English lists the following\nstrands of speech for elementary grades : conversation, telephoning, discussing\nand planning, telling stories, dramatizations, reporting, and speaking to\nlarge groups. A step will certainly have been made in the right direction\nwhen the rural school program is reorganized so as to group the English\nexperiences (listening, speaking, reading, writing, and spelling) into one\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n497\n\nEducation\n\nperiod. This will provide the basis for the development\n\nof units of work,\n\ninvolving not only reading and language, but the correlation of other sub¬\njects. Too, it will lead teachers to see the importance of English in terms\nof individual development rather than subjectmatter. The same may be\nsaid for reading.\nWe are all committed to the ideal of a functional program of education.\nThere are numerous possibilities for adapting rural reading and language\ninstruction in terms of needs and experiences. The following school experi¬\nences are being used successfully in this connection :\n1. The school newspaper and writing for local papers\n2. A school or individual yearbook\n3. The story exchange\n4. School programs written and presented in the form\ndramatizations\n5. The\n\ncommunity\n\nfrom\n\nthe standpoint\n\nof its needs\n\n(incentive for excursions, writing, interviewing,\nterials, etc.)\n\nand\n\nof original plays and\nresources, its history\n\nreporting, use of reference\n\nma¬\n\n6. The school club, such as the Citizens’ Junior Club; special clubs, as the hobby\nclub, the 4-H Clubs, etc.\n\nWe\n\nhave felt that no rural school can afford to be without some form\n\nof school organization — which in our county we have called the Citizens'\nJunior Club — the purpose of which is to give to children the social experi¬\nences of planning, discussing together, and being mutually responsible for\nthe success of their school. A school club can be made rich in possibilities\nfor language power because it is real in terms of life situations. Planning\nhow to meet the health and safety needs of the school ; helping to arrange\nfor dental and health clinics ; planning ways to make new pupils feel at home ;\nwriting letters for information, and appointments, and notes of thanks be¬\ncause there is an immediate need to do so ; making plans to receive guests ;\nplanning programs and exhibits — all are examples of real life situations.\nHere under wise direction children will grow in their power to converse,\nto plan, to write, to make reports, and to speak before the larger group.\nCURRICULUM\n\nEDWIN\n\nKENT,\n\nADJUSTMENTS\nSCHOOLS\n\nSUPERINTENDENT,\n\nSONOMA\n\nFOR\n\nCOUNTY\n\nSMALL\n\nRURAL\n\nSCHOOLS,\n\nSANTA\n\nROSA,\n\nCALIF.\n\nThe January issue of School Life carries an article on schools and school\nbuildings in which the fact is brought out that there are more than 132,000\none-room schools in the United States as against 81,000 having more than\none room. Considerable curriculum adjustment is necessary in the successful\noperation of these many\nchallenging opportunity.\n\nsmall rural schools, and in that adjustment lies a\n\nWhile the task of the teacher may be complicated, the modern one-room\nschool has certain advantages that larger systems can scarcely duplicate.\nAmong\n\nthese advantages may be mentioned : (a) the small size of the group\n\n"}
{"page": 504, "printed_page": null, "text": "498\n\nNational\n\nEducation\n\nAssociation\n\nand the varying ages and abilities in the pupils; (b) the opportunity for\nindividual instruction; (c) the intimacy of long association which permits\na thoro knowledge of the needs and abilities of each student — so necessary\nto help the teacher determine the type of instruction needed. Also, the small\nrural school is an integral part of its community, affording frequent oppor¬\ntunities for the association of children and parents which makes it a natural\nlearning situation.\nOne of the greatest handicaps to the success of the one-room school has\ncome about thru attempts to improve instruction by means of too much\nstandardization. Many courses of study, designed as they are for larger\nsystems, set up definite grade-by-grade assignments and standards of ac¬\ncomplishment, making subjectmatter the major aim of teaching. The teacher¬\ntraining institutions give much of their practice teaching in large graded\nschools. This situation does not prepare teachers for the problems which face\nthem when they accept positions as teachers in one-room schools.\nOne of the basic principles for all curriculum organization is that it shall\nprovide an opportunity for growth in social behavior, good habits of physical\nand mental health, and knowledge commensurate with individual ability.\nIn the small school, therefore, the first step in adjustment of curriculum\nmust be thru the teacher’s acquaintance with the natural ability and in¬\nterest of each individual in her group. Data concerning physical development,\nfamily background, and achievement levels in basic skills, are factors in deter¬\nmining the learning activities to be carried on. Proper use of such data will\nresult in a happier teaching and learning situation.\nA speech survey was undertaken this year in several rural schools of\nSonoma County for the purpose of speech diagnosis, preliminary to setting\nup a program of speech improvement. These surveys have proved to be a\nhighly satisfactory means of developing teacher interest in the problems and\nneeds of individual children. Briefly, the survey followed this general pat¬\ntern : a complete health examination of each child by the county school nurse\nand a diagnosis of speech by the speech supervisor, with particular attention\nto factors influencing speech, such as the physical condition of the speech\nmechanism, the home language, and family background. Eyedness, handed¬\nness, or the presence of mirror vision were also checked. A test in reading\nability was given by the supervisor responsible for the reading program, and\nan analysis was made of the results of this test to determine reading handi¬\ncaps. It is an interesting fact that there was a close correlation found to\nexist between physical handicaps, speech handicaps, and poor reading ability.\nThis survey technic tends not only to acquaint teachers with their pupils,\nbut to unify the work of supervisors to the extent that each supervisor be¬\ncomes much more appreciative of the work and the efforts made by the others.\nIt has given teachers and supervisors impetus to further study of health\nproblems, reading problems, and speech problems, and has resulted in the\nestablishment of extension classes in speech improvement, and further study\nconcerning the causes of reading disabilities, enrichment of the reading pro¬\ngram, and the correlation of speech, with music and literature.\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n499\n\nAnother step in the adjustment of the curriculum to the small rural school\nis the substitution in place of grade-by-grade instruction, of large subject\nareas or units of work which are of interest and value to the wide range\nof abilities, ages, and grade levels found in the small schools. The very\nmake-up of the rural school is cooperative, and the cooperative enterprise\nin which all pupils from the smallest to the largest share, each according\nto his ability, provides for interesting and effective learning. In certain\nknowledge fields, such as social studies, homogeneous grouping of pupils in\ngroups large enough to work together on problems of common interest\nprovides an effective learning situation. This type of organization implies\nthat the teacher is free to develop materials to fit her own situation, rather\nthan being held rigidly to any predetermined course of study in social science.\nThis spring, conservation will be the inspiration of many fine units.\nThe physical plant is a very important factor in the controlled environ¬\nment necessary for successful school living. Most of Sonoma County’s rural\nschools are not new, but in the least modern of these an attractive, livable\natmosphere can be maintained. Much improvement has taken place in these\nschools. Under the various relief agencies there have been as many as seventythree school improvement projects going on at once. These have resulted in\nthe improvement of grounds, repairing and painting of buildings, installation\nof new toilets, the improvement of water and drainage equipment, and school\nbeautification.\nA fine school atmosphere is a thing of slow growth — the result of much\nliving and planning together. The development of one of the delightful\nschools in Sonoma County, with its garden, its attractive interior, and its\nhappy students, is no accident. The teacher, during her nineteen years of\nteaching in this school, has refused offers of positions in larger schools be¬\ncause, as she says: “There’s still much to do here. We know each other here\nand we like working together.” Incidentally, this teacher is now broadening\nher horizon by taking a very active part in a California teachers organiza¬\ntion.\nEven more\n\nso than in other teaching situations, the teacher in the rural\n\ncommunity is the school. The type of teacher who enters and stays in rural\nteaching is a most important element in the progressive development of\nrural schools. Three factors, altho outside the realm of actual curriculum\nadjustment, are important since they influence rural teacher personnel: (a)\nfinancial opportunity for such teachers (California now has a $1320 mini¬\nmum wage) ; (b) type of training for rural school teaching provided in\nthe teacher-training institutions; and (c) adequate rural supervision. Rural\nteaching demands a special type of service, and the rural teacher should be\nable to choose her career and receive recognition on such a basis, rather than\non the basis of salary or the professional standing superficially attributed to\nteaching in city systems.\nOne of our prominent California county superintendents has referred\nmany times to rural supervision as “God’s greatest gift to rural schools.”\nIn 1921 the state of California enacted legislation providing for this service\n\n"}
{"page": 506, "printed_page": null, "text": "National\n\n500\n\nEducation\n\nAssociation\n\nin the small schools. The program in California has met with opposition in\nsome places, but time and experience have developed a better understanding\nof the needs for rural supervision, and a more competent personnel has been\nfound.\nThe selection of materials and equipment\n\nof instruction is an important\n\nphase of the problem of curriculum adjustment. An attractive and interest¬\ning supply of books is one of the most stimulating instructional tools, yet it\nis not possible for each small school to own all the material which it might\nsuccessfully use. On the other hand, the adaptation of curriculum is depend¬\nent on the availability of a variety of usable instructional materials. In\naddition to the basic supply of books owned by each school, a library system\ncomparable to the county library system should make reference books,\nlibrary books, visual aid materials, current periodicals, and picture files on\na wide variety of subjects, available to each teacher.\nIn the final analysis, the successful adaptation of the curriculum to fit a\ngiven situation is dependent upon the attitude, understanding, and skill of\nthe teacher. The curriculum sets up the general pattern of learning and\nliving. With his knowledge of the interests and needs of his group, the\nteacher provides an environment in which each individual gains an appre¬\nciation of himself, his own growing powers and abilities, and an increasing\nunderstanding\nhuman\n\nliving.”\nA\n\nANNE\n\nof his part in, as Bobbitt points out, “the continuity of right\n\nRURAL\nSCHOOL\nATTACKING\nPROBLEMS\nINSTRUCTIONAL\nIMPROVEMENT\n\nHOPPOCK,\n\nAs a means\n\nHELPING\n\nTEACHER, WARREN\nBELVIDERE, N. J.\n\nCOUNTY\n\nPUBLIC\n\nOF\n\nSCHOOLS,\n\nof providing a source of illustration for the points I wish\n\nto make, I shall describe briefly one of the one-teacher schools in our\ncounty. This is a small, white building, on the edge of a deep wood,\nwith a narrow road running from it to the nearest little village some\nthree or four miles away. About thirty children, ranging in ages from\nfive to fifteen years, come to it from outlying homes on foot or in the\nbus which drops them off on its way to the high school. The teacher is\nteaching in this one-teacher school from choice and intends to continue\nin the rural field in spite of tempting offers of higher salaries in urban\nschools.\nKeeping this school in mind, let me outline the principles which I\nthink underlie any .attempt to improve instruction in such a school.\n1. In the beginning (and continuously thereafter) the teacher, and\nthose concerned with the school program, should study and record the\nneeds of the children. In this school, the teacher goes to the homes fre¬\nquently, informally, or at the invitation of parents or children. She is\noften invited to spend the night in local homes when evening engagements\nkeep her in the community.\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n501\n\nAs a result of this close relationship, both adults and children know the\nteacher well and often discuss with her some of their most intimate prob¬\nlems. It is obvious that a teacher, using such a procedure in attempting\nto analyze the needs of a group of children, would be in a position to list\nthese needs rather accurately. Here are some of the needs as we see them.\n1. Most of the families have low incomes. Several are on work relief and\nothers have barely enough to eke out an existence. Most of the homes are\nbare and unattractive. Some of the children are poorly nourished and\ninappropriately clothed. Few of the families know how to use their small\nincomes to provide the best food, clothing, and living conditions possible\nunder the circumstances. Health practices and sanitary conditions are poor.\nThe lives of the people, including those of the children, are narrow. They\nhave few contacts outside of the community. There are few radios, news¬\npapers, and magazines. There are no organized recreational or cultural\nfacilities for either children or adults other than those which the school\nprovides. The\n\nfuture looks uncertain for the children since there is no\n\nmoney for education beyond high school and few vocational opportunities\nare available in the area.\n2. The environment of the children should be studied to find resources\nfor meeting these needs. This teacher encourages the people of the com¬\nmunity to talk to her about the place and what they know of it. She\ntalks with the specialists who come into the district — librarian, farm\nagent, home demonstration agent, etc. She explores the woods and fields\nwith the children; she reads and studies about the area. While doing\nthese things she has discovered many resources for meeting child needs\nin what would seem to many a meager situation :\na. There is a wealth of natural beauty and significance.\nb. There are many resources of historical value.\nc. The local community and nearby places in the county offer endless resources\nwhich show how men work and live today.\nd. This community offers many resources for seeing government functioning in a\nsimple way.\ne. There are human resources.\nf. There are vocational and cultural resources.\ng. Not the least of the resources\n\navailable is the school itself.\n\nTo a person of insight and desire, there is an amazingly large number of\nresources in the rural community for meeting child needs.\n3. The children must be taught to live in their environment. The child\nand his environment are inseparable factors. He develops himself only as\nhe reacts to his environment. Understanding of environment brings selfrealization and a kind of stability which comes with having deep roots\nin the soil of our daily living. Learning which does not meet this major\naim of adjustment to and effectiveness in the environment is not learning\nat all.\nIf we accept this as true, we must give up our concern with much\nthat has previously occupied us. We will not be satisfied to have a child\nknow about the bony structure of the body unless it helps him to carry\n\n"}
{"page": 508, "printed_page": null, "text": "502\n\nNational\n\nEducation\n\nAssociation\n\nhimself buoyantly erect. We will not be satisfied to teach about the classes\nof foods unless we can actually help him to improve the quality of his\ndiet. We cannot justify teaching a child how many teeth he has and what\nthey are made of if he does not care for his teeth and give them the food\nthey need. We will not be willing to teach children facts about foreign\nlands if at the conclusion of such teaching they see or hear nothing of\ninterest in the newspaper or radio, or if they call their classmates of\nforeign parentage “Pollacks” and “Wops.” We are not justified in teach¬\ning the departments of government and the qualifications for election to\nCongress if our children are not learning thru experiences in school and\ncommunity to be good citizens at their level of maturity. We must not\nforce children to learn the dates of explorations and the names of Presi¬\ndents if they are getting from history no real appreciation for the achieve¬\nments of the past and no urge to make their contribution to further\nachievement. We must not go thru the motions of teaching a variety of\nscience and art that does not help our children to be sensitive to the\nbeauty and interest that is to be found in their daily living. In a word,\nwe are not justified in attempting to teach anything to children that they\ndo not learn to use in better thinking and better acting.\nIn conclusion, I should like to list a few of the activities in this oneteacher school :\n1. A daily hot lunch is planned, prepared, and eaten by the children. Attention\nis given to proper food selection, sanitary and attractive preparation, and good\ntaste and eating. Food is raised in home gardens and canned by older girls and\nmothers. The small sum of money needed is raised by a social affair of some sort.\n2. Daily health inspection is carried on, healthful living in school, i.e., posture,\nhandwashing, and proper care of clothing is emphasized. A place is fitted up where\nchildren can make themselves tidy after play.\n3. There is a 4-H Club program, under the direction of the teacher, in cooking,\nsewing, room beautification, good grooming, and selection of food and clothing.\n4. An informal mothers’ group has been formed which we hope will become\nmeans of better home use of income and better homes generally.\n5. A regular rest period of from twenty\nand is much enjoyed by the children.\n\nminutes\n\nto a half-hour\n\nis observed\n\na\n\ndaily\n\n6. A long-time school ground beautification plan, made with the help of a state\nspecialist, includes a wild-flower garden which has been planted on edge of woods\nand which will gradually become a living museum of local plant life.\n7. The forestry club, which also includes local high-school children, takes hikes\nand field trips, makes collections of materials, and works in nature hobby groups.\nThis and the wild-flower garden does much to stimulate interest in nature. Children\ngo out to paint or paint scenes from the window at the easel. They are studying\nscience and physical geography just now in relation to farming problems in the local\ncommunity.\n8. Children care for schoolroom and schoolgrounds. They make curtains, paint\nand build furniture, and make equipment, such as easels, looms, and screens.\n9. Children help at social gatherings and assist when visitors come. They serve\ntea at the mothers’ meetings and prepare lunch for school visitors.\n10. Children, with the help of adults when necessary, have planned, built, and\nfurnished a large weather-proof playhouse on the playground which is the center\nfor the dramatic play of the little children. In studying the community they play\ngoing to the store, delivering the mail, etc.\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n503\n\n11. The children have an efficient club. Committees appointed by the club presi¬\ndent plan and carry on games on the playground, take care of all school routine\npossible to them, plan and carry on special day programs and plan trips and other\nactivities.\n12. The\nnochio\n\nchildren have\n\nas a marionette\n\nhad\nshow\n\ndelightful Christmas\nfor the community\n\nprograms,\n\nand\n\nhave\n\nproduced\n\nlater for the county\n\nPin-\n\nP.T.A.,\n\nhave had parties and plays on special occasions, have sung at the county music\nfestival. Last year at play day they dramatized the early history of the community.\n13. The young people, about fifteen of them, have weekly meetings at the school\nwhere they have social activities, dancing, games, plays, and handicraft.\n14. Children go on many trips. Last year while studying the community as it was\nlong ago the older children went out repeatedly to interview old residents and to\nsee remains of early life. They visited the Bucks County Historical Society Museum\nat Doylestown, Pennsylvania, the Trenton Museum, and the state house. The\nround-trip to Doylestown was 152 miles. The trip to Trenton was about 170 miles.\nThe little children, when studying the ways people travel, went to the station,\nbought their own tickets, and rode on the train along the river thru Delaware Water\nGap to Stroudsburg, Pennsylvania, and back home.\nThis year the children have taken, or have in prospect, trips such as one to local\nfarms and to a large model dairy farm several miles away, to a township committee\nmeeting, to the county superintendent’s office, to the schoolboard clerk’s house, to a\nsoil erosion project, etc. They will go out with the farm agent, if possible, to prune,\nplant, and spray trees.\n\nIt will be seen that the children have had many firsthand experiences\nin their environment. This school cannot be thought of in terms of one\nroom and one textbook. School is wherever there is an interesting thing\nto hear or to see — wherever there is an opportunity to learn in a vivid,\nmeaningful way the things the children need to learn.\nThe one-teacher school in the rural community is an ideal place for\nchildren to grow. The handicaps in this situation are overshadowed by\nthe advantages. The simple organization of the school, with many age\nlevels included, creates the ideal situation for growth in self-control, initia¬\ntive, responsibility, and good citizenship. The community, simple also in\norganization, offers opportunities for citizenship, experiences, and for\nunderstanding about how people live together. These are impossible in\nthe complex urban community. The wealth of natural resources is\nobvious. Finally, while we keep the resources we have at hand in the\nrural community we may have, because of improved roads and better\ntransportation, most of the cultural and social advantages enjoyed by city\nchildren.\nADJUSTING\n\nSECONDARY\nEDUCATION\nOF RURAL\nYOUTH\n\nTO\n\nM.\n\nDEAN,\n\nPENNSYLVANIA\n\nR.\n\nTRABUE,\n\nSCHOOL\n\nCOLLEGE,\n\nThe\n\nfundamental\n\nOF\n\nEDUCATION,\n\nSTATE\n\nCOLLEGE,\n\nTHE\n\nNEEDS\n\nSTATE\n\nPA.\n\neducational needs of rural American\n\nyouth are not\n\nvery different from those of their city cousins, and the methods by which\nthese rural youth may be developed most effectively are identical with\nthe methods\n\nby which\n\nother youth learn and make\n\nintelligent adjust-\n\n"}
{"page": 510, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nments to life. The chief differences between rural and urban youth are in\nthe backgrounds of concrete, everyday experiences which they bring to\nthe schools, and in the adequacy of the educational opportunities offered\nthem by the schools. If we are to preserve American institutions and to\ngive equal opportunities to all American youth, we must recognize that\nrural and urban youth are equally in need of individual diagnosis and\nguidance, and that rural and urban schools must both adjust themselves\nto the specific educational needs of these individual young people.\nIt is absurd to advocate different objectives, different methods, and\ndifferent standards for rural and urban schools. Even in the matter of pupil\nbackgrounds, interests, and experiences, there are far greater differences\namong the pupils of any given school, whether urban or rural, than between\nthe average rural pupil and the average city pupil. With the improvements\nthat are constantly taking place now in transportation and communication,\neven these differences in the experience backgrounds of typical urban and\nrural pupils are steadily decreasing. Every school, whether in the city or\nin the country, must recognize these wide differences in the equipment and\nbackgrounds brought by the pupils, and must\nof the individuals it serves.\n\nadjust itself to the needs\n\nWhether his home is in the city or in the country, an American youth\nhas a right to expect to gain from the school a helpful understanding of\nhimself and of his potential relationships to the life activities available to\nhim. The primary task of the school should be to attempt to understand\nthe pupil and the opportunities life holds for him. It is foolish to assume\nthat because a boy lives in the country he is destined to be a farmer, or\nthat because a girl has been promoted to the high school she should now\nstudy algebra and French. The actual needs of the rural young person\nmust be discovered before the school can intelligently adjust itself to\nthem. If any institution should be expected to proceed on the basis of\nknowledge and intelligence, the secondary school most certainly should.\n*\nIS A STRONG\nCENTRALIZED\nCOUNTY\nOR SIMILAR UNIT\nOF RURAL SCHOOL\nADMINISTRATION\nESSENTIAL TO\nAN EFFICIENT PROGRAM\nOF RURAL\nEDUCATION?\n\nHOWARD\n\nA. DAWSON,\n\nIntroduction\n\nto Panel\n\nDIRECTOR\n\nRURAL\n\nOF\n\nASSOCIATION,\n\nDiscussion\nSERVICE,\n\nWASHINGTON,\n\nNATIONAL\n\nEDUCATION\n\nD. C.\n\nThe efficiency of a program of rural education can be measured in\nterms of the performance of the functions and services of a satisfactory\neducational program. Three questions arise in this connection:\n1. What is a satisfactory educational program?\n2. What functions and services are necessary to the administration\neducational program?\n\nof a satisfactory\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\n3. What\n\nare the characteristics\n\nsatisfactory educational\nbe carried on?\n\nprogram\n\nA satisfactory educational\n\nof\n\nRural\n\nEducation\n\nof the administrative\nand\n\nthe necessary\n\n505\n\norganization\n\nfunctions\n\nand\n\nthru which\n\nservices\n\nprogram — A satisfactory educational\n\nthe\n\ncan best\n\nprogram\n\nis one which makes available to all persons of educable age educational\nopportunities commensurate with their varying needs, aptitudes, capacities,\nand interests, and with the needs of society for the services and cooperation\nof such persons.\n\nOnly that educational program is satisfactory which provides for the\ncontinuous development of the child from the day he enters until the\nday he leaves the public school. For convenience of organization the\nschool may be divided into elementary for preadolescent children and\nsecondary for adolescent children.\nActually there is no hard and fast definition of the elementary school.\nIn some states it is defined as Grades I to VIII ; in others as Grades I\nto VII. The most recent practice is to consider it as including kinder¬\ngarten and Grades I to VI, inclusive. It is fairly well established that,\nso far as possible, the elementary school should have at least one teacher\nfor each grade unit with a desirable ratio of 30 pupils per teacher, it\nbeing assumed that transportation at public expense will be furnished\nwhenever necessary.\nFormerly the secondary school consisted of four years’ education super¬\nimposed on the seventh- or eighth-grade elementary school. Now it is\ngenerally conceived as consisting of Grades VII to XII, inclusive. For\nconvenience of organization, the secondary school may be developed as\na six-year elementary school or as a three-year junior high school and a\nthree-year senior high school. The junior college and the specialized voca¬\ntional schools of equivalent grade should be considered as extensions or\nvariations of the secondary-school program.\nThe secondary school should provide educational opportunity adapted\nto the needs of every adolescent boy and girl who is not assigned to\ninstitutional care. To do this the secondary school in rural areas, where\neducational opportunities on the secondary level are most limited, should\noffer training in citizenship and the social studies including civics, govern¬\nment, history, geography, economics, and sociology ; English ; physical and\nnatural sciences; health and physical education; mathematics; modern and\nancient languages ; music ; art ; homemaking ; agriculture ; commercial\ncation; and trade training.\n\nedu¬\n\nThe optimum size of the secondary school will depend largely on the\ndensity of population and the facilities for transportation; but it should,\nexcept under unusual circumstances, be large enough to make possible a\nstudent body of at least 300 pupils and ten teachers.\nOther things being equal, the educational program is most satisfactory\nthat is most economical as to cost. It is an established fact that small\nschools are most\n\nexpensive per unit of service and that the maximum\n\nefficiency in the expenditure of funds cannot be obtained in either ele-\n\n"}
{"page": 512, "printed_page": null, "text": "National\n\n506\n\nmentary\n\nEducation\n\nAssociation\n\nor high schools that have less than 200 pupils. The\n\nHarry A. Little’s study in Potential Economies\n\ntion of School\n\nAttendance\n\nUnits\n\nThrough\n\nfindings of\n\nthe Reorganiza¬\n\nare significant in this respect.\n\nIn 213 out of 223 counties studied, a consolidation of schools with\nthe same type of educational program as maintained at the time of the\nstudy would result in an average decrease of 7.83 percent in cost. The\nschools of these counties as they were organized at the time of the study\ncost 1.36 times as much as if they were organized into schools with at\nleast 290 pupils in elementary grades and at least 726 pupils in highschool grades. They cost 1.25 times as much as if they were organized\ninto larger schools as recommended in countywide surveys. Little says:\n“The consolidation of schools makes possible opportunities for better edu¬\ncational advantages which if used may increase the cost of the educational\nprogram. The better buildings required to put the reorganization into\neffect would result in an additional cost, on the average, of 3.8 percent\nof the original cost of all the schools of the country.”\nThe elements of a satisfactory educational program discussed thus far\nhave to do with local schools or, technically, with school attendance areas\nas distinguished from school administrative units . These two units are\ndefined as follows:\nAn attendance area comprises the geographical and population area served by a\nsingle school and does not necessarily constitute a local taxing unit or have an\nindependent system of administration.\nAn administrative unit comprises all the area under a single system of local admin¬\nistration and may be composed of more than one attendance unit.\n\nObviously since there are still more than 130,000 one-room schools in\nthe United States, each of which constitutes a separate administrative\nunit in many states; since not more than 10 percent of the elementary\nschools have as many as six teachers and 240 pupils; since the typical\nhigh school has fewer than 100 pupils and four teachers; and since in most\nof the states each high-school attendance area also constitutes an admin¬\nistrative unit, there is not much likelihood that satisfactory educational\nprograms dependent as they are upon attendance areas of satisfactory size\nare possible without the organization of larger centralized administrative\nunits.\nFunctions\neducational\n\nand\n\nservices necessary\n\nprograms — It is now\n\nto the administration\n\nof satisfactory\n\nwell established both in theory and best\n\neducational practice that in order to guarantee the development and con¬\ntinuance of an adequate program in any administrative unit there are\nneeded: (a) a board of education to determine policies; (b) an administra¬\ntive professional leadership vested in one person to coordinate all the serv¬\nices of the school in the interest of the child; (c) direction and super¬\nvision of instruction, including special school classes, and services; (d) an\nefficient business management, including the operation and maintenance\nof the school plant and transportation; (e) direction and supervision of\nattendance, including relationships with social welfare agencies.\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nThe\n\ncharacteristics\n\nof\n\nRural\n\nEducation\n\nof a satisfactory school\n\n507\n\nadministrative\n\nunit — The\n\nfollowing principles are now well recognized for guidance in the organi¬\nzation of satisfactory administrative units:\n1. An\n\nadministrative\n\nunit should comprise\n\none or more\n\nattendance\n\nareas offering\n\neducational facilities at least thru the twelfth grade. Only under exceptional circum¬\nstances, due to such factors as extremely sparse population or rugged topography,\nshould an administrative unit comprise only an elementary- or an elementary-junior\nhigh-school attendance area.\n2. An administrative unit should be sufficiently large to warrant the provision\nof all essential and desirable administrative and supervisory services except those\nprovided directly by the state. Ordinarily,\nschool attendance areas will be involved.\n\nseveral elementary-junior-senior\n\nhigh-\n\n3. If the principle of state support of a minimum educational program is recognized\nand applied there will be little need for organizing administrative units in terms of\ntheir ability to be self-sustaining. Emphasis then should be placed on the optimum\nunit for the efficient and economical provision of desirable educational offerings.\n4. The boundaries of the school administrative unit need not be coterminous with\nthe boundaries of any political subdivision of the state. An administrative unit may\ninclude part of a county, a county, or two or more counties or cities, or a city and a\npart of a county.\n\nThe proper planning and organization of local school administrative units\nis necessary to the solution of many of the most vexing educational problems\nfacing most of the states. Among these problems are the simplification of\nthe apportionment of state school funds, the equalization of financial burdens\nand educational opportunity, the planning and construction of school build¬\nings, and the provision of expert leadership, administration, and supervision.\nSo far as the great majority of rural children in the United States is con¬\ncerned, the provision of acceptable educational opportunities can be made\nonly thru the organization of large local units of school administration. In\nsome states this unit may well be the county; in others, perhaps the majority,\nit may be a unit wholly independent of any existing political unit of local\ngovernment.\nLANGUAGE\nMRS.\n\nARTHUR\n\nARTS\n\nAND\n\nTHE\n\nJAMES,\n\nSMITHFIELD\n\nSOCIAL\nROAD,\n\nSTUDIES\n\nAMENIA,\n\nN.\n\nY.\n\nIn the foothills of the Berkshires, five miles from a post-office, is located\nSmithfield School No. 10, Amenia, New York. There is an enrolment of\neleven pupils, one or more pupils in each of eight grades. The ages of the\nstudents vary from six to fifteen years ; the intelligence quotients from very\nhigh to very low ; the cultural backgrounds from no books, no art, and no\nmusic, to a large library and the best in both art and music. The economic\nstatus of the children range from one family where the father has a cash\nincome of thirty dollars a month to support a family of five, to another\nfamily where the father lives on a farm of fifteen hundred acres, which is\none of the lesser of his possessions. I have taught this school for the past\nnine years. Out of this experience I am to comment on two articles from\nthe 1938\n\nYearbook — “Language\n\nArts”\n\nby Roberta\n\nGreen\n\nand\n\n“Social\n\n"}
{"page": 514, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nStudies” by Helen Heft'ernan. The progressive wing of our profession is\nrepresented in these articles.\nM iss Green wants to keep a child happy in the learning and the using of\nlanguage. A sensible aim! “Group planning and exchange of information\nwill provide for oral expression, clear thinking, and attentive listening,” she\nstates. Thru the years, I have found that there are two groups of children\nwho suffer more than necessary by following the method of instruction out¬\nlined in this article — the children who move from school to school and those\nwith academic talents. In order not to handicap these groups I have made\ntwo compromises with the progressives: I follow grade placement in spell¬\ning, punctuation, and grammar ; and I have a penmanship period in the first\nfour grades. One thirty-minute period in the morning and one thirty-minute\nperiod in the afternoon care for this mechanical side of language arts. The\nchildren enjoy both periods. These two drills keep them qualified for stand¬\ning in their grade in case of a transfer. I have found the students who\nfollow academic careers better able to score high standing in their regents\nand college board examinations if they have been taught by this method.\nNow for the more progressive program in language arts. The listening\nperiod has passed the experimental stage at Smithfield. I read the best in\nliterature in the most expressive way I can. All the children listen. Out of\nthis listening has come much creative work in both prose and poetry. Each\nchild keeps his reading list, containing books read at home or at school, all\nthe year round. These lists are posted on “Parents’ Night.” There is a\nfree work period each day, the length of which depends on the completion\nof required work. Most pupils have used this free work period this year for\nreading. The first four grades have oral reading each day. The other grades\nhave one oral reading period on Friday afternoon. World events are chosen\nand read aloud to the circle. “Something interesting to you” is my only\nassignment on that period. When do we write? When there is need. We\nwrite courtesy notes, cheer-up letters to a sick child, invitations, and reports\nin social studies.\nM iss Heffernan’s article on social studies is stimulating. Note her vocabu¬\nlary. “Not mechanistic psychology,” but “growth,” is a true learning life.\nFor work in the social studies I select materials to fit the needs of the\npupils I have in a given year. The best source of help I have found is New\nYork\n\nCurriculum\n\nBulletin No.\n\n2 — Social Studies. This year I have used\n\nthe following topics:\nGrades\n\nI and II — Home\n\nLife\n\nThe activity work was a collection of birds’ nests. Such teachers as we have! A\nphoebe carrying her moss and mud over our door, placing her home; a barn swallow\nwith mud pellets and feathers, building in our wTood shed; a robin plastering the\nmud and grass into a home in the apple tree by the corner of the yard; and a Balti¬\nmore oriole weaving her cradle of string and wood fibers on the end of an elm limb\nby our window!\nGrades\nWe\nMen,\n\nIII and IV — Prehistoric Life\n\nfollowed Dopp’s Series of books — Tree Dwellers, Early Cave\nEarly Sea-People,\n\nEarly Herdsmen,\n\nand\n\nEarly Farmers.\n\nMen, Later Cave\n\nChild’s History\n\nof the\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nWorld\n\nby Hillyer was\n\nof\n\nRural\n\nEducation\n\nalso a help. Domestication\n\ncame\n\nof crops\n\nout of this work.\n\nand\n\nunderstood\n\nand new\n\nappreciations\n\nimplement\n\nthat “some\n\nIndian\n\nhad used!”\n\nGrades\n\nV and VI — The Sister Continents\n\n509\nof animals\n\nOne\n\nwas\n\nboy found\n\nwell\n\na stone\n\nMuch free-hand map sketching, speakers from foreign lands telling about their\nrespective countries, stereopticon lectures, and books helped the group build up true\npictures of many of the countries they studied. I was delighted with the outcomes of\nthis study.\nGrade\n\nVII — Workers\n\nof the World;\n\nGrade\n\nVIII — American\n\nHistory\n\nThese studies branched out mainly into literature. Eight historical novels develop¬\ning different times and different sections were used. Maps and book reviews were\nmade — and were well made.\n\nAll this cannot be done by the unit method and activity program in too\ncomprehensive a way. In order to be fair to the possibilities in true unit\nwork, we have one large unit of work in the main field of social studies\nwhich all grades work at all year. This unit has outcomes in history,\ngeography, and science; art — both that of the genius and the kind we pro¬\nduce ; music — song, rhythms, and the productions of the great masters ; crafts,\nmuseums,\n\nfolios, drama. This year our unit was “Time.”\nART\n\nELIZABETH\n\nBARD\n\nAND\nVAN\n\nMUSIC\nSANT,\n\nIN THE\n\nRURAL\n\nDEMONSTRATION\n\nSCHOOL\n\nTEACHER,\n\nLANGHORNE,\n\nPA.\n\nThe one-room school in which I teach in Langhorne Manor, Pennsyl¬\nvania, has twenty-five pupils distributed among the first four grades. We\nenjoy several distinct advantages over the usual situation where a teacher\nhas but a single grade. I have four years to work with most of my pupils.\nWe are not pressed with a rigid course of study. As my school is used for\ndemonstration purposes, it is better equipped than other county elementary\nschools. I have the cooperation of a supervising principal and special assist¬\nance from the office of the county superintendent of schools. The program\nof art and music is largely an integrated and informal one, with the work\nplanned around the children’s interests. All pupils participate in most of the\nprojects.\nArt is correlated with music, reading, English, nature work, and the\nsocial studies. Even arithmetic brings in art thru the making of posters and\nsigns for the store and post-office projects. In fact, art is regarded as a com¬\nponent part of all school work, embracing room decoration, flower arrange¬\nment, furniture grouping, picture placement, bulletin board displays, care¬\nful attention to paper heading and workbooks, mounting of materials for\ndisplay, arrangement of books on the library shelves, neatness of the cloak¬\nroom, taking care of the closets for different art material, keeping the play¬\nground in good order, and planting and care of annual and perennial flowers\non the school grounds.\nWe try to teach the principles of good arrangement so well that they will\nbecome second nature to the child and he will be enabled to meet intelli-\n\n"}
{"page": 516, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nAssociation\n\ngently the art problems of his daily life. He is made to feel that art is more\nthan drawing pictures in school, that it is really a part of everything he does\nfrom the way he writes his name on his spelling paper to the color of the\nhat or tie he chooses. We try to develop interests and hobbies which will\ncarry over to the child’s private life for his future enjoyment.\nOur first and most important step in teaching art is to arouse the children’s\ninterest. We never tell them to make a picture or a design which will not\nbe important in their school or home life since children do not show much\ninterest in abstract drawings or designs. The lessons are motivated by the\nchildren’s own interests. We build them around something they like — their\nplay, their pets, incidents of their home life, and stories and scenes from\nhistory books or readers. We build them around a holiday, a nature walk, a\ntrip to the zoo, a visit to an industrial plant or a farm, a school play, or an\noperetta.\nAs a rule, most of our art work revolves around the regular school\nprojects, which usually change from year to year. For example, in the\nIndian project which we worked on this year we gathered pictures, objects,\nand materials from the children’s homes, from books and magazines, and\nfrom the school museum. Besides making pictures and posters showing all\nphases of Indian life to illustrate the stories we read and acted, the children\nbuilt a mesa and a pueblo for the desert Indians; made a complete forest\nIndian village, including bark wigwams and canoes, on the sand table; and\nfashioned a meat-drying rack and a plains Indian tepee from lima bean poles\nand burlap sacks. This tepee was afterwards put out on the playground to\nserve as a playhouse as well as an object to be drawn in a real outdoor\nsetting.\nWhile working on this project, it was suggested that we give an Indian\noperetta at the end of the term so as to use the articles we were making.\nWe selected “The Inn of the Golden Cheese,” a story of Indians and pioneer\nchildren at the time of William Penn. It proved to be very successful. The\ndesire for an operetta as a climax to the Indian project sprang from the\nChristmas operetta which is already an established tradition and is the moti¬\nvating force of our musical program. It enriches the curriculum to a great\nextent. Each year the preschool children listen to the enthusiastic chattering\nof their older brothers and sisters. They see the entertainment and are eager\nto be admitted to school so that they, too, may be in similar operettas.\nOn the first day we open school with a song session, the old-timers singing\nfor the newcomers. A short song is introduced for all to try individually.\nTh is enables me to ascertain which pupils can sing and which have monotone\nvoices. I first teach the children who cannot sing how to listen and after that\nhow to sing. This takes time, patience, and enthusiasm, but the thought of\nan operetta makes them all eager to cooperate. Usually by the last of October\nthe majority of the children are ready; eventually all children can sing un¬\nless they are physically handicapped. By this time we discuss the kind of play\nwe should like to produce, and select it. We must choose one that will fit our\nparticular needs and must consider its adaptability to our number, age range,\nstage settings, and costuming.\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n511\n\nThe next step is learning the songs, for they must be well known before\nany acting is attempted. These are taught and sung during the morning\nexercises or in an afternoon music period. Both solos and choruses are\ntaught as group songs to the entire room, thus doing away with the objec¬\ntion that too much time might be spent on a certain few to the detriment\nof the majority. The parts are then given out. There is no ill-feeling over\nthe allotment of these, for from the beginning we have stressed the idea of\nworking together for the good of all. Each is proud of the part he is best\nable to portray. Probably the fact that each one has learned all the words\nand the songs of the entire play and is able to step into any part at a moment’s\nnotice has a great deal to do wTith this.\nBesides deriving artistic and musical training from the operetta, the chil¬\ndren benefit in numerous other ways. For instance, it is not easy to correct\na child’s awkwardness without hurting his feelings or arousing his antago¬\nnism, but I have been able to help many a child to overcome his faults by\nshowing him how to act while playing a certain part. Usually this carries\nover into his normal life.\nWe use the greatest freedom in adapting the words, direction, and situa¬\ntions of the play to the needs and experiences and vocabularies of the chil¬\ndren. Timid, weepy, little Mary could not sing two measures in the same\nkey. Eventually she took one of the leading roles, showing great stage pres¬\nence and singing the necessary solos very well, all because she had a great\ndesire to do so and had gained confidence in herself. George always ran his\nwords together so that he could scarcely be understood. Since he had to speak\ndistinctly to be in the play, he learned how to do it. In his everyday speech,\nJohnny said “gits” and “he seen.” Quite without his knowledge, I changed\nthe lines in the script to include the correct forms of those particular expres¬\nsions. The lines made such an impression on him that he has been using them\ncorrectly ever since. Rollo, a little first-grader inclined to stammer, was\nchosen to act the part of one who used words of many syllables. He learned\nto say them joyfully and trippingly. This gave him such confidence that he\nhas forgotten about stammering. Even children who have had only a small\namount of training along these lines show a marked improvement in their\nclub activities, in oral English, and in story-telling periods. They speak\nmore freely, more willingly, and with more expression.\nWhen not working on the operetta, we spend time studying notes, rests,\nkeys, sightsinging, and the like, and in learning many songs suitable to the\nseason. We\n\nhave a great variety of these, varying from year to year. Worth¬\n\nwhile songs are taken from any source, some from teacher’s and children’s\nmagazines, some from children’s homes, and some from supplementary\nsongbooks.\nOur phonograph records for music appreciation are selected to suit the\nchildren’s interests at that particular time — a minuet, for instance, during\nthe study of Colonial days, and original Indian music and the “Dagger\nDance” from Victor Herbert’s “Natoma” for the Indian project. These\nsame records and others are used in connection with picture appreciation.\nThe children listen to a record, then select pictures that seem to express the\n\n"}
{"page": 518, "printed_page": null, "text": "512\n\nmood\n\nNational\n\nEducation\n\nAssociation\n\naroused by the music. Again, they may look at a picture, then choose\n\na record that best interprets the feeling which the picture gives them. Some¬\ntimes the children bring supplementary pictures from home. Picture study\nis articulated with poetry and other subjects as well.\nDuring recess on cold or rainy days, we use the victrola to help us learn\nfolk-dances and rhythm plays, such as the Virginia Reel, the Irish Lilt, or\nthe Shoemaker’s Dance. Art and music are constantly interwoven in our\ndaily life, not segmented or formalized, but integrated and permeating all\nphases of living. In this same manner, art and music at the Langhorne\nManor School enrich our school program immeasurably.\nUSES\n\nOF\n\nJULIA\n\nCOMMUNITY\nMATERIALS\nWEBER,\n\nFRANKLIN\n\nRESOURCES\nIN A RURAL\nGROVE\n\nSCHOOL,\n\nAS CURRICULUM\nSCHOOL\nBLAIRSTOWN,\n\nN. J.\n\nCome with me to a small one-teacher school in an isolated and hilly part\nof Warren County, New Jersey, four miles from the nearest town, with no\nstores, post-office, church, or any kind of community center outside of the\nschool. The families of the children in school are scattered over an area of\nabout four square miles. Most of the homes are in poor condition. The\nstandards of living are low. Most of the men in the community find work\nwherever they can — usually at temporary jobs. Because of the hilly land\nlittle farming can be done. The families are large. There is only one family\nwith one child. There are twelve and eleven children respectively in the\ntwo largest families.\nThere are twenty-nine children in the school, half of them of foreign-born\nparentage. Thirteen are primary pupils and sixteen are in Grades IV to\nVIII.\nAt first glance it seems that this isolated community\n\nis quite barren of\n\nresources that can be used as curriculum materials. Yet if the children’s\nlearning is to be effective, we must start with the actual everyday experiences\nin their own immediate community. They need to understand the things\nthat go on about them and with this understanding of their immediate en¬\nvironment they can branch out and begin to understand their county, their\nstate, and their world. So we must know the resources of the community.\nOnce having discovered the resources, how shall we determine which of\nthem we shall use in the curriculum?\nFirst, we\n\nmust\n\nstudy the needs of the children. Curriculum\n\nmaterials\n\nshould be chosen to meet their needs. It is only thru knowing children’s\nneeds and making an effort to meet them that the school can be effective.\nSecofid, we\n\nmust\n\nstudy the community\n\nto see how\n\nit should be changed\n\nin\n\norder to be a better place for the children to live. The school in cooperation\nwith the people may do much\nspend out of school.\n\nto meet the children’s needs in the hours they\n\nWith these principles in mind, we began to study the children, their homes,\nand communitv.\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n513\n\nIn making a study of the home and community conditions in our area we\nfound that there was need for improved health practices, for recreation, for\nthe supplementation and better use of income and other material resources,\nfor using and supplementing the social and cultural resources, and for\nvocational planning for the younger people.\nLast year, as a preliminary to the study of local resources, the Colonial\nhistory of Hardwick Township was studied and contrasted with the Hard¬\nwick of today. From these differences, largely a matter of population and\noccupation, questions arose. Committees were appointed to gather material\nand report findings. Since the chief occupation of presentday Hardwick is\ndairying, a study was made of this industry, including visits to its largest\ndairy and to the Walker Gordon Farm at Plainsboro, New Jersey, rated\nby some as the finest in the world.\nThe children benefited in many ways from this study. Their social con¬\ntacts and experiences are very limited. The trips taken during this study\nhave given them practice in conventional behavior in public. Using maps\nand planning their trips have made the children more observing and alert.\nMeaning has been put into things they see every day and into what they read\nand hear.\nThe pupils were out in the community many times where they could actu¬\nally see the things that they were studying. They interviewed people and\ntook their questions home. Much of the time in school was used in reading\nand discussion before the trips to prepare for intelligent observation, and,\nafterward, to try to understand what was seen. We are coming to change\nour conception of school as contained within one building, a few books, and\na teacher. All adults who have information which we need are teachers, and\nall places where we may appropriately go to study at firsthand become the\nschool. Books take their places as a means of interpreting and extending\nwisely chosen experiences.\nI wish there were time to tell about other studies — of our trips to the\ntown four miles away to find out where our bread comes from and where\nour mothers buy our clothes and where our mail goes, or about the study\nof local Indians.\nThis apparently resourceless community has turned out to be rich in the\nthings that broaden and enrich the lives of its children and people. This is\ntrue of every community, and we have only to seek to uncover its resources\nand to learn to use them wisely.\nTHE\n\nRURAL\n\nH. C. WHITESIDE,\n\nSCHOOL\n\nAS A COMMUNITY\nRECREATION\n\nSUPERVISING\n\nPRINCIPAL,\n\nPUBLIC\n\nLife is speeding at such a pace today that many\n\nCENTER\n\nSCHOOLS,\n\nDELMAR,\n\nFOR\n\nDEL.\n\npeople think the economic\n\nstructure which civilization has built is breaking down. Changes are com¬\ning with a jolt in working conditions, wages, hours of labor, increased num¬\nbers of women — both married and single — in employment. Everything feels\n\n"}
{"page": 520, "printed_page": null, "text": "514\n\nNational\n\nEducation\n\nAssociation\n\nthe impact of change and especially the home, church, and school. A noted\ndivine, Daniel A. Poling, says the greatest demand on the pastor of today\nis dealing with psychologically tangled human beings and attempting their\nreconditioning with hope and iron.\nThere is a definite challenge to the school, both rural and urban, in this\nevolution of a new social order, in an active and farsighted extracurriculum\nprogram. A strong parent-teacher association is a key link in cooperation\nbetween town and gown.\nIn adult education, classes at night accomplish much in the spirit of\ngood fellowship and earnestness. Here we find groups concentrating on\nmanual arts, commercial work, public speaking, public affairs, hobbies,\nhandicraft, and interior decorating. Many possibilities lie in this field, co¬\nordinating with agriculture, physical education, chorus, and home economics.\nHere volunteer leaders, as well as paid instructors, can do constructive work.\nDelaware has organized this work extensively.\nAll political creeds and views not contradictory to God and country have\na right to hearing, with the school as a forum. Here the county agent can\ngive agricultural demonstrations and all factions can meet together for the\ndiscussion of rural electrification and other economic joint enterprises.\nFlower shows, hobby shows, pet shows, community fairs, faculty and P.T.A.\nparties, exhibitions of work, field days, May days, fashion shows, home eco¬\nnomic suppers and teas, all have a fitting place in the schoolhouse and on the\nschool grounds.\nA student press club can provide the local newspaper regularly with items\nof interest, keeping the whole community informed of school activities and\nplans.\nWhat do people take back home from these activities just mentioned?\nSome benefits obtained are : ability to play and read and discuss and to be\nat ease socially with others ; knowledge of what goes on in the classrooms ;\nhow to help youngsters in schoolwork and to choose vocations. And hand in\nhand with these go confidence in and cooperation with those directing school\nwork.\nThe public schoolhouse is the most democratizing influence in the com¬\nmunity. To it come the young and old, the rich and poor, the learned and\nignorant, people of all faiths and parties, at a minimum of cost, for contact\nwith that which is found action-laying, character-making, forward-reaching,\nonward-looking, upward-climbing, all for one and one for all !\nA\n\nPROGRAM\n\nFOR\n\nCOUNTY\n\nL. A. TUGGLE,\n\nSUPERINTENDENT\n\nSUPERVISION\nOF\n\nDANVILLE,\n\nSCHOOLS,\n\nIN\n\nVERMILION\n\nILLINOIS\nCOUNTY,\n\nILL.\n\nA brief statement of the administrative arrangement for public schools\nin Illinois will be of assistance in understanding the work of the county\nsuperintendent of schools in that state. Vermilion County, of which I\nam the superintendent, will serve as an example of typical situations found\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n515\n\nin the other 101 counties of Illinois. There are 209 separate districts, each\nof which is controlled by a board of directors of three or five members.\nThere are two types of districts, an elementary common school district\nthat has a high school within its boundaries, and the township or com¬\nmunity high school superimposed as a separate district over several com¬\nmon school districts. School funds are received and disbursed by a town¬\nship treasurer appointed by a board of three trustees.\nFor the most part the county superintendent in Illinois is a clerk for\nthe township treasurers and the state superintendent of public instruction.\nHe has no authority over the high schools. Each schoolboard can direct\nwhat branches are to be taught and choose the textbooks to be used. The\ncounty superintendent can act only in an advisory capacity.\nThere are three aspects of the situation of the county superintendent in\nIllinois that are fortunate : First, he is elected by the people, a condition\nthat makes him independent as to his policies of supervision. Second, he\nis directed by law to make a course of study. Third, he is required by\nlaw to devote at least one-half of his time to visiting rural schools.\nThe following outline presents the chief services of the county super¬\nintendent in supervision in Illinois, the illustrations being taken chiefly\nfrom Vermilion County.\n1. Supervision of instruction — The county superintendent can persuade\nthe various schoolboards to agree to a county unit for textbooks. That\nbeing done the county superintendent can direct the building of a course\nof study based on modern trends and socialized activities to meet the\nneeds of the children.\nThe county superintendent or his assistants prepare and disseminate the\nexamination questions.\nAt the beginning of the school year a countywide conference is held.\nLectures by experts are offered. During the year, group conferences are\nheld in which the teachers are advised in the art and methods of teaching.\nAt these group conferences demonstration classes are held.\nVisitation of classes by the county superintendent is also a valuable\nmeans of improving instruction.\nA high-school principals club serves as a means of integrating the work\nof the elementary schools and high schools especially in the preparation of\neighth-graders who expect to enter high school.\nAn elementary principals club that has a dinner meeting once a month\nat the county seat helps the county superintendent to formulate the policies\nto be pursued in the supervision of instruction.\n2. Improvement of teachers in service — Vermilion county is divided\ninto five community center groups. Each group holds at least four meetings\neach year. Each meeting is led by lecturers and demonstration leaders\nfrom the teachers colleges and the University of Illinois.\nExtension classes are conducted by instructors from the university and\nteachers colleges.\nTeachers are required to read at least one reading circle book selected\nby the Illinois Teachers Reading Circle Board.\n\n"}
{"page": 522, "printed_page": null, "text": "National\n\n516\n\nEducation\n\nAssociation\n\nEach teacher is required to take a day to visit some other school. Teachers\nare encouraged and sometimes required to go to summer school.\nA plan by which each beginning teacher has the benefit of the counsel\nof an experienced teacher is employed and is called the “big sister plan.”\n3. Library service for rural schools — The State Pupils Reading Circle\nBoard selects four books for each grade each year. The schoolboards are\nencouraged to buy these books. At the present time there are 78,000 of\nthese books in the schools of Vermilion County. Pupils and parents are\nencouraged to read these books. Diplomas and seals as rewards to pupils\nfor reading have helped to cultivate good reading habits.\n4. Health service for rural schools — The county superintendent has con¬\nsiderable influence in such matters as proper heating, ventilating, lighting,\nseating, water supply, toilets, and safety against fire. Hot lunches at noon\nin all the schools contribute to better health. The schools take advantage\nof all social agencies that offer health service. A special fund provides a\nhealth nurse to visit all rural and urban schools in the county.\n5. Developing a publicity program — Informing the public as to the work,\naccomplishment, and needs of each school in each locality is necessary to\nsuccessful county school administration. The chief agencies of school pub¬\nlicity in Vermilion County are bulletins to teachers, parent-teacher asso¬\nciation meetings, schoolboard meetings, principals’ meetings, newspaper\narticles, news items concerning each school printed in local papers, and\ngraduating exercises at local schools.\nA\n\nPROGRAM\nA. L. BENNETT,\n\nFOR\n\nCOUNTY\n\nSUPERINTENDENT,\n\nSUPERVISION\nALLEGHANY\n\nCOVINGTON,\n\nIN\n\nCOUNTY\n\nVIRGINIA\nSCHOOLS,\n\nVA.\n\nIf one is to understand the program for the supervision of county\nschools in Virginia he must be familiar with the training and selection\nof the superintendents, principals, and supervisors.\nIn Virginia there is no county superintendent of schools but a division\nsuperintendent, who serves a county in practically every instance, but in\na few divisions serves two counties, and in one division serves three\ncounties. Generally speaking, a city of 10,000 or more\nseparate school division with its own superintendent.\n\npeople forms\n\na\n\nA division superintendent of schools in Virginia must hold a master’s\ndegree, with special training in school administration and supervision, and\nmust have had experience as a teacher, supervisor, or principal. He is\nselected by a county schoolboard for a four-year term from a list of\neligibles submitted by the state board of education. The local schoolboard,\nin making its choice, is not bound to select a local applicant but is free\nto go out of the state, if it desires to do so, to secure a superintendent.\nTeachers, principals, and supervisors are elected by the schoolboard upon\nthe recommendation of the superintendent.\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n517\n\nSince 1922 the county has been the unit of administration and support.\nAll districts have been abolished, and the superintendent can transfer a\nteacher from one teaching position to another within the county. The\nVirginia law, unlike that in many other states, gives the superintendent\nof schools much power that is exercised by schoolboards in some of the\nstates. The fact that no teacher can be appointed except on his recommen¬\ndation gives him authority and control over instruction that his co-workers\nin other states do not always have. He is further charged by law with the\nsupervision of instruction within the county.\nThe high-school principals in the accredited high schools are required to\nhave at least two class periods open each day for supervision, but the real\nwork in supervision of schools in Virginia is done by the special elementary\nsupervisors. There is no law forcing the employment of such officials;\nneither is the number that may be employed by any division fixed by\nstatute. Two-thirds of the salary of these supervisors is paid by the state\nand one-third by the county. They must hold the highest certificate issued\nby Virginia, and must have had experience in elementary work and special\ntraining for their task. Every county in Virginia except six employs one\nor more of these supervisors, but four is the maximum in any county.\nAs a pioneer superintendent for twenty years in the employment of\nspecial supervisors, I have had continuous experience with them. One\ncannot expect very efficient work from a supervisor if one assigns him too\nmany\n\nteachers. From\n\nthirty to forty is, in my judgment,\n\nan ideal load. In\n\nonly two counties are special supervisors employed for high-school work.\nThese supervisors are given such duties as may be assigned by the\nsuperintendent or schoolboard. I like to think of them as helping teachers,\nwho assist teachers in solving their school problems — discipline, organiza¬\ntion of subjectmatter, discovering the ability of the children, etc. I have\nlearned thru two decades of experience that the supervisor should not\nbe expected to perform administrative duties. Therefore, clearly defined\nresponsibilities of the superintendent and supervisors are established.\nThe chief function of the elementary supervisor is to improve instruc¬\ntion. He should make poor teachers good ones and good teachers better.\nIn dealing with 4000 teachers and 14 supervisors, we have found that\nthe good teachers can be helped by supervision the same as the poor ones.\nThe supervisor is expected to spend much of her time in observing teachers\nand in conferences with them. She may quietly observe the teacher for\ntwo hours and then with an individual conference check wherein the work\nmay be improved\n\nor better methods\n\nused. She also conducts many\n\nfaculty\n\nconferences and group meetings. The use of observation days proves helpful\nespecially for the inexperienced teacher. A small group of teachers are asked\nto spend the day observing an experienced instructor, and at its close a\ndiscussion is held of the work observed.\nFor several years in Virginia our supervisors have done much\ndirecting units of instruction. They\n\nwork\n\nin\n\nhave also rendered valuable assistance\n\nin the selection of school libraries. Virginia’s remarkable progress in devel-\n\n"}
{"page": 524, "printed_page": null, "text": "518\n\nNational\n\nEducation\n\nAssociation\n\noping her new course of study could never have been made\nbeen for that group of educators whom we call supervisors.\nI would\n\nhad it not\n\nbe unwilling to serve a school system without elementary super¬\n\nvisors. I believe that the crying need of our rural schools is “capable\nprofessional supervision.” The superintendent is too busy with heavy admin¬\nistrative duties to do much supervising. His visits to schools are largely\nof an inspectorial nature. The constructive work in supervision must be\ndone by special supervisors.\nA\n\nPROGRAM\n\nA. WINFIELD\n\nOF\n\nTRAINOR,\n\nSUPERVISORY\n\nCOUNTY\n\nSUPERVISION\nSTATE\n\nDISTRICT\n\nSUPERINTENDENT\n\nDISTRICT,\n\nLEWTS\n\nCOUNTY,\n\nWEST\n\nIN\n\nOF\n\nNEW\n\nYORK\n\nSCHOOLS,\n\nFOURTH\n\nLEYDEN,\n\nN.\n\nY.\n\nThe territory of the state, outside of cities and of school districts of five\nthousand or more population which employ a superintendent of schools, is\norganized and divided into supervisory districts each of which incloses\nseveral school districts. Owing to extremely wide variations in size,\ntopography, and population, the counties of New York state were found\nto be unsuited as units for rural or county supervision. It was also\ndeemed an advantage to make the educational unit independent of any\none fixed political unit such as the county. Accordingly, the supervisory\ndistrict was set up originally to give each district superintendent as nearly\nas possible a unit of fifty school districts to supervise and serve in the\nvarious lines of educational leadership. Thru the process of centraliza¬\ntion of school districts into modern enlarged community school districts\nproviding the new type central rural school, the number of school districts\nto the district superintendent has been reduced to some extent, but new\nduties and responsibilities have resulted. These reorganized districts pro¬\nvide a modern twelve-year program of education suited to varying interests\nand abilities in a way never thought possible under the older plan of\nschool district organization.\nThe\n\nfunction\n\nof the district superintendent\n\nof schools — The\n\ndistrict\n\nsuperintendent is the general supervising officer of the supervisory district\nover which he has jurisdiction. While administrative and supervisory serv¬\nices demand a large place in the program of the district superintendent,\nthese services must function largely in the form of sound advisory guidance\nand forward-looking educational leadership initiated and developed in\nharmony with our democratic form of society and with due regard for\nthe psychology and philosophy of our rural people.\nIn order to develop a forward-looking program of administration and\nsupervision the district superintendent must give careful consideration to\ntwo groups of people — the professional group or the producers and the\nlay group or the consumers. The lay group must be recognized as the\nprospective customers, who, as taxpayers, hold the purse strings, and\ndecide what they can afford to purchase, and who, as parents, feel that\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n519\n\nthey know what their children need in the way of modern education.\nIt is the job of the district superintendent to help both groups to see\ntheir needs in terms of modern social adjustment.\nThe district superintendent must be a persistent but modest salesman\nof recognized needed educational improvements that will add to the\nfullness and the richness of rural living, and to the joy and social enthu¬\nsiasm of children’s learning. To accomplish this, he must work thru\nclose personal association with key individuals who shape policies, and\nthru the cooperation of organized groups, such as parent-teacher asso¬\nciations, the Grange, the Home and Farm Bureau, boards of education,\ngroup meetings of school trustees and schoolboards, the local press, mothers’\nclubs, and special committees of citizens invited by him to meet for consider¬\nation of special questions.\nThe program of a supervisory district — While there are many super¬\nvisory districts in New York state that can show a much more ambitious\nprogram of accomplishment as a result of carefully planned programs of\npublicity and supervision, your speaker will indicate some of the accom¬\nplishments of a certain supervisory district selected as a typical rural type\nwhere there is little wealth beyond ordinary dairy farms, and where the\nvillages are of the small, rural hamlet kind which serve as the community\ncenter for post-office, church, Grange, and ordinary trading.\nThis supervisory district originally included fifty separate school dis¬\ntricts, three of which were union free school districts and the remainder\ncommon school districts each with its separate trustee or board of trustees,\nand scattered over a thinly populated area of 350 square miles. This\nnumber has been centralized into sixteen separate school districts with\nonly sixteen separate school trustees or boards of education. This change\nin district organization is basic to the better program of modern educa¬\ntional activities now being carried out in this locality. Some of the accom¬\nplishments are as follows:\nNew school buildings — Where formerly only limited high-school work was offered\nin three small wooden buildings with outdoor toilets, one in each of the former three\nunion free school districts, and with no supplementary rooms such as auditoriums or\ngymnasiums, library rooms or science laboratories, there are now five modern new'\nbuildings fully equipped with supplementary rooms to supply a modern program\nof secondary-school courses. Four of them give a full program\nwork with several different courses on the secondary level.\n\nof twelve years of\n\nTransportation of pupils — Where formerly no transportation was provided for\npupils, now modern school buses transport school children to the central rural schools,\nand all high-school pupils of the remaining eleven uncentralized school districts\nalso are transported to high school. Because of the deep snow and road conditions,\npreventing the large school buses from making side road trips, supplementary\nportation contracts are made to carry pupils to the main transportation lines.\n\ntrans¬\n\nA changed curriculum — The secondary-school curriculum has been changed\nfundamentally. Where formerly it was organized to function for a selected few\nwho were going to college, or for the few who could learn easily from books, it has\nbeen reorganized to meet the needs of all classes of pupils as found in this rural\ncommunity. Where formerly memorization and recitation of books by the pupils\nwas basic, there is now a broad program of courses, experiences, and activities\n\n"}
{"page": 526, "printed_page": null, "text": "520\n\nNational\n\ncalculated to meet varying\nlife situations.\n\nEducation\n\nAssociation\n\nneeds and interests, and to aid in adjusting children to\n\nSpecial educational services — Formerly there were no special educational services\nsuch as health work, physical education, recreation, guidance, special library service,\nor trained school librarians to help with the educational program. Every central\nschool in this district now has a fully-trained and licensed librarian-teacher to help\nwith the program, and one of the schools has instituted a full-time program in\nwhich the librarian gives her full time to this work. Two of the central schools\nhave joined in a full-time employment of a school nurse and child-accounting officer,\nand the other is expected to join soon. All of the central schools have now reor¬\nganized their program to employ both a man and a woman teacher of physical edu¬\ncation and recreation.\n\nThe professional group\n\nstimulated\n\nand integrated — It is the professional\n\ngroup that must produce the expert services that are designed to guide and\nassist children in experiencing, in learning, and in living as their growth and\nadjustment is promoted in the direction of desirable social and individual\npersonality and efficiency. It is this group that must continually study, and\nexperiment, and research to the end that each year the new model is im¬\nproved and kept up to date to meet the new demands of economic and social\nchange. It is also necessary that this group of varying specializations, inter¬\nests, and attainments be systematically coordinated and integrated and uni¬\nfied in harmony with the informed purposes of the lay group, and for\neffective teamwork in attaining the larger and broader objectives of the\neducational program.\nStimulating\n\ngrowth\n\nby a supervisory project — In the district referred to,\n\nan experiment has been conducted\n\nduring the past eight years in the form\n\nof a long-term supervisory project. The district superintendent set up the\nsupervisory program with the following purposes to be accomplished : ( 1 )\nto stimulate the improvement of the teachers, the principals, and himself\nwhile serving in this supervisory district; (2) to coordinate and integrate\nfor better teamwork and concerted action the thinking and the effort of\nthe varying abilities, interests, preparations, teaching fields, and special\nsubjects as represented in the six different groups of teachers and principals\nin this supervisory district; (3) to assist the principals and the teachers\nto build a living, dynamic philosophy which will help the schools to provide\na better educational program for the children.\nThis project provides for the presentation of a general topic or central\nproblem for cooperative study during the entire school year, with many\nspecial problems for discussion and experimentation. The whole plan is\ncarefully organized into an outline of suggestions and procedures, and is\npresented with discussion both by experts and by members\n\nof the teachers’\n\ngroup, with plans for the year’s work outlined and explained by the district\nsuperintendent. Thus, with the help of the principals and teachers, the super¬\nintendent sets up the plan as a supervisory project and outlines the procedures\nfor the entire year. Monthly meetings are held for study and discussion of\nthe special problems, of recent educational books bearing on these problems,\nof suggestions offered by the educational experts at the fall conference, for\nreports of progress in experimentation and in the development of units and\n\n"}
{"page": 527, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n521\nprojects, and for exhibits and explanations of work accomplished. At the\nend of the year, another supervisory conference is held for all schools, at\nwhich time an exhibit of school work by all of the schools and all of the\nteachers of all six groups is put on display, carefully labeled to connect with\nthe supervisory outline and with the school program.\nGeneral\n\ntopics of supervisory projects — The\n\nsupervisory projects included\n\nthe following general topics during the past years:\n\nand appreciations\n\nsonality or character\n\nwith special reference to previous four years of supervisory\n\nproject\n\nprincipal and his teachers\nthe six-year secondary\n\nschool\n\nschools, in the home, and in the community\nschool, or elementary and secondary).\n\n(for all levels of twelve-year\n\nA very few titles will indicate some of the outcomes\n\n1930\n\nof the supervisory\n\n- The 3\ncard1\ninal\n\n:\nobje\nprogram, altho no idea\ncan\nbes conveyed\nofn some of the excellent pupil-teacher\nctiv\nin educatio\nwith emphas\non cr\nve projects\neffort\nactivities of planning and accomplishment involved. is\nSome\nofeati\nthe\n93\nwere as follows: ( 1 ) My value to my community and to society; (2) Safety\n1\n- Uni\n3\nteach2\ning (3)\nnow and talways;\nw:\nithAccidents,\nthe child how they happen and how to prevent them ;\nas the cent\ner (5)\nof atPure\n(4) Cleanliness and physical education;\ntentionfoods and drugs; (6)\n932\nPupil gu\n3\nidan3\nce (7)\nan\n:\nd The\ndevelo\nThe school assembly;\nbulletin\nboard\nas a center of school interest;\npment wi\nth\nparticular bear\ning\n\nup\n\non per¬\n(8) Noon-hour activity as social guidance; (9) School band formation\nin\n93\n3\nthe\nhigh\nPr school; (10) Materials used in music; (11) Exploration of foreign\n\novidin\n3\ng for4\nindi:\nvidual dEnglish);\ncountries (secondary-school\n(12) The noon hour as an oppor¬\nifferences\nand needs\n934\nof group\npupils guidance; (14) A\ntunityfor\nguidance;\n(13) Common problems in\nPr\nepar\ning 3\nchildr\n5\nen fo:\nr ha\nppy and us\nplay day for the girls of the\nsecondary\nschools\nofngthe supervisory district as\neful livi\nin a changing\nworld,\n\na phase of social learning; (15) Milk testing (including a carefully prepared\n\n93 and presented dramatization to the community as a phase of adult educa¬\n5Putting into\npractice\na ne\n:\ntion) ; (16) Boy 3\nScout6\nactivities;\n(17)\nactivities and education in\nw concep\ntion Library\nof education\nthe modern (19)\nthe school; (18) The sophomores decorate their by\nhomeroom;\nrural My\n\n93 chosen occupation; (20) Homemaking projects and art projects with ex¬\n6Th\ne small sixhibits.3\nyear sc\n7\nhool at:\nwork, includ\ning\ne six-year in\nIt is the function of supervision to set up th\nsituations\nappropriate\nelem\nentary and form\n93 so that thru group cooperation, guidance, and leadership superintendents,\n7\nAssistingandboyteachers are helped to understand the significance of new\nprincipals,\ns 3\nand girl\n8\ns to ac\n:\nhieve better\nAmephilosophy\nrican citi on which they are\nproblems, of changing methods, and the\nbasic\nze ship in\nthe\n\nfounded ; are helped to explain their meaning to parents and the community;\nare helped to become educators rather than subject teachers or class teachers;\nand as educators are helped to select the essential of the old and to sift out\nthe best of the new into a modern, dynamic program of education fitted\n\n"}
{"page": 528, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\nto the needs of children here, now, today. The lay group and the professional\ngroup in this supervisory district are working together in the interest of the\nchildren in their care. The professional group is developing a sound educa¬\ntional philosophy to guide both groups in their endeavor ; and the effect of\ntheir leadership and initiative is beginning to show definite results in terms\nof improved and more effective school programs.\nAN\n\nEXPERIMENTAL\n\nPROGRAM\n\nIN\n\nELEMENTARY\n\nEDUCATION\nADA\n\nE. VALENTINE,\n\nFOUNDER\n\nAND\n\nEXPERIMENT,\n\nASSOCIATE\n\nSPRING\n\nHOPE,\n\nDIRECTOR,\nN.\n\nEDUCATIONAL\n\nC.\n\nLocated within the boundary of Spring Hope — a small North Carolina\nvillage thirty-eight miles from Raleigh, the state capital — one will find the\nSpring Hope School, a typical consolidated, rural village school. The experi¬\nmental program- in elementary education in operation there is a venture\nin democratic living and learning for all types of children to be found in our\npublic schools. Its main purpose is to enable every child to experience the\nfullest growth possible in terms of his abilities and his emerging social needs.\nThe work moves forward in a wholesome, natural way thru active pupil\nparticipation in solving their individual and group problems and in project¬\ning the next steps in more desirable ways of living. Here one will observe\nmany features of the traditional program as an integral part of the day’s\nactivities. However, there are also evidences of more progressive procedures\nresulting in independent thinking and acting on the part of each individual\nchild.\nIn this school situation, desirable changed ways of behavior are considered\nas the real test of learning rather than the oral command of subjectmatter.\nEmphasis is placed upon the actual living thru a valuable experience. Success\nis not measured in terms of grades and credits, but in terms of the character,\nthe culture, and the effectiveness of the personalities of the children. The\nmost persistent major factors involved in this program include (1) a\nscientific study of children, (2) educational and vocational guidance of\nchildren, (3) healthful living, (4) participation as a measure of achievement,\n(5) utilizing community resources, (6) creative expression, (7) academic\nwork, (8) spiritual training, (9) parent education, and (10) evaluation of\npupil progress.\nBecause of the significant educational implications inherent in the Spring\nHope program, a foundation became interested to the extent of granting a\nsubsidy to the state department of public instruction for use in developing\nthis project. As a result, the work during the past school year was carried on\nunder the guidance of the regularly employed director and the Sponsoring\nCommittee, composed of representatives from the state department and\nseveral of our colleges and universities, also the county superintendent, the\nlocal school principal, and the founder of the program.\nOne distinctive element of the project is its relationship to teacher educa-\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n523\n\ntion on both the pre-service and the in-service levels. This demonstration\ncenter will again be open for observation to interested teachers on both levels\nduring the coming school year. As a further service, the director and the\nassociate director upon invitation have arranged to spend at least one day in\neach interested-summer school operating in the state and discuss the findings\nof the educational program at Spring Hope with educators enrolled in the\ndifferent classes.\nSECRETARY’S\nAtlantic\nBusiness\n\nMeeting,\n\nMINUTES\n\nCity, New\n\nTuesday\n\nJersey\n\nAfternoon,\n\nMarch\n\n1, 1938\n\nThe annual business meeting of the Department of Rural Education was held\nimmediately following the program in the St. Dennis Room, Dennis Hotel, Atlantic\nCity, New Jersey. President Fred C. Fischer presided. The minutes of the last meet¬\ning were read and approved.\nThe president called for the report of the Committee on Program and Policy.\nFrank W. Cyr, chairman, reported that the work of the Committee — consisting of\nhimself, Mrs. Katherine M. Cook, H. L. Turner, R. D. Baldwin, and Howard A.\nDawson — had, thruout the year, continuously carried on the work of drafting a\nreport. The Committee had agreed on an outline of the report and the different\nmembers had accepted the responsibility of drafting various sections of the report.\nAfter writing the tentative drafts as assigned, the Committee convened in Wash¬\nington, D. C., on January 14 and 15 for the purpose of discussing and editing the\nreport. A tentative report was agreed upon and it was decided to request certain\nwell-known authorities to write additional sections and to review the work already\ndone. Dr. Cyr submitted the tentative report and requested that it be accepted as\na preliminary report to be published and disseminated for suggestions during the\nensuing year. He also requested that the Committee be continued another year in\norder that the final report might be completed in time for the 1939 meeting of the\nDepartment. Dr. Cyr’s recommendations were accepted and approved.\nThe president called for the report of the Committee on Publications and Con¬\nstructive Studies. The chairman, Kate V. Wofford, reported that the yearbook,\nNewer Types of Instruction in Small Rural Schools, had been published and\nwas ready for distribution. She reported that the subject of the next yearbook would\nbe “Discovering, Developing, and Using Community Resources thru Rural Schools.”\nShe also reported that the Committee would carry on, thru the director of rural\nservice of the National Education Association, an active campaign to secure a wide\nuse of the yearbooks of the Department. She also requested that the Committee be\nauthorized to seek a grant of funds from some educational foundation to carry on\na study of progressive educational practices in consolidated schools. The report was\naccepted and approved.\nThe president called for the report of the Committee on Resolutions. The report\nwas made by the chairman, Frank W. Cyr. The report was accepted, amended, and\napproved. (This report follows the secretary’s minutes.)\nThe president called for the report of the Executive Committee of the Depart¬\nment. Upon request of the president the report was made by Howard A.\nDawson for the Committee. Dr. Dawson reported that the Committee had approved\ncertain amendments to the constitution and bylaws of the Department. He read and\nexplained the proposed amendments. Each amendment was voted upon separately\nand was carried by unanimous vote. The amendments are as follows:\nAmendments\n\nto the constitution and bylaws\n\nof the D epartment\n\nArticle IV, Section 3, of the constitution shall be amended\n\nof Rural Education\n\nto read as follows:\n\n"}
{"page": 530, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\nThe Executive Committee shall consist of the president, the vicepresident, the\nretiring president, who shall serve as a member of the committee ex officio for\none year subsequent to active service as president, and ten members at large.\nThe members whose terms shall have not expired at the time of the adoption of\nthis amendment shall continue in office until the expiration of their respective\nterms. In addition, six members shall be elected, two for terms of five years, one\nfor four years, one for three years, one for two years, and one for one year, and\nafter the first election members shall be elected as terms expire. At the regular\nmeetings of the Committee four members shall constitute a quorum.\nArticle II, Section 2, of the constitution shall be amended\n\nto read as follows:\n\nAll persons engaged in rural phases of the profession of teaching or other edu¬\ncational work are eligible to membership in this Department, provided that such\npersons are also active members of the National Education Association, and shall\nhave paid such special membership\npartment thru its bylaws.\n\nfee as may\n\nbe levied annually by this De¬\n\nArticle II, Section 3, of the constitution shall be amended\n\nto read as follows:\n\nThe period of membership shall be the calendar year unless fixed otherwise\nby the Department in its bylaws.\nArticle IV, Section 5, of the constitution shall be amended\n\nto read as follows:\n\nChairmen shall be appointed by the president to serve for such section meetings\nas have been provided by the Executive Committee, provided that the Executive\nCommittee may authorize the selection of a chairman for any section by the\nmembers of that section.\nArticle I, Section 1, of the bylaws\n\nshall be amended\n\nto read as follows:\n\nMembership Privileges and Fees. Section 1. Any active member of the Na¬\ntional Education Association who is professionally engaged in rural education\nwork is eligible to become an active member of the Department upon indicating\nto the executive secretary of the National Education Association the desire to\nbecome such member.\nActive members shall not be required to pay any annual fee in addition to\nthat paid for membership in the National Education Association.\nActive members shall have the right to vote on all matters coming before the\nDepartment, to serve on all committees, and to hold any elective office of the\nDepartment.\nArticle I of the bylaws shall be amended\n\nby adding the following section:\n\nSection 2. Any active member of the National Education Association may, upon\npayment of an annual membership fee of two dollars to the secretary of the\nDepartment, become a sustaining member of the Department.\nSustaining members shall be entitled to the same service as active members,\nand, in addition, the yearbooks and bulletins of the Department produced by\ncommittees of the Department and paid for from funds'of the Department. They\nshall also have the right to hold office in the Department, to serve on all com¬\nmittees of the Department, and to vote for officers of the Department and to vote\non all matters and issues coming before the Department.\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 to cast the unanimous vote of the Department for the persons nominated.\nThe secretary did so and the persons named were elected. (See Historical Note,\npage 488.)\nThe meeting adjourned.\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nREPORT\n\nOF\n\nTHE\n\nof\n\nRural\n\nCOMMITTEE\n\nEducation\n\nON\n\n525\n\nRESOLUTIONS\n\nThe Department of Rural Education appreciates the courtesies of the mayor and\nother officials, and of the superintendent and teachers and the Chamber of Com¬\nmerce of Atlantic City, the American Association of School Administrators, the\nNational Education Association, the officers of the Department, and particularly\nthe director of Rural Service, for their excellent work in carrying forward the\nprogram of the Department of Rural Education during this convention.\nFederal aid — The Department of Rural Education thoroly endorses the principle\nof federal aid for public education. It recognizes the fact that schools in the rural\nareas of many states can provide equality of educational opportunity only thru\nfederal aid. It urges the present session of the Congress of the United States to enact\nlegislation providing for such aid.\nSuch aid must be distributed according to the educational need of each state, on an\nobjective basis determined by law. The statutory provisions for federal aid should\ncontain ample safeguards against federal interference with state and local autonomy\nin the administration of their educational systems. We urge that when federal aid\nbecomes available the states use the funds for a fundamental program of equalizing\neducational opportunities, taking full cognizance of the needs of schools in rural\nareas.\nReorganization of school districts — We recognize and wish to emphasize the\nimportance of school district reorganization in rural areas. Many of the most\nurgent problems of meeting modern educational needs and providing educational\nopportunities in rural areas are due to small inadequate districts and lack of suffi¬\ncient legal responsibility in the hands of the county superintendent and the county\nboard of education.\nWe insist, however, that in the reorganization of the administrative structure of the\npublic schools in rural areas due regard be given to the fundamental educational\nneeds of rural children, to the conservation of essential and adequate community\nenterprises other than schools, to the efficient organization of school attendance areas,\nto safeguarding local participation in school policies by the citizens served, and to\nthe increasing of equality of educational opportunity. We also urge the states to\nprovide for the statewide planning of the proper organization of school districts\nand the consolidation of schools. We believe that only in this wray will gerryman¬\ndering of territory to the detriment of many children be avoided and its present\nabuses corrected.\nRegional accrediting agencies — We commend the six regional accrediting agencies\nfor their present studies of standards for accrediting secondary schools.\nWe recommend that full consideration be given to standards for the smaller\nschools more definitely in terms of the educational results achieved than in terms of\nthe physical plant or the type of organization. We also recommend that standards\nproposed in the future that are intended for application to small secondary schools\nbe in terms of the functions and the needs of the children of schools served by them,\nrather than merely in terms of large schools.\nConservation of national resources — We recognize the importance of giving the\nconservation of national resources a prominent place in the curriculum of the public\nschools. We commend many of the efforts of educators and the governmental agencies\nthat have cooperated with them for the development of materials and methods for\nuse in conservation education. We wish, however, to point out that the major need\nfor such training is in the rural schools and that rural children for the most part\nare the future adults who will have most to do with the practice of conservation. We\nrecommend that leaders and agencies interested in conservation become actively\nengaged in securing better support and equipment for rural schools and in the pro¬\nduction of curriculum materials based on the needs and experiences of rural children.\nThe modern curriculum — We commend the present development of statewide cur¬\nriculum reorganization programs, which are fundamental to the provision of broad,\nwell-balanced\n\ninstructional opportunities\n\nneeded\n\nto train young\n\npeople for active\n\n"}
{"page": 532, "printed_page": null, "text": "526\n\nNational\n\nEducation\n\nAssociation\n\nparticipation in modern society. We desire to point out, however, the necessity for\norganizing the curriculum and developing its content in ways designed to meet the\nneeds of rural children, especially those attending small schools.\nSupervision of rural schools — We believe that supervisors or helping teachers, as\nrepresented in New Jersey and a number of other states, coordinated and inter¬\nacting with constructive state leadership, have proved one of the most effective\nagencies as yet developed for promoting the continuing growth of teachers in rural\nschools and for advancing the general welfare of rural school children. We rejoice\nthat during the depression the number of such supervisors has increased in the\nUnited States, and we strongly urge that departments of rural education adequately\nand competently staffed be promoted in state departments of education and that\nsupervisors or helping teachers be added to local rural staffs where not now afforded.\nElective county superintendents of schools — We condemn the practice of electing\nschool administrators by popular vote. We firmly believe that without exception the\nsuperintendents of the rural schools, including county superintendents, should be\nselected on the basis of professional qualifications for terms of office to be continuous\nduring good behavior and efficient service by boards of education responsible to the\npeople. We view with alarm the tendency in some states to revert to the elective\nsystem for county superintendents. Where the elective system is retained we espe¬\ncially commend election on the basis of non-partisan ballot with no restriction of the\nprivilege of the superintendent to succeed himself.\nYearbook of the American Association of School Administrators on the adminis¬\ntration of small school systems — We commend the decision of the American Associa¬\ntion of School Administrators to devote a yearbook to the problems of administra¬\ntion in the small school systems and express our approval of the wide representation\nshown in the selection of the personnel of its yearbook committee. We respectively\nurge, however, that the committee give due consideration to the problems of admin¬\nistering local school districts composed largely of open country territories and to the\nproblems peculiar to the needs of small administrative units.\nCompulsory attendance lav: for rural children — In view of the practical disappear¬\nance of need for the employment of children in commercial agriculture, we urge that\nstate compulsory attendance laws and similar laws be made equally applicable to\nrural and urban children, and furthermore, we urge the necessity of providing funds\nfor either the transportation or reimbursement for cost of board to make possible\nthe continuance of children in high school who complete the one-room school course,\nthereby making it possible to continue their school attendance in high schools at\nleast until compulsory school age has been reached or a high-school course has been\ncompleted. We view with great misgiving the practice of many of the states in\nexempting rural children and rural school officials from the provisions of their com¬\npulsory attendance statutes. There is evidence of gross exploitation of rural children\nand of unnecessary denying of educational opportunities because of the inadequacy\nof compulsory attendance laws.\nImproving the status of the rural teacher — We believe that teachers in rural schools\nare entitled to the same benefits of retirement and tenure laws as teachers in urban\nschools. We condemn the exploitation of rural schools and children as practice\nlaboratories for prospective city teachers and recommend that (1) requirements for\ncertification in rural schools demand specialized rural preparation; (2) comparable\nsalaries be paid rural teachers as urban teachers for the same ability and prepara¬\ntion ; and (3) that rural teachers be required to have the same length of in-service\ntraining as city teachers.\nErnest\n\nA. Harding\n\nMrs. Daisy Howard\nHelen Heffernan\nRay\n\nP. Snyder\n\nFrank\n\nW.\n\nCyr,\n\nChairman\n\n"}
{"page": 533, "printed_page": null, "text": "DEPARTMENT OF\nScience Instruction\n\n"}
{"page": 534, "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 organized at a meet¬\ning of the Colorado State Teachers Association in 1894. It was first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 1938-39 are: president,\nMildred Fahy, Principal , Peirce School, Chicago, III.; first vicepresi¬\ndent,\n\nPhilip\n\nG.\n\nJohnson,\n\nProfessor\n\nof Secondary\n\nEducation,\n\nCornell\n\nUniversity, Ithaca, N. Y .; second vicepresident, Glen E. Cline, Pasa¬\ndena Junior College, Pasadena, Calif.; secretary, Mary Melrose, Super¬\nvisor of Elementary Science, Cleveland, Ohio; treasurer, George\nSkewes, State Teachers College, Mayville, N. Dak.\nThis Departmejit 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 of proceedings as fol¬\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- 896\n\n1904: 843- 896\n1905: 781- 826\n1906: 719- 720\n1907: 951- 958\n1908: 965- 998\n1909: 789- 828\n1910: 949- 968\n1911: 939- 992\n1912 -.1153-1194\n\n1913:oy5- 716\n1914:721- 772\n1915 -.995-1028\n1910:699- 750\n1917:555- 556\n191 8:295- 296\n1919:289- 290\n1920 :305- 308\n1921:663- 666\n\n[ 528 ]\n\n1922:1239-1266\n1923: 843- 860\n1924: 753- 774\n1925: 598- 608\n1926: 625- 636\n1927: 583- 598\n1928: 569- 590\n1929: 559- 578\n1930: 529- 542\n\n1931:561-576\n1932:467-480\n19 33:477-488\n1934:469-480\n1935:439-448\n1936 :3 33-346\n1937:375-386\n\n"}
{"page": 535, "printed_page": null, "text": "SCIENCE\nWILLIAM\n\nIN\n\nTHE\n\nH. JOHNSON,\n\nCHICAGO\n\nSUPERINTENDENT\n\nPUBLIC\nOF\n\nSCHOOLS\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nWE are giving constant attention each year to the problem of construct¬\n\ning our courses of study to fit the needs of boys and girls growing to\nmaturity in a large industrial community. For, in a community as large and\nas complex as Chicago, the number\n\nof vocations is almost unlimited.\n\nCon¬\n\nsequently, the child’s education in science begins in the Chicago public\nschools in the first grade. Needless to say he has no conception at this point of\nwhat vocation he will choose, or what the problems of the large city are.\nH is relation to science as an individual is centered about a natural curiosity\nconcerning many objects and living things with which he comes in contact.\nHe is building a vocabulary thru experiences. The vocabulary of the firstgrade child of today, living in a great industrial center, is far different from\nthe vocabulary of the pre-primer written some years ago. He looks overhead\nand discovers an airplane, a product of scientific research, and the word and\nobject are his. He may make his own airplane even tho it consists of only a\npiece of paper tied to a string or folded to form a gliding dart. But to him\nit is real and scientific. He becomes somewhat familiar with the automobile,\nthe “stop” and “go” lights, the colors red and green — all necessary because\nof science. He may discover a sparrow building a nest and learn that living\nthings construct a home. Mother and father help with the home and care\nfor the baby birds. He may see the mother and father hunt for food and get\ntherefrom an example of family life. He will note the seasons and see things\ngrow and sleep. He will learn that all living things need food and rest. He\nmay see a train or street-car and build his own. Altho it may be only an\norange crate, to him it is a powerful engine. Or a little girl may care for her\ndoll and teach the “child” to behave as well-bred, well-fed children should.\nAll of these things are the beginnings of science. True, they have no defi¬\nnitely stated problem, no well-thought-out plan of solution, and no formal\ndata are collected, evaluated, and interpreted in the manner of the research\nexpert. But they are the first impressions of childhood to be fostered as a\nfragile foundation, to grow into the more mature activities of later years.\nSnuff them out and you will have a stunted, unbalanced individual who fails\nto find a fullness and satisfaction in living. Increase their number and you\nwill have a more fertile background for well-developed citizenship.\nThe child is laying the foundation for a vocation. The activity of the\nworld at large is not confined to the covers of the textbook. The child likes\nto learn from his own experiences. He learns about the world around him\nby doing things in it. As the child grows and matures and moves from grade\nto grade, the size and complexity of his world increases. His curiosity con¬\ncerning the identity and activity of objects, forces, and living things not only\nraises the question, “What is it?” but adds the additional inquiry, “How\ndoes it work?” He may wish to construct a magnet or even a tiny electric\n[ 529 ]\n\n"}
{"page": 536, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\nmotor or a simple telegraph. His folded paper dart is now displaced by a\nmodel airplane with some kind of mechanical power.\nHe will learn that with dirt and filth comes disease. There will come a\nbeginning of the conception of cause and effect, the ability to learn to control\nthe operation of things thru an understanding of simple relationships. There\nwill come a desire to collect, observe, investigate, construct, regulate, and\nunderstand. And why should these activities be permitted to occupy school\ntime? Because thru them the child is not only learning to understand the\nworld in which he lives and his relation to it, but he is discovering his likes\nand dislikes for certain fields of activity, certain aptitudes that will help him\nchoose a general field in which to work with interest and pleasure, to make\na living, and to be a profitable citizen both to himself and to the community\nof which he is a part. And by many this choice can be made with greater\nintelligence if they have had experiences in the field of science.\nAs the student matures and expands his horizon he continues to discover\nmore things and to learn their identity. A new question arises concerning\nthese scientific things — “What are they good for?” or, stating it another\nway, “Are they good for anything of interest to me?” Science now begins to\nhave a vocational value. The student will know, very likely, in what general\nfield his interest lies. By the time he has completed his opportunity for ex¬\nploring the problems offered in his high-school courses in general science, he\nshould have sufficient background for an intelligent citizenship related to this\ngeneral vocational field.\nSince it is doubtful that unskilled man can ever again compete with ma¬\nchine labor without government subsidy, and since skilled labor will always\nbe in demand, it is important that the student be given every opportunity\nand all of the guidance possible to enable him to discover the vocation of his\nchoice. It is also important that when that choice has been made, the public\nschool extend every effort to help him to secure the training and education\nthat will make him successful in his chosen field.\nThe kind of science instruction he receives after he has made his choice of\na vocation will probably differ with each field of endeavor. There\n\nhas been\n\na great deal of talk about the education and training of the individual pupil\nbut there has been too little done to break down courses of subjectmatter to\nfit individual needs or the needs of individuals within a related group.\nLet us suppose that our prospective graduate has shown a desire to work\nin the metal trades and states that his ambition is to become a first-class\nmachinist. He will, of course, be given every opportunity to work under\nguidance in the school machine shop and other shops related to this field,\nsuch as forge and foundry. It will also be necessary for him to have some\nwork in related drawing and mathematics. His English may not be a study\nof the classics but could properly consist of “Trade Information” related\nto the problems of his work. His written composition about how to shape\na piece of steel in a lathe is of greater value than one entitled “How I Will\nSpend the Fourth of July.”\nHis science cannot merely be the traditional chemistry and physics courses.\n\n"}
{"page": 537, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n531\n\nHe will be interested in and must have instruction in problems pertaining\nto machine\n\ndesign. Both in the science laboratory and the science classroom\n\nhis work in mechanics will develop an understanding of the different funda¬\nmental forms of simple machines, of force, work, power, and efficiency. He\nwill need some laboratory instruction in the electrical field. He will deal\nprimarily with metals. The important thing is that his instruction in Eng¬\nlish, mathematics, drawing, science, and shop work leads to a specific ob¬\njective. He is prepared to take his place in industry when he graduates from\nhigh school.\nThere is one vocation for which every girl should be prepared — that of\nbecoming a wife and mother. To that end every Chicago high school will\nsoon be equipped with a home arts laboratory. This will consist primarily of\na three-room suite : living room, kitchen and dinette, and bath. Here every\ngirl will receive instruction in homemaking and child care, under conditions\nreasonably similar to those she will find in a modest, modern home, and\ninstruction in related science, particularly in the field of biology. Anticipat¬\ning marriage and possibly motherhood, she should have an intelligent under¬\nstanding of the manner in which living things carry on their life processes.\nShe must learn about food and its relation to growth and good health; the\ncommon causes of illness, and the prevention of disease; the influence of\nheredity on future generations; the functions of the organs of the human\nbody and, if possible, their care. She must learn much about herself by com¬\nparing her own growth and development with simple forms of life because\nthru such comparisons she gains a better understanding of how her own\nbody functions. The more she knows about living things the better she will\nbe able to manage the household and plan for those who are entrusted to\nher care.\nWhile this program of vocational education and training is being devel¬\noped, one must not lose sight of the fact that some of our students will go\nto college. Because they will attend school for a longer period before begin¬\nning to specialize in professional work they can afford to build their educa¬\ntion on a broader base.\nFor those who do prepare for the professions, the science course should be\nrich with the theoretical as well as the practical developments in science.\nSuch persons must learn to understand\n\nhow theory is developed and applied.\n\nThey must learn to recognize a problem and break it down by systematic\nanalysis, gather evidence from intelligently controlled observation, evaluate\nthat evidence, and draw conclusions which will lead to the correct solution\nof the problem. The type of science education that they receive will be much\nmore difficult to master than that provided for the vocational students who\nmust earn their living immediately after they leave the high school.\nThe value of any program of education will depend largely upon\n\nthe\n\nability of the teacher in the classroom, laboratory, or shop. It seems reason¬\nable to suppose that teachers can benefit from a personal study of the voca¬\ntions and some experience in the world of work outside the classroom. Many,\nof course, would\n\nlook upon such a requirement as an uncalled-for hardship.\n\n"}
{"page": 538, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\nThey should find some comfort in reflecting that there are many others in\nthe same class and that they are not all school teachers. Flexibility and\nreadiness to adapt oneself to new developments and changing conditions are\nrequirements of all professions. No longer can teachers hope to have the\nsupport of public funds if the result of their work remains all too intangible.\nOur high schools, especially, must produce something that is real and\nsubstantial.\n\nSOME\nJOHN\n\nA. CLARK,\n\nAIDS\n\nTO\n\nCHAIRMAN,\n\nREFLECTIVE\n\nSTANDING\n\nEDUCATION,\n\nNEW\n\nIrrespective of the field of endeavor\n\nTHINKING\n\nCOMMITTEE\nYORK,\n\nON\n\nSCIENCE,\n\nBOARD\n\nOF\n\nN. Y.\n\nthere is general agreement\n\ntoday\n\namong educators that the attitudes and the behavior of the citizens of to¬\nmorrow will, in the last analysis, depend upon the habitual mode of think¬\ning of our graduates.\nWhile it may be true that inherently pupils do not need to be taught to\nthink, they do need guidance. It has been easily established that, by and\nlarge, pupils are not only unaware of the common fallacious modes of\nreasoning but they firmly believe their own mental processes are fault¬\nless, even when they are in fact highly superficial. It is significant to note\nin this connection that even in depressions the problem of unemployment\ndoes not seem to affect adversely our crystal gazers, astrologers, and the like.\nWho furnishes them with untold millions of legal tender in these days of\nalmost universal education if not the product of our schools ? Who is it that\nfurnishes the great mass of loose-thinking and warped judgments brought\nto light in the public press if not those who have been exposed to our system\nof education?\nTime will not permit more than a glimpse of some types of measures\nused to make pupils aware of poor thinking and of the constructive aid for\npromoting at least a modicum of analysis and reflection.\nIn presenting these samples which are used to supplement rather than\nsupplant the usual classroom devices, I am not unmindful of the difficulty\nwhich adults who know all the answers and who are skilled in analysis will\nencounter in evaluating their effects upon pupils. For try as we may it is\nquite impossible for us to completely play the role of pupils. However, class¬\nroom experience furnishes some compensation.\nOne device consists in giving pupils authentic examples of poor thinking.\nFor example, go back to the time of Galileo. You recall that shortly after\nhe made his telescope he discovered the moons of Jupiter. Since it was gen¬\nerally believed that there could be but seven planetary bodies including the\nmoon, even the best minds were disturbed. Let the pupils listen to the reason¬\ning of a prominent astronomer\n\nof the time against Galileo’s discovery:\n\nThere are 7 windows in the head, 2 nostrils, 2 eyes, 2 ears, and a mouth: So in the\nheavens there are 2 favorable stars, 2 unpropitious (unfriendly), 2 luminaries, and\nmercury alone undecided and indifferent. From which and many other similar\n\n"}
{"page": 539, "printed_page": null, "text": "Department\n\nof\n\nScience\n\n533\n\nInstruction\n\nphenomena of Nature such as the 7 metals, etc., which\nwe gather that the number of planets is necessarily 7.\n\nit were\n\ntedious to enumerate\n\nIn a similar manner show the pupils that when eyeglasses to correct de¬\nfective vision were first introduced into England the proponents were\nbranded as imposters and the idea as demoralizing. Why? Eyeglasses gave\none man an unfair advantage over his neighbor and every man an unfair\nadvantage over every woman, etc.\nThen select an example from Colonial times when bathtubs were first\nintroduced into this country. Give the student authoritative evidence of\nthe decree which stated that no one could take a bath in a bathtub without\na doctor’s prescription. Why?\ndevices.\n\nThese\n\ntubs were\n\nimmoral\n\nand unsanitary\n\nThen go to the current public press. For example, read one on this order\nfrom an applicant for the office of Justice of the Supreme Court:\nMy birthday is March 8, the same as that of Justice Holmes. The same Gods\ngovern our plans, the same planets control our mentality. If his work is satisfactory,\nmine should be also.\n\nAnother device used to point out some of the elements involved in sound\nthinking is to present pupils with simple problems in which the facts are\nperfectly obvious, and require them to write reasons for their conclusions.\nIt is from their statements that we get significant information on their\nhabitual mode of thinking. To illustrate the procedure, I have selected a\nvery simple experiment, which takes one minute.\nThe class is presented with two identical jars, one filled with egg coal and\nthe other with pea coal. While some of you may not be able to observe the\nlarge spaces between the lumps of egg coal, in the classroom this condition\nis apparent.\nAn obvious question is: “In which of the jars can I pour the more water?\nWrite the reasons for your answer.” Let me give you some of the more\ncommon reasons I receive:\n1. Common sense — no reason needed\n2. Larger spaces in the egg coal\n3. Fine coal packs better\n4. When the halls are crowded there is less room for us.\n\nIrrespective of the validity of the answers or the agreement among the\nmembers of the class a test is always made. Where visibility is low I use\nmilk instead of water.\nThere\n\ncan be little doubt that the almost universal mode\n\nof reasoning\n\nwhich problems of this kind reveal is in part the result of previous instruc¬\ntion. In much of our science work, conclusions follow so directly from a\nsingle observation that pupils become more or less habituated to a very\nlimited type of reasoning involving but a single element. For example: Is the\nspecific gravity of an orange more or less than one ? Does a fish give off C02 ?\nThe\n\norange floats and the answer\n\nis “less”; when\n\nthe fish turns the lime\n\nwater milky the answer is “yes.” There is little sustained reasoning.\n\n"}
{"page": 540, "printed_page": null, "text": "534\n\nNational\n\nEducation\n\nAssociation\n\nWhile this kind of work is absolutely essential and conforms to one of\nthe chief tenets of the scientist, if we are to make our science work contribute\nto a rational solution of most of life’s problems we must also introduce situa¬\ntions involving more than a single element. In the two-element problem of\nthe coal, pupils ordinarily consider only the size of the spaces and take no\naccount of their number. Few say, “We don’t know. There may be as much\nif not more room in the jar of fine coal.” No, they promptly say, “In the\njar of egg coal, of course.” An ample supply of two-element problems closely\nassociated with the topics studied are kept on hand to keep pupils alert.\nTests upon thousands of pupils reveal another very common mode of\nreasoning. I refer to an insidious mode of reasoning from experience which\noften results in conclusions quite as fallacious as those of some of the ancients.\nIt is particularly dangerous because pupils firmly believe in their conclusions\nsince the experiences themselves are real. One simple procedure to reveal this\nmode of thinking is to state a hypothetical question and ask for written\nreasons for the answers. The one I have selected goes something like this :\n“You have all seen boats floating and know that the heavy metal ones will\nsink if overturned or filled with water. Now suppose such a boat does sink\n— what will happen to the water level? Will it rise or fall or remain the\nsame?” In this case we are not interested in the answer, but we are im¬\nmensely interested in the reasons, some of which will be given as follows :\n1. It will rise because when you take a bath, care must be taken not to fill the tub\ntoo full lest it overflow when you get in.\n2. It will rise because you can see the coffee rise in a cup when the sugar is\nadded.\n\nAll think about an experience, few about the boat. In the case of hypo¬\nthetical questions most pupils are anxious to test their conclusions. Such\ntests should be made so as to leave no doubt as to the answer. When the\nwater goes down with the boat you find you have shifted the attention of\npupils from an experience to the boat.\nIf science is to make that contribution to education which it can and\nshould make, and if it is to be one of the controlling factors in the develop¬\nment of a citizenry whose habitual mode of thinking is more than super¬\nficial, we teachers must include more than mere understanding of a given\nmember\n\nof individual science items in our primary objective. We\n\nmust de¬\n\nliberately plan to inculcate something of the “let’s see” attitude and include\nin pupil experiences situations where at least some reflection is required for\nthe solution.\nIn conclusion let me say that the more I study the question of “straight”\nthinking, the more I appreciate the statement of Sir Joshua Reynolds —\n“There is no expedient to which the human\nthe arduous labor of thinking.”\n\nmind will not resort to avoid\n\n"}
{"page": 541, "printed_page": null, "text": "Department\n\nTHE\n\nPHILIP\n\nEMPHASIS\n\nG.\n\nJOHNSON,\n\nof\n\nScience\n\nOF THE\nSCIENCE PROGRAM\nPLACED\nON PRINCIPLES\nCORNELL\n\nUNIVERSITY\n\nSCHOOLS,\n\nITHACA,\n\n535\n\nInstruction\n\nAND\n\nTHE\n\nSHALL\n\nITHACA\n\nBE\n\nPUBLIC\n\nN. Y.\n\nI shall contend, for the sake of a good panel discussion, that the emphasis\nof the science program should be placed upon principles. When common\ndictionary meanings\n\nare substituted for the terms “emphasis”\n\nand “prin¬\n\nciples,” my contention may be stated : The science program should bring\nout general truths clearly and forcibly. It follows that any plans, methods,\ntechnics, or teaching schemes which tend to bring out clearly and forcibly\nthe general truths about a topic or unit, indicate an attempt to emphasize\nprinciples.\nWhat are the alternatives? If we do not desire to emphasize general truths\nwe may desire to emphasize specific truths. We may also contend that a\nbalanced emphasis should be attained ; that is, one which would stress equally\nseveral important objectives of science instruction. Other alternatives would\ninclude the emphasis of some objectives other than general truths — I shall\nproceed with an attempt to develop a favorable position for principles.\nPrinciples should\n\nbe emphasized\n\nbecause\n\nthey are general. A\n\ntruth is\n\ngeneral if it is related to the solution of a number of problems. A truth is\ngeneral to a pupil in a science class when the pupil senses that the idea is\nrelated to a large number of the changing situations in which he has found\nhimself. The truth has been developed clearly and forcibly when the pupil\ncan use the idea and bring about an approach to the conditions and changes\nwhich are desired.\nWe\n\nmay consider that the following statement represents a general truth\n\nfor pupils at the junior high-school level of maturity: Light energy is given\noff from materials which are heated to a glowing temperature. In general,\nthis is true altho we are familiar with some exceptions. Generalness is shown\nby the fact that the idea helps us to understand and explain a number of\nspecific instances of light production. Electric lamps contain a wire which\nmay be heated to incandescence by an electric current. Sparks fly from a\ngrinding wheel because particles of stone and metal are heated to a glowing\ntemperature by friction and impact. Meteors give off light when they enter\nthe earth’s atmosphere because friction of the medium heats the material to\nincandescence. Light from a candle flame is due to the heating of particles\nof carbon to a yellow heat. Cigarette lighters, glowing lava, molten metal,\nand many other specific instances of light production may be thus explained.\nIf this idea of light production is developed and emphasized, a pupil will be\nable to react more intelligently in a new situation involving light produc¬\ntion than if the pupil had memorized the facts about each case of light pro¬\nduction. Each use made of the idea in explaining a specific instance of light\nproduction adds significance to the idea and puts it more definitely into the\npupil’s behavior pattern. Thus there is continued growth in significance.\nCases of what may appear to be cold light — such as glow worms, glow\n\n"}
{"page": 542, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nfungi, and fireflies — indicate that our principle was not all-inclusive and we\nmay assume that at some future period of science study the idea of light\nproduction will he enlarged and brought to a more complete and more\nmature expression.\nPrinciples should be emphasized\n\nbecause they are relatively feiv in number.\n\nA few years ago Dr. Hendricks, at the University of Nebraska, attempted to\ncollect statements to represent the fundamental principles of elementary inor¬\nganic chemistry at college levels. Ninety-three statements were listed. This\nrepresents a small number as compared to the specific facts as to occurrence,\npreparation, properties, and uses of elements and compounds\n\nstudied in this\n\nsubject. The items of specific information about any aspect of our environ¬\nment are so numerous that no person can achieve complete mastery over such\na store of knowledge. Even if we were to master all the facts, we would be\nfaced with few occasions to use many of them and so facts would fade into the\nrealm of the forgotten. While we fail to remember many specific facts, we are\noften able to recall many general impressions and ideas. It is usually difficult\nfor us to state the ideas just as they were presented to us, but we sense the\nsignificance of the ideas and we are influenced by this residue from our\nlearning. These impressions or residues are often closely akin to the general\nprinciples which the instructors try to emphasize. We are constantly under\nthe influence of principles which are meaningful to us or which have been\nsufficiently and favorably emotionalized. We may not remember just how to\nstate the ideas but we act according to them. Since principles are general we\noften meet situations where they apply. Each use made of the principle adds\nsignificance to the idea. Thus functional ideas in the form of principles grow\nin significance while the array of facts, we learn, fades away because we\nseldom find ourselves in situations where their use is appropriate.\nFinally, we\n\nshould emphasize\n\nrepresent the product\n\nprinciples in science teaching because they\n\nof inductive and deductive\n\nthinking of a high order.\n\nMuch of our science teaching has been and still is, too incidental, too specific,\nand too much focused on products of learning which are of temporary value.\nTeachers often demonstrate how plants take in water by using a hollowedout carrot. They ask their pupils to state the problem : How do plants take in\nwater? Materials are: carrot, molasses, glass tube, rubber stopper, glass\nbottle. The method is: Hollow out the carrot and fill it with molasses and so\nforth. The results are : Water\n\nrises in the tube. The\n\nconclusion reached is :\n\nPlants take in water by osmosis. Pupils have been required to generalize,\nor at least state a generalization, upon the basis of one experiment. The\nteacher often provided the statement of the problem, materials, methods,\nand sometimes the results and conclusions. An intelligent teacher who tries\nto emphasize principles would proceed in quite a different manner. He\nwould perhaps introduce a study of plants rather informally so as to subtly\nguide his pupils to wonder about the intake of water by plants. The pupils\nwould present the problem. Then\n\nthere would\n\nbe discussion as to how\n\nthis\n\nproblem might be solved. Facts from previous experiences would be sug¬\ngested by pupils. Experiments would be planned, performed, and observed.\n\n"}
{"page": 543, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n537\n\nBooks and other source materials would be examined by pupils and reports\npresented to the class as a whole. From a vast fund of facts, the pupils would\nbe guided to formulate the general explanation. This would be followed\nby a number of practical instances of osmosis and in explaining them the\npupils would add significance to the general idea. Many of the facts would\nbe forgotten and this is well, for they have served their purpose if a significant\ntruth has been developed. The teacher’s goal was the understanding of a\nfundamental truth and he has proceeded so that the general principle came\nto the pupils with clearness and force. Most important of all, the pupils have\nbeen guided to do careful inductive and deductive thinking because the\nteacher wanted to emphasize principles.\nIn conclusion, I contend that we should emphasize principles in our teach¬\ning of science, because: (a) principles are generally true, (b) principles are\nrelatively few in number, and (c) an emphasis on principles provides excel¬\nlent opportunities for guidance in the development of scientific thinking\nand scientific attitudes.\n\nSECRETARY’S\nNew\n\nYork\n\nMINUTES\nCity\n\nThe Department of Science Instruction held its first session Monday, June 27, at\n2:00 P.M., in the Green Room at the Hotel McAlpin, with Mildred Fahy, president\nof the Department, presiding. The group was addressed by Charles J. Pieper, New\nYork University, New York City, on “Functional Values of Science”; and Warren\nW. Knox, state director of science, Albany, N. Y., on “Measuring the Results of\nScience Teaching.” At 3:00 p.m. the meeting subdivided into three groups: Group\nA — Elementary-School Science; Group B — Junior High-School Science; and Group\nC — Senior High-School Science.\nOn Tuesday a luncheon conference, sponsored by the science teachers of the City\nand State of New York, was held in the Ballroom of the Hotel McAlpin. The group\nwas addressed by William H. Johnson, superintendent of schools, Chicago, Illinois,\non “Science in the Chicago Public Schools.”\nThe third session of the Department was held on Tuesday\nthe address by John A. Clark, chairman, Standing Committee\n\nafternoon. Following\non Science, Board of\n\nEducation, New York City, on “Some Aids to Reflective Thinking,” the session sub¬\ndivided into the same three groups as met on Monday afternoon.\nFollowing the business meeting on Wednesday afternoon a panel discussion, with\nMildred Fahy, leader, was held. The following addresses were given: “The Em¬\nphasis of the Science Program Shall Be Placed upon Principles,” Philip G. Johnson,\nCornell University, Ithaca, N. Y. ; “Applications,” S. R. Powers, Professor of Natu¬\nral Sciences, Teachers College, Columbia University, New York City; “Apprecia¬\ntions,” Ira C. Davis, University High School, Madison, Wis. ; “Pupil Interests,”\nMary Melrose, supervisor of elementary science, Cleveland, Ohio; “Situations in\nLife,” Hollis L. Caswell, professor of education, Teachers College, Columbia Uni¬\nversity, New York City; “Scientific Method and Attitudes,” Elsie Flint Neuner,\nsupervisor of elementary science, New Rochelle, N. Y. ; “Logical Organization,”\nLouis J. Mitchell, Central High School, Dansville, N. Y. ; and “Functions,” O. E.\nUnderhill, Teachers College of Connecticut, New Britain, Conn.\n\nBusiness Session\nAt the business session on Wednesday,\nfollowing business was transacted.\n\nJune\n\n29, Mildred\n\nFahy,\n\npresiding, the\n\n"}
{"page": 544, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\nThe minutes were read by the secretary, Lillian C. Compton, assistant superin¬\ntendent of schools, Cumberland, Maryland. The minutes were approved as read.\nFranklin T. Mathewson submitted the following report for the Nominating\nCommittee:\nThe Nominating Committee, after a careful discussion of the situation, has\nauthorized me, as its chairman, to present this matter.\nWe suggest that a committee be appointed to consider the advisability of\nchanges in the constitution of our organization particularly with reference to\n(a) the creation of an executive or advisory board, one of whose duties shall be\nto assist in securing continuity of the policies of the Department; (b) the possi¬\nbility of increasing the number of vicepresidents, together with any other\nchanges which the Committee deems expedient.\nWe suggest further that the report of this Committee should be given to the\npresident and the secretary sufficiently in advance so that any proposed amend¬\nments may be adopted at the next annual meeting in accordance with our con¬\nstitution’s provisions for amendment.\nThe report was unanimously accepted.\nA vote of thanks was given to the secretary for her services.\nThe president appointed the following committee to make its report at the next\nannual meeting: Franklin T. Mathewson, East View Junior High School, White\nPlains, N. Y. ; Donald D. Pettit, State University of Iowa, Iowa City, Iowa; Philip\nG. Johnson, Cornell University, Ithaca, N. Y. ; Carleton E. Preston, University of\nNorth Carolina, Chapel Hill, N. C. ; George Skewes, State Teachers\nville, N. Dak.; Lillian C. Compton, Cumberland, Md., chairman.\n\nCollege, May-\n\nThe following resolution was presented: “That the Department of Science In¬\nstruction of the National Education Association thank the local committee composed\nof Morris Meister, Harvey N. Smith, Elsie Kupfer, Samuel Schenberg, Alexander\nBrodel, and all other science teachers of New\n\nYork\n\nCity for the elaborate\n\nenter¬\n\ntainment and valuable trips and excursions that they provided for this meeting.”\nAll sessions of the Department were well attended. It was the consensus of the\nmembers of the Department that the program was a strong one and that the cause\nof science was furthered by such professional meetings.\n\n"}
{"page": 545, "printed_page": null, "text": "DEPARTMENT\n\n(Secondary\n\nOF\n\nCducation\n\n"}
{"page": 546, "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 National Education Association at its annual convention\nin Los Angeles.\nThe officers of the Department for the year 1938-39 are: president,\nGeorge R. Rankin , Boys Technical High School, Milwaukee, Wis.;\nvicepresident,\n\nRalph\n\nS. Christen,\n\nWilbur\n\nWright\n\nJunior\n\nHigh\n\nSchool,\n\nDetroit, Mich.; secretary, Mrs. Nettie R. Bolland, High School of\nCommerce, Portland, Ore.; treasurer, Rachel E. Anderson, Andrew\nJackson High School, St. Albans, N. Y .; executive secretary, Ernest\nD. Lewis, Evander 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\n1887 :393-442\n1 888:401-434\n1889 -.497-534\n1890 ‘.613-656\n1891 -.615-688\n1892 -.333-374\n189 3:177-242\n1894 -.743-794\n\n189 5:579-635\n1896:557-619\n1891:644-699\n1898 -.664-700\n1899 :601-817\n1900 :428-453\n1901 -.565-604\n1902:455-492\n190 3:429-486\n\n1904:473-536\n1905:423-480\n1906 :6 3 3-63 6\n1901:521-710\n1908:577-668\n1909:479-522\n1910 :443-534\n1911 -.555-658\n1912:663-766\n\n[ 540 ]\n\n1913:469-500\n1914:445-488\n1915:723-754\n1916:517-574\n1911:253-284\n191 8:177-190\n1919:195-204\n1920:209-230\n1921:667-678\n\n1922:1267-1294\n1923: 861- 880\n1924: 775- 802\n1932: 481- 492\n1933: 489- 506\n1934: 481- 492\n1935: 449- 460\n1936: 347- 360\n1937: 387- 404\n\n"}
{"page": 547, "printed_page": null, "text": "ETHICAL\n\nSTANDARDS\n\nIN HIGH-SCHOOL\n\nINSTRUCTION—\n\nA bstract\nEDMUND\n\nA. WALSH,\n\nS.J., VICEPRESIDENT,\nWASHINGTON,\n\nGEORGETOWN\n\nUNIVERSITY,\n\nD. C.\n\nYou may cull the most exquisite flowers of estheticism thru devotion\n\nto the fine arts and thus stimulate the emotions of your student; you\nmay garnish and adorn his intellect lavishly with the accumulated knowledge\nof the ages, but if an enlightened and dominant will reigns not in his soul,\nit will be an empty palace with a vacant throne. The more than six million\ncriminal finger-prints on file in the Federal Bureau of Investigation at\nWashington, the standing army of four hundred thousand habitual offenders\nwho make their living thru crime, our increasing prison population that is\nbursting the very walls of our penitentiaries, and the appalling implications\nof that fifteen billion dollar annual crime bill in the United States furnish\ncumulative if not melancholy proof of the futility of social control divorced\nfrom moral and ethical standards.\nBut how shall this patent defect in public education be remedied ? Can a\nsatisfactory ethical curriculum be introduced into high schools and colleges\nsupported by public taxes? Frankly, I believe it a practical impossibility\nbecause of the traditional attitude of reserve always exercised in public insti¬\ntutions with respect to basic moral issues. I have already maintained that\nethics, morality, and pedagogy ultimately rest on premises connected in¬\nseparably with religious belief — or on rigid exclusion of religious belief\nwhich is, in substance, a form of natural religion, with dogmas of its own\nusually determined by each individual. Every pedagog worships some form\nof deity — God, or humanity in the abstract, or class-consciousness, or a racial\nhypothesis, or pure science, or measurable progress in a material sense, or\ncold rationality, or pragmatic utilitarianism, or Hegelianism, or evolution —\nor himself. An ethical standard implies obligation deriving from conscience\nand a specific mandate for external conduct. How would a satisfactory and\nacceptable curriculum be drafted in view of the probable divergency of ideals\nand standards of conduct among the drafters themselves? Or one acceptable\nto parents in a country of one hundred and thirty million inhabitants where\none-half of the population is not affiliated with any church or adherent of\nany fixed religious belief, and where the balance of church members would\nprobably be unable to accept the compromise required to avoid offending\nthose who are not even Theists? It is only in a totalitarian state or in a\nhomogeneous population or in a professedly Christian or Jewish or Pagan\ncivilization that an ethical code can be integrated with public instruction.\nFor ethics properly defined should control a man’s private conduct as well as\nhis public relations.\nIf by ethics you mean ethical culture, then public education may do some\nservice by precept and\n\nexemplification of natural virtues — temperance,\n[541]\n\n"}
{"page": 548, "printed_page": null, "text": "National\n\n542\n\nEducation\n\nAssociation\n\njustice, fortitude, prudence, honesty, friendliness, generosity, loyalty, the\nsocial amenities, etc. Such instruction may improve manners but cannot bind\nthe conscience with the moral obligation which religion alone commands.\nThe social ought is based on expediency, which may change from circum¬\nstance to circumstance and may even be rejected entirely should self-interest\nor group welfare intervene with a counter-expediency. The legal ought is\nbased on positive statutes, violation of which brings punishment from the\nstate. The ethical ought is based on another law, ultimately divine, the in¬\nterpretation and observance of which require a religious sanction and a\nreligious authority. Remove religion, and morality will expire tho manners\nand customs may survive, at least for a time. That is the plain record of\nhistory.\nIn pursuance of these convictions and persuaded that man should be edu¬\ncated totally, not partially, schools and colleges under church direction\nlogically but at great expense have supplied what they deem important\nomissions in the education offered by state schools. Speaking only of the\ngroup with which I am most familiar, the Catholic Church has expended\none billion dollars in physical equipment on its primary and secondary\nschools in the United States, and must raise an additional three hundred\nmillion dollars each year for maintenance and operation. It costs forty-five\nmillion dollars in the state of New York alone. These figures do not in¬\nclude the substantial sums, probably an additional thirty million dollars,\nexpended annually for colleges and universities. This crushing burden on\nAmerican Catholics who simultaneously discharge their civic duty by pay¬\nment of the general tax for public education as well, is evidence of the im¬\nportance they attach to ethical standards in secondary instruction. The day\nhas happily passed for misinterpretation of their insistence on the spiritual\nnature of man and on the necessity of his education to the full stature of a\nrational human being. Not hostility to the public schools — for these are\nfree schools, too, open to the poorest of the poor — but a sense of inescapable\nduty to conscience is the controlling motive. It is their belief that thereby\nthey contribute not only a well-rounded education to their students but ful¬\nfil a civic obligation that may in a not distant future prove to be a bulwark\nof stability in defense of those civil and religious liberties which have been\nso cruelly oppressed elsewhere and which one day may make their last stand\nin America.\n\nMETHODS\n\nBERNICE\n\nOur\n\nIN TUNIOR\n\nV. WALL,\n\nmodern,\n\nHIGH\n\nTYPES\n\nOF\n\nTAJFT\n\nJUNIOR\n\nSCHOOL\n\nTO\n\nREACH\n\nVARYING\n\nPUPILS — A bstract\nHIGH\n\nSCHOOL,\n\ndemocratic schools are composed\n\nWASHINGTON,\n\nD.\n\nC.\n\nof countless varieties of\n\npersonalities, differing in intelligence, age, health, physical characteristics,\ntemperament, tastes and interests, sex, economic status, nationality of the\nfather, ability in certain school subjects, cultural and educational traditions,\netc. It is only one step from the acceptance of this situation to the realization\n\n"}
{"page": 549, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n543\n\nEducation\n\nthat we must handle each pupil as a distinct case, a task which looms before\nus as an arduous one, when the great number with which we deal is con¬\nsidered. It is the very great privilege of the teacher to be a friend to each\nof these individuals and to cooperate with him in discovering and developing\nthe ability which he has.\nWhat adaptations to differences in ability can we make in our Latin\nclasses? In the same group we shall probably have limited, average, and\nbright pupils, and effort must be made to meet the problem of adaptation\nfor the entire range of ability. We must keep each pupil working at his full\nlevel of ability. There are numerous means of providing for these differences,\nsuch as supervised study, the study-coach method, pupil conference, ability\ngrouping in class, adjustment of the recitation to the individual pupil, flexible\nassignment allowing the superior pupil to carry additional courses and vice\nversa, the honor organization, varying credit according to individual achieve¬\nment, mapping out curriculums better suited to the different abilities\nrepresented, unit organization within courses, and the Dalton plan. The\nteacher has only to select the procedures best suited to the abilities of his\nclasses and himself, try them out, vary them, and perfect them.\nThe bright group needs less drill, is more easily interested, has the initia¬\ntive to work out details, conducts its own class procedures, has a sense of\nresponsibility and pride in attainment, and should get training in leader¬\nship. With them a mode of authority need never be resorted to in class con¬\ntrol. Supervised study should be used in directing them in wider study, and\ngeneral directions, general questions, and the statement of general principles\nshould be used. On the other hand, the low group needs twice as much drill,\nmore stimulation, and more concrete guidance, does best in formal aspects\nof the subject, is slow to grasp new situations and new problems, does well\nwith supervised study, and forgets easily, thus making habituation a slower\nprocess. With them the attention span is shorter, instruction has to be defi¬\nnite, concrete, carefully graded, presented step by step, and frequently\nreviewed. Much emphasis should be laid on diagnostic and remedial pro¬\ncedures. Disciplinary problems develop more easily, and their work must be\ntaught skilfully and kept within the range of their accomplishment. Instruc¬\ntion should be kept down to the minimum essentials of their subject, but it is\na mistake not to provide much material that appeals to their interest.\nLet us endeavor to employ all the methods at our disposal to satisfy the\nvarying types of pupils that come to us for Latin. For in the long run, all\npeople practice those things which they find to be satisfying and do not prac¬\ntice those things found to be unsatisfying.\n\nTHE\nHARRY\n\nThe\n\nCHALLENGE\nEISNER,\n\nimmense\n\nMANUAL\n\nOF\n\nTHE\n\nTRAINING\n\nSLOW\nHIGH\n\nPUPIL — Abstract\n\nSCHOOL,\n\nBROOKLYN,\n\nN.\n\nY.\n\ngrowth of the secondary-school population during the past\n\ntwenty years has pushed to the forefront the problem of providing an ap-\n\n"}
{"page": 550, "printed_page": null, "text": "544\n\nNational\n\nEducation\n\nAssociation\n\npropriate mathematical education for the slow pupils who are failing in\ngreat numbers. I define slow pupils as those ranking in the lowest 25 percent\nin general intelligence.\nHonestly intentioned but misguided attempts at adjustments for these\npupils have centered about modifications of existing syllabi in terms of time\nallowance, amount of material to be covered, and degree of difficulty.\nEqually ineffectual attempts at modification of method for slow pupils have\nresulted in overemphasis of formal drill and construction work at the expense\nof comprehension and appreciation. The physical and emotional character¬\nistics of slow pupils approximate those of normal pupils of the same age.\nThe intellectual characteristics of the two groups differ markedly, but the\ndifference is one of degree rather than of kind.\n\nGeneral principles which should guide the mathematical\nslow pupil are :\n\neducation of the\n\n1. No pupil should leave high school without having had at least a one-year course\nin appropriate mathematics.\n2. Slow pupils should be segregated in special classes.\n3. A course of study for slow pupils should aim to give them an appreciation of\nthe role of mathematics in modern life and to develop such concepts, skills, and atti¬\ntudes as will enable them to interpret and utilize mathematics in accordance with\ntheir needs in present and future common life situations.\n4. The content must be suited to the mental level of the pupils.\n5. The methods of teaching must be appropriate\ncharacteristics of slow pupils.\n\nto the content and to the mental\n\nThe content of a one-year course of study for slow pupils may well include\nthe following large divisions: the social uses of arithmetic, the interpretation\nand visualization of quantitative data, the uses of geometry and algebra as\na tool of thought. An inventory of personal transactions or experiences in¬\nvolving mathematics should help provide useful content for such a course,\nas should also reference to newspaper columns and advertisements.\nModifications of teaching method should provide for adequate motivation\nin terms of personal and social values, allow class discussions to fix basic\nconcepts, provide variety during the class period, supply motivated drill, and\npermit ample time for thought. The approximately normal motor skills of\nthese pupils should be capitalized in construction work leading to discovery\nof geometric relationships and appreciation of geometry in life and in art.\nCommendation and encouragement should be freely given. Standards of\nattainment commensurate\ntained at all times.\n\nwith the mental level of the pupils must be main¬\n\nDesirable qualities that a teacher of slow pupils should possess include\npatience, sympathy, ability to teach on slow pupil level, and the possession\nof a fund of knowledge\nmatter.\n\nand social experience sufficient to vitalize subject-\n\nThe challenge of the slow pupil may be met by a thorogoing reorganization\nof objectives, content, and methods adjusted to the intelligence of slow pupils\nand suited to their personal and social needs.\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nFUNCTIONAL\n\nof\n\nSecondary\n\nGEOGRAPHIC\n\n545\n\nEducation\n\nEDUCATION\n\nIN\n\nHIGH\n\nSCHOOLS — A bstract\nCLARA\n\nM.\n\nSHRYOCK,\n\nASSISTANT\n\nSUPERINTENDENT,\n\nSCHOOLS,\n\nEBENSBURG,\n\nCAMBRIA\n\nCOUNTY\n\nPA.\n\nUnquestionably few subjects have better claim to a place in the high-school\ncurriculum than does geography. From a cultural point of view, if for no\nother reason, it merits consideration. To read the daily news intelligently, to\ninterpret radio broadcasts, to understand history, to really enjoy literature,\nor to travel with seeing, understanding eyes, geographic education is essential.\nFrom a utilitarian standpoint geographic education in the high school is\nhighly desirable. Since we are living in a commercial age in a complex modern\nworld, a knowledge of the local environment no longer suffices.\nGeography is a live subject, one which deals with man, in whom we are\nall chiefly concerned, and his reactions to the elements of the environment\nin which he finds himself. His adjustment to natural and cultural forces\nthruout the ages have resulted in our modern complex world, differing, of\ncourse, in its various parts, largely because of the varying environmental\nconditions. To get a proper perspective of the activities of modern life,\nespecially those activities pertaining to our great interdependence, one region\nof the world upon another, and to be able to funtion efficiently as a worldminded citizen, one may easily conclude that geographic understandings in\nthe upper levels of learning are essential.\nGeographers are generally agreed, it seems, that at least two courses in\ngeography should be offered in the senior high school, namely, commercial,\nor economic, geography and a somewhat more advanced course in political\ngeography. It is also conceded that the former should be a part of the offerings\nof every curriculum — college preparatory, vocational, and general, as well\nas business education, and might well be a course required for graduation ;\npolitical geography should be offered as an elective course in the different\ncurriculums. While it is true that the pupils have had very definite contacts\nwith the commercial and political aspects of the various areas of the world\nprevious to their senior high-school years, it has been from a different per¬\nspective, and when they were less mature and therefore less capable of\ngrasping the full significance of certain more complex geographic under¬\nstanding. The geography work of the high school should be of such a nature\nas will make worthwhile contributions to the pupil’s knowledge, under¬\nstanding, and background of experiences necessary for him to effectively\nmeet the economic and political responsibilities which await him at maturity.\nTo accomplish this end, the work in the upper levels of training should\nbe carefully graded, building upon that of the elementary and junior high\nschools, and supplementing where the earlier training is inadequate. Each\ncourse should focus attention on a particular phase of world pattern —\ncommercial or political. This plan is facilitated by the fact that an initial\nconcept of each pattern has probably been developed in the earlier grades.\nIn interpreting world patterns, the complexity of the relationships employed\n\n"}
{"page": 552, "printed_page": null, "text": "54b\n\nNational\n\nEducation\n\nAssociation\n\nin commercial, or economic, geography should surpass those developed in\nthe junior high school, but should be surpassed by those in political geography.\nFunctional geographic understandings will result only when objectives\nare thoughtfully set up, units of work thru which these objectives may be\nattained are decided upon, interest is developed, and pupils are guided thru\nvital, carefully planned exercises and experiences. Maps,\n\npictures, graphs,\n\nstereographs, slides, motion pictures, and other visual materials are invaluable\nin the geography laboratory. Bits of literature and fiction often lend worth¬\nwhile contributions ; field work, where possible, is also a vitalizing factor.\nThe Thirty-Second Yearbook of the National Society for the Study of\nEducation as a whole might well be every secondary-school geography\nteacher’s constant guide. For your earnest consideration in the interests of\nreally functional geographic education in the high school, this volume is\nrecommended.\n\nGENERAL\nLANGUAGE— AN APPRECIATION\nCOURSE\nTHE STUDY\nOF FOREIGN\nLANGUAGES — Abstract\nJAMES\n\nB. THARP,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nIN\n\nUNIVERSITY,\n\nOHIO\n\nThere are two stages of appreciation of a human activity that brings\nintellectual and esthetic enrichment to individual and group living: that of\nthe performer and that of the non-performer. There may be two stages of\nperformer appreciation also : that of the artist who possesses the skill to the\nhighest degree, often for practical purposes, and that of the amateur whose\nslight skill is for him an avocation. That these stages exist in music, and that\nfor every individual, no matter how hopeless he has been considered, there\nis a way to bring non-performer\n\nappreciation, Jascha Heifetz attests in an\n\narticle in the July Ladies' Home Journal. As these stages exist in fine arts,\nsports, and other activities where skill is a factor, just as much do they exist\nin foreign language study.\nHeretofore the major emphasis in foreign language study has been placed\non performance and practical use, or perhaps use as an instrument toward\nsome desirable byproduct. While there are the two stages of performance —\nthat of the artist who has high skill in all the aspects of the language, and\nthat of the amateur who can read and listen for his own enjoyment — there\nmust be created also the non-performance stage for the masses.\nThere have been courses developed in which but minor attention has been\ngiven to skills while major attention was being given to cultures and civili¬\nzations and literatures in English translation. The\n\ncourse called “General\n\nLanguage” or “Language Orientation” or “Language Arts Survey,” now\nbeginning to be more widely adopted, offers considerable hope for such an\nappreciation course in foreign language study. Planned usually for the junior\nhigh school, it could be adapted also to first year college, where orientation\nis likewise badlv needed.\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n547\n\nEducation\n\nAs an appreciator is exposed to an activity learns to analyze its factors\nand to compare this with that, so may the general language student come\nto appreciate language for itself, whether or not he goes far enough to enrich\nhis native language with another medium of communication thru which his\nliving may be improved or even reconstructed.\n\nMUSIC\n\nAND\n\nTHE\n\nFORGOTTEN\n\nPUPIL\n\nIN\n\nHIGH\n\nTHE\n\nSCHOOL — A bstract\nALEXANDER\n\nRICHTER,\n\nHEAD,\nAND\n\nMUSIC\nART,\n\nDEPARTMENT,\n\nNEW\n\nYORK,\n\nHIGH\n\nSCHOOL\n\nOF\n\nMUSIC\n\nN. Y.\n\nIn viewing the question of the forgotten pupil in the high school, I can\ncome to one conclusion, namely, that the forgotten pupil is the superior child.\nWe\n\nare beginning to take notice of the superior child because of a definite\n\nrecognition on the part of people that in order to have the better things of\nlife we must have better leaders. The talented child is the superior child.\nIn the past this has not been so, because the musician occupied a lowly place\nin society, but since the industrial revolution and recent mechanical progress,\nmusic is fast taking its rightful place of social importance.\nThe principles of the conservatory are being seriously challenged. Those\nmusicians with conservatory training only are today handicapped. The prima\ndonna system has died out so completely that people have not yet recovered\nfrom the shock.\nDoes it mean\nis for more\n\nthat music is in less demand?\n\namateur\n\nTo the contrary. The demand\n\nmusic, and more creation of music. There\n\nfor leaders in music. To supply this demand\n\nis a demand\n\nwe need to have a new type of\n\nmusician — a person of broad general culture with a broad general back¬\nground in music.\nThe curriculum of the music department of the High School of Music\nand Art accommodates the new type of musician. The course of study goes\nback to fundamentals — solfeggio and eurythmics. A “secondary” instrument\nis given to pianists, and piano is given to players of orchestral instruments.\nVoice training is taught from the appreciative point of view. All students\nstudy composition.\nThe question now\n\ncomes, “How\n\ncan the High School of Music\n\nand Art\n\nassist music education in the general high school?” First, it can act as a\nmodel. It can be an experimental school in curriculum, methods, etc. New\nstandards will be set, and our graduates will go back into the school system\nas teachers. Special education for the superior child is inherently democratic.\nAs an ordinary business proposition, an investment in the superior child will\nbring greater returns to the community.\nAll high schools should be equipped to meet the demands for music of the\nstudents.\n\n"}
{"page": 554, "printed_page": null, "text": "548\n\nNational\n\nSPECIALIZED\n\nGENERAL\n\nEducation\n\nAssociation\n\nSCIENCE\n\nIN\n\nTHE\n\nJUNIOR\n\nHIGH\n\nSC H OOL — A bstract\nFRANKLIN\n\nT. MATHEWSON,\n\nEAST\n\nVIEW\n\nPLAINS,\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nWHITE\n\nN. Y.\n\nThis might have been entitled “General\n\nScience as Developed\n\nfor a\n\nParticular Group’’ or “General Science Coordinated with Auto Shop.” It\nwas evident at an early date that it is unwise educationally to fit these boys\ninto the same general science mold as offered to the academic students. The\nsyllabu s was developed by a committee\n\nof three teachers under the chairman¬\n\nship of the speaker. It was done with the encouragement of the superin¬\ntendent, H. Claude Hardy, and with the active cooperation of the auto shop\nteacher, Herbert F. Hoeltje. We\n\ntried to build a course more closely related\n\nto the pupils’ interests, their capacity to learn, and their present and future\nneeds.\nVery careful attention has been given to coordinating the science and the\nauto shop work. When the care and use of the storage battery is taken up\nin the shop the pupils study the theory, construction, and action of the\nstorage cell in their science class. We have been rewarded for this coordi¬\nnation by a quickened interest on the part of the pupils usually rather sluggish\nin their attitude toward school work. They are quite delighted to find that\nsomething in one class applies in another. This is really an imperfect example\nof integrated science.\nI refer to integration within the field of science as vertical , eventually\nresulting in the elimination of separate, isolated science subjects from Grades\nI to XII. A student would take science continuously thru twelve or fourteen\ngrades in a careful integrated program\n\nwhich would\n\nnot offer nature study,\n\ngeneral science, biolog)', physical geography, physics, and chemistry — but\nintegrated science or just science. Quoting\n\n“its parts formed into one whole.”\nIntegration of subjects is not new.\n\nfrom\n\nWebster\n\nit would\n\nhave\n\nSince 1910 zoology, botany, and\n\nphysiology have been vertically integrated into biology. General science is\nthe result of vertical integration and the present elementary science attempts\nto integrate nature study with physical science. Altho vertical integration\nis not new we seem hesitant about trying it in the intrenched physics, chem¬\nistry, and now stabilized biology departments.\nAfter we have developed a vertical integration of science as a whole from\nGrades I to XII we are ready for what I choose to call horizontal integration,\nor integration between the various subjects taught at different grade levels.\nScience teachers must do all within their power to make science instruction\ncontribute its part to the total educative processes.\nIf we continue a policy of science isolation instead of cooperation to the\npoint of leading this horizontal integration we will find that the social studies\npeople have “stolen the show.”\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nTHE\nMAX\n\nof\n\nSecondary\n\nFORGOTTEN\n\nLIEBERMAN,\n\nCHAIRMAN,\n\nJEFFERSON\n\nHIGH\n\n549\n\nEducation\n\nPUPI ^-Abstract\n\nDEPARTMENT\nSCHOOL,\n\nOF\n\nBROOKLYN,\n\nSPEECH,\n\nTHOMAS\n\nN. Y.\n\nThe pupil discussed in this talk is only relatively forgotten, because there\nare schools in which he is generously remembered and because he is given\nat least some attention everywhere.\nA student may be forgotten entirely when no attention at all is given him.\nA student may be forgotten if the subject he is being taught (in this case —\nspeech) is not thoroly analyzed and the significance of all its parts under¬\nstood. A student may be forgotten if the teacher loses faith in his capacity\nfor growth or development. A student may be forgotten if in the field of\nstudy there is not constant research and study to determine the best methods\nof teaching.\nA student is forgotten if his psychological make-up is not taken into\naccount in the teaching process. A student is forgotten if the classes in which\nhe is taught are too large or not homogeneously organized.\nA casual survey reveals the fact that two types of students get the kind of\nattention that takes care of all of their needs. These are the specially talented\nstudents out of whose ranks will come the leaders, and the underprivileged\nstudents: the stammerers, the lispers, and the relatively small group who\nhave organic speech defects. For them there is specialized attention in the\nform of special teachers, special organization, special equipment, special\nclinics, and a special check-up.\nThe normal student is the one who\n\nis forgotten because he is taken for\n\ngranted — not universally, but too frequently. He is crowded into classes\nthat are too large. His small talents are accepted as the limits of his possi¬\nbilities. He is sometimes assigned for speech work to teachers with whom\nspeech is only a secondary concern. He is numerous, and intelligent teaching\nis bound to yield rich returns.\nThe hope is expressed that supervisors and teachers alike may give more\nthought to him and that the good work already being done in some quarters\nmay encourage like effort in others.\n\nSECRETARY’S\n\nNew\n\nYork\n\nMINUTES\n\nCity\n\nBusiness Meeting, June 29, 1938\nThe business meeting of the Department of Secondary Education was called to\norder by the president, George R. Rankin, at 4:45 p.m. on Wednesday, June 29,\n1938, in the auditorium of the American Museum of Natural History. In the absence\nof the secretary, Mrs. Nettie R. Bolland, Margaret Grant, Munger Intermediate\nSchool, Detroit, was named secretary pro tern. Minutes of the 1937 meeting in\nDetroit were approved as printed in the N. E. A. Proceedings. The report of the\ntreasuier was given by Ernest D. Lewis. The report was accepted. \\]§illiam F.\nBauer, East Orange High School, East Orange, New Jersey, asked to submit a bill\n\n"}
{"page": 556, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nfor expenses incurred in publicity work\ndirected to do so.\n\nAssociation\n\nfor the Department\n\nin New\n\nJersey. He was\n\nPresident Rankin expressed appreciation for the tireless work of the executive\nsecretary, Ernest D. Lewis. He called upon Mr. Lewis to report upon the work of\nthe Department during the past year. Mr. Lewis briefly reviewed the organization\nand history of the Department, the nature of the programs and their value, the\nsize and content of the periodical and its value for publicity in spreading the\nknowledge of the work of the Department.\nAlvin H. Hanson, Rufus King High School, Milwaukee, Wisconsin, raised the\nquestion of what we may do to increase the membership of the Department. Mr.\nLewis thought that if more teachers know what we are doing that more would\nbecome members. He further explained that the country is divided into regions, each\nhaving a director, and that each state has a director. William Lewin, Weequahic\nHigh School, Newark, New Jersey, felt that if we are to define the problem of\nsecuring members wTe must have definite information to offer. He moved that a\ncommittee of three people be appointed by the president to study the problem of\nincreasing the membership and to bring in a report at the next business meeting\nof the Department. Motion was seconded and carried.\nOfficers were elected for the year 1938-39. (For list of officers see Historical Note,\npage 540 of this volume.)\nMr. Lewis moved that the president be empowered to appoint the regional\ndirectors. Motion was seconded and carried.\nPresident\n\nRankin\n\nreappointed\n\nErnest\n\nthe year 1938-39.\nThe meeting was duly adjourned.\n\nD. Lewis\n\nto act as executive\n\nsecretary for\n\n"}
{"page": 557, "printed_page": null, "text": "DEPARTMENT\n\nSecondary\n\nSchool\n\nOF\n\n\\Principals\n\n"}
{"page": 558, "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\nTopeka, Kansas, in 1886, under the name of the Department of Secondary\nInstruction. Anticipating the proposed merger of the National Association\nof Secondary Principals with the National Education Association, the\nname of the Department was changed to the Department of Secondary\nSchool Principals.\nThe officers of the Department for the year 1938-39 are: president,\nPaul E. Elicker, Principal, Newton High School, Newtonville, Mass.;\nfirst\n\nvicepresident,\n\nK.\n\nJ.\n\nClark,\n\nPrincipal,\n\nMurphy\n\nHigh\n\nSchool,\n\nMobile, Ala.; second vicepresident, Oscar Granger, Principal, Haverford Township High School, Upper Darby, Pa.; executive secretary,\nH. V. Church, 5835 Kimbark\nmittee,\n\nMcClellan\n\nG. Jones,\n\nAvenue,\n\nPrincipal,\n\nChicago, III.; executive\nUnion\n\nHigh\n\nSchool,\n\ncom¬\n\nHuntington\n\nBeach, Calif. (term expires 1939) ; John E. W ellwood, Principal, Central\nHigh School, Flint, Mich. (term expires 1939) ; Virgil M. Hardin, Prin¬\ncipal, Reed Junior High School, Springfield, Mo. (term expires 1940);\nTruman G. Reed, Principal, Lewis and Clark High School, Spokane,\nWash. (term expires 1941 ).\nThe publications of the Department consist of a bulletin — issued five\ntimes a year — and a yearbook. The annual dues for the Department are\n$2, payable to the executive secretary. Facts relating to the establishment\nof this Department and the record of meetings are found in earlier\nvolumes of proceedings as follows:\n1887 :39 3-442\n1888 -.401-434\n1889 -.497-534\n1890 -.613-656\n1891 ’.615-688\n1892 -.333-374\n189 3:177-242\n1894 :7 43-7 94\n1895 -.579-635\n1896 :557-619\n1897 -.644-699\n\n1898:664-700\n1899:601-817\n1900:428-453\n1901:565-604\n1901:455-492\n190 3:429-486\n1904 :47 3-536\n1905 :423-480\n1906:633-636\n1901:521-710\n\n1908:577-668\n1909 -.479-522\n1910:443-534\n1911:555-658\n1911:663-766\n191 3:469-500\n1914:445-488\n1915 :7 23-7 54\n1916 :517-574\n1911:253-284\n\n[ 552 ]\n\n1918: 177- 190\n1919: 195- 204\n1920: 209- 230\n1921: 667- 678\n1911:1267-1294\n1923: 861- 880\n1924: 775- 802\n1925: 609- 632\n1926: 637- 652\n1927: 599- 678\n\n1918:591-650\n1919:579-632\n1930 :543-596\n1931:577-620\n1931:493-524\n19 33:507-530\n1934:493-512\n1933:461-470\n1936:361-371\n1931:405-424\n\n"}
{"page": 559, "printed_page": null, "text": "THE\n\nROBERT\n\nM.\n\nORGANIZATION\nAND\nSUBTECTMATTER\nGENERAL\nEDUCATION\nHUTCHINS,\n\nPRESIDENT,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nILL.\n\nI have journeyed from Chicago for only one reason, to pay my tribute\nto one of my closest friends, to whom I owe my own general education,\nsuch knowledge of public education as I have, and indeed such common\n\nsense as I still possess. From the moment almost nine years ago when I first\nmet Mr. Judd he has given me instruction in private and support in public.\nHe has been responsible for every intelligent move I have ever made. When\nI have made unintelligent ones, it has been because he has been out of town.\nHis departure is the greatest personal and official blow I have sustained.\nThis will be obvious from the remarks I propose to make this evening. This\nis almost the first speech I have ever delivered without showing it to your\nguest of honor first.\nI should like to spend the rest of the evening telling you of my devotion\nand affection for Mr. Judd, and I should do it if it were not for the embar¬\nrassment I should cause him. I shall merely say, “Here was a Caesar; when\ncomes there such another?” and pass on to the organization and subjectmatter\nof general education.\nI assume that we are all agreed on the purpose of general education and\nthat we want to confine our discussion to its organization and subjectmatter.\nI believe that general education should be given as soon as possible, that is,\nas soon as the student has the tools and the maturity required. I think that\nthe program I favor can be experienced with profit by juniors in high school.\nI therefore propose beginning the program of general education at about the\nbeginning of the junior year in high school. Since I abhor the credit system\nand wish to mark intellectual progress by examinations taken when the\nstudent is ready to take them, I shall have no difficulty in admitting younger\nstudents to the program if they are ready for it and excluding juniors if they\nare not.\nThe course of study that I propose is rigorous and prolonged. I think,\nhowever, that the ordinary student can complete it in four years. By the\ningenious device I have already suggested I shall be able to graduate some\nstudents earlier and some later, depending on the ability and industry which\nthey display.\nGeneral education should, then, absorb the attention of students between\nthe ages of fifteen or sixteen and nineteen or twenty. This is the case in every\ncountry of the world but this. It is the case in some eight or nine places in\nthe United States. Where the high school and the junior college are part of\na large city school system, the organization has been successful. Where, as\nat the University of Chicago and Stephens College, the institution has either\na small high school or none at all, the insignificant size of the first two years\nof the program and the large size of the last two years create great difficulties.\nIf you have seventy students entering the four-year unit at the junior year\n[ 553 ]\n\n"}
{"page": 560, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\nin high school and seven hundred entering at the freshman year in college, it\nis absurd to talk about a coherent four-year program. You must have a\ncurriculum that the seven hundred can enter in the middle without being\nhandicapped because they did not enter at the beginning.\nIf in such institutions as my own the scheme I advocate is to succeed, we\nshall have to convince local parents, at least, that it is wise for them to send\ntheir children to us two years earlier than they have been accustomed to\nsending them. I think that if parents cannot be persuaded to do this, the\nUniversity of Chicago should abandon collegiate work altogether and give\nup its freshman and sophomore years. Those years at present are a foreign\nbody in the otherwise admirable constitution of the University. The students\nin them have different ambitions from those in the divisions above; the\nteachers have different ambitions, too. But if ties cannot be found for these\ntwo years above, they must be found below; for I do not believe that two\nyears at any level is long enough to provide an adequate education. It is\nsuggestive that two-year units do not exist anywhere else in the world ; they\nare known only in the United States.\nI may mention at this point one aspect of the organization of general\neducation which ought to be trivial but in this country is most important.\nI favor awarding the bachelor’s degree in recognition of general education ;\nI favor awarding it at about the end of the sophomore year. This suggestion\nis not so startling as many\n\npeople seem to think. President Butler of Columbia\n\nadvocated it in his annual report for the year 1901-02. In France the Baccalaureat is used to indicate the satisfactory completion of general education.\nThe reasons for giving it the same significance here are, first, that it now has\nno significance at all. The bachelor’s degree means\nAs the president of Hiram College has lately said:\n\nfour years in college.\n\nTo most college “students” who sit long enough and patiently enough, and docilely\ngive back a modicum of the wisdom that has flowed past their ears, there will come\nin time the reward\n\nof their long-sitting, sheepskins to cover their intellectual naked¬\n\nness. . . . The usual requirements for graduation, “a minimum of one hundred and\ntwenty hours with additional credit for physical education,” may represent little\nmore than hours of painful but patient sitting. Their blood relationship to achieve¬\nment is so far removed as to make the claimed relationship laughable.\n\nBut it is not only the credit system and the examination-by-the-teacherwho-taught-the-course system that makes the A.B. certify merely to four\nyears of sitting. It is also, and I think principally, the fact that the standard\nfour-year college of liberal arts is and must be concerned with both general\nand specialized education. Even in some of the oldest and most conservative\nof these colleges you will find that the student may indulge in extreme\nspecialization at an early stage. Yet the preparation with which students\nenter these colleges is such that the colleges must also give them a general\neducation. These two aims can only confuse the colleges, and hence confuse\nthe significance of the degrees that they offer.\nColumbia, Johns Hopkins, Chicago, and several other places have\nattempted to meet this situation by dividing the first two years from the\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n555\n\nlast two. Some institutions have even given them different staff and adminis¬\ntrations. Here we face again the problems raised by two-year units. The first\ntwo years is not long enough for general education ; the last two is not long\nenough for advanced study. The remedy would seem to be a four-year unit\nbeginning with the junior year in high school and leading to the bachelor’s\ndegree, and after that a three-year unit beginning with the junior year in\ncollege and leading to the master’s degree. The bachelor’s degree would then\nindicate an adequate general education, and the master’s an adequate\nexperience in advanced study. This master’s degree should also indicate that\nthe holder is qualified for a teaching position in which research is not\nexpected or required.\nThe last two years of the present college of liberal arts is left stranded\nwhen the college is divided into upper and lower divisions. We have found\nat Chicago that one of our more difficult problems is how to provide any\nintelligible plan of advanced study in the junior and senior years. Some of\nour departments have succeeded in persuading students to plan their\ncourses for three years, beginning with the junior year and leading to the\nmaster’s degree. These departments have been able to effect notable im¬\nprovements in both the general cultivation and the specific training of their\ngraduates. I recommend the award of the bachelor’s degree at the end of\nthe period of general education, that is, at about the end of the sophomore\nyear, for the sake of advanced study as much as for the sake of general\neducation.\nIt may be objected that many students will not want to add a year to\ntheir program of advanced study. This in my view is an argument for\nthe plan. We are going to be compelled to accommodate the youth of the\nnation up to the end of the junior college, that is, to about nineteen or\ntwenty. There is no reason why we should accommodate them after that.\nBeginning with the junior year, education should be limited to those who\nare able and willing to profit by it. We should rigorously select our students\nat the university level, by which I mean the beginning of the junior year.\nSince, therefore, many students should terminate their education at the\nend of the sophomore year, one problem is how to induce them to do so.\nI think they will stay on and, thru sheer importunity, get themselves a\ndegree unless they can receive some recognizable and popular insignia\nat the end of the sophomore year. The bachelor’s degree is recognizable and\npopular. Since it serves no useful purpose at present, I believe it should\nbe made to serve the very useful one of persuading those students to get\nout of education who should not be permitted to remain in it.\nIf general education is to be given between the beginning of the junior\nyear in high school and the end of the sophomore year in college and if\nthe bachelor’s degree is to signify the completion of it, the next question\nis, What is the subjectmatter that we should expect the student to master\nin this period to qualify for this degree? My views on this question are\nwell known. I wish I could add that they are well understood. I am afraid\n\n"}
{"page": 562, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nthat what I need to tell you most urgently is what 1 do not regard as a\ndesirable curriculum in general education.\n1 do not hold that general education should be limited to the classics of\nGreece and Rome. I do not believe that it is possible to insist that all\nstudents who should have a general education must study Greek and Latin.\n1 do hold that tradition is important in education — that its primary purpose,\nindeed, is to help the student understand the intellectual tradition in which\nhe lives. I do not see how he can reach this understanding unless he\nunderstands the great books of the Western world, beginning with Homer\nand coming down to our own day. If anybody can suggest a better method\nof accomplishing the purpose, I shall gladly embrace him and it.\nXor do I hold that the spirit, the philosophy, the technology, or the\ntheology of the Middle Ages is important in general education. I have\nno desire to return to this period any more than I wish to revert to\nantiquity. Some\n\nbooks written in the Middle\n\nAges seem\n\nto me\n\nof some\n\nconsequence to mankind. Most Ph.D.’s have never heard of them. I should\nlike to have all students read some of them. Moreover, medieval scholars\ndid have one insight — they saw that in order to read books you had to\nknow how to do it. They developed the technics of grammar, rhetoric, and\nlogic as methods of reading, understanding, and talking about things intelli¬\ngently and intelligibly. I think it cannot be denied that our students in the\nhighest reaches of the university are woefully deficient in all these abilities\ntoday. They cannot read, write, speak, or think. I do not suggest that w^e\nshould attempt to introduce the trivium and quadrivium into the American\ncollege. 1 do say that we must try to do for our own\n\nstudents what the seven\n\nliberal arts did for the medieval youth. If the Middle Ages have any sugges¬\ntions to make on this point, we should welcome them. We need all the help\nwe can get.\nI should like to point out in passing that in the Middle Ages people w~ent\nto universities at thirteen or fourteen. They read books and experienced\ndisciplines that are regarded as far too difficult for Ph.D.’s or even university\nprofessors today. Most of the great books of the Western world were\nwritten for laymen. Many of them were written for very young laymen.\nNothing reveals so clearly the indolence and inertia into which we have\nfallen as the steady decline in the number of these books read by students\nand the steady elimination of instruction in the disciplines thru which they\nmay be understood. And all this has gone on in the sacred name of\nliberalizing the curriculum.\n1 he curriculum I favor is not too difficult even for very ordinary\nAmerican students. It is difficult for the professors, but not for the students.\nAnd the younger the students are the better they like the books, because\nthey are not old enough to know that the books are too hard for them to\nread. The entire course of study that I propose is now in force at St.\nJohn’s College, Maryland. There an unselected group of indifferently pre¬\npared students are studying these books with tremendous enthusiasm thirtyfive hours a week. They read last fall ten dialogs of Plato and voted to have\n\n"}
{"page": 563, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n557\n\nextra classes so that they might read and discuss all the rest of them.\nIn connection with the reading, they are going thru a formidable course\nof instruction in grammar, rhetoric, logic, and mathematics. The entire\nfreshman\n\nclass at Columbia\n\nis now\n\nreading and\n\ndiscussing twenty-five\n\nof the great books in philosophy and literature. I understand that “Rushing\nWeek” at Columbia was a failure because the students were too interested\nin the reading to be interested in fraternities, that the books are the chief\nsubject of discussion at all informal student gatherings, and that the only\ncomplaint comes from teachers in other courses who feel that their work\nis suffering from the enthusiasm the books in the humanities course arouse.\nFor seven years and more I have taught these books to unselected pupils\nin our University High School and to freshmen, sophomores, juniors, and\nseniors in college. None of them has suggested that the books were too\nhard or that they were not worth reading. I can testify from this ex¬\nperience — tho not, of course, very scientifically — that students who can\nread anything thrive on these books and that the younger they are the more\nthey thrive.\nThose who think that this is a barren, arid program, remote from real\nlife and devoid of contemporary interest, have either never read the books\nor do not know how to teach. Or perhaps they have merely forgotten their\nyouth. These books contain what the race regards as the permanent,\nabiding contributions its intellect and imagination have made. They deal\nwith fundamental questions. It is a mistake to imagine that young people\nare interested only in football, the dramatic association, and the student\nnewspaper. I think it could be proved that these activities have grown to\ntheir present overwhelming importance in proportion as the curriculum has\nbeen denatured. Students are interested in the extracurriculum because\nthe curriculum is so stupid. Young people are interested in fundamental\nquestions. They are interested in great minds and great works of art. They\nare, of course, interested in the bearing of the ideas in these books on the\nproblems of the world today. It is, therefore, impossible to keep out of the\ndiscussion, even if the teacher were so fossilized as to want to, the con¬\nsideration of current events. But these events then take on meaning; the\npoints of difference and the points of similarity between then and now\ncan be presented. Think what a mine of references to what is now going\non in the world is Plato’s Republic or Mill’s Essay on Liberty. If I had\nto prescribe an exclusive diet for young Americans, I should rather have\nthem read books like these than gain their political, economic, and social\norientation by listening to the best radio commentators or absorbing the\nNew York Times. Fortunately we do not have to make the choice; they\ncan read the books and listen to the commentators and absorb the New York\nTimes, too. I repeat: These\n\nimportant agencies of instruction, the radio\n\nand the newspaper — and all other experiences of life, as a matter of fact —\ntake on intelligibility as the student comes to understand the tradition in\nwhich he lives. Tho we have made great advances in technology, so that\nthe steam turbine of last year may not be of much value in understanding\n\n"}
{"page": 564, "printed_page": null, "text": "558\nthe steam\n\nNational\n\nEducation\n\nturbine of 1938, we\n\nmust\n\nAssociation\n\nremember\n\nthat the fundamental\n\nquestions today are the same as those with which the Greeks were con¬\ncerned. The answers that the Greeks gave are still the answers with\nwhich we must begin if we hope to give the right answer today. The\nanswers they gave have affected human history so profoundly that we can¬\nnot approach the issue of the purpose of the state, for example, without\nunconsciously reflecting their views. We may apply to these early thinkers\nthe words of Cardinal Newman about Aristotle:\nDo not suppose, that in thus appealing to the ancients, I am throwing back the\nworld two thousand years, and fettering philosophy with the reasonings of paganism.\nWhile the world lasts, will Aristotle’s doctrine on these matters last, for he is the\noracle of nature and of truth. While we are men, we cannot help, to a great extent,\nbeing Aristotelians, for the great Master does but analyze the thoughts, feelings,\nviews, and opinions of human kind. He has told us the meaning of our own words\nand ideas, before we were born. In many subjectmatters, to think correctly, is to\nthink like Aristotle; and we are his disciples whether we will or no, tho we may not\nknow it.\n\nDo not suppose that in thus including the ancients in my course of study\n1 am excluding the moderns. 1 do not need to make a case for the moderns.\nI do apparently need to remind you that the ancients may have some slight\nvalue, too.\nDo not suppose, either, that because I have used as examples the great\nbooks in literature, philosophy, and the social sciences, I am ignoring\nnatural science. The great works in natural science and the great experi¬\nments must be a part and an important part of general education. Here again\nI am not concerned with the method, I am concerned with the end. The\nstudent should understand the leading ideas in the natural sciences. Do you\nthink he does today? On the contrary, what he gets today is either a\nsuperficial shower from a survey course or professional instruction from\nthe first day of freshman year, based apparently on the notion that every\nmember of the class is going to be a chemical engineer. General education\nis not professional education. The curriculum must be designed to prepare\nthe student for intelligent citizenship. The type of scientific instruction\nthat I received in college has no place in the kind of college 1 am proposing.\nAs for survey courses of the usual variety, they* have no place there either.\nThey degenerate too easily into a rapid tour of all the facts known in\nphysics, chemistry, and biology. The basis of the scientific program should\nhe the great landmarks of scientific work, the books and the experiments.\nNeither at Columbia nor Chicago has anybody interested in the kind of\ncurriculum I am suggesting had the facilities for the kind of scientific\ninstruction we have wanted to give. At St. John’s College those facilities\nare available and are now being used. It appears that between a half and\na third of the course of study will be mathematics and natural science.\nAnother problem that has disturbed those who have discussed this issue\nis what books I am going to select to cram down the throats of the young.\nThe answer is that if any reasonably intelligent person will conscientiously\ntry to list the one hundred most important books that have ever been\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n559\n\nwritten 1 will accept his list. I feel safe in doing this because (a) the books\nwould all be worth reading, and (b) his list would be almost the same as\nmine. There is, in fact, startling unanimity about what the good books\nare. The real question is whether they have any place in education. The\nsuggestion that nobody knows what books to select is put forward as an\nalibi by those who have never read any that would be on anybody’s list.\nOnly one criticism of this program has been made which has seemed to\nme on the level. That is that students who cannot learn thru books will\nnot be able to learn thru the course of study that I propose. This, of course,\nis true. It is what might be called a self-evident proposition. I suggest, how¬\never, that we employ this curriculum for students who can be taught to read\nand that we continue our efforts to discover methods of teaching the rest\nof the youthful population how to do it. The undisputed fact that some\nstudents cannot read any books should not prevent us from giving those\nwho can read some the chance to read the best there are.\n1 could go on here for hours discussing the details of this program and the\ndetails of the attacks that have been made upon it. But these would be\ndetails. The real question is, Which side are you on? If you believe that\nthe aim of general education is to teach students to make money; if you\nbelieve that the educational system should mirror the chaos of the world;\nif you think that we have nothing to learn from the past ; if you think\nthat the way to prepare students for life is to put them thru little fake\nexperiences inside or outside the classroom ; if you think that education is\ninformation ; if you believe that the whims of children should determine\nwhat they should study — then I am afraid we can never agree. If, how¬\never, you believe that education should train students to think so that\nthey may act intelligently when they face new situations; if you regard\nit as important for them to understand the tradition in which they live; if\nyou feel that the present educational program is unsatisfactory because of its\n“progressivism,” utilitarianism, and diffusion; if you want to open up to the\nyouth of America the treasures of the thought, imagination, and accom¬\nplishment of the past — then we can agree, for I shall gladly accept any\ncourse of study that will take us even a little way along this road.\n\nSPECIALIZATION,\n\nCHARLES\n\nH.\n\nJUDD,\n\nHEAD,\n\nTHE BANE\nEDUCATION\n\nDEPARTMENT\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nOF\n\nSECONDARY\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nILL.\n\nOne of my friends told me about a man in Indianapolis who had been\nsuccessful for many years in conducting a large business. As he grew old,\nhe had associated with himself his two sons. One day he called in the sons,\nwho by that time had gained some acquaintance with the establishment and\nits sales policies, and said to them that he noticed that the profits of the year\njust closing had been less than usual. “I have concluded,” he went on to say,\n“that probably new methods are needed in order to keep our business moving\n\n"}
{"page": 566, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\nforward. I have therefore decided to turn over the concern to you. You are\nunder no obligation to continue the policies which I have followed. I am\ngoing to take a trip around the world.”\nThat man was a practical psychologist. He knew when the patterns of his\nnervous system had become fixed. What is perhaps more to his credit, he\nknew what to do when he was no longer flexible and adaptive. I imagine\nthat probably he was in reality more flexible and adaptive than most old men\nare. The very fact that he had interests large enough to engage his attention\nand excite his curiosity showed him to be still plastic.\nPlasticity of mind is a virtue which the educational system has not always\nrecognized as of major importance. There was a time, if I read the history\nof education aright, when acceptance of authority and acquaintance with the\npronouncements of authority were regarded as the true goals of all schooling.\nMen were expected to conform and were regarded as showing by conformity\nthe highest intelligence.\nThe educational system is by no means free today from traces of the earlier\ndevotion to conformity. The teacher who ranks at the top of the class the\npupil who answers questions in the familiar terms of the textbook or in the\nimpressive language used by the instructor himself is either consciously or\nunconsciously attempting to pattern the thinking of those whom he instructs\naccording to fixed standards. Such a teacher is, in fact, exploiting human\nnature. Young people come to school full of what Kipling calls “insatiable\ncuriosity.” They are eager to rummage into every accessible corner of the\nuniverse. They are surprised at everything which they encounter because,\nafter all, this is an astonishing universe. They form all kinds of weird\nhypotheses and are delighted with every discovery that they make. Harsh\nexperiences tame these young hopefuls and tie them down to realities. Of\nthe harsh experiences, none are more exacting than those encountered in the\nschools. In ordinary life there are usually several ways of dealing with\nsituations and attaining moderate success. In school the variety of correct\nanswers seems to be strictly limited. Conformity soon comes to be the accepted\nmethod of getting on well with teachers and with the marking system.\nOne cannot quarrel with the schools when they insist on some degree of\nconformity. There are accepted patterns which must be followed if one is to\nformulate correct English sentences. If one starts with a singular subject,\nit is intolerable that the following verb be plural. Similarly, if Euclidian\npostulates and axioms are accepted, the rest of geometry seems to be in¬\nevitable. The schools are obliged to recognize these hard and unalterable\nfacts. The schools cannot ignore standards.\nThe difficulty with education when it does its duty in enforcing rigid\nstandards is that it often leads young people to proceed in all their thinking\non the assumption that the whole world operates in a perfectly regular way.\nThe expectation of uniform procedure at all times proves to be misleading.\nIt is something of a shock when one has learned in school that there is a\ncertain well-established law of economics to discover that some great corpora¬\ntion goes on its profit-making way utterly unregardful of that law. It is\nsometimes fatal to maintain that one has the right of way even when it is\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n561\nstrictly true that one does have the right of way according to the rules\nof traffic. Modern life is a curious mixture of law and relaxations of law,\nof principles laid down by the fathers and revised by later generations, and\nof things that one may do but had better not do.\nThere are examples without end of the demand in the world for adapta¬\nbility. Consider, for example, that recently much-discussed phenomenon of\ntechnological unemployment. Here is an accountant of excellent training\nand unsullied record. This man is the embodiment of accuracy and perfection\nof style in his professional work. Suddenly the world passes thru one of those\ninexplicable evolutions which students of economics call a “business cycle”\nand our accountant is out of a job. If he were like his child, he would turn to\nsome new toy, but he is not like his child in ninety-nine cases out of a hundred.\nHe does not know how to turn to anything. He looks at the advertisements\nevery morning in the hope that someone needs an accountant. He walks up\nand down the streets of the financial district of the city looking for a position\nas an accountant. There is just one part of the social cosmos into which our\nind ividual trained to be an accountant can fit. He has spent his life cultivating\nproficiency in one art, and he insists on practicing that one art. He finds him¬\nself bewildered and lost in what has become for him a social chaos, inhos¬\npitable to the talent which he has polished by long use.\nIt is quite certain that some day there will be general acceptance of the\neducational principle that the two complementary duties of the educational\nsystem are to cultivate absolute conformity to standards and at the same\ntime prepare the products of the schools to live in a world which demands\nfor success a high degree of adaptability, or willingness and capacity to\nabandon all accepted standards and meet new situations with new forms of\nbehavior. It will require a radical change in the attitude of some of our\ncolleagues to be happy in the new educational world which will be ushered\nin by the acceptance of these dual objectives of education. I remember very\nclearly the teacher of geometry in the high school which I attended. She\nhas long since gone to the reward which was abundantly due her. That\nreward makes up, I hope, for the difficulties which she encountered in\nchanging a group of semicivilized miscreants into followers of Euclid. She\nused to mark a demonstration in geometry wrong if there did not appear\nat the end in neat form the three triumphant letters Q.E.D. I cannot by any\nstretch of imagination picture that adherent to standards accepting the duty\nof making anyone flexible.\nThe thesis which I am trying to defend in this paper reaches in its impli¬\ncations far beyond the behavior of pupils and teachers. School administrators,\nparents, members of schoolboards, college professors, citizens — private and\npublic — and all other human beings who can be thought of as influential in\ndetermining educational policies now tend, and have for a long time tended,\nso emphatically to favor rigidity in methods of teaching and in choice of\nsubjects to be included in the school curriculum that it is going to be difficult\nto turn their interest to the cultivation of flexibility.\nOne special obstacle in the way of securing interest in flexibility is the fact\nthat high-grade scholarship is alw*ays closely related to specialization. The\n\n"}
{"page": 568, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nuniversities of this country are committed\n\nAssociation\n\nto specialization. They want\n\nno\n\nintellectual Jack-of-all-trades. It is quite unthinkable to the typical academic\nmind that a student should be well grounded in two subjects which are not\ndirectly related. It is conceded that a scholar may know something about a\nsubject closely related to his specialty. A chemist may know something about\nphysics, and a student of French may know something about English. It is\nnot to be expected that a historian should be competent in biology or that a\nmathematician should be competent in philology. When state departments\nof education become powerful and exercise their full influence in directing\nthe education of pupils in secondary schools, they take sides with the universi¬\nties and require close specialization on the part of teachers. They frequently\ngo so far as to write on each teacher’s certificate a very short list of subjects\nin which the teacher may practice his art.\nI am not in any doubt as to the advantages of minute, specialized scholar¬\nship. As a student of psychology, however, I am aware of the consequences\nof specialization. For some years past the educational world has been in¬\nformed that there is little or no transfer of training. The evidence which has\nbeen cited in support of this statement is drawn from an examination of the\nmany examples of extreme specialization readily found in every school —\nspecialization which has closed the minds of teachers as well as pupils to\ninterest in more than one subject. Specialization builds a high wall around\nthe mind. Anyone who has grown accustomed to the sheltered life within a\nspecialty will seldom take any risks by attempting to go outside the region\nwith which he is familiar. It is quite the fashion these days to assert with\npride that one does not know anything in fields in which one has not studied.\nThe student of Latin knows nothing about statistics ; the student of statistics\nknows nothing about literature ; the student of literature knows nothing\nabout biology — and each is proud of his limitations.\nNarrowness in one’s intellectual life would not be so bad if one did not\nhave to live with other people. I should be perfectly willing to allow my\ncolleagues to shut themselves up in their own fields if it were not for the fact\nthat we have to meet together in the University Senate. At the meetings of\nthat body questions have to be settled which are not questions of mathematics\nor language or of the kind to which our department of education gives its\nspecial attention. I have observed a number of cases in the meetings of our\nSenate when the evidence seemed to point emphatically to a complete absence\nof transfer of intelligence. Indeed, the only descriptive term which I think\ncan be appropriately used in describing some of these cases is the term\n“negative transfer.”\nWhat I have observed can be seen, I am sure, in all faculties of all colleges\nand all secondary schools. Not only do specialization and its consequent\ninfluences appear in faculty meetings, but they are socially contagious.\nTeachers of the languages make derogatory remarks about all science teach¬\ning, and science teachers reciprocate. I happen to know that everyone makes\nremarks about the teaching in the department of education. Students often\nbelieve what their instructors tell them. I know this to be true because it\nhas sometimes taken me several weeks of contact with a student who was\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n563\ncompelled to elect courses in education to convince him that the remarks\nmade about education by some non-educational\nin need of reinterpretation.\n\nmember\n\nof the faculty are\n\nWhat I am trying to say is that our major academic tendency, the tendency\nto demand specialization, is dangerously liable to make our students like\nourselves — narrow-minded. Narrow-mindedness is a trait which is sharply\nto be contrasted with intellectual flexibility or plasticity.\nI pointed out earlier that it does not seem necessary under existing con¬\nditions to present any vigorous argument in support of conformity, or what\nI am now calling “specialization.” We may with propriety, spend such time\nand energy as we have at our disposal asking whether there is any way in\nwhich the secondary school can actually cultivate plasticity and flexibility.\nI am encouraged to believe that ways can be found of making pupils flexible.\nIf there is one characteristic more conspicuous than another in a mind that\nis flexible, it is universal interest in new experiences. If you encounter an\nindividual who is interested in any subject that comes up, you are in the\npresence of a mind that is quite certain to be flexible. If this statement is\naccepted as true, the prescription of a method of procedure in secondaryschool teaching is fairly easy. Keep curiosity or universal interest in new\nexperiences alive. Put negatively, this prescription is: Do not suppress the\ninterest which pupils have when they enter school.\nI believe that the secondary schools of this country have a new opportunity\nto teach interestingly. They should take full advantage of this opportunity.\nA few years ago, when attendance in the secondary school was relatively\nuncommon and the urgency to get young people out into practical life was\nintense, the secondary school gave a great deal of attention to what was\ncalled “economy of time.” The courses taught in the schools were condensed,\nand all the interesting details were taken out. The fact is that most of the\nteachers of the present generation have to carry on independent researches in\norder to correct this omission in their own education and to discover the\ninteresting materials which exist in their subjects.\nThe time has come when economy of time is not the engrossing require¬\nment. I suggest that the requirement be set up for every secondary-school\nclass period that at least one interesting fact not in the textbook be presented\nby the teacher. This requirement would send teachers scurrying to the\nlibraries and to other sources for something out of the ordinary and would\ngreatly stimulate both teachers and pupils.\nAnother suggestion of a like kind is that a number of courses be organized\nin every school which are expressly designed to be interesting. I think I will\nventure the heresy that every pupil should be required to elect each semester\nat least one snap course in which nothing is taught because it has to be\nlearned.\nI have often thought I would spend some time in my old age writing an\narticle or perhaps a book entitled Great Snap Courses . I shall send out a\nquestionnaire and ask graduates to tell me what they learned in snap courses,\nhow many they took, how teachers in these courses behaved, and so on. I\nshall reduce all my findings to tables or possibly to some form appropriately\n\n"}
{"page": 570, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\ndescribable as a contribution to visual education. I believe that royalties on\nsuch a book would probably exceed those that I have been able to collect\non my less scholarly writings.\nIf anyone recoils against one snap course per pupil per semester, I have\nanother suggestion. Let the secondary schools follow the example of the\ncolleges and give their pupils general survey courses, or, as they are sometimes\ncalled, “orientation courses.” A general survey course can properly break\naway from some of the drab traditions of the past. Most of those traditions\nare, as I have pointed out, traditions of specialization. Let us open the win¬\ndows and let in science and literature and some real classics, not in rigid\ncourses systematically organized for purposes of intellectual regimentation,\nbut in discursive courses designed to stimulate curiosity and universal interest.\nI must, however, restrain my enthusiasm for these unorthodox courses.\nI could put up a real argument for flexibility of mind by appealing to the\nfacts of biological evolution. I could show that the cerebrum is the most\nflexible part of the human organism. I could show that old age and senile\ndecline come when men and women lose interest in new experiences. I\nam sure that I am right in making a plea for plasticity as one of the\nmajor virtues. I may have obscured the issue by suggesting particular\ndevices. If so, I ask you to forget my devices but remember the main\ntruth, which is that a secondary school that specializes pupils too intensively\nis undoubtedly a school seriously in need of reorganization.\n\n"}
{"page": 571, "printed_page": null, "text": "DEPARTMENT\n\nSpecial\n\nOF\n\nEducation\n\n"}
{"page": 572, "printed_page": null, "text": "HISTORICAL\n\nApplication\n\nfor\n\nthe\n\nestablishment\n\nNOTE\n\nof a Department\n\nof Special\n\nEdu¬\n\ncation was made at the Atlanta convention in 1929. A petition bearing\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, 1931, and final plans for the creation of\nthe Department were made and a constitution was adopted.\nThe officers of the Department for the year 1938-39 are: president,\nRosemarie Dacey, Oak man School for Crippled Children, Detroit, Mich.;\nvicepresident,\n\nElizabeth\n\nWalsh,\n\nDirector,\n\nBureau\n\nfor\n\nChildren\n\nwith\n\nRetarded Mental Dezrelopment, New York, N. V .; secretary-treasurer,\nJessie Tritt, Director, Special Classes, Public Schools, Los Angeles, Calif.\nThe annual dues for the Department, $.50, arc payable to the secretarytreasurer. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier volumes of proceedings as\nfollows:\n1931:633-644\n1932 :5 33-542\n19 33:537-550\n\n1934:521-534\n1933:483-498\n\n1936 :38 3-398\n1937:435-446\n\n"}
{"page": 573, "printed_page": null, "text": "SPECIAL\n\nJOSEPH\n\nEDUCATION:\n\nJ. ENDERS,\n\ny^vURiNG\n\nthe\n\npast\n\nITS CONTRIBUTION\nCITIZENSHIP\n\nSTATE\n\nfew\n\nEDUCATION\n\nyears\n\nwe\n\nhave\n\nTO\n\nBETTER\n\nDEPARTMENT,\n\nALBANY,\n\nheard\n\nmuch\n\nand\n\nread\n\nN.\n\nY.\n\nconcerning\n\nJC/ the subject of general education and many fine expressions of thought\nhave come out of these varied discussions. In the aggregate we might sum\nup this philosophy by the phrase — education of the whole child. There can\nbe no doubt that many educators thruout this nation are seemingly endeavor¬\ning to work out facilities in keeping with this philosophy. Those of us who\nare engaged in the field of special education thoroly realize that we are\nengaged in a plan of work which must of necessity consider the whole child\nif any effective educational processes are to be achieved.\nLet us consider for the moment some of the principles surrounding the\ndevelopmental growth in the field of special education. There is no particular\nnecessity for developing a theme based upon primitive times in relation to\nthe physically handicapped\n\nindividual. Our\n\ntwentieth century civilization\n\nhas in a large measure outlived the “survival of the fittest” attitude chiefly\nbecause of the marked advances made in medical and surgical ability and\nutilized for the benefit of individuals who are overtaken with specific physical\ndefects. How many of us, as educators, stop to realize as we go about our\ndaily tasks that the emphasis for the growth of this movement originated\nbecause of this unusual medical development? We find many situations in\nwhich the hospital or reconstruction home is the major emphasis and there\ncan be no question that health is the most needed objective for many handi¬\ncapped children. History has already shown that in many instances no other\nthought was given to the program for some of these children other than\nthe business of physical improvement. With the march of time, however, it\nwas discovered that other objectives had to be brought into the lives of these\nyoung people in order to assist in achieving the desired ends. In some instances\nwe can trace this process to occupational therapy endeavors. In other in¬\nstances we can note an emphasis on educational service of the formal three\nR’s type which was given with the thought in mind that the children needed\nthis chiefly to absorb some of their time in the course of each day.\nIt was not until recent years that certain educational groups began to\ntake more than a passing interest in developing these educational programs.\nWhen this new attention came about, however, we witnessed a marked\nimprovement in the philosophy back of this teaching program as well as the\nkind of service rendered.\nA teacher in a London\n\nschool for crippled children described some pro¬\n\nfound truths upon this point in a recent article entitled “ The Crippled\nChild.” She stated:\nThe\n\ngreat\n\nfourfold:\n\ntask of the special school\n\n(a) to rid him\n\nof fear;\n\nin training\n\n(b) to enable\n\n[ 567 ]\n\nhim\n\nthe physically defective child is\nto look his disability in the face;\n\n"}
{"page": 574, "printed_page": null, "text": "National\n\n568\n\n(c) to arouse\n\nin him\n\nEducation\n\nthe determination\n\nAssociation\n\nto excel in one direction\n\nmay be as desirable from an employer’s\n(d) to enlarge his field of interest.\n\npoint of view\n\nat least, so that he\n\nas a normal\n\nworker;\n\nand\n\nCourage, honesty, perseverance, and intellectual alertness — with this foundation\nwell and truly laid the superstructure of technical training is possible, and the\nplacing of the physically defective in employment is made\nSpartan virtues all further work for these children is done\n\nOur\n\neasier. Without these\nmore or less in vain.\n\nspecial education problems, therefore, seem to be well outlined in\n\nthese four points — courage, honesty, perseverance, and intellectual alert¬\nness. Special schools which are planning their programs for physically handi¬\ncapped children along these particular lines are undoubtedly making much\nprogress toward the development of adequate citizens thruout this land.\nThe past quarter of a century has brought about a great movement\n\ntoward\n\nthe solution of social problems in our educational philosophy. Society’s obliga¬\ntion to exceptional children has had practically all of its development over\nthis same period. Modern educational thought in a large measure empha¬\nsizes happiness thru contentment, proper adjustment, and achievement.\nLet us consider some of the factors which should play an essential part\nin the development of special educational programs.\nIt is apparent that in spite of all of the progress which has been made\nthru the several methods of census taking for the physically handicapped,\nthere is still much need for further refinement both as it relates to the\nfinding process and to the correlation of the medical program with the work\nof the school. In building up specific data for these children we are finding\nadditional ways and means of assisting them from the standpoint of organ¬\nizing school programs which lead to the development within these children\nof courage, honesty, perseverance, and intellectual alertness.\nIn all probability it will be some time before the question of segregation\nversus normal adjustment is satisfactorily settled. It is undoubtedly true,\nhowever, that when special school situations are developed within com¬\nmunities to meet particular needs for these exceptional children a more\neffective service is made available than could ever be expected in a normal\nschool situation.\nWe should keep in mind at all times our four objectives, not merely for\nthe purpose of training but thru them to develop a norm in keeping with\nour regular school programs. Certainly no children should be kept in special\nclass situations if they have reached the maximum of physical improvement.\nEvery effort should be made to readjust them in normal situations in order\nto assist them in reaching these objectives.\nA most important factor which is notable for its lack of emphasis thruout\nthis developmental period is teacher training. During the past eight or ten\nyears some spasmodic but reasonably good teacher-training efforts have\nbeen developed in a few places thruout the nation. This subject is of vital\nimportance to the ultimate success of all special education programs. We\nneed to develop training opportunities for all special class teachers who\nplan to work exclusively in a special field, and in addition there should be\nincorporated in the curriculum\n\nof all teacher-training institutions a general\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n569\n\norientation course about exceptional children as a prerequisite toward a\nlicense or degree. Until this goal is reached many physically handicapped\nchildren thruout our land will not receive the kind of educational training\nwhich will help them achieve the goal of courage, honesty, perseverance,\nand intellectual alertness.\nThe factor which needs much further study, appreciation, and develop¬\nment in our special educational process is that of adequate guidance. First,\nwe have to train and develop the personality of the child so that he will be\nsocially acceptable to those with whom he must live and work; second, we\nmust plan to give him vocational skill so that he will be able to perform\nthe duties incident to his employment; and third, we must help to adjust\nhim in employment.\nIt is evident that our purpose in special education is concerned chiefly\nwith the first point mentioned, to train and develop the personality of the\nchild so that he will be socially acceptable to those with whom he must\nlive and work. It is definitely apparent that this point of emphasis needs\nto be developed to a much greater degree than it has been in the past if we\nexpect many of these young persons to go thru life and meet the competition\nwhich is constantly becoming greater, and at the same time achieve reason¬\nable success.\nMany outstanding individuals have achieved greatness in spite of their\nphysical defects: Homer, Demosthenes, Beethoven, Stevenson, Edison,\nSteinmetz, and Dowling — to mention just a few. It must be remembered,\nhowever, that these people had their own particular outstanding abilities\nwhich of course are generally lacking in the average person. It is more\nimportant that we should continue to work for the development of social\nability in order that more of our exceptional children will have better chances\nin their competitive bidding for their existence in the community. It will\nalways be a difficult problem to correlate some of the major activities in\nthe special school with the specific problems which surround the individual\ntraining for a job. We have primarily to consider the following: (a) the\nphysical ability to work at a job; (b) mental ability to comprehend direc¬\ntions and instructions; (c) educational ability equal to the requirements\nof the job; (d) ability to get along with others; (e) dependability; (f) ob¬\nservation of standards of personnel, hygiene, and personal appearance con¬\nsistent with the job; and (g) possession of skill and efficiency in the per¬\nformance of the operations involved in the job. These elements constitute\nthe physical, mental, and social requirements of workaday life and are the\nprimary objectives toward which the efforts of the child, parent, physician,\nteacher, and employer must be directed.\nPresident Roosevelt, in his fifty-second birthday address to the nation,\nsaid in part, “Let us remember that every child, and indeed every person,\nwho is restored to useful citizenship is an asset to the country and is enabled\nto pull his own weight in the boat.”\nIf we develop and blend all of these factors together thoroly there can\nbe no question that the value of special education can and will definitely\nprovide a marked contribution to better citizenship.\n\n"}
{"page": 576, "printed_page": null, "text": "570\n\nNational\n\nNEWER\nMRS.\n\nDEVELOPMENTS\n\nKATHERINE\n\nU.\n\nEducation\n\nM.\n\nS. OFFICE\n\nCOOK,\n\nOF\n\nCHIEF,\n\nIN\n\nAssociation\n\nSPECIAL\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nEDUCATION\nSPECIAL\n\nWASHINGTON,\n\nD.\n\nPROBLEMS,\n\nC.\n\nIn recent years we in the Office of Education have been trying out a new\ntype of service in the education of exceptional children thru arranging for\nthe holding of a series of conferences nationwide in representation on selected\nimportant issues or problems in this field. For some time we had considered\nthe desirability of such conferences in this rather new but rapidly growing\nfield of work. Fortunately in the fall of 1934 a small fund was at our\ndisposal for paying necessary expenses of representatives from different\nparts of the United States and we immediately planned a series of confer¬\nences, each concerned with specific problems selected so far as possible in\nthe order of their importance in relation to immediate or pressing needs.\nRepresented in these conferences are school officials confronted with certain\nspecialized problems in the solution of which there is reason to believe the\nOffice of Education can help ; agencies and organizations each with definite\npurposes and programs for the specific groups in which they are interested ;\nand the staff of the United States Office of Education. The conferences\ndiffer from those conducted\n\nby other agencies, so far as we know, in that\n\nthey are national in representation, limited in number of persons participat¬\ning, and organized to permit enough discussion to enable representatives\nof groups with different interests and objectives to discuss and define common\nproblems and in some cases, to arrive at a common point of view. The ad¬\nvantages of small groups, with considerable, if not ample, time, and with\nrelatively few problems for discussion, are apparent. Even when controver¬\nsial issues are discussed there is more apt to be understanding and agreement,\nat least on principles, than when large groups assemble for short periods\nof time.\nBeginning more or less experimentally, then, the Office of Education has\nin the last three years called six conferences concerned with the education\nof exceptional children. Broadly speaking, our purposes in calling these\nconferences are both specific and general. They are specific in that each\nis devoted to a particular problem or problems which seem to need discussion\non the part of school officials or representatives of organizations who could\nnot otherwise meet for this purpose, or they have been designed for and have\nled to more intensive study of certain selected problems, usually resulting in\nthe publication of material designed to be helpful to state and local groups.\nThey are general in that they are designed to promote mutual understand¬\nings among the groups represented and between these groups and the Office\nof Education, and to offer opportunities to workers in the field to make\nknown the services they desire and need from the Office of Education.\nThe first conference to be called was concerned with adjustment and\npreparation of curriculum materials for retarded children. Thirteen persons\nfrom the field of education for retarded children, representing teachers, di¬\nrectors of special education in state and city school systems, teacher education\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n571\nspecialists, psychologists, teachers and superintendents in residential schools,\nand state school administrators were the participants. The procedure fol¬\nlowed in this conference (as in most of the others) was about as follows:\nOne of the three days of the conference was devoted to informal discussion\ncentering around certain selected major topics, enabling members of the\ngroup to reach a common point of view and to accept certain fundamental\nprinciples to be followed (in this case) in their curriculum. Each member\nof the conference then accepted responsibility for the tentative development\nof a topic into a section which might ultimately be used as a chapter or part\nof a chapter of a publication. These selected topics were then discussed\nfurther; in some cases an outline or a general plan to be followed in the\nproposed publication was discussed by the conference, and helpful sugges¬\ntions were offered.\nA second conference held six months later gave an opportunity for review¬\ning and revising the manuscripts resulting from the individual contributions.\nAfter this revision the Office of Education assumed responsibility for final\nediting and shaping of the resulting publication. These two conferences\nbrought together persons working on curriculum problems from different\nangles and with different points of view and made it possible to develop a\ncoordinated plan of thinking thru common\n\nproblems to be met in curriculum\n\nadjustment. The result was the publication A Guide to Curriculum\nment\n\nfor Mentally\n\nRetarded\n\nChildren\n\nwhich\n\nhas had\n\nwide\n\nAdjust¬\n\ndistribution\n\nthruout the country.\nA third conference, the second in point of time, was concerned with co¬\nordination of effort for the education of exceptional children. Its specific pur¬\npose was to bring about or at least to work toward mutual understanding\nand coordination of effort on the part of national organizations and state\nagencies interested in the educational welfare of the different types of ex¬\nceptional children. The need for such understanding has long been apparent.\nEnthusiastic groups of laymen and educators, well organized, have spent\nconsiderable time and effort in promoting the welfare of specific groups, and\nsuch societies as the International Society for Crippled Children, the Ameri¬\ncan Foundation for the Blind, the National Society for the Prevention of\nBlindness, the American Society for the Hard of Hearing, and the American\nSpeech Correction Association are examples of other agencies or organiza¬\ntions, each devoted to the interests of a special group but not always under¬\nstanding the objectives and purposes of other groups. The result has been\nin the past that enthusiasm in working for one organization has often\noperated to the detriment rather than to the welfare of the interests of an¬\nother group. This is particularly true in legislation. For example, an organi¬\nzation seeking legislative appropriations for the welfare of one group may\nfind it necessary or desirable or strategic in the accomplishment of its pur¬\nposes to oppose appropriations sought by another. Actually all of these groups\nhave common interests and problems and there is at least the possibility that\nthey may accomplish as much or even more for all groups working together\nthan in opposition or even separately.\n\n"}
{"page": 578, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nTo this conference fifteen representatives of different groups, including\nofficials of national voluntary organizations, public school officials interested\nin special education, university professors, and administrators of residential\nschools for handicapped children were invited. Among the problems con¬\nsidered were: What are the major problems in which the Office of Education\ncan be of assistance to agencies interested in different groups of exceptional\nchildren? In what ways can representatives of the different groups be of\nassistance to the Office of Education? In what ways can the groups be of\nassistance to one another and how can all groups and the Office of Education\nwork together toward\nchildren ?\n\na coordinated program\n\nfor all groups of exceptional\n\nA significant result of this conference, as indicated by certain later activi¬\nties, was the emergence of mutual appreciation of problems common to all\ngroups and stimulation for coordination of effort toward their solution. A\nbulletin also resulted, entitled Coordination of Effort for the Education of\nExceptional\n\nChildren.\n\nIn the two most recent conferences, held during the present year, discus¬\nsions were directed chiefly toward consideration of problems of socially\nmaladjusted children. Specifically, one concerned educational problems in\nresidential schools for handicapped children ; the other concerned clinical\nadjustment of behavior problems of school children. The first brought to¬\ngether administrators of different types of residential schools to consider their\nrelationship to state departments of education and to the federal Office of\nEducation with special reference to federal funds for vocational education\nand to the collection and compilation of statistical data from residential\nschools of all types. Among important outcomes of this conference was the\nmanifestation of eagerness on the part of these schools, most of which have\nbeen and still are conducted under the management of independent welfare\nboards, to develop wider educational relationships with state departments of\neducation and the federal Office of Education. There was a definite ex¬\npression on the part of the various institutions to be considered schools rather\nthan welfare or reformatory agencies, the feeling being that education is\nafter all the best way to adjustment for all types of handicapped children,\nwhether physically, mentally, or socially maladjusted. Hitherto federal funds\nfor vocational education have not been available to residential institutions\nand there was a definite expression of a need for these funds. Increasingly we\nare realizing the possibilities for self-realization as well as complete or partial\nsocial and economic independence for handicapped children thru education.\nThe second conference on the clinical adjustment of behavior problems of\nschool children chiefly concerned facilities available to public school systems\nwhether conducted by school officials or by private agencies. Fourteen con¬\nferees participated, representing school administrators, supervisors of in¬\nstruction, directors of guidance and special education, and psychologists and\npsychiatrists in charge of child guidance programs. The purpose of this con¬\nference was to study problems of organization in school systems for the\ndiagnosis and treatment of behavior problems, to discuss problems and prac-\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n573\n\ntices in the conduct of clinics for socially maladjusted children, and to sug¬\ngest topics to be included in a proposed study under way in the Office of\nEducation on child guidance programs. Among the topics considered of\nspecial importance by the group which are of interest to those engaged in\nthe education of exceptional children are the following: (a) the general need\nin school systems of a fourfold clinical service — psychiatric, pediatric, psy¬\nchological, social; (b) the need of understanding and participation of teach¬\ners in clinical programs; (c) the importance of making the clinical pro¬\ngram influence the general school objectives and procedures, including guid¬\nance, curriculum adjustment, and special facilities for exceptional children;\nand (d) the importance of coordination of the efforts of all agencies con¬\ncerned looking toward the best possible adjustment of every child in the\nschool system. A report of this conference together with the results of the\nstudy referred to now under way in the Office of Education will, it is ex¬\npected, be available for distribution probably during the coming year.\n\nTHE\nROLE OF THE TEACHER-TRAINING\nIN DEVELOPING\nTHE FIELD OF SPECIAL\nHUGH\n\nGRANT\n\nCAPPED,\n\nROWELL,\n\nTEACHERS\n\nASSOCIATE\n\nCOLLEGE,\n\nADVISER,\n\nCOLUMBIA\n\nINSTITUTION\nEDUCATION\n\nEDUCATION\n\nUNIVERSITY,\n\nOF\n\nNEW\n\nTHE\n\nHANDI¬\n\nYORK,\n\nN. Y.\n\nThe teacher-training institution must approach the field of special educa¬\ntion as a newcomer. It must accept leadership in certain phases of the work\nfor which it is peculiarly fitted. Yet its attitude toward the work as a whole\nmust be one of complete cooperation — one for all and all for one. The con¬\ntributions to special education for which the teacher-training institutions\nare peculiarly fitted are three :\nPublicity — They\n\ncan bring the work\n\nas a whole, and each area as well,\n\nbefore educators in particular and not neglect the general public. It is neces¬\nsary for the success of special education that its purposes and needs be better\nunderstood. Sentimentalism has too often replaced common sense. Propa¬\nganda has outrun educational methods. Lesser needs are often met when the\ngreatest catalyst of all, the education as such of the handicapped individual,\nhas been placed in a position of secondary importance. The pathway to\nhappiness and usefulness for the handicapped lies primarily thru proper\neducation.\nTeacher\n\ntraining — Proper\n\neducation\n\nimplies properly\n\ntrained\n\nteachers.\n\nWe have come to realize that this cannot be done effectively by the cadet\nsystem or any other ingrained methods. Neither can it be done without the\nfacilities offered by the great teacher-training institutions, usually part of\nsome university, where the thousand and one problems and needs may be\nmet thru a multiplicity of resources and faculty councilors. Here it should\nbe noted that, except in real emergencies, official educational agencies would\nbest not attempt teacher training for special education but confine them¬\nselves, with their limited personnel and funds, to promoting the necessary\nexpansion of such work and to supervising field work and advising the\n\n"}
{"page": 580, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nteacher-training institutions which must work in cooperation with them.\nLikewise there is room for no more than a very few training setups for\nteachers of the handicapped. It is a limited field and there is too much interest\nin it by prospective teachers rather than too little. Teachers of the handi¬\ncapped must be successful with normals first. Then they require at least one\nyear’s added preparation — perhaps as much as two years — of both a theoreti¬\ncal and a practical nature. With a very few setups of a high type available\nand a definite agreement as to requirements for state and city registration the\nwork can be kept up to its present high quality. Furthermore, even if liberal\ngovernment funds became available for expansion of the educational work,\nas thru certain projected bills, danger lies in overexpansion too rapidly with\npartly-trained personnel. It is doubtful if even normal schools should\nbe training teachers for the handicapped. They are not usually in a position\nto handle the training economically and they too often depend on one or\ntwo persons to cover all areas, something which is, practically speaking, in\nthe realm of the impossible. Our own experience has shown us, both in survey\nstudies and in the actual operation of a department offering complete train¬\ning. that the real needs of the teacher in training and the teacher seeking\nprofessional improvement cannot be met properly without a wide range of\nspecialized personnel and a multitude of facilities for practical work plus\na highly expensive supervisory system for field training.\nResearch — The\n\nthird cooperative service to be rendered\n\nby the teacher¬\n\ntraining institution is research. Unfortunately research, to date, has been\nsacrificed to service in special education. We are living off capital and we\nare not creating new capital. We are not assembling the opinions of leaders\nin an organized way; neither are we adequately testing those opinions under\nobjective conditions. It is amazing indeed how special education has pro¬\ngressed under such conditions. Had not the personnel in special education\nbeen a selected group, chosen in the main from successful teachers of normals,\nlittle would have been accomplished. In many instances leaders have been\nso compelled to put their energies and funds into service needs that research\nhas not been possible. Philanthropists will have to underwrite the research\nneeds of special education if it is to progress as it should. Meanwhile a few\ndevoted souls sacrifice leisure and even health to advance the field as best they\ncan. Research should be of an organized, cooperative type. Probably the best\nresearch program should be planned on a nationwide basis. The large teacher¬\ntraining institution is the best clearing station for such work, since it has\nfacilities for putting the theoretical to the practical test, adapting it to use\nin the field, which ought to be the primary objective of research in this work\nrather than the collection of obscure, unimportant, and unusable facts and\nstatistics.\nI am convinced that the teacher-training institutions of this continent are\nwaking to the needs of special education. I am convinced that their doors\nare now open to the personnel in special education tho until a very few years\nago this was the one neglected and unexplored field of education, in terms of\nthe major training institutions. The secret of success to date has been full\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n575\n\nrecognition of the abilities and needs of all concerned, a spirit of welcome\nby the great teacher-training institutions, and a definite attitude that we of\nthe teacher-training institutions are ready to do our part, and are eager to\ncooperate.\n\nSPECIAL\n\nEDUCATION\nIN\n\nMARGARET\n\nJ. MC\n\nFOR\n\nHANDICAPPED\n\nNEW\n\nYORK\n\nCITY — Abstract\n\nCOOEY,\n\nASSOCIATE\nNEW\n\nYORK,\n\nSUPERINTENDENT\nN.\n\nCHILDREN\n\nOF\n\nSCHOOLS,\n\nY.\n\nIn the public schools there are numerous children who are unable to\nprofit by attendance in the traditional classes because they are physically\ndisabled, mentally backward, or emotionally unstable. In consonance with\nthe idea that the public school system owes its handicapped child equal\nopportunity with his normal brothers and sisters for education adapted to\nhis needs, there has been developed in the system the present plan which\nprovides specialized education and health care for this group in special schools\nand in special classes in public schools, hospitals, and child-caring institutions.\nThat the introduction into our public schools of the special class for the\nspecial or atypical child was a wise and forward step is attested by the prog¬\nress of the pupils and the steady growth of the work until now there is not\na single type of maladjusted child for whom school care is not provided.\nFor example, we have classes for the blind ; sight conservation classes for\nchildren with impaired vision; classes for cripples; classes for cardiacs;\nopen-air classes for malnutrites ; outdoor classes for pre-tuberculous children ;\ninstruction for home-bound children — including helpless cripples, cardiacs,\nepileptics, typhoid carriers, and others with malignant and contagious dis¬\neases; the school for the deaf; classes for speech improvement; ungraded\nclasses for the mentally retarded ; low I.Q. classes for the markedly retarded ;\nprobationary schools ; and special classes in designated schools for children\npresenting problems of conduct or personality.\nIn the conduct of this special type of education we have adhered to the\npolicy established by our Board of Education of giving to the handicapped\nchild an opportunity to associate with his normal brothers and sisters, so far\nas it is possible, with the thought in mind that this normal contact will enable\nhim more easily to meet situations with which he will he confronted later\nin life in the workaday world.\nIn accordance with the foregoing, 8430 of our 13,000 physically handi¬\ncapped children attend school in regular public school buildings where they\nhave the benefit of privileges and supervision afforded normal pupils. Their\nphysical comfort is assured thru the construction of appropriate classrooms\nequipped with suitable furniture and personal equipment. The remaining\nnumber of physically handicapped children is distributed in classes in hos¬\npitals, convalescent homes, and day camps on piers and on boats.\nSelection of cases — The\n\nprocedure\n\nfollowed\n\nfor placement\n\nof candidates\n\nin the several classes for physically handicapped children varies with the type\n\n"}
{"page": 582, "printed_page": null, "text": "576\n\nNational\n\nEducation\n\nAssociation\n\nof case. Recommendations for special school care are based on the results of\nhealth day examinations, reports of the medical staff of the department of\nhealth assigned to the inspection of the health of school children, reports\nof physician specialists in various fields, private physicians, social workers\nin hospitals and clinics, attendance officers, and visiting teachers.\nComplete\n\nphysical examination\n\nby a specialist in the type of case under\n\nconsideration is required, the results of which are submitted to the admin¬\nistrative head of the activity and serve as a guide in the school placement\nof the child and in his school and medical care. The physical examination\nis augmented\n\nby psychological tests and psychiatric examination, if necessary.\n\nThis policy of examinations and tests was initiated by the Board of Educa¬\ntion with the purpose in mind of so placing the child in school that he will\nreceive the greatest benefit from the instruction given.\nCurriculum — The\n\nregular course of study is modified\n\nboth as to content\n\nand method to meet the needs of children in the various groups. An intensive\nstudy is made by the class teacher by observation and the use of tests for\nthe purpose of discovering in the various children special aptitudes which\nmay be developed to the limit of the individual child's capacity. In using\nour regular course of study as a basis for the program of instruction for\nspecial classes we are guided by the fact, as gained by experience, that pupils\nthus trained make easier and better adjustments on their return to the\nregular grades.\nU n graded\n\nwhom\n\nclasses — In the ungraded\n\nclasses are assembled\n\nthose pupils\n\nsociety has been slow to recognize as handicapped because they show\n\nno obvious physical defects. They deal more successfully with concrete situa¬\ntions than with symbols. The way they learn makes it impossible to carry\non, in the ordinary grade, work of the regular class. These pupils under\nspecially trained teachers who give greater consideration to individual\ndifferences in the children than does the ordinary teacher, make satisfactory\nprogress in academic subjects as well as in industrial arts, household arts,\nnature study, music, and physical training.\nThese classes differ in type. They are organized on chronological age,\nmental age, and on sex lines, as classes for older high-grade girls, classes for\nolder high-grade boys, and classes for younger children. Because of our\nlarge school organization and the proximity of school to school it is possible\nfor us to differentiate ungraded classes on the principle of the most insistent\nneed presented by children, such as classes for neurotic children, classes for\npsychopathic children, and classes for doubly handicapped children.\nT eacher — The\n\nteacher of the special class must have qualifications equiva¬\n\nlent to that of the teacher of common branches with additional training in\nthe technic of teaching the particular handicapped group which he is licensed\nto teach. The special class teacher must be proficient in the art of handwork ;\nhe must have some preparation in the fields of mental hygiene and social\nadjustments; he must be able to train children in the necessary health care.\nHis personality is of paramount\n\nimportance in the field of special education.\n\nIt is necessary for him to possess a sympathetic understanding of the handi-\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\ncapped child ; have a knowledge\n\nof\n\nSpecial\n\nEducation\n\n577\n\nof the causal factors underlying the stu¬\n\ndent’s handicap ; and have the ability to aid the child to overcome the effects\nof his handicap and to build up in him that feeling of confidence so necessary\nfor success.\nSupervision — The\n\nprincipal of the school is responsible for the adminis¬\n\ntration of these classes as part of his school organization. Directors of the\nspecial class activities are specialists in their respective fields. As a conse¬\nquence, the directors act as advisers to principals, assistant superintendents,\nand the Board of Superintendents on all matters pertaining to special\neducation.\nIn addition to these supervisory duties, directors are responsible for the\nexamination and selection of candidates for the various activities, conferences\nwith teachers, contacts with social agencies, followup of health care and\nafter-school adjustment, as well as for the conduct of experiments leading\nto instruction improvement, physical betterment of pupils, and economy of\nadministration.\nValue of special education — Teaching\n\ntechnics and devices as well as pro¬\n\ncedures in health care used successfully in classes for the handicapped\n\nare\n\naccepted as valuable contributions to education in general. Supervisors, prin¬\ncipals, and others recognize the role of the special class as a fulfilment of\nthe needs of a pupil rather than a clearance device to rid the school of\nundesirable material.\nAnother\n\nconcrete evidence of value is found in our records which show\n\nan enormous\n\nturnover in the various types of special classes. This turnover\n\nis occasioned by the pupils’ improved physical condition and their consequent\ntransfer from home instruction and hospital class to classes for physically\nhandicapped children in the schools, and from the classes for physically\nhandicapped children to the regular classes.\nChildren in the special classes graduate on the same basis as normal chil¬\ndren. And it is a matter of record that a large percent of the graduates of\nthese classes who enter secondary schools and other institutions of higher\nlearning make normal progress, and in many cases are numbered among\nthe prize winners in these advanced schools. Studies of the after-school\ncareer of both physically and mentally handicapped children reveal that\nthe special education provided for them in our schools has helped materially\nin their adjustment to experiences in life.\nWe must realize also that if the handicapped child is not given an oppor¬\ntunity for the development of his special abilities, he wfill eventually become\na burden on society, while, on the other hand, if he is given training com¬\nmensurate with his ability, the assumption is that he will become a selfcontributing, self-respecting member of society and perhaps a genius in his\nchosen field. Statistics show the enormous cost of maintenance of persons\nin institutions for the handicapped. In some cases, it is four times as great\nas the cost of education in a public school. It is plain to be seen, therefore,\nthat in the last analysis neglect of the mentally and physically handicapped\n\n"}
{"page": 584, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\nchild places a heavier financial burden on society than does provision for\nhis education and training.\nEmphasis has been placed on the value of the physical examination of\nchildren of preschool age, and the necessity for the removal of remedial\nphysical defects before the child enters school. By means of the radio and\ntalks to parents associations, we stress the value of early recognition of any\ndeviation from the normal in a child, and the great necessity of seeking\nremediable measures as early in the child’s life as possible.\nWe are constantly endeavoring to secure the cooperation of all agencies\ninterested in child welfare, it being our firm belief that the greatest progress\nin special education for the handicapped child will be made only thru intelli¬\ngent cooperation of parents, physicians, school, and community.\n\n"}
{"page": 585, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nUPERFISORS AND \"DIRECTORS\nof Instruction\n\n"}
{"page": 586, "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 zvas\nacted upon favorably at the Minneapolis meeting of the N. E. A. in\nJuly 1929 and a regular department was thus created. The Department\npublishes a yearbook arid a journal, now called educational method.\nAnnual dues, $4, are payable to the executive secretary. Meetings are\nheld twice a year, in connection with the conventions of the N. E. A.\nand of the American Association of School Administrators.\nThe officers for the year 1938-39 are: president, Edith M. Bader,\nAssistant Superintendent of Schools, Ann Arbor, Mich.; first vicepresident,\n\nHollis\n\nL. Caswell,\n\nProfessor\n\nof Education,\n\nTeachers\n\nCollege,\n\nColumbia University, New York, N. Y .; second vicepresident, Lucille\nNicol, Assistant Superintendent of Schools, Nezv York, N. Y.; field\nsecretary,\n\nJames\n\nF. Hosic,\n\nland Ave., Yonkers,\n1201\n\nSixteenth\n\nmittee:\n\nPaid\n\nN.\n\nEmeritus\n\nY.; executive\n\nStreet, N.\n\nT. Rankin,\n\nProfessor\n\nsecretary,\n\nW ., Washington,\n\nSupervising\n\nof Education,\n\nMary\n\n50 Rock¬\n\nF. Hazell,\n\nD. C.; executive\n\nDirector,\n\nResearch\n\nand\n\ncom¬\n\nInforma¬\n\ntional Service, Detroit Public Schools, Detroit, Mich. (term expires\n1939) ; Rudolph D. Lindquist, Director, Cranbrook School, Bloomfield\nHills, Mich, (term expires 1940) ; Julia L. Hahn, Supervising Principal ,\nThird Division, Washington, D. C. (term expires 1941 ) ; and the officers\nof 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:\n1928 :831-832\n1929 \\803-826\n1930 \\773-800\n1931:801-824\n\n1932:679-694\n1933:681-696\n1934 :67 3-692\n1935:627-644\n\n[ 580 ]\n\n1936 :5 23-5 41\n1937:567-590\n\n"}
{"page": 587, "printed_page": null, "text": "DICTATORSHIP\nR. BRUCE\n\nRAUP,\n\nPROFESSOR\n\nOF\n\nthe\n\naffairs\n\nof the people\n\nCOOPERATION?\n\nEDUCATION,\n\nUNIVERSITY,\n\n¥f\n\nOR\n\nare\n\nTEACHERS\n\nNEW\n\nYORK,\n\nnot\n\nto be run\n\nCOLLEGE,\n\nCOLUMBIA\n\nN. Y.\n\nby dictators,\n\nthere\n\nare but\n\ntwo possible alternatives: the one is chaos — no management at all; the\nother is that the people run their affairs for themselves, as a people. Barring\nchaos from the picture, we must then choose between dictator control on the\none hand and social self-control on the other. In the present world contest\nbetween these two ways of controlling human affairs, dictatorship has a dis¬\ntinct advantage in that it does not require public intelligence. Social selfcontrol can come only by the tedious route of common thoughful effort —\neffort based on informed insight. How well we know the difficulties in the\npath of intelligent working together amid differences of outlook! How stub¬\nbornly do deep conflicts of interest resist the counsels of reasonableness!\nIn contrast, the way of dictatorship precludes all such difficulty. It fur¬\nnishes information and insight to the people. It thinks and plans for them.\nIt spares the conflict of interests by formulating and decreeing the interest\nof the whole people, of the state. It is sobering to realize how ready a people\nmay be for this dispensation. Thinking together, planning together — all the\nmeasures indeed that go with real cooperation — require patience, reconsider¬\nation, tolerance. We do not find ourselves immediately ready with these\ngraces. They are the fruit of discipline.\nDictatorship provides short cuts to gratifying the more immediate needs\nof people and appeals thus to enormous sources of motivation and power.\nEvery dictatorship in the Western world today has used at least four types\nof appeal, each one of them a lure to his people to forego the intelligent selfcontrol that comes thru cooperation. These four appeals are: first, the appeal\nto the feeling for economic security; second, the appeal to the individual’s\nneed for being caught up, absorbed, in a cause greater than himself; third,\nthe appeal to the emotions of belonging in the crowd ; and fourth, the appeal\nto the sense of emergency, or state of crisis.\nMy thesis is that a wide-awake democratic interest will take some of its\nchief cues for action and for education from these four appeals which the\ndictator so effectively employs. Unless we can anticipate the dictator at these\npoints, the dictator will have his way. Unless we, in our approach to the in¬\ntelligence requisite to cooperative control, are wise enough to move via these\nsame routes of human need or their virtual equivalents, I fear we shall lose\nthe day to some form of dictatorship. These four presistent movers of human\nconduct will not eventually be denied. At the same time, the hope of de¬\nmocracy lies in the possibility of directing the great power of these motives\ninto that cooperative effort which literally saves the soul of the individual. To\nsay the very least, the achievement of democracy cannot come in spite of these\nforces, if these forces are working against it.\n[581 ]\n\n"}
{"page": 588, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nCooperation\n\nAssociation\n\nand Economic\n\nSecurity\n\nLet us take up these appeals, in order. First we have the appeal to economic\nsecurity. The dictators of today have ridden into power with slogans of eco¬\nnomic security. Soviet Russia’s regime is obviously built upon the basic promise\nof economic security and plenty. Fascist Italy’s dictatorship was engineered\ninto being by men and groups which had furthered labor organization and\nhad been socialist in name and in interest, bent\nnomic order. The Fascist state did not come into\nsuch goals, but rather promising to get to them\nefficiently by the dictatorial route.\nAt the last election hut one before the Nazi\n\nupon a new kind of eco¬\nbeing denying or ignoring\nmore quickly, surely, and\nregime came\n\ninto power,\n\nseven million people voted the Communist ticket in a German national elec¬\ntion. In addition there was a large socialist and social democratic vote. All\nthese millions had their hearts set on more economic goods and greater se¬\ncurity. And what was the name of the party that swept them into its wake\nand itself thus into power? It was the National Socialist party, promising\nalong with other boons this very economic good which they sought.\nIt is a safe venture that no party or person can get into political power\nin these western countries today without promising the people economic im¬\nprovement and increased security. But bright promises of provision for\npeople’s economic needs can all too easily become the mess of pottage for\nwhich they are beguiled into selling their birthright of freedom, intelligence,\nand personal integrity. There is no more serious peril in our own country\ntoday than that produced by persistent economic need — millions existing\nbelow decent living standards and other millions unemployed. A promised\nsatisfaction of such needs can seem for the moment to be of such great worth\nthat all else sinks into the background in comparison. At such a time the\ngreat freedoms for which generations of our forebears paid an unlimited\nprice can be obscured and too easily sacrificed just to gain a job, and enough\nto eat, and a pittance to keep children in school, and a little for the movies.\nFreedom does not stay won and there is today no condition which so\njeopardizes it as does this almost fatal readiness of people to take up with\nsome short cut to having enough to live on decently. It is so easy to say,\n“N ow we will give up our freedom, our faith in the intelligent coopera¬\ntive enterprise just long enough to be put on our feet economically. Then\nwe will have the real basis for democracy.\"\nBut two damning things are true about this procedure. First, the freedom\nonce surrendered does not return and, second, the economic advance does\nnot come\n\nas expected. None\n\nof the dictatorships has yet proved up on its\n\npromise of greater freedom for the people, and none of them has been con¬\nvincing in its provision of general economic sufficiency and security — cer¬\ntainly not enough so, even if it were possible at all, to compensate for the\nloss or denial of freedom.\nWe who cherish the tradition of democratic control and hope for its reali¬\nzation in the world must keep before us the prime necessity for meeting this\neconomic need. Cooperative intelligent effort must be applied to this problem\nas such.\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n583\n\nThere is prevalent still in America the illusion that an unrestricted com¬\npetitive economy is democratic. This not only is not true today, but gives\nno promise of being true in the future. Concentrated and organized property\ninterests are built upon the principle of coercion. There is coercion of labor,\ncoercion of other interests, and coercion of political officials. This coercion\nin our economic system, a coercion which in times of crisis so readily uses\nand elicits violence, is what we run into as we think of employing coopera¬\ntive intelligence to bring about a basis of material security, a security which\nwill “release the powers of individuals.” This is not the occasion to blue¬\nprint a course of action, but it is the occasion for noting that the way to\nachieve democratic control is to face realistically and courageously the task\nof substituting democracy for the coercive procedures in our economic man¬\nagement. Here is a place to work, and to work vigorously if we would fore¬\nstall political dictatorships, for political dictatorships and their inevitable\nviolence grow as naturally from economic coercion as an oak grows from an\nacorn. They belong together.\nOne of the most, perhaps the most, challenging task of social intelligence\ntoday is to learn to work cooperatively in the pursuit of a socialized economy\nwherein a “basis of material security will release\n“the powers\n\nnot coerce and restrict,\n\nof individual persons.” This undertaking,\n\nin the words\n\nof\n\nDewey, is “the greatest educational power” and “the greatest force in shaping\nthe dispositions and attitudes of individuals.” Herein we see a large part of\nthe price we must pay to save ourselves as a people from dictatorship.\nCooperation\n\nand the Lure\n\nof a Great\n\nCause\n\nA second device used by dictators is the lure of a great, absorbing, trans¬\ncending cause. This is a response for which youth particularly is always\nready. The recent national movements toward dictatorship would have been\nimpossible without this spirit of youth. The dictator is wise for his times.\nThe human individual, especially the young one, is keen for something to\nlive for, something larger than himself, something noble, great, all absorbing.\nHere again the error we so easily make is to adopt and promulgate pseudo¬\ncauses in order by short cuts to get to the desired feeling. It is fundamentally\nright for human persons to seek great causes of living. When we have no\nvision, we perish. But the very lure of this to people makes them susceptible\nto ill-considered causes — nationalism, imperial glory, false conception of\nrace, narrow national interest, and crude national honor. Those which strike\nnearer home for us are the attainment of great private wealth, bigger and\nbetter business, great technological achievement, highest buildings, rapid\ntransit and travel, speedy communication, spectacular exhibition, world’s\ngreatest world’s fairs, and the many others you know so well. They all, as\ncauses, seek to lift man out of his humdrum life.\nSo long as this need remains basically unsatisfied, the rise of dictatorship\nis easy. Let just one generation of youth approach its maturity without some¬\nthing to lift it up out of itself ; let millions go unemployed, other millions\nsee no security, and let all of them see nothing great for which they indi-\n\n"}
{"page": 590, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nvidually and collectively can live, and there is produced a situation charged\nwith dangerous explosives. We have some good ground for believing that\nour country is not entirely without this peril today.\nWhat can we say to the young? What will they choose beyond them¬\nselves to live for? How will they be made proof against the lure of the illconceived short cuts that lie in wait to seize upon their eagerness? How\nshall they be spared a precipitous gravitation to causes conceived by others\nthan themselves and calculated to exploit their lives? Unless these questions\ncan be answered\nanswered\n\nin a way congenial to intelligent cooperation, they will be\n\nin a w^ay that surrenders this one and only course of procedure in\n\nw'hich the individual is kept sacred. In a moment of pathological impulse,\na people will yield to the call of false dictatorial leaders.\n1 go wholeheartedly writh those who say that we must make democracy\na way of life, something to be lived for, to be devoted to, to be jealous for, to\nbe praised and promoted at every chance. Our schools have here a great\ncause. They will find themselves, as they translate this ideal into the hearts\nand habits of a generation. Herein, indeed, is their freedom. Any other route\nleads awray from liberty.\nConsider, however, that the slow’ developing, intelligent cooperation which\nis the democratic way puts us at a disadvantage among those alluring short\ncuts that falsely promise abundant living without intelligent effort. What\ncan wre do to prepare a generation of youth against this exceedingly great\ndanger ?\nPerhaps I have done my part when I have brought the challenge thus to\na focus, but there is an emphasis W’hich I should like to make in passing.\nIf the w7ay of intelligent cooperation is really the wray of human salvation,\nthen it is something big and great to live for. Let us unhesitatingly, without\napology, make it so. And now a wrord about W’hat it means to make it so.\nI wrould say, cherish it as a birthright. The place for it has already been\nwrought into the tradition of the American people. As no other people, w’e\nhave staked out destiny upon the venture of intelligent .^//-government and\nsocial ^//-control. This tradition we must cherish and, most important, w’e\nmust replenish and perpetuate it. To advance this birthright, three things\nare necessary :\nFirst, steep each generation in its lore and its meaning. There can be no sustaining\ncause for a people save as it becomes for them a cherished tradition.\nSccojid, teach\n\neach generation\n\nwhat\n\nit means\n\nto collaborate\n\nin the application\n\nof\n\ntheir funded intelligence to the shaping of policies and the promotion of purposes and\nplans. Above all, let us illustrate in the life of the school itself what it means to do\nthings democratically.\nThird,\n\nif we\n\nwould\n\nbuild\n\na greater\n\ndemocracy\n\nwe\n\nmust\n\nnot be\n\nafraid\n\nof the\n\nsymbols, the rites, the ceremonies through which it is held in mind and heart and\nshown to the world. This is a point worthy of much more than the sentence or two\nI can\n\nspeak\n\nbeen\n\nmisused,\n\nto throw\n\nfor it here. Because\n\nthem\n\nscratch. I am\n\nwe\n\nhave\n\nbeen\n\nout, leaving\n\nsymbols,\n\ntoo prone\n\nit necessary\n\nsure this is wrong.\n\nslogans, emotion\n\nto condemn\nto make\n\nthem\n\nwords\nall and\n\neach venture\n\nand\n\nphrases\n\nto advise\n\na people\n\nof life emotionally\n\nA people lives feelingly. These\n\nhave\nfrom\n\nfeelings are stirred\n\nand celebrated in rites and symbols. It must bring its great sustaining beliefs and\nprinciples into forms simplified and common enough to be virtual objects of worship.\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n585\n\nWith a knowledge of this tradition, with practice in its ways, and with\na genuine ritual symbolizing its power, 1 believe it is possible to bring up a\ngeneration sufficiently devoted to our cause to be fortified against the lure of\ndictatorial deceptions and equipped to set the practice of democracy a step\nforward in the world. People, especially youth, must have something great\nto live for. For America, this great cause is the democratic way.\nCooperation\n\nand\n\nCrowd\n\nEmotions\n\nThe third of the devices dictators today are using falsely to gratify people\nwhile denying them their real possibilities of intelligent self-control is what\nAldous Huxley has a bit extremely called the “sub-human” response re¬\nvealed in the sense of being part of the crowd. We recall the pictures, the\nmassed millions of soldiery on the flag-bedecked squares of imperial cities, the\nsea of tin hats and bayonets, the goose-stepping regiments, the hordes moving\nas one, the onlookers caught in the feeling of the rhythm and emotionally\nmoved in the common beat of music and drums. Who can retain his indi¬\nvidual intelligence when he has repeatedly a part in such maneuvers? I\nbelieve it is sound to say that national dictators would not get far in power\nwithout reliance upon this device.\nIs it subhuman? Certainly man tends to become less than his possible in¬\ntelligent self under such influence. Yet would we best rule it all out? I be¬\nlieve not. As with so many other enjoyed social experiences, it is dangerous\nonly in excesses and when misdirected. Who will deny that the band, the\ndrums, the marching soldiers, the symbols are fetching? There is no sense\nin seeking to deny or forbid it. Rather, why not use it to good ends? The\ncurse of massed soldiery is what it stands for in its service to dictatorship\nand its threats of destruction to human lives and human values. T urn these\npurposes into the cause of human good and the occasional absorption in the\ncommon beat and common elation will be only to the good.\nBut I must add that a sense of humor along with maturing intelligence\nwill probably lessen the grip of such mass and rhythmic kick-stepping affairs\nupon the feelings of a people and the practice of their rulefs. The unity got\nby such measures tends to be the unity without the saving differences of\nindividuals. Uniforms and shirts can be dangerous things. They\nguarded, to reduce the intelligence that belongs in human affairs.\nCooperation\n\nand\n\ntend, un¬\n\nStates of Crisis\n\nThe fourth device of the dictator by which he avoids the people’s use of in¬\ntelligent cooperative dealing is to induce the sense of crisis or emergency. War\nis the chief of all such usages. Many of you will remember how in this\ncountry in 1917 the critical powers of the country, just when they were\nneeded as almost never before, were suppressed under propaganda and threat\nof violence, while those in power carried us into and thru the wretched com¬\nbat. If a state of war exists, democracy signs off; and in these times, when\ndemocracy thus signs off, she cannot expect to be reinstated without loss\nof much of her appropriate and hard-won freedom of thought and control.\nThe ways of war emergency tend to perpetuate themselves far beyond the\nconclusion of the armed conflict. Some losses tend to be lasting.\n\n"}
{"page": 592, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\nH ere, then, is another of the much practiced ways thru which the onmarch of intelligent cooperation is hampered. How, if at all, can the friends\nof democracy prepare a generation to turn this force to the advantage of the\ngreater cause? First and foremost, do everything humanly possible to dis¬\ncredit the making of war and its indispensable handmaidens, the exalting\nof military systems and of fabulous expansion of armaments.\n\nThis is de¬\n\nmocracy’s public enemy No. 1, the world’s worst device for calling alarms and\nthus excusing the utter suppression of intelligent freedom.\nConclusion\n\nI have been urging that something can and must be learned for democracy\nfrom the several major ways in which forces in the world today lure peoples\naway from intelligent cooperation and into the surrender of self to the will\nof dictators.\nTo keep dictatorship out of America, I can see the necessity for working\nwith our cooperative might toward the achievement of a new, perfectly\npossible economic plenty and security to anticipate the dictator’s false promise.\nI do not hesitate to proclaim the wisdom of building our great and de¬\nveloping tradition of democracy into the knowledge, the habits, and the\naffections of the young, and of utilizing the symbols of a real democracy as\nrallying points for the common feeling life of the people. Democracy as\na way of life can be a great cause to lift a people out of its otherwise drab\nand unredeemed self.\nI have ventured that we can forestall the dictator’s use of the crowd to\npattern and subordinate the free individual, not by decrying the possible\neconomy of crowd psychology, but rather by tempering it and directing it\nto ends that make it less a danger, more a boon to human good.\nThen\n\nI have asked for the steady, relentless removal of war, military sys¬\n\ntems, and senseless armaments as the world’s chief resort today for sup¬\npressing the intelligent cooperative deliberation of peoples in determining\nthe policies they, with their lives and all shall serve.\nThe social intelligence basic to democratic living must furnish a people\nagainst these deceptions of the dictator. The schools can contribute much,\nand there is no time to waste.\n\nTHE\n\nPLACE\n\nPAUL\n\nOF\n\nJ. MISNER,\n\nCOOPERATION\nIN THE\nOF INSTRUCTION\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDEVELOPMENT\n\nGLENCOE,\n\nILL.\n\nIt is our purpose to consider the place of cooperation in the development of\ninstruction. When I accepted the invitation to discuss this subject, it seemed\nquite simple and easy. When I began to explore seriously all the implications,\nthe complexity of the subject quite overwhelmed me. Perhaps Stuart Chase\nis responsible. Since reading his Tyranny of Words , I am almost afraid to\nopen my mouth. I am haunted by the necessity of disclosing referrents. A\ncareful diagnosis would probably reveal a case of semantic jitters. Coopera-\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n587\n\ntion, development, instruction — do these symbols suggest word trouble among\nthe educators? Are they simply generalized abstractions with no concrete\nreference to real experience?\nUnlike many\n\ncritics, Mr. Chase proposes a remedy for word trouble. He\n\ncalls it “the operational approach.” If I interpret this approach correctly,\nit means literally that we know what we are talking about. For the pur¬\npose of our discussion, it would seem to imply that we should consider to¬\ngether some of the problems which have arisen as we have sought to achieve\ncooperation in the improvement of instruction.\nWhat are these problems? Formulated as questions, they would probably\nappear something like this: What shall we mean by cooperation? Whom\nshall we include in the cooperative enterprise? Shall we attempt to employ\ncooperative technics in all areas of educational activity? Where does the\nspecialist come in ? How can organization he planned to facilitate cooperation ?\nOur first question, “What shall we mean by cooperation ?” is not as simple\nas it looks. Mussolini believes in cooperation. The Italian people cooperate\nwith him by reverently offering prayers each morning to II Duce for life,\nliberty, and the pursuit of happiness. The unanimous adoption of the “Heil\nHitler” salute in Germany is a form of cooperation. The C. I. O. interprets\ncollective bargaining as cooperation. The cheer leader at a football game\ngets cooperation when the crowd responds lustily to his handsprings and\ncartwheels.\nS. A. Courtis has identified nine levels or types of cooperation. He desig¬\nnates the highest type as democratic cooperation. Concerning it, he states,\nin his book Cooperation :\nTo achieve this level, there must be complete sharing of experience until all indi¬\nviduals become equal in knowledge and desire with respect to the situation being\nconsidered.\n\nEach\n\npersonality\n\nmust\n\ncontribute\n\ndistinctively\n\nuntil a\n\nrich\n\nunity\n\nthought and purpose results. There must be a “making-up-of-the-group-mind”\nprocess very similar to that in which the individual makes up his mind.\n\nof\n\nby a\n\nIt is reasonable to assume that workers in the field of education should be\ninterested in the ultimate achievement of democratic cooperation. It is equally\nreasonable to assume that extremely few of us have had any experience with\ndemocratic cooperation as it is defined by Courtis. The reasons for our failure\nto achieve democratic cooperation are rather obvious. We do not know how\nto do it. The line and staff organization borrowed from industry and the\narmy has resulted in the development of undesirable status relationships.\nThe terms “administrator” and “supervisor” too frequently suggest power\nand control vested in one or, at least, a few persons.\nEven in those places where the most complete attempts have been made to\nachieve cooperation, it is doubtful whether the achievement has gone much\nbeyond the leadership level. This is not to say that intelligent, tactful, and\nsocially sensitive leadership is deplored. It is simply to say that the common\ngarden variety of leadership does not represent democratic cooperation be¬\ncause it always involves an element of domination. All too frequently coopera¬\ntion is interpreted to mean the appointment of committees commissioned bv\nthe central office to investigate and report upon problems considered as\n\n"}
{"page": 594, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nAssociation\n\n“safe’’ by the powers that be. Such procedures represent a form of coopera¬\ntion but by no stretch of the imagination can they be called democratic\ncooperation.\nDemocratic cooperation implies genuine respect for the intrinsic worth\nof the individual personality. It implies the provision of opportunities which\npermit persons to make distinctive contributions to the solution of socially\nsignificant problems. It demands that persons who are expected to implement\ninstructional policies will have had complete opportunity to participate in\nthe formulation of the policies.\nThere are many types or levels of cooperation. What is meant by coopera¬\ntion in any given situation will determine quite completely the nature and\nkind of policies and procedures that are adopted.\nThe second question, “Whom shall we include in the cooperative enter¬\nprise?” is an interesting and important problem. Again, the answer is not\nsimple. If democratic cooperation is the ultimate goal it will not be enough\nto say that teachers and pupils are to be included. Schools do not operate in\na vacuum. They represent but a single agency operating within a dynamic\ncultural pattern. It is becoming increasingly clear that a realistic program\nof education must concern itself with the entire cultural pattern as the source\nof educative experience. The extension of organized education beyond the\nwalls of the school building presents new problems of cooperation. The\nproblems will not be solved by adding only the parents of children to the\nlist of those to be included in cooperative enterprises. Non-parents are the\nsource of educative experiences. The failure to include them has quite fre¬\nquently caused trouble. Democratic cooperation would seem to imply that\nactually all community persons will be included in the program of education.\nIt suggests the need for a new type of community organization within which\nall agents and agencies are cooperating in the achievement of clearly defined\nsocial purposes.\nThe third question, “Shall we attempt to employ cooperative technics in\nall areas of educational activity?” is quite obviously a leading question. The\nanswer is undoubtedly “Yes,” with perhaps the trite qualification of “so far\nas is humanly possible.” Altho it is recognized that the cooperation of all\npersons in every area of educational activity is extremely difficult, a few\nillustrations drawn from actual field experiences will indicate that much\nmore can be done than is usually assumed. There is a growing emphasis upon\nthe participation of pupils and teachers in curriculum making, revision, and\nrecording. Finally, it is being realized that pupils and teachers behave more\nintelligently and effectively when they know wffiat they are doing and why\nthey are doing it. If it has not already happened, it is quite safe to predict that\nthe era of domination by curriculum experts will pass and be replaced with\nthe era of continuous and cooperative development of curriculums by pupils,\nteachers, and experts. In fact, we are probably now ready for the partici¬\npation of community adults in the activities of curriculum building. The\nexperts tell us that the curriculum should represent a comprehensive state¬\nment of social policy. If this be so, then the cooperation of community adults\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n589\n\nis desirable and necessary. Auspicious beginnings in scattered places thruout\nthe country suggest that more lay participation can be expected in the future.\nTraditional technics of evaluation have made genuine cooperation difficult\nof achievement. The use of standardized achievement tests and the interpre¬\ntations made of the results have tended to inhibit and restrict cooperation.\nNo matter how much is said concerning the use of test results solely for\ndiagnostic and remedial purposes, teachers are skeptical about the possible\ncomparisons that may be made. This is not to say that less attention should\nbe given to evaluation. On the contrary, it represents one of the most seri¬\nously neglected fields of educational activity. The need is for more clearly\ndefined educational purposes cooperatively formulated by teachers, pupils,\nspecialists, and community adults. With these purposes in mind appropriate\ntechnics of evaluation can be developed cooperatively and made an integral\npart of the instructional process. Tyler’s work with the cooperative develop¬\nment of evaluation technics is evidence of the trends that may be expected in\nthis direction.\nThere will probably be little disagreement concerning the development\nof cooperative technics in the areas of curriculum building and evaluation.\nThere is a tendency, however, to consider such areas as school plant design¬\ning, finance, and the purchase of supplies and equipment as the restricted\nreservations of the specialist. School buildings, budgets, textbooks, supplies,\nand equipment have value only to the extent that they facilitate teacherpupil relationships. Who could be better equipped to formulate the instruc¬\ntional specifications for a new school building than the persons most inti¬\nmately concerned — the pupils and teachers? The problems that have always\nexisted among teachers with respect to salaries and budgetary procedures in\ngeneral have been accentuated by the economic conditions of the last few\nyears. Too frequently budgetary procedures are shrouded in mystery.\nTeachers are not adequately informed concerning the intricacies of levies,\nrates, and legal limitations. The active participation of teachers in the de¬\nvelopment of school budgets and salary schedules should result in increased\nunderstanding. Participation in these areas can be expected to achieve a high\nlevel of democratic cooperation and socialization.\nAs organized education continues to make the immediate cultural pattern\nthe source of learning experiences, increased opportunities for the coopera¬\ntion of community adults will be presented. In every community there are\npersons who have distinctive contributions to make. Wherever attempts have\nbeen made to secure the participation of community adults, the results have\nbeen extremely encouraging. Mr. Brown, whose hobby is travel, returns to\nthe city each year with moving pictures of what he has seen. He shows his\npictures to the school children and becomes a resource member of the faculty.\nMrs. Jones is an artist. She cooperates with the pupils in their room beautifica¬\ntion projects. The Women’s Literary Club members conduct story hours in\nthe school libraries. The Garden Club members cooperate with the Student\nCouncil in the screening and landscaping around the new junior high-school\nbuilding. Obviously the opportunities for the cooperation of community adults\nare endless.\n\n"}
{"page": 596, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nMost of us will agree that it is desirable to think of the learning process\nas a series of related, purposeful, and continuous experiences. To secure\nsuch organic unity it would seem that the technics of cooperation must be\nuniversally applied. To limit any area of educational activity solely to the\ncontributions of the specialist would destroy the essential organic unity\nwhich is being sought.\nThe problem defined by our fourth question, “Where does the specialist\ncome in?” is one that should be approached with great humility.\nAn illustration from actual experience should help us to evaluate the place\nof the specialist in a cooperative program of instruction. Recently a reading\nspecialist came into my office and announced that she could not sign her\nname to a report that was being submitted by a committee of teachers. This\nspecialist had been working with the teachers for a period of three months\non the development of a functional reading program. She was unwilling to\nsign the report because she could not agree with everything it contained.\nShe insisted that her reputation as a specialist would be injured if her name\nappeared on the report. I assured her that it did not matter whether her\nname was on the report or not. I was concerned mainly about her happiness\nand if it would make her happy not to sign the report she need not do it.\nThen\n\nshe asked me the very important question with which\n\nwe\n\nare con¬\n\ncerned here, “Where does the specialist come in?”\nMy answer to her question was an attempt to emphasize what I be¬\nlieved to be the implications of democratic cooperation as they appeared in\nher situation. The specialist is a resource person. She has distinctive contri¬\nbutions to make to the instructional program in accordance with her spe¬\ncialized interests and abilities. She is a person and as such she is entitled to\ncomplete respect. It is her duty to present objective data and interpretations\nsupporting her point of view. She must remember, however, that teachers\nare likewise persons. They are also specialists. Interestingly enough in this\ncase the specialist had never had any classroom teaching experience and she\nfailed to see that the classroom teacher was as much a source of specialized\ncontributions as she was.\nI think all of you will agree that this problem is by no means a straw\nman. Rather it is one that must be faced squarely if democratic cooperation\nis to be more than a subject for conference speeches. It is my firm convic¬\ntion that our specialists must recognize certain limitations when these con¬\nflicts arise. Their facts may be wrong or inadequate. Their interpretation of\nthe facts may differ because they have accepted a different set of values as\nthe basis of their interpretation. Or, the specialists may be right but lack the\nskill necessary to bring about understanding and desire on the part of other\npersons. Whatever the cause, the specialist should respect the contributions\nof others and make the adjustments that are demanded if genuine coopera¬\ntion is to be achieved. This is not to say that the specialist must abandon\nher data or change her values. It is rather to say that she will critically\nexamine them, make modifications where she is convinced they are desirable,\nand start over again. She has no right to relinquish her responsibility of mak¬\ning distinctive contributions as long as she does it democratically.\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n591\n\nIt may be that we should abandon the term specialist and use, perhaps,\nthe term counselor. Persons whose specialized interest and abilities lie in\nthe field of psychology, health, music, art, crafts, and curriculum would be\nthought of as resource persons prepared at all times to render service where\nit was needed and desired. The classroom teacher, working intimately with\nchildren, is best equipped to determine the nature, kind, and amount of\nservices to be rendered by the counselor. For the most part all counselors\nwould be “on call” rather than “on schedule.” Personally I do not believe\nthere is much hope for instructional programs that are functionally related\nto the interests, needs, and abilities of children, until some such plan is ac¬\ncepted in practice.\nThe specialist who contends that such an interpretation of her function\nwill result in low standards of achievement, waste of time and energy, and\nan unbalanced instructional program simply admits her inability to exercise\ncreative and democratic leadership. It has been my good fortune to work\nwith counselors who prove that it can be done.\nTime will not permit detailed consideration of our last question, “How\ncan organization be planned to facilitate cooperation?” Experiences with\norganization in different places thruout the country suggest that the achieve¬\nment of cooperation demands careful planning. One plan that has been used\nquite successfully provides for four basic committees operating in each build¬\ning as the unit of participation : ( 1 ) the community relations committee,\n(2) the teacher affairs committee, (3) the curriculum activities committee,\nand (4) the socialization committee. Membership in the various committees\nis usually voluntary. The responsibilities of the committees are indicated\nby the designations altho the functions of each are specifically defined. The\nsocialization committee is the coordinating committee and its membership\nincludes the chairmen of the other three committees together with the princi¬\npal of the building.\nThe building organization represents the unit of participation. The city¬\nwide organization provides for a coordinating council, two auxiliary councils,\na consultation staff, and a governing board of the local professional organi¬\nzation. In the citywide organization the coordinating council integrates the\nactivities of the several building faculties. Its membership includes one rep¬\nresentative of each of the building socialization committees, together with\nthe superintendent of schools, a representative of the governing board of\nthe local teachers’ organization, one representative of each of the two\nauxiliary councils, and members of the consultation staff on call. There are\ntwo auxilia^ councils in the citywide plan — the curriculum records council\nand the evaluation council. The membership of the curriculum records\ncouncil is composed of one member of each building curriculum activities\ncommittee. The membership of the evaluation council is composed of one\nmember of each building socialization committee. The consultation staff\nhas a service relationship only. It is composed of all the specialists in the\nsystem. The governing board of the local professional organization is com¬\nposed of one member of each of the building teachers affairs committee.\n\n"}
{"page": 598, "printed_page": null, "text": "592\n\nNational\n\nEducation\n\nAssociation\n\nThe foregoing outline of one plan of organization simply indicates how\nnecessary it is that provision be made for cooperation. It just does not grow\nup like Topsy.\nWhatever\n\nplan of organization is used, it is quite clear that it must pro¬\n\nvide : ( 1 ) opportunity for complete participation in accordance with indi¬\nvidual interests, needs, and abilities; (2) careful definition of functions to\navoid duplication, conflict, and loss of efficiency; (3) coordination of all\nactivities to the end that there will be progressive development of policies\nand action.\nIn the introduction to this discussion your speaker implied a promise\nthat he would say things which he, himself, understood. At this moment you\nhave a right to be extremely skeptical. As partial atonement may we sum¬\nmarize briefly and simply a few things which may be appropriate to our\ndiscussion :\nDemocratic cooperation in the development of instruction will be an\nextremely difficult thing to achieve. It wfill involve many persons who do not\nusually participate in instructional activities — notably pupils, parents, and\nnon-parents. It should be extended to all areas of educational activity. The\nprecise place and functions of the specialists will need to be redefined. Careful\nthought must be given to the problems of organization within which a high\nlevel of democratic cooperation can be achieved without loss of efficiency.\n\nTECHNICS\n\nALFRED\n\nOF\n\nCOOPERATION\nBETWEEN\nCOMMUNITY\nGROUPS\nAND THE SCHOOL\n\nD. SHEFFIELD,\n\nPROFESSOR\nLEGE,\n\nOF\n\nGROUP\n\nWELLESLEY,\n\nLEADERSHIP,\n\nWELLESLEY\n\nCOL¬\n\nMASS.\n\nA modern school system needs the cooperation of leaders in community\ngroups for maintaining an enlightened public opinion as to school aims and\nproblems. This has become especially important with the growth, in high\nschools and junior colleges, of the social studies, which inevitably involve\ncontroversial matters touching the special interests of chambers of com¬\nmerce, professional guilds, labor unions, civic leagues, patriotic societies,\nchurches, councils of social agencies, neighborhood centers, fraternal orders,\nyouth organizations, and service clubs. For real help in reviewing (and per¬\nhaps revising) their aims and methods in these areas, school leaders must not\nonly administer an education of young people by the schools but must devise\nan education of adult groups about the schools.\nCooperation for a methodical betterment of the understandings here can\nbe sought thru an unofficial council on the social studies, picked by an edu¬\ncational leader so as to assure a membership in which ( 1 ) each member should\nbe a person of enough reflectiveness and articulateness to keep the group effort\nat a profitable level; and (2) each should have enough standing in some\nmajor association to make his own adjustments of mind spread among his\nassociates as an opinion group in the community-\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n593\n\nThe technics by which the educational leader advances cooperation thru\nthis group have two preconditions of effectiveness: (a) he must make clear\nin his own mind that his handling of discussions must get people to trans¬\npose social problems from the level of crass popular description to a deeper\nlevel of analytic redefinition; and (b) he must get some prearrangement\nof special contacts between such groups (for example, the churches) as may\nbe too loosely federated to afford a spread of influence from their spokes¬\nman in the council to their several neighborhood units.\nThe specific technics addressed by this leader to his council as a delibera¬\ntive group are: (a) a method of getting the essential points in a social prob¬\nlem so displayed as to induce a “de-emotionalized” total view of the values\nat stake; and (b) a method of inducing a joint effort to analyze specific con¬\nflicting attitudes so that the conferring group works out understandings in\nterms of better discriminated ideas and more imaginative use of their social\nresources. Further technics come into play to implement the members for a\nspread of their mutual gains in understanding among the various groups\nthey represent. This may be summarized as methods of getting the tools of\nsocially productive thinking, and thus cooperatively developed, into circu¬\nlation and use in the program activities of organizations thruout the com¬\nmunity.\n\nTEACHERS\n\nIN\n\nTHE\n\nCOOPERATIVE\n\nINSTRUCTIONAL\nALICE\n\nMIEL,\n\nPRINCIPAL,\n\nPROGRAM\n\nDONOVAN\n\nSCHOOL,\n\nDEVELOPMENT\n\nOF\n\nS — A bstract\nANN\n\nARBOR,\n\nMICH.\n\nThe desire to take teachers into the educational partnership should not be\nprompted by an urge to make a pretty gesture toward democracy but by a\ngenuine belief that that is the only way in which to make the curriculum\nthe effective agent of socialization that it should be.\nDemocratic cooperation means group participation all along the line — in\nplanning, in execution, and in appraisal of results. With teachers as with\nchildren, we should proceed from the concrete to the abstract. A common\nphilosophy of education is better built up by generalizing upon a series of\ncommon experiences than by merely theorizing on the various existing\nphilosophies. Impatience for rapid progress defeats the purpose of demo¬\ncratic cooperation — teachers need to grow naturally toward new beliefs\nas a result of many kinds of experience.\nA wide range of teachers should work together on curriculum activities\nin order that they may learn to take a broad view of the curriculum. A pre¬\nscribed curriculum for a school system violates the principles of the com¬\nmunity school and disregards individual differences in teachers and principals.\nTo save their time when engaged in group discussion and to guarantee\nthat real group thinking will be done, teachers need to be helped to use\ngood technics of group thinking. No one individual should dominate the dis¬\ncussion or the decision. The keeping of carefully written records of group\n\n"}
{"page": 600, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\nthinking is also an important technic to employ. These records often consti¬\ntute a functional and flexible curriculum record for the school. In order to\ncompensate for the extra work involved when\n\nteachers participate in curricu¬\n\nlum activities, teachers’ time and energy may be saved in many ways, notably\nby providing a functional organization with carefully scheduled meetings.\nIt is the duty of supervisors and directors of instruction to make the\nteacher’s position one of dignity, one that offers opportunities for creative\nexpression and continuous growth. If they give teachers a chance to partici¬\npate in curriculum planning, they should expect to abide by the thoughtful\ndecisions of the group.\n\nCOMMUNITY\n\nCOOPERATION\n\nINSTRUCTIONAL\nGLENN\n\nKENDALL,\n\nIN THE\n\nDEVELOPMENT\n\nOF\n\nPROGRAMS —Abstract\n\nSUPERINTENDENT\n\nOF\n\nEDUCATION,\n\nNORRIS,\n\nTENN.\n\nA school is not an isolated institution in a community. We cannot, even\nif we would, ignore the fact that there are other educative agencies in a\ncommunity. An effective program of education must be considered as a\ncooperating and sharing of all community institutions.\nInstructional programs should grow out of the needs and interests of the\nparticipants. They should not be imposed by external authority. Participants,\nteachers, and the entire community must develop together a program neces¬\nsary for a democratic education. Most people may have excellent ideas as\nto what a pupil should be interested in, what he should do, and how he\nshould do it. However, mutual understanding and consent must be developed\nif the instructional program is successful.\nThe educational program at Norris, under the general organization of\nthe Tennessee Valley Authority, has been so organized and developed that\nit is exceedingly difficult to separate the school program from the remainder\nof the educational activities. Staff members of the educational service perform\nother municipal activities of the community such as town management,\nhealth education, shop activities, and recreational facilities.\nBasic in the educational program is an underlying philosophy that educa¬\ntion is continuous and that the curriculum should be centered around funda¬\nmental areas of human activity. These areas should be outgrowths of the\nneeds of the participants. Such a philosophy inevitably leads to participation\nand cooperation in the program.\nNot only should a program be one of cooperation with the local com¬\nmunity situations but there should also be kept in mind a larger com¬\nmunity relation such as the opportunity for the development of the program\nwith the state department of education, the universities, and the citizens of\nthe area. Full cooperation on the part of parents is essential. All community\nagencies working together can bring a breadth of view which is extremely\nvaluable in the development of instructional programs.\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nTECHNICS\nS. A. COURTIS,\n\nUNIVERSITY\n\nand\n\nOF\nOF\n\nDirectors\n\nof\n\nInstruction\n\n595\n\nCOOPERATION\nMICHIGAN,\n\nANN\n\nARBOR,\n\nMICH.\n\nThe previous speakers on this program have pointed out that cooperation\nis an essential element in the solution of our personal and social problems.\nThat leaves me free to devote my remarks to the question, “How is coopera¬\ntion to be achieved ?”\nDifferent personalities learn in very different ways. Artistic individuals\ndepend largely on observation, imitation, and intuition. Most of us, how¬\never, profit by the analysis of a complex situation into elements and the\ndetermination of the relationship of the various elements to each other. By a\ntechnic of cooperation is meant a formal description in terms of elements of\nthe steps to be taken in a cooperative procedure.\nBefore discussing technics, however, we need to define cooperation; for\ncooperation is defined differently by different people. The word itself means\nsimply “working together,” but the motives which cause men to work to¬\ngether vary all the way from might to love. Hitler compels the German\npeople to work together to carry out his ambitious plans for the aggrandize¬\nment of the German nation. When German and Italian interests clash, the\ndictators of those countries, so far, have been able to agree upon a compro¬\nmise plan. England, apparently, is trying to bargain German colonies for\npeace, while in America Roosevelt tries to lead his people into new ways of\ndoing things. When the League of Nations was organized it was hoped that\nthe nations of the world would be able to work out the solution of inter¬\nnational problems on the cooperative basis of intelligent understanding.\nThese five forms of working together — compulsion, compromise, bargaining,\nleadership, and brotherhood — represent five different levels of cooperation.\nConsidered in their evolutionary sequence, they tell a story of man’s upward\nstruggle from control in terms of might to fellowship on the basis of mutual\nrespect and understanding. Educators, of course, desire to achieve coopera¬\ntion on the highest level, democratic cooperation based on brotherhood, so\nI shall confine myself to a consideration of the technics essential to coopera¬\ntion on this level.\nAs perhaps you know, the Department\n\nof Supervisors and Directors of\n\nInstruction last year appointed a committee to prepare a yearbook on coopera¬\ntion and I am reporting to you today for the committee. We expect to have\nour manuscript ready for publication early next fall. The book will contain\nthree types of material:\n1. Chapters discussing\nnational and social life\n\nthe nature\n\nof cooperation\n\nand\n\nits importance\n\nin our\n\n2. Chapters reporting the results of questionnaires sent to teachers, supervisors,\nadministrators, etc., to determine both the prevailing concepts of cooperation and\nthe actual cooperative activities now being carried on in school systems\n3. Chapters describing the various technics of cooperation and suggesting ways\nin which they may be used in education.\n\nThe first two types of material give rise to few problems. We have invited\nvarious persons to write the chapters of the first type; they have accepted\n\n"}
{"page": 602, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nand the chapters are beginning to come in. We have sent out questionnaires\nwidely and are tabulating the returns. We have located many instances of\ncooperative action and are arranging to have reports submitted for the\nguidance of those who wish to engage in similar cooperative activities. But\nwhen it comes to the third type of material, description of technics\nwhich make possible cooperation on the highest level, we have found very\nlittle material. We are appealing, therefore, to the membership of the De¬\npartment for cooperation in creating such technics. A few technics are\navailable, but many more must be invented. We have gathered together\nin a small bulletin, called Teachers and Cooperation , all the technics\nwe could find, together with suggestions for classroom experimentation in\nteaching them to children. About four thousand copies of this bulletin have\nbeen distributed rather widely thruout the country. We are depending on\nreports of these experiments to supply the third type of material for the\nyearbook.\nIt may seem queer to you that, with everyone believing in cooperation and\nasking for cooperation, the committee should find it difficult to locate de¬\nscriptions of specific technics of cooperation. The truth of the matter is,\nhowever, that in the past all of us have been operating on the competitive\nbasis. Robert’s Rules of Order , for instance, were evolved from situations\nin which men were actuated by personal competitive and not social motives.\nAn entirely different procedure is necessary if one desires to mobilize the\nbrain power of a group on the basis of mutual helpfulness and understand¬\ning. Democratic cooperation demands unity in terms of common purposes,\nrespect for individual differences, a belief that group planning and group\naction can result in achievements better than any single individual, no matter\nhow able, can reach by himself. It seeks to harmonize conflicts of opinion and\nto secure unity thru understanding and the discovery of truth. All must\nparticipate in deliberations, all must work for the good of each, and each\nperson must desire his own good only as it is achieved in the good of all.\nBrotherhood demands great self-control, but it yields rich dividends in terms\nof friendship and stimuli to creative growth.\nThruout the world the machinery of competitive cooperation has proved\ninadequate to solve the complex problems which confront civilization today.\nDemocracy is threatened by the reversions which are taking place to the belief\nthat might makes right. We hope, therefore, that you will feel a responsibility\nto join with us in our efforts and that you will be motivated, as we are, not\nonly by the hope of contributing to progress in education but by the desire\nto aid our fatherland in this, its hour of peril.\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nSECRETARY’S\nAtlantic\nBusiness\n\nMeeting,\n\nDirectors\n\nof\n\nInstruction\n\n597\n\nMINUTES\n\nCity, New\n\nJersey\n\nWednesday,\n\nMarch\n\n2, 1938\n\nAt the annual business meeting of the Department of Supervisors and Directors\nof Instruction which immediately followed the luncheon on Wednesday, March 2,\nPresident Bader called attention to the problems which the organization is facing\nat the present time and outlined briefly the action taken by the Executive Committee\nand Board of Directors for a study of these problems. She urged the cooperation\nand support of the entire membership in this transitional period due to the fact\nthat Dr. Hosic, who since 1921 has so ably guided the work of the Department, has\nasked to be relieved of active leadership and direct responsibility for the editing of\nEducational Method. She pointed out also that in the seventeen years since the found¬\ning of the society there have been many significant changes in educational concepts,\nso that it seems desirable at this time to reinterpret the purposes and functions of\nthe Department in the light of these changes, and to lay plans for a long-time program.\nThe Executive Committee has been commissioned by the Board of Directors to\nhold three special meetings during the next few months — the first one in April — to\nstudy the situation and to formulate the program. By means of a questionnaire to\nthose who have been members of the Department for ten years or more, and another\nto those who have recently become members, it is hoped to secure a number of\nvaluable suggestions to guide the Committee in its work.\nAn editorial board of five members will be appointed to have direct responsibility\nfor the magazine, Educational Method. Announcement of the complete personnel of\nthis board will be made in May.\nJ. Cayce Morrison, chairman of the Nominating Committee, presented a report of\nthe officers chosen by the Board of Directors for 1938-39. In view of the problems\nconfronting the organization during the coming months, the Board voted unanimously\nto reelect the persons then in office. (For list of officers see Historical Note, page 580.)\nThe chairman then offered the following nominations for members of the Board\nof Directors for a term of three years, to succeed directors Caswell, English, Hahn,\nHosic, and Morrison, whose terms had expired: Wilma Leslie Garnett, associate\nprofessor of English, Kent State University, Kent, Ohio; Helen Hay Heyl, associate\nsupervisor, State Education Department, Albany, N. Y. ; Helen K. Mackintosh, senior\nspecialist in elementary education, U. S. Office of Education, Washington, D. C. ;\nEldridge T. McSwain, associate professor of education, Northwestern University,\nEvanston, Ill.; Gilbert S. Willey, director of teacher education and teacher place¬\nment, University of Denver, Denver, Colo. On motion, these nominations were\naccepted.\nThere being no further business, the meeting adjourned.\n\n"}
{"page": 604, "printed_page": null, "text": "*\n\n"}
{"page": 605, "printed_page": null, "text": "DEPARTMENT\nVisual\n\nOF\n\nInstruction\n\n"}
{"page": 606, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof visual\n\nX O T E\n\ninstruction\n\nwas\n\norganized\n\nat the Oakland-\n\nSan Francisco meeting in July 1923.\nThe officers of the Department for the year 1938-39 arc: president.\nRita Hochheimer, Bureau of Visual Instruction, 128 East 52nd Street ,\nNew York, X. Y.; first vicepresident, J. E. Hansen, Chief , Bureau of\nUsual Instruction, University of JVisconsin, Madison , IV is.; second\nvicepresident,\n\nMarian\n\nEvans.\n\nDirector,\n\nVisual\n\nInstruction\n\nCenter .\n\nPublic Schools, San Diego, Calif.: treasurer-secretary, Don Carlos\nEllis , 20 Princeton Street, Garden City, X. Y.; executive committee:\nEdgar Dale, Bureau of Educational Research, Ohio State University,\nColumbus, Ohio ; Xelson Greene, Editor, Educational Screen, Chicago ,\nIII.; Charles F. Hoban, Jr., Director, Educational M otion Picture Project,\nAmerican Council on Education. Washington, D. C.; Mrs. Grace Fisher\nRamsey, Associate Curator, American Museum of Xatural History , New\nYork, X. Y.; E. Winifred Crawford, Director of Usual Education, Pub¬\nlic Schools, Montclair, X. J.; Etta Schneider. Teachers College. Columbia\nUniversity, Xew York, X. Y.\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 follows:\n1923: S5-A\n\\92\\:963-986\n19 25:864-871\n1926 \\949-964\n\n1931 -.947-904\n19 32:787-800\n19 33:779-796\n1934: 777-788\n\n1927:951-970\n19 28:949-970\n1929.937-944\n1930 :911-930\n\n[ 600 ]\n\n19 35:719-726\n1936 :6 19-620\n1937 :6 5 9-668\n\n"}
{"page": 607, "printed_page": null, "text": "THE\n\nEXPERIMENTAL\nUSE OF\nBEGINNING\n\nALEXANDER\n\nJARDJNE,\n\nDIRECTOR\n\nOF\n\nVISUAL AIDS\nREADING\n\nAUDIO-VISUAL\nIND.\n\nIN TEACHING\n\nEDUCATION,\n\nEVANSVILLE,\n\nAmerican schools from the beginning have been “reading’’ schools. Read-\n\n- ing was the first and most important of the three R’s. Since the schools\nof Colonial times there have been two general technics employed for teaching\nthis most important fundamental.\n\nThe first is often referred to as the “ana¬\n\nlytic” method and is still employed to a considerable extent by many teachers.\nEarly educators concluded that by beginning with the alphabet, then thru\na system of phonetics to words, and on to sentences and paragraphs, the\npupil should logically learn to read.\nAs teaching became more scientific and educators became more concerned\nwith the “whys” and “wherefores” of their profession, reading naturally\nbecame one area open for investigation and research. It was soon contended\nthat reading should be learned thru a “synthetic” method, that sentences\nrather than letters or words were the natural thought units. Gradually this\nlatter or “synthetic” technic began to supplant the “analytic\" method of\nteaching reading.\nWith the growing awareness of the reading problem there developed\nmany scientific studies which indicated the superiority of the whole over the\npart method of learning to read. Further studies then were and still are being\nconducted to determine what means of presentation are most desirable in\nteaching children to read.\nThe following experiment was conducted in Evansville, Indiana, during\nthe first semester of the school year 1937-38. The purpose of the experiment\nwas to determine whether two groups of children, each beginning to read,\none group taught by the formal method and the other group taught by a\nso-called visual method, would show any appreciable difference in achieve¬\nment at the end of one semester. Teachers in the control group were asked\nto teach beginning reading using the formal method of presentation. They\nwere to use the preprimer and primer as basic texts with the addition of any\nsupplementary materials which they might need except such materials which\nmight be classified as visual aids. They were permitted to use such illustra¬\ntions as appeared in the texts, and also might use flash cards and posters\nalready in the room. Teachers of the experimental group were asked to\nteach reading without the formal use of the preprimer, primer, or any\nother text. These teachers were to use a visual technic. They might use any\ntype of reading material which grew out of their class activity. These reading\nlessons were transferred to slides by the teacher. Often the slides were illus¬\ntrated and the text was either in manuscript writing or typewritten below.\nThe teacher introduced the story by using the illustrated slides, which were\nused again as the children read the story. The method of presentation varied.\n[601]\n\n"}
{"page": 608, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nbeginning with very simple activities and growing more complex toward\nthe end of the semester. The ingenuity of the teacher was the only limit\nfor new methods of presentation in the visual technic.\nAt the end of the semester it was found that the average improvement of\nthe experimental over the control group at both the upper quartile and the\nmedian was approximately one month. At the lower quartile the experi¬\nmental group made an average of two and one-half months improvement over\nthe control group.\nThe experiment has been successful in that teachers in both the control\nand experimental groups, plus many others not directly involved, have studied\nthe visual method closely. As a result the teaching of reading has improved\nand should continue to show improvement for some time.\nIMPROVING\nS. B. ZISMAN,\n\nILLUSTRATIVE\n\nMATERIAL\n\nAGRICULTURAL\n\nMECHANICAL\n\nCOLLEGE\n\nAND\n\nSTATION,\n\nIN\n\nTEXTBOOKS\n\nCOLLEGE\n\nOF\n\nTEXAS,\n\nTEXAS\n\nThe first step in improving illustrative materials in textbooks is to improve\nthe textbooks themselves. This means the improvement of the visual appear¬\nance and design of the book and its contents and also the improvement of\nthe structural organization of the verbal text.\nThe textbook of today is not to be used for rote memorization, but as a\nstimulus for learning and thinking; it will accordingly make functional use\nof all kinds of illustrative material as integral text matter. Illustrations\nshould not be used for mere decoration in the hopes that the sale of the\nbook will be helped.\nIllustrations are visual forms of communication, neither superior nor\ninferior to verbal communication. Illustrations to be used functionally must\nbe properly wedded to text both in content and in visual arrangement. They\nshould amplify or clarify the verbal text, or themselves be used as text, to\nprovide human interest, to portray environment, to simplify the reading and\ngrasp of numbers and statistics, and to simplify the understanding of complex\nprocesses and organizations. Whenever photographs are used, they should\nbe understood and treated as pictorial documentary evidence.\nThe possibilities for improving illustrations and their use depend on the\nintegration of the efforts of author, publisher, and designer or illustrator.\nA textbook should be a collaborative effort of all three factors. Possibilities\nfor improving illustrative material include use of illustrations as chapters in\nthemselves for review or preview ; illustrations as running visual commentary\nin the way footnotes or marginal notes are used ; as basic or primary text\nmaterial in the form of visual textbooks as exemplified by the Building\nA meric a series.\n\nIllustrations can gain much by the reality of color photography and color\nshould be used more and more as the development of color photography and\nreproduction increases.\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nFILM\nHARDY\n\nFINCH,\n\nof\n\nVisual\n\nPRODUCTION\nGREENWICH\n\nHIGH\n\nIN\n\nInstruction\n\nTHE\n\nSCHOOLS\n\nSCHOOL,\n\nGREENWICH,\n\n603\n\nCONN.\n\nToday over two hundred schools thruout the United States are engaged\nin the production of amateur films. Before many more years have passed\npractically every school in the country will be making or will have made its\nown film offering.\nThe school films have been produced by a variety of individuals and\ngroups. Some have been made by persons and groups from the community.\nParent-teacher groups, local amateurs, and professionals have taken an\nactive part in several. A considerable number have been produced by school\nofficials and teachers, some by both the students and teachers, and still others\nentirely by the students.\nOne of the most important phases of the making of the school film is\nstudent participation — in writing the script, in securing properties, in adjust¬\ning lights, in acting, in shooting the scenes. Dramatic films based on stories\nfrom literature or based on original comedies, and mysteries written by\nstudents have been produced with success.\nThe most popular non-dramatic film is the school newsreel, which pictures\nthe activities of the school and serves as a publicity and guidance medium.\nSafety films, produced by students under teacher direction, have been used\nsuccessfully in the classroom as teaching devices. Other teaching films have\nbeen produced on a variety of subjects: field trips and demonstrations of\nscience classes, the use of the school library, city government, the weather,\nmanners, posture, etc.\nThe production of school films is fruitful educationally. We may reason¬\nably expect the following educational benefits from this developing school\nactivity :\n1. A broader acquaintance of the student with the film medium,\npossibilities and limitations.\n2. More possibilities for student dramatic expression.\n3. Greater\nscreen.\n4. More\nactivity.\n\nopportunities for student writing for a new\n\nits\n\nmedium — the\n\nstudent experience in planning, organizing, and directing an\n\n5. More effective teaching films to suit special classroom needs.\n6. A better understanding of the school by the school officials, teachers,\nand pupils.\n7. A closer union of the school and the community.\n\n"}
{"page": 610, "printed_page": null, "text": "604\n\nNational\n\nA\nEDGAR\n\nDALE,\n\nCLOSEUP\n\nBUREAU\n\nOF\n\nCOLUMBUS,\n\nEducation\n\nAND\n\nEDUCATIONAL\nOHIO,\n\nA\n\nAssociation\n\nLONG\n\nRESEARCH,\n\nPRESIDENT\n\nOF\n\nTHE\n\nVIEW\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nDEPARTMENT\n\nw e are challenged by the increasing interest in the visual instruction\nheld. I am wondering whether there is the solid substance in our held that\nwe really desire. The basic contribution which any held or area or technic\nought to have is to the promotion of a philosophy of education. We must\ndiscover how we can use the visual materials intelligently to promote a\ndemocratic brand of education. The fundamental task which we are likely\nto forget in such a program is that of designing a much better educational\nmachine\n\nthan we\n\nnow\n\nhave — not patching up the old one. There\n\ndanger, in the words of Thoreau, of “improved\n\nmeans\n\ntoward\n\nis real\n\nunimproved\n\nA second important factor in any movement that keeps it solid and avoids\nends.”\nfadism is that of research. Charles F. Hoban, Jr., has reported almost fifty\nresearch studies in this field, and these do give us basis for certain of our\nclaims about the value of these instruments. However, there is only meager\nresearch concerning their value in developing the kind of education in\nwhich we are interested. We must help to increase it sharply.\nA third necessity, if we take the long view of our work, is that of trained\nleadership. About one-half of the people giving courses in visual instruction\nthis summer do not belong to our Department. We are missing an oppor¬\ntunity to utilize their leadership in helping build a sound educational pro¬\ngram. We must learn how to pool our resources — to work together.\nFourth, we must work more closely with curriculum revision programs.\nWe must make known the contributions of visual materials in curriculum\nrevision. We must work increasingly with teacher-training institutions and\ncooperate with other educational associations working in the field.\nAlso, we must do some serious thinking on this problem of the advertising\nfilm. If the use of the advertising film means that reputable manufacturers\nof educational films cannot stay in business, then the use of the advertising\nfilm is a dangerous activity for schools to engage in. Frequently, too, the use\nof these films indicates a bias on the part of the user. We are not presenting\nthe facts from all points of view when we use advertising films.\n'Fhe Department of Visual Instruction faces a number of problems as\nan association. If, as we hope, our membership increases to one thousand\nwithin a year or two, we must think seriously about a permanent secretary\nand treasurer. We must, thru increased services to our members, make mem¬\nbership more attractive. A welcome publication would be a yearbook which\nattempted to pull together many of the data concerning ventures in our\nfield thruout the country.\nIt might be possible for us, too, to have an annual meeting, perhaps during\nthe summer time, when we could spend a leisurely week together in viewing\nnew materials of instruction, in exchanging experiences, in planning our\nwork more intelligently. The proceeds from a three dollar registration fee\nwould go far in developing a fine national program.\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n605\n\nDuring the past year your Executive Committee has tried to do things\ndemocratically. One suggestion for further democratizing our organization\nhas been that of electing regional or state vicepresidents. Perhaps we might\ncarry forward such a scheme. Finally, may I say that I have enjoyed this\nyear’s work. The cooperation from the membership has been splendid. 1\nhave deeply appreciated the opportunity that you gave me during this year.\n\nSECRETARY’S\nBusiness\n\nMeetings,\n\nMINUTES\nJune\n\n28-29, 1938\n\nA proposal that branch organizations of the Department of Visual Instruction\napply for affiliation with the National Education Association in order that they may\nbe entitled to a delegate to the Representative Assembly of the N. E. A., where\npolicies and resolutions are passed upon, was turned over to the Executive Com¬\nmittee for consideration.\nProposals regarding representation from member\nCommittee of the National Department of Visual\n\norganizations on the Executive\nInstruction are to be put into\n\nwriting by members and submitted to the in-coming Executive Committee, who are\nto be instructed to prepare a constitutional amendment on the matter, this amend¬\nment to be acted upon at once.\nThe following resolutions were passed:\nThat the Executive Committee be directed to take such steps as appear appro¬\npriate to accomplish a survey of the status of heads of visual education departments\nin the school systems of this country. This survey should determine the facts which\nanswer the following questions: (a) professional standing as indicated by title;\n(b) professional standing as indicated by extent of authority or responsibility to\ncarry on certain designated functions; (c) professional recognition as indicated by\nfinancial responsibility; (d) professional recognition as indicated by salaries;\n(e) professional recognition as indicated by assistance provided on school payrolls.\nThat the Executive Committee be directed to take appropriate steps with the\nAmerican Association of Museums, or with individual museums, to urge that the\nmuseums cooperate with workers in visual education in the public schools of the\ncountry, by photographing museum exhibits and making them available to the\npublic and to schools under suitable restrictions, and that information of such\nfacilities made available be filed with the Executive Committee of this Department,\nto be announced in the Educational Screen and otherwise.\nThat the work of the Division of Motion Pictures of the Department of Agri¬\nculture be commended, and that they be urged to extend the scope of their film\nactivities to include films for showing before the general public as well as those for\nshowing to agricultural workers and educators, and that there be more liberalization\nin making prints available promptly.\nThat a telegram be sent to President Roosevelt voicing our approval of the estab\niishment of a permanent agency in the federal government to act as the unit of\nproduction and distribution of films for the various agencies of the government.\nThat each branch organization send a representative to the Executive Committee,\nand that a smaller committee be appointed to study, revise, amend, and submit for\naction to the membership, a constitution. This was urged to be achieved in early fall.\nThat the Department of Visual Instruction hold a meeting independent of the\nN. E. A. convention, to extend over three days, in which time intensive deliberation\nwould be given to a predetermined theme.\nThat the Metropolitan Branch, under the leadership of Miss Hochheimer, be com¬\nmended for the excellent work of planning for demonstrations and field trips for\nmembers of the Department.\n\n"}
{"page": 612, "printed_page": null, "text": "606\n\nNational\n\nEducation\n\nThat a telegram be sent to Walter\nsocially desirable films.\n\nAssociation\n\nWanger\n\nReport of the Clearing House\nWilber\n\nEmmert,\n\napproving\n\nhis efforts to produce\n\nCommittee\n\nChairman\n\nRecommendations :\n1. That the Clearing House Committee be continued, with the authority to make\nfurther investigations into its functions and possible services.\n2. That some discussion of “Clearing House Functions” be a part (in some way)\nof the June 1938 visual education meeting in New York City.\n3. That the Educational Screen be asked to continue as the official organ of the\nD. V. I., and commended for its splendid services already rendered.\n4. That members of the Department be urged to submit suggestions to the\nClearing House Committee.\n5. That this committee delay action on “Film Clearance” until the various com¬\nmittees operating under grants of money from “Funds” and “Boards” have had the\nopportunity to develop their programs of service.\n6. That the committee find out from these organizations (American Council,\nPayne Fund, and the like) how far they intend to go in these matters. Then the\ncommittee can better plan its work.\n7. That the Department of Visual Instruction more fully instruct the committee\nas to the areas it should investigate.\n8. That some sort of editing committee be appointed, and that members be encour¬\naged to submit articles, investigation reports, etc., for more critical review, in an\neffort to secure more serviceable articles in magazines.\n9. That the Department of Visual Instruction give some thought as to the\nmanner in which clearing functions might be financed.\nReport of the Editorial Committee\nEtta Schneider, Chairman\nA review of the magazine articles published between February and June 1938\nrevealed a total of about 125 articles, which were distributed rather widely, most\nof them appearing in the Educational Screen. A few periodicals contain news items\nor reviews rather regularly; others publish an occasional article. Among the articles\nwere several excellent ones hidden in a magazine with a limited circulation.\nRecommendations\n\nfor improving\n\nthe literature in visual instruction:\n\n1. That the Educational Screen continue to be supported as the chief publication\nin the field. It would be desirable, however, to revise the periodical somewhat.\nIf the editor of the Educational Screen approves, the Committee recommends that\na subcommittee be appointed to cooperate with the publishers of that journal.\n2. That the Department of Visual Instruction undertake an extensive publicity\nprogram, involving publication.\n3. That every single member of the Department of Visual Instruction be urged\nto write out for publication some of his or her own experiences in using visual aids.\n4. That authors of articles in visual instruction who have not yet been identified\nwith the visual instruction movement be invited to join.\n5. That the members of the Department cooperate as far as possible in bringing\nthe value and importance\ncountry.\n\nof visual instruction to professional gr’oups thruout the\n\n6. That the Department of Visual Instruction offer to other professional groups\nits cooperation in the publication of pamphlets dealing with materials for the\nvarious areas of learning, sources, technics, research problems, and the like.\n7. That the Department undertake the publication of a yearbook, for purposes\nof orientation for ourselves and for others. This should be built around an education¬\nally significant problem.\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n607\n\nThe Committee recommends that a vote be taken to determine the topic for the\nyearbook, and that a subcommittee for developing the yearbook be appointed.\nImmediate\n\nsteps:\n\nThe Committee has already received the enthusiastic approval from various pro¬\nfessional journals for initiating a regular motion picture reviewing service of educa¬\ntional films, reviewed by classroom teachers. Scholastic Magazine has already pub¬\nlished about ten such reviews. Other journals will start the service in the fall. The\nwholehearted support from educators with respect to this suggestion indicates that\nwe should have little difficulty in getting worthwhile articles published.\nReport of the Teacher\n\nTraining\n\nCommittee\n\nPaul Reed, Chairman\nThe problem:\nThree\n\nkinds of problems\n\nare met in attaining most\n\neffective instruction thru the\n\nintelligent use of the best visual aids available — production, distribution, and\nutilization. A lag in any one seriously retards development.\nThe major function of the Teacher Training Committee is conceived to be the\nprevention of retardation in the visual instruction field caused by the unintelligent\nuse of visual materials.\nSuggested\n\nprogram:\n\n1. A survey should be conducted within the next three months to obtain additional\ndata concerning the enrolment, the methods, and the results achieved in the summer\ncourses in visual instruction during the summer of 1938. It is suggested that in\nthe spring of 1939 the Department should cooperate with the Educational Screen\nin publicizing the courses to be offered and perhaps publish a folder listing offerings,\nto be sent to school superintendents emphasizing the needs for teacher training and\nthe opportunities available for their teachers.\n2. An effort should be made during the coming year to obtain data on the visual\ninstruction courses offered during the winter in teacher-training institutions pri¬\nmarily for undergraduates and in extension divisions for teachers in service.\n3. Consideration should be given to what efforts should be made to increase further\nvisual instruction training opportunities.\n4. A survey should be made of city school systems to determine what procedures\nare being followed in the in-service training of teachers in the use of visual aids.\n5. Data should be obtained on the materials of instruction actually used in courses\non the use of visual aids and the methods and procedures in their use. Both printed\nand visual materials would be considered. Needed materials should be determined\nand stimulation given to those who can provide them. It may be that additional\nmotion pictures and lantern slides can be created primarily for the instruction of\nteachers in the use of visual aids.\n6. There is need for an exchange\nthe classroom.\nAssistance\n\nof experience\n\nin actually using visual aids in\n\nneeded:\n\nThe assistance that is most needed in carrying on a worthwhile program in teacher\ntraining by the Department of Visual Instruction is the active cooperation of all the\nmembers of the Department. The members are advantageously located geographically\nand in position. They are the serious workers in the field of visual instruction who\ndesire to attain most effective instruction thru the intelligent use of the best visual\naids available.\n\n"}
{"page": 614, "printed_page": null, "text": "'\n\n.\n\n.\n\nr >.Il\n\n1\n\n1\n\n■■ .\n\n■\n\n.\n\n1\n\n-\n\n"}
{"page": 615, "printed_page": null, "text": "DEPARTMENT\nVocational\n\nOF\n\nEducation\n\n"}
{"page": 616, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nNOTE\n\nvocational\n\neducation\n\nwas\n\ndustrial section at Minneapolis,\n\nMinnesota,\n\n1875.\n\norganized\n\nSee\n\nas the in¬\n\nproceedings,\n\n1875:100. The name was changed in 1890 to the Department of Indus¬\ntrial and Manual Training. See proceedings, 1890:758. In 1899 the\nname\n\nwas changed to the Department\n\nings,\n\n1899:556.\n\nIn\n\n1914\n\nthe\n\nname\n\nof Manual\nwas\n\nchanged\n\nTraining. See proceed¬\nto the\n\nDepartment\n\nof\n\nVocational Training and Practical Arts. Since 1919 it has been known as\nthe Department of Vocational Education. This Department cooperates\nwith the ATatio)ial Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1938-39 are: president,\nCharles Sylvester, Director, Vocational Education, Public Schools, Balti¬\nmore, Md. ; 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 follows:\n1875 .100\n1876 \\237-291\n\n1877:218-252\n1879 -.203-223\n1880 :222-234\n18 81:239-251\n\n1881:129-172\n1883:xiv-xvi\n1884 :29 3-333\n18 85:248-274\n\n1886:479-498\n1887:539-550\n\n1889 :6 15-636\n1890 :7 57-808\n\n1901:646-682\n\n1914 :565-624\n1915 :8 15-846\n1916 :461-516\n1917 :431-472\n1918 :249-270\n1919 -.271-280\n\n1896 -.754-790\n1897 :7 36-7 54\n189 8:757-786\n\n1902 -.549-579\n190 3:595-664\n1904 -.593-630\n1905 -.557-590\n1907 :7 59-820\n1908 :7 39-798\n1909 :597-644\n1910 :595-788\n1911 :709-786\n\n1899:904-931\n\n1911:897-1000\n\n1924 -.987-1014\n\n1900 :491-504\n\n191 3:553-600\n\n1925:872-912\n\n1891:741-758\n1892:435-474\n189 3:588-614\n1894 :87 1-892\n\n1895:718-764\n\n1888 -.545-590\n\n[610]\n\n1910:269-270\n1921:851-858\n1922:1465-1480\n192 3:1025-1050\n\n1926 :965-996\n1927 -.971-1006\n\n1928:97 1-1004\n1929 -.945-972\n\n1930:931-954\n1931:965-994\n1932:801-816\n19 33:797-806\n1934 -.789-798\n\n1935:727-734\n1936:621-628\n1937:669-676\n\n"}
{"page": 617, "printed_page": null, "text": "MEETING\nPUPIL\n\nLOUIS\n\nTHE\nIN\n\nVOCATIONAL\n\nTHE\n\nV. NEWKIRK,\n\nJUNIOR\n\nDIRECTOR,\n\nNEEDS\n\nOF THE\n\nAND SENIOR\n— A bstract\n\nINDUSTRIAL\nCHICAGO,\n\nARTS\n\nFORGOTTEN\n\nHIGH\n\nAND\n\nSCHOOL\n\nELEMENTARY\n\nSCIENCE,\n\nILL.\n\nnpHERE is no longer a valid reason to foster a type of education in America\n-W- which does not meet the educational needs of 100 percent of our young\npeople. American schools must present a complete educational program with\nmore emphasis on vocational education. Secondary-school enrolment has\nincreased 2855 percent since 1890. The secondary school today must prepare\n15 percent of its pupils for college and 85 percent for life. This is a complete\nreversal of the situation that existed in 1890. There is no longer a justifica¬\ntion for requiring all high-school pupils to take the college preparatory or\npre-professional course.\nAmerica’s schoolhouses are empty too much of the year. America’s schools\nare only beginning to meet the challenge that has been placed on them by the\nneeds of our 128,000,000 people for a functional education that is truly\ndemocratic. The forgotten pupil in the junior and senior high-school is the\nresult of a school system attempting to meet the needs of the 85 percent\nwith a staff and equipment primarily designed to take care of the 15 percent.\nEDUCATE\n\nOUR\n\nYOUTH\n\nTO\n\nLIVE\n\nAND\n\nALSO\n\nTO\n\nEARN\n\nA\n\nLIVING — A bstract\nR. O. SMALL,\n\nDIRECTOR,\n\nDIVISION\n\nMENT\n\nOF\n\nOF VOCATIONAL\n\nEDUCATION,\n\nEDUCATION,\n\nBOSTON,\n\nSTATE\n\nDEPART¬\n\nMASS.\n\nOur people place great faith in education as evidenced by increasing appro¬\npriations therefor, and by mounting totals of pupils at schools of elementary,\nsecondary, college, and university levels. This faith arises from a conviction\nthat money spent for education is money profitably invested.\nFaith in established educational offerings is well founded\n\nwThen you test\n\nits validity by an educated individual’s potential ability to live a useful life\nat high levels of culture. But it is somewhat shaken when you test its validity\nby the traditionally educated individual’s equipment to earn a livelihood\nrequisite to meet economic demands at the cultural level for which his\neducation bids.\nSociety which depends for its economic prosperity upon technology and for\nits social development upon democratic procedures, requires a broad educa¬\ntion for all ; an education wThich teaches us to live but also teaches us how\nto make a living.\nWe vocational school people, in common with the traditional educators,\nhave many new responsibilities imposed by unemployment. We both have\n[611]\n\n"}
{"page": 618, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nschool systems ill-planned to meet the responsibility of properly serving the\nhorde of youth upset and stranded by its problems. Almost a generation of\nthem have as yet had no employment, and many are without the educational\nopportunity which could help them to enter remunerative employment.\nThis is society's responsibility. We school people are at present the agency\nprovided to discharge it. If the schools fail, some other agency will have to\nbe created to meet the need. Society will not escape the consequences when it\ndodges the issue on the score of cost. We cannot solve the problem by edu¬\ncating attitudes and leaving out marketable skills. It sounds good, but alone\nit will not turn in the pay envelope. A worker needs something else. He needs\nskill which industry is not organized to give. I propose that society prepare\nthose young people who are in school to adjust themselves from the life of\na pupil to that of a wage-earner. It should help those young people who\nout of school to find employment.\n\nare\n\nYouth is the seed corn of democracy. It must be saved and used if democ¬\nracy itself is to continue. The vocational teachers of the nation stand at the\ncrossroads where youth go out into society and meet the increased economic\ndemands of society. There never was a time when we had more to contribute\nor when it was more important for us to adjust to changing demands and\nto demonstrate our versatility and resourcefulness. Two different vocational\nprograms are needed: (a) the present unit-trade school organization for the\nsmaller group; and (b) a new type of vocational program organized along\nmore general lines and for shorter periods of training for the larger group.\nLet me summarize reasons for this new type of vocational opportunity:\n1. The need for protection of our long-term unit-trade opportunities for those who\ncan be best served thru them.\n2. The need for an organization of more general vocational courses for those who\nneed vocational guidance and help but who are unable to take the time or cannot\nprofitably pursue a long-term course of training.\n3. The need for helping to minimize the uncertainty of securing employment in\nnarrowing fields of specialized unit trades.\n4. The need for a program for beginners who may go no further than is offered\nin the general department, or may move to unit trades if desirous of so doing and\nif able to meet certain established prerequisites.\n5. The need for training on odd job levels where certain minors enter employment.\n\nThe objectives of the general vocational type of education should be:\n1. To develop in each pupil interest, confidence, and pride, and to show each one\nthat he or she can do good work in some socially worthwhile occupation.\n2. To develop in each pupil dexterity in doing a variety of semiskilled industrial\nprocesses and odd jobs, simple domestic and personal service jobs.\n3. To develop in each student the skills and knowledges which will assist him to\nget a job, and to advance to jobs most likely to open to him after a few years of ex¬\nperience.\n4. To develop good work attitudes and habits.\n5. To develop good social attitudes and habits.\n6. To bridge the gap between the academic school and industry by providing work\nand an environment somewhat like that of industry, by providing instructors who\nunderstand both industry and adolescents, and to secure a cooperative understanding\nof their work by the employers.\n7. To continue essential forms of general education.\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n613\n\nEducation\n\nGeneral education should aim to broaden, advise, try out, and orient\nthose pursuing its courses. General education should cover as long a period\nas the individual can devote to it. But when for sufficient reasons the indi¬\nvidual turns for an opportunity to train specifically for a calling, he should\nbe able to turn to real vocational courses, and vocational money should be\nused only for the courses which accomplish this end for him. This is honest\ntreatment.\nUnder legal provisions, vocational schools were established for a dominant\npurpose: to train or retrain for profitable employment. This is our charter,\nthis is our purpose — the reason for which these schools were established and\nthe financial support of the state and nation granted. We in charge of public\nvocational programs must accept this limit to our responsibility and not be\ncajoled or rationalized into diluting and dissipating our contribution.\nDEVELOPING\n\nTHE\n\nTRAINING\n\nDISTRIBUTIVE\nJACK\n\nMILLIGAN,\n\nThe program\n\nSUPERVISOR,\n\nPROGRAM\n\nFOR\n\nTHE\n\nTRADES — Abstract\n\nDISTRIBUTIVE\n\nEDUCATION,\n\nLANSING,\n\nMICH.\n\nof education for the distributive trades acts as a bridge over\n\nthe gap between the two present vocational programs — those for producers\nand those for consumers.\nScientific principles have been applied to our producing industries to such\nan extent that we find production far outstripping present possibilities of\ndistribution. Therefore, it is absolutely necessary that we develop more\nscientific distribution methods.\nApproximately\n\n280,000 of our youth between\n\nthe ages of eighteen and\n\ntwenty-four annually enter the distribution field. Here alone we have\njustification enough to carry on an extensive training program. Once having\nconvinced the school people of the necessity for this type of work in their\neducational program, the next step is to contact the various trades involved.\nCooperation of trade and merchants’ associations is absolutely necessary\nfor the efficient operation of this type of program. Advisory committees,\ncomposed of employers and employees and a representative of the schools,\nshould be organized to advise on training program\nstructors.\nThree\n\ntypes of programs\n\nand the selection of in¬\n\nare possible under the federal act, namely, the\n\npart-time cooperative, part-time extension, and the evening school. This last\nmay be conducted at any time, day or night, during the non-working hours\nof the worker, and is the most valuable aspect of the entire distributive educa¬\ntion program. The small business man is the backbone of our American busi¬\nness institution. As we aid him in carrying on his economic function on a\nmore scientific basis, so we give strength to the very roots of our economic\nsufficiency.\nIn a small community where segregation of trades is an impossibility, con¬\nference programs of training among the merchants may be instituted. In the\nlarger cities, however, it is well to segregate the classes. Groups should be\n\n"}
{"page": 620, "printed_page": null, "text": "National\n\n614\n\nEducation\n\nAssociation\n\norganized from among the hardware, grocery, dry goods, shoe, department\nstore people, and others, and should take up the discussion of the functions\nof merchandising as they relate to the specific needs of the members of the\ngroup.\nThere are four types of people to be trained in the distributive field:\n(a) the youth who anticipates entering this type of occupation, (b) the\nlearner, (c) the experienced worker, and (d) the owner and manager.\nWhen training is being considered for a specific trade it should be borne\nin mind that the program to be carried out should be one that is based on an\nadequate trade and job analysis. An adequate program of training for this\ntype of work should include full-time work in the eleventh grade, cooperative\nwork in the twelfth grade, comprehensive training programs for the young\nworker, and conference groups for the older workers and for owners and\nmanagers.\nIt is the trained youth who\nsucceeds.\nTHE\n\nSCOPE\n\nL. H. DENNIS,\n\nOF\n\nEXECUTIVE\n\ngets the job and the efficient worker\n\nA VOCATIONAL\nSECRETARY,\n\nPROGRAM —Abstract\n\nAMERICAN\n\nINC., WASHINGTON,\n\nwho\n\nVOCATIONAL\n\nASSOCIATION,\n\nD. C.\n\nWhen the secondary-school program for the ninth and tenth years becomes\nbetter adapted to the majority of youth in our secondary schools, the voca¬\ntional program for many occupations will then undoubtedly begin with the\neleventh or twelfth year. There will be a steady increase in the enrolment of\nhigh-school graduates in the various trade schools.\nOne is appalled when he comes face to face with the restlessness and\nfrustration of youth. It is not surprising that our institutions for juvenile\ncriminals are overcrowded, and that the number in these institutions increases\nas CCC camps are closed and the NYA activities are curtailed.\nThe vocational education program is not solely the product of our educa¬\ntional leadership. Rather is it the process of occupational adjustment de¬\nveloped by many of the various groups working cooperatively in the interest\nof youth in its effort to adjust itself to life’s work and opportunities. To\navoid expensive duplications and limitations in the variety of occupational\ntraining offered, it undoubtedly will be necessary to create larger units of\norganization and administration for vocational education. Except in the larger\ncities, a trade school should serve several school units instead of having its\nservices limited to the unit area in which it is operated. County, district, and\nstate vocational schools must undoubtedly be developed if we are ever to\ncreate an adequate system of occupational training.\nOur occupational adjustment scheme will not function effectively until we\nprovide adequately for the complete plan involving genuine job guidance,\nvocational training, a working placement system, and assistance in occupa¬\ntional readjustment and retraining. We have left the matter of job guidance\ntoo much in the hands of those who are not in touch with occupational needs\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n615\n\nand opportunities. As far as an effective placement service is concerned, we\nhave not yet even started to plan for such a service.\nThere are many who are familiar with vocational education conditions who\nbelieve there is a real opportunity for an unbiased committee familiar with\nactual conditions, limitations, and possibilities to make a reevaluation of the\nwhole scope and program of vocational education in this country.\nAn adequate and sound program of vocational education must, and will, be\ndeveloped in this country. The serious plight of our youth will in itself\ncompel this. The program will be produced by the educators of this country\nif they are equal to the serious challenge. But they must be prompt in meeting\nthe issue. Otherwise\n\nthey will find themselves on the curb watching the pro¬\n\ncession going by. It is our hope that we may find that our educational leader¬\nship is equal to the challenge.\nTHE\nARTHUR\n\nF.\n\nHOPPER,\n\nDULL\n\nNORMAL\n\nCBIILD\n\nDIRECTOR,\n\nINDUSTRIAL\n\nARTS\n\nSCHOOLS,\n\nPLAINFIELD,\n\nN.\n\nEDUCATION,\n\nPUBLIC\n\nJ.\n\nWho are the dull normal children of today? There was a time when we\nthought that the man who taught in the vocational schools was the dull\nnormal, and that boys and girls who\n\ndid not react very well to traditional\n\nwork belonged to the dull normal group. The situation has changed today.\nWe have coming into our high schools now a number of young people who\nbefore this present economic situation would have found work. A few would\nhave gone to vocational schools but the majority found their saturation point\nbeyond the eighth or ninth year of education. Some eight or ten years ago\nthey began to seek admission to high schools. They were failed term after term\nin the regular academic courses and eventually dropped out. They were not\nwanted by high-school principals and teachers. But as more and more came\ninto our high schools, we could not keep on failing 25 to 50 percent of the\nhigh-school enrolment so we had to find some way to help these young people.\nWe have been experimenting with a group of one hundred boys and have\nfound a number of things about them that might be interesting. Among the\nthings we have discovered is that the dull normal is not the fool he is often\nconsidered to be. The dull normal can do certain things, but not along tradi¬\ntional lines. We cannot put him into an ordinary English class and expect him\nto learn the classics. Twenty-five in our special class were put into a special\nEnglish class where the teacher expressed the desire to really help them\nprovided he was given free rein. He really liked boys and found that if they\nare given the things they can work with and see and understand, the results\nwill be surprising. In our experiment we graduated eighteen out of twentyfive at the end of four years — boys who otherwise would have been considered\nfailures and who would have dropped out much sooner.\nSocial adjustment is of much more importance for the dull normal child\nthan it is for the normal child. Most of our trouble is likely to come from the\ndull normal who goes out into the world and must compete with those who\n\n"}
{"page": 622, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\nhave the traditional education and are better able to cope with situations. A\nsympathetic attitude and better understanding on the part of the teacher will\nhelp to solve the problem. The dull normal needs more a specific and special\ntype of training. The problem is one we should tackle.\nINDUSTRIAL\nJOHN\n\nA.\n\nMC\n\nCARTHY,\n\nASSISTANT\n\nDEPARTMENT\n\nOF\n\nEDUCATION\nCOMMISSIONER\n\nEDUCATION,\n\nOF\n\nTRENTON,\n\nEDUCATION,\nN.\n\nSTATE\n\nJ.\n\nIf we look back over our programs for several years we find that our new\nprograms of today are just as different as last year’s style in automobiles.\nBut as we moved ahead we left behind those who needed training most. We\nleft behind many of those who could have profited by vocational education.\nOur schools became high-hat and began to deal with the more highly skilled\nphases of vocational education, thus depriving the ones among us who needed\nit most. It is necessary to have a special type of training for these people. It\ncannot be a technical type of training because some have not the interest and\nothers are not apt along those lines. We have extended our activities in the\nfield of trade and industrial education in the East and in the West. We are\ndoing a great many\n\nthings on the industrial level, on the skilled trade level,\n\nand on the technical level. We are supplementing our work for the dull nor¬\nmal — those who cannot work on the technical level.\nIn New Jersey we have the Trenton School of Industrial Arts, the Bordentown School of Manual Training, an Industrial School for Colored\nYouths, and then we have an institution in Hoboken, and the Newark Tech¬\nnical School. The movement started with the idea of preparing people for\nthe industrial occupations in this country, and as the narrowing influence\nwas there we had the outgrowth of the industrial arts program. We are mak¬\ning a big mistake if we attempt to confuse industrial arts and vocational\ntraining. The industrial arts program has not sufficient time and facilities\nand personnel for the trade preparatory work. The trade industrial groups\nwill have just as many deficiencies if they attempt to work in the field of\nindustrial arts. A true industrial arts program should be developed as an ex¬\nploratory program, as a guidance program, as an appreciation of leisure\ntime. The presentday industrial arts program is a worthwhile program for\ncarrying on industrial skills for consumer education. Our schools should be\norganized for the purpose of developing vocational skills. Part of our indus¬\ntrial arts program should be for consumer education. We must train youth\nto have an understanding in buying things — for instance, in buying house-/\nhold equipment. They should understand what constitutes a good piece of\nequipment — not necessarily how to build it.\nOur schools should also develop adequate guidance programs. We need\nmore definite knowledge of these occupations and what is happening in them.\nWe are in the same stage of guidance today as we were in vocational educa¬\ntion twenty years ago. We need an understanding on the part of school\npeople. What effect will pieces of legislation have on our young people ? How\nwill the social security program affect our young people and our teaching of\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nthe youth of tomorrow?\n\nof\n\nVocational\n\n617\n\nEducation\n\nIn the guidance program\n\nwe should concentrate on\n\nother things as well. Many of the young people have sufficient skills to get\njobs, but the reason they do not get them is because of personality defects.\nWe must train them in personality and adjustment. We are neglecting the\nmost valuable asset in the community if we fail to consider the final product\nof our schools as the manufacturer considers his product. If something hap¬\npens to the physical organization of the community, we can rebuild it, but if\nsomething happens to the youth of the community, the community is bound\nto suffer. In any guidance scheme we should have a guidance program.\nGraduates of our schools are finding that they need someone to consult in\ntheir individual problems, and they are not given these opportunities.\n\nB. FRANK\n\nKYKER,\nTION,\n\nDISTRIBUTIVE\n\nEDUCATION\n\nSPECIAL\n\nRESEARCH\n\nAGENT\n\nU. S. OFFICE\n\nOF\n\nFOR\n\nEDUCATION,\n\nIN\n\nCOMMERCIAL\n\nWASHINGTON,\n\nEDUCA¬\n\nD. C.\n\nWe are now reaching a point in connection with the business education\nservice of the Office of Education where we can render some service to the\nstates in the development of the program of distributive education. Until\nrecently I was the only staff member concerned with this program, and had\nbut one secretary. At the present time we have three professional workers,\none interested in the broad value of business education, of which distributive\neducation is an important phase. One of our members is in the research phase\nof distributive education, and a third is an agent in distributive education. In\na short time, just as soon as the Civil Service Commission completes the\ngrading of papers, we expect to add to that staff three additional agents in\nthe field of distributive education. We\n\ninvite representatives of state depart¬\n\nments, or any other group interested in our assistance, to call on the Com¬\nmercial Educational Service, and we will be glad to make available our per¬\nsonnel to cooperate with them in their programs in any way possible.\nIt has been our hope in the Office of Education, and I am sure it is your\nhope, that this somewhat new program in the field of distributive education\nwould get started without being subjected to criticism. Already our friends\nare beginning to bring to }mur attention some apparent mistakes which are\nbeing made. In connection with the development of the program so far\nforty-five of the forty-eight states and four territories have submitted state\nplans which have been approved on a temporary basis in order to get the\nprogram started ; in twenty of the forty-five states, state supervisors and\neither full-time or assistant supervisors or combination state supervisors have\nbeen appointed. Twenty states have some sort of supervision for distributive\neducation. The success of the program in the field of trade and industrial\neducation has been due to the fact that you have cooperated with employer\ngroups. The mistakes that have been made and some of the mistakes that\nwill probably continue to be made, have been due to the fact that the people\nin the states, and in the Office of Education, wffio are responsible for the\ninitiation of the program\n\nin distributive education, have not consulted with\n\n"}
{"page": 624, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nthose groups which are in a position to give help and advice. Two\n\nimportant\n\ngroups with whom we must work are: (a) recognized leaders of trade asso¬\nciations — retail grocers, dry-goods dealers, etc.; and (b) people engaged in\nvarious phases of business education on the secondary level, teacher-training\ngroups, and groups on the college level. Out of the experience of these groups,\nleaders in the field of business education and trade associations are in a posi¬\ntion to make a worthwhile contribution to help in developing this program.\nI should like to give a picture of the typical state supervisor of distributive\neducation who, either wisely or unwisely, is setting up these state plans with\nthe qualifications of state supervisors in distributive education. Most of them\nfollow a state industrial pattern. Many states are accepting trade and indus¬\ntrial experience in lieu of experience in distributive occupations. States are not\nrequiring very much work in merchandizing, retailing, salesmanship, adver¬\ntising, business management, etc. The tendency is to make a set of qualifica¬\ntions, which if carried out will not enable the state to get a well-qualified\nteacher-training group and will prevent the state from securing successfully\ntrained teachers and supervisors of distributive occupations.\nI hope that you people who are interested in the program, having had a\nsuccessful start, will work with these groups that represent the trade associa¬\ntions in the field of distribution and the other groups representing the field\nof business education. Distributive education is a more important phase of\nbusiness education because these two groups are anxious and willing and are\nin a position to make a significant contribution to the proper initiation and\nsuccessful promotion of this program.\nSECRETARY’S\n\nNew\nBusiness\n\nMeeting,\n\nYork\n\nMINUTES\n\nCity\n\nTuesday,\n\nJune 28, 1938\n\nThe meeting of the Department of Vocational Education was called to order by\nPresident Earl L. Bedell. He called for nominations for chairman and secretary for\nthe Department of Vocational Education of the N. E. A. but due to the fact that\nonly a few members were present at this session because of a conflicting meeting,\nit was moved by John F. Locke of Cincinnati, Ohio, that the business of election of\nofficers be deferred until the dinner meeting the same evening.\nThis motion was amended to read that a Nominating Committee be appointed to\npresent a slate of officers for the coming year to the members assembled at the dinner\nmeeting that evening. This motion was seconded and passed.\nMr. Bedell appointed the following Nominating Committee: Charles Sylvester,\nBaltimore, Md. ; J. Lovett, New York, N. Y. ; and Joseph Jeffryes, Newark, N. J.\nIt was suggested by O. L. Lefever of Los Angeles that there should be a greater\ndegree of integration between the National Education Association and the Depart¬\nment of Vocational Education, especially in the publication of papers read at the\nmeeting. It was suggested that copies be made available for distribution to all who\nwere interested in receiving them.\nSince there was no further business for discussion and the group was anxious to\ndiscuss the papers that had been presented, the meeting was adjourned.\n\n"}
{"page": 625, "printed_page": null, "text": "Rational c. Association\n‘Deans of Women\n\nof\n\n"}
{"page": 626, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\nassociation\n\nof deans\n\nNOTE\nof women\n\nassociated itself with\n\nthe National Education Association in 1918.\nThe officers of the Department for the year 1938-39 are: president,\nHarriett M. Allyn , Academic Dean, Mount Holyoke College, South Had¬\nley, Mass.; vicepresident, M. Eunice Hilton, Dean of Women, Syra¬\ncuse University, Syracuse, N. Y .; treasurer, Gladys C. Bell, Dean of\nWomen, University of Denver, Denver, Colo.; secretary, Esther A.\nDayman, Dean of Undergraduate Students, Mills College, Mills College,\nCalif.; executive secretary, Kathryn G. Heath, 1201 Sixteenth Street,\nN. W ., Washington, D. C.\nThe publications of the Department consist of a quarterly Journal and\nmiscellaneous monographs. The annual dues, $5, are payable to the execu¬\ntive secretary. Facts relating to the establishment of this Department and\nrecords of its meetings will be found in earlier volumes of proceedings,\nas follows:\n1918 :391-418\n19X9:393-426\n1920 -.357-364\n1921 -.407-420\n1922:693-794\n\n192 8:353-374\n1929:369-390\n1930:309-330\n1931 :393-414\n1932 -.337-356\n\n192 3:621-636\n1924 -.500-536\n1925 -.403-449\n1926 :425-458\n1921:391-418\n\n[ 620 ]\n\n1933:357-376\n1934:345-360\n1935 :311-326\n1936 :2 19-230\n1931:245-256\n\n"}
{"page": 627, "printed_page": null, "text": "RAISING\nHARRIETT\n\nM.\n\nALLYN,\n\nHADLEY,\nAll\n\nwords\n\nhave\n\nPROFESSIONAL\nACADEMIC\n\nMASS.,\n\nDEAN,\n\nMT.\n\nPRESIDENT\n\na definition\n\nand\n\na\n\nSTANDARDS\n\nOF\n\nTHE\n\nHOLYOKE\n\nCOLLEGE,\n\nSOUTH\n\nDEPARTMENT\n\nconnotation.\n\nThe\n\ndefinition\n\nis the\n\ndictionary meaning — the accurate, scientifically correct meaning. The\nconnotation forms the aura around the words — the acquired meaning, the\nflavor, so to speak, of the word, its taste as one rolls it “as a sweet morsel\nunder the tongue.” The phrase “raising professional standards” has its bed¬\nrock signification, and of that we shall speak presently, but it has also its\nconnotation. When I hear the words I see a delightful picture of a procession\nof deans, marching bravely along, each with a banner held triumphantly\nabove her head, each raising her standard valiantly, each in dead earnest fight¬\ning for a Cause with a capital “C.” I suppose that picture comes out of the\nera of the feminist movement, the votes-for-women parades, and the Mrs.\nPankhurst campaigns.\nToday we do things differently. Today we think we are calm and strong\nin our campaigns. We fondly believe that we are waving invisible banners\nwhich are more effective than the material ones our predecessors released to\nthe breezes. We still have our standards and they are perhaps even more im¬\nportant to the success of our work than before. It is those standards that we\nare to consider at this meeting.\nThe dictionary definition of the words is quite different from the connota¬\ntion. The New Oxford Dictionary says that the word “profession” indicates\nthe practice of a vocation, and the word “standard” a required degree of some\nquality. These definitions raise three questions: First, is the work of a dean or\ncounselor a profession ? Second, if so, what standards are those whose degree\nwe must raise? Third, why raise these standards?\nThat the work of a dean or adviser is a profession is axiomatic. There is\nno doubt about it. The only real question is that of the extent to which we\nourselves and the public in general recognize that fact. You may have heard\nthe description of the work of a dean which has been given by the Reverend\nRockwell Harmon Potter, dean of the Hartford Foundation. He is very\nmuch of a wag, and also much of a Greek scholar. He decided to do a bit of\nresearch on the subject, and after poring thru many tomes he traced the word\n“dean” back to an ancient Greek dictionary wherein he discovered that it\nmeant “covered with dust,” and signified a runner powdered with the dust of\nhard service. Therefore he concludes that a dean is the person who “does the\ndirty work.” Perhaps that is not exactly a description of a profession, but\nthere are times, I know, when we all feel it is a pretty clear and accurate\npicture !\nThe\nwoman\n\nhistory of the dean’s position is not sufficiently known. The first\nto have the title of dean of women is said to have been Mrs. Alice\n\nField Johnston at Oberlin. Oberlin was the first coeducational college to\n\nl 621 ]\n\n"}
{"page": 628, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\ngrant degrees to women, and under those odd and rather doubtful circum¬\nstances it seemed necessary to have a woman especially to look after the wel¬\nfare and needs of the daring and progressive women students. Since that\ntime it has been an increasingly common and an increasingly important posi¬\ntion not only in the colleges but in the secondary schools as well.\nThere are many beliefs current about the position ; their variety and range\nis great, and there is both truth and misunderstanding in the popular ideas.\nFor example, a dean is a mother, or a big sister in the minds of many, a kindly\nsoul, halfway between a hen with ducks and a social case worker. Others con¬\nsider her “the campus G-Woman,” to use the title of an article published a\nyear or so ago. She is, they think, the disciplinarian of the school, the snooper,\nthe spy, the judge, the jury, and the hangman\n\nall in one.\n\nAt the opposite extreme is the idea that she is a lofty sort of vice-principal\nconcerned only with policies and plans, records and teaching, a sort of im¬\npersonal A. O. — which stands for Administrative Officer.\nSomewhere in between these extremes lies the truth about the dean and\ncounselor, the concept grasped by a few bright souls among the educational\nadministrators and perhaps even more clearly by the students themselves. To\nquote from a brochure, The Dean of W omen in the Institution of Higher\nLearning , published by the Research\n\nCommittee\n\nof the National\n\nAssociation\n\nof Deans of Women: “The central task of the dean of women is to study\nthe individual and ‘to do what that study shows to be desirable and neces¬\nsary.’ ” This is as broad a description as possible and thus can include the\nwork of the various kinds of deans and counselors.\nThe number of women who hold the position or do the work, whether\nwith or without the title, reaches into four figures. It is impossible to take a\ncensus because the titles vary so markedly and so large a group bear no title\nat all. There are deans of women, deans of personnel, deans of residence,\nacademic deans, deans of girls, advisers, counselors, vocational guidance\nofficers, etc. That the deanship as the practice of a vocation is a profession is,\nthen, evident. It is so recognized and it has its standards of excellence.\nWhat are these standards? They are concerned with ability to perform the\ncentral task of studying the individual and doing those things which are\nshown thereby to be desirable.\nIn the first place, it is necessary for us to raise the standard of our under¬\nstanding of the individual. It is all very well to pride ourselves on an in¬\ntuitive knowledge of people and it certainly is a fine asset to have that sensi¬\ntive and keenly imaginative grasp of a situation and of a person which is\nthe great gift of a few favored deans. But for most of us understanding must\nbe helped out by more definite and laborious methods. There are many books\nand articles on this subject. There are ways and means devised to assist us in\nthe task of knowing our students. Guesswork is dangerous and inefficient\nunless it be so soundly based on information that it really becomes inference\nand conclusion rather than guessing and snap judgment. We must study\ntechnics.\nYou may ask to what technics I refer. There are many, but one of the\nmost helpful is the use of diagnostic tests. There is a whole battery of these\n\n"}
{"page": 629, "printed_page": null, "text": "National\n\nAssociation\n\nof Deans\n\nof Women\n\n623\n\nand some of you will need certain ones and others a different kind. If you\nare doing educational advising you may need vocabulary and reading and\ncomprehension tests, or the Scholastic Aptitude Test of the College Board,\nor any number of other guides to the understanding of the intellectual\nabilities or disabilities of your girls and boys. If you are a vocational adviser\nthere are many vocational interest or aptitude tests. If you are working\nfor character development, you can find sets of questions designed to show\nyou the moral fiber of your advisee.\nTo be sure, there is a great difference of opinion as to the value of all\nthese tests and questionnaires. Perhaps the chief reason is that some advisers\ntend to rely upon them too much or to use them too mechanically. Just as\na physician makes much use of laboratory tests in diagnosis, but never relies\nupon them solely or without the patient’s history and observational data\nas well, so we cannot draw conclusions from them without taking into ac¬\ncount the total sum of information obtainable about the student in question.\nCommon sense is the greatest aid in interpreting the results of these tests.\nTo these results should be added what may be called case histories — all the\npertinent data you can gather about the girl and her history. Illustrations\nof the type of history and suggestions of ways of obtaining it are available\nin many books. It should certainly include the girl’s own ideas about the\nmatter in question as well as the objective material.\nTo bring together all your information into usable form you will need\nthe best possible system of records and files. By that I do not mean the\nmost complex or voluminous ones. The simplest and most concise may be\nthe best. Certainly the system has to be one suited to your own particular\nneeds and mental makeup before all else.\nSome of these technics are essential, but not all. Selectivity and discrimina¬\ntion must be used. To ignore them completely is foolish and to fail to make\nuse of some of them is distinctly old-fashioned — which is anathema to a\nmodern dean, of course. (And a word in your ear. Some of the gentlemen\nwho are becoming so intensely interested in personnel work just now think\nyou are old-fashioned just because you do not know\nand methods. You cannot afford that!)\n\nthe latest on these tests\n\nThe other part of the definition of the test — to do what the study indicates\nas desirable and necessary — is far more difficult. This, however, is the\nreason for all the study and the real reason for being a dean. In order to\nraise the standards of effectiveness in this very important part of our\nwork we need to secure much information and we need to practice and\ndevelop much\n\nskill. The\n\ninformation\n\nneeded\n\nis concerned\n\nlargely with\n\nmethods of bringing about results, for results are what we want. By read¬\ning, by conferences, by correspondence, and by experimentation we can\ngradually acquire thru the years a wide and pertinent fund of informa¬\ntion about our job. The National Association of Deans of Women is just\nbeginning the publication of a Journal and in that quarterly will be articles\nby experienced persons, lists of books of professional value, and a question\nbox whose queries will be answered\n\nby “those who\n\nknow\n\nall the answers.”\n\n"}
{"page": 630, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nThere is the magazine Occupations and the one called Higher Education ,\nthe Journal of the National Education Association, and School and Society.\nThere are many others which there is not time to mention.\nAttendance at conferences is valuable not only because of an occasional\naddress which meets some need but also for the opportunity of comparing\nnotes and of gaining the stimulus and esprit de corps that comes from\nassociation with colleagues engaged in the same work, facing the same\nproblems, and striving for the same goals.\nSelf-development is an absolute necessity. The dean’s own personality\ncannot run to seed. “. . . how wilt thou say to thy brother, Let me pull\nout the mote out of thine eye; and, behold, a beam is in thine own eye?”\nIf we ourselves are not logical thinkers, how can we call for clear judgment\non the part of our pupils? If we have neither initiative nor resource how\ncan we expect to develop it in others ? Most of all we need an interest in the\ngirls themselves, or rather in their problems and their needs. Without that,\nas without charity, we are “become as sounding brass or a tinkling cymbal.”\nTo my mind that is exactly the trouble with some of the so-called personnel\nwork which collects data, assembles and records them, but never makes\nany real contact with the “cases” concerned, cares nothing for them\nreally, and never tries to make the facts lead onward to a more satisfactory\nadjustment or a greater good. “What you are speaks so loudly I cannot\nhear what you say,” said Emerson. Our own breadth and depth, our own\nkindness and sympathy, our own ambition and character make more dif¬\nference to our students than any amount of counsel or advice.\nAll these standards can be raised by study of books, by conferences, by\npractice. But for those of us who are still young there is another and quicker\nway — the way of definite professional training in a school designed for the\npurpose. There is an increasing number of such courses of study in various\nuniversities. They are still in the experimental stage as much as the idea that\nour work is a profession for which one may actually study and prepare is a\ncomparatively new one. But these courses are doing an excellent piece of\nwork and the number of young women who enter them is rapidly increasing.\nThere is one final standard of which I wish to speak and it is an important\nand much neglected one. It partakes more of the character of the flying of\nbanners, for it concerns the disseminating of information regarding our\nwork. As we have said, the position of dean or counselor is little understood.\nFor the sake of the profession it is necessary that we make it better known.\nWe have the duty of educating the public. If we believe in the value of the\nwork we must improve the possibilities of its success. In papers and magazines\nand books, by addresses and the radio, in conversation and in correspondence\nwe must make it known to schoolmen, to parents, to teachers, and to the\nstudents themselves.\nThis leads us then to the last question, Why raise these standards? For\nseveral reasons. First is a personal reason of the dean, that she may herself\nbe a success, because the deanship is a profession and everyone who succeeds\nin it is bound to keep up with the times, bound to improve in order to do\nan outstanding piece of work. The second is to enhance the profession in the\n\n"}
{"page": 631, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nDeans\n\nof\n\n625\n\nWomen\n\neyes of the world because the profession itself demands it lest misunderstand¬\ning of the work arises. Indeed misunderstanding has already arisen. Hence\nthe profession is in some places in bad repute and the post of dean or counselor\nhas been eliminated. There is a growing tendency to stress the mechanical,\nthe research part of the work, under the name of personnel work. This\nterm should be more carefully and accurately used. It should include not\nonly study, but also practical application of the facts discovered, application\nto the task of betterment of the situation in question. There should be no\ndistinction between the terms “personnel’’ and “guidance,” for personnel\nwork should include guidance. A part of our task is to keep these two things\ntogether — study and guidance — and to make a complete whole of personnel\nwork.\nThe reason which is paramount, however, is of course that of benefit to\nthe students. The aim of our entire work is to benefit them, to help them to\nmake themselves clear thinkers and strong characters, to show them the joy\nof right and of common sense, and to lead them to a keen appreciation of life.\nIS GUIDANCE\nMRS.\n\nANNA\n\nY. REED,\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nA\n\nRACKET?\n\nPERSONNEL\nNEW\n\nYORK,\n\nADMINISTRATION,\nN.\n\nNEW\n\nYORK\n\nY.\n\nThe time is ripe, the walrus said\nTo speak of certain things\nOf tests and clinics and interviews\nOf guidance queens and kings.\nHow guidance rackets each in turn\nClip other rackets’ wings.\n\nA variety of reasons has influenced me to speak to the interrogation, “Is\nguidance a racket?”\nFirst, “guidance\n\nas a racket” seems\n\nto be the only possible definition of\n\nguidance not preempted by others and I feel that a rather important point\nof view on guidance has been overlooked. Squatter rights were possible on\njust one claim. It looked promising and I ventured to register my claim.\nSecond, when\n\nthe times are “out of joint” rackets of all types spread their\n\ntentacles thruout a socially-minded democracy. The\n\npower\n\nof each control\n\ngroup rises and falls with the times and with the ability of its special “brain\ntrust” to expand its own wings and to clip the wings of other pressure groups.\nThird, of the ultimate painful results of such procedures\n\nthe G-men\n\nof\n\neducation appear to be either blissfully ignorant or totally neglectful.\nFourth,\n\nmy\n\nown\n\nhistorical perspective has been greatly enriched\n\nby the\n\ncapers of the various competing guidance groups which have sprung up like\nmushrooms and, like mushrooms, have often been hard to distinguish from\ntoadstools. As the panorama of rackets, each in charge of its reigning queen\nor king, has passed across the stage I have been able to record for posterity\nmuch of the sediment, sentiment, resentment, or improvement which each\nhas left in its wake.\n\n"}
{"page": 632, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\nAssociation\n\nFifth , verily, the time is ripe to speak of certain things. Since I have\n\ngrown old in observation and thought, and since I am still young in spoken\nwords, a mere infant in publication, and stillborn as far as organizational\nprominence is concerned, perhaps I can speak of these certain things with\na better degree of impunity than can some others. Undoubtedly the task\nshould be undertaken by someone.\nA considerable number of guidance rackets might be called to the bar of\njudgment before a tribunal of this composition. Three or four, and the\nsuggestion that others are awaiting your attention, are sufficient for the\npurpose and the occasion.\n1 shall speak to you in the language of the day. I shall offer you little\ndefinite factual evidence in support of my thesis — that part is best left to\ninference. Those who have served long in the field will infer quite accurately;\n1 trust those who are new to the field will not infer that I have seen visions\nand am advocating guidance predicated on dreams.\nFirst, then, let us give our attention to the Monopoly racket. Alphabetical\nguidance agencies owe their origin to private initiative extending backward\nmany years. 'The N. V. G. A.1 was a sort of family-operated business until\nafter the World War. So was the N. A. D. W. and some others. Recently\nguidance agencies have multiplied manifold, competition has become very\nkeen, mergers have been instituted, and holding companies have increased\nin popularity. Progress has reached the point where it is not wholly popular\nto be popular. The very bigness of these pyramided\n\ngroups is raising ques¬\n\ntions as to the effect of massing so many undistributed “prophets” within a\nsingle group. Investigations looking toward redistribution of prophets or\ndissolution of certain organizations are suggested. There are backstage\nrumors of a Fair Guidance Standards Board empowered to visit states and\ncities and see that guidance procedures conform to the provisions of the\nact. Or, if that does not work out, a Guidance Regulatory Authority might\nbe established. Either scheme would make guidance interstate commerce and\nhence amenable to the dictates of a N. G. R. B. But either would afford an\nopportunity to abolish certain “cockeyed” groups regarded by other “cock¬\neyed” groups as undesirable cogs in the guidance assembly line.\nForestalling action in harmony with his New Deal philosophy, one\nalphabetical holding company is about to be self-liquidating and to fold up\nits wings under the benign and scholarly auspices of one of our most astute\ncorporations.\nThumbing its nose at dissolution threats and disagreeable prophecies, a\nbudding would-be monopoly goes merrily on its way under the immediate\ndirection of an alphabetical agency born and bred in the right wing of the\nNational Alphabetical Foundling Hospital. Another benign and scholarly\nagency acts as its holding company.\nThe production capacity of this agency is high ; its undiminished prophets\nare accumulating. Two of its subsidiaries, as a result of exceptional research\n1 Abbreviations used in this article stand for the following: N. V. G. A. — National Vocational Guid¬\nance Association: N. A. D. W. — National Association of Deans of Women; N. G. R. B. — National\nGuidance Relations Board; A. C. G. P. A. — American Council of Guidance and Personnel Associations;\nN. E. A. — National Education Association; and WPA — Works Progress Administration.\n\n"}
{"page": 633, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nDean\n\nof\n\nWomen\n\n627\n\nability, have put sufficient indispensable guidance material on the market to\nencourage\n\none of its master salesman to make\n\nthe unproved\n\nbut brave an¬\n\nnouncement, “Guidance is now possible.” One wonders, when the noise and\nshouting is loudest, what the scholarly researchers think!\nCredit for monopolistic practices is due to the method of selecting queens\nand kings who are to sit on this Guidance Olympus and presume to say\n“thumbs up or thumbs down” on guidance thoughts and procedures. Who\nare welcome on the Council? Presidents of alphabetical agencies who can\nline up applause; college officials who have persona grata claims, endorsement\nability, or fund-raising claims; personnel officers whose names appear often\nin the press, those who talk much and talk themselves forward easily and\nrather well; and those who firmly believe that God loves a cheerful giver\nof opinions — these are welcome.\n\nThe\n\nmodus\n\noperandi of this agency is\n\n“pronouncements,” a method readily absorbed from the local atmosphere.\nA third alphabetical agency not quite a merger or yet bold enough to usurp\nthe functions of a holding company but coming along rather well in the\ntotal picture, is the A. C. G. P. A. Perhaps this agency should be considered\na coordinator of alphabetical agencies. May its success be greater than that\nof its federal counterpart !\nOutsiders looking in are coming to regard this multiplicity of alphabetical\nagencies as the problem children of the guidance movement. One net result\nof their activities is that the guidance field is broken up into conflicting\ncamps, each sticking its tongue out at the other and while, like sensible\nnations, they do not declare war, one suspects that were any one of them\nsure of the outcome, it would like to give its competitors a realistic taste of\nArmageddon.\nThe Publicity racket is probably entitled to second place in a limited\nselection group. There is always more or less yearning among educators\nfor the fleshpots of publicity. They have not been slow to grasp the publicity\nvalue of guidance or have they overlooked the wide variety of ways in which\neducators in no way identified with the guidance movement might write\nthemselves forward without the camouflage being detected.\nA strictly up-to-the-hour example of publicity is known as the Fan Tour\nwhereby certain unsophisticated superintendents of schools, for certain con¬\nsiderations, are to “whoop it up” at home and abroad for vocational guidance\nor vocational education or something else with a vocational prefix. As an\nadvertising stunt this particular piece of publicity is almost perfect. But\nthose who have long memories will turn back the pages of history to the\n1931 meeting of the National Education Association where, in a symposium\non “How a Guidance Department Aids the Superintendent in Performing\nthe Functions of School Administration,” seven school officials agreed that the\nvocational guidance program was the mainstay in their community pub¬\nlicity program. Those who have even longer memories will turn back to the\nwar period and recall that several of these same school systems had operating\nvocational guidance programs without any “whoopee” and now they are to\nwipe out history, start over, tour, establish, report, tour again after a year of\nsuccessful establishing, confer with and inspire their less progressive con-\n\nI\n\n"}
{"page": 634, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\nfreres. Truly a guidance merry-go-round. Some of these superintendents\nwhose memories are good must board the touring car with their tongues in\ntheir cheeks. Just what it will contribute, other than a good loud racket,\nnot even an undistributed “prophet” would venture to predict.\nTurning from this example of streamlined publicity to more\n\npersonal\n\ntypes, one discovers many funny little horse-and-buggy-day rackets engaged\nin as extracurriculum activities by those who must keep their names con¬\ntinuously before the public. Guidance has proved to be a good avenue both\nfor publicity and for royalties and so the ink flows faster and faster in\nguidance pens. Magazine articles are a good medium for publicity, one\ncomplete article being good for four appearances — one each from start to\nfinish and from finish back to start, and one each from the middle back to\nstart and from the middle back to finish. It is a great game, often very\nskilfully played. Definitions of guidance have been fruitful themes for this\nsort of publicity. With my own claim to squatter rights today, it seems as\ntho the last of the fifty-seven varieties must have been preempted. Guidance\nis now available for personal adequacy, for how to make friends and influence\npeople, for how to live alone and like it, for orchids on your budget, for\nstock buyers, for men who cannot tell whether or not their head fits a hat,\netc. We seem to have approached the ultimate of confusion in this respect.\nGuidance has become a meaningless term — a commercialized racket. It\npromises, as the late Dr. Robinson remarked relative to another terminology\nracket, “to burst its skin and disappear from the language.”\nIf the publication racket keeps on, both periodical and book, the queens\nand kings of the Guidance Olympus may need to call upon the WPA to\ndispose of our surplus product.\nProfessional Preparation for Guidance is the third racket to which I would\ninvite your attention. As part and parcel of the nationwide recruitment orgy,\nthis racket has been universally condemned as a disgrace to higher education,\nand recently has been dealt some sledge hammer blows by leaders in that field.\nOn the institutional side one finds publicity, recruitment, bigger registra¬\ntions, bigger budgets, more instructors, and more classes. On the student side\none finds accumulation of courses and credit points, alphabetical parapher¬\nnalia trailing their names, course requirements to meet certification, and\npreferential recommendations for positions. If service to youth be a major\nobjective of guidance, then, one of the biggest and wickedest of all guidance\nrackets is the competition on one hand, and the collusion on the other be¬\ntween agencies which attempt to monopolize the selection of those who shall\nbe counselors.\nCertain pronouncements\n\non the subject of professional courses come\n\nto\n\nus direct from the Guidance Olympus: “One institution advertises over one\nhundred courses for the training of personnel workers.” Of course every¬\nbody knows, personnel workers best of all, that anything over ten to fifteen\ncourses must be credited to the course duplication racket, if would-be coun¬\nselors are supposed to have any basic education to begin with. A second\npronouncement states that “organized classes may deal with both educational\nand vocational guidance in one course.” What a concession in this day of\n\nI\n\n"}
{"page": 635, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nDeans\n\nof\n\nWomen\n\n629\n\narticulation, synthesis, and total situation! Finally, “organized courses in\npsychology, sociology, statistics, mental hygiene” and principles of this, that,\nor the other are “indispensable.” Indispensable to what? University budgets\nor effective counseling?\nCertainly such pronouncements represent progressive education with a\nvengeance. Perusal of the Bible indicates that St. Paul was familiar with\nmost of the principles and practices of good counseling without the benefit\nof organized courses. He sensed problems, found points of contact, secured\ninterest, captured attention, framed and called forth questions, drew con¬\nclusions, and shaped appeals. His counseling methods recognized individual\ndifferences and distinguished between different temperaments and disposi¬\ntions. What more does one need? Nothing. Certain victims of these modern\ntraining programs have found a minimum return on their investment by\ndeducting on their income tax blanks, as contributions to philanthropy, the\ncost of the courses.\nFurther\n\ninvestigation shows\n\nthat one\n\nalphabetical agency\n\nright-hand supporter of the training racket has a Committee\n\nwhich\n\nis a\n\non Professional\n\nStandards with eight specific proposals which “if given proper research\nattention might lead to adequate and valid norms.” Norms for what?\nExplanation of the program implies a hookup with the testing racket ac¬\ncompanied by a still hunt for a Guidance Quotient as a prerequisite to ad¬\nmission to the brotherhood. Another group is worried about standardizing\nthe interview. The right side of the mouth of this group preaches individual¬\nization of education, while the left preaches standardization of the only\nunstandardized method of attaining such individualization. Surely a Pro¬\nfessor of Logic is needed to help out here! A third group pins its faith to\nI. Q.’s and other ingredients of psyclones. It buries its head in batteries,\nprofiles, clinics, case histories, and the like to such an extent that it is unable\nto see the guidance forest because of the psychological trees. When this par¬\nticular group has a little time off for extracurriculum activities, it engages in\nhurling dead cats into the vocational information camp altho no one has as\nyet seen any cats making the return journey.\nMay I commend to you the annual production, “Vocational Guidance\nFollies,” which is an expose of these stereotyped training programs, written,\ndirected, and produced by one of the few creative artists of the guidance\nmovement. A feature of the 1938 edition was the commitment of the\nguidance racketeers to “The Hottest Spot in Hades.”\nTruly guidance is a very hazardous occupation both for those who give\nand those who receive.\nBecause I belong to that discredited group of educators who still place\nsome value on the lessons of the past, I have tried to say what I had to\noffer you today in the language of the day and to base it upon presentday\nhappenings.\nTo some it may seem rank heresy to express even the slightest suspicion\nthat guidance has been overexploited, and that the movement itself has\nbecome an exploiting agency ; to imply that some of its most ardent advocates\nare exploiting both youth and age ; to suggest that participation in rackets of\n\n"}
{"page": 636, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nany type is totally incompatible with service to individuals on the basis of\nindividual needs. Organizations of the right type should be supported and\nencouraged, so should publicity, training programs, and counseling service.\nBut as rackets they are exploiters of humanity.\nWhen one fad follows another in rapid succession, when leading minds\nflit from one objective and one method. to another with alarming rapidity,\nit is not easy for us to distinguish the ground swells of thought from the\ncross currents and surface waves. Guidance is under a cloud. One scans the\nhorizon in vain for a single indication that the racket era of guidance has\nreached its peak. It has been too loudly preached by the Babbitts of the\nmovement; it is carrying too much excess advertising baggage; its brain\ntrust is too large, too inexperienced, too self-conscious, and too well pub¬\nlicized.\nWhat a panorama of effort to hew first to one line of thought and then\nto another; to extricate the leaders first from one dilemma and then from\nanother! What a Tower of Babel situation on terminologies! With the\nvocational guiders operating on the right and the educational guiders on\nthe left ; with the psychometrists and psychologists operating on every avail¬\nable guinea pig, the sociologists hot on the trail of “case material,” and\nthe political economists messing up the “total situation,” where do homeless\nyouth and submerged adults come in ? They still wander along the highways\nand byways, in spite of the fact that there is a popular belief that the tax¬\npayers of the country are furnishing an effective guidance service.\nThe times demand alertness on the part of all personnel workers lest\nanother noble experiment end in a second-class racket.\n\nMy answer to the question of the hour — “Is Guidance\nis in the affirmative:\nAnd so I say the time has come\nTo challenge certain things;\nTesting, training, publishing,\nEven guidance queens and kings\nWho seek youth’s time and confidence\nAnd give him doughnut rings.\n\na Racket?” —\n\n"}
{"page": 637, "printed_page": null, "text": "Rational\n\nCouncil\n\n<1Administrative\n\nof\n\nWomen\n\nEducation\n\nin\n\n"}
{"page": 638, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof\n\nNOTE\n\nadministrative\n\nwomen\n\nin\n\neducation\n\nwas\n\norganised in Oakland, California, in 1915 by a group of women in attend¬\nance at the annual meeting of the National Education Association. One\nof its purposes set forth in its constitution at that time was to strengthen\nthe friendly and professional relations of administrative women in educa¬\ntional work and to maintain high professional standards among them.\nSince its organisation the Council has held two meetings a year, one\nin February and one during the annual meeting of the Association in the\nsummer. At the Atlantic City meeting of the National Education Asso¬\nciation, application was made to the Board of Directors for the admis¬\nsion of the Council as a Department and favorable action on the applica¬\ntion was taken by the Representative Assembly on Friday morning, July\n1, 1932.\nThe officers of the Department for the year 1938-39 are : president,\nMrs. Ines Johnson Lewis, State Superintendent of Public Instruction,\nDenver, Colo.; vicepresident, Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va.; secretary, Mrs. Margaret\nMendenhall Smith, Principal, Ebert School, Denver, Colo.; treasurer,\nMargaret C. Mackintosh, Principal, Public School 140, Brooklyn, N. Y .;\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, Tenn.; Agnes Sam¬\nuels on, State Superintendent of Public Instruction, Des Moines, Iowa;\nMary Elizabeth O'Connor, 158 Highland Street, Taunton, Mass.; Caro¬\nline S. Woodruff, Principal, State Normal School, Castlcton, Vt.\nFacts relating to the establishment of this Department\nof meetings are found in earlier volumes of proceedings\n1932:261-262\n19 33:269-274\n\n1934:265-272\n1935:251-254\n\n[ 632 ]\n\nand the record\nas follozvs:\n\n1936:157-160\n1937:173-176\n\n"}
{"page": 639, "printed_page": null, "text": "CURRENT\nBLANCHE\n\nCOLTON\n\nWILLIAMS,\n\nLITERATURE\n\nHEAD,\n\nCOLLEGE,\n\nNEW\n\nDEPARTMENT\nYORK,\n\nOF\n\nENGLISH,\n\nHUNTER\n\nN. Y.\n\nAmericans, who make more books and buy more books than any other\nL nation on earth, are reading more and more of the many that fall with\nincreasing rapidity from latest model presses. The list of published volumes\nfor the latest year tabulates around ten thousand ; and if we make allowance\n\nfor duds, a sizable number keeps alive established publishers, many flourish¬\ning with not infrequent hundreds of employees, and entices into existence\nnew firms.\nNo worthy script is lost — I might say no script is lost — for if one pub¬\nlisher refuses, another buys it. The general level of literature this first half\nof 1938, one surmises, is higher than any past level ; but this is not to say that\nindividual peaks are higher. Perhaps we have reached also a new low level.\nLandmarks of the past tower above us and will continue to stand, serene and\nlofty; no publication this year has approached anything like immortality.\nWhat kinds of literature are in vogue just now? How far do authors\ncontinue past vogues? Are there signs of new directions? Who are the\nreaders and why do they read?\nIt is brainless to state that fiction and fact continue to mark the two great\ndivisions, but not perhaps to observe that they encroach upon each other, or\nthat countless young versifiers are springing up, undergrowth beneath taller\nneighbors; neither is it footless to notice that the two chief divisions meet in\nthe apparently consciously cosmic purpose of categorizing and describing and\nnarrating about every spot under these glimpses of the moon, and, as it\nshould be, about men and women and their activities. Every day the earth\nvisibly contracts: it must have been just about 1000 times as large in the days\nof Queen Victoria and Grover Cleveland as it is today. Thru wireless photog¬\nraphy, radio, and television what is happening in Palestine or Tibet flashes\nbefore us even while it happens, and the question that determines the per¬\npetuation in printer’s ink of any happening beyond today is, “Will it be too\nmuch out of date, out of mind, before publication in book form?” Inciden¬\ntally, journalism increases daily in value and importance; newspaper men\nand women are among our best writers. W e find in any reputable news sheet\nthis morning much material as “literary” as that we shall find if we go to\nthe bookshop and select at will from past and present authors. As a matter\nof fact, all literature is journalism, or was. That which has survived was\njournalistic but escaped by the law of survival and floated down the stream\nof time to please us, descendants of those who read what was written for\nthem.\nShrinkage of the earth means\n\nthat we are informed\n\nto the minute about\n\nwhat used to be far-off nations. We read with eagerness this year of Poland,\nand as heretofore of Hitler and Mussolini, and with renewed interest of\n\n[ 633 ]\n\n"}
{"page": 640, "printed_page": null, "text": "National\n\n634\n\nEducation\n\nAssociation\n\nChina, Japan, and Spain. The National Faith of Japan, by D. C. Holtom,\nwe shall be reading in July, as in May we were reading Guns and Castanets\nby a quartet including E. Hemingway and Elliot Paul, and Towns and\nPeople of Modern\n\nPoland,\n\nby R. M.\n\nMcBride.\n\nThis literature of knowledge, and occasionally of power, further expresses\nitself in history, biography, autobiography, and with what appears to be\na new underlying cosmic impetus, to clear up everything that ever happened\nas well as to suggest the unified plan of some divine power, the meaning of\nthe universe. Informative works are every day available, interpreting anew\ndominant figures of past years for an age that welcomes the interpretation,\napprehending the truth about past figures as they did not even themselves\napprehend. I refer only to the recent lives of Darwin,\nstrong’s revivification of Fanny\nTwain,\n\nKemble,\n\nto Margaret\n\nto the Western\n\nby Ivan Benson, or to the intimate biography\n\nArm¬\n\nYears of Mark\n\nof A. E. Housman,\n\nby his brother Laurence ; but I could fill my allotted fifteen minutes by\nmerely listing titles of books that this year have recreated the past and made\nit live again. A not dissimilar principle of interpretation, except for lack of\nthe perspective afforded by time, illumines the present. For example, every\nday many persons wish to know more about President Roosevelt. Emil\nLudwig’s errorful but readable volume which appeared in June, with its\nflaws illustrating the mad haste of today, is right in representing the Presi¬\ndent’s desire and purpose to obviate revolution and to rescue capital. We,\nToo, Are the People, by Louise V. Armstrong,\n\nAmericans\n\nis about the private lives of\n\non relief; and as R. L. Duffus, the reviewer in the New\n\nYork\n\nTimes, said, it is a book we should all read before we hazard an opinion about\n\nthe problem of relief. What national benevolence, at the cost of billions, may\nmean to posterity only the future can tell. Our national fiber may improve ;\nit may deteriorate; probably a balance will be maintained with, let us hope,\na higher level of living — ours now\n\nbeing the highest on earth — a better\n\nthinking, a stronger will to be self-maintaining, less of the spirit “the world\nowes me a living,” and more of “what I can do for the human race.”\nOf England there is Britain and the Dictators, by Seton-Watson, analyz¬\ning the present with respect to the future of civilization. So, reviewed in\ntoday’s New York Times, Breathe Freely, by James Kendall, looks to the\ngas attack of the next war, only one example of the urge to bring the future\nunder the sway of the present. Of larger panoramas, becoming more stylish\nin fact as in fiction, Kenneth\nChristianity, now\n\nin Volumes\n\nScott Latourette’s History of the Expansion\n\nof\n\nI and II with four to follow, is a monument\n\nto the worldwide advance of man since the beginning of the Christian era.\nChanging theories of time and space are reflected, as theories always are\nreflected, in literature.\nAs never before, the lay reader who keeps abreast of progress in science\nmust read the most recent authors. Science today is no more the science of\nyesterday than our latest hats are those of last season. Truth may lie at the\nbottom of a well but science plumbs ever more deeply the depths. We watch\nthe growth of the chicken heart which Dr. Carrel has kept alive and flourish¬\ning since 1912, or the pumps manufactured by the same doctor and Lind-\n\n"}
{"page": 641, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n635\n\nbergh ; and we are filled, some of us, with the current parallel of old-time\nreligious ecstasy while we divine what hope of immortality and its fulfilment\nmen of science have conceived ; or, if not that, at least the reduction and\nexpansion of all things under the sun, even about other suns, to a great\ncentral unifying principle. Current scientific literature would reinterpret\nGod. The Evolution of Physics , by Albert Einstein and Leopold Infeld, is\nmarvel of marvels, on the best selling list of non-fiction for the period from\nApril 18 to May 16. And here I should like to call attention to Eve Curie’s\nadmirable biography of her mother, Madame Curie, the co-discoverer of\nradium. Probably most of us know it thru the translation by Vincent Sheean.\nPublished November 26, 1937, it is read by a daily increasing number of\nthose interested in science and the lives of the Polish woman and her French\nhusband. Besides being a testimony to the most famous of modern women\nscientists, it pays due attention to an American, Marie Brown Meloney, thru\nwhose efforts women of the United States presented to Madame Curie per¬\nhaps the largest single gift women ever gave to a woman : only a single gram\nof radium, but worth and costing $100,000. As biography and science unite\nin this book, science and sociology combine\n\nSlave and Master.\n\nin Mark\n\nGraubard’s\n\nMan\n\nIt endears itself to me by its challenge of Freudianism\n\nthe\n\nas\n\nmere gossip and folly.\nTheories change quickly today. Before leaving this brief index to what\nappear to be publications hinting toward the way we are headed, I may\nmention that Marquis James’s Andrew Jackson received the Pulitzer prize\nthis year and that William E. Dodd’s book on the Old South was awarded\nthe prize by the Southern Women’s Democratic Association of New York.\nBoth are significant of continued and newly awakened interest in stories of\nour country.\nInasmuch as my own interest is in belles lettres, to use an old-fashioned\nuniversity catalog term, I have enjoyed most of recent autobiographies, also\na best seller in the two months just ending, The Summing Up , by W. Somer¬\nset Maugham. It is the final stone to the not unimpressive structure of the\nauthor’s creations. He says, in effect, that in it his work is finished ; he could\nnot have died happy without writing the book, and tho he may add a sun\nparlor or a pergola, the house itself is now complete. It will live a long time\nfor those who care about makers and making of literature. And on this book\nas a springboard, I pass over to fiction.\nIn fiction we find nothing that ranks in popular approval with last year’s\n\nGone\n\nwith the Wind.\n\nThe\n\nPulitzer Prize went\n\nthis year to the fictive history\n\nof a Bostonian, The Late George Apley, by J. P. Marquand, long a pro¬\nfessional writer of power and clean style. Fictive history — biography — prob¬\nably will dominate, as a type, our fiction for some time to come, and it grows\nin magnitude. The Pasquier Chronicles , by Georges Duhamel, translated\ninto English by Beatrice De Holthoir, illustrates as well as the work of any\nauthor the professed intention of writing millions of words, if necessary, to\nrepresent the pageant of a family or families thronging their easy or troubled\nprogress over the fifty years or so given them for marching thru this life.\nDo w’e know, these days, whether we read fiction or fact? Particularly, if on\n\n"}
{"page": 642, "printed_page": null, "text": "636\n\nNational\n\nEducation\n\nAssociation\n\nthe title page we are told that no actual man\n\nor woman\n\nis included in the\n\npages ahead ?\nIf readers wish to be informed about the earth they also wish stories about\nevery square mile of its surface, and intimate knowledge of inhabitants\nwithin miles of the setting. I have just read Marjorie Kinnan Rawlings\nThe\n\nYearling, a tender tale of a backwoods\n\nyoung Jody Baxter, who\n\nfamily in Florida, emphasizing\n\nis the yearling; and using native dialect without\n\ndisturbance to the reader’s pleasure. Brighton Rock, by Graham Greene,\nR. L. Stevenson’s cousin, is a capital tale involving psychiatry and yet leaving\na definite impression of the English Atlantic City, particularly those parts\nnot always revealed to the tourist. Louis Bromfield, in The Rains Came, has\ntold a tale of the English in India; he is second on Womrath’s list for the\nmonth just ended, as Mrs. Rawlings is first. I might add that Mr. Bromfield\nwas one of the first to begin the “panel” effect; in Possession and The Green\nBay\n\nTree\n\nand other works, he carried his men\n\nand women\n\nfrom\n\none book\n\ninto another.\nRose Wilder Lane, in Free Land, which is reputedly selling at the rate of\na thousand copies a week, tells a tale of cyclones and blizzards and triumph\nand disaster in the Dakota lands of a generation ago. A story that will sell\nperhaps as well, if following her tradition, will be Song of Years, by Bess\nStreeter Aldrich, just about due from the press, picturing Iowa in the years\n1854 to 1865, with something of the Civil War for good measure.\nAnd what of the folk writers such as Jesse Stuart? Beyond Dark Hills is,\nagain, autobiographical ; his short stories, the ones I have read, told in a way\ndissociated from usual technic, about the people of the southern mountains,\nlive thru their vitality. I only trust they will not tempt writers who have\nbetter technic to imitate him, imitating what with him is the best he can do.\nAnd do we get thru fiction of foreign countries, always excepting England\nand France, what we get of America thru fiction? Mrs. Buck’s China (of\nanother season) comes to mind, of course, but of Germany and of Russia\nand of Spain there are reasons why we do not meet a thoroly representative\nbody of literature. The Elephant Never Forgets (1938), by Ethel Lina\nWhite, is a tale of espionage and intrigue and death in Ogpu Russia; other\nworks will come to your minds, but fiction of conditions in new governments\ntoday will ripen later.\nThe short story, with which my name was humbly associated for so many\nyears, is in a state of change. Here and there you come across a story that\namazes you by its power or subtlety of characterization ; but most of the tales\nof this year are dull and dreary, lacking in freshness as Central Park before\nMr. Moses made it bloom again. Two, however, have been on the mouths\nand in the minds of many readers: “Mr. Sycamore,” by Robert Ayre, first\npublished in Story, and “The Flying Yorkshireman,” in the volume of the\ntitle, a book of novellas. “Mr. Sycamore” is about a gentleman who wished\nto become a tree, and did. It seems to be pure fantasy and whether the author\nhad a serious as well as a whimsical purpose I cannot say. Whoever has read\nabout Ferdinand, the bull, still among best sellers, tho published two years\nago, will be puzzled to know whether in this tale apparently for children,\n\n"}
{"page": 643, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n637\n\nMunro Leaf means to argue for pacificism. Read it if you have not read it.\nYou can do so in ten minutes, with time for the necessary illustrations.\nThe detective story, always popular as literature of escape, the sort of\nreading one can absorb when too weary for any other kind, occupies a grow¬\ning page of its own in our best review sheets. I believe the English are yet\nahead of Americans in style and depth, Agatha Christie and Dorothy Sayres\nand H. C. Bailv, for example; but Americans win in swift action and\ncleverness.\nI have reserved to the end the most beautiful work of current fiction that\nhas reached, advantageously\n\nor otherwise, the list of best sellers. It is by\n\nMary Ellen Chase (who to her glory and credit insists upon retaining a com¬\nposition course in Smith College), and is called Dawn in Lyonesse. Ageless\nas the sempiternal legend of Tristram and Iseult, current as the romance of\nthe living servant girl who has lost her lover to another woman, who in turn\nhas lost him to death, the novella reflects in the flow and rhythm of the lines\nthe flow and rhythm of the waves against the Cornish coast. It is filled with\nwings, like the wings of the gulls that wheel and soar above the crumbling\ntowers of Tintagel. This hauntingly lovely tale reaches a height that is a\nnot inconsiderable peak in this first half of 1938.\nWOMEN’S\n\nMRS.\n\nNEW\n\nELINORE\n\nM.\n\nTIONS\n\nThe\n\nOPPORTUNITIES\nAND RESPONSIBILITIES\nIN PUBLIC LIFE — Abstract\nHERRICK,\n\nBOARD,\n\nREGIONAL\n\nSECOND\n\nDIRECTOR,\n\nREGION,\n\nSTATE\n\nNATIONAL\nOF\n\nNEW\n\nLABOR\n\nRELA¬\n\nYORK\n\nfrequency with which some such headline as the following appeared\n\nthis June has no doubt caught the attention of many people: “Middle-Aged\nWomen Win College Degree” and “Mothers of Grown Families Renew\nEnthusiasm for Striking Out in New Fields of Useful Achievement.” The\nparticular women whose graduation from colleges last week evoked these\nheadlines were asked what use thej^ intended to make of their new knowledge.\nAll three replies seemed to indicate that the new graduates felt the need to\nlead revolts. Revolts against what ? Revolts against men !\n\nI give you their own words as reported in the newspapers. “Marital rela¬\ntions are what I am interested in,” says the first, “that and jolting women\ninto knowing how to get around the men so they won’t keep us down any\nmore.” And the second says: “I am aflame against the injustices that women\nhave endured.” At that point I became interested. Did she mean the injustices\nwith which I deal in my work — injustices against those women in factories\nwho can at best after long hours of toil earn only $3 or $4 a week? But no,\nfor she goes on : “I have a theory of my own on why men have accomplished\nso much more of the world’s work than women. ... I think it is because\nthey realize that women have the most important job, the real task of\ncarrying on the race. And because they feel inferior they have tried to\novercompensate themselves by grabbing all the power and all the learning,\ntoo, for centuries. But we have turned the tide and we must keep it going\n\n"}
{"page": 644, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nstrong.” And the third says: “I have a violent urge to work and an increasing\ncuriosity for learning. This A.B. is just a beginning. I shall go on for my\nmaster’s degree in the fall.”\nNow I think education and learning are grand things — but it depends\non whether one regards them as synonymous and whether one regards them\nas objectives. And I think that “jolting women into knowing how to get\naround men” is hardly to be classified as an objective. Education seems to me\nto be a tool with which one performs one’s work in society, while learning,\nI am sure you all agree, is not confined to the classroom.\nIf my views on this subject are unorthodox, they can be attributed to my\nown experience. I flunked ingloriously out of college back in 1914 or 1915 —\nI cannot remember which. It was not until I found myself confronted with\nthe necessity of supporting two children that I realized I lacked the tool of\neducation. I went to work in a factory, which was the only opening for an\nuntrained woman at that time, except household service — “domestic service”\nas it is more commonly called — which I first tried for a year. Seven years\nafter I entered the factory and had been promoted to one of the top positions,\nI decided to complete my work for a college degree, but most especially I\nwanted to study economic theory which people kept telling me would explain\nmany of the mysteries of the industrial world in which I had been involved\nfor so long. I wanted to know why there was seasonal unemployment and\nwhat could be done to protect people from the miseries it caused wdiich\nobviously were not within the power of the victims to control. I wanted to\nknow how economists explained the money market, how wealth becomes\nconcentrated in the hands of a few and can be withheld at will from economic\nenterprise, why people starve in a land of plenty. I found that the economists\ngave us lots of theories — supply and demand, the law of diminishing returns,\nmarginal utility, the wage fund theory of Ricardo — but tho many of these\ntheories are decades and centuries old we live in a world where hard work,\nfrugality, budgeted family economy, standards of character, and neighbor¬\nliness appear to be no safeguard against the hazards of loss of job, helpless\nsickness, and old age. We live in a world where opportunities are unequal,\nwhere even the freedom of association and thought is not safeguarded.\nAnd so it seems rather silly to me that the result of a college degree should\nleave one merely with the desire for more degrees or with the determination\nto “jolt women into knowing how to get around men.” I would use an even\nstronger word than silly — I think it is tragic.\nThere is so much useful work to be done. There is so much need for prac¬\ntical dealing with the realities of life. It seems to me that the best contribu¬\ntions of the day in which we are living have been those efforts to create a\npalliative against the misery of unemployment, to insure the bank deposits\nof frugal workmen against misuse by unscrupulous or unwise business men,\nto improve standards of work thru minimum wage and maximum hour\nlegislation, the effort to secure real liberty of expression and association to\nthe workers of the country thru the National Labor Relations Act. So far as\nall these efforts by government make our people free, bulwark the founda¬\ntions of a democratic society, as I am convinced they do, we shall be more\n\n"}
{"page": 645, "printed_page": null, "text": "National\n\nCouncil\n\nlikely to work\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\nout our salvation in terms of a kindlier, more\n\n639\n\neconomically\n\njust society, where the trite maxims “honesty is the best policy” and “virtue\nis its own reward” may ultimately have more significance than to give rise to\ncynical laughter.\nWhat are the opportunities for service to society for trained women today?\nThe research laboratories where remedies for human illness are being worked\nout, the geological fields for discovery of new metals for use in industrial\nexpansion, the realm of chemistry both for improved food habits and for\nindustrial expansion — the list of all opportunities would be too long. Nor am\nI unmindful of the challenge to women who are not breadwinners — indeed,\nperhaps theirs is the greatest opportunity, for they can give their children\nstandards of service to society, which may make the whole difference as to\nthe form of society which we maintain on this continent. The homemaker\nhas a chance to inculcate larger and more generous views of social life and\nthe social adjustments necessary to it than has any group except the teaching\nprofession. For you have the largest opportunity to develop in children and\nyoung people generally an approach to life that measures its rewards in\nterms of usefulness to the people — that concept of subordinating self to the\n“good of the greatest number.”\nThe defeatest attitude of the mature women\n\ngraduates I have cited at the\n\nbeginning is to me deplorable. It is an attitude by which they enslave them¬\nselves. The injustices about which they should “flame” are the social in¬\nequalities, not personal issues.\nWomen, of course, do meet discrimination in the matter of pay. For years\nwhen I was the production manager of a rayon mill I handed out pay checks\nto my subordinates which were larger than mine, because they were men\nand I was a woman. But what is the use of arguing about that or feeling\nabused? More and more women who make themselves preeminent in com¬\npetency are getting recognition on the basis of their efficiency. One of the\nhandicaps of women in public or business life today is that they continue to\nthink of themselves as women. Yet the old shibboleths that women lack\nobjectivity, are sensitive, get their feelings hurt, and are unable to take\ncriticism are pretty well discredited in my observation. Women\n\nhave increas¬\n\ningly shown that — to use a slang expression — they “can take it.”\nIt is clear to me, however, that if there are two candidates for a job and\nthe man rates at 100, the woman candidate must rate at least 110 on quali¬\nfications. More is expected of a woman holding down a responsible job.\nShe cannot afford to make mistakes and she must do a better job than a man\nin a comparable position. But women should accept this as a challenge to do\ntheir best and should not resent it as a symptom of any injustice. It simply\nmeans that we must continue to win our spurs. The middle-aged woman\ngraduate of this June who regards it as her mission in life, now that she has\nher precious sheepskin, to show other women “how to get around men” is\ndead wrong. Let us put this business of woman’s place in the world of today\non a self-respecting basis, where we train ourselves for service to humanity\nin this perplexed world in which we live. Pettiness and “woman’s rights”\nhave no place in the scheme of affairs. Women have enormous responsibilities\n\n"}
{"page": 646, "printed_page": null, "text": "National\n\n640\n\nEducation\n\nAssociation\n\nas to the kind of world we make and the kind of citizens those of the future\nwill be. That is our challenge and our opportunity.\nSECRETARY’S\nNew\n\nMINUTES\n\nYork\n\nWednesday,\n\nCity\n\nJune\n\n29, 1938\n\nThe meeting was called to order at 12:30 p.m. by Mrs. Inez Johnson Lewis, presi¬\ndent of the Department, at the Astor Hotel. Because the speakers were broadcasting\nat 1:30 P.M., the order\n\nof business\n\nimmediately after the luncheon.\nMrs. Blanche Colton Williams,\n\nwas\n\nchanged\n\nprofessor\n\nand\n\nthe speakers\n\nwere\n\nat Hunter\n\nCollege,\n\nof English\n\nintroduced\nspoke on\n\n“Current Literature” — the development of a taste for good reading and the need of\ngreater activity in the field of literature and English on the part of our schools\nand colleges. She illustrated her talk by giving\nin which\n\nto the group\n\nin business\n\nand\n\nindustry,\n\nunderstanding on the part\nwomen in education.\nFollowing\nJohn\n\ninto that field\n\nshe wras vitally interested.\n\nMrs. Elinore M. Herrick, regional director, National\nond District, New York, a woman who has made good\nwomen\n\na glimpse\n\nW.\n\nthe formal\n\nWithers,\n\ncordial greetings\nwelcome.\nDr. Withers\n\na strong\n\nof all women\n\nplea for cooperation\n\nin education — especially\n\naddresses\n\ngiven by the guest speakers,\n\nSchool\n\nNew\n\ndean,\nfrom\n\nmade\n\nLabor Relations Board, Sec¬\nin a type of service to other\n\nNew\n\nof Education,\n\nYork,\n\nstruck the keynote\n\nance — a better understanding\n\nand\n\nYork\n\nElizabeth\n\nwhen\n\nwho\n\nwho\n\nIt was\n\nto Margaret\n\nbeing\n\na good\n\nMackintosh,\n\nMrs.\n\nLewis\n\nextended\nto the\n\nhe called for more\n\ntoler¬\n\nof the other fellow’s point of view — and\n\nbesides\n\npresented\n\nresponded\n\na study of the\n\nwhole problem before passing judgment on other people’s activities.\nMrs. Lewis introduced the officers of the Department, placing emphasis\nwork of the treasurer who,\nexcellent local chairman.\n\nbetter\n\nadministrative\n\nLewis\n\nUniversity,\n\nO’Connor,\n\nof the convention\n\nMrs.\n\nand\n\ntreasurer,\n\nhad\n\nstated, that we\n\nupon\n\nthe\n\nherself\n\nan\n\nindebted\n\nfor\n\nproved\nwere\n\nthe beautiful luncheon appointments and thoroly efficient organization of the program\nat the meeting of the Administrative Women in Education in New York City.\nCaroline S. Woodruff, president of the National Education Association, and guest\nof honor\n\nat the luncheon,\n\nappreciation\nfurnished\n\nbrought\n\ngreetings\n\nof the hospitality extended\n\nfrom\n\nby New\n\nby the schools, of the courtesy\n\nthe N. E. A. She spoke with great\nYork\n\npeople, of the beautiful\n\nof the press, and\n\nmusic\n\nof the type of program\n\nfurnished by the committees on arrangements, noting that during the general meet¬\nings, the audience was privileged to hear the President of the United States, the\ngovernor of New York state, and the mayor of New York City. Dr. Woodruff\nbriefly explained the origin and growth\nin further growth in size and service.\n\nof the Department,\n\nand\n\nexpressed\n\nconfidence\n\nSupplementing Dr. Woodruff’s remarks, Mrs. Lewis called for a representative\nattendance at the brief business meeting which followed immediately.\nElizabeth O’Connor, supervisor of elementary schools, Taunton, Massachusetts,\nspeaking for the Board of Directors, proposed a revision of the bylaws, extending the\nterm of office for all elected officers to two years and making such changes in other\nbylaws that would be needed to adjust to the change in length of term.\nThe committee will call for the vote on this change in February 1939.\nThe\n\nmeeting\n\nwas\n\nadjourned.\n\n"}
{"page": 647, "printed_page": null, "text": "jA (ational\n\nthe\n\nCouncil\n\nSocial\n\nfor\n\nStudies\n\n"}
{"page": 648, "printed_page": null, "text": "The\n\nnational\n\ncouncil\n\nfor\n\nthe\n\nsocial\n\nNOTE\nstudies\n\nwas\n\ncreated\n\npartment of the National Education Association by the Board\ntors at the Indianapolis meeting of the Association in 1925.\n\nas\n\na De¬\n\nof Direc¬\n\nThe officers of the Department for the year 1938-39 are: president,\nElmer Ellis, Department of History, University of Missouri, Columbus,\n9\n\n2\n\n9\n\n1\n\nH I S T O R I CjA L\n\nMo.; first vicepreside;nt, C. C. Barnes, Head, Social Science Depart¬\nment, Detroit Public Schools, Detroit, Mich.; second vicepresident,\nRuth\n\nWest, Lewis and Clark High School, Spokane,\n\ntreasurer,\n\nHoward\n\nE.\n\nWilson,\n\nUniversity, Cambridge,\nWirth, George Peabody\nE. Bowman,\n\nCentral\n\nGraduate\n\nSchool\n\nWash.;\n\nsecretary-\n\nof Education,\n\nHarvard\n\nMass.; executive committee, Fremont P.\nCollege for Teachers, Nashville, Tenn.; Nelle\n\nHigh\n\nSchool,\n\nTulsa, Okla.; ex-presidents\n\nofficers.\nThe publications of the Department\n\nconsist of social\n\nstudies\n\nand\n\nand a\n\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:\n1932:525-532\n1933:531-536\n1934:5 13-520\n\n06 32\n-6 -6\n97 21\n:52 :6\n30-634 1\n193319\n-.6\n\n1925 -.1055-56\n1926 :65 3-664\n1927 -.679-696\n1928 -.651-654\n\n[ 642 ]\n\n1933:471-482\n1936:373-382\n1937 -.425-434\n\n"}
{"page": 649, "printed_page": null, "text": "THE\n\nTEACHING\n\nOF\n\nTHE\n\nSECONDARY\nRICHARD\n\nE. THURSFIELD,\nCOLLEGE,\n\nnpHE\n\nvalues\n\nmore\n\nOF\n\nEDUCATION\n\nIN\n\nSCHOOLS —Abstract\n\nADVANCED\n\nCOLUMBIA\n\nof teaching\n\nHISTORY\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nconcerning\n\nthe history\n\nTEACHERS\n\nN. Y.\nof American\n\nedu-\n\ncation in secondary schools appear to be extremely obvious and worthy of\nconsiderable attention from those interested in American secondary educa¬\ntion. Educators have given too little emphasis to this phase of American\nsocial and cultural history. Let us consider what some of the aims and values\nof such a study of American educational history might be.\n1. A sense of appreciation might be created among American secondary-school\nstudents for the extraordinary educational advantages enjoyed by them today with\nthe clearly evident corollary that they might make better use of such opportunities.\n2. The development\nmight be made clear.\n\nof one\n\nof America’s\n\ngreatest\n\ncontributions\n\nto civilization\n\n3. The importance of education in a democracy could be made evident.\n4. A more intelligent understanding of the place of the American school\nin society might\n\nWhat\n\nlead to more\n\nintelligent public action in educational\n\nsystem\n\nmatters.\n\nhas been done up to the present time in teaching the history of\n\nAmerican education in secondary schools? Let us take American secondaryschool texts as a criterion. The space devoted to the history of American edu¬\ncation varied from about seven full pages to about thirty-five in fourteen\nhistory texts investigated.\nAltho sufficient space is necessary for a well-balanced story of the develop¬\nment of the American educational system, this investigation clearly demon¬\nstrated that the quality of presentation should take precedence over the\nnumber of pages and lines. As a matter of fact, the high-school textbook\nwhich set apart the largest amount of space to the subject commented upon\nthe educational implications of Mickey Mouse films but said not a word\nconcerning the work of either Horace Mann or Henry Barnard. Two widely\nused secondary-school texts, one of which is a recently rearranged version of\nthe other, hardly consider the growth of educational opportunities in the\nUnited States.\nAll of these findings and observations indicate that altho widely vary¬\ning attempts have been made in our secondary-school history textbooks to\ntell the story of American educational development as part of our social\nhistory, such endeavors are most uneven, and as such, are unsatisfactory.\nThe history of American education might even be made a separate onesemester course in a high-school civic curriculum or a curriculum planned\nfor students whose programs were not filled with college entrance subjects.\nIt might provide a convenient elective subject for the trade school or com¬\nmercial pupil and as such should receive attention from social studies super¬\nvisors. To the more capable students, however, there is no reason why the\nhistory of American education could not receive a careful consideration in\nthe study of American social and cultural history.\n[ 643 ]\n\n"}
{"page": 650, "printed_page": null, "text": "National\n\n644\nA\nJAMES\n\nCHALLENGE\n\nMARSHALL,\n\nEducation\n\nTO\n\nPRESIDENT,\n\nAssociation\n\nDEMOCRACY — A bstract\n\nBOARD\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nN. Y.\n\nThe fate of democracy lies in balance in the unsure hands of politicians,\nthe press, and teachers. Each group has its special tasks in the battle for\ndemocracy. The politician is often poisoned by lust for power. By the very\nnature of his position he must be an opportunist. The press in the struggle\nfor influence, circulation, and advertising must also be opportunist at times,\nand it must at times distort emphasis. But, teachers — particularly when they\nhave tenure — are removed from the hurly-burly. They can have a longrange view. They need not be opportunist ; they need not misplace emphasis.\nTeachers can study the past; they can apply scholarship and an experimental\nattitude to living problems. Teachers are at once trustees of the treasure of\nthe past, assayers of the present, and the holders of the keys to the gates of\nthe future.\nIn the battle for democracy,\n\nteachers of the social sciences are in a\n\nfavored position to assume leadership. Their stock in trade consists of politi¬\ncal and economic experience, principles, and hypotheses.\nAs social scientists, we cannot afford to read phrases in their original\nsettings and ignore the frame of their present application. What about the\nparasites of secondary meanings? Take the word “communism.” In classical\nsocialist literature, communism is a state of society where individuals and\nnatural groupings of individuals manage their own affairs without economic\ndistinction, without class division, and without the intervention of the state.\nToday, communism means to the average man bloody tyranny. It means to\nthe reactionary a tar brush with which to foul all liberalism. It means to the\ncommunist not free spirit but blind acceptance of erratic doctrinal pronounciamento.\nLet us turn to the term “democracy,” the central theme in American his¬\ntory. No sane man in this country today would oppose democracy. Even our\nmost arbitrary and dictatorial politicians claim to act in the name of democ¬\nracy. But what does democracy mean? How has it been perverted? The\nterm “democracy” itself is a symbol. It is not merely a form of government.\nDemocracy need not be republican ; England is an example of this. Democ¬\nracy need not be representative government ; as an example of this study the\nhistory of the early New England towns.\nYou can have popular suffrage without democracy, as where the hungry\nare bought, intimidated, and terrorized — as was\nthe recent Austrian plebiscite.\nDemocracy\n\ndramatically shown\n\nin\n\nis a symbol for a way of life and for an attitude toward life.\n\nIt requires belief in the essential goodness of man and the essential com¬\npetence of man. With such a belief, we can trust men to say and print what\nthey think; to say and print what they think tho it be unpopular. No\never sought or needed free speech for the popular cause.\n\none\n\nDemocracy demands the right and the power of a people to canvass and\nquestion all acts of power exerted over them, and the right and power to\n\n"}
{"page": 651, "printed_page": null, "text": "National\n\nCouncil\n\nfor\n\nthe\n\nSocial\n\n645\n\nStudies\n\nact after such canvassing and questioning. A democratic people must have\nthe right and the power to get information and to learn what is happening;\nand then the right and the power to express their opinions, to express their\npreferences, and to act. Intermediate between information and action is\nthe formation of judgment. It is here that education steps in, giving the\ntools and facilities for the formation of judgment.\nAs I see it, there are two great dangers to democracy today. One lies in\nthe failure to find the means to distribute potential industrial and agricul¬\ntural production. The other great danger to democracy lies in war.\nWe fought a war to “make the world safe for democracy.” We fought a\nwar in the slogan of democracy, and we know what the last war did. We\nknow what it did to democracy in Europe. We know what it did for the\nconcentration of power in our government and for the abridgment of liber¬\nties of speech, of the press, and of teaching. This is nothing new. Lincoln\nabolished the right of habeas corpus during the Civil War and it took the\nSupreme Court to restore it.\nIn a new war to make ourselves more safe, we\nselves less free. For the brutalizing effects of war\ngarnished by any symbols and the intensification\nabout, must close the mind to reason and destroy\naim and the climate of democracy.\n\nwill inevitably make our¬\nunder any slogan, of war\nof fears that war brings\nthat security which is the\n\nSo, in conclusion, let me say that as teachers you have a great responsibility\nin the battle for democracy. You cannot meet this responsibility without\ncourage. You\n\ncannot meet it without remembering\n\nthat skepticism is neces¬\n\nsary to analysis; that’ analysis is necessary to understanding;\nstanding is essential to a fighting faith in democracy.\nSOCIAL\n\nSTUDIES\n\nMATERIAL\n\nREADING\nMARY\n\nF. CANTY,\n\nTEACHER,\n\nIN\n\nTHE\n\nand that under¬\n\nELEMENTARY\n\nPROGRAM —Abstract\nHUTCHINSON\n\nSCHOOL,\n\nPELHAM,\n\nN.\n\nY.\n\nThere is and should be a wide range of reading ability in any class of\nchildren. Most educators realize this, but too often they fail to consider it in\nthe teaching of other subjects and in the purchasing of books for use in the\nclassroom.\nA child usually needs a good foundation in the mechanics of reading be¬\nfore he can make use of it. Lack of formal instruction leads to careless per¬\nformance and necessitates remedial work. In addition to mechanical foun¬\ndation, reading needs purposeful practice upon the child’s own level. Social\nstudies can supply the purpose and material for such reading practice.\nA textbook used in social studies classes economizes on time and effort\n\nbut it must be supplemented with related reading material on many levels\nso that each child may find information in books which are within his reach.\nBright children need this extra work to let them live up to their capacities.\nDull children need it to encourage them and to give their reading the prac¬\ntice it needs in an interesting situation.\n\n"}
{"page": 652, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\nBy the use of social studies material, a teacher of reading can develop skills\nsuch as skimming, outlining, summarizing, and remembering material read\nwhich will be of help in work-type\nvocabulary for these children.\n\nreading. She can also build a better\n\nReading and social studies should go hand in hand, work in one supple¬\nmenting the work in the other. Teachers are the general practitioners of\neducation. They must put into practice the discoveries of research workers\nso that all children may benefit by those discoveries. By using social studies\nmaterial, a teacher may develop not only efficient readers but intelligent\nand thoughtful ones. This is one of the most important jobs facing education\ntoday.\n\n"}
{"page": 653, "printed_page": null, "text": "World\n\nJederation of Education\nAssociations\n\n"}
{"page": 654, "printed_page": null, "text": "H ISTORICAL\n\nNOTE\n\nThe world federation of education associations was the outgrowth\nof a World Conference on Education which was called by the Committee\non Foreign Relations of the National Education Association to meet at\nSan Francisco in July 1923. The first biennial meeting of the World\nFederation of Education Associations was held in Edinburgh, Scotland,\nin July 1925. The second biennial conference was held in Toronto,\nCanada, in August 1927. The third conference was held in Geneva,\nSwitzerland, August 1929 ; the fourth conference took place in August\n1931, in Denver, Colorado; the fifth conference took place in August\n1933, in Dublin, Ireland ; the sixth conference took place in August 1935,\nin Oxford, England; and the seventh conference took place in August\n1937, in Tokyo, Japan.\nThe officers for the years 1938-39 are: president, Paul Monroe,\nTeachers College, Columbia University, New York, N. Y.; secretarygeneral,\n\nUel\n\nW.\n\nLamkin,\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 follows :\n1921 -.176-182\n1922:312-317\n1923:106, 402-424\n1924 -.272-274\n1923:913 927\n\n1926: 997-1004\n1927 -.1007-1016\n1923:1005-1012\n1929: 975- 988\n1931: 985- 994\n\n[ 648 ]\n\n19 33:807-814\n1934:799-800\n1935 -.735-742\n1936 \\629-630\n1937:677-678\n\n"}
{"page": 655, "printed_page": null, "text": "TOKYO\n\nPAUL\n\nCONFERENCE\nOF THE WORLD\nFEDERATION\nEDUCATION\nASSOCIATIONS\n\nMONROE,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y., PRESIDENT\n\nOF\n\nCOLUMBIA\n\nTHE\n\n'WORLD\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nYORK,\n\nFEDERATION\n\nThecationseventh\nbiennial\nthe World2-7,Federation\nEdu¬\nAssociations\nwas conference\nheld in Japan,of August\n1937. Someof three\nthousand teachers were registered; one-half of these were Japanese teachers,\nthe other half were teachers from foreign lands. The number registered\nhad been limited by the capacity of the largest auditorium available, that\nof the university, so that there was no overcrowding tho there was a good\ngeneral attendance at every meeting. Of the foreigners in attendance, more\nthan one thousand were from the United States and Canada while the\nremainder were small groups from various European and Oriental countries.\nThe major purpose of these conferences is to provide for the extension of\nacquaintance among the teachers of various countries and the exchange of\ninformation about those countries, especially about their educational activi¬\nties. The various sectional conferences of the Federation provided for the\ndissemination of educational information : the travel of the various visiting\nteachers thruout the country of the hosts provided for a general acquaintance\nwith the social system. This was particularly well done in the case of the\nJapanese; they displayed to the fullest advantage their well-known\nity to foreign guests.\n\nhospital¬\n\nElaborate arrangements for transportation facilities, hotel accommoda¬\ntions, visitations to important shrines, resorts, and places of interest, and\nthe necessary arrangements of the score or more of sectional meetings were\nall fully cared for. The distribution of a thousand or more visitors among\nthe score or more hotels and their redistribution at as many sectional meet¬\nings with a further distribution to the places of amusement and receptions\neach afternoon were provided for by a fleet of buses placed at the disposal\nof the guests by the local committees. As all of these had to be routed for\neach entertainment by special police permits which are necessary to prevent\ncongestion in the narrow streets of an oriental city, even one so recently\nbuilt as Tokyo, the amount of attention necessary to these details was very\ngreat.\nToo much\n\ncannot be said for the care given by the Japanese; neither can\n\ntoo much be said in appreciation of the very elaborate program for the enter¬\ntainment of the guests. Every afternoon and most evenings were occupied\nwith entertainments. The national historical theater, the very modern theater,\nthe characteristic No theater, and the cinemas provided free entertainment\nof a very superior character. Tea ceremonies; doll ceremonies; flower ar¬\nrangements ; traditional marriage customs ; visits to gardens, parks, and\nshrines — all gave introduction to a cultural life that was quite novel to the\nWestern visitors and was of great interest as well as of educational value.\n[ 649 ]\n\n"}
{"page": 656, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\nNever before had there been such provision or such entertainment offered to\nthe members of the W.F.E.A. as never before had the Federation visited a\nregion of such different cultural background.\nParticularly, the programs offered in the various sections were elaborate,\nrelated to every major educational subject of unique suggestiveness because\nsuch a variety of national experience was brought out in comparative studies.\nFor illustration, those of the members who participated in the various\nbroadcasts to the West necessarily had to visit the broadcasting studios very\nearly in the morning. Such observers found that from five to six o’clock in\nthe morning, literally tens of thousands of children and adults of the Japa¬\nnese capital were using the grounds of the public schools for morning physical\nexercises as a part of the adult and popular educational program put on by\nthe educational authorities for the physical improvement of the nation. One\nof the most valuable of the educational experiences for the visitors was this\ncontact with a social system where every aspect of life is organized with\neducational and cultural results in view and where these cultural standards\nare so different from those of the West.\nAltogether the summer offered one of the most profitable and enjoyable\ntimes that was ever had by the visitors from the West. Particularly do the\nofficers and the directors of the World Federation feel grateful to the\nJapanese Imperial Education Association for its courteous hospitality, its\nefficient organizations, its generous entertainment and care of the visiting\ndelegates, and for its lavish hospitality for all.\nThe proceedings of the conference are to be issued in five separate volumes,\none of which is to be devoted to the Japanese papers presented in the various\nsections. This volume will give in English the most recent and elaborate\naccount of the entire Japanese educational system. These proceedings are to\nbe distributed gratis thru the generosity of the Japanese Committee to all\nof the teachers from the West who were registered at the conference.\n\n"}
{"page": 657, "printed_page": null, "text": "zJSSOCIATIONAL\nAND\n\n*7(ECORDS\n\nInformation\n\n"}
{"page": 658, "printed_page": null, "text": "«■\n\n"}
{"page": 659, "printed_page": null, "text": "CHARTER\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\nand\n\nfession of teaching and to promote\nUnited States.\n\nThe name\n\nadvance\n\nthe\n\ninterests\n\nof the pro¬\n\nthe cause of popular education\n\nin the\n\nof the Association was changed at Cleveland, Ohio, on August\nEducational Association.”\n\n15, 1870, to the “National\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\n\nAssociation\n\nthe\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.\nACT\nAN\n\nACT\n\nTO\n\nINCORPORATE\n\nTHE\n\nOF\n\nINCORPORATION\n\nNATIONAL\nUNITED\n\nBe it enacted by the Senate and House\nAmerica in Congress assembled:\n\nSection 1. That the following-named\ntors and trustees of the National\n\nEDUCATION\n\nASSOCIATION\n\nOF\n\nTHE\n\nof the United\n\nStates of\n\nSTATES\n\nof Representatives\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;\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[ 653 ]\n\n"}
{"page": 660, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nLouisiana; John S. Locke, of Maine; M. Bates Stephens, of Maryland; Charles W.\nEliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham,\nCharles G. White, William H. Elson, of Michigan; William F. Phelps, Irwin\nShepard, John A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; F.\nLouis Soldan, James M. Greenwood, William J. Hawkins, of Missouri; Oscar\nJ. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of Ne¬\nvada; James E. Klock, of New Hampshire; James M. Green, John Enright, of New\nJersey; Charles M. Light, of New Mexico; James H. Canfield, Nicholas Murray\nButler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C.\nByrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina;\nPitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan,\nWells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma;\nCharles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas W. Bicknell,\nWalter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell, of\nSouth Carolina; Moritz Adelbert Langer, of South Dakota; Eugene F. Turner, of\nTennessee; 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 corporate\n\nof the District of Co¬\n\nlumbia by the name of the “National Education Association of the United States,”\nand by that name shall be known and have a perpetual succession with the powers,\nlimitations, and restrictions herein contained.\nSec. 2. That\n\nthe purpose\n\nand\n\nobjects of the said corporation\n\nshall be to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National\n\nPurpose and\nDepartments\n\nCouncil\n\nof Education\n\nand\n\nthe following\n\ndepart-\n\nments, and such others as may hereafter be created by organization or consolidation, to wit: The Departments, first, of Su¬\n\nperintendence; second, of Normal Schools; third, of Elemen¬\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; tenth, of Business Education; eleventh, of Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\nfourteenth, of School Administration; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the numbers and names of these departments and of the National Council\nof Education may be changed or abolished at the pleasure of the corporation, as\nprovided in its bylaws.\nSec. 3. That\n\nthe said corporation\n\nshall further\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\n\nPowers of\nCorporation\n\nor of the Constitution of the United States; to take or receive,\nwhether by gift, grant, devise, bequest, or purchase, any real\n\nor personal estate, and to hold, grant, convey, hire, or lease\nthe same for the purpose of its incorporation; and to accept and administer\nany trust of real or personal estate for any educational purpose within the objects\nof the corporation.\nSec. 4. That\n\nwhich\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 of Columbia\n\nor other purposes\n\nof producing\n\nincome\n\nof the\n\nand all per-\n\n"}
{"page": 661, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n655\n\nInformation\n\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce\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 property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\n\nyear.\nSec. 5.\n\nThe\n\nqualifications,\n\nclassifications, rights, and\n\ntions of members of said corporation\nbylaws of the corporation.\nSec. 6. (a)\n\nThe\n\nobliga¬\n\nshall be prescribed in the\n\nofficers of the corporation\n\nMembers\n\nshall be a President,\n\none\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\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\nor more\n\nOfficers\n\nAdditional\nBoards,\n\nCoun¬\n\ncils, tees,\nCommit¬\nand\nOfficers\n\nshall consist of four members\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, wrhether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term;\nof a trustee from two successive annual meetings of the board\nmembership.\n\nand the absence\nshall forfeit his\n\n(b) The invested fund now known as the “Permanent Fund of the National\nEducation Association,” wrhen 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, wrho 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 A ssociation 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 of the corporation shall otherwise provide.\n\n"}
{"page": 662, "printed_page": null, "text": "656\n\nNational\n\n(d)\n\nElection of\nSecretary\n\nThe\n\nEducation\n\nBoard\n\nAssociation\n\nof Trustees\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 four years.\n\nSec. 8.\n\nThat\n\nthe principal\n\noffice of the said corporation\n\nshall be in the city of\n\nOffice of\n\nWashington, D. C. ; provided, That the meetings of the corporation, its officers, committees, and departments, may be held, and\n\nCorporation\n\nthat its business may be transacted, and an office or offices may\n\nbe maintained, elsewhere, within\nin accordance with the bylaws.\n\nbe determined\nSec. 9.\n\nThat\n\nthe charter,\n\nconstitution,\n\nand\n\nbylaws\n\nthe United\n\nStates, as may\n\nof the National\n\nEducational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\n\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\n\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Associa¬\ntion of the United States”; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia, and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\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\nvided, That\n\nofficers, directors, or trustees of the corporation\na verified certificate executed\n\nby the presiding\n\nhereby created. Pro¬\n\nofficer and\n\nsecretary\n\nof\n\nsuch annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided further,\nThat in the event of the failure of the Association to accept the charter granted by\nthis act at said annual meeting then the charter of the National Educational Asso¬\nciation and its incorporate existence shall be and are hereby extended until the\nthirty-first day of July, nineteen hundred and eight, and at any time before said\ndate its charter may be extended in the manner and form provided by the general\ncorporation of the District of Columbia.\nSec. 10.\n\nThat\n\nthe rights of creditors\n\nof the said\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\n\nreleased or impaired; and the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities, and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debts or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\n\n"}
{"page": 663, "printed_page": null, "text": "Associational\n\nSec. 11.\n\nmay\n\nfrom\n\nAmendments\nto Charter\n\nsaid corporation\n\ntime to time\n\n657\n\nInformation\n\nalter, repeal,\n\nThat\n\nCongress\n\nand\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\nRecords\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\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 as amendments to\nthe charter and adopted as amendments to the constitution by the Representative\nAssembly of the National Education Association of the United States at Detroit,\nMichigan, June 29, 1937.\n\n"}
{"page": 664, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\nBYLAWS\nAs Amended\n\nat the Annual Business Meeting of the Representative Assembly ,\nNew York City , June 1938\nARTICLE\nSection\n\nMembership\nDefined\n\nSec. 2.\n\n1.\n\nI— MEMBERSHIP\n\nThe\n\nmembership\n\nActive\n\nThe\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.\nmembers\n\nof the Association\n\nthe profession of teaching or other educational\nSec. 3.\n\nof the National\n\ndues\n\nof an\n\nactive member\n\nshall be those\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\nAll Life Directors\n\nleges of active members\n\nshall have\n\nwithout\n\nand shall receive free without\nlications of the Association.\nAssociate\n\nmembers\n\nof the Association\n\ntively engaged\n\nall the rights and privi¬\n\nthe payment\n\nof annual\n\napplication or condition the pub¬\n\nshall be persons\n\nin the profession\n\nof teaching\n\nwho\n\nbe the same\n\nac¬\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\nCorresponding\nMembers\n\nEminent\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\nexceed fifty. They\nthe publications of the Association.\n\nin normal\n\nare not\n\ntional work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\n\nAssociate\nMembers\n\nSec. 7.\n\ndues,\n\nInstitutional\n\nMembership\n\nshall pay\n\nno dues\n\nin the Association\n\nmay\n\nand\n\nmay\n\nreceive free\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 shall be avail¬\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.\nSec. 8.\n\nThe\n\nRight To Vote\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.\n\n"}
{"page": 665, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nSec. 9. The\n\nRepresentative\n\nAssembly\n\nVicepresidents,\n\nthe Executive\n\nSecretary, and\n\n659\n\nInformation\n\nshall be composed\n\nTreasurer\n\nof the President,\n\ntwelve\n\nof the\n\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.\n\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, committees,\nand other officers as shall be prescribed in the bylaws. (See Act of Incorporation,\nsection 6, first paragraph.)\n(b) The Board of Directors shall consist of the President, the First Vicepresi¬\ndent, the Treasurer, the Chairman of the Board of Trustees,\nand one additional member from each state, territory, or district Officers, Directo be elected by the Representative Assembly for the term of tors, Trustees,\nthree years or until their successors are chosen, and of all Life and Committees\nDirectors of the National Educational Association.\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 by the Representative Assembly shall be by the Hare System of Pro¬\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. 2.\n\nThe\n\nState Teachers\n\nAssociation\n\nor Educational\n\nAssociation\n\nof a state,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nto representation in the Representative Assembly as hereinafter provided. The annual dues of an Affiliated State Asso-\n\nAssociations\n\n"}
{"page": 666, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nciation shall be $10. Said Association\n\nAssociation\n\nshall receive without\n\napplication, or other\n\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\nSec. 3.\n\nA Local Educational\n\nterritory, or district, may\n\nAssociation\n\naffiliate with\n\nor Teachers\n\nOrganization\n\nthe National\n\nEducation\n\nwithin\n\na state,\n\nAssociation\n\nand\n\nshall be designated an Affiliated Local Association. Each Affiliated Local Asso¬\nciation shall be a local unit in the organization of the National\n\nAffiliated Local\nAssociations\n\nEducation Association and as such shall be entitled to representation in the Representative Assembly as hereinafter pro¬\nvided. The\n\nannual\n\ndues of an Affiliated Local Association\n\nshall\n\nbe $5, which shall entitle said Association to receive without application, or other\ncondition, all regular publications of the National Education Association, including\nthe volume of Proceedings,\nments when issued.\n\nSec. 4.\n\nEach\n\nreports of committees,\n\nAffiliated\n\nAssociation,\n\nboth\n\nand all bulletins and\n\nstate\n\nand\n\nlocal, shall\n\nannounce¬\n\nbe\n\nfurnished\n\na certificate of membership.\n\nSec. 5.\n\nand\n\none\n\nmembers,\n\nEach\n\nAffiliated\n\nState Association\n\nalternate to the Representative\n\nshall be entitled to elect one\n\nAssembly\n\nfor each\n\ndelegate\n\none hundred\n\nof its\n\nor major\n\nfraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, and\n\nState Delegates\n\nthereafter one delegate and one alternate for each five hundred\n\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\n\nSec. 6.\n\nEach\n\nAffiliated\n\ngate\n\nLocal\nDelegates\n\nLocal\n\nand\n\none\n\nAssociation\n\nalternate\n\nshall be\n\nto elect one\n\nto the Representative\n\ndele¬\n\nAssembly\n\nfor\n\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association.\nSuch delegates shall be designated\n\nSec. 7.\n\nentitled\n\nOnly\n\nactive\n\nmembers\n\nof the National\n\nLocal Delegates.\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\n\nSelection of\nDelegates\n\nto vote for the election of delegates in but\n\none Affiliated Local Association. For determining the apportionment of delegates, an active member may be counted in two\nAffiliated Associations, and no more;\n\nand that one of these shall\n\nbe the State Association.\n\nSec. 8.\n\nThe\n\nPresident,\n\nthe Twelve\n\nTreasurer\n\nEx-Officio\nDelegates\nSec. 9.\n\nVicepresidents,\n\nof the National\n\nthe Executive\n\nEducation\n\nSecretary,\n\nand\n\nAssociation, and the United\n\nStates Commissioner of Education, shall be ex-officio delegates to\nthe Representative Assembly.\n\nDelegates\n\nshall file their credentials\n\nwith\n\nthe Executive\n\nSecretary\n\nof the\n\nAssociation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Executive Secretary shall turn over\n\n"}
{"page": 667, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n661\n\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\n\nDelegates ;\nVoting; ;\nCredentials\n\nFreedom\n\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\nof\n\nFloor\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\n\nSection 1. The\nshall perform\n\nIII— DUTIES\n\nOF\n\nOFFICERS\n\nPresident shall preside at all meetings of the Association and\n\nthe duties prescribed by the Act of Incorporation,\n\nthese bylaws, and\n\nstanding rules, and in addition such duties as usually devolve upon the Chief Execu¬\ntive of such an Association. In the absence of the President, the\nDuties of the\nranking Vicepresident who is present shall preside and in the\nabsence of the President and all Vicepresidents a Chairman pro\nPresident\ntempore shall be elected under the direction of the Executive Sec¬\nretary of the Association. The President shall prepare the program for the general\nsessions of 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\n\naccurate\n\nrecord\n\nof the pro¬\n\nand all meetings of the Board\n\nof\n\nDirectors and of the Executive Committee, shall conduct the business of the As¬\nsociation as provided in the Act of Incorporation and these\nbylaws and, in all matters not definitely prescribed therein, Duties of the\nshall be under the direction of the Board of Directors or of the\nExecutive\nExecutive Committee acting for the Board\nin the absence of instructions from the Board\nExecutive\n\nCommittee,\nThe\n\nSec. 4.\n\n(a) The\n\nSecretary\n\nshall be under the direction of the President.\n\nTreasurer\n\nSec. 3.\n\nof Directors, and,\nof Directors or the\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\nDuties of the\nsafekeeping all moneys paid to the Association; and shall pay\nTreasurer\nthe same only upon the order of the Board of Trustees.\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\n(b) At the first meeting of the Board of Directors, held during the annual\nmeeting of the Association at which they were elected, they shall elect one Trustee\nfor the term of four years. All vacancies occurring in said Board of Trustees.\n\n"}
{"page": 668, "printed_page": null, "text": "662\n\nwhether\n\nNational\n\nEducation\n\nAssociation\n\nby resignation or otherwise, shall be filled by the Board\n\nof Directors\n\nfor\n\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 and standing rules. (See Act of Incorporation,\nsection 7, second paragraph, 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, these bylaws, and standing rules may be trans¬\nacted at such office or offices and meetings. (See Act of Incorporation, section 8.)\n\nand by these bylaws; shall elect correspond¬\nprescribed by the Act of Incorporati\non\ning members as prescribed in Section 6 of Article I of these bylaws. The Board of\nDirectors shall approve all bills incurred by itself or by the\n•Duties of the\nExecutive Committee, or the President or the Executive Secretary\nBoard of\nacting under the authority of the Board of Directors; shall\nDirectors\nappropriate from the current funds of the year the amounts of\nmoney ordered by the Representative Assembly at the annual business meeting of\nthe same for the work of all special committees of research and investigation author¬\nized and provided for at the annual business meeting, and for all other needs of the\nAssociation; shall make a full report of the financial condition of the Association\nincluding the reports of the Executive Secretary, the Treasurer, and the Board\nof Trustees to the Representative Assembly at its annual business meeting, and\nshall do all in its power to make the Association a useful and honorable institution.\n\n(\n\nthe Represe\nAssemb\nand may meet in connect\nwith the annual meet¬\nly,\nion\nn ative\ning of the At\nA\no\nS\nA\na\nf\nssociat\nchool\nmerica\ndminis\nnd at such other times\ntrator\nn\nion\ns\nand places as may be determ\nby the Preside\nor request\nin writing by a\nined\nnt\ned\nmajorit\no t\ne\nmember\nof the Board of Directo\nand the Commit\non\ntee\ns\nrs\ny f he lective\nBylaws and Rules.\ne\n\n)\nTSec.\nhe Bo5.ard(a) The Executive Committee shall have authority to represent and to act\nof Directors\nshall inhavthe\nfor the Board of Directors\ne suintervals\nch powers between the meetings of that body,\nand perfor\nto the extent of carrying out the legislation adopted by\nthe mBoard\nsuch of\ndutiDirectors\nes as are under\ngeneral directions as may be given by said Board.\n(b) The\n\nExecutive\n\nCommittee\n\nmay\n\nrecommend\n\nto the Representative\n\nAssembly\n\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\n\nof the Executive\n\nCommittee\n\nthereon, to the Board\n\nof Direc-\n\n"}
{"page": 669, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n663\n\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\nreport of the finances of the Association to the Executive Com- Further Duties\nmittee not later than ten days prior to the annual meeting of the\nof Trustees\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\n(b) The Board of Trustees shall have charge of the Permanent Fund and shall\nprovide for the safekeeping and investing of such Fund and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. It shall also\nbe the duty of the Board of Trustees to issue orders on the Treasurer for the pay¬\nment of all bills approved by the Board of Directors, or by the President and\nExecutive Secretary of the Association acting under the authority of the Board of\nDirectors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous\nyear, and providing for the fixed expenses and for all appropriations made by the\nBoard of Directors for the ensuing year. (See Act of Incorporation, section 7.)\n(c) The Board of Trustees shall elect the Executive Secretary of the Association,\nwho shall be Secretary of the Executive Committee, and shall fix the compensation\nand the term of his office for a period not to exceed four years. (See Act of\nIncorporation, section 7.)\nARTICLE\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\nsearch; have a report made at its annual meeting on “EduFunction of\ncational Progress during the Past Year”; and in other ways\nNational\nuse its best efforts to further the objects of the Association and\nCouncil\nto promote the cause of education in general.\nSec. 2,\n\nThe\n\nNational\n\nless than 120, nor more\nvided by its bylaws.\nSec. 3.\n\nThe\n\ning the week\nSec. 4. The\n\nof the Council\n\nannual\n\nCouncil\n\nthan 200, members\n\nmeeting\n\nof the annual\nabsence\n\nof Education\n\nto be selected as pro¬\n\nof the Council\n\nmeeting\n\nof a regular\n\nshall be considered\n\nshall consist of not\n\nMembership\n\nTime of\nMeeting\n\nshall be held dur¬\n\nof the Association.\nmember\n\nfrom\n\nequivalent\n\ntwo\n\nsuccessive\n\nannual\n\nmeetings\n\nto his resignation of 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.\n\n"}
{"page": 670, "printed_page": null, "text": "664\n\nNational\n\nSec. 5.\n\nThe\n\nEducation\n\nofficers of the Council\n\nAssociation\n\nshall consist of a President,\n\na Secretary, and such standing committees\n\nas may\n\na Vicepresident,\n\nbe prescribed by its bylaws, all\n\nof whom shall be regular members of the Council. The Secre¬\ntary of the Council shall, in addition to performing the duties\npertaining to his office, furnish the Executive Secretary of the\nAssociation a copy of the proceedings of the Council for\n\nCouncil\nOfficers\npublication.\nSec. 6. The\n\nNational\n\nCouncil\n\nof Education\n\nis hereby\n\nauthorized\n\nto adopt by¬\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.\n\nBylaws and\nPowers of\nCouncil\nSec. 7. The\n\npowers\n\nand\n\nduties of the Council\n\nmay\n\nbe changed\n\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\nfollowing\n\nV— DEPARTMENTS\n\nDepartments\n\nare now\n\n(1938)\n\nin existence, to wit: The\n\nDepartments, first, of American Association of School Administrators; second, of\nVocational Education; third, of Kindergarten-Primary Education; fourth, of Music\nEducation; fifth, of Secondary Education; sixth, of Business Education; seventh, of\nAmerican Association for Health, Physical Education, and Recreation; eighth, of\nScience Instruction; ninth, of Rural Education; tenth, of Classroom Teachers;\neleventh, of Deans of Women; twelfth, of Adult Education; thirteenth, of Ele¬\nmentary School Principals; fourteenth, of Visual Instruction; fifteenth, of Social\nStudies; sixteenth, of Teachers Colleges; seventeenth, of Lip Reading; eighteenth,\nof Secondary School Principals; nineteenth, of Supervisors and Directors of Instruc¬\ntion; twentieth, of Educational Research; twenty-first, of Special Education; twentysecond, of Home Economics; twenty-third, of Administrative Women in Education;\ntwenty-fourth, of Art Education. There is also the National Council of Education.\nSec. 2.\n\nmembers\n\nMembers\n\nEach\n\nDepartment\n\nfor the purpose\n\nof\n\nDepartments\n\nshall have\n\nthe\n\nright to fix the qualifications\n\nof electing officers and\n\ntransacting\n\nthe other business\n\nof the Department; provided, Active members of the Associa¬\ntion, and no others shall be eligible to such Department mem¬\nbership; and provided also, That all active members of the\nAssociation shall be permitted to attend the professional\ngrams and discussions of any Department.\n\nSec. 3. Each\n\nDepartment\nMeetings\n\nSec. 4. The\n\nof its\n\npro¬\n\nDepartment shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nin these bylaws and standing rules or as directed by the Board\nof Directors, or by the Executive Committee\neral instructions of the Board of Directors.\nobject of the meetings\n\nof the Departments\n\nacting under the gen¬\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\nDepartment\nwith formal programs, unless otherwise ordered by the President\n\nMeetings\n\nof the Association, except that a third session of business or in¬\nformal round table conference may be held at the discretion of\nthe Department officers.\n\n"}
{"page": 671, "printed_page": null, "text": "Sec. 5. The\n\nAssociational\n\nRecords\n\nofficers of each\n\nDepartment\n\nand\n\n665\n\nInformation\n\nshall consist\n\nof a President,\n\na Vice-\n\npresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve for the term of office specified in the regulations of the\nDepartment and until their successors are duly elected; and who\nOfficers of\nshall at the time of their election, be active members of the AssoDepartments\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.\n\nSec. 6. The\n\nSecretary\n\nof each\n\nDepartment\n\nshall, in addition\n\nto performing\n\nthe\n\nduties usually pertaining to his office, furnish to the Executive Secretary of the\nAssociation a copy of the proceedings of the meetings of the\nDepartment for publication. No Department shall establish an\nDepartment\noffice outside of the general headquarters of the Association withHeadquarters\nout the consent of the Board of Directors.\n\nSec. 7. All\n\nDepartments\n\nshall have\n\nequal\n\nrights and\n\nprivileges,\n\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\n\nfrom the list when\n\nSec. 8. Upon\n\nthe recommendation\n\nof Directors\n\nthe ex-\n\nRights of\nDepartments\n\ndiscontinued.\n\nof the Board\n\nwith\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 held constructive meetings\nfor at least three successive years.\nA Department already established may be discontinued upon a two-thirds vote\nof the Representative Assembly, at any business meeting; provided, That announce¬\nment of the purpose to discontinue has been made at the preceding annual busi¬\nness meeting. The Board of Directors may recommend to the Representative As¬\nsembly the discontinuance of any Department. Upon the recommendation of the\nBoard of Directors a Department which has failed to hold a regular meeting for\ntwo successive years may be discontinued by a vote of two-thirds\nto the Representative Assembly present at any annual meeting.\nSec. 9.\n\nAny\n\nDepartment,\n\nby a two-thirds\n\nvote\n\nof those\n\nvoting\n\nof the delegates\n\nat any\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 wffio shall transmit them monthly to the Executive Sec¬\nretary of the Association. Such funds shall be added to the DeFees for\npartment’s allowance from the Association and shall be used for\nDepartment\nthe work of said Department only, and shall be disbursed upon\nMembers\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\n\n"}
{"page": 672, "printed_page": null, "text": "666\n\nSec.\n\nNational\n\n10. Each\n\nDepartment\n\nEducation\n\nis hereby\n\nAssociation\n\nauthorized\n\nto adopt\n\nbylaws\n\nfor\n\nits govern¬\n\nment not inconsistent with the Act of Incorporation or the bylaws of the Association;\nprovided , That such bylaws be submitted to, and approved by, the Board of Directors\nof the Association before they shall become operative.\n\nARTICLE\nSection\n\n1.\n\nThere\n\nVI— COMMITTEES\n\nshall be a Committee\n\non Bylaws\n\nand\n\nRules\n\nwhich\n\nshall serve\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\nRul es\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.\nSec.\n\n2.\n\nIn\n\nall committees,\n\nboards,\n\nor\n\ncouncils\n\nin which\n\nthe\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.\n\n3.\n\nThere\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¬\nmittee for the nomination\n\nand\n\nelection in 1937 to be held on\n\nthe first day upon which the Representative Assembly meets. This Committee shall be\nresponsible for editing and preparing that portion of the minutes of the Representa¬\ntive Assembly which shall be published in the printed Proceedings.\n\nARTICLE\n\nSection\n\nMeetings\nBe Held\nAnnually\n\nTo\n\n1. Stated\n\n1. The\n\nmeeting\n\nof the\n\nNational\n\nProceedings\n\nVIII— PROCEEDINGS\n\nof the\n\nAssociation,\n\nments, and of all commissions\n\nPublication of\nProceedings\n\nof the Association,\n\nCouncil of Education, and of all Departments, except as other¬\nwise provided, shall be held at such time and place as shall be\ndetermined by the Board of Directors or by the Executive Com¬\nmittee acting under the instructions of the Board of Directors.\n\nARTICLE\n\nSection\n\nVII— MEETINGS\n\nof the\n\nCouncil,\n\nof\n\nthe\n\nDepart¬\n\nand committees, shall be published\n\nat the discretion of and under the direction of the Executive\nCommittee; provided, That such publication has been approved\nand the money\n\ntherefor appropriated\n\nby the Board\n\nof Directors.\n\n"}
{"page": 673, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n667\nSec. 2. No\n\npaper,\n\nlecture, or\n\nof the Departments\n\naddress\n\nin the absence\n\nshall\n\nbe read\n\nbefore\n\nthe Association\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\nSection\n\n1. Elected\n\nstitute a quorum\n\nwithout the approval\n\nIX— QUORUM\n\ndirectors\n\nfrom\n\nof the Board\n\nAND\n\ntwenty-five\n\nof Directors. A\n\nRules\n\nof Order\n\nRevised\n\nof the\n\nof the Execu-\n\nRULES\nstates\n\nOF\n\nof\n\nAuthor\n\nORDER\n\nshall\n\nmajority\n\nany\n\nAbsence\n\nFormation\n\ncon¬\n\nof\n\nof all\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\nSec. 2. Robert’s\n\nor\n\nshall be the authority\n\nQuorum\n\ngoverning\n\nall matters\n\nof procedure not otherwise covered in the Act of Incorporation and in these bylaws,\nstanding rules, and in the rules of procedure adopted by the Representative Assembly.\n\nARTICLE\nSection\n\n1. The\n\ninvested\n\nfund\n\nX— PERMANENT\nnow\n\nknown\n\nFUND\n\nas the “Permanent\n\nFund\n\nEducational Association,” when transferred to the corporation\nbe held by such corporation as a Permanent Fund.\nSec.\n\n2. The\n\nPermanent\n\nFund\n\nshall\n\nbe\n\nin charge\n\nof the\n\nof the National\n\nhereby created, shall\n\nBoard\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\n\npart\n\nof the principal\n\nof such\n\nPermanent\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.\nARTICLE\nSection\n\n1. These\n\nbylaws\n\nmay\n\nXI— AMENDMENTS\n\nbe altered\n\nor amended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds 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.\n\n2.\n\nIn all voting\n\non\n\nproposed\n\namendments\n\nto the charter,\n\nbylaws,\n\nand\n\nstand¬\n\ning rules, written ballots shall be used whenever 200 members of the Representative\nAssembly by petition or by standing vote shall indicate that ballot voting is desired.\nIn case a petition for secret ballot is signed by at least 200 members\n\nof the Repre-\n\n"}
{"page": 674, "printed_page": null, "text": "668\n\nNational\n\nEducation\n\nAssociation\n\nsentative Assembly and filed with the Executive Secretary he shall arrange for writ¬\nten ballots in accordance with the petition. State delegations may vote by ballot. The\nresults shall be announced by the chairman of each delegation as the roll of states\nis called; 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 vote by ballot.\nSec.\n\n3.\n\nThe\n\nstanding\n\nrules\n\nmay\n\nbe amended\n\nat the annual\n\nmeeting\n\nof the Repre¬\n\nsentative Assembly without notice by two-thirds vote of the Representative Assembly\nand by a majority vote of the Representative Assembly if the amendment shall have\nbeen proposed in writing at the annual business meeting next preceding the one at\nwhich action is taken.\n\n"}
{"page": 675, "printed_page": null, "text": "Associational\n\nRecords\n\nSTANDING\n\nand\n\nInformation\n\n669\n\nRULES\n\nMEMBERSHIP\nRule 1. The membership year shall be from September 1 to\nAugust 31. All membership dues shall be credited to the current\nmembership year unless otherwise requested.\nRule\n\n2. The\n\nannual\n\ndues\n\nof members\n\nshall be sent to the\n\nExecutive Secretary on or before December 31. An active mem¬\nber failing to pay dues as herein provided shall forfeit the\nprivileges of membership and be dropped from the list of\nmembers.\n\nMembership\nYear\nTime and\nPlace of\nPaymentDues\nof\n\nRule 3. The Executive Secretary of the Association shall furnish each member of\nthe Association a membership card, declaring him to be a member of the National\nEducation Association for the year for which his dues are paid,\nand as such entitled to all the rights and privileges granted by\nMembership\nthe charter and bylaws of the Association. Arrangements may\nCard\nbe made with Local and State Affiliated Associations for the\nissuance of a coinclusive membership\nOFFICERS,\n\ncard, or insignia, or both on a voluntary basis.\n\nREPRESENTATIVE\nASSEMBLY,\nASSOCIATIONS\n\nAND\n\nAFFILIATED\n\nRule 4. At the first business meeting of the Representative Assembly on the second\nday of the annual meeting of the Association, nominations for the following offices\nshall be made: President, Vicepresidents, Treasurer, and the three members of the\nExecutive Committee to be elected by the delegates. Candidates for said offices shall\nbe nominated from the floor upon roll call of the states. On the first day of the\nannual meeting of the Association the delegates of each state, territory, and district\nof the United States in which the term of office expires shall nominate one person\nfor member of the Board of Directors and the name of such person shall be reported\nto the Representative Assembly at the first business meeting upon roll call of the\nstates. Any person to qualify to serve as Director shad have been\nElection of\nan active member with dues paid in the National Education As¬\nOfficers and\nsociation and in a State, or District, or Territory, and a Local\nAssociation, if organized, for a three-year period immediately\nQualifications\nof Directors\npreceding the election. Only delegates who are active members\nof the N.E.A. and whose dues have been paid in a State, or\nDistrict, or Territory, or a Local Association, if organized, respectively, shall have\nthe right to vote for such directors. On the fourth day of the annual meeting, officers\nshall be elected from the candidates by the delegates to the Representative Assembly\nby ballot, provided, However, that in 1938 this election shall be on the third day.\nSaid ballots shall be printed and shall contain the names of all nominees as pro¬\nvided above. Polls for voting shall be open from 8 a. m. to 6 p. m., at such place\nor places as the President of the Association shall designate. The candidates for\nPresident, Treasurer, member of Board of Directors from each state, territory, or\ndistrict, respectively, in which the term of office expires and the eleven candidates\nfor the office of Vicepresident receiving the highest number of votes shall be declared\nelected. The President of the Association shall appoint tellers and complete all ar¬\nrangements for carrying out the election. The results of the election herein provided\nshall be announced at the final business session of the Representative Assembly.\nThe officers thus chosen shall continue in office until the close of the annual meeting\nsubsequent to their election, and until their successors are chosen, except as herein\nprovided. The Executive Secretary and the Treasurer shall enter upon their duties\nat a date which shall be determined by the Board of Trustees and which shall\nnot be later than the first of October and shall continue in office during the term\nfor which they are separately chosen and until their successors are duly elected.\n\n"}
{"page": 676, "printed_page": null, "text": "670\n\nNational\n\nRule\n\n5. Each\n\nsupport\n\nEducation\n\nAffiliated Association\n\nAssociation\n\nshall be entitled to the active\n\nassistance\n\nand\n\nof the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\n\nRelationship: comes within the purpose and object of the National Education\nNational, State, Association as set forth in its charter. The Executive Secretary\nand Local\nof the National Education Association shall, with the advice and\napproval of the Executive\ncooperation between the National\n\nfor mutual\n\nCommittee, make such arrangements\nEducation Association and the State\n\nand Local Affiliated Associations as will promote\nthe interests of the teaching profession.\nOTHER\n\nDUTIES\n\nOF\n\nthe welfare\n\nEXECUTIVE\n\nRule 6. The Executive Secretary shall\nAssociation and pay the same each month\n\nof all and\n\nadvance\n\nSECRETARY\n\nreceive or collect all moneys due the\nto the Treasurer. He shall countersign\n\nall bills approved for payment by the Board of Directors, or by the Executive Com¬\nmittee acting under the authority of the Board of Directors or by the President\nacting under authority of the Board of Directors or of the Executive Committee.\nHe shall countersign checks drawn by the Treasurer in payment\n\nDuties of\nthe Executive\nSecretary\n\nof bills and shall deposit in an authorized depository in the name\nof the Association and disburse therefrom any funds authorized\nby the Board of Trustees advanced to him by the Treasurer for\n\nRepresentative\nat all meetings\n\nthe payment of expenses set forth in the budget adopted by the\nAssembly. The Executive Secretary shall have his records present\nof the Association, of the Board of Directors, and of the Executive\n\nCommittee.\n\nshall keep a list of members\n\nHe\n\nshall be Secretary\nproperty\nHe\n\nof the Board\n\nof the Association\n\nshall give such\n\nbond\n\nand\n\nof Directors.\n\nnot in charge\n\nshall revise said list annually.\n\nHe\n\nshall be the custodian\n\nof the Treasurer\n\nfor the faithful performance\n\nand the Board\nof his duties\n\nHe\n\nof all the\n\nof Trustees.\n\nas may\n\nbe re¬\n\nquired by the Board of Trustees. He shall submit his annual report to the Execu¬\ntive Committee not later than fifteen days before the annual meeting of the Asso¬\nciation, which report shall be transmitted to the Board of Directors at its annual\nmeeting.\n\nAt the expiration\n\nof his term\n\nof office, he shall transfer\n\nto his successor\n\nall\n\nmoneys, books, and other property in his possession belonging to the Association.\nThe Executive Secretary shall not print, publish, or distribute any official report or\nother document without the approval of the Board of Directors or of the Executive\nCommittee\n\nacting under\n\nthe general\n\nOTHER\n\ninstruction\n\nDUTIES\n\nOF\n\nof the Board\n\nof Directors.\n\nTREASURER\n\nRule 7. The Treasurer shall notify the President of the Association and the\nChairman of the Board of Trustees whenever the surplus funds in his possession\nexceed\n\n$500;\n\nvouchers\n\nshall keep\n\nan\n\nexact\n\naccount\n\nof his receipts\n\nand\n\nexpenditures\n\nwith\n\nfor the latter, and said accounts, ending on the thirty-first day of May\neach year, he shall render to the Executive Committee not later\n\nDuties\nof the\nTreasurer\n\nthan ten days before the annual meeting of the Association, and\nwhen approved by said Committee, these accounts shall be transmitted by this Committee to the Board of Directors at its meeting\nheld\n\nin connection\n\nwith\n\nthe annual\n\nmeeting\n\nof the Association\n\nand a copy of the report shall be transmitted to the Representative Assembly for\nits information. The Treasurer shall give such bond for the faithful performance\nof his duties as may be required by the Board\nterm of office, he shall transfer to his successor\nin his possession\n\nbelonging\n\nof Trustees. At the expiration of his\nall moneys, books, and other property\n\nto the Association.\nCOMMITTEES\n\nRule\n\n8. The\n\nCommittee\n\nBoard\n\nof Directors\n\nfor the ensuing\n\nyear,\n\nshall appoint\n\nwhose\n\nat its annual\n\nmeeting\n\nduty it shall be to prepare\n\nand\n\na Budget\npresent\n\na\n\n"}
{"page": 677, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n671\nbudget\n\nto the\n\nBoard\n\nof\n\nDirectors\n\nat its next\n\nmeeting.\n\nThe\n\nBudget Committee shall have authority to secure the support\nthe Auditing Committee in preparing this budget.\n\nBudget\n\nof\n\nCommittee\n\nRule 9. Not later than five months before the end of the fiscal year, the President\nshall appoint an Auditing Committee, consisting of three active members of the\nAssociation, no one of whom shall be either a Trustee or a\nDirector; to this Committee shall be referred the report and\naudit of the expert accountant or accountants, together with the\ncommunication\nvided in Rule\nDirectors.\nRule\nand\n\n10. On\n\nof the President transmitting the same as pro¬\n14; and the Committee shall report its findings\n\nthe first day of the annual\n\nplace as shall be designated\n\non\n\nmeeting\n\nthe annual\n\nto the Board\n\nof the Association,\nprogram\n\ncommittees,\n\nResolutions,\nRule\n\nto serve for the ensuing\n\nand\n\nNecrology.\n\n11. The\n\nCommittee\n\non Credentials\n\ncial list of delegates from the Executive\nthereon to the Representative Assembly.\nRule\n\n12. The\n\nCommittee\n\non Resolutions\n\nSecretary\n\nof the\n\nDelegates\n\nMeet\n\nby States\n\nyear: Credentials,\n\nshall receive\n\nof\n\nat such time\n\nby the President\n\nAssociation, the accredited delegates to the Representative As¬\nsembly from each state shall elect one member and one alternate\nwho are active members of the Association for each of the\nfollowing\n\nAuditing\nCommittee\n\nthe offi¬\n\nand\n\nCredentials\n\nreport\n\nshall report at 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\nactive\n\nshall receive\n\nmembers,\n\nand\n\nconsider\n\nor referred\n\nall resolutions\n\nproposed\n\nto it by the President.\n\nSome\n\nby\n\ntime\n\nResolutions\n\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\nprinted program, for the purpose of receiving\nthose who may wish to advocate them.\n\nproposed\n\nresolutions\n\nand\n\nRule 13. The Committee on Necrology may prepare for the\npublished Proceedings brief memorial tributes to members who\nhave\n\ndied during\n\nin the\nhearing\n\nNecrology\n\nthe year.\n\nRule 14. Within thirty (30) days prior to the time of the annual meeting of the\nAssociation, the President shall appoint a competent person, firm, or corporation,\nlicensed\n\nto do\n\nappointed\nthe\n\nbusiness\n\nshall examine\n\nExecutive\n\nas\n\nexpert\n\naccountants;\n\nthe accounts,\n\nSecretary,\n\nthe\n\npapers,\n\nTreasurer,\n\nthe\nand\n\nand\n\naccountant\nvouchers\n\nthe\n\nBoard\n\nor\n\naccountants\n\nso\n\nof\nof\n\nExamination\n\nTrustees, and compare the same; shall also examine the securities\nof Accounts\nof the Permanent Fund held by the Board of Trustees. The report\nof said accountant or accountants shall be filed with the President not less than ten\ndays before the opening day of the annual meeting of the Association, and shall\nbe by him submitted to the Auditing Committee with such comments as he may\nthink proper.\nRule 15. The Representative\nas it may deem wise.\nANNUAL\nRule\n\n16. The\n\nthe business\nRule\n\nfirst day\n\nmeeting\n\n17. (a) The\n\nAssembly\n\nAND\n\nmay\n\nprovide\n\nBUSINESS\n\nof the annual\n\nmeeting\n\nsuch\n\nadditional\n\ncommittees\n\nMEETINGS\nshall be Monday;\n\nthe first day\n\nof\n\nshall be Tuesday.\nannual\n\nbusiness\n\nbegin at 9 a. m., on the second\n\nmeeting\n\nof the Representative\n\nday of the annual\n\nmeeting\n\nAssembly\n\nof the Association.\n\nA\n\nshall\nreg-\n\n"}
{"page": 678, "printed_page": null, "text": "National\n\n672\n\nMeetings of\nAssembly,\nDirectors, and\nTrustees\n\nAssociation\n\nular meeting of the Board of Directors shall be held in connection\nwith the annual meeting of the Association. The time and place\nof such meeting shall be designated in the program. The Execu¬\ntive Secretary shall notify the members of the Board of Directors\nof the time and place of meeting, not less than thirty (30) days\nbefore the meeting.\nMEETING\n\n(b) The\n\nEducation\n\nfirst regular\n\nOF\n\nNEW\n\nmeeting\n\nBOARD\n\nof the new\n\nOF\n\nBoard\n\nDIRECTORS\nof Directors\n\nshall be held\n\nas\n\nsoon as practicable and within twenty-four hours after the close of the last session\nof the annual meeting. The place and time of this meeting shall be announced in\nthe printed program.\nMEETING\n(c) The\nand\n\nBoard\n\nimmediately\n\nmeetings\nrequest\n\nof Trustees\nfollowing\n\nof the Trustees\nof a majority\n\nBoard of Trustees\nthereof.\n\nOF\n\nBOARD\n\nOF\n\nTRUSTEES\n\nshall hold its annual\nthe meeting\n\nmay\n\nbe called\n\nof the Board\n\nshall be given\n\nmeeting\n\nof the new\n\nby the Chairman\n\nof Trustees.\nto every\n\nDue\n\nmember\n\nat some\n\nBoard\n\nconvenient\n\nof Directors.\nand\n\nshall be called\n\nnotice of all meetings\nof the Board\n\ntime\n\nSpecial\non\n\nof the\n\nby the Secretary\n\n"}
{"page": 679, "printed_page": null, "text": "Associational\n\nNATIONAL\n\nRecords\n\nInformation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nand\n\nKNOWN\n\nEDUCATION\n\nASSOCIATION\n\nAS THE\n\nASSOCIATION\n\nUNITED\n\n673\n\nOF\n\nTHE\n\nSTATES\n\nCERTIFICATE\nof Acceptance\n\nof Charter\n\napproved\n\n30, 1906.\n\nWe,\n\nJune\n\nthe\n\nShepard,\n\nundersigned,\n\nthe\n\nSecretary\n\nand\n\nAdoption\n\nNathan\nof the\n\nC.\n\nof Bylaws\n\nSchaeffer,\n\nmeeting\n\nof the\n\nthe\n\nunder\n\nthe Act\n\npresiding\n\nNational\n\nof Congress\n\nofficer, and\n\nEducational\n\nIrwin\n\nAssociation\n\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\n\nentitled “An\n\nAct\n\nTo\n\nIncorporate\n\nthe National\n\nEducation\n\nAssociation\n\nof\n\nthe United States,”\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto\n\nattached,\n\nof the\n\nUnited\n\nhereby\n\naccepted\n\nStates, granted\n\nprovided in said\nresolutions,\nDo\n\nand\n\nact and\n\nthe charter\nby said\n\nselected\n\nof the National\n\nact of Congress,\n\nofficers; and\n\ncertify that the National\n\nEducation\n\nand\n\nadopted\n\nthe undersigned\n\nEducation\n\nAssociation\n\nAssociation\nbylaws\n\npursuant\n\nof the United\n\nStates\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\n1907.\n\nwhereof,\n\nwe\n\nhave\n\nhereunto\n\nsigned our\nNathan\nIrwin\n\nnames\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,\n\nThat\n\nADOPTED\n\nBY THE\n\nthe National\n\nACTIVE\n\nEducational\n\nAssociation\n\n10, 1907\n\nhereby\n\naccepts\n\nthe 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\nmeeting of the Association held on July 6, 1905, which are printed\nJournal of said meeting,\nmediately.\n3. Resolved,\n\nThat\n\nthe title “National\n“1857-1907.”\n\nbe\n\nand\n\nthe same\n\nthe Association\nEducation\n\nadopt\n\nAssociation\n\nare hereby\n\nadopted\n\nat the annual\nin full in the\n\nto take\n\neffect im¬\n\nas its corporate\n\nseal a circle containing\n\nof the\n\nStates,”\n\nthe\n\ndates\n\n4. Resolved, That the Association do now proceed to elect officers, and\nganize under the charter granted by the act of Congress.\n\nto or¬\n\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nUnited\n\nand\n\nof the District of Columbia,\n\nSeptem¬\n\n"}
{"page": 680, "printed_page": null, "text": "—\n\n1\n\n1\n1\n1\n1\n\n674\n\n8\n\nNational\n\nEducation\n\nAssociation\n\n6\n\n8\n8\n8\n\n7\n8\n\n8\n8\n\n3\n8\n8\n8\n8\n8\n\n8\n\n6\n6\n\n8\n\nOF\n\nMEETINGS\n\n6\n\n8\n8\n\n5\n\nCALENDAR\n\n5\n\n—\n6 NATIONAL\n\nTEACHERS\n\nASSOCIATION,\n\n8\n—\nJames L.\nEnos, Chairman\n9\nW. E. Sheldon, Secretary\n\nS. S. Greene, President\nW. E. Sheldon, Secretary\nHAR Z. Richards, Treasurer\nRIS\nBUR\nG,\nJ. P. Wickersham,\nPresident\nPA\nS. H. White,. Secretary\n\nZ. Richards,\nPresident\n—\nJ. W. Buckley, Secretary\n0\nA. J.—\nRickoff, Treasurer\n\n—\n0\n8\n5\n9\n7\n—\n—\n—\n\nS. P. Bates, Treasurer\nIND\n\n186\n\n7\n\nIAN\n\nNo\n\nAPO\nLI\n, I\nJ.\nM. SGregory,\nPresident\nses\nND.\nSecretary\nsL.\nion Van Bokkelen,\nJames\n\n—\n—\n\n—\n—\n—\n—\n—\n\nNS\n\nVI L. Van Bokkelen, President\nLW.\nLE E. Crosby, Secretary\n,\nA. L.TEBarber,\nTreasurer\nNN\nTR\n.\nEN\nTO Daniel B. Hagar, President\nN,\nA.N P. Marble, Secretary\n.\nJ. Crosby, Treasurer\nW. E.\nCL\n\nEV\n\nEL\n\nAN\n\nNATIONAL\n\nBU\n\nRG\nN,.\n\nY.\n\nJohn\n\nHancock,\n\nE. E. White,\n\nD,\nOH\nASSOCIAT\nIOION,\n\nEDUCATIONAL\n\nTreasurer\n\nN. A. Calkins. Treasurer\n\nMA\n\nDI\n\nF. Louis Soldan, President\nW. E. Sheldon, Secretary\nS. N. A. Calkins, Treasurer\nN. A. Calkins, President\nW. E. Sheldon, Secretary\nE. C. Hewett, Treasurer\n\nSO\n\nPresident\n\nHancock,\n\nN,\nWI\n\nTreasurer\n\nB. G. Northrup, President\nS. H. White, Secretary\nJohn\n\nHancock,\n\nTreasurer\n\nGove, President\n\n.\n\nLL\nOI,\n\nAG\n\nP. Marble,\n\nPresident\n\nJ. H. Canfield, President\nW. R. Garrett, Secretary\nE. C. Hewett, Treasurer\n\nNA\n\nFR\n\nSH\n\nAN\n\nVI\n\nN.\n.\nN\n,N\nT.\nIN\nTEE\nOON,\nM\n,\nLL\nNT\nRO\nTO\n\nSC\n\nOC,\nAL\n\nUL\n\nA\n.P\n\nST\n\non\n\ni\nsoess\n187-8N\n\n,\n,\n.E\nLE\nMODR\nKIYL.\nIM\nSNVN,.\nLT\nUI S\nLO LMI\nPO\n\nEA\n\nNN\n\nMI\n\nBA\n\nCI\n\nJ. Ormond Wilson, President\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n\nIF\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\n\n.\nOLL,\nAGI\n\nIC\n\nSA\nTO\n\nRA\n\nJ. M. Greenwood,\n\nTreasurer\n\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nJ. M. Greenwood,\n\nBU\n\nAS\n\nLO\n,\nECRO\n.\n. Y NV J.\nSN, DE RKN,.\nRPYA\n\nG\nIN\n\nA,\n\n,\n.A\nU\nUN.QY\n\nTA\n\nPR\nGSA\n\nI\nA.H\nP\nELP\n\nAU\nCH\n\nA,\nAGNA.T\nATL\n\nAD\n\nIL\n\nPH\n\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nCH\n\nPresident\n\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n\nE. T. Tappan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n\n.\n\nIC\n\nO\nTR\nDE\n\nN\n\nPresident\n\nG. J. Orr, President\nW. E. Sheldon, Secretary\nH. S. Tarbell, Treasurer\n\nAaron\n\nS, J. H. Canfield, Secretary\nN. E. C. Hewett, Treasurer\nY.\n\nSA\n\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n\nH. Smart,\n\nNG\n\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nM. A. Newall, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n\nJames\n\nRI\n\nAlbert\n\nW. F. Phelps, President\nW. D. Henkle, Secretary\nA. P. Marble, Treasurer\n\nHancock,\n\nNS\n\nGA\nSP\n\nW. T. Harris, President\nM. R. Abbott, Secretary\nA. P. Marble, Treasurer\n\nJohn\n\n,KA\n\nKA\n\nTO\n\nTreasurer\n\nW. E. Sheldon, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nPE\n\nRA\n\nCH\n\nHancock,\n\nTO\n\nSA\n\nS. H. White, President\nA. P. Marble, Secretary\nJohn\n\n1871-1907\n\nThomas W. Bicknell, President\nH. S. Tarbell, Secretary\n\nS. H. White, Secretary\nJohn\n\nTreasurer\n\nSH\n\nJ. L. Pickard, President\n—\nW. E. Crosby, Secretary\n\nDE\n\nCruickshank,\n\nNA\n\n—\n\n4\n\n2\n\nL.\nI,L\nGO\n6\n7\n—\nCA\n.\nHI\nC3\n.\nSM,O\n1\nSS\n0\n.\nUI\n,\n,\nY\nA\n.LO\nOMN\nRNA.\n5\n9\nST\nMI\nH.\nST —\nTC,\nEL\nBO\nMI\nI\n\n9\n9\n9\n9\n8\n—\n\n—\n9\n—\n—\n\n9\n\nA. J. Rickoff, President\n4\nJ. W. Buckley, Secretary\nC. —\nS. Pennell, Treasurer\nCI\nNCPH\nINILAD J. W. Buckley, President\nNA EZ.\nSecretary\nLPRichards,\nHIA,\nTI O.\n8\nC. Wight,\n, O—\nPA. Treasurer\n1861, 1862 H—IONo session (Organize\n8\nd)\nWA\nJohn D. Philbrick, President\nSH\nJames Cruickshank, Secretary\nIN\nBU\nGT\nO. C. Wight, Treasurer\nFF\nON\n5\nAL\n,D\nO,\n. W. H. Wells, President\nC.\n—\nN.\nDavid\nN. Camp, Secretary\nY.\nZ. Richards, Treasurer\n8\n\nOG\n\n1857-1870\n\nTreasurer\n\nNicholas Murray Butler,\nIrwin Shepard, Secretary\n\nI. C. McNeill,\n\nTreasurer\n\nPresident\n\n.\n\n"}
{"page": 681, "printed_page": null, "text": "—\n\n1\n1\n1\nAssociational\n9\n9\n9\n0\n0\n2\n0 3\n—\n\nRecords\n\nand\n\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary\nCharles H. Keyes, Treasurer\n\nNewton C. Dougherty, President\n—\nIrwin 4\nShepard, Secretary\n\nI. C. McNeill,\n\nTreasurer\n\nMIN\n\nNEA\n\n—\nCharles R. Skinner,\nPresident\nIrwin Shepard, Secretary\n\n2\n\n2\n\nGT\n\nL. C. Greenlee,\n—\n\nON\n\n,\n\nC.\n\n—\nOS\n3\nAN\nGE\nLE\n\nON\n\n,S\n\nS,\n\nRhodes,\n\nGROVE,\n\nTreasurer\n\nN. J.\n\nWilliam\nH. Maxwell, President\nMO\nIrwin . Shepard, Secretary\nJames\n\nW.\n\nCrabtree,\n\nTreasurer\n\n19\n\n06\n\nNathan\n\nTreasurer\n\nC. Schaeffer,\n\nPresident\n\nLO\n\nNATIONAL\n\nS\n\nEDUCATION\n\nAN\nASSOCIATION\nGE\n\nUNITED\n\nSTATES.\n\nCAL\n\nFred\n\nM.\n\nHunter,\n\nPresident\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nDE\n\nS\n\nJames Y. Joyner, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nMO\n\nIN\n\nES\n\n,I\n\nS\nM,A\nON\n\nST\n\nO\n\nW\n\nA\n\nCharl\n\nOrmond\n\nCrabtree,\n\nTreasurer\n\nWilliams,\n\nPres.\n\nSecretary\n\nCornelia\n\nS. Adair,\n\nTreasurer\n\nWilliam\n\nB. Owen,\n\nPresident\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nS. Adair,\n\nOlive\n\nM.\n\nJones,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nS. Adair,\n\nTreasurer\n\nTreasurer\n\nJesse\n\nH. Newlon,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nS. Adair,\n\nTreasurer\nPresident\n\nW\nA\n\nL\n\nS\n\nEdward T. Fairchild, President AN\nD\nDurand W. Springer, Secretary\nS\nGrace M. Shepherd, Treasurer\nA\n\nH\n\nG\n\nN\n\nI\n\nMcSkimmon,\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\n\nSmith,\n\nTreasurer\n\n,C.\nN.\nOD\n\n.\n,\n.\nA,\nNSD\n,S.H\nA\nLII\nPAI\nWEH\nTLP\nPO\nATEL\nSE\nAD\nIL\n\nNA\nIA\n\nNC\n\nFrancis\n\nIS\n\nCO\n\nG. Blair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nPresident\n\nSecretary\n\nSmith,\n\nTreasurer\n\nPH\n\nJoseph Swain, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nMary\n\nJ. W.\n\nT\n\nFNR\nA\n\nD\nIN\n\n—\n\n—\n\nCarroll G. Pearse, President\nIrwin Shepard, Secretary\nKatherine D. Blake, Treasurer\nO\n\nS. Adair,\n\nJ. W.\n\nJ. W.\n\nS.\n\nElla Flagg Young, President\nIrwin Shepard, Secretary\nDurand W. Springer, Treasurer\n\nK\n\nTHE\n\nS1908\n—\n,\nCA\nLI\nF.\nJ. W.\n\nLorenzo D. Harvey, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nA\n\nOF\n\nLE\n\nIF.\n\n.\n\nLO\n\nUI\n\nEdwin G. Cooley, President\nIrwin Shepard, Secretary\n—\nArthur H. Chamberlain, Treas.\n\n. C\n\nMcHenry\n\nASNo\nIrwin Shepard, Secretary\nBUse\nRsYs\nio P J. N. Wilkinson, Treasurer\nn ARK\nand\nOC\nEA\nN\n\n—\n—\n—\n—\n—\n—\n—\n\nST\n\nS,\n\nST.\n\nBO\n\n9\n—\n7\n3\n\nD.\n\nBO\n\nM. Green, President\nShepard, Secretary\n\n—\n\nIN\n\n4\n0\n5\n6\n\n2\n\n1\n\n8\n3\n2\n\n—\nWA\nSH\n\nP\n\nOLI W. Eliot, President\nCharles\nS,\nMIN Secretary\nIrwin Shepard,\nN\n\n.\nW. M. Davidson, Treasurer\nST\nON\n,\nJohnMASW. Cook, President\n.\nIrwin S\nShepard,\nSecretary\n\nI. C. McNeill, Treasurer\n9\n9\n6\n—\nJ. M. Greenwood, President\nBUF\n0\nFAL Irwin Shepard, Secretary\nO\n0 ,I. NC. McNeill, Treasurer\n. Y\n.\n2\n5\nE. Oram Lyte, President\nIrwin Shepard, Secretary\n7\n—\n7\nI. C. McNeill, Treasurer\n—\nMI\nLW\nOscar T. Corson, President\nAU\nKE Irwin Shepard,\n—\n1\nSecretary\nE,\nWIS\nCarroll\nG.\nPearse,\nTreasurer\n.\nJames\nIrwin\n\n675\n\nInformation\n\nDavid Starr Jordan, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\nDavid B. Johnson, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\n.,\nAA\nNGT\nO\nLA\nI,\n.\nUHS\nAT\nSN, MBO\nN\nMI OLU\nOL\nC\nAP\n\nE\nNN\nMI\n\nRobert J. Aley, President\nDurand W. Springer, Secretary\nThomas E. Finegan, Treasurer\nMary\n\nC. C. Bradford,\n\nJ. W. Crabtree,\nA. J. Matthews,\nGeorge\n\nD. Strayer,\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nPresident\n\nSecretary\nTreasurer\nPresident\n\nSecretary\nTreasurer\n\nCornelia\n\nS. Adair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nUel\n\nW.\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\nWillis\n\nLester\n\nPresident\nSecretary\n\nSmith,\n\nA. Sutton,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nFlorence\n\nTreasurer\n\nPresident\n\nSecretary\n\nSmith,\n\nHale,\n\nTreasurer\n\nTreasurer\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSmith,\n\nSecretary\nPresident\n\nTreasurer\n\nLO\n\nCorliss\n\nN\nSA\n\nJosephine\n\nPreston,\n\nPres.\n\n.\n\nO.,\nILGL\nA\n\nIC\n\nCH\n\n.\n,.J\nTCYN\nCI\nNT\n\nLA\n\nAT\n\nIF\nAL,\nS\nLEC\n\nSecretary\nTreasurer\n\nGE\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nJoseph\n\nRosier,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\n\nSmith,\n\nTreasurer\n\n"}
{"page": 682, "printed_page": null, "text": "1\n9\n\n1\n\n3\n676\n\n9\n\nNational\n\nEducation\n\nAssociation\n\n7\n\n3\n\n9\n9\n\n—\n\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\n\n8\nJessie Gray, President\nJ. W. Crabtree, Secretary\nHenry —\nLester Smith, Treasurer\n\n3\n3\n\n4\n—\n5\n\n—\n\nHenry Lester Smith, President\nWillard E. Givens, Secretary\n\nWAS\n\n3\n\nHIN\nJ.GT\nW.\nO Crabtree, Secretary Emeritus\nR. E.N,\nOffenhauer,\nTreasurer\nD.\nC.\n\n6\n\nDE\n\nAgnes\n\nNV\n\n—\n\nOrville\n\nSamuelson, President\nE. Givens, Secretary\n\nnational\nRT\n\nLA\n\nND\n\n,\n\nNE\n\nW\n\nJ. W. Crabtree, Secretary Emeritus\nR.\nE. Offenhauer, Treasurer\nYOR\nK,\nN.\nY.\n\neducation\nassociation\nunited states\n\nOR\n\nE.\n\nPresident\n\nCaroline S. Woodruff, President\nWillard E. Givens, Secretary\n\nER Willard\n,\nCO\nLO\n.\n\nPO\n\nC. Pratt,\n\nDET Willard E. Givens, Secretary\nRJ.OIW. Crabtree, Secretary Emeritus\nT,\nMIC\nR. E. Offenhauer,\nTreasurer\nH.\n\nof\n\nthe\n\nOFFICERS— 1937-38\n\nCaroline S. Woodruff .\nWillard E. Givens .\n\nPresident .\nPrincipal, State Normal School, Castleton, Vt.\nExecutive Secretary .\n1201 16th St., N. W., Washington, D. C.\n\nJ. W. Crabtree .\nR. E. Offenhauer .\n\nSecretary Emeritus .\nTreasurer .\n\nHonorary\n\n1201 16th St., N. W., Washington, D. C.\nPresident, Bowling Green State University,\nBowling Green, Ohio\n\nJohn Dewey .\nMrs. Susan M. Dorsey .\n\nExecutive\nCaroline S. Woodruff .\nOrville C. Pratt .\nJoseph H. Saunders .\nR. E. Offenhauer .\nAmy H. Hinrichs .\nFred D. Cram .\nMrs. Myrtle Hooper Dahl\nReuben T. Shaw .\nDavid A. Van Buskirk .\n\nNew York, N. Y.\nLos Angeles, Calif.\n\nCommittee\n\nPresident .\nPrincipal, State Normal School, Castleton, Vt.\nFirst Vicepresident .\nSuperintendent of Schools, Spokane, Wash.\nChairman, Board of Trustees .\nSuperintendent of Schools,\nNewport News, Va.\nTreasurer .\nBowling Green, Ohio\n.\nPrincipal, Audubon School, New Orleans, La.\n.\nIowa State Teachers College, Cedar Falls, Iowa\n.\nHiawatha School, Minneapolis, Minn.\n.\n1327 Real Estate Trust Bldg., Philadelphia, Pa.\n.\nSuperintendent of Schools, Hastings, Mich.\n\nBoard of Trustees\nJoseph H. Saunders . .\nCaroline S. Woodruff\nEdgar G. Doudna ....\nA. L. Whittenberg . .\nFlorence Hale .\n\nChairman .\nPresident .\nSecretary\n.\n.\n.\n\nSuperintendent of Schools, Newport News, Va.\nPrincipal, State Normal School, Castleton, Vt.\nBoard\n\nof Normal\nRegents,\nMadison, W'is.\n2002 School\nSouth 5th\nSt., Springfield,\nIll.\nEditor, The Grade Teacher, Darien, Conn.\n\nVicepresidents\nOrville C. Pratt .\nFirst Vicepresident. .\nSuperintendent of Schools, Spokane, Wash.\nAndrew Avery .\nSuperintendent, Decatur County Schools, Bainbridge, Ga.\nEvlyn Chasteen .\nTeacher, 536 32nd St., Oakland, Calif.\n\nJ. J. Guenther .\nH. Claude Hardy. .\nHarley\n\nW.\n\nTeacher, Technical High School, Omaha, Nebr.\nSuperintendent of Schools, White Plains, N. Y.\n\nHolmes .\n\nSuperintendent\n\nR. L. Hunt .\nFrank\n\nA. Jensen .\n\nSuperintendent\n\nSuperintendent,\n\nLaSalle-Peru\n\nCollege, LaSalle, Ill.\n\nDaisy Lord .\nRaymond H. Snyder .\n\nB. C. Tighe .\nN. Eliot Willis .\n\nTwp.,\n\nHigh\n\nof Schools,\n\nMarshall,\n\nof Schools, Madison,\nSchool\n\nand\n\nOglesby\n\nMich.\n\nS. Dak.\nJunior\n\nWilby High School, Waterbury, Conn.\nPresident, State Normal School, Albion, Idaho\n\nPrincipal, Senior High School, Fargo, N. Dak.\nPrincipal, Junior High School, Winthrop, Mass.\n\nBoard of Directors\nCaroline S. Woodruff\nOrville C. Pratt .\n\nR. E. Offenhauer....\nJoseph\n\nH.\n\nSaunders\n\n. . .\n\nPresident .\nVicepresident .\nTreasurer .\nChairman, Board of Trustees .\n\nCastleton, Vt.\nSpokane, Wash.\nBowling Green, Ohio\nNewport News, Va\n\n"}
{"page": 683, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n677\n\nLife Directors\nBoard of Education .\nIllinois State Teachers Association .\nTeachers Institute .\n\nNashville, Tenn.\nSpringfield, Ill.\nPhiladelphia, Pa.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida .\nGeorgia\nHawaii\n\n.\n.\n\nIdaho .\nIllinois .\nIndiana\n\n.\n\nIowa .\nKansas .\nKentucky .\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\nMontana\n\n.\n\nNebraska\n\n.\n\nNevada .\nNew Hampshire ....\nNew Jersey .\n.\nNew Mexico .\nNew York .\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon . . .\nPennsylvania .\nRhode Island .\nSouth Carolina ....\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\nVirginia .\nWashington .\nWest Virginia .\nWisconsin .\nWyoming\n\n.\n\n. . . . L. Frazer Banks, Assistant Superintendent of Schools .... Birmingham\n....Everett R. Erickson, University of Alaska .\nCollege\n....Harold W. Smith, Superintendent of Schools .\nGlendale\n. ...W. E. Phipps, Park Hill .\nNorth Little Rock\n....Helen Holt, Teacher, 1543-B Santa Clara Ave .\nAlameda\n_ W. B. Mooney, Executive Secretary, Colorado Education\nAssociation .\nDenver\n....Helen T. Collins, Principal, Lovell School .\nNew Haven\n. . . . H. V. Holloway, State Superintendent of Public\nInstruction .\nDover\n....Hugh Smith, Principal, Jefferson Junior High School . Washington\n_ James S. Rickards, Executive Secretary, Florida\nEducation Association .\nTallahassee\n_ M. D. Collins, State Superintendent of Schools .\nAtlanta\n_ Earl L. McTaggart, Executive Secretary, Hawaii\nEducation Association .\nHonolulu\n....W, D. Vincent, Superintendent of Schools .\nBoise\n....John W. Thalman, Superintendent, Waukegan Township\nSecondary Schools .\nWaukegan\n....Charles O. Williams, Secretary, Indiana State Teachers\nAssociation .\nIndianapolis\n....Fred D. Cram, Iowa State Teachers College .\nCedar Falls\n. ...F. L. Schlagle, Superintendent of Schools .\nKansas City\n. ...D. Y. Dunn, Superintendent, Fayette County Schools .\nLexington\n. ...J. N. Poche, Instructor of Public Speaking, Samuel J. Peters\nHigh School of Commerce .\nNew Orleans\n....William B. Jack, Superintendent of Schools .\nPortland\n. . . . Eugene W. Pruitt, Superintendent, Frederick County\nSchools .\nFrederick\n....Annie C. Woodward, High-School Teacher .\nSomerville\n....Grover Stout, Principal, Wingert School .\nDetroit\n- Daisy Brown, Teacher, 407 South Sixth St .\nStillwater\n. ...H. V. Cooper, Superintendent of Schools .\nVicksburg\n....Thomas J. Walker, Associate Secretary, Missouri State\nTeachers Association .\nColumbia\n. . . . M. P. Moe, Executive Secretary, Montana Education\nAssociation .\nHelena\n....Alice Robinson, Dean of Women, Nebraska State Teachers\nCollege .\nKearney\n. . . . C. Layton Galbraith, Superintendent of Schools .\nMcGill\n. . . . Lyle Wilson Ewing, Head, English Department .\nClaremont\n. . . .Lester A. Rodes, Supervising Principal of Schools .\nSouth River\n. ...D. N. Pope, 711 West Fifth .\nRoswell\n. . . . Frederick H. Law, Chairman, Department of English,\nStuyvesant High School .\nNew York\n....Elmer H. Garinger, Principal, Central High School .\nCharlotte\n. ...L. A. White, Superintendent of Schools .\nMinot\n....B. F. Stanton, Superintendent of Schools .\nAlliance\n....Kate Frank, Teacher, Central High School .\nMuskogee\n. ...C. R. Bowman, Superintendent, Jackson County Schools .\nMedford\n. . . . J. Herbert Kelley, Executive Secretary, Pennsylvania State\nEducation Association .\nHarrisburg\n. . . . James F. Rockett, State Director of Education .\nProvidence\n....A. C. Flora, Superintendent of Schools .\nColumbia\n. . . . S. B. Nissen, Editor, S.D.E.A. Journal .\nSioux Falls\n. ...S. L. Ragsdale, Principal, Humes High School .\nMemphis\n. . . Rush M. Caldwell, Teacher, Woodrow Wilson High School. . . .Dallas\n. ...N. Howard Jensen, Principal, Central School .\nTooele\n....Joseph A. Wiggin, Principal, High School .\nBrattleboro\n. . . . Mrs. Edith B. Joynes, Principal, Washington-Gatewood\nSchools .\nNorfolk\n- Cora Oleson, Teacher, Ridpath Hotel .\nSpokane\n. . . . W. W. Trent, State Superintendent of Free Schools .\nCharleston\n. . . . Amanda H. Schuette, Director of Commercial Education,\nPublic Schools .\nGreen Bay\n....H. H. Moyer, Principal, High School .\nRawlins\n\n"}
{"page": 684, "printed_page": null, "text": "678\n\nNational\n\nEducation\n\nAssociation\n\nHEADQUARTERS\n\nSTAFF\n\n1201 Sixteenth Street, Northwest,\nWillard\n\nWashington,\n\nE. Givens, Executive\n\nJ. W.\n\nCrabtree, Secretary\n\nD. C.\n\nSecretary\n\nEmeritus\n\nDirectors of Divisions\nMary J. Winfree .\nHarold A. Allan .\nAgnes Winn .\nCharl Ormond Williams\n\nT.\n\nD.\n\n.\n\n.\n\nSecretaries of Departments\nS. D. Shankland.\n\nand\n\nRecords\n\nBusiness\n.\n. .\nClassroom Service\nField Service\n.\n.\nMembership\nPublications\n.\nResearch\n.\nAssociate Director, Research\n.\nRural Service\n.\nSecretary’s Office\n\nMartin .\n\nJoy Elmer Morgan .\nWilliam G. Carr .\nFrank W. Hubbard .\nHoward A. Dawson .\nHarriett M. Chase .\n\nAccounts\n\n. . .American\n\nAssociation of School Administrators\n\nKathryn G. Heath .\nEva G. Pinkston .\nWalter E. Myer .\nDirector of Discussion\nMary F. Hazell .\n\nNATIONAL\n\nat Headquarters\n\nCOUNCIL\n\nand Administrative\n\nService\n\nNational\n\nAssociation of Deans of Women\nElementary School Principals\nGroup Project, Secondary School Principals\nSupervisors and Directors of Instruction\n\nOF\n\nEDUCATION\n\nPresident — L. A. Pechstein, Professor of Education, University of Cincinnati, Cincinnati,\nOhio (Term expires 1940).\nVicepresident — Edgar G. Doudna, Secretary, Board of Normal School Regents, Madison, Wis.\n(Term expires 1938).\nSecretary — Margaret Kiely, Dean of Women, Queens College, Flushing, N. Y. (Term\nexpires 1939).\n\nOFFICERS\nAmerican\n\nAssociation\n\nOF\n\nDEPARTMENTS\n\nfor Health, Physical\nRecreation\n\n(A Department\n\nEducation,\n\nand\n\nof the N. E. A.)\n\nPresident — C. H. McCloy, Research Professor of Anthropometry and Physical Education,\nUniversity of Iowa, Iowa City, Iowa\nPresident-Elect — N. P. Neilson, Associate Professor of Physical Education and Hygiene,\nStanford University, Stanford University, Calif.\nVicepresident — Margaret Bell, Director, Department of Physical Education, University of\nMichigan, Ann Arbor, Mich.\nPast-President — W. G. Moorhead, New York University, New York, N. Y.\nSecretary-Editor — E. D. Mitchell, Associate Professor of Physical Education, University of\nMichigan, Ann Arbor, Mich.\n\nAmerican\n\nAssociation\n(A Department\n\nof School\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,\n\nD. C.\n\n"}
{"page": 685, "printed_page": null, "text": "Associational\n\nAmerican\n\nRecords\n\nAssociation\n(A\n\nDepartment\n\nand\n\nInformation\n\ncf Teachers\n\n679\n\nColleges\n\nof the N. E. 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.\n\nAmerican\n\nEducational\n(A Department\n\nResearch\n\nAssociation\n\nof the N. E. A.)\n\nPresident — David H. Sutton, Director, Division of School Finance, State Department of Edu¬\ncation, Columbus, Ohio\nVicepresident — W. A. Brownell, Professor of Educational Psychology, Duke University,\nDurham, N. C.\nSecretary-Treasurer — William G. Carr, Director, Research Division,\nAssociation, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment\n\nof Adult\n\nNational\n\nEducation\n\nEducation\n\nPresident — Maude E. Aiton, Principal, Webster School, 10th and H Sts., Washington, D. C.\nVicepresident — George C. Mann, Chief, Division of Adult and Continuation Education, State\nDepartment of Public Instruction, Los Angeles, Calif.\nSecretary — Frances\n\nK. Wetmore,\n\nDirector, Adult Education,\n\nDepartment\n\nBoard of Education,\n\nChicago, Ill.\n\nof Art Education\n\nPresident — Grace M. Baker, Head, Division of Arts, Colorado State College of Education,\nGreeley, Colo.\nVicepresident — Muriel V. Sibell, Head, Art Department, University of Colorado, Boulder,\nColo.\nSecretary — Mrs.\nLa.\n\nAnnabel\n\nJ. Nathans,\n\nDirector, Art Education,\n\nPublic Schools, New\n\nTreasurer and Chairman of Membership\nHigh School, Kenmore, N. Y.\n\nCommittee — Mrs.\n\nDora\n\nB. Hatfield,\n\nDepartment\n\nof Business\n\nEducation\n\nOrleans,\n\nLindbergh\n\nJunior\n\nPresident — Lola Maclean, Educational Director, 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.\n\nDepartment\n\nof Classroom\n\nTeachers\n\nPresident — Emily A. Tarbell, Vocational High School, Syracuse, N. Y.\nVicepresident — David E. Temple, Central High School, Tulsa, Okla.\nSecretary — Frances Jelinek, Ninth Street School, Milwaukee, Wis.\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 School, 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.\n\nDepartment\n\nof Home\n\nEconomics\n\nPresident — Freda G. Winning, School cf 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, Atlanta, Ga.\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\nPresident — Mrs. Ada J. Farmer, 1623 Southeast Ladd Ave., Portland, Ore.\nVicepresident — Evlyn Bird, Whitefoord Avenue School, Atlanta, Ga.\nSecretary-Treasurer — Anne O’Neill, Supervisor, Oregon Normal School, Monmouth,\n\nOre.\n\n"}
{"page": 686, "printed_page": null, "text": "680\n\nNational\n\nEducation\n\nDepartment\nPresident — Eliza\nMaine.\n\nC. Hannegan,\n\nAssociation\n\nof Lip Reading\n\nLip Reading\n\nTeacher, Public School Adult\n\nClasses, Portland,\n\nVicepresident — Mary E. Van Horn, 360 E. 50th St., New York, N. Y.\nSecretary-Treasurer — Elsie O. Bensing, 932 38th St., Des Moines, Iowa.\n\nDepartment\nReorganizing — officers not appointed\n\nof Music\n\nEducation\n\nat Detroit Convention.\n\nDepartment\n\nof Rural\n\nEducation\n\nPresident — Fred C. Fischer, Superintendent, Wayne County Schools, Detroit, Mich.\nVicepresident — I. Jewell Simpson, Assistant State Superintendent in charge of Elementary\nInstruction, Baltimore, Md.\n\nDepartment\n\nof Science\n\nInstruction\n\nPresident — Mildred Fahy, Principal, Peirce Elementary School, Chicago, Ill.\nEastern Vicepresident — Philip G. Johnson, Professor of Secondary Education, Cornell Uni¬\nversity, Ithaca, N. Y.\nWestern Vicepresident — Charles L. Hampton, Physics Instructor, Piedmont High School,\nOakland, Calif.\nSecretary — Lillian C. Compton, Assistant Superintendent of Allegany County Schools, Cum¬\nberland, Md.\nTreasurer — Harold\n\nE. Wise, School of Education,\n\nDepartment\n\nUniversity of Nebraska,\n\nof Secondary\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 — McClelland 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.\n\nDepartment\nPresident — Lettisha\nMinn.\n\nE. Henderson,\n\nVicepresident — Mrs.\nMinn.\n\nNellie\n\nSecretary-Treasurer — Rosemarie\n\nDepartment\n\nC.\n\nof Special Education\nDirector, Special Education,\n\nMacDonald,\n\nDacey,\n\nFranklin\n\nOakrnan\n\nof Supervisors\n\nJunior\n\nPublic\nHigh\n\nSchools, St. Paul,\n\nSchool,\n\nMinneapolis,\n\nCrippled School, Detroit, Mich.\n\nand\n\nDirectors\n\nof Instruction\n\nPresident — Edith Bader, Assistant Superintendent of Schools, Ann Arbor, Mich.\nFirst Vicepresident — Hollis L. Caswell, Teachers College, Columbia University, New York,\nN. Y.\nSecond Vicepresident — Lucille Nicol, Assistant Superintendent of Schools, Jamaica, L. I.,\nN. Y.\nField Secretary — James F. Hosic, Professor Emeritus of Education, Teachers College, Columbia\nUniversity, New York, N. Y.\nExecutive Secretary — Mary F. Hazell, 1201 Sixteenth St., N. W., Washington, D. C.\n\nDepartment\n\nof Visual\n\nInstruction\n\nPresident — Edgar Dale, College of Education, Ohio State University, Columbus, Ohio.\nVicepresident— Rita Hochheimer, Acting Director, Visual Education, Public Schools, New\nYork, N. Y.\nSecretary-Treasurer — Lloyd L. Ramseyer, College of Education, Ohio State University, Co¬\nlumbus, Ohio.\n\nDepartment\n\nof Vocational\n\nEducation\n\nPresident — Earl L. Bedell, Director, Department of Vocational\nDetroit, Mich.\nSecretary — Irene Hickey, Detroit City Gas Co., Detroit, Mich.\n\nEducation,\n\nPublic\n\nSchools,\n\n"}
{"page": 687, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n681\nNational\n\nAssociation\n(A Department\n\nof Deans\n\nof Women\n\nof the N. E. A.)\n\nPresident — Harriett M. Allyn, Academic Dean, Mt. Holyoke, 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.\nExecutive Secretary — Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nNational\n\nCouncil\n\nof Administrative\n(A Department\n\nWomen\n\nin Education\n\nof the N. E. A.)\n\nPresident — Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver,\nColo.\nVicepresident— Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va.\nSecretary — Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer — Margaret Mackintosh, Principal, Public School 140, Brooklyn, N. Y.\n\nNational\n\nCouncil\n\nfor the Social Studies\n\n(A Department\n\nof the N. E. A.)\n\nPresident — Elmer Ellis, Department of History, University of Missouri, Columbia, Mo.\nFirst Vicepresident — C. C. Barnes, Director, Social Sciences, 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,\nCambridge, Mass.\n\nNATIONAL\n\nEDUCATION\nUNITED\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\n\nNortheast\n\nHigh\n\nOFFICERS— 1938-39\nReuben\n\nT. Shaw .\n\nWillard E. Givens .\nJ. W. Crabtree .\nR. E. Offenhauer .\n\nPresident .\n\nHead,\n\nScience\n\nPhiladelphia, Pa.\n\nExecutive Secretary .\nSecretary Emeritus .\nTreasurer .\n\nBowling\n\nDepartment,\n\nSchool,\n\n1201 16th St., N. W., Washington, D. C.\n1201 16th St., N. W., Washington, D. C.\nPresident, Bowling Green State University,\n\nGreen, Ohio\n\nHonorary\nJohn\n\nDewey\n\nMrs.\n\nSusan\n\n.\nM.\n\nDorsey .\n\nProfessor\n\nNew\n\n1506\n\nEmeritus\n\nArapahoe\n\nSt., Los\n\nExecutive\nReuben\n\nT. Shaw .\n\nof Philosophy .\n\nYork, N. Y.\n\nPresident .\n\nAngeles,\n\nColumbia\n\nUniversity,\n\nCalif.\n\nCommittee\nHead,\n\nPhiladelphia, Pa.\n\nScience\n\nDepartment,\n\nNortheast\n\nHigh\n\nSchool,\n\n•\n\nCaroline S. Woodruff .\nJoseph H. Saunders .\n\nFirst Vicepresident .\nPrincipal, State Normal School, Castleton, Vt.\nChairman, Board of Trustees .\nSuperintendent of Schools,\n\nR. E. Offenhauer .\n\nNewport News, Va.\nTreasurer .\nBowling Green, Ohio\n\nFred D. Cram .\nMrs. Myrtle Hooper Dahl.\nSidney B. Hall .\nAmy H. Hinrichs .\nAlbert M. Shaw .\n\nIowa State Teachers College, Cedar Falls, Iowa\n. R. F. D. 2, Mound, Minn.\nState Superintendent of Public Instruction, Richmond,\nPrincipal, Audubon School, New Orleans, _ La.\nBox 885, Arcade Annex, Los Angeles, Calif.\n\nPresident, Bowling\n\nGreen\n\nState University,\n\nVa.\n\nBoard of Trustees\nJoseph H. Saunders .\nReuben T. Shaw .\n\nChairman .\nPresident .\n\nEdgar G. Doudna .\nFlorence Hale .\nThomas J. Walker .\n\nSecretary\n... Board of Normal School Regents, Madison,\nEditor, The Grade Teacher, 29 Le Roy Ave., Darien, Conn.\nSecretary, Missouri State Teachers Association, Columbia, Mo.\n\nHead,\n\nSuperintendent of Schools, Newport News, Va.\nScience Department, Northeast High School,\n\nPhiladelphia, Pa.\nWis.\n\n"}
{"page": 688, "printed_page": null, "text": "b82\n\nNational\n\nEducation\n\nAssociation\n\nVicepresidents\nCaroline S. Woodruff .\nAndrew Avery .\n\nM.\n\nE. Brockman .\n\nEverett R. Erickson .\nHarley W. Holmes .\n\nFirst Vicepresident .\nCounty Superintendent\n\nSuperintendent\n\nPrincipal, State Normal School, Castleton,\nof Schools, Bainbridge, Ga.\n\nof Schools, Chester, S. C.\n\nAssistant Professor, University of Alaska, College,\nSuperintendent of Schools, Marshall, Mich.\n\nof Schools, Madison,\n\nAlaska.\n\nR. L. Hunt .\n\nSuperintendent\n\nMrs. Laurel O. Knezevich.\nDaisy Lord .\nLester A. Rodes .\n\n.Teacher, 847 South Grand Aye., Los Angeles, Calif.\nTeacher, 1027 West Main St., Waterbury, Conn.\nSupervising Principal of Schools, South River, N. J.\n\nB. C. Tighe .\n\nPrincipal, Senior High\n\nPaul\n\nSuperintendent\n\nN.\n\nThurston\n\nEliot\n\n.\n\nWillis .\n\nVt.\n\nS. Dak.\n\nSchool, Fargo, N. Dak.\n\nof Schools,\n\nPrincipal, 171 Woodside\n\nDistrict\n\nNo.\n\n1, Overton,\n\nAve., Winthrop,\n\nNev.\n\nMass.\n\nBoard of Directors\nReuben T. Shaw, President.. .\n.\nCaroline S. Woodruff, Vicepresident .\n\nR. E. Offenhauer,\nJoseph\n\nH.\n\nTreasurer .\n\nSaunders,\n\nChairman,\n\nBoard\n\nof Trustees .\n\nPhiladelphia, Pa.\nCastleton, Vt.\n\nBowling\nNewport\n\nGreen, Ohio\nNews,\n\nVa.\n\nLife Directors\nBoard of Education .\nIllinois State Teachers Association .\nTeachers Institute .\n, .\n\nNashville, Tenn.\nSpringfield, Ill.\nPhiladelphia, Pa.\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.\n\nIdaho .\nIllinois .\n\n.\n.\n\nIndiana\n\n.\n\n.\n\nIowa .\nKansas .\nKentucky .\n\n.\n.\n.\n\nLouisiana\n\n.\n\n.\n\nMaine .\nMaryland .\nMassachusetts\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\n\n.\n.\n.\n.\n.\n.\n.\n\nMontana\n\n.\n\n.\n\nNebraska .\n.\nNevada .\n.\nNew Hampshire . . . .\nNew Jersey .\n.\nNew Mexico .\n.\nNew York .\n.\nNorth Carolina\n.\nNorth Dakota .\n.\nOhio .\n.\nOklahoma .\n.\n\nL. Frazer Banks, Assistant Superintendent of Schools. ... Birmingham\nEverett R. Erickson, Assistant Professor, University of\nAlaska .\nCollege\nHarold W. Smith, Superintendent of Schools .\nGlendale\nW. E. Phipps, P. 0. Box 13 .\nNorth Little 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 Instruction .... Dover\nA. Grace Lind, Supervising Principal, Emery School .\nWashington\nJames S. Rickards, Executive Secretary, Florida Education\nAssociation .\nTallahassee\nM. D. Collins, State Superintendent of Schools .\nAtlanta\nEarl L. McTaggart, Executive Secretary, Hawaii Education\nAssociation .\nHonolulu\nW. D. Vincent, Superintendent of Schools .\nBoise\nJohn W. Thalman, Superintendent, Township Secondary\nSchools .\nWaukegan\nCharles O. Williams, Secretary, Indiana State Teachers\nAssociation .\nIndianapolis\nFred D. Cram, Professor, Iowa State Teachers College .... Cedar Falls\nF. L. Schlagle, Superintendent of Schools .\nKansas City\nWilliam S. Taylor, Dean, School of Education, University of\nKentucky .\nLexington\nJ. N. Poche, Teacher, Samuel J. Peters High School of\nCommerce .\nNew Orleans\nWilliam B. Jack, Superintendent of Schools .\nPortland\nEugene W. Pruitt, County Superintendent of Schools .\nFrederick\nAnnie C. Woodward, Teacher, 78 Highland Ave .\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, Secretary, Missouri State Teachers\nAssociation .\nColumbia\nM. P. Moe, Executive Secretary, Montana Education\nAssociation .\nHelena\nAlice Robinson, Dean of Women, State Teachers College .... Kearney\nJ. R. Warren, Teacher, Billinghurst Junior High School .\nReno\nLyle Wilson Ewing, Head, English Department .\nClaremont\nSarah O. Whitlock, Principal, Lincoln School .\nNew Brunswick\nD. N. Pope, 711 West 5th Street .\nRoswell\nRena Rockwell, Teacher, 364 West Clinton .\nElmira\nElmer H. Garinger, Principal, Central High School .\nCharlotte\nG. W. Hanna, Superintendent of Schools .\nValley City\nL. W. Reese, Superintendent of Schools .\nWashington Court House\nKate Frank, Teacher, Central High School .\nMuskogee\n\n"}
{"page": 689, "printed_page": null, "text": "Associational\n\nOregon .\nPennsylvania\nPuerto\n\nRecords\n\nC. R. Bowman,\nHarvey\n\nFrancisco\nJames\n\n683\n\nInformation\n\nSuperintendent\n\nAssistant\n\nExecutive\n\nAssociation\n\nRodriguez-Lopez,\n\nSchools\n\nRhode Island\nSouth Carolina\nSouth Dakota\n\nof Schools .\nSecretary,\n\n.\n\n.\n\nSupervisor,\n\nUrban\n\nHarrisburg\n\nElementary\n\n.\n\nF. Rockett,\n\nState\n\nDirector\n\nMedford\n\nPennsylvania\n\n. San Juan\n\nof Education .\n\nProvidence\n\nA. C. Flora, Superintendent of Schools .\nColumbia\nS. B. Nissen, Editor, South Dakota Education Association\nJournal .\nSioux Falls\nS. L. Ragsdale, Principal, Humes High School .\nMemphis\n\nTennessee . . .\nTexas .\nUtah .\nVermont ....\nVirginia ....\n\nRush\n\nM.\n\nCaldwell,\n\nN. Howard\n\nTeacher,\n\nJensen,\n\nWoodrow\n\nWilson\n\nHigh\n\nSchool.\n\nSchools\n\nCora\n\nTooele\n\nW.\n\n.\n\nOleson,\n\nW.\n\nTeacher,\n\nTrent,\n\nAmanda\n\nH.\n\nRidpath\n\nHotel .\n\nState Superintendent\n\nSchuette,\n\nDirector\n\nNATIONAL\n\nCOUNCIL\n\nON\n\nBrattleboro\n\nNorfolk\nSpokane\n\nof Schools .\n\nof Commercial\n\nCharleston\n\nEducation,\n\n220 South Van Buren Street .\nH. H. Moyer, Principal, High School .\n\n. . .\n\n. . .Dallas\n\nPrincipal, Central School .\n\nJoseph A. Wiggin, Principal, High School .\nMrs. Edith B. Joynes, Principal, Washington-Gatewood\n\nWashington . .\nWest Virginia\nWisconsin . . .\nWyoming\n\nCounty\n\nE. Gayman,\n\nState Education\n\nRico . .\n\nand\n\nGreen Bay\nRawlins\n\nEDUCATION\n\nPresident — L. A. Pechstein, Dean, Teachers College, University of Cincinnati, Cincinnati, Ohio.\nVicepresident — Edgar G. Doudna, Secretary, Board of Normal School Regents, Madison, Wis.\nSecretary — Margaret Kiely, Dean of Women, Queens College, Flushing, N. Y.\nExecutive Committee — A. L. Threlkeld, Superintendent of Schools, Montclair, N. J. ; Mrs. Edith\nB. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va. ; H. V. Holloway, State\nSuperintendent of Public Instruction, Dover, Del.\n\nOFFICERS\nAmerican\n\nAssociation\n\nOF\n\nDEPARTMENTS\n\nfor Health, Physical\n(A Department\n\nEducation,\n\nand Recreation\n\nof the N. E. A.)\n\nPresident — Frederick W. Cozens, University of California, Los Angeles, Calif.\nPresident-Elect — Margaret Bell, Director, Department of Physical Education, University of Michi¬\ngan, Ann Arbor, Mich.\nVicepresident for Health Education — Dorothy Nyswander, District Health Center, Astoria, N. Y.\nVicepresident for Physical Education — Grover Mueller, Director of Physical Education, Public\nSchools, Philadelphia, Pa.\nVicepresident for Recreation — Frank S. Lloyd, New York University, New York, N. Y.\nPast-President — C. H. McCloy, Research Professor of Anthropometry and Physical Education, Uni¬\nversity of Iowa, Iowa City, Iowa.\nExecutive Secretary-Treasurer — N. P. Neilson, 1201 Sixteenth St., N. W., Washington, D. C.\nEditor — E. D. Mitchell, Associate Professor of Physical Education, University of Michigan, Ann\nArbor, Mich.\nMember-at-large — C. E. Turner, Massachusetts Institute of Technology, Cambridge, Mass.\n\nAmerican\n\nAssociation\n\nof School\n\n(A Department\n\nAdministrators\n\nof the N. E. A.)\n\nPresident — John A. Sexson, Superintendent of Schools^ Pasadena, Calif.\nFirst Vicepresident-— Charles B. Glenn, Superintendent of Schools, Birmingham, Ala.\nSecond Vicepresident — Paul T. Rankin, Supervising Director of Research and Informational Service,\nPublic Schools, Detroit, Mich.\nExecutive Secretary— S. D. Shankland, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Ben G. Graham, Superintendent of Schools, Pittsburgh, Pa. (1939); J. C.\nCochran,\n\nSuperintendent\n\nof Schools,\n\nSan\n\nAntonio,\n\nTex.\n\n(1940);\n\nJesse\n\nH.\n\nMason,\n\nSuperintendent\n\nof Schools, Canton, Ohio (1941); J. W. Ramsey, Superintendent of Schools, Fort Smith,\n(1942); and the president, first vicepresident, and second vicepresident, ex officio.\n\nAmerican\n\nAssociation\n\nof Teachers\n\n(A Department\n\nof the N. E. A.)\n\nArk.\n\nColleges\n\nPresident — Frank W. Thomas, President, Fresno State College, Fresno, Calif.\nVicepresident — E. C. Higbie, President, Wilson Teachers College, Washington, D. C.\nSecretary-Treasurer— Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — E. J. Ashbaugh, Dean, School of Education, Miami University, Oxford, Ohio\n(1939); Marvin S. Pittman, President, South Georgia Teachers College, Collegeboro, Ga. (1940);\nFrank\n\nE.\n\nBaker,\n\nPresident,\n\nState\n\nTeachers\n\nCollege,\n\nMilwaukee,\n\nWis.\n\n(1941).\n\n"}
{"page": 690, "printed_page": null, "text": "684\n\nNational\n\nAmerican\n\nEducation\n\nEducational\n(A Department\n\nAssociation\n\nResearch\n\nAssociation\n\nof the N. E. A.)\n\nPresident — W. A. Brownell, Professor of Educational Psychology, Duke University, Durham, N. C.\nVice president — Bess Goodykoontz, Assistant Commissioner of Education, U. S. Office of Education,\nWashington, D. C.\nSecretary-Treasurer — William G. Carr, Director, Research Division, National Education Association,\n1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — David H. Sutton, Director, Division of School Finance, State Department of\nEducation, Columbus, Ohio; Douglas E. Scates, Director, School Research, Public Schools,\nCincinnati, Ohio; and the officers of the Department, ex officio.\n\nDepartment\n\nof Adult\n\nEducation\n\nPresident — George C. Mann, Director, Adult Education, State Board of Education, Los Angeles, Calif.\nVicepresident — Mrs. Elizabeth C. Morriss, Director, Adult Education, Raleigh, N. C.\nSecretary — Frank N. Debatin, Dean, Washington University, St. Louis, Mo.\nAssistant Treasurer — George R. Bryant, State. Supervisor, WPA\nEducation, 8 E. Chestnut St.,\nColumbus, Ohio.\nCoordinate Vicepresidents — Caroline A. Whipple, State Education Department, Albany, N. Y.;\nGeorge\n\nL.\n\nMaxwell,\n\nAssistant\n\nDirector,\n\nEducation\n\nDivision,\n\nWPA,\n\n1739\n\nNew\n\nYork\n\nAvenue,\n\nN. W., Washington, D. C.; M. S. Robertson, State Director, WPA Education, 803 Canal Bank\nBldg., New Orleans, La.; Frances K. Wetmore, Director, Adult Education, Board of Educa¬\ntion, Chicago, Ill.; Paul Essert, Principal, Opportunity School, Denver, Colo.\n\nDepartment\n\nof Art Education\n\nPresident — Clara MacGowan, Art Department, Northwestern University, Evanston, Ill.\nVicepresident — Jane Betsy\" Welling, Art Department, Wayne University, Detroit, Mich.\nSecretary — Mrs. Annabel J. Nathans, Director, Art Education, Public Schools, 703 Carondelet St.,\nNew Orleans, La.\nTreasurer — Mrs. Dora B. Hatfield, Art Department, Lindbergh Junior High School, Kenmore, N. Y.\nDirectors — Grace M. Baker, Head, Division of Arts, Colorado State College of Education, Greeley,\nColo.; Elizabeth Robertson, Director of Art, Chicago Board of Education, Chicago, Ill.;\nWilliam\n\nE.\n\nWarner,\n\nDepartment\n\nof\n\nIndustrial\n\nArt,\n\nJ. B. Smith, State College of Education, Alamosa,\nCollege, Columbia University, New York, N. Y.\n\nDepartment\nPresident — Joseph DeBrum, Sequoia Union\nFirst Vicepresident — Lelah Brownfield,\nMontevallo, Ala.\n\nOhio\n\nState\n\nUniversity,\n\nColo.; Sallie\n\nof Business\n\nColumbus,\n\nB. Tannahill,\n\nOhio;\n\nTeachers\n\nEducation\n\nHigh School, Redwood\nDirector, Secretarial\n\nCity, Calif.\nDepartment,\n\nAlabama\n\nCollege,\n\nSecond Vicepresident — Herbert A. Tonne, New York University, New York, N. Y.\nSecretary-Treasurer — Mrs. Frances D. North, Western High School, Baltimore, Md.\nEditor-in-Chief, Quarterly — Jessie Graham, Assistant Supervisor of Commercial Education,\nAngeles, Calif.\nExecutive\n\nCommittee — Ruby\n\nElmer\n\nE.\n\nSpannabel,\n\nV. Perry, Margaret\n\nHolmes\n\nSchool,\n\nC. Hanson\n\nPittsburgh,\n\nPa.\n\nNormal\n\nSchool, New\n\n(1939);\n\nVernal\n\nLos\n\nOrleans, La. (1939');\n\nH.\n\nCarmichael,\n\nBall\n\nState Teachers College, Muncie, Ind. (1940); Mary Stuart, Brighton High School, Brighton,\nMass. (1940); E. W. Alexander, Vocational High School, 3405 Bell Ave., St. Louis, Mo.\n(1941); Mildred E. Taft, Colby Junior College. New London, N. H. (1941); Margaret Kane,\nWilmington High School, Wilmington, Del. (1941).\n\nDepartment\n\nof Classroom\n\nTeachers\n\nPresident — My-rtle Hooper Dahl, R. D. #2, Mound, Minn.\nVicepresident — David E, Temple, Masonic Temple Bldg., Tulsa, Okla.\nSecretary — Katy V. Anthony, 1903 Hanover Ave., Richmond, Va.\nDirector, Ex Officio — Emily A. Tarbell, 235 Glenwood Ave., Syracuse, N. Y.\nRegional\nDirectorsD.\n— Western,\nElphe\nK.\nBox 22, R.N. D*J. #1,\nTigard, Ore. (1939);\nEastern,\nMrs. Mary\nBarnes, 223\nSummit Smith,\nRoad. Elizabeth.\n(1940); Midwestern,\nFlorence\nB.\nReynolds,\n\n6820\n\nNorth\n\n24th\n\nDepartment\n\nSt., Omaha,\n\nNebr.\n\n(1941).\n\nof Elementary\n\nSchool\n\nPrincipals\n\nPresident — Maude A. Rhodes, Principal, Whitefoord School, Atlanta, Ga.\nFirst Vicepresident — Mason A. Stratton, Principal, Brighton Avenue School, Atlantic City, N. J.\nSecond Vicepresident — Elizabeth R. Malcolm, Principal, Truman Street School, New Haven, Conn.\nThird Vicepresident — Arnold Gregory, Principal, Raupp School, Lincoln Park. Mich.\nFourth Vicepresident — -Harry H. Haw, Principal, Alexander Hamilton School, San Diego, Calif.\nFijth Vicepresident — Jane E. Monahan, Principal, Public School #92, New York, N. Y.\nExecutive Secretary — Eva G. Pinkston. 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Mrs. Edith B. Joynes, Principal, Washington-Gatewood Schools, Norfolk. Va.\n(1939); Ira M. Kline, 177 Gibson Ave., White Plains, N. Y. (1940); Irvin A. Wilson, Prin¬\ncipal, Delano School, Chicago, Ill. (1941); Isabel Tucker, Principal, Festus Wade School, St.\nLouis, Mo. (1942).\nCertification Division — Cassie F. Roys, Principal, Walnut Hill School. Omaha. Nebr.\nLife Membership Division — Herbert C. Hansen, 1045 No. Lockrvood Ave., Chicago, Ill.\nRetirement Division — M. Emma Brookes, Windsor, Ashtabula County, Ohio.\n\n"}
{"page": 691, "printed_page": null, "text": "Associational\n\nRecords\n\nDepartment\n\nand\n\nof Home\n\nInformation\n\n685\n\nEconomics\n\nPresident — Freda G. Winning, School of Education, New York University, New York, N. Y.\nVicepresident — Lela A. Tomlinson, State Department of Public Instruction, Baton Rouge, La\nSecretary — Mrs. Natalie S. Diermier, Woodrow Wilson High School, Washington, D. C.\nTreasurer — Nell M. Waddington, Supervisor of Home Economics, Wichita, Kans.\n\nDepartment\n\nof Xindergarten-Primary\n\nEducation\n\nPresident — Ethelyn L. Mitchell, 5535 Kenmore Ave., Chicago, Ill.\nVicepresident — Ruth O. Ferguson, 8 North 9th Ave., Mount Vernon, N. Y.\nSecretary-Treasurer — Mrs. Jessie D. Reilly, 1414 Elmdale Ave., Chicago, Ill.\nExecutive Committee — Ethel Massengale, Supervisor, Kindergarten-Primary Education, Board of\nEducation, Atlanta, Ga. (1939); A. Maud Sproat, Supervisor, Kindergarten-Primary Education,\nBoard of Education, Salt Lake City, Utah (1940); Grace L. Phelps, 120 Seward Ave., Detroit,\nMich. (1941); Helen C. Baldwin, 325 Beverly Ave., San Leandro, Calif. (1941).\n\nDepartment\n\nof Lip Reading\n\nPresident — Mary E. Van Horn, 480 Lexington Ave., New Y'ork, N. Y.\nVicepresident — Leone M. Kabat, 2806 S. E. 75th Ave., Portland, Ore.\nSecretary-Treasurer — Elsie O. Bensing, Smouse Opportunity School, 932 38th St.. Des Moines,\n\nDepartment\n\nof Music\n\nReorganizing — officers not\n\nDepartment\n\nappointed\n\nEducation\n\nat New\n\nof Rural\n\nIowa.\n\nYork\n\nconvention.\n\nEducation\n\nPresident — Mrs. Katherine M. Cook, Chief, Division of Special Problems, U. S. Office of Educa¬\ntion, Washington, D. C.\nVicepresident — John W. Condie, State Superintendent of Public Instruction, Boise, Idaho.\nExecutive Committee — O. H. Bennett, Superintendent, Hamilton County Schools, 532 Court House,\nCincinnati, Ohio (1939); Lois M. Clark, Supervisor of Rural Practice, State Teachers College,\nWest Chester, Pa. (1939); Donald MacKay, President, Eastern New Mexico Junior College,\nPortales, N. Mex. (1940); Chloe C. Baldridge, Director of Rural Education, State Department\nof Public Instruction, Lincoln, Nebr. (1940); May' Trumper, Head, Rural Education Depart¬\nment, State Normal School, Geneseo, N. Y. (1941); R. D. Baldwin, Professor of Education,\nWest Virginia University, Morgantown, W. Va. (1941); L. P. Terrebonne, Superintendent,\nIberville Parish Schools, Plaquemine, La. (1942); S. T. Burns, State Director of Music, State\nDepartment of Education, Baton Rouge, La. (1942); A. F. Elsea, Director of Rural Education,\nState Department of Education, Jefferson City, Mo. (1943); Edwin R. Embree, President,\nJulius Rosenwald Fund, 4901 Ellis Ave., Chicago, Ill. (1943); Fred C. Fischer, Superintendent,\nWayne County Schools, 2615 Barium Tower, Detroit, Mich, (ex officio); president and vicepresident, ex-officio members.\n\nDepartment\n\nof Science\n\nInstruction\n\nPresident — Mildred Fahy, Principal, Peirce Elementary School, 1423 Bryn Mawr Ave., Chicago, Ill.\nEastern Vicepresident — Philip G. Johnson, Professor of Secondary Education, Cornell University,\nIthaca, N. Y.\nWestern Vicepresident — Glen E. Cline, Pasadena Junior College, Pasadena, Calif.\nSecretary — Mary Melrose, Supervisor of Elementary Science, Public Schools, Cleveland, Ohio.\nTreasurer — George Skewes, State Teachers College, Mayville, N. Dak.\n\nDepartment\n\nof Secondary\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 — Rachel E. Anderson, Andrew Jackson High School, St. Albans, N. Yr.\n\nDepartment\n\nof Secondary-School\n\nPrincipals\n\nPresident — Paul E. Elicker, Principal Newton High School, Newtonville, Mass.\nFirst Vicepresident — K. J. Clark, Principal, Murphy High School, Mobile, Ala.\nSecond Vicepresident — Oscar Granger, Principal, Haverford Township High School, Upper Darby, Pa.\nExecutive Secretary — H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee — McClellan G. Jones, Principal, Union High School, Huntington Beach,\nCalif. (1939); John E. Wellwood, Principal, Central High School, Flint, Mich. (1939);\nVirgil M. Hardin, Principal. Pipkin and Reed Junior High Schools, Springfield, Mo. (1940);\nTruman G. Reed, Principal, Lewis and Clark High School, Spokane, Wash. (1941).\n\n"}
{"page": 692, "printed_page": null, "text": "686\n\nNational\n\nEducation\n\nDepartment\n\nAssociation\n\nof Special Education\n\nPresident — Rosemarie Dacey, Oakman School for Crippled Children, Detroit, Mich.\nVicepresident— Elizabeth Walsh, Director, Bureau for Children with Retarded Mental Development,\nNew York, N. Y.\nSecretary-Treasurer — Jessie Tritt, Director, Special Classes, 1299 Cloverdale, Los Angeles, Calif.\n\nDepartment\n\nof Supervisors\n\nand Directors\n\nof Instruction\n\nPresident — Edith M. Bader, Assistant Superintendent of Schools, Ann Arbor, Mich.\nFirst Vicepresident— Hollis L. Caswell, Professor of Education, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nSecond Vicepresident — Lucille Nicol, Assistant Superintendent of Schools, P. S. 50, 101st Ave. and\nLiverpool St., Jamaica, L. I., N. Y.\nField Secretary — James F. Hosic, 50 Rockland Ave., Yonkers, N. Y.\nExecutive Secretary — Mary F. Hazell, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Paul T. Rankin, Supervising Director, Research and Informational Service,\nBoard of Education, Detroit, Mich. (1939); Rudolph D. Lindquist, Director, Cranbrook School,\nBloomfield Hills, Mich. (1940); Julia L. Hahn, Supervising Principal, 3rd Division, Public\nSchools, Washington, D. C. (1941); and the officers of the Department, ex officio.\n\n•\n\nDepartment\n\nof Visual\n\nInstruction\n\nPresident — Rita Hochheimer, Bureau of Visual Instruction, 128 East 52nd St., New York, N. Y.\nFirst Vicepresident — J. E. Hansen, Chief, Bureau of Visual Instruction, University of Wisconsin,\nMadison, Wis.\nSecond Vicepresident — Marian Evans, Director, Visual Instruction Center, Public Schools, San Diego,\nCalif.\nSecretary-Treasurer — Don Carlos Ellis, 20 Princeton St., Garden City, N. Y.\nExecutive Committee— Edgar Dale, College of Education, Ohio State University, Columbus, Ohio;\nNelson\n\nL.\n\nGreene,\n\nEditor,\n\nThe\n\nEducational\n\nScreen,\n\n64\n\nEast\n\nLake\n\nSt., Chicago,\n\nIll.; Charles\n\nF. Hoban, Jr., Director, Educational Motion Picture Project, American Council on Education,\n744 Jackson Place, Washington, D. C.; Mrs. Grace Fisher Ramsey, Associate Curator, De¬\npartment of Education, American Museum of Natural History, New York, N. Y.; E. Winifred\nCrawford,\n\nDirector\n\nof\n\nVisual\n\nAssociation in Audio-Visual\n\nEducation,\n\nEducation,\n\nDepartment\n\nPublic\n\nTeachers\n\nSchools,\n\nMontclair,\n\nCollege, Columbia\n\nof Vocational\n\nN.\n\nJ.;\n\nEtta\n\nUniversity, New\n\nEducation\n\nPresident — Charles Sylvester, City Director of Vocational Education, Baltimore,\nSecretary — Irene Hickey, Detroit City Gas Co., 415 Clifford, Detroit, Mich.\n\nNational\n\nAssociation\n(A Department\n\nSchneider,\n\nYork, N. Y.\n\nof Deans\n\nMd.\n\nof Women\n\nof the N. E. A.)\n\nPresident — Harriett M. Allyn, Academic Dean, Mt. Holyoke College, South Hadley, Mass.\nVicepresident — M. Eunice Hilton, Dean of Women, Syracuse University, Syracuse, N. Y.\nTreasurer — Gladys C. Bell, Dean of Women, University of Denver, Denver, Colo.\nSecretary — Esther A. Dayman, Dean of Undergraduate Students, Mills College, Mills College, Calif.\nExecutive Secretary — Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nNational\n\nCouncil\n\nof Administrative\n\n(A Department\n\nWomen\n\nin Education\n\nof the N. E. A.)\n\nPresident — Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, Denver, Colo.\nVicepresident — Lucy Mason Holt, Principal, Ocean View School, Norfolk, Va.\nSecretary — Mrs. Margaret Mendenhall Smith, Principal, Ebert School, Denver, Colo.\nTreasurer — Margaret C. Mackintosh, Principal, Public School 140, Brooklyn, N. Y.\nAuditor — Mary Elizabeth O’Connor, Supervisor of Elementary Education, Natick, Mass.\nDirectors — Sue M. Powers, Superintendent, Shelby County Schools, State House, Memphis, Tenn.\n(1939); Caroline S. Woodruff, Principal, State Normal School, Castleton, Vt. (1939); Louise\nW.\n\nMears,\n\nProfessor\n\nof Geography,\n\nMilwaukee\n\nState\n\nSarah A. Whitlock,\nPrincipal, Lincoln School, New\nson, State Superintendent of Public Instruction, Des\n\nNational\n\nCouncil\n\nTeachers\n\nCollege,\n\nMilwaukee,\n\nBrunswick, N. J. (1940);\nMoines, Iowa (1940).\n\nWis.\n\nAgnes\n\n(1939);\nSamuel-\n\nfor the Social Studies\n\n(A Department\n\nof the N. E. A.)\n\nPresident — C. C. Barnes, Director, Social Sciences, Detroit Public Schools, Detroit, Mich.\nFirst Vicepresident — Ruth West, Lewis and Clark High School, Spokane, Wash.\nSecond Vicepresident — Howard Anderson, Cornell University, Ithaca, N. Y.\nSecretary-Treasurer — Howard E. Wilson, Graduate School of Education, Harvard University, Cam¬\nbridge, Mass.\nExecutive Committee — Nelle E. Bowman, Central High School, Tulsa, Okla.; Burr W. Phillips,\nAssistant Professor in the Teaching of History, University of Wisconsin, Madison, Wis.; and\nthe ex-presidents and officers.\n\n"}
{"page": 693, "printed_page": null, "text": "Associational\n\nCOMMITTEES\n\nOF\n\nRecords\n\nTHE\n\nand\n\nNATIONAL\n\nASSOCIATION,\nCOMMITTEE\n\nON\n\n(Authorized\n\n687\n\nInformation\n\nEDUCATION\n\n1937-38\n\nACADEMIC\n\nby Representative\n\nFREEDOM\n\nAssembly)\n\nRockwell, Rena B., Chairman, Academic\nFreedom Committee of the Department\nof Classroom Teachers, 364 West Clin¬\nton, Elmira, N. Y.\nWest, Ruth, Head, Department of Social\nStudies, Lewis and Clark High School,\nSpokane, Wash.\n\nSmith, Henry Lester, Chairman ; Dean,\nSchool of Education, Indiana Univer¬\nsity, Bloomington, Ind.\nKilpatrick, William H., Teachers Col¬\nlege, Columbia University, New York,\nN. Y.\nOppe, Greta, 1609 Avenue K, Galveston,\nTexas.\n\nAPPRAISAL\n\nCOMMITTEE\n\n(Authorized by Representative Assembly)\nPratt, Orville C., Chairman; Superinten¬\ndent of Schools, Spokane, Wash.\nBroderick, Lillian, President, Yonkers\nTeachers Association, 216 Park Ave.,\nYonkers, N. Y.\nCouch, E. B., 1133 North Everett St.,\nGlendale, Calif.\nKeenan, Robert C., Principal, Bowen\nHigh School, 2710 E. 89th St., Chicago,\nIll.\n\nCOMMITTEE\n\nON\n\nAve.,\n\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\n(1940)\n\nCOMMITTEE\n\nLord, Daisy, 1027 West Main St., Waterbury, Conn.\nShaw, Albert M., Box 885, Arcade Annex,\nLos Angeles, Calif.\n\nBYLAWS\n\n(Authorized\nAdair, Cornelia S., 3208 Hawthorne\nRichmond, Va. (1939)\n\nKelley, J. Herbert, Secretary, Pennsyl¬\nvania State Education Association, 400\nNorth Third St., Harrisburg, Pa.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nLively, Mrs. Emery, 2900 Prytania St.,\nNew Orleans, La.\n\nON\n\nRatcliffe, Betty, Chairman; Broadway\nApartments #19, Muskogee, Okla.\nAdams, F. R., Superintendent of Schools,\nMarshall, Minn.\nAdams, Mrs. Nelle A., University of Ver¬\nmont, Burlington, Vt.\nAnderson, Jesse T., County Superintend¬\nent of Schools, Florence, S. C.\nAnnable, Charles W., Hope Street High\nSchool, Providence, R. I.\nBabcock, Thomas, 23 Byron Court, Mt.\nClemens, Mich.\nBeachley, Catherine, Dean of Girls,\nHagerstown High School, Hagerstown,\nMd.\nBlankenhorn, John W., President, Long¬\nview Teachers Association, 1801 Hud¬\nson St., Longview, Wash.\nBrodney, Mrs. F. L., Cheyenne, Wyo.\nBrown, Mrs. Josephine L., Oakwood\nSchool, Knoxville, Tenn.\nColton, Albert S., Principal, Hoover\nJunior High School, Oakland, Calif.\nDickenson, Florence, South Boston, Va.\nDonoho, Pearl, 3306 Burt St., Omaha,\nNebr.\nDunn, D. Y., Superintendent, Fayette\nCounty Schools, Lexington, Ky.\n\nby\n\nAND\n\nRULES\n\nBylaws)\n\nMarsh, Arthur L., Executive Secretary,\nWashington Education Association, 707\nLowman Bldg., Seattle, Wash. (1941)\nRead, Faye, 131 Vernon Ave., Pueblo,\nColo. (1942)\nShaw, R. T., 1327 Real Estate Trust\nBldg., Philadelphia, Pa. (1938)\n\nCREDENTIALS\nEdie, John W., County Superintendent\nof Schools, Maysville, Mo.\nEmmons, S. R., Principal, Minden High\nSchool, Minden, La.\nFitzGerald, J. E., Principal, Hopkins\nSchool, Sioux City, Iowa\nGardner, Charles C., Bountiful, Utah\nGood, Luther O., Atlantic City High\nSchool, Atlantic City, N. J.\nGordon, John G., Office of Indian\nfairs, Newhalen, Alaska\nGroves, Norman A., 2919 Harrison\nWilmington, Del.\n\nAf¬\nSt.,\n\nHannum, Dorothy, 209 Summer St., Bris¬\ntol, Conn.\nHayes, Roy M., Principal, Ricken Classi¬\ncal Academy and Junior College, Houlton, Maine\nHouston, Miss Gabriel, Principal, Oakhurst School, Clarksdale, Miss.\nJackson, Mrs. C. W., 122 Walnut St.,\nBluefield, W. Va.\nJudge, Florence, Woodrow Wilson High\nSchool, Washington, D. C.\nKelly, Eric T., 3009 High St., Pueblo,\nColo.\nLade, O.\nTexas\n\nR., 3000\n\nN.\n\n33rd\n\nSt., Waco,\n\n"}
{"page": 694, "printed_page": null, "text": "688\n\nNational\n\nEducation\n\nLangston, Mrs. Margaret, 6809 Welling¬\nton St., Tampa, Fla.\nLessing, Marie A., 5764 N. E. Garfield,\nPortland, Ore.\nMcCabe, Katherine, 62 Wyllie St., Hono¬\nlulu, T. H.\nMcCuistion, Ed, Director, Teacher Train¬\ning and Certification, Department of\nEducation, Little Rock, Ark.\nMacLean, Daniel W., Headmaster, Ber¬\nlin High School, Berlin, N. H.\nMiller, Grace Helene, 154 East 68th St.,\nNew York, N. Y.\nMullins, R. J., Secretary, New Mexico\nEducational Association, 114 E. Marcy\nSt., Santa Fe, N. Mex.\nNichols, John, Dean, University of\nIdaho, South Branch, Pocatello, Idaho\nPearce, Milton O., 5004 Griscom St.,\nPhiladelphia, Pa.\nProdoehl, A. L., 5204 W. Wells St., Mil¬\nwaukee, Wis.\nPuffer, J. Noble, Superintendent, Cook\nCounty Schools, Chicago, Ill.\n\nCOMMITTEE\n\nAssociation\n\nRamsey, R. L., Executive Secretary,\nGeorgia Education Association, 403\nWalton Bldg., Atlanta, Ga.\nRodriguez-Bou, Ismael, Assistant Super¬\nintendent of Schools, Orocovis, P. R.\nRunyan, Mrs. Ruth, 146 Woolger St.,\nCincinnati, Ohio\nSherman, Ruth, 400 East Sixth St., Yank¬\nton, S. Dak.\nSmith, Ben, Superintendent of Schools,\nGreensboro, N. C.\nThurston, Paul, Superintendent of\nSchools, Overton, Nev.\nTobias, Edna M., Hardin, Mont.\nWaller, A. M., County Superintendent of\nSchools, Minot, N. Dak.\nWelch,\nElizabeth, 1616 University,\nWichita, Kans.\nWilliams, J. D., Principal, Avondale\nSchool, Birmingham, Ala.\nWoodbury, Mrs. Grace 1., 4 Lakecroft\nCourt, Melrose, Mass.\nWright, W. W., Professor, Indiana Uni¬\nversity, Bloomington, Ind.\nWyman, Harry B., Dean, Junior College,\nPhoenix, Ariz.\n\nTO COOPERATE\nWITH\nTHE\nTEACHERS\nASSOCIATION\n(Authorized\n\nby Representative\n\nNewbold, N. C., Chairman; State Direc¬\ntor of Negro Education, State Depart¬\nment of Education, Raleigh, N. C.\nBanks, W. R., Principal, Prairie View\nState Normal and Industrial College,\nPrairie View, Texas.\nBarnes, W. H., 48 Campus Drive, Mor¬\ngantown, W. Va.\nBrawley, James P., Dean, Clark Univer¬\nsity, Atlanta, Ga.\nBurns, Charles, Principal, Miller High\nSchool, Detroit, Mich.\nBush, M. P., President, Jones County\nAgriculture High School and Junior\nCollege, Ellisville, Miss..\nBush, Norris, 1208 South Elizabeth, Den¬\nver, Colo.\nCaliver, Ambrose, Senior Specialist in\nthe Education of Negroes, U. S. Office\nof Education, Washington, D. C.\nCarlson, George W., Marshall High\nSchool, Minneapolis, Minn.\nCarney, Mabel, Teachers College, Co¬\nlumbia University, New York, N. Y.\nClement, R. E., Atlanta University, At¬\nlanta, Ga.\nConway, Carroll, Superintendent of\nSchools, Eunice, N. Mex.\nCousins, Robert L., Director of Negro\nEducation, State Department of Edu¬\ncation, Atlanta, Ga.\nDavis, Jackson, General Education Board,\n49 West 49th St., New York, N. Y.\nDuckrey, Tanner G., Principal, Paul\nLaurence Dunbar Public School, Phila¬\ndelphia, Pa.\nDuke, E. A., Rural School Supervisor,\nState Department of Public Instruc¬\ntion, Oklahoma City, Okla.\nEdwards, Margaret M., Director, Depart¬\nment of Home Economics, Woman’s\nCollege, University of North Carolina,\nGreensboro, N. C.\nEleazer, R. B., Educational Director,\nCommission on Interracial Coopera¬\ntion, 710 Standard Bldg., Atlanta, Ga.\nFavrot, Leo M., General Education\nBoard, 49 West 49th St., New York,\nN. Y.\n\nAMERICAN\n\nAssembly)\n\nFelton, J. B., State Agent of Negro\nSchools, State Department of Public\nInstruction, Columbia, S. C.\nGoodrich, L. P., Superintendent ol\nSchools, Fond du Lac, Wis.\nGrossley, R. S., President, State College\nfor Colored Students, Dover, Del.\nHale, W. J., President, Tennessee Agri¬\ncultural and Industrial State College,\nNashville, Tenn.\nHerndon, Mrs. Louise Burgess, 2412\nGrove Ave., Richmond, Va.\nHill, Henry\nH., Superintendent of\nSchools, Lexington, Ky.\nHuffington, J. Walter, Supervisor of\nColored Schools, Department of Edu¬\ncation, Baltimore, Md.\nJohnson, Charles S., Director, Depart¬\nment of Social Science, Fisk Univer¬\nsity, Nashville, Tenn.\nKlein, Arthur J., Department of Educa¬\ntion, Ohio State University, Columbus,\nOhio.\nLeavell, U. W., Professor of Education,\nGeorge Peabody College for Teachers,\nNashville, Tenn.\nLee, J. R. E., President, Florida Agri¬\ncultural and Mechanical College, Tal¬\nlahassee, Fla.\nMorton-Finney, J., Head, Department of\nLanguages, Crispus Attucks High\nSchool, Indianapolis, Ind.\nNeulen,\nLeon,\nof Schools,\nCamden,\nN. Superintendent\nJ.\nNickell, V. L., Superintendent of Schools,\nChampaign, Ill.\nOberholtzer, E. E., Superintendent of\nSchools, Houston, Texas.\nPhillips, H. T., Chairman, Department\nof Education, Northwest Missouri State\nTeachers College, Maryville, Mo.\nPipkin, John G., Business Manager, Pub¬\nlic Schools, Little Rock, Ark.\nRichardson, H. R., Principal, Jefferson\nSchool, Alexandria, Va.\nSeabrook, J. W., President, State Normal\nSchool, Fayetteville, N. C.\nSmith, S. L., Director for Southern\nOffice, Julius Rosenwald Fund, Cotton\nStates Bldg., Nashville, Tenn.\n\n"}
{"page": 695, "printed_page": null, "text": "Associational\n\nRecords\n\nWilkinson, Garnet, First Assistant Su¬\nperintendent of Public Schools, Wash¬\nington, D. C.\nWilliams, C. R., Superintendent of\nSchools, Waterman, Ill.\nWilliams, Fannie C., 1922 Louisiana\nAve., New Orleans, La.\n\nCOMMITTEE\n(Authorized\n\nON\n\n(Authorized\n\nExecutive\n\nON\n\nCOOPERATIVES\n\nMoran, James, Chairman; Director,\nWaterbury Teachers Federal Credit\nUnion, Box 1121, Waterbury, Conn.\nDixon, Florence E., P. A. Capdau School,\n3821 Franklin Ave., New Orleans, La.\nHowell, J. C., General Manager, Detroit\nTeachers Credit Union, 1735 Calvert\nSt., Detroit, Mich.\nPinkney, Leslie A., Secretary-Treasurer,\nTeachers Credit Union, 340 South\nLawn St., Kansas City, Mo.\nSherrard, John P., Principal, Elementary\nSchool No. 44, Buffalo, N. Y.\nAllen, Bess Opal, 912 S. Wolcott St.,\nCasper, Wyo.\nAllen, Lena, Hildebran School, P. O.\nBox 475, Morganton, N. C.\nBailey, P. L., Manager, Jackson County\nTeachers University, 535 Wildwood\nAve., Jackson, Mich.\nBerges, Homer,\nSuperintendent of\nSchools, Haines, Alaska.\nBooth, John M., Superintendent of\nSchools, Kellogg, Idaho.\nBroome, Edwin\nW., Superintendent,\nMontgomery County Schools, Rock¬\nville. Md.\nBuck, Mrs. Sarah A. K., President, Maui\nTeachers Association, Wailuku, Maui,\nT. H.\nBuckbee, Elizabeth, 2716 Humboldt Ave.,\nSouth, Minneapolis, Minn.\nCarothers, M. W., State Director of\nInstruction, Tallahassee, Fla.\nCarson, Mrs. W. L., Beaufort, S. C.\nClauss, Edwin D., 2310 Tilghman St.,\nAllentown, Pa.\nEmmert, W. L., Principal, Broadwater\nCounty High School, Townsend, Mont.\nFloyd, Susie Vann, Walter Reed School,\nNewport News, Va.\nDoe, Chester W., Superintendent of\nSchools, Northwood-Newmarket Super¬\nvising Union No. 44, Northwood, N. H.\nGudmunson, G. G., Treasurer, Union\nCounty Teachers Federation Credit\nUnion, 160 Lincoln Ave., East, Roselle\nPark, N. J.\nHammond, L. L., Treasurer, Pittsburgh\nTeachers Credit Union, 176 Dakota\nSt., Bellevue. Pa.\nHampton, Florence K., Secretary-Treas¬\nurer, Los Angeles Teachers Credit\nUnion, 301 Trinity Auditorium Bldg.,\nLos Angeles, Calif,\n\nAssembly)\n\nO’Geran, Graeme, Professor of Econom¬\nics,\nN. Y. Syracuse University, Syracuse,\nMcAndrew, Mary B., Superintendent\nSchools, Carbondale, Pa.\n\nCREDIT\n\nby Representative\n\nCommittee\n\n689\n\nInformation\n\nWilliams, W. T. B., Vicepresident, Tuskegee Normal and Industrial Institute,\nTuskegee Institute, Ala.\nWright, Arthur D., President, Southern\nEducation Foundation, Inc., 726 Jackson Place, N. W., Washington, D. C.\n\nby Representative\n\nShaw, Albert M., Chairman; Box 885\nArcade Annex, Los Angeles, Calif.\nEwing, Sara, 5461 Pleasant Run Park¬\nway, South Drive, Indianapolis, Ind.\nLull, Herbert G., State Teachers College,\nEmporia, Kans.\n\nCOMMITTEE\n\nand\n\nof\n\nUNIONS\nAssembly)\n\nHargrave, E. B., 339 Lesley Ave., In¬\ndianapolis, Ind.\nHenry, Beryl, Superintendent of Schools,\nHope, Ark.\nHickman, J. H., Secretary, West Vir¬\nginia Education Association, Charles¬\nton, W. Va.\nHippaka, Thomas H., Supervisor. Madi¬\nson Public Schools, Madison, Wis.\nHolt, Miss Terrell, 728 Napier Ave.,\nMacon, Ga.\nHorton. A. H., Superintendent of Schools,\nConshatta, La.\nKilburn, H. Parley, President, Logan\nTeachers Association, 160 West Fourth\nSt., South, Logan, Utah.\nKincaid, William, Superintendent of\nSchools, Montpelier, Vt.\nKrusen, Alma, 1345 South Lafayette St.,\nDenver, Colo.\nLawless, Mrs. Agnes G., Henry School,\nWashington, D. C.\nLocke, John F., Vicepresident, Cincinnati\nTeachers Credit Union, 324 Probasco\nSt., Cincinnati, Ohio.\nMcKean, E. J., Chairman, Wisconsin\nTeachers Credit Union. Superintendent\nof Schools, Tomah, Wis.\nMcLaughlin, Mrs. Ruth G., Roy, N. Mex.\nMeece, L. E., Bureau of School Service,\nKy.\nUniversity of Kentucky, Lexington,\nMeistrik, Emma, 514 Green St., Yankton,\nS. Dak.\nMiller, Guy D., Executive Secretary,\nSpringfield Teachers Economic Asso¬\nciation, High School of Commerce,\nSpringfield, Mass.\nMulrooney, Thomas W., Principal, Wil¬\nmington\nPublic Schools, Wilmington,\nDel.\nMyers, John T., President, Association\nof Chicago Teachers, Medical and Den¬\ntal Arts Bldg., 185 North Wabash\nAve., Chicago, Ill.\nOstlie, Selmer, Winslow High School,\nWinslow, Ariz.\nRobeson, J. A., 4147 Montgall, Kansas\nCity, Mo.\nSaylor, Galen. Director, Department of\nResearch, Nebraska State Teachers\nAssociation, 605 South Fourteenth St.,\nLincoln, Nebr.\nScott, Burton F., Morton High School,\nCicero, Ill.\nSmith, Bessie,\nridian, Miss.\n\n1800\n\nEleventh\n\nSt., Me¬\n\n"}
{"page": 696, "printed_page": null, "text": "National\n\n690\n\nEducation\n\nStevens, Carl T., 22 Codman St., Port¬\nland, Maine.\nStone, Frederick L., 1441 South Salina\nSt., Syracuse, N. Y.\nStout, Hugh G., Oregon Mutual Credit\nLeague, 307 Studio Bldg., Portland,\nOre.\nWalters, Marjorie, Principal, Harrison\nSchool, Cedar Rapids, Iowa.\nWilliams, J. D., Principal, Avondale\nSchool, Birmingham, Ala.\n\nCOMMITTEE\n\nON\n\nWilliams,\nKans.\n\nJohn R. 609 Elm\n\nby Representative\n\nCommittee\n\nRobinson, William McKinley, Chairman;\nDepartment of Rural Education, West¬\nern State Teachers College, Kalamazoo,\nMich.\nCavins, L. V., United Educators, Inc.,\n6 N. Michigan Ave., Chicago, Ill.\nCyr, Frank W., Associate Professor of\nEducation, Teachers College, Columbia\nUniversity, New York, N. Y.\nGaumnitz, W. H., Senior Specialist in\nRural Education Problems, U. S. Office\nof Education, Washington, D. C.\nMead, A. R., Director of Educational\nResearch, University of Florida,\nGainesville, Fla.\nTerrebonne, L. P., Superintendent, Iber¬\nville Parish Schools, Plaquemine, La.\nWofford, Kate V., Director of Rural\nEducation, State Teachers College,\nBuffalo, N. Y.\nAdams, Sarah J., Layton, Utah.\nBaldwin, R. D., West Virginia Univer¬\nsity, Morgantown, W. Va.\nBirdwell, A. W., President, State Teach¬\ners College, Nacogdoches, Texas.\nBrown, Zeta I., Field Agent for Rural\nEducation, State Department of Edu¬\ncation, Augusta, Maine.\nChute, Mrs. Emma R., Prescott, Wash.\nDoudna, Edgar G., Secretary, Board of\nNormal School Regents, Madison, Wis.\nFoster, J. Carlisle, Superintendent of\nSchools, Bethune, S. C.\nFree, Mrs. Juel, Spencer, Ind.\nFreeman, Eleanor, Rural School Super¬\nvisor, Office of the County Superinten¬\ndent of Schools, Redwood City, Calif.\nFrost, Norman, George Peabody College\nfor Teachers, Nashville, Tenn.\nFulkerson, Mrs. Mary L., County Super¬\nintendent of Schools, Salem, Ore.\nHargrove, William Henry, Professor of\nRural Education, State Teachers Col¬\nlege, Greeley, Colo.\nHerring, W. C., Head, Education De¬\npartment, State Teachers College, Ada,\nOkla.\nHeyl, Helen Hay, State Supervisor of\nRural Education, State Education De¬\npartment, Albany, N. Y.\nHolden, A. John, Jr., Superintendent of\nSchools, Danville, Vt.\nHouston, Mattie, Elementary Principal,\nGreenville, Miss.\n\nSt., Emporia,\n\nWilson, Miss Linnie B., Business Man¬\nager, Tulsa Teachers Credit Union,\nCentral High School, Tulsa, Okla.\nYates, H. B., President, Dallas Teachers\nCredit Union, 715 Kirby Bldg., Dallas,\nTexas.\nZimmerman, Dorothy, Branch 444, Grand\nForks, N. Dak,\n\nECONOMIC\nSTATUS\nTEACHER\n\n(Authorized\n\nExecutive\n\nAssociation\n\nOF\n\nTHE\n\nRURAL\n\nAssembly)\n\nHuff, Raymond, Superintendent of\nSchools, Clayton, N. Mex.\nIrvine, Paul, Professor of Education,\nAlabama Polytechnic Institute, Au¬\nburn, Ala.\nJackson, W. A., Benton, Ark.\nKing, H. B., Assistant State Superinten¬\ndent in charge of Elementary Educa¬\ntion, State Department of Education,\nDover, Del.\nKnehans, Lillian, State Teachers College,\nCape Girardeau, Mo.\nMcMurtry, H. M., State Teachers Col¬\nlege, Bowling Green, Ky.\nMarkley, R. L., Commissioner of Edu¬\ncation, Cheyenne, Wyo.\nMoore, Harry W., County Superinten¬\ndent of Schools. Flemington, N. J.\nMorris, Retson A., County Superinten¬\ndent of Schools, Jefferson, Iowa.\nMyers, C. E., State Supervisor of Re¬\nsearch and Finance, State Department\nof Education, Richmond, Va.\nNelson, Lowry, Professor of Sociology,\nUniversity of Minnesota, St. Paul,\nMinn.\nPartridge, H. R., Superintendent of\nSchools, Alliance. Nebr.\nPeterson, Francis E., Supervising Prin¬\ncipal,\nT. H. West Hawaii Schools, Kamuela,\nPittman, M. S., President, State Teach¬\ners College, Collegeboro, Ga.\nRobinson, Raymond W., Chief, Division\nof Consolidation and Transportation,\nState Department of Public Instruc¬\ntion, Harrisburg, Pa.\nRosenlof, George W., Professor of\nSecondary Education, University of\nNebraska, Lincoln, Nebr.\nRussell, Charles, Principal, State Teach¬\ners College, Westfield, Mass.\nStonecipher, E. E., Director of Rural\nEducation and Extension, Kansas State\nTeachers College, Pittsburgh, Kans.\nSutton, D. H., State Department of Edu¬\ncation, Columbus, Ohio.\nSwain, C. C., President, State Teachers\nCollege, Mayville, N. Dak.\nSwenson, Anna, State Department of\nEducation, St. Paul, Minn.\nWarner, Mrs. Ida M., County Superin¬\ntendent of Schools, 419 Idaho Bldg.,\nBoise, Idaho.\nWeeks, I. D., President, University of\nSouth Dakota, Vermillion, S. Dak.\n\n"}
{"page": 697, "printed_page": null, "text": "Association al\n\nRecords\n\nEDUCATIONAL\n(A Joint Commission\n\nPOLICIES\n\nInformation\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.\nEdmund E. Day, President, Cornell Uni¬\nversity, Ithaca, N. Y.\nJ. B. Edmonson, University of Michigan,\nAnn Arbor, Mich.\nFrederick M. Hunter, Chancellor, Oregon\nState System of Higher Education, Eu¬\ngene, Ore.\nJohn K. Norton, Teachers College, Col¬\numbia University, New York, N. Y.\nAgnes Samuelson, State Superintendent\nof Public Instruction, Des Moines,\nIowa\nJohn A. Sexson, Superintendent of\nSchools, Pasadena, Calif.\nPayson Smith, Harvard University, Cam¬\nbridge, Mass.\n\nCOMMITTEE\n\nON\n\n691\n\nCOMMISSION\n\nof the National Education Association\nciation of School Administrators)\n\nA. J. Stoddard, Chairman; Superintend¬\nent of Schools, Denver, Colo.\nWilliam G. Carr, Secretary; 1201 Six¬\nteenth St., N. W., Washington, D. C.\n\nAppointed\n\nand\n\nand\n\nthe American\n\nAsso¬\n\nA.\nJ. Stoddard, Superintendent of\nSchools, Denver, Colo.\nGeorge D. Strayer, Teachers College,\nColumbia University, New York, N. Y.\nWillis A. Sutton, Superintendent of\nSchools, Atlanta, Ga.\n\nEx-Officio\n\nMembers\n\nWillard E. Givens, Executive Secretary,\nNational Education Association, 1201\nSixteenth St., N. W., Washington, D.C.\nS. D. Shankland, Executive Secretary,\nAmerican Association of School Ad¬\nministrators, 1201 Sixteenth St., N. W.,\nWashington, D. C.\nEmily A. Tarbell, President, Department\nof Classroom Teachers, 235 Glenwood\nAve., Syracuse, N. Y.\nCaroline S. Woodruff, President, Na¬\ntional Education Association, Castleton, Vt.\n\nAdvisory\n\nMembers\n\nJ. W. Studebaker, U. S. Commissioner\nof Education, Washington, D. C.\nGeorge F. Zook, President, American\nCouncil on Education, 744 Jackson\nPlace, Washington, D. C.\n\nEQUAL\n\nOPPORTUNITY\n\n(Authorized by Representative Assembly)\n\nExecutive\n\nCommittee\n\nMallory, Gertrude, Chairman; 1518 Ardendale Ave., San Gabriel, Calif.\nBradley, Helen, 2349 Ashland Ave., Cin¬\ncinnati, Ohio\nDavenport, Mrs. Minnie, Superintendent,\nCanyon County Schools, Caldwell,\nIdaho\nDoremus, Mattie S., 365 Twelfth Ave.,\nPaterson, N. J.\nOlson, Mrs. Clara M., P. K. Yonge\nLaboratory School, University of\nFlorida, Gainesville, Fla.\nAdams, F. R., Superintendent of Schools,\nMarshall, Minn.\nBamberger, Florence E., College for\nTeachers, Johns Hopkins University,\nBaltimore, Md.\nBell, Josephine, Northeast High School,\nOklahoma City, Okla.\nBrowne, A. T., Superintendent, Acadia\nParish Schools, Crowley, La.\nBuker, Lou, Elementary Supervisor, De¬\npartment of Public Schools, Augusta,\nMaine\nBurke, Gertrude, 400 Graves St., Syra¬\ncuse, N. Y.\nBurts, R. C., Superintendent of Schools,\nRock Hill, S. C.\nCourt, Grace, Principal, Adams School,\nPhoenix, Ariz.\nDeaton, Paul H., Principal, Senior High\nSchool, Roswell, N. Mex.\nDoherty, Helen F., Junior High School,\nPortsmouth, N. H.\nDurkee, Austa, 6820 N. 24th St., Omaha,\nNebr.\nEarly, J. J., Superintendent of Schools,\nSheridan, Wyo.\n\nEasom, P. H., State Agent, State De¬\npartment of Education, Jackson, Miss.\nEdmiston, Leon R., 110 Olive Ave., DuBois, Pa.\nGraves, Elizabeth H., Senior High\nSchool, Mason City, Iowa\nHanley, James L., Superintendent of\nSchools, Providence, R. I.\nHenry, Beryl, Superintendent of Schools,\nHope, Ark.\nHolland, Mary,\nPrincipal, Trombly\nSchool, Detroit, Mich.\nHurst, James, Division Superintendent,\nNorfolk County Public Schools, Nor¬\nfolk, Va.\nKenney, Don E., Richfield, Utah\nKimbler, N. O., County Superintendent\nof Schools, Henderson, Ky.\nMcTaggart, Earl L., Executive Secretary,\nHawaii Education Association, Hono¬\nlulu, T. H.\nMacLennan, Mrs. Myrtle C., Stewart\nJunior High School, Tacoma, Wash.\nMarsh, J. F., President, Concord State\nTeachers College, Athens, W. Va.\nMasterson, Anna J., Vicepresident, Mas¬\nsachusetts Teachers Federation, 14\nOakland St., Lowell, Mass.\nMeece, L. E., Bureau of School Service,\nKy.\nUniversity of Kentucky, Lexington,\nMorris, Mary E., Principal, Gove Junior\nHigh School, Denver, Colo.\nMurphy, Rita, 213 Avenue A, West, Bis¬\nmarck, N. Dak.\nParks, Lillian L., 238 Colonial Ave.,\nCharlotte, N. C.\nPerry, L. L., Director, Division of In¬\nformation and Publications, State De¬\npartment of Education, Atlanta, Ga.\nPittenger, L. A., President, Ball State\nTeachers College, Muncie, Ind.\n\n"}
{"page": 698, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nPowers, G. W., Superintendent, Wind¬\nham\nCentral District Schools, Athens,\nVt.\n\nTidwell, R. E., Director of Extension,\nUniversity of Alabama, University,\nAla.\n\nPulliam, N. D., Principal, Madison\nSchool, Phoenix, Ariz.\nRarick, C. E., President, Fort Hays Kan¬\nsas State College, Hays, Kans.\nSmith, Elphe K., Route No. 1, Box 22,\nTigard, Ore.\nSmith, S. L., Director for Southern\nOffice, Julius Rosenwald Fund, Cot¬\nton States Bldg., Nashville, Tenn.\nStroh, M. Margaret, Professor of Eng¬\nlish, Wilson Teachers College, Wash¬\nington, D. C.\nSwan, Jessie, 521 Hubbard St., Green\nBay, Wis.\nThompson, Roger M., Supervisor, Office\nof Research and Finance, State De¬\npartment of Education, Hartford,\nConn.\n\nWallin, J. E. W„ Director, Division of\nSpecial Education and Mental Hy¬\ngiene, State Department of Public In¬\nstruction, Wilmington, Del.\nWilliams, C. R., Superintendent of\nSchools, Waterman, Ill.\nWilson, S. C., Director, Department of\nTeacher Training in Vocational Agri¬\nculture, Sam Houston State Teachers\nCollege, Huntsville, Texas\nWinkler, Mrs. Lucy Rice, 927 South\nOgden Drive, Los Angeles, Calif.\nZimmerman,\nC. A., Principal, New\nAlbany Junior High School, New\nAlbany, Ind.\n\nJOINT\n\nCOMMITTEE\nON HEALTH\nEDUCATION\n(Authorized\n\nby Representative\n\nWood, Thomas D., Chairman; Teachers\nCollege, Columbia University, New\nYork, N. Y.\nWilson, Charles C., Vicechairman; Di¬\nrector, Physical and Health Education,\nHartford Public Schools, 249 High\nSt., Hartford, Conn.\nMrs. Edna W., Associate Pro¬\nBailey,\nfessor of Education, University of\nCalifornia, Berkeley, Calif.\nBrown, Maud, Director of Health Edu¬\ncation, State Department of Health,\nHelena, Mont.\nBurnham, William H., R. F. D. No. 2,\nConcord, N. H.\nBurns, H. B., Director of Hygiene,\nPittsburgh Public Schools, Pittsburgh,\nPa.\n\nChayer, Mary Ella, Department of Nurs¬\ning Education, Teachers College, Co¬\nlumbia University, New York, N. Y.\nCornell, Walter S., Director, Medi¬\ncal Inspection, Philadelphia Public\nat Twenty-first\nSchools, Parkway\nStreet, Philadelphia, Pa.\nFirestone, Mrs. Myrtle Bevan, Super¬\nvising Principal, University Elemen¬\ntary School, University of Michigan,\nAnn Arbor, Mich.\nHarris, Cara L„ Arlington, Tenn.\nHolt, Lucy Mason, Principal, Ocean\nView School Norfolk, Va.\nMcCloy, C. H., University of Iowa, Iowa\nCity, Iowa\nMcWilliams, Mrs. Marion Lerrigo, 99\nWillow Ave., Larchmont, N. Y.\nMorris, Earl, Director of Health and\nPhysical Education, Fort Hays Kan¬\nsas State College, Hays, Kans.\n\nCOMMITTEE\n\nON\n\nIN\n\nAssembly)\n\nMorris, Henrietta, Oregon State Agri¬\ncultural College, Corvallis, Ore.\nMurphy, Mary E., Director, Elizabeth\nMcCormick Memorial Fund, 848 North\nDearborn St., Chicago, Ill.\nNeilson, N. P., Associate Professor,\nPhysical Education and Hygiene, Leland Stanford University, Calif.\nPettengill, Mrs. J. K., President, Na¬\ntional Congress of Parents and Teach¬\ners, Eddystone Hotel, Detroit, Mich.\nPhelan, Anette M., Staff Associate, Na¬\ntional Society for Prevention of Blind¬\nN. Y. 50 West Fiftieth St., New York,\nness,\nPinckney, Jeanie M., Department of\nNutrition and Health, University of\nTexas. Austin, Texas\nShaw, Fannie B., Secretary, School\nHealth Education, National Tuber¬\nculosis Association, 50 West Fiftieth\nSt., New York, N. Y.\nStarn, Bertha, Board of Education,\nBeatrice, Nebr.\nStoddard A, J., Superintendent of\nSchools, Denver, Colo.\nStoddard, George D., Director, Iowa\nChild Welfare Research Station, State\nUniversity of Iowa, Iowa City, Iowa\nSutton, Willis A., Superintendent of\nSchools, Atlanta, Ga.\nTall, Lida Lee, President, State Teach¬\ners College, Towson, Md.\nThrelkeld, A. L., Superintendent of\nSchools, Montclair, N. J.\nWalker, Herbert F., Director of Health\nand\nPhysical Education, Public\nSchools. Evansville, Ind.\nWhitney, Anne, 134 Adams St., Milton,\nMass.\n\nHORACE\nMANN\nCELEBRATION\n(Special\n\nPROBLEMS\n\nCENTENNIAL\n\nCommittee)\n\nSmith, Payson, Chairman; Lawrence\nHall, Harvard University, Cambridge,\nMass.\n\nAtwood, Stanley F., State Superintend¬\nent of Public Instruction, Olympia,\nWash.\n\nAde, Lester K., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\n\nBailey, Francis L., State Commissioner\nof Education, Montpelier, Vt.\n\n"}
{"page": 699, "printed_page": null, "text": "Associational\n\nRecords\n\nBallou, Frank W., Superintendent of\nSchools, Washington, D. C.\nBass, W. A., Superintendent of Schools,\nNashville, Tenn.\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nCollins, M.\nD., Superintendent of\nSchools, Atlanta, Ga.\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho\nCook, Paul M„\nSecretary, Phi Delta\nKappa, 1180 East Sixty-third St., Chi¬\ncago, Ill.\nCrable, A. L., State Superintendent of\nPublic Instruction, Oklahoma City,\nOkla.\nDexter, Walter F., State Superintendent\nof Public Instruction, Sacramento,\nCalif.\nDietrich, E. N., State Director of Edu¬\ncation, Columbus, Ohio\nEldred, Arvie, Secretary, New\nYork\nState Teachers Association, 152 Wash¬\nington Ave., Albany, N. Y.\nElliott, Charles H., Commissioner of\nEducation, Trenton, N. J.\nElliott, Eugene B., Superintendent of\nPublic Instruction, Lansing, Mich.\nEnglish, Colin, State Superintendent of\nPublic Instruction, Tallahassee, Fla.\nErwin, Clyde A., Superintendent of Pub¬\nlic Instruction, Raleigh, N. C.\nGraham, Ben\nG., Superintendent of\nSchools, Pittsburgh, Pa.\nGraves, Frank Pierrepont, Commissioner\nof Education, Albany, N. Y.\nHall, Sidney, B., State Superintendent\nof Public Instruction, Richmond, Va.\nHarris, T. H., State Superintendent of\nPublic Education, Baton Rouge, La.\nHenderson, A. D., President, Antioch\nCollege, Yellow Springs, Ohio\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nHines, J. F., State Superintendent of\nPublic Instruction, Pierre, S. Dak.\nHolloway, H. V., State Superintendent\nof Public Instruction, Dover, Del.\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nHoward, C. A., President, Eastern Ore¬\ngon Normal School, La Grande, Ore.\nKarnes, Anthony E., Commissioner of\nEducation, Juneau, Alaska\nKeller, J. A., Columbia University, New\nYork, N. Y.\nKing. Lloyd W., State Superintendent of\nPublic Schools, Jefferson City, Mo.\nKirn, G. W., Principal, Abraham Lincoln\nHigh School, Council Bluffs, Iowa\n\nCOMMITTEE\n\nON\n\nand\n\n693\n\nInformation\n\nLewis, Mrs. Inez Johnson, Superintend¬\nent of Public Instruction, Denver,\nColo.\nLong, Oren E., Superintendent of Pub¬\nlic Instruction, Honolulu, T. H.\nMcMurray, Floyd I., State Superintend¬\nent\nInd. of Public Instruction, Indianapolis,\nMarkham, W. T., State Superintendent\nof Public Instruction, Topeka, Kans.\nMitchell, J. C., Director of Secondary\nEducation, State Department of Public\nInstruction, Lincoln, Nebr.\nNixon, Hugh, Secretary, Massachusetts\nTeachers Federation, 15 Ashburton\nPlace, Boston, Mass.\nOutsen, Robert R., Deputy State Super¬\nintendent, State Department of Edu¬\ncation, Cheyenne, Wyo.\nPackard, Bertram E., State Commis¬\nsioner of Education, Augusta, Maine\nPearse, Carroll G., 1721 Ludington Ave.,\nWauwatosa Branch, Milwaukee, Wis.\nPeters, Harry W., State Superintendent\nof Public Instruction, Frankfort, Ky.\nPhipps, W. E., Park Hill, North Little\nRock, Ark.\nPringle, James N., State Commissioner\nof Education, Concord, N. H.\nPutnam, Rex, State Superintendent of\nPublic Instruction, Salem, Ore.\nReardon, Ruth, State Superintendent of\nPublic Instruction, Helena, Mont.\nRockett, James F., Director of Educa¬\ntion, Providence, R. I.\nRockwell, John Gundersen, Commis¬\nsioner of Education, St. Paul, Minn.\nRodgers, H. R., State Superintendent of\nPublic Instruction, Santa Fe, N. Mex.\nSamuelson, Agnes, State Superintendent\nof\nIowaPublic Instruction, Des Moines,\nSkidmore, Charles H., State Superin¬\ntendent of Public Instruction, Salt\nLake City, Utah\nSmith, Chauncey W., State\nNev.\nent of Public Instruction,\n\nSuperintend¬\nCarson City,\n\nTaylor, Charles W., State Superintend¬\nent of Public Instruction, Lincoln,\nNebr.\nThompson, A. E., State Superintendent\nof Public Instruction, Bismarck, N.\nDak.\nTrent, W. W., State Superintendent of\nFree Schools, Charleston, W. Va.\nVandiver, J. S., State Superintendent\nof Education, Jackson, Miss.\nWieland, John A., State Superintendent\nof Public Instruction, Springfield, Ill.\nWilliams, E. I. F., Director of Educa¬\ntion, Heidelberg College, Tiffin, Ohio\nWoods, L. A., State Superintendent of\nPublic Instruction, Austin, Texas\n\nINDIVIDUAL\n\nGUIDANCE\n\n(Special Committee)\n\nExecutive\n\nCommittee\n\nStolz, Herbert R., Chairman; Assistant\nSuperintendent of Schools, Oakland\nPublic Schools, Oakland, Calif.\nAllyn, Harriett, Dean of Women, Mt.\nHolyoke College, South Hadley, Mass.\nLee, Edwin A., Director, National Oc¬\ncupational Conference, 551 Fifth Ave.,\nNew York, N. Y.\nMeek, Lois Hayden, Professor of Edu¬\ncation, Teachers College, Columbia\nUniversity, New York, N. Y.\n\nThom. Douglas Armour, 520\nwealth Ave., Boston, Mass.\n\nCommon¬\n\nAdams, Karl L„ President, Northern\nIllinois State Teachers College, DeKalb, Ill.\nAllen, Catherine,\nlumbus, Ga.\n\n1532\n\nFourth\n\nAve.,\n\nCo¬\n\nAndrews, Flora J., 2110 East Lead Ave.,\nAlbuquerque, N. Mex.\nBackus, Bertie, Principal, Alice Deal\nJunior High\nSchool, Washington,\n\nD. C.\n\n"}
{"page": 700, "printed_page": null, "text": "National\n\n694\n\nEducation\n\nBarnes, Floyd C., Superintendent\nSchools, Drew, Miss.\n\nof\n\nBeasley, William M., West Side Junior\nHigh School, Little Rock, Ark.\nBennett, Margaret E., Director of Guid¬\nance, Pasadena City Schools, Adminis¬\ntration Bldg., Pasadena, Calif.\nBishop. Fred G., Superintendent of\nSchools, Two Rivers, Wis.\nBowers, Herbert, Placement Director,\nMcKinley High School, Honolulu,\nT. H.\nBrockman, Lou O., Assistant\nFergus County High School,\nMont.\n\nPrincipal,\nLewiston,\n\nBullard, Irma, Barton School,\nneapolis, Minn.\nCarson, Mrs. Louise G., Beaufort,\n\nMin¬\nS. C.\n\nChristy, Erma B., Department of Edu¬\ncational Research, 139 Central High\nSchool Bldg., Muncie, Ind.\nClark, K. J., Principal, Murphy High\nSchool, Mobile, Ala.\nCochran, Clyde B., President, West Vir¬\nginia Classroom Teachers Association,\nWeir High School, Weirton, W. Va.\nCooley, Emma Pritchard, Director, Voca¬\ntional Guidance, Orleans Parish School\nBoard, New Orleans, La.\nDarrow, Harriett L., Grasmere School,\nMeadowbrook Road, Fairfield, Conn.\n\nEastburn, Lacy A., Director, Research\nand Guidance, Phoenix Union High\nSchools and Junior Colleges, Phoenix,\nAriz.\nEnsign,\nBoise\nIdaho\n\nLela May, Girls’ Counselor,\nJunior High School, Boise,\n\nFlynn, Alice S., 133 Fourth Ave., Woon¬\nsocket, R. I.\nHanna, Paul R., Stanford University,\nStanford University, Calif.\nHenderson, Leon, President, Department\nof Classroom Teachers of Florida Edu¬\ncation Association, 2807 Estrella St.,\nTampa, Fla.\nHunt, R. L., Superintendent of Schools,\nMadison, S. Dak.\nImhoff, Mrs. Donna M., Home\nEco¬\nnomics\nDepartment, High\nSchool\nBldg., Rocky Ford, Colo.\nJohnson, A. W., Principal, Junior High\nSchool, Minot, N. Dak.\nJohnson, H. D., Viceprincipal, Broad¬\nway High School, Seattle, Wash.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nExecutive\n\nAssociation\n\nKilpack, John G., Board of\n631 Northeast Clackamas\nland, Ore.\n\nLayton, Warren K., Director, Depart¬\nment of Guidance and Placement, 1354\nBroadway. Detroit, Mich.\nLoree, D. H., Principal, High School,\nHollidaysburg, Pa.\n\nManuel, Herscher T., Professor, Educa¬\ntional Psychology, University of Texas,\nAustin, Texas\nMcCracken, George, Principal, High\nSchool, Fallon, Nev.\nMelcher,\nSchools,\n\nGeorge, Superintendent\nKansas City, Mo.\n\nRaines, Ona C., President, Department of\nClassroom Teachers, 1631 East Fourth\nSt., Tulsa, Okla.\nReed, Catherine E., Dean of Women,\nState Teachers College, Buffalo, N. Y.\nReddick, Jeannette L., 3521 Evans St.,\nBrentwood, Md.\nRiddick, A. Ruth, Matthew Fontaine\nMaury High School, Norfolk, Va.\nRobinson, Bruce B., Director, Depart¬\nment of Child Guidance, 31 Green St.,\nNewark, N. J.\nSohl, Charles E., 5436 Oakland St., Phila¬\ndelphia, Pa.\nSouthall, Macie, Professor of Elementary\nEducation, George Peabody College for\nTeachers, Nashville, Tenn.\nSymonds, Percival M., Teachers College,\nColumbia University, New York, N. Y.\nTrabue, M. R., Dean, School of Educa¬\ntion, State College, Pa.\nWaddell, Gladys G., Park School, Casper,\nWyo.\nWagner, M. Channing, Assistant Super¬\nintendent of Schools, Wilmington, Del.\nWalhquist, John T.. University of Utah,\nSalt Lake City, Utah\nWashburne, Carlton, Superintendent\nSchools, Winnetka, Ill.\n\nWoodward, Annie C., Chairman;\nHighland Ave., Somerville, Mass.\n\n78\n\nKing, W. P., Secretary; Executive Sec¬\nretary, Kentucky Education Associa¬\ntion, 1422-23 Heyburn Bldg., Louis¬\nville, Ky.\nHolmes, W.\nH., Superintendent of\nSchools, Mt. Vernon, N. Y.\nPyrtle, E. Ruth, Principal, Bancroft\nSchool, Lincoln, Nebr.\n\nof\n\nWestall, A. J., Superintendent of Schools,\nCordova, Alaska\nWilliams, Dwight L., Principal, Senior\nHigh School, Kearney, Nebr.\nWilliams, Harold J., Superintendent of\nSchools, Spencer, Iowa\n\nRepresentative\n\nCommittee\n\nof\n\nMurray, Ruth A., 30 Kidder St., Port¬\nland, Maine\nOrcutt, W. E., Principal, Central Junior\nHigh School, Marion, Ohio\nPhelps, Edson E., Box 602, Quechee, Vt.\nProctor, R. S., Superintendent of Schools,\nNew Bern, N. C.\n\nINTERNATIONAL\nby\n\nEducation,\nSt., Port¬\n\nRELATIONS\n\nAssembly)\n\nSimmons, Louise B., 1216\nville St,. Tulsa, Okla.\n\nSouth\n\nKnox¬\n\nAiken, Georgia W., Hotel Alms, Walnut\nHills, Cincinnati, Ohio\nAndrews, Margaret, 1200 North Main St.,\nHigh Point, N. C.\nBarlow, Amy,\nBox\n394, Ketchikan,\nAlaska\nBennion, Milton, Dean, School of Educa¬\ntion, University of Utah, Salt Lake\nCity, Utah\n\n"}
{"page": 701, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n695\nBerman, Samuel, Principal, James R.\nLudlow School, Philadelphia, Pa.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBlair, Francis G., 440 E. Conedy St.,\nSpringfield, Ill.\nBlake, Katherine D., Chairman, Commit¬\ntee on International Relations, New\nYork City Federation of Women’s\nClubs, 353 West 57th St., New York,\nN. Y.\nBradford, Mrs. Mary D., 6028 Third Ave.,\nKenosha, Wis.\nBrooks, L. W., Principal, Wichita High\nSchool East, Wichita, Kans.\nBrown, Eugenie J., Euclid-Logan Hotel,\nCleveland, Ohio\nBunting, R. L., Superintendent, London\nIndependent School District, New Lon¬\ndon, Texas.\nBurkholder, E. Paul, Supervisor, State\nDepartment of Education, Georgetown,\nDel.\nBurns, R. A., Professor of Education,\nDartmouth College, Hanover, N. H.\nCadman, Bernice M., Chairman, History\nDepartment, High School, Janesville,\nWis.\nCasey, William V., Superintendent Em¬\neritus of Schools, Boulder, Colo.\nClark, Mrs. Frances E„ Director Emeri¬\ntus, Educational Activities, RCA-Victor Company, Inc., Camden, N. J.\nClaxton, P. P., President, Austin Peay\nNormal School, Clarksville, Tenn.\nClemons, Clarice M., Snead Junior Col¬\nlege, Boaz, Ala.\nCoyne, Marie, South 210 Adams St.,\nSpokane, Wash.\nCrawford, Mary Major, Nebraska State\nTeachers College, Kearney, Nebr.\nCulver, J. R., Superintendent of Schools,\nStanford, Mont.\nDaniel, Roland B., Columbus, Ga.\nde Francesco, Italo L., Art Instructor,\nState Teachers College, Kutztown, Pa.\nDolph, A. H., Principal, Fremont County\nVocational High School, Lander, Wyo.\nDonovan, H. L., President, Eastern Ken¬\ntucky State Teachers College, Rich¬\nmond, Ky.\nDowling, H. G., County Superintendent\nof Schools, County Library Bldg., Tus¬\ncaloosa, Ala.\nDuke, Florence E., 2224 West Grace St.,\nRichmond, Va.\nEdwards, Elbert B., 215 Bonnerville St.,\nLas Vegas, Nev.\nEisner, Miriam D., Alamo School, San\nFrancisco, Calif.\nFahey, Sara H., Girls Commercial High\nSchool, Brooklyn, N. Y.\nFair, Jessie Frances, 296 Walhalla Road,\nColumbus, Ohio\nFarrin, Leon M., Superintendent of\nSchools, Woonsocket, R. I.\nFinley, John H., New York Times, New\nYork, N. Y.\nFoster, Blanche, Tilden Junior High\nSchool, Philadelphia, Pa.\nGardner, Ethel M., Principal, Andrew\nJackson School, Milwaukee, Wis.\nGlenn, C. B., Superintendent of Schools,\nBirmingham, Ala.\nGosling, Thomas W., Director, Junior\nRed Cross, National Headquarters of\nthe American Red Cross, Washington,\nD. C.\nGray, Clifton D., President, Bates Col¬\nlege, Lewiston, Maine\nGuhin, M. M., Northern State Teachers\nCollege, Aberdeen, S. Dak.\n\nGyger, John T., Superintendent, Fal¬\nmouth Public Schools, Portland, Maine\nHale, M. S., Dean, University of Tampa,\nTampa, Fla.\nHall, Royal G., Professor of History,\nAlbion College, Albion, Mich.\nHaller, Helen, Social Director, Hays\nHall, University of Idaho, Moscow,\nIdaho\nHardy,\nArk.\n\nRosa\n\nM.,\n\nPrincipal,\n\nBlytheville,\n\nHolt, Lucy Mason, Principal, Ocean\nView School, Norfolk, Va.\nHood, Edna E., Supervisor, Household\nand Fine Arts, Kenosha Public Schools,\nKenosha, Wis.\nHood, Elisabeth, Supervisor, Department\nof Household Arts, Racine Public\nSchools, Racine, Wis.\nHouston, Miss Gabriel, Principal, Oakhurst School, Clarksdale, Miss.\n\ndent Emeri¬\nintenConn.\nSuperor,\nDaniel\nHowar\ns, Winds\nof School\ntus d,\nHutchins, A. J., Superintendent of\nSchools, Canton, N. C.\nJacobsen, Christine A., 1320 West Fortyfirst Place, Los Angeles, Calif.\nJames, William Alonzo, Principal, Ball\nHigh School, Galveston, Texas\nJohnson, M. Irene, Director, Student\nTeaching, Manchester College, North\nManchester, Ind.\nKoerner, Grace, Hotel East Orange, East\nOrange, N. J.\n\nLamkin, Uel W., President, Northwest\nMissouri State Teachers College,\nMaryville, Mo.\nLessing, Marie, 5764 N. E. Garfield Ave.,\nPortland, Ore.\nLommen, Georgina, Director, Training\nSchool, State Teachers College, Moor¬\nhead, Minn.\nLongshore, W. T., 520 W. 40th St., Kan¬\nsas City, Mo.\nMcAlister, H. L., President, State Teach¬\ners College, Conway, Ark.\nMcCormick, Elizabeth, Principal, Tim¬\nothy O. Howe School, Superior, Wis.\nMann, Mrs. Margaret, Superintendent,\nO’Brien County Schools, Primghar,\nIowa\nMarsh, Daniel L., President, Boston\nUniversity, 688 Boylston St., Boston,\nMass.\n\nMathews, Sarah E., 2812 Kahawai St.,\nHonolulu, T. H.\nMonroe, Paul, Director, International\nInstitute, Teachers College, Columbia\nUniversity, New York, N. Y.\nNielson. Minnie J., 901 Fifth Ave., Val¬\nley City, N. Dak.\nNixon, William D., State High School\nSupervisor, State Department of Edu¬\ncation, Columbia, S. C.\n\nNorman, J. W., Dean of Education, Uni¬\nversity of Florida, Gainesville, Fla.\nO’Connor, Mary Elizabeth, 158 Highland\nSt., Taunton, Mass.\nPatt, Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPitman, J. Asbury, President, Salem\nState Teachers College, Salem, Mass.\nRalls, Mary Calvert, 6529 Jefferson St.,\nKansas City, Mo.\nReeder, Mrs. Fannie Scoville, 2017 Giddings St., Chicago, Ill.\nRhodes, Maude A., Principal, Whitefoord School, Atlanta, Ga.\nRichter, Leilet, George W. Brackenridge\nHigh School, San Antonio, Texas\nRiddle, Anna, 2 Summit Place, St.\nJoseph, Mo.\n,\n\n"}
{"page": 702, "printed_page": null, "text": "696\n\nNational\n\nEducation\n\nRideout, Walter J., County Superin¬\ntendent of Schools, Hartland, Maine\nRoach, Mary Margaret, Principal, Roach\nSchool, Decatur, Ill.\nSchroeder, Mrs. Florah, County Super¬\nintendent of Schools, Condon, Ore.\nSexton, J. W., Superintendent of Schools,\nLansing, Mich.\nShaw, Reuben T., 1327 Real Estate Trust\nBldg., Philadelphia, Pa.\nShepherd, Grace M., Professor of Educa¬\ntion, State Teachers College, Mary¬\nville, Mo.\nSimpson, Janet C., State Teachers Col¬\nlege, Florence, Ala.\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\nEducation Association, 200 Williams\nBldg., Sioux Falls, S. Dak.\nStephens, E. L., Lafayette, La.\nStratton, Mason A., Principal, Brighton\nAvenue School, Atlantic City, N. J.\nSykes, Mrs. Dorothy Eidson, Superin¬\ntendent, Gila County Schools, Globe,\nAriz.\n\nAssociation\n\nThompson, Anna M., Teacher, Social\nStudies, Northeast High School, Kan¬\nsas City, Mo.\nTrent, Adelaide R., 4306 N. Larcom Lane,\nArlington, Va.\nVaughan, J. P., Superintendent, Inde¬\npendent School District Number Forty,\nChisholm, Minn.\nvon KleinSmid, Rufus B., President, Uni¬\nversity of Southern California, Los\nAngeles, Calif.\nWellemeyer, J. Fletcher, Dean, Junior\nCollege, Kansas City, Kans.\nWhite, W. H. S., President, Shepherd\nState Teachers College, Shepherdstown,\nW. Va.\nWilferth, J. W., Superintendent of\nSchools, Springer, N. Mex.\nWillis, Charles F., Assistant Superin¬\ntendent of Schools, Baltimore, Md.\nWilson, Mrs. Alice, George Washington\nHigh School, San Francisco, Calif.\nWithers, John W., Dean, School of Edu¬\ncation, New\nYork University, New\nYork, N. Y.\nWynn, W. T., Department of English,\nGeorgia State College for Women,\nMilledgeville, Ga.\n\nJOINT\nCOMMITTEE\nOF THE\nNATIONAL\nEDUCATION\nASSOCIATION\nAND THE AMERICAN\nLIBRARY\nASSOCIATION\n(Special\nGreer, Margaret R., Chairman; Central\nLibrary, Board of Education, 315 City\nHall, Minneapolis, Minn.\nBaldridge, Chloe C., Director, Rural Ed¬\nucation, State Department of Educa¬\ntion, Lincoln, Nebr.\nBatchelder, Mildred, School and Chil¬\ndren’s Library Division, American\nLibrary Association, 520 North Michi¬\ngan Ave., Chicago, Ill.\nBristow, William H., Secretary, National\nCongress of Parents and Teachers, 1201\nSixteenth St., N. W., Washington,\nD. C.\nGustafson, Myrtle, Claremont Junior\nHigh School, Oakland, Calif.\n\nCommittee)\nLathrop, Edith A., Associate Specialist\nin School Libraries, U. S. Office of\nEducation, Washington, D. C.\nLayton, Esther Irene, William Chrisman\nHigh School, Independence, Mo.\nMcPherson, Oscar H., John Dixon Li¬\nville, N.\nJ.\nbrary,\nLawrenceville\nSchool, LawrenceParks, Martha Manier, State Department\nof Education, Nashville, Tenn.\nPotter, Hope L., Senior High School Li¬\nbrary, South Pasadena, Calif.\nRoos, Jean Carolyn, Cleveland Public\nLibrary, Cleveland, Ohio\n\nJOINT\nCOMMITTEE\nOF THE\nNATIONAL\nEDUCATION\nASSOCIATION\nAND\nTHE NATIONAL\nCONGRESS\nOF PARENTS\nAND TEACHERS\n(Authorized\n\nby Representative\n\nPettengill, Mrs. J. K., Chairman; Presi¬\ndent, National Congress of Parents and\nTeachers, Eddystone Hotel, Detroit,\nMich.\nBass, W. A., Superintendent of Schools,\nNashville, Tenn.\nBlake, Mrs. Francis H., 202 South Main\nSt., Albion, N. Y.\nBowen, Mrs. Walter L., 408 Thomas\nAve., Riverton, N. J.\nBristow, W. H., Secretary, National Con¬\ngress of Parents and Teachers, 1201\nSixteenth St., N. W., Washington,\nD. C.\n\nAssembly)\n\nBrown, Frank, Superintendent of Schools,\nGulfport, Miss.\nCarey, Frances, 132 East De Varges St.,\nSanta Fe, N. Mex.\nDiemer, G. W., President, Central Mis¬\nsouri State Teachers College, Warrensburg, Mo.\nEisner, Miriam D., Alamo School, San\nFrancisco, Calif.\nFunk, Howard V., Bronxville, N. Y.\nHoward, Mrs. Daisy, Commissioner,\nGenesee County Schools, Flint, Mich.\nKilby, Mrs. C. C., 1 Wawarme\nAve.,\nHartford, Conn.\n\n"}
{"page": 703, "printed_page": null, "text": "Associational\n\nRecords\n\nLangworthy, Harry W., Superintendent\nof Schools, Gloversville, N. Y.\nLommen, Georgina, Director, Training\nSchool, State Teachers College, Moor¬\nhead, Minn.\nMinor, Lillian, Supervisor, Norfolk,\nCounty Public Schools, Norfolk, Va.\n\nLEGISLATIVE\n(Authorized\n\nExecutive\n\nand\n\nHall, Sidney B., Chairman, State Super¬\nintendent of Public Instruction, Rich¬\nmond, Va.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nGraham,\nBen, Superintendent, City\nSchools, Pittsburgh, Pa.\nGrove, Frank L., Secretary, Alabama\nEducation Association, 21 Adams Ave.,\nMontgomery^ Ala.\nIvy, H. M., Superintendent of Schools,\nMeridian, Miss.\nPackard, Bertram E., State Commis¬\nsioner of Education, Augusta, Maine\nStrayer, George D., Teachers College,\nColumbia University, New York, N. Y.\nAde, Lester K., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nAlford, T. H., State Commissioner of\nEducation, Little Rock, Ark.\nAlmen, A. L., Superintendent of Schools,\nBalaton, Minn.\nAnderson, Homer W., Superintendent of\nSchools, Omaha, Nebr.\nAnderson, Walter H., Principal, White\nPine County Mining School, Ely, Nev.\nAnspaugh, George, Principal, Bryant\nSchool, Chicago, Ill.\nAtwood, Stanley F., State Superinten¬\ndent of Public Instruction, Olympia,\nWash.\nAvery, Andrew, Superintendent, Decatur\nCounty Schools, Bainbridge, Ga.\nBailey, Francis L., Commissioner of\nEducation, Montpelier, Vt.\nBaldwin, R. D., Professor of Education,\nWest Virginia University, Morgan¬\ntown, W. Va.\nBallou, Frank W., Superintendent of\nSchools, Washington, D. C.\nBanks, L. Frazer, Assistant Superin¬\ntendent of Schools, Birmingham, Ala.\nBass, W. A., Superintendent of Schools,\nNashville, Tenn.\nBeasley, N. C., Registrar, State Teachers\nCollege, Murfreesboro, Tenn.\nBenezet, Louis, Superintendent of\nSchools, Manchester, N. H.\nBenner, Thomas E., Dean, School of\nEducation, University of Illinois, Urbana, Ill.\nBiester, Fred L., Principal of High\nSchool, Glen Ellyn, Ill.\nBlackwell, J. D., President, State Teach¬\ners College, Salisbury, Md.\nBliss, Walton B., Secretary, Ohio Educa¬\ntion Association, 21 East State St.,\nColumbus, Ohio\nBowman, C. R., County Superintendent\nof Schools, Medford, Ore.\nBreckner, Elmer L., Washington State\nPlanning Council, Olympia, Wash.\nBroderick, Lillian, 216 Park Ave., Yonk¬\ners, N. Y.\n\n697\n\nSamuelson, Agnes, State Superintendent\nof Public Instruction, Des Moines,\nIowa\nSheehan,\nMrs. James,\nville, Ky.\n\n110 Alta Ave., Dan¬\n\nTerrebonne, L. P., Superintendent, Iber¬\nville Parish Schools, Plaquemine, La.\n\nCOMMISSION\n\nby Representative\n\nCommittee\n\nInformation\n\nAssembly)\n\nBrodt, Sara B., Chairman, Legislative\nCommittee, Akron Teachers Associa¬\ntion, Akron, Ohio\nBrown, B. Frank, Superintendent of\nSchools, Gulfport, Miss.\nBrown, Daisy, 407 South Sixth St., Still¬\nwater, Minn.\nBryan, J. E., Superintendent, Jefferson\nCounty Schools, Birmingham, Ala.\nBurkholder, E. Paul, Supervisor, State\nDepartment\nof Education, Georgetown,\nDel.\nButler, Leslie A., Professor of Educa¬\ntional Administration, Michigan State\nNormal College, Ypsilanti, Mich.\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nCaldwell, Rush M., 2527 Ross Ave., Dal¬\nlas, Texas\nCampbell, Arthur, Superintendent of\nSchools, Anderson, Ind.\nCarleton, E. F., Secretary, Oregon State\nTeachers Association, 602-03 Studio\nBldg., Portland, Ore.\nClark, Harry, Superintendent of Schools,\nKnoxville, Tenn.\nClark, J. J., Secretary, Arizona Educa¬\ntion Association, Route 5, Phoenix,\nAriz.\nClarke, M. J., Superintendent, City\nSchools, Ely, Nev.\nCloud, Roy W., Secretary, California\nTeachers Association, 155 Sansome St.,\nSan Francisco, Calif.\nCoates, J. P., Secretary, South Carolina\nEducation Association, 1218 Senate\nSt., Columbia, S. C.\nCobb, B. B., Secretary, Texas State\nTeachers Association, 410 East Weath¬\nerford St., Fort Worth, Texas\nCollins, Albert H., State Superintendent\nof Education, Montgomery, Ala.\nCollins, Helen T., 41 Fifth St., New\nHaven, Conn.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nColvin, W. L., Principal, Jeanerette High\nSchool, Jeanerette, La.\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho\nCondon, John W., Secretary, New Hamp¬\nshire State Teachers Association,\nR. F. D. No. 1, Derry, N. H.\nCooper, H. V., Superintendent of Schools,\nVicksburg, Miss.\nCrable, A. L., State Superintendent of\nPublic Instruction, Oklahoma City,\nOkla.\nCram, Fred D., Extension Department,\nState Teachers College, Cedar Falls,\nIowa\nCromwell, R. Floyd, Chairman, Legisla¬\ntive Committee, Maryland State Teach¬\ners Association, Cambridge, Md.\nCulp, V. H., Director of Rural Educa¬\ntion, Northern Normal\nIndustrial\nSchool, Aberdeen, S. Dak.\n\n"}
{"page": 704, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nDavis, Walter H., Secretary, Maryland\nState Teachers Association, Havre de\nGrace High School, Havre de Grace,\nMd.\nDexter, Walter F., State Superintendent\nof Public Instruction, Sacramento,\nCalif.\nDietrich, E. N., State Director of Edu¬\ncation, Columbus, Ohio\nDietrich, H.\nO., Superintendent of\nSchools, Norristown, Pa.\nDunn, D. Y., County Superintendent of\nSchools, Lexington, Ky.\nEckles, Isabel Lancaster, Casitas De\nAnalco, Santa Fe. N. Mex.\nEldred, Arvie, Secretary, New\nYork\nState Teachers Association, 152 Wash¬\nington Ave., Albany, N. Y.\nElliott, Charles H., Commissioner of Ed¬\nucation, Trenton, N. J.\nElliott, Eugene B., State Superintendent\nof Public Instruction, Lansing, Mich.\nEnglish, Colin, State Superintendent of\nPublic Instruction, Tallahassee, Fla.\nEnglund, Walter E., Secretary, Minne¬\nsota Education Association, 2642 Uni¬\nversity Ave., St. Paul, Minn.\nErickson, Everett R., University of\nAlaska. College, Alaska\nErwin, Clyde A., State Superintendent of\nPublic Instruction, Raleigh, N. C.\nEwing, Lyle Wilson, Bible Hill, Clare¬\nmont, N. H.\nFife, Ray, President, New Mexico Col¬\nlege of Agriculture and Mechanical\nArts, State College, N. Mex.\nFillers, H. D., Superintendent of Schools,\nWichita Falls, Texas\nFischer. Fred C., Superintendent, Wayne\nCounty Schools, 2615 Barium Tower,\nDetroit, Mich.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFlora, A. C., Superintendent of Schools,\nColumbia, S. C.\nFoote, Leon R., Professor of Education,\nEastern Montana Normal School, Bill¬\nings, Mont.\nFowler, B. A., Salt Lake City. Utah.\nFowler, Wade C., Director, School Ad¬\nministration Service, Jefferson, Mo.\nFowlkes, John Guy, Professor of Educa¬\ntion, University of Wisconsin, Madi¬\nson, Wis.\nFrank, Kate, Central High School, Mus¬\nkogee, Okla.\nFrench, Will, Teachers College, Colum¬\nbia University, New York, N. Y.\nGaddy, Claude F., Superintendent of\nSchools, Raleigh, N. C.\nGage, Jack R., State Superintendent of\nPublic Instruction, Cheyenne, Wyo.\nGaiser, P. F., Superintendent of Schools,\nVancouver, Wash.\nGalbraith, C. Layton, Superintendent of\nSchools, McGill, Nev.\nGaringer, Elmer H., Principal, Central\nHigh School, Charlotte, N. C.\nGates, C. Ray, Superintendent of Schools,\nGrand Island, Nebr.\nGibson, Joseph E., Professor of Educa¬\ntion, Tulane University, New Orleans,\nLa.\nGoodall, Elizabeth, Assistant Superinten¬\ndent, Kanawha\nCounty\nSchools,\nCharleston, W. Va.\nGordon, A. W., Secretary, Maine Teach¬\ners Association, 185 State St., Augusta,\nMaine\nGray, C. H., County Superintendent of\nSchools, Quincy, Fla.\n\nAssociation\n\nGregory, J. H., Superintendent of Schools,\nMcAllen, Texas\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\nGriffey, Annie G., Assistant Superinten¬\ndent of Schools, Eighth and Louisiana\nSts., Little Rock, Ark.\nGriffith, P. H., Director of General Ex¬\ntension, Louisiana State University,\nBaton Rouge, La.\nGrosvenor, Edith Louise, The Iowa\nApartments, Washington, D. C.\nGunn, Thomas J., Principal, Central\nHigh School, Detroit, Mich.\nGyger, John T., Superintendent of\nSchool, Route No. 5, Portland, Maine\nHanley, James L., Superintendent of\nSchools, Providence, R. I.\nHarman, A. F., President, Alabama Col¬\nlege for Women, Montevallo, Ala.\nHarrington, Francis E., Secretary, Con¬\nnecticut State Teachers Association,\nRoom 320, State Office Bldg., Hartford,\nConn.\nHarris, T. H., State Superintendent\nPublic Education, Baton Rouge, La.\n\nof\n\nHeatwole, C. J., Secretary, Virginia Edu¬\ncation Association, 401 North Ninth\nSt., Richmond, Va.\nHelms, W. T., City Superintendent of\nSchools, Richmond, Calif.\nHendrix, H. E., State Superintendent of\nPublic Instruction, Phoenix, Ariz.\nMo.\nHickey,\nP. J., Madison School, St. Louis,\nHickman, J. H., Secretary, West Virginia\nState Education Association, 1816\nWashington St., Charleston, W. Va.\nHillman, John I., Secretary, Idaho Edu¬\ncation Association, 331 Sonna Bldg.,\nBoise, Idaho\nHines, J. F., State Superintendent of\nPublic Instruction, Pierre, S. Dak.\nHoller, J. C., County Superintendent of\nSchools, Anderson, S. C.\nHolliday, Leonore, 2805 Stratford Ave.,\nCincinnati, Ohio\nHollis, L. P., Superintendent, Parker\nSchool District, Greenville, S. C.\n\nSuperinten¬\nHolloway, Harry V., State\ndent of Public Instruction, Dover, Del.\n\nHolt, A. D., Secretary, Tennessee Edu¬\ncation Association, 601-02 Cotton States\nBldg., Nashville, Tenn.\nHolt, Helen, 1543-B Santa Clara Ave.,\nAlameda, Calif.\n\nHope, James H., State Superintendent\nof Education, Columbia, S. C.\nHoward, C. A., Eastern Oregon Normal\nSchool, La Grande, Ore.\nM., Secretary, Oklahoma Edu¬\nHowell,\ncation C. Association, 326 Key Bldg.,\nOklahoma City, Okla.\nHughes, Rees H., Superintendent of\nSchools, Parsons, Kans.\nHughey, A. H., Superintendent, El Paso\nCity Schools, El Paso, Texas\nHunt, Lyman C., Superintendent, City\nSchools, Burlington, Vt.\nSuperintendent of\nIreland, E. W.,\nSchools, Stratford, Conn.\nJack, William B., Superintendent of\nSchools, Portland, Maine\nJacob, Walter, Principal, Emerson\nSchool, Plainfield, N. J.\nJames, W. A., Principal, Ball High\nSchool, Galveston, Texas\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\n\n"}
{"page": 705, "printed_page": null, "text": "Associational\n\nRecords\n\nJensen, N. Howard, Principal, Central\nSchool, Tooele, Utah\nJohnson, Homer L., Superintendent, Pike\nCounty Schools, Pittsfield, Ill.\nJoynes, Mrs. Edith B., Principal, Washington-Gatewood Schools, Berkeley,\nNorfolk, Va.\nKarnes, Anthony E., Commissioner of\nEducation, Juneau, Alaska\nKeller, J. A., Teachers College, Colum¬\nbia University, New York, N. Y.\nKelley, J. Herbert, 400 North Third St.,\nHarrisburg, Pa.\nKersey, Vierling, Superintendent of\nSchools, Los Angeles, Calif.\nKidder, Gordon E., Superintendent, Joint\nSchool District No. 28, Lake-Missoula\nCounties, Ronan, Mont.\nKing, Lloyd W., State Superintendent\nof Public Schools, Jefferson City, Mo.\nKing, W. P., Secretary, Kentucky Edu¬\ncation Association, 1422-23 Heyburn\nBldg., Louisville, Ky.\nKirkpatrick, Lee, Superintendent, Paris\nPublic Schools, Paris, Ky.\nLafargue, W.\nS., Superintendent of\nSchools, LaFourche Parish, Thibodaux,\nLa.\nLaing, Earl R., Principal, Burt School,\nDetroit, Mich.\nLamb, L. H., Superintendent of Schools,\nFlint, Mich.\nLamkin, Uel W., President, Northwest\nMissouri State Teachers College, Mary¬\nville, Mo.\nLaw, Frederick Houk, Stuyvesant High\nSchool, 345 East 15th St., New York,\nN. Y.\nLawson, Miss Willie, Secretary, Arkan¬\nsas Education Association, Chamber of\nCommerce Bldg., Little Rock, Ark.\nLee, Charles A., Professor of Education,\nWashington University, St. Louis, Mo.\nLefler, Millard C., Superintendent, Lin¬\ncoln Public Schools, Lincoln, Nebr.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\n\nLindsey, John C., Superintendent, Mit¬\nchell Public Schools, Mitchell, S. Dak.\nLogan, Jack, Superintendent, East In¬\ndependent School District, Waterloo,\nIowa\nLong, Oren E., Superintendent of Pub¬\nlic Instruction, Box 2360, Honolulu,\nT. H.\nLoper, John D., Superintendent of\nSchools, Phoenix, Ariz.\nLord, Charles E., Superintendent, School\nUnion No. 69, Camden, Maine\nMcAndrew, Mary B., Superintendent of\nSchools, Carbondale, Pa.\nMcClure, Worth, Superintendent, Seattle\nPublic Schools, Seattle, Wash.\nMcCombs, N. D., Assistant Superintend¬\nent of Schools, Des Moines, Iowa\nMcCurdy, M.\nE., Secretary, North\nDakota Education Association, 300 de\nLendrecie Bldg., Fargo, N. Dak.\nMcFarland, E. W., Department of Eco¬\nnomics, Wayne\nUniversity, Detroit,\nMich.\nMcMurray, Floyd I., State Superintend¬\nent of Public Instruction, Indianapolis,\nInd.\nMcTaggart, Earl L„ Executive Secre¬\ntary, Hawaii Education Association,\nHonolulu, T. H.\nMacGregor, Effie, Principal, John Bur¬\nroughs School, 2003 Aldrich Ave.\nSouth, Minneapolis, Minn.\nMacKay,\nDonald, President, Eastern\nNew Mexico Junior College, Portales,\nN. Mex.\n\nand\n\n699\n\nInformation\n\nMahoney, J. R., Professor of Economics,\nUniversity of Utah, Salt Lake City,\nUtah\nMallory, Gertrude, Franklin High\nSchool, Los Angeles, Calif.\nManning, C. G., Superintendent of\nSchools, District No. One, Junior High\nBldg., Lewiston, Mont.\nMarkham W. T., State Superintendent\nof Public Instruction, Topeka, Kans.\nMarsh, Arthur L., Secretary, Washing¬\nton Education Association, 707 Lowman Bldg., Seattle, Wash.\nMartin, John E., Superintendent of\nSchools, Suffolk, Va.\nMaryott, Alfred J., Secretary, Rhode\nIsland Institute of Instruction, Senior\nHigh School, Pawtucket, R. I.\nMason, Jesse H., Superintendent of\nSchools, Canton, Ohio\nMattoon, A. L., Findlay Education As¬\nsociation, Findlay, Ohio\nMaxwell, Charles F., County Superin¬\ntendent of Schools, Westmoreland\nCounty, Greensburg, Pa.\nMelcher, George, Superintendent of\nSchools, Kansas City, Mo.\nMetcalf, J. L., Superintendent of Schools,\nAfton, Wyo.\nMoe, Martin, 7 Kohrs Block, Helena\nMont.\nMooney, W. B., Executive Secretary,\nColorado Education Association, 230\nCoronado Bldg., Denver, Colo.\nMoore, C. H., City Superintendent of\nSchools, Clarksville, Tenn.\nMoore, Robert C., Secretary, Illinois Edu¬\ncation Association, 100 E. Edwards,\nSpringfield, Ill.\nMorgan, DeWitt S., Superintendent of\nSchools, Indianapolis, Ind.\nMorrison, Ed., President, Panhandle\nAgricultural and Mechanical College,\nGoodwell, Okla.\nMorrison, Howard D., Superintendent of\nSchools, Mercer County, Department\nof Public Instruction, Trenton, N. J.\nMoyer, H. H., High School, Rawlins,\nWyo.\nMuir, Sarah T., Chairman, Legislative\nCommission of the Nebraska State\nTeachers Association, Lincoln, Nebr.\nMullins, R. J., Secretary, New Mexico\nEducation Association, 114 East Marcy\nSt., Santa Fe, N. Mex.\nMunro, P. M., Superintendent of Schools,\nColumbus, Ga.\nMurdock, John R., House\nWashington, D. C.\n\nOffice\n\nBldg.,\n\nNeale, M. G., Professor of School Ad¬\nministration, College of Education,\nUniversity of Minnesota, Minneapolis,\nMinn.\nNissen, S. B., Editor, SDEA\nJournal,\nSioux Falls, S. Dak.\nNixon, Hugh, Secretary, Massachusetts\nTeachers Federation, 15 Ashburton\nPlace, Boston, Mass.\nNorton, John K., Teachers College, Co¬\nlumbia University, New York N. Y.\nOleson, Cora, Vicepresident, Washing¬\nton Education Association, Ridpath\nHotel, Spokane, Wash.\nParkhurst, Marion C., Ira Allen School,\nBurlington, Vt.\n\nPatrick, W. Burton, Superintendent\nSchools, Orange, N. J.\n\nof\n\nPeters, Harry W., State Superintendent\nof Public Instruction, Frankfort, Ky.\nPhillips, A. J., Executive Secretary,\nMichigan Education Association, 935\nWashington Ave., Lansing, Mich.\n\n"}
{"page": 706, "printed_page": null, "text": "700\n\nNational\n\nEducation\n\nPhillips, Spencer, Secretary, Louisiana\nTeachers Association, 418 Florida St.,\nBaton Rouge, La.\nPhipps, W. E., Park Hill, North Little\nRock, Ark.\nPillsbury, W.\nH., Superintendent of\nSchools, Schenectady, N. Y.\nPinet, F. L., Secretary, Kansas State\nTeachers Association, 315 West Tenth\nSt., Topeka, Kans.\nPipkin, John G., Business Manager, Pub¬\nlic Schools, Little Rock, Ark.\nPlenzke, O. H., Secretary, Wisconsin\nEducation Association, 404 Insurance\nBldg., Madison, Wis.\nPoche, J. N., Samuel J. Peters High\nSchool of Commerce, New\nOrleans,\nLa.\nPope, D. N., Santa Fe, N. Mex.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis Tenn.\nPriest, Charles H., Superintendent, Carson\nNev. City Public Schools, Carson City,\nPringle, James N., Commissioner of\nEducation, Concord, N. H.\nPruitt, E. W., Superintendent, Frederick\nCounty Schools, Board of Education,\nFrederick, Md.\nPrunty, Merle, Director of Personnel and\nthe Extra-Curricular Division, Ste¬\nphens College, Columbia, Mo.\nPutnam, Rex, State Superintendent of\nPublic Instruction, Salem, Ore.\nPye, Charles F., Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa\nRagsdale, S. L., L. C. Humes\nHigh\nSchool, Memphis, Tenn.\nRamsey, Ralph L., Secretary, Georgia\nEducation Association, 403-404 Wal¬\nton Bldg., Atlanta, Ga.\nRanson, Mrs. R. E., Principal, Junior\nHigh School, High Point, N. C.\nReardon, James G., State Commissioner\nof Education, Boston, Mass.\nReardon, Ruth, State Superintendent of\nPublic Instruction, Helena, Mont.\nReeves, J. A., Superintendent, Union\nHigh School, District No. 1, Mt. Ver¬\nnon, Wash.\nResh, Mary F., Abbot Vocational School,\nWashington, D. C.\nRice, D. F. R., Superintendent of Schools,\nBeloit, Wis.\nRichardson, E. S., President, Polytech¬\nnic Institute, Ruston, La.\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\nRickards, James S., Executive Secre¬\ntary, Florida Education Association,\n33 Centennial Bldg., Tallahassee, Fla.\nRisley, James H., Superintendent of\nSchools, District No. One, Pueblo,\nColo.\nRobinson, Alice, Dean of Women, State\nTeachers College, Kearney, Nebr.\nRockett, James F., Department of Edu¬\ncation, State House, Providence, R. I.\nRockwell, John Gundersen, Commis¬\nsioner of Education, St. Paul, Minn.\nRodes, Lester A., Supervising Principal\nof Schools, South River, N. J.\nRodgers, H. R., State Superintendent of\nPublic Instruction, Santa Fe, N. Mex.\nRoe, Warren A., Principal, Alexander\nStreet School, Newark, N. J.\nRose, C. E., City School Superintendent,\nTucson, Ariz.\nRowell, Virginia, 200 West 107th St.,\nLos Angeles, Calif.\nRule, James N., Principal, Langley High\nSchool, Pittsburgh, Pa.\n\nAssociation\n\nRussell, Charlotte, 448 West Sixty-sec¬\nond St., Chicago, Ill.\nRyder, H. E., Superintendent, Sandusky\nCounty Schools, Fremont, Ohio\nSt. John, C. E., Superintendent of\nSchools, Arkansas City, Kans.\nSamuel, Helen E., Gordon Junior High\nSchool, Washington, D. C.\nSamuelson, Agnes M., State Superintend¬\nent\nIowaof Public Instruction, Des Moines.\nSaunders, Joseph H., Superintendent of\nSchools, Newport News, Va.\nSaxvik, H. O., Superintendent, City\nSchools, Bismarck, N. Dak.\nSchlagle, F. L.. Superintendent of Pub¬\nlic Schools, Kansas City, Kans.\nSchuette, Amanda, 220 South Van Buren\nSt., Green Bay, Wis.\nShaver, C. N., President-elect, Sam\nHouston\nState Teachers College,\nHuntsville, Texas\n\nSherrod, C. C.. President, East Ten¬\nnessee State Teachers College, John¬\nson City, Tenn.\n, Charles H., State Superin¬\nSkidmore\ntendent of Public Instruction, Salt\nLake City, Utah\nSmith, Bela B., Superintendent of\nSchools, Connellsville, Pa.\nSmith, Harold W., Superintendent of\nSchools, Glendale, Ariz.\nSmith, Harry P., Director of Research,\nBoard of Education, Syracuse, N. Y.\nSmith, Henry Lester, Dean, School of\nEducation, Indiana University, Bloom¬\nington, Ind.\nSmith Hugh, Principal, Jefferson Junior\nHigh School, Washington, D. C.\nSmith, J. M., State Commissioner of\nEducation, Nashville, Tenn.\nSmith, J. R., 1833 South Fifteenth St.,\nEast, Salt Lake City, Utah\nSnodgrass, G. M., President, State\nTeachers College, La Crosse, Wis.\nSnyder, Raymond H., President, Albion\nState Normal School, Albion, Idaho\nStahl, H. E., Superintendent, Claymont\nPublic Schools, w„\nClaymont, Del.\nStanton, B. F., Superintendent of\nSchools, Alliance, Ohio\nSteele, N. E., Executive Secretary, South\nDakota Education Association, 200\nWilliams A.\nBldg., 218 South Main St.,\nSioux Falls, S. Dak.\nStilwell,\nH.\nSchools,\nSuperintendent\nTexarkana, Texas\nStoddard,\nof\nSuperintendent\nSchools, Denver, Colo.\nStouffer, Samuel M., Superintendent of\nJ-,\nSchools, Wilmington,\nDel.\nStout, Grover, Principal, 1851 West\nGrand Blvd., Detroit, Mich.\nStrong, S. C., Secretary, New Jersey State\nTeachers Association, 307 Stacy-Trent\nHotel, Trenton, N. J.\nSutton, Willis A., Superintendent, At¬\nlanta Public Schools, Atlanta, Ga.\nTaylor, Charles W., State Superintend¬\nent of Public Instruction, Lincoln,\nNebr.\nTaylor, Milton B., Secretary, Utah\ncation Association, Salt Lake\nUtah\n\nEdu¬\nCity,\n\nTaylor, Walter N., Secretary, Missis¬\nsippi, Education Association, Box 826,\nJackson, Miss.\nTaylor, William S., University of Ken¬\ntucky, Lexington, Ky.\nThalman, John W., Superintendent, Wau¬\nkegan Township Secondary Schools,\nWaukegan, Ill.\n\n"}
{"page": 707, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n701\nThompson, Arthur E., State Superintend¬\nent of Public Instruction, Bismarck,\nN. Dak.\nThompson, Elizabeth, Colebrook, N. H.\nThurston, F. L., Secretary, Southern\nSection California Teachers Associa¬\ntion, Los Angeles, Calif.\nTodd, G. W., Superintendent of Schools,\nLewiston, Idaho\nTownsend, W. B., Butler University, In¬\ndianapolis Ind.\nTrent, W. W., State Superintendent of\nFree Schools, Charleston, W. Va.\nTroy, Ann A., Principal, Washington\nSchool, Nutley, N. J.\nTurnbull, L. W., Superintendent, North\nBend Public Schools, North Bend,\nOre.\nTurner, H. L., Director, Department of\nLaboratory Schools, Michigan State\nNormal College, Ypsilanti, Mich.\nUnderwood, Frank M., Assistant Super¬\nintendent of Schools, Board of Edu¬\ncation, St. Louis, Mo.\nUpham, Mrs. Margaret S., 211 Wash¬\nington St., Cumberland, Md.\nVandiver, J. S., State Superintendent of\nEducation, Jackson, Miss.\nVaughan, John, President, Northeastern\nState Teachers College, Tahlequah,\nOkla.\nVincent, W.\nD., Superintendent of\nSchools, Boise, Idaho\nWalker, Thomas J., Editor, School and\nCommunity, Columbia, Mo.\nWarren, J. B., Secretary, North Caro¬\nlina Education Association, Box 274,\nRaleigh, N. C.\n\nNATIONAL\n\n(Formed\n\nCOUNCIL\nON\nOF THE\n\nby the merging\nand\n\nthe\n\nExecutive\n\nof the Committee\n\nNational\n\nCouncil\n\nWatson, Bruce M., 509 Woodland Court,\nWayne, Pa.\nWeglein, David, Superintendent of\nSchools, Baltimore, Md.\nWells, Mrs. Elva C., Chairman, Legis¬\nlative Committee of the High School\nTeachers Association, 5425 Connec¬\nticut Ave., Washington, D. C.\nWells, Guy H., President, Georgia State\nCollege for Women,\nMilledgeville,\nGa.\nWetherington, A. B., Superintendent\nof Schools, Blevins, Ark.\nWhite, L. A., Superintendent of Schools,\nMinot, N. Dak.\nWhite, W. H. S., President, State Teach¬\ners College, Shepherdstown, W. Va.\nWieland, J. A., State Superintendent of\nPublic Instruction, Springfield, Ill.\nWilkinson, Garnet C., Assistant Super¬\nintendent of Schools, Washington,\nD. C.\nWiggin, Joseph A., Brattleboro High\nSchool, Brattleboro, Vt.\nWilliams, Charles O., Indiana State\nTeachers Association, Room 203, Hotel\nLincoln, Indianapolis, Ind.\nWilliamson, Pearl, Superintendent of\nSchools, DeQueen, Ark.\nWoodbury, Mrs. Grace I., 4 Lakecroft\nCourt, Melrose, Mass.\nWoods, L. A., State Superintendent of\nPublic Instruction, Austin, Texas\nWoodward, Annie C., 78 Highland Ave.,\nSomerville, Mass.\nWoodward, H. M., 1824 South 10th St.,\nSalt Lake City, Utah\nYount, M. E., Superintendent, Alamance\nCounty Public Schools, Graham, N. C.\n\nTEACHER\nN. E. A.\non Retirement\n\nof Teachers’\n\nCommittee\n\nPogue, George M., Chairman; Assistant\nSecretary, Ohio State Teachers Re¬\ntirement System, Ohio State Savings\nBuilding, Columbus, Ohio\nHougham,\nRobert B., Vicechairman;\nExecutive Secretary, Indiana State\nTeachers Association, Retirement Fund\nBoard, 334 State House, Indianapolis,\nInd.\nRoch, Jennie, Secretary-Treasurer; As¬\nsistant Secretary, New Orleans Teacher\nRetirement System, 703 Carondelet St.,\nNew Orleans, La.\nAllen, T. T., East Stroudsburg, Pa.\nBrookes, M. Emma, Principal, MilesCranwood Schools, Cleveland, Ohio\nMedinger, Mildred, Secretanr, Maryland\nState Teachers Retirement System,\nBaltimore, Md.\nTaylor, Louis, Secretary, New York City\nTeachers Retirement System, New\nYork, N. Y.\nAdams, Mrs. A. Virginia, Principal,\nEast Avenue School, Vineland, N. J.\nAiken, Georgia W., Hotel Alms, Walnut\nHills, Cincinnati, Ohio\nAllen, Catherine, 1532 Fourth Ave., Co¬\nlumbus, Ga.\n\nAllison,\nTexas\n\nRETIREMENT\n\nAllowances\n\nRetirement\nLaura,\n\nof the N. E. A.\n\nSystems)\n\n1807\n\nEast\n\nAve.,\n\nAustin,\n\nBaish, H. H., Secretary, Pennsylvania\nState School Employees Retirement\nBoard, Harrisburg, Pa.\nBrotherson, Marie, 644 Ohio, Kansas\nCity, Kans.\nBrown, Daisy, 407 South Sixth St., Still¬\nwater, Minn.\nBrown, Mrs. Nina, 311 North D St., Indianola, Iowa\nClifford, J. M., Secretary, Michigan\nTeachers Retirement Fund, Lansing,\nMich.\nCole, Elva E., Executive Secretary,\nWashington\nTeachers\nRetirement\nFund, Olympia, Wash.\nCowles, Leroy, Dean of Education, Uni¬\nversity of Utah, Salt Lake City, Utah\nCrawford, Will C., Superintendent of\nSchools, San Diego, Calif.\nDavis, Mrs. Jane, 1013 Horatio St.,\nTampa, Fla.\nDutton, Mary E., Recording Secretary,\nChicago Public School Teachers Pen¬\nsion and Retirement Fund, Chicago,\nIll.\nEmerson, Ethel, 911 Linwood\nsas City, Mo.\nFlora, A. C., Superintendent\nColumbia, S. C.\n\nBlvd., Kan¬\nof Schools,\n\n"}
{"page": 708, "printed_page": null, "text": "702\n\nNational\n\nEducation\n\nFrank, Kate, Central High School, Mus¬\nkogee, Okla.\nGibson, C. S., Roosevelt School, Syra¬\ncuse, N. Y.\nGray, M. P., Woodlawn High School,\nBirmingham, Ala.\nHickman, Alma, Station A, Hattiesburg,\nMiss.\nHolley, Ella J., Rural Supervisor for\nNew Castle County Schools, Wilming¬\nton, Del.\nKarraker, O. M., Secretary, Illinois\nTeachers Pension and Retirement\nFund, Springfield, Ill.\nKershner, W. E., Secretary, Ohio State\nTeachers Retirement System, Colum¬\nbus, Ohio\nKnutson, K. J., Secretary, Seattle Teach¬\ners Retirement Fund, Seattle, Wash.\nLafferty, Oma C., Central High School,\nCharlotte, N. C.\nLantman, Edgar G., Secretary, New York\nState Teachers Retirement Board,\nAlbany, N. Y.\nLoining, Carl, Secretary, Duluth Teach¬\ners Retirement Fund\nAssociation,\nDuluth, Minn.\nMaybry, W. L., 1893 Crump, Memphis,\nTenn.\nMorse, Marguerite, 1615 Maple St., Clear¬\nwater, Fla.\nRead, Faye, 131 Vernon Ave., Pueblo,\nColo.\nReynolds, Florence B., President, Omaha\nTeachers Forum, 6820 North 24th St.,\nOmaha, Nebr.\n\nNECROLOGY\n(Authorized\nAherne, Mrs. Vina, Chairman,\nSt., New Haven, Conn.\n\nGrafton\n\nAbernethy, R. R., Superintendent of\nSchools, Harrisburg, Pa.\nAnthony, Katy V., 1903 Hanover Ave.,\nRichmond, Va.\nBarlow, Amy\nK., Teacher, Ketchikan,\nAlaska\nBerry, Louise, Central Junior High\nSchool, Durham, N. C.\nBounds, Eunice, Secretary to the Super¬\nintendent of Schools, Wilmington, Del.\nBrogan, Margaret, Principal, Elementary\nSchool, Bristol, R. I.\nBurbank,\nNatt, Superintendent of\nSchools, Bellows Falls, Vt.\nBurgoon, A. L., Superintendent of City\nSchools, Diamondville, Wyo.\nConant, Rachel H., Exeter High School,\nExeter, N. H.\nConway, Carroll, Superintendent of\nSchools, Eunice, N. Mex.\nEarly, W. I., Superintendent of Schools,\nSioux Falls, S. Dak.\nEllis, Inez, Oklahoma City, Okla.\nFerguson, L. W., Principal, High School,\nHaynesville, La.\nGarvey, Mary, 4305 Aldrich Ave., South,\nMinneapolis, Minn.\nGolson, L. D., Principal, High School,\nLancaster, S. C.\nHall, Fred P., Jr., Principal, Cummings\nSchool, Portland, Maine\nHamilton, Gertrude, South 8th Street\nSchool, Newark, N. J.\nHammond, Mrs. Allie, 508 South Ore¬\ngon Ave., Tampa, Fla.\nHamrick, Mary M., Clarksburg, W. Va.\nHenry, Beryl, Superintendent of Schools,\nHope, Ark.\n\nAssociation\n\nRichards, R. H., Principal, Lincoln Ele¬\nmentary School, Huntington, W. Va.\nRichmond, J. H., President, Murray\nState Teachers College, Murray, Ky.\nRogers, P. C., Secretary, Louisiana\nTeachers Retirement System, Baton\nRouge, La.\nRuiz, Fred, President, Classroom Teach¬\ners Department of Idaho Education\nAssociation, 908 Sixteenth Ave., S.,\nNampa, Idaho\nSchmidt, Arthur W., Lead, S. Dak.\nShanley, Dorothy M., Secretary, Con¬\nnecticut State Teachers Retirement\nBoard, Hartford, Conn.\nSlade, A. A., Superintendent of Schools,\nLaramie, Wyo.\nSmith, Dee, Secretary, Minneapolis Re¬\ntirement Fund, Minneapolis, Minn.\nSmith, Elphe K., Route 1, Box 22, Ti¬\ngard, Ore.E. T., Treasurer, Portland\nStretcher,\nTeachers Retirement Fund Associa¬\ntion, Portland, Ore.\nTete, A. J., Secretary-Treasurer, New\nOrleans Retirement Fund, New\nOr¬\nleans, La.\nThompson, Elizabeth, Colebrook, N. H.\nTrathen, Albert, Director of Invest¬\nments, Wisconsin State Retirement\nSystem, Madison, Wis.\nWhite, H. E., Executive Secretary, Min¬\nnesota State Teachers Retirement\nFund, St. Paul, Minn.\nWood, John A., 3rd, Secretary, New\nJersey State Teachers Pension and\nAnnuity Fund, Trenton, N. J.\n\nCOMMITTEE\nby\n\nBylaws)\n\nHougham, Robert B., Secretary, Indiana\nRetirement Fund Board, Franklin, Ind.\nHouston, Gabriel, Clarksdale, Miss.\nJensen, N. Howard, Central School,\nTooele, Utah\nKorthauer, Mrs. Mabel\nBellingham, Wash.\nLade,\nTexasO. L., Waco\n\nB., 2618\n\nHigh\n\nSchool,\n\nF\n\nSt.,\n\nWaco,\n\nLutz, Stanley, Principal, Elementary\nSchool, 141 East Broadway, Alliance,\nOhio\nMcCurdy, M. E., Secretary, North Da¬\nkota Education Association, Fargo,\nN. Dak.\nMcKeon,\nMargaret, Gretna\nPublic\nSchool, Gretna, Nebr.\nMcSorley, Lillian, Lewiston, Idaho\nMacGregor, M. H., Assistant Secretary,\nAlabama Education Association, 21\nAdams, Montgomery, Ala.\nMetzler, David R., Rt. 1, Box 389,\nFresno, Calif.\nMorita, Dorothea, 2920 Laola Road,\nHonolulu, T. H.\nMorris,\n\nH. H., Tech\n\nHigh\n\nSchool,\n\nMem¬\n\nphis, William\nTenn.\nPetty,\nC., Superintendent, Lake\nCounty Schools, Waukegan, Ill.\nReed, Lula B., County Superintendent\nof Schools, Red Oak, Iowa\nRice, C. A., Superintendent of Schools,\nPortland, Ore.\nRiddle,\n\nAnna,\n\n2\n\nSummit\n\nPlace,\n\nSt.\n\nJoseph, Esther,\nMo.\nRulien,\nPrincipal, Junior High\nSchool, Bozeman, Mont.\nSlater, Mrs. Lillian B., 1218 Twelfth St.,\nGreeley, Colo.\nSmith, Edgar B., Principal, High School,\nGreenfield, Mass.\n\n"}
{"page": 709, "printed_page": null, "text": "Associational\n\nRecords\n\nStallings, Lila, Principal, Sydney Lanier\nSchool, Brunswick, Ga.\nSteel, Nettie, Principal, State School for\nDependent Children, Sparta, Wis.\nTempel, H. V., Henry Clay High School,\nShelbyville, Ky.\nThurston, Paul, Superintendent, Educa¬\ntion District No. 1, Clark County, Overton, Nev.\nVail, Alice, Tucson Senior High School,\nTucson, Ariz.\n\nPUBLISHING\n(Authorized\n\nNew\n\nYork\n\nCity Convention\n\nFahey, Sara H., Chairman; 801 Park\nPlace, Brooklyn, N. Y.\nBoehringer, Louise, State Department of\nEducation, Phoenix, Ariz.\n\nCOMMITTEE\n\nON\n\n(Authorized\nPowers, J. Orin, Chairman; 822 Emer¬\nson St., N. W., Washington, D. C.\nHall, W. F., Vicechairman; State Super¬\nvisor of Elementary Schools, State\nDepartment of Education, Little Rock,\nArk.\nBradley, Helen, Secretary;\nAve., Cincinnati, Ohio\n\n2349 Ashland\n\nBurke, J. L., Superintendent of Schools,\nJal, N. Mex.\nBush, M. P., President, Jones County\nJunior College, Ellisville, Miss.\nCampbell, Ernest W., Administrative As¬\nsistant, 810 Dexter Ave., Seattle,\nWash.\nClark, Harry, Superintendent of Schools,\nKnoxville, Tenn.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCoates, J. P., Executive Secretary, South\nCarolina Education Association, Co¬\nlumbia, S. C.\nCompton, Lillian, Assistant County\nSuperintendent of Schools, Cumber¬\nland, Md.\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho\nDacey, Cecile, Cooley High School, De¬\ntroit, Mich.\nDeamer,\nArthur, Superintendent of\nSchools, Cedar Rapids, Iowa\nDonovan, Herman L., President, Eastern\nKentucky State Teachers College, Rich¬\nmond, Ky.\nDostal, Joseph, Principal, Kaunakakai\nSchool, Molokai, T. H.\nEasley, Ray, 2232 Gray St., Denver,\nColo.\nErickson, Everett R., University of\nAlaska, College, Alaska\nFrick, Mary, 305 Trinity Auditorium\nBldg., Los Angeles, Calif.\nGoslin, Willard E., Superintendent of\nSchools, Webster Groves, Mo.\nHenderson, Leon, 3602 San Pedro St.,\nTampa, Fla.\nHudson, E. A., Principal of High School,\nAlbany, Ore.\nHunt, R. L., Superintendent of Schools,\nMadison, S. Dak.\nJeffords, Morton, Superintendent ol\nSchools, Wallingford, Conn.\nKeenan, Robert C., Principal, Bowen\nHigh School, Chicago, Ill.\n\nand\n\n703\n\nInformation\n\nVoss, Viola,\nKans.\n\n1432\n\nMcVicar\n\nSt., Topeka,\n\nWelch, Marguerite S., 165 Searlwyn\nRoad, Syracuse, N. Y.\nWiersema, T. E., Pontiac High School,\nPontiac, Mich.\nWilkinson, Garnet C., Assistant Super¬\nintendent of Schools, Washington,\nD. C.\nYoung, Dorothy,\nVista, Md.\n\n27\n\nMaple\n\nAve.,\n\nAlta\n\nCOMMITTEE\nby\n\nBylaws)\n\nBoyle, Dona C., 155 Highland, Highland\nPark, Mich.\nSmith, John Allan, 847 South Grand Ave.,\nLos Angeles, Calif.\nWilson, Helen Eloise, 28 Lincoln Ave.,\nCrafton, Pa.\n\nRESOLUTIONS\nby\n\nBylaws)\n\nKincaid, Amos,\nSuperintendent of\nSchools, Montpelier, Vt.\nKurtz, C. W., Superintendent of Schools,\nReliance, Wyo.\nLively, Mrs. Emery, 2900 Prytania St.,\nNew Orleans, La.\nLoper, John D., Superintendent of\nSchools, Phoenix, Ariz.\nMarkham, W. T., State Superintendent\nof Public Instruction, Topeka, Kans.\nMarsh, J. F., President, Concord State\nTeachers College, Athens, W. Va.\nMay, Ernest A., Riverside High School,\nMilwaukee, Wis.\nMiller, Charles S., President, State\nTeachers College, Slippery Rock, Pa.\nMowry, Florence P., 276 Providence St.,\nWoonsocket, R. I.\nMurray, J. L., Superintendent of Schools,\nAitkin, Minn.\nSkewes, George, Department of Educa¬\ntion, State Teachers College, Mayville, N. Dak.\nStrong, Vera, 1922 Blodgett Ave., Hous¬\nton, Texas\nSutton, Willis A., Superintendent of\nSchools, Atlanta, Ga.\nReynolds, Florence B., 6820 North 24th\nSt., Omaha, Nebr.\nRoche, Juliet M., Public School No. 34,\nJersey City, N. J.\nRowlett, Mrs. Eleanor P., 4828 W. Semi¬\nnary Ave., Richmond, Va.\nTaylor, Milton B., Weber High School,\nOgden, Utah\nTemple, D. E., 215 Masonic Temple\nBldg., Tulsa, Okla.\nThompson, Elizabeth M., Principal, Ele¬\nmentary School, Colebrook, N. H.\nTreworgy, Annie, Milo, Maine\nVaughan, J. T., Principal, Bush School,\nBirmingham, Ala.\nVeeder, H.\nA., Superintendent of\nSchools, Big Fork, Mont.\nWagner, M. Channing, Assistant Super¬\nintendent of Schools in charge of\nSecondary Education, Wilmington, Del.\nWillis, N. Elliot, Principal, Junior High\nSchool, Winthrop, Mass.\nWilson, Martin, 130 W. 42nd St., New\nYork, N. Y.\nWindell, G. T., Superintendent of\nSchools, Spencer, N. C.\nWyatt, Robert H., 233 East Jefferson,\nFort Wayne, Ind.\n\n"}
{"page": 710, "printed_page": null, "text": "National\n\n704\n\nEducation\n\nCOMMITTEE\n(Special\nElsbree, Willard S., Chairman; Teachers\nCollege, Columbia, University, New\nYork, N. Y.\nCooke, Dennis H., George Peabody Col¬\nlege for Teachers, Nashville, Tenn.\nFowlkes, John Guy, Professor of Educa¬\ntion, University of Wisconsin, Madi¬\nson, Wis.\nJahnke, Clara L., W. 1930 Eighth Ave.,\nSpokane, Wash.\nTall, Lida Lee, President, State Teach¬\ners College, Towson, Md.\nBacon, Willard H., Superintendent of\nSchools, Westerly, R. I.\nBaldwin, R. D., West Virginia Univer¬\nsity, Morgantown, W. Va.\nBeasley, William M., 1720 South Harri¬\nson St., Little Rock, Ark.\nBenezet, Louis P., Superintendent of\nSchools, Manchester, N. H.\nBickford, Mrs. Margaret, 164 Crescent\nAve., Revere, Mass.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBoggs, Rose, 2009 South E St., Rich¬\nmond, Ind.\nBolls, Julia, Principal, Clay Street\nSchool, Vicksburg, Miss.\nBooth, John N., Editor, Kansas City\nTeachers Journal, Westport High\nSchool, Kansas City, Mo.\nBrown, Eugenie J., Euclid-Logan Hotel,\nCleveland, Ohio\nBurgess, Grace E., 142 West Cedar Ave.,\nDenver, Colo.\nBurke, Arvid J., Director, Public In¬\nformation Service, New York State\nTeachers Association, 152 Washing¬\nton Ave., Albany, N. Y.\nCampbell, D. S., George Peabody Col¬\nlege for Teachers, 1603 18th Ave.,\nSouth, Nashville, Tenn.\nClarke, Ethel E., 1935 S. E. Ash St.,\nPortland, Ore.\nCooper, E. Lyle, Superintendent, Turner\nPublic Schools, Turner, Mont.\nCornish, William B., Principal, Julia\nA. Stark School, 420 Courtland Ave.,\nGlenbrook, Conn.\nDelany, Frank M., North Dallas High\nSchool, 3400 Purdue, Dallas, Texas\nEells, Walter C., American Council on\nEducation, 744 Jackson Place, N. W.,\nWashington, D. C.\nEvans. E. E.. Superintendent of Schools,\nWinfield, Kans.\nFrazier, Maude,\nSuperintendent of\n. Schools, 315 S. Seventh St., Las Ve¬\ngas, Nev.\nHaller, Helene, Hays Hall, University\nof Idaho, Moscow, Idaho\nHenderson, Leon, 2807 Estrella St.,\nTampa, Fla.\n\nCOMMITTEE\n\nON\n\nSALARIES\n\nCommittee)\nJohnson, G. L. H., Superintendent of\nSchools, Danville, Va.\nJones, Mrs. Eugenia West, 318 South\nBenton Way, Los Angeles, Calif.\nKarnes, Anthony E., Commissioner of\nEducation, Juneau, Alaska\nKemp, A. F., Superintendent, Berks\nCounty Schools, Court House, Read¬\ning, Pa.\nKnight, Edgar, University of North Caro¬\nlina, Chapel Hill, N. C.\nKopp, Charles L., Superintendent of\nSchools, Cumberland, Md.\nKrieger, Frida, 3950 N. Farwell Ave.,\nMilwaukee, Wis.\nLarson, Emil, Professor of Education,\nUniversity of Arizona, Tucson, Ariz.\nMaxwell, Charles R., Dean, School of\nEducation, University of Wyoming,\nLaramie, Wyo.\nMayes, H.\nJohnston\n\nI., Principal,\nCity, Ill.\n\nGoodykoontz, Bess, Chairman; Assistant\nCommissioner of Education, U. S.\nOffice of Education, Washington, D. C.\nHerndon, Mrs. Louise B., President, De¬\npartment of Classroom Teachers of\nVirginia Education Association, 2412\nGrove Ave., Richmond, Va.\n\nSchool,\n\nMiner, S. D., Superintendent of Schools,\nOrwell, Vt.\nMontgomery, Esther Dean, Lincoln High\nSchool, 1448 L St., Lincoln, Nebr.\nMontgomery, James C., 15 Lincoln Place,\nEast Rutherford, N. J.\nNash, Mrs. John,\nAnniston, Ala.\nPoulter,\n\n901\n\nG. Raymond,\n\nEast\n\n21st\n\nSt.,\n\n2539 Gramercy\n\nSt.,\n\nOgden, Utah\nRaisner, Wilbur W., 419 Munich\nFrancisco, Calif.\nRice, Mrs. W. D., Winthrop\nRock Hill, S. C.\n\nSt., San\nCollege,\n\nRoderick, Edward E., Deputy Commis¬\nsioner of Education, Augusta, Maine\n\nWest End Gram¬\nS., Principal,\nRugg,\nAlexandria, La.\nSchool,\nmar L.\nRussell, Martha C., President, Minne¬\napolis Teachers League, Clay School,\nMinneapolis, Minn.\nScates, Douglas E., Director of Re¬\nsearch, Cincinnati Public Schools, Cin¬\ncinnati, Ohio\nSemple, Julia, Lafayette\nAberdeen, Wash.\n\nApartments,\n\nSteiner, John P., Superintendent of\nSchools, Portales, N. Mex.\nTurner, T. Russell, 2913 Franklin St.,\nWilmington, Del.\nWalker, Mrs. Sadie A., 701 Tenth St.,\nSouth, Fargo, N. Dak.\nWalters, Marjorie, Principal, Harrison\nSchool, Cedar Rapids, Iowa\nWillis, Benjamin C., Superintendent of\nSchools, Denton, Md.\nWiseman, C. R-, Professor of Educa¬\ntion, State College, Brookings, S. Dak.\n\nby Representative\n\nCommittee\n\nHigh\n\nMcFarland,\nW. H., Superintendent, Bul¬\nKy.\nlitt County Schools, Shepherdsville,\n\nSUPPLY, PREPARATION,\nOF TEACHERS\nCATION\n\n(Authorized\n\nExecutive\n\nON\n\nAssociation\n\nAND\n\nCERTIFI¬\n\nAssembly)\n\nJenkins, Ralph C., President, Danbury\nState Teachers College, Danbury, Conn.\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\nSuhrie, Ambrose, School of Education,\nNew\nYork University, Washington\nSquare East, New York, N. Y.\nAlger, John L., President, Rhode Island\nCollege of Education, Providence, R. I.\n\n"}
{"page": 711, "printed_page": null, "text": "Associational\n\nRecords\n\nAndrews, Mrs. Flora J., 2110 East Lead\nAve., Albuquerque, N. Mex.\nBateman, Merle S., Credential Secretary,\nState Department of Education, Balti¬\nmore, Md.\nBerry, Louise, President, Department of\nClassroom Teachers, 713 Parker St.,\nDurham, N. C.\n\nBjork, Ray O., Superintendent\nGlendive, Mont.\n\nof Schools,\n\nBlack, Florence, Castleton, Vt.\nBonar, Hugh, Superintendent of Schools,\nManitowoc, Wis.\nBowman, Grover C., President, State\nTeachers College, North Adams, Mass.\nBrown, Stella, Towson, Md.\nCarr, A. T., Principal, Nathan Hale\nJunior High School, Cleveland, Ohio.\nChandler, H. E., Secretary of the Teach¬\ners Appointment Bureau, University\nof Kansas, Lawrence, Kans.\nChristensen, W. W., Superintendent of\nSchools, Idaho Falls, Idaho\nClark, Mrs. Genevieve C., County Sup¬\nerintendent of Jefferson County, Court\nHouse, Fairbury, Nebr.\nCook, Mrs. Katherine, Chief, Division of\nSpecial Problems, U. S. Office of Edu¬\ncation, Washington, D. C.\nDavis, Chester V., Superintendent of\nSchools, Ruth, Nev.\nDeamer,\nArthur, Superintendent of\nSchools, Cedar Rapids, Iowa\nDodge, Mrs. Ida Flood, 720 South Second\nAve., Tucson, Ariz.\nElrod, Lacy, Supervisor, Division of\nCertification and Professional Registra¬\ntion, State Department of Education,\nNashville, Tenn.\nEmens, John, Assistant Superintendent\nof Schools, Department of Public In¬\nstruction, Lansing, Mich.\nEngle, C. H., Secretary, Illinois State\nExamining Board for Teachers Cer¬\ntificates, Centennial Bldg., Springfield,\nIll.\nErickson, Everett R., University of\nAlaska, College, Alaska\nForbes, Mrs. Margaret H., 2504 A Grove\nAve., Richmond, Va.\nGillentine, Flora Myers, Chairman, Divi¬\nsion of Psychology and Education,\nHenderson State Teachers College,\nArkadelphia, Ark.\nGoodrich, Bessie Bacon, Curriculum Ad¬\nviser, Independent School District, 629\nThird St., Des Moines, Iowa\nGuy, J. Freeman, First Assistant Super¬\nintendent of Schools, Administration\nBldg., Pittsburgh, Pa.\nHenderson, Leon, 2807 Estrella St.,\nTampa, Fla.\n\nCOMMITTEE\n(Authorized\n\nExecutive\n\nand\n\nHester, E. R., Principal,\nArcadia, La.\n\nDuShane, Donald, Chairman; Superin¬\ntendent, Columbus Public Schools, Co¬\nlumbus, Ind.\nDahl, Mrs. Myrtle Hooper, R. F. D. No.\n2, Mound, Minn.\nIrizarry, Oscar B., Assistant to Commis¬\nsioner of Education, San Juan, Puerto\nRico.\nJelinek, Frances, President, Milwaukee\nTeachers Association, Room 150, Wis¬\nconsin Hotel, Milwaukee, Wis.\nKeenan, Robert C., Principal, Bowen\nHigh School, Chicago, Ill.\n\nHigh\n\nSchool,\n\nHollis, L. P., Superintendent, Parker\nSchool District, Greenville, S. C.\nHoward, C. A., President, Eastern Ore¬\ngon Normal School, LaGrande, Ore.\nHunt, Helen, Satsop, Grays Harbor\nCounty, Wash.\nJaggers, R. E., Director, Teacher Train¬\ning and Certification, State Department\nof Education, Frankfort, Ky.\nKiely, Margaret, Dean, Queens College,\nFlushing, N. Y.\nKirby, David, Secretary, State Board of\nEducation, Charleston, W. Va.\nLeary, Genevieve, President, State Teach¬\ners College, New Haven, Conn.\nLetton, Mildred C., 5641 Euclid Ave.,\nKansas City, Mo.\nLudeman, W. W., Dean, Southern State\nNormal School, Springfield. S. Dak.\nMcCuistion, Ed., Director, Certification\nand Teacher Training, State Depart¬\nment of Education, Little Rock, Ark.\nMcLain, J. C., Principal, Senior High\nSchool, Oneonta, N. Y.\nMoffett,\nMarcella\nTrenton,\nN. J. G., Washington School,\nMoncrief, Eva, 114 Rutherford Ave.,\nMacon, Ga.\nMoore, Harold E., Bureau of Teacher\nRecommendation, Indiana University,\nBloomington, Ind.\nMoseley, C. C., Superintendent of Schools,\nAnniston, Ala.\n\nMurphy, Rita, 213 Avenue A West, Bis¬\nmarck, N. Dak.\nPeik, W. E., Acting Dean, University of\nMinnesota, Minneapolis, Minn.\nRodney A., Assistant to the Sup¬\nPuffer,\nerintendent of Schools, Denver, Colo.\nRoderick, Edward E., Deputy Commis¬\nsioner of Education, Augusta, Maine\nSpangler, Lillie Mae, President, Dallas\nGrade Teachers Council, 715-16 Kirby\nBldg., Dallas, Texas\nL., Superintendent of\nSprouse, W.\nSchools, Logansport, Ind.\nWaddell, Gladys G., Park School, Casper,\nWyo.\nWashburne, Carleton, Superintendent of\nSchools, Winnetka, Ill.\nPresident, Depart¬\nWhite, Naomi John,\nment of Classroom Teachers of the\nNortheastern District of Oklahoma Ed¬\nucation Association, Central High\nSchool, Muskogee, Okla.\nWist, Benjamin O., Dean, Teachers Col¬\nlege, University of Hawaii, Honolulu,\nT. H.\nYoung, Pauline A., 1644 West Fourth,\nWilmington, Del.\n\nON\n\nTENURE\n\nby Representative\n\nCommittee\n\n705\n\nInformation\n\nAssembly)\n\nO’Connor, Mary Elizabeth,\nSt., Taunton, Mass.\n\n158 Highland\n\nAnderson, Homer W., Superintendent of\nSchools, Omaha, Nebr.\nAndrews, Mrs. Flora J., 2110 E. Lead\nAve., Albuquerque, N. Mex.\nApp, Isaac, County Superintendent of\nSchools, Municipal Bldg., Harrisburg,\nPa.\nBanting, G. O., Superintendent, Wau¬\nkesha Public Schools, Waukesha, Wis.\nBaskerville, Elizabeth, Orangeburg, S. C.\nBatchelder, Carl J., Deputy Commis¬\nsioner of Education, State House,\nMontpelier, Vt.\n\n"}
{"page": 712, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nBechtold, R. H., Longfellow Elementary\nand Junior High School, Flint, Mich.\nBell, George G., Huron, S. Dak.\nBloom, W. H., Superintendent of Schools,\nFairbanks, Alaska\nBlunk, Ella, Viceprincipal, Senior High\nSchool, Grand Island, Nebr.\nBooth, C. L., Superintendent, Pasco Pub¬\nlic Schools, Pasco, Wash.\nBooth, Jonathan L., 522 East 2nd St.,\nTucson, Ariz.\nBowden, A. O., Department of Anthro¬\npology, University of Southern Cali¬\nfornia, Los Angeles. Calif.\nBoyum, Louise V., Principal, Wailuku\nElementary School, Wailuku, Maui,\nT. H.\nBrooks, L. W., Principal. Wichita High\nSchool, East Wichita, Kans.\nCameron, E. T„ Business Representa¬\ntive, Michigan Education Association,\nMichigan Education Bldg., Lansing,\nMich.\nCody, Frank, Superintendent of Schools,\nDetroit, Mich.\nCook, Katherine, 912 West 23rd St.,\nAustin, Tex.\nCouch, Edward B., Chairman, State\nTenure Committee of California, 1133\nNorth Everett St., Glendale, Calif.\nDavis, Chester, Ruth, Nev.\nDick, L. C., Superintendent, Madison\nCounty Schools, London, Ohio\nDickinson, Florence M., Assistant Prin¬\ncipal, Bonsall School. Camden, N. J.\nDoyle, Mary, Central High School, St.\nPaul, Minn.\nDrake, Flora E., 2230 Brookside Ave..\nIndianapolis, Ind.\nEakin, Myrl I., Schenley High School,\nBigelow Blvd. and Central Ave., Oak¬\nland, Pittsburgh, Pa.\nEarly, John J„ Superintendent of Schools,\nSheridan, Wyo.\nEgbert, Freda D., 7529 Alaska Ave.,\nN. W., Washington, D. C.\nEllis, Mrs. Sarah, Tererro, N. Mex.\nEubank, L. A., Dean, State Teachers\nCollege, Kirksville, Mo.\nEvans, C. Ray, Principal, North Summit\nHigh School, Coalville, Utah\nEverett, Ralph W., Sacramento Junior\nCollege, 2740 Portola Way, Sacra¬\nmento, Calif.\nFeris, Frances F., Natrona County High\nSchool, Casper, Wyo.\nGayman, H. E., Assistant Executive\nSecretary and Director of Research,\nPennsylvania State Education Associa¬\ntion,\n400 North Third St., Harrisburg,\nPa.\nGerber, R. A., Superintendent of Schools,\nSidney, Mont.\nGreer, H. G., County Superintendent of\nSchools, Monroe County, Monroeville,\nAla.\nGrieder, Theodore G., Superintendent of\nSchools, Winslow, Ariz.\nHale, Mrs. Gertrude, 58 Lewis St., Athol,\nMass.\nHart, Harry T., Principal, Stevens\nSchool, Stamford, Conn.\nHassell, B. L., Principal, Clarksville\nHigh School, Clarksville, Tenn.\nHavens, Kathryn C., 129 Allen Place,\nHartford, Conn.\nHayes, Freida, 156 Tremper Ave., King¬\nston, N. Y.\nHendricks, Lorene, 1245 Jefferson St.,\nBoise, Idaho\nHinman, Harriett L., Supervisor of Re¬\nsearch and Instruction, Board of Edu¬\ncation, Toledo, Ohio\n\nAssociation\n\nHolley, Ella J., Rural Supervisor for\nNew Castle County Schools, Wilming¬\nton, Del.\nHolliday, Della, Newport, Ky.\nHolmes, W.\nH., Superintendent of\nSchools, Mt. Vernon, N. Y.\nHolt, Terrell, 728 Napier Ave., Macon,\nGa.\nHoward, Homer, P. K. Yonge Laboratory\nSchool, University of Florida, Gaines¬\nville, Fla.\nHumphreys, Pauline A., State Teachers\nCollege, Warrensburg, Mo.\nImhoff, G. C., James Ford Rhodes High\nSchool, 5100 Biddulph Ave., Cleveland,\nOhio\nIreland,\nE. W.,\nSuperintendent\nSchools, Stratford, Conn.\n\nof\n\nof Educa¬\nM., Department\nJacobs,\ntional Clara\nResearch,\nDistrict No. 1, Pueblo\nCity Schools, Pueblo, Colo.\nJenkins. F. F., Division Superintendent\nof\nSchools, Southampton County\nSchools, Franklin, Va.\nJohnson, Ina, Head, English Department,\n901 Ninth St., South, Fargo, N. Dak.\nJohnson, Leslie W., Garfield High School,\nSeattle, Wash.\nKeesee, Thomas O., Secretary, Newport\nNews\nEducation Association, 132\nMaple Ave., Newport News, Va.\nKeller, Lester E., Principal, Sudlow In¬\ntermediate School, Davenport, Iowa\nKimgan, J. Constance, 309 East Univer¬\nsity, Royal Oak, Mich.\nKittrell, Charles A., Superintendent, In¬\ndependent\nSchool District, Waterloo,\nIowa\nLaney, David, 3956 Northeast 39th Ave.,\nPortland, Ore.\nLively, Mrs. Emery, 2900 Prytania St.,\nNew Orleans, La.\nLoomer, Walter M., Fargo, N. Dak.\nLord. Mary A., North Junior High\nSchool. Sioux City, Iowa\nLoser,\nPaul,N. Superintendent\nof Schools,\nTrenton,\nJ.\nLozo,\nJohn\ncaster,\nPa. P., R. F. D. No. 4, Lan¬\nVa.\nMcConnell,\nJohn Preston, East Radford,\nMoore, Mrs. Clarence, Principal, High\nSchool, Osceola, Ark.\nMoreau, Cecilia M., Presque Isle, Maine\nMuller, Edgar, Principal, Westlake\nJunior High School, 3909 Linwood\nAve., Oakland, Calif.\nNicely, O. W., 3426 Winthrop, Indian¬\napolis, Ind.\nNissen, S. B., Editor, South Dakota Edu¬\ncation Association Journal, Perry\nBldg., Sioux Falls, S. Dak.\nOlson, Mrs. Clara M., College of Educa¬\ntion, Fla.\nUniversity of Florida, Gaines¬\nville,\nO’Rourke, Catherine, 3057\nson Blvd., Chicago, Ill.\n\nWest\n\nJack-\n\nO’Rourke, Pauline, Supervisor of Ele¬\nmentary Schools, Mobile, Ala.\nOrr, Conrad O., Dillon, Mont.\nOwens, A. D., Superintendent of Schools,\nNewport, Ky.\nPlenzke, O. H., Executive Secretary,\nWisconsin Education Association, In¬\nsurance Bldg., Madison, Wis.\nPyle, Thomas W., Principal, BethesdaChevy Chase\nSenior High School, Bethesda,\nMd.\nRemington, Pearl, Assistant Superinten¬\ndent of Schools, East Providence, R. I.\nRhoades, Mrs. Barbara Snyder, 3920 S. E.\nBelmont St., Portland, Ore.\nRoland, H.\nM., Superintendent of\nSchools, Burlington, N. C.\n\n"}
{"page": 713, "printed_page": null, "text": "Associational\n\nRecords\n\nShawkey, M. P., Morris Harvey College,\nKanawha County Public Library Blvd.,\nCharleston, W. Va.\nSheehan, Mary A., Viceprincipal, Wash¬\nington High School, Rochester, N. Y.\nShepherd, Grace M., Department of Edu¬\ncation, Northwest Missouri State\nTeachers College, 803 North Mulberry\nSt., Maryville, Mo.\nSmith, Stanton E., 201 Ferger Bldg.,\nChattanooga, Tenn.\nSnow, E. H., Principal, Lower Merion\nJunior High School, Ardmore, Pa.\nStiles, Chester D., Superintendent, Westfield Public Schools, Westfield, Mass.\nStrickland, Rose, Principal, Powell\nSchool, Birmingham, Ala.\nSullivan. Jack, 224 Lexington St., Jackson, Miss.\n\nand\n\nInformation\n\n707\n\nSweet, Margaret, Lewiston, Idaho\nTigert, John J., President, University of\nFlorida, Gainesville, Fla.\nVance, Mrs. Una E., 2223 Routt St.,\nPueblo, Colo.\nWebster, Raymond, High School Teacher,\nCoatesville, Pa.\nWeeks, Zoraida, 506 Main St., Oneida,\nN. Y.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nWinslow, Howard L., Superintendent of\nSchools, 711 McLish Ave., Somersworth, N. H.\nWolfe, Mrs. Mabel, Ardmore, Okla.\nWood, J. C. Tooele, Utah\nWoods, Quata, 4313 Avondale, Dallas,\nTexas\n\n"}
{"page": 714, "printed_page": null, "text": "708\n\nNational\n\nMINUTES\n\nOF THE\nNew\n\nFirst Business\n\nEducation\n\nAssociation\n\nEIGHTEENTH\nASSEMBLY\n\nREPRESENTATIVE\n\nYork City, June 26-30, 1938\nSession, Tuesday\n\nMorning,\n\nJune\n\n28, 1938\n\nThe first session of the Representative Assembly of the National Education Asso¬\nciation was held in the Hippodrome, New York City, at 9:15 A. M., with President\nWoodruff presiding.\nPresident Caroline S. Woodruff: The Representative Assembly of the SeventySixth Annual Convention of the National Education Association is now in session.\nWe will begin our program by community singing, led by Kenneth S. Clark, former\nsong leader of the 79th Division of the United States Army.\n(Community singing by audience.)\nPresident Woodruff: The invocation will be given this morning by the Reverend\nDr. William R. Kelly, superintendent of parochial schools of the Archdiocese of\nNew York.\n(The invocation was given.)\nPresident Woodruff : As your presiding officer this week, I bring you the greetings\nof the great association which I represent, in the belief that the doings and the pro¬\ncedures of this distinguished group will contribute to the continued advancement of\nthe National Education Association, which is the hope of all of us. We all want to\nsee the same ultimate end, altho we\ntribute to that end.\n\ndiffer sometimes\n\nin the means\n\nWe will proceed according to the program. The first order\nreport of the Committee on Credentials by Miss Ratcliff e.\n\nthat shall con¬\n\nof business\n\nis the\n\nMiss Betty Ratcliff e (Oklahoma) : The Committee on Credentials met in Confer¬\nence Room No. 3 of the Pennsylvania Hotel at 2 P. m. Monday, June 27, 1938, with\nforty members present. The secretary of credentials reported that 1243 delegates\nhad registered and that at least 200 more were expected. The Committee voted that\nall delegates properly certified be seated, provided they satisfy the Secretary’s Office\nthat the organizations they represent had paid their 1937-38 dues by December 31,\n1937. The Committee voted that the registration of delegates close at 8:30 A. M.\nWednesday, June 29. The Committee further recommended the following:\n1. So far as possible, the members of the subcommittee of five should be on the\nCommittee for the following year. The chairman for any one year shall be the\ntemporary chairman for the following year in order to organize the meeting and\ngive explanations concerning procedures to be used.\n2-A. That the names of the subcommittee of the preceding year be printed,\ngiving their positions and addresses as those on other committees. This was not\ndone this year.\n2-B. It is further recommended that the announcement shall be made that the\nnewly elected Committee will meet at the time and place indicated in the official\nprogram.\n3. That the meeting of the Credential Committee be held Monday at 3 P. M.\n4. At the first meeting of the Committee the temporary chairman will read the\nreport of the preceding year, showing the work of the Committee.\n5. That each member of the Committee be requested to contact his state\ndirector to see if there be any immediate problems in seating the delegates from\nhis state.\n6. That there should be an explanation of the method of the allotment of dele¬\ngates to the N.E.A. convention so that all members will be more conversant with\nthe procedures used.\n7. After these explanations have been given, the chairman for the Committee\nshould be elected, after which he will take the chair and call for the election of\nfour of the members to serve with him to act as a subcommittee to make decisions\n\n"}
{"page": 715, "printed_page": null, "text": "I\n\nAssociational\n\nconcerning any\nfor that year.\n\nquestions\n\nRecords\n\nthat may\n\nand\n\nInformation\n\narise pertaining\n\nto the seating\n\n709\n\nof delegates\n\nThe Committee voted an expression of appreciation to Albert S. Colton of Cali¬\nfornia, for his faithful and helpful service during this meeting.\nThe Committee elected a subcommittee composed of a chairman and four mem¬\nbers to pass upon any certification questions. The following were elected: John G.\nGordon of Alaska; B. L. Smith of North Carolina; John JV. Blankenhorn of Wash¬\nington; Grace Helene Miller of New York; and Betty Ratcliff e of Oklahoma,\nchairman.\n\nI move\n\nthe adoption\n\nof this report.\n\n(Seconded by Harold IV. Smith of Arizona. The report was adopted as read.)\nPresident IV oodruff : The next order of business is the adoption of the rules of\nprocedure. Miss Adair will present the report.\nMiss Cornelia S. Adair (Virginia) : Following are the rules of procedure for the\n\nconduct of business\nfor Delegates:\n1. Each\n\nin the Representative\n\nstate delegation\n\nonly an alternate\n\nAssembly\n\nas printed in the Official Manual\n\nshall elect a chairman.\n\nshall take his place, and\n\nof a state or local affiliated association\n\nwhen\n\nIn the absence\n\nthere is more\n\nthe delegates\n\nof a delegate,\n\nthan\n\none\n\nalternate\n\nof that association\n\nshall\n\nselect the alternate to act. (This pertains to the organization of each state dele¬\ngation, the first step being that each delegation shall elect a chairman.)\n2. There shall be not more than one nominating speech and two seconding\nspeeches\n\nfor any\n\nminutes\n\nand\n\nof seconds\n\none\n\ncandidate.\n\nseconding\n\nspeeches\n\nto nominations\n\n3. In all nominations\nalphabetical\n\nto two\n\nspeeches\n\nminutes\n\nmember\n\nto the same\n\nshall be limited\n\neach. There\n\nso long as there are only two\n\nby roll call of states, any two\n\npositions, but no state shall by reason\n\nof its opportunity\n4. No\n\nNominating\n\nto nominate\n\nor second.\n\nshall speak\n\nin debate\n\nquestion, nor longer than\n\nmore\n\nmay\n\nbe any\n\nseconding\n\nstates may\n\nthan\n\ntwice\n\nnumber\n\nspeeches.\nexchange\n\nof such exchange\n\nfive minutes\n\nto five\n\nduring\n\ntheir\n\nbe deprived\n\nthe same\n\nday\n\nat one time, unless permission\n\nis granted by a majority vote of the Representative Assembly at that session.\n5. All resolutions and all motions submitted for consideration in the reports\nof officers, boards, or committees\nmaker and the seconder.\n6. Resolutions\nCommittee\nnotice\n\nfor the Committee\n\nnot later than\n\nshall appear\n\nby the executive\n7. The\n\nshall be in writing\n\nof the second\n\nin the Manual\n\nsecretary\n\nprinted\n\nnoon\n\non Resolutions\nday\n\nfor Delegates\n\non the first and\n\ncopies of the report\n\nsecond\n\nand\n\nshall be signed\n\nby the\n\nmust\n\nbe in the hands\n\nof the\n\nof the convention,\n\nand\n\nand\n\nbe made\n\nannouncement\n\nmornings\n\nof the Committee\n\nsuch\n\nof the convention.\n\non Resolutions\n\nshall be\n\nin the hands of the delegates twenty-four hours before they are voted upon.\n8. All morning sessions of the Assembly shall be exclusively business meetings.\n9. “Sec. 2. In all voting on proposed amendments to the charter and on pro¬\nposed amendments to the constitution or bylaws, written ballots shall be used\nwhenever 200 members of the Representative Assembly by petition or by\nstanding vote shall indicate that ballot voting is desired. In case a petition for\nsecret ballot is signed\n\nby at least 200 members\n\nof the Representative\n\nAssembly\n\nand filed with the executive secretary, he shall arrange for written ballots in ac¬\ncordance with the petition. State delegations may vote by ballot. The results shall\nbe announced by the chairman of each delegation as the roll of states is called ;\nsuch vote to be determined by the actual number of delegates present at such\nmeeting\n\nand\n\nvoting.\n\nUpon\n\nthe request\n\nof three\n\ndelegates\n\nany\n\nstate delegation\n\nmust vote by ballot.” (See Article X, Section 2, of the bylaws.)\n10. There shall be an official parliamentarian to whom questions\ndirected\n\nthru the presiding\n\nI submit\n\nthis report\n\n(Seconded\n\nby Joseph\n\nmay\n\nofficer only.\n\nas the rules for this convention\nH. Saunders\n\nof Virginia.\n\nand\n\nMotion\n\nmove\n\nits adoption.\n\nunanimously\n\ncarried.)\n\nbe\n\n"}
{"page": 716, "printed_page": null, "text": "National\n\n710\n\nPresident IP oodruff : The\nSecretary Givens.\nSecretary\n\nWillard\n\nEducation\n\nnext\n\nE. Givens:\n\nAssociation\n\nreport is the adoption\n\nof the order\n\nThe\n\nis printed\n\norder\n\nof business\n\nof business, by\n\nfor the Tuesday,\n\nWednesday, and Thursday morning Representative Assembly sessions. It will be\nin order, if there is no disagreement as to this order of business, that it be adopted.\nI move the adoption of the order of business as printed in the program.\n(The motion was seconded and carried unanimously.)\nPresident IV oodruff: The next item is the minutes of the last meeting.\nSecretary\nvolume\nI move\n\nGivens:\n\nThe\n\nminutes\n\nof the Detroit\n\nmeeting\n\nhave\n\nbeen\n\nprinted\n\nin the\n\nof Proceedings and distributed thruout the country. If there are no objections,\nthe adoption of the minutes as printed and distributed.\n\n(The\n\nmotion\n\nwas\n\nseconded\n\nby Annie\n\nWoodward\n\nof Massachusetts\n\nand\n\ncarried.)\n\nPresident W oodruff : The next order of business is the statement by Secretary\nGivens of procedure in nominating members of the Publishing Committee.\nSecretary\nand\n\nGivens:\n\nthere must\n\nsimply\nAs\n\nsoon\n\nnames,\n\nprocedure\n\nis rather\n\nsimple. We\n\nIn order\n\npaper\n\nthe\n\nname\n\nof the\n\nindividual\n\nCommittee\n\nand\n\nhave\n\nthat petition signed\n\nput\n\nPublishing\n\nThe\n\nbe at least ten nominated.\n\non\n\nthat\n\nsignatures,\nmittee. We\n\nput down\n\nthe name\n\nthat they want\n\ncan then be thinking about somebody\nask each state that makes nominations\n\nballots are printed\n\nand\n\nthe names\n\nW oodruff : This\n\nis simply\n\nwill be added.\n\na statement\n\nThe next item is the report of the Committee\nS. Adair, chairman.\nMiss\n\nAdair:\n\nWe\n\nare\n\ngoing\n\nto ask\n\nwill\n\nfor the\n\nThose\n\nstates that send\n\nafter having\n\nsecured\n\nin\nten\n\nto serve on the Elections Com¬\nfor the Publishing Committee to\n\nin an hour and a half after we get them. Please get your\nyou can and we will vote on them before we leave.\nPresident\naction.\n\nfive members\n\nit is nominating\n\nfurnish also a teller. This teller will go on duty just as soon\nhope to vote before adjournment today.\nThe\n\nhave\n\nany delegation\n\nby ten persons.\n\nas that is done, please bring it to the platform.\n\nafter having\n\nmust\n\nto nominate,\n\nvote\n\nand\n\nwe\n\nThe\n\nballots will be back\n\nnames\n\nup here as soon\n\nof procedure\n\non Bylaws\n\nfor unanimous\n\nas we\n\nand\n\nrequires\n\nand Rules, Miss\n\nconsent\n\nas\nno\n\nCornelia\n\nfor certain\n\nof these\n\namendments, and I do that now before I read you the entire report because it has\nto do with the carrying on of our business organization.\nThe first amendment for which we ask unanimous consent is as follows: Article\nII. Section\nsentence,\nwords:\n\n2 — I move\n\nthat Article\n\nafter the words\n“Provided,\n\nthird day.”\n(Seconded\n\n“Representative\n\nhowever,\n\nby Reuben\n\nII, Section\n\n2, be amended\n\nAssembly\n\nthat in the year\n\nT. Shaw\n\n1938\n\nof Pennsylvania.\n\nby adding\n\nto the sixth\n\nby ballot . . .” the following\nthis election\nMotion\n\nshall be\n\nunanimously\n\non\n\nthe\n\ncarried.)\n\nMiss Adair: The Representative Assembly of 1937 by resolution provided that\nour bylaws be referred to the Committee on Bylaws and Rules for purposes of\nrecodification. The Committee on Bylaws and Rules has employed Parliamentarian\nC. A. Bottolfsen to assist in this matter.\nIn conformity with Article IX, Section\nAssociation, Parliamentarian Bottolfsen\n\n2, of the bylaws of the National Education\nand the Committee on Bylaws and Rules\n\nwere guided in their work by Robert’s Rules of Order, Revised. The Committee\npresents for your consideration certain definitions from General Henry Robert,\nauthor\nlaw.\n\nof Robert’s\n\nRules\n\nof Order,\n\nRevised,\n\nin his extensive\n\nwork\n\nin parliamentary\n\n“The Act of Incorporation is usually called the charter. It is the supreme law\nof the organization, outranking the constitution, bylaws, etc. ... It cannot be sus¬\npended. Any amendment to it must be adopted by the organization, in the same way\nas the bylaws\n\nare\n\namended,\n\nand\n\nthen must\n\nbe submitted\n\nfor approval\n\nto the legis¬\n\nlature or superior organization.” (Parliamentary Law, p. 364.)\nThe National Education Association does not have a constitution.\n“The\n\nbylaws\n\ncomprise\n\nthe rules that are of such importance\n\nthat they should\n\nnot\n\n"}
{"page": 717, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n711\nbe changed except after notice to the members and then by a larger vote than a\nmajority of those voting. . . . The more important rules being made more difficult\nto amend.” (Parliamentary Law. p. 365.)\n“Standing Rules. Many organizations need rules of a semipermanent nature,\nwhich can be modified or rescinded without the delay or trouble attending the\namending of the bylaws. . . . Standing Rules may be adopted by a majority vote\nif notice be given or at the meeting by a two-thirds vote.” (Parliamentary Law.\np. 367.)\nThe Committee recommends that certain portions of the bylaws be classified\nunder the heading of “Standing Rules.” To accomplish this it will be necessary for\namendments to be made to the bylaws in each case. Sections of the bylaws as printed\nin the 1937 Proceedings (p. 686-98) not referred to here remain as they are. Atten¬\ntion is called to the special provision for amending the bylaws at the 1938 annual\nmeeting of the Representative Assembly as follows: Article X — Amendments. Sec¬\ntion 1. (p. 698 of the 1937 Proceedings .)\nIn considering the proposals of the Committee it is important to note that most\nof the material is merely a transfer of classification from bylaws to Standing Rules.\nThe Committee recommends that the following material be removed from the\nbylaws of the Association and established as Standing Rules.\nExplanation: Material in roman type is set forth in the same words which now\nappear in the bylaws, but in the proposed plan is to become a Standing Rule as indi¬\ncated. Small capitals indicate the portion that is to remain in the bylaws. Words or\nphrases in italics are to be added as indicated. Words in brackets I ] are to be\nomitted as indicated. Words in parenthesis ( ) are explanatory notes of this com¬\nmittee report.\nWith that explanation, I would like to proceed to page 6 of your booklet, Standing\nRules: There is one change I would like to make. You read these rules in our Journal\nwhich is set up in a three column plan. In copying the rules from the Journal to this\nmanual, the heading was put in the wrong place. You will find in the middle of the\nparagraph on page 7, the heading, “Recommendations for Recodification of Bylaws.”\nThat should have been over the words, “Standing Rules.”\nIf you will look in the back of your report, you will find the bylaws with which\nyou can make comparison with these Standing Rules.\nI move that Section 8, Article I, of the bylaws be stricken from the bylaws and set\nup in the Standing Rules 1 so that it shall read as follows:\nRule 1 (Sec. 8) Membership\n\nYear\n\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.\n(Seconded\nMiss\n\nbylaws\n\nby Mr. Shaw.\n\nAdair:\n\nI move\n\nMotion\n\nthat Section\n\ncarried.)\n9, Article\n\nI, of the bylaws\n\nbe stricken\n\nfrom\n\nthe\n\nand set up in the Standing Rules so that it shall read as follows:\nRule 2 (Sec. 9) Time\n\nand Place of Payment\n\nof Dues\n\nThe annual dues of members shall be sent to the executive secretary on or\nbefore December 31. An active member failing to pay dues as herein provided\nshall forfeit the privileges of membership and be dropped from the list of\nmembers.\n(Seconded\nMiss\n\nbylaws\n\nby Mr. S/iaiu. Motion\n\nAdair:\n\nI move\n\nthat Section\n\nand set up in the Standing\n\nunanimously\n\ncarried.)\n\n10, Article\n\nI, of the bylaws\n\nbe stricken from\n\nthe\n\nRules so that it shall read as follows:\n\nRule 3 (Sec. 10) Membership\n\nCard\n\nThe executive secretary of the Association shall furnish each member of the\nAssociation a membership card, declaring him to be a member of the National\n1 Due to the fact that certain rules were not called up, there is an inconsistency between the num¬\nbering in these minutes and the numbering which appears in the Standing Rules, pages 669-672.\n\n"}
{"page": 718, "printed_page": null, "text": "712\n\nNational\n\nEducation\n\nAssociation\n\nEducation\n\nfor the year\n\nentitled to all the rights and\n\nAssociation\n\nfor which\n\nprivileges\n\nhis dues\n\ngranted\n\nare\n\npaid, and\n\nby the charter\n\nand\n\nas such\n\nbylaws\n\nof\n\nthe Association. Arrangements may be made with local and state affiliated asso¬\nciations for the issuance of a coinclusive membership card, or insignia, or both\non a voluntary basis.\n(Seconded\nMiss\nbylaws\n\nby Mr.\n\nAdair:\nand\n\nShaw.\n\nI move\n\nMotion\n\ncarried.)\n\nthat Section\n\n2, Article\n\nset up in the Standing\n\nRules\n\nRule 4 (Sec. 2) Election\nAt\n\nthe first business\n\nII, of the bylaws\n\nso that it shall read\n\nof Officers and\n\nmeeting\n\nof the Representative\n\nfirst day\n\nof the annual\n\nfrom\n\nmeeting\n\nthe\n\nas follows:\n\nQualifications\n\nday of the annual meeting of the Association,\noffices shall be made: president, vicepresident,\nsaid offices shall be nominated\n\nbe stricken from\n\nof Directors\n\nAssembly\n\non\n\nthe second\n\nnominations for the following\nand treasurer. Candidates for\n\nthe floor upon\n\nroll call of the states. On\n\nof the Association\n\nthe delegates\n\nof each\n\nthe\n\nstate,\n\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\nsuch person\n\nshall be reported\n\nto the Representative\n\nmeeting upon roll call of the states. Any\nshall have been an active member with\nAssociation\n\nand\n\nAssembly\n\nat the first business\n\nperson to qualify to serve as director\ndues paid in the National Education\n\nin a state, or district, or territory, and\n\na local association,\n\nif\n\norganized, for a five-year period immediately preceding the election. Only dele¬\ngates who are active members of the N.E.A. and whose dues have been paid in\na state, or district, or territory, and a local association, if organized, respectively,\nshall have the right to vote for such directors. On the fourth day of the annual\nmeeting\n\nofficers shall be\n\nelected\n\nfrom\n\nthe candidates\n\nby the delegates\n\nto the\n\nRepresentative Assembly by ballot; provided, however, that in the year 1938\nthis election shall be on the third day. Said ballots shall be printed and shall\ncontain the names of all nominees as provided above. Polls for voting shall be\nopen from 8 a.m. to 6 p.m., at such place or places as the president of the\nAssociation shall designate. The candidates for president, treasurer, member\nof Board of Directors from each state, territory, or district, respectively, in which\nthe term of office expires and the eleven candidates for the office of vicepresident\nreceiving the highest number of votes shall be declared elected. The president of\nthe Association shall appoint tellers and complete all arrangements for carrying\nout the election. The\n\nresults of the election herein provided\n\nat the final business\nchosen shall continue\n\nsession of the Representative Assembly. The officers thus\nin office until the close of the annual meeting subsequent to\n\ntheir election, and\nThe\n\nexecutive\n\nuntil their successors\n\nsecretary\n\nand\n\nthe treasurer\n\nare\n\nchosen,\n\nexcept\n\nshall enter upon\n\nshall be announced\n\nas herein\n\nprovided.\n\ntheir duties at a date\n\nwhich shall be determined by the Board of Trustees and which shall not be later\nthan the first of October and shall continue in office during the term for which\nthey are separately chosen\n(Seconded by Mr. Shaw.)\nMrs.\n\nEthel\n\nGrubbs\n\nand\n\nuntil their successors\n\n(District of Columbia)\n\n: I would\n\nare duly elected.\n\nlike to ask a question. When\n\nwas this section beginning with “Only delegates who are active members of the\nN.E.A.,” adopted?\nMiss Adair: That was adopted a year ago. That point was raised just before I\ncame to this meeting today and I have not had time to consult the minutes, but it\nwas either at the Portland meeting or earlier. If you will be kind enough to let the\nmatter wait\ninformation.\nMrs.\n\nuntil the end, then we can vote upon\nWould that be acceptable to you?\n\nGrubbs:\n\nI think so. I was\n\nunder\n\nyear that this was a recommendation\nmake recommendations this year.\nMiss\n\nAdair:\n\nThe\n\nCommittee\n\nhas\n\nand\n\nthis section when\n\nthe impression\nit was\n\nconfused\n\nin the Detroit\n\nto be referred\n\nthat with\n\nwe\n\nget that\n\nmeeting\n\nto the Committee\n\nthe qualifications\n\nlast\nto\n\nfor dele-\n\n"}
{"page": 719, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n713\n\nInformation\n\ngates, but I am having that looked up right now, and if I may, I will withdraw\nmy motion to adopt and ask that we pass this by until that point has been ascertained.\nWould that be acceptable?\nMrs.\n\nJohanna\n\nM. Lindlof\n\n(New\n\nYork)\n\n: I would\n\nlike to make\n\na point. This question\n\nwas brought up by me at last year’s convention. I said then and I repeat now that\nby adopting the section that you propose, you will be eliminating New York City\nmembers who are not members of the New York State Teachers Association, and\nwill not become members of that association. That whole line should be eliminated.\nMiss\n\nAdair:\n\nLindlof\n\nmade\n\nI am\n\nof the opinion,\n\nthat statement\n\nand\n\nnot in regard\n\nto qualifications of delegates.\nMrs. Lindlof: I raised it in regard\nMiss\n\nAdair:\n\nWe\n\nI think the minutes\nto qualifications\n\nwill show,\n\nof directors\n\nthat Mrs.\n\nbut in regard\n\nto both.\n\nwill pass that now\n\nuntil we\n\ncan\n\nget this information.\n\nWe\n\ncan\n\nproceed with the discussion as soon as we find that in the minutes. We will pass by\nthat rule and proceed to the next one, and when we get thru, I hope we will have\nfound the point in the minutes.\nI move\n\nthat a portion\n\nof Section\n\n5, Article\n\nII, of the bylaws\n\nbeginning\n\nwords “and shall be entitled . . .” be stricken from the bylaws and\nStanding Rules slightly reworded so that it shall read as follows:\nRule\n\n5 (Sec. 5) Relationship:\n\nNational,\n\nState, and\n\nwith\n\nthe\n\nset up in the\n\nLocal\n\nEach affiliated association shall be entitled to the active assistance and support\nof the National Education Association in promoting the interest of such affiliated\nassociation and its members insofar\nand object of the National Education\nexecutive\nand\n\nsecretary\n\napproval\n\nof the National\n\nof the Executive\n\nas such interest comes within the purpose\nAssociation as set forth in its charter. The\nEducation\n\nCommittee,\n\nAssociation\n\nmake\n\nsuch\n\nshall, with\n\nthe advice\n\narrangements\n\nfor mutual\n\ncooperation between the National Education Association and the state and local\naffiliated associations as will promote the welfare of all and advance the interests\nof the teaching\n(Seconded\nMiss\n\nprofession.\n\nby Mr.\n\nAdair:\n\nThe\n\nShaw.\nnext\n\nMotion\n\nunanimously\n\namendment\n\nis going\n\ncarried.)\n\nto call for some\n\nspecial explanation,\n\nand we are going to have to ask you for unanimous consent because it was\nprinted in the Journal.\nSince 1892 we have had a revolving fund from which our executive secretary\n\nhas\n\nbeen\n\nnot\n\nable to pay expenses.\n\nmentioned and it seemed\nhave it in your book.\nI move\n\nproper\n\nHe\n\nin the fourteenth\n\nshall countersign\n\nshall deposit\ndisburse\n\nin an\n\ntherefrom\n\nline thereof\n\nchecks\n\ndrawn\n\nauthorized\nany funds\n\nby the treasurer\n\nfound\n\nthat this fund\n\nwas\n\nbe amended\n\nas follows. Add\n\nafter\n\nthe following:\nby the treasurer\n\ndepository\nauthorized\n\nfor the payment\n\nby the Representative\n\nwe\n\nto put it there. I will read the article as you do not\n\nthat Article III, Section 2, of the bylaws\n\n“Committee”\n\nhim\n\nIn going thru the bylaws\n\nnot\n\nin payment\n\nin the name\nby the Board\n\nof expenses\n\nof bills, and\n\nof the Association\nof Trustees\n\nadvanced\n\nset forth in the budget\n\nand\nto\n\nadopted\n\nAssembly.\n\nI can give you an illustration of that. The expenses of our state directors are paid\nfrom the National Education Association. They render their bills at this meeting.\nThe executive secretary pays them, when\nbills can be taken care of immediately. As\nit was\n\nvery important\n\ndiscount.\n\nThis\n\nyears.\n(Seconded\nMiss\n\nchange\nby Mr.\n\nAdair:\n\nI move\n\nthat some\nsimply\nShaw.\n\nduly authorized, from this fund. Thus\nI remember from my time as treasurer,\n\nbills be paid immediately\n\nlegalizes the thing that we\n\nMotion\n\nunanimously\n\nin order\nhave\n\nbeen\n\nto get the trade\ndoing\n\nfor many\n\ncarried.)\n\nthat a portion of Section 2 of Article III of the bylaws\n\nbegin-\n\n"}
{"page": 720, "printed_page": null, "text": "National\n\n714\n\nEducation\n\nAssociation\n\nning with the words “he shall receive” be stricken from the bylaws and\nthe Standing Rules slightly reworded so that it shall read as follows:\nRule 6. Other Duties of the Executive\n\nset up in\n\nSecretary\n\nThe executive secretary shall receive or collect all moneys due the Association\nand pay the same each month to the treasurer. He shall countersign all bills\napproved for payment by the Board of Directors, or by the Executive Committee,\nacting under the authority of the Board of Directors, or by the president acting\nunder authority of the Board of Directors, or of the Executive Committee. The\nexecutive secretary shall have his records present at all meetings of the Asso¬\nciation, of the Board of Directors, and of the Executive Committee. He shall\nkeep a list of members and shall revise said list annually. He shall be secretary of\nthe Board of Directors. He shall be the custodian of all the property of the Asso¬\nciation not in charge of the treasurer and the Board of Trustees. He shall give\nsuch bond for the faithful performance of his duties as may be required by the\nBoard of Trustees. He shall submit his annual report to the Executive Committee\nnot later than fifteen days before the annual meeting of the Association, which\nreport shall be transmitted to the Board of Directors at its annual meeting. At\nthe expiration of his term of office, he shall transfer to his successor all moneys,\nbooks, and other property in his possession belonging to the Association. The\nexecutive secretary shall not print, publish, or distribute any official report or\nother document without the approval of the Board of Directors or of the Execu¬\ntive Committee acting under the general instruction of the Board of Directors.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nI move\n\nthat a portion of Section\n\n3 of Article III of the bylaws\n\nbegin¬\n\nning with the words “The treasurer shall notify” be stricken from the bylaws\nset up in the Standing Rules slightly reworded so that it shall read as follows:\n\nand\n\nRule 7. Other Duties of the Treasurer\nThe treasurer shall notify the president of the Association and the chairman of\nthe Board of Trustees whenever the surplus funds in his possession exceed $500;\nshall keep an exact account of his receipts and expenditures with vouchers for the\nlatter; and said accounts, ending on the thirty-first day of May each year, he\nshall render to the Executive Committee not later than ten days before the annual\nmeeting of the Association, and when approved by said Committee, these accounts\nshall be transmitted by this Committee to the Board of Directors at its meeting\nheld in connection with the annual meeting of the Association and a copy of the\nreport shall be transmitted to the Representative Assembly for its information.\nThe treasurer shall give such bond for the faithful performance of his duties\nas may be required by the Board of Trustees. At the expiration of his term of\noffice, he shall transfer to his successor all moneys, books, and other property in\nhis possession belonging to the Association.\n(Seconded by Mr. Shaw.)\nMrs.\n\nLindlof:\n\nI would\n\nlike to ask about\n\nthe amount\n\nis allowed to have. Isn’t $500 a very small amount\norganization of this size to have on hand?\nMiss\n\nAdair:\n\nI agree\n\nwith you. It is a very\n\nsmall\n\nAdair:\n\nI move\n\nthat Section\n\n4f, Article\n\nthat the treasurer\n\nfor the treasurer\namount,\n\nsimply transferring a bylaw to a rule, and not changing\nthat amount as it has been for many years.\n(The proposed change was unanimously adopted.)\nMiss\n\nof money\n\nof a national\n\nbut right now\n\nthe content. We\n\nIII, of the bylaws\n\nwe\n\nare\n\nare leaving\n\nbe stricken\n\nfrom\n\nthe bylaws and set up in the Standing Rules so that it shall read as follows:\nRule 8 (Sec. 4f) Other\n\nDuties of Board\n\nof Directors\n\nThe Board of Directors shall appoint at its annual meeting a Budget Committee\nfor the ensuing year, whose duty it shall be to prepare and present a budget tq\n\n"}
{"page": 721, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n715\n\nInformation\n\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\nbudget.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nthe bylaws\n\nI move\n\nthat Section\n\n1 of Article\n\nand set up in the Standing\n\nVI\n\nRule 9 (Sec. 1) Auditing\nNot later than five months\n\nof the bylaws\n\nbe stricken\n\nfrom\n\nRules so that it shall read as follows:\nCommittee\n\nbefore the end of the fiscal year, the president shall\n\nappoint an Auditing Committee, consisting of three active members of the Asso¬\nciation, no one of whom shall be either a trustee or a director; to this Committee\nshall be referred the report and audit of the expert accountant or accountants,\ntogether with the communication of the president transmitting the same as pro¬\nvided in Rule 13 of these Rules; and the Committee shall report its findings to\nthe Board of Directors.\n(Seconded\nMiss\n\nby Mr.\n\nAdair:\n\nthe bylaws\n\nI move\n\nShaw.\n\nMotion\n\nthat Section\n\nunanimously\n2 of Article\n\ncarried.)\nVI\n\nof the bylaws\n\nbe stricken\n\nfrom\n\nand set up in the Standing Rules so that it shall read as follows:\nRule 10 (Sec. 2) Delegates\n\nMeet\n\nby States\n\nOn the first day of the annual meeting of the Association, at such time and\nplace as shall be designated on the annual program by the president of the\nAssociation, the accredited delegates to the Representative Assembly from each\nstate shall elect one member and one alternate who are active members of the\nAssociation for each of the following committees, to serve for the ensuing year:\nCredentials, Resolutions, and Necrology. The Committee on Credentials shall\nreceive the official list of delegates from the executive secretary and report\nthereon to the Representative Assembly.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nI move\n\nthat Section\n\n3 of Article\n\nVI\n\nof the bylaws\n\nbe stricken\n\nfrom\n\nthe bylaws and set up in the Standing Rules so that it shall read as follows:\nRule 11 (Sec. 3) Resolutions\nThe\n\nCommittee\n\non Resolutions\n\nshall report at the annual\n\nbusiness meeting\n\nof\n\nthe 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 active members,\nor referred to it by the president. Some time during the second day of the annual\nmeeting of the Association the Committee shall hold a meeting, at a place and\ntime to be announced in the printed program, for the purpose of receiving pro¬\nposed resolutions and hearing those who may wish to advocate them.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nthe bylaws\n\nI move\n\nthat Section\n\n4 of Article\n\nand set up in the Standing\n\nVI\n\nof the bylaws\n\nbe stricken\n\nfrom\n\nRules so that it shall read as follows:\n\nRule 12 (Sec. 4) Necrology\nThe Committee on Necrology may prepare for the published proceedings\nmemorial tributes to members who have died during the year.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\n\nbrief\n\nMiss\n\nfrom\n\nAdair:\n\nthe bylaws\n\nI move\n\nthat Section\n\n5 of Article\n\nand set up in the Standing\n\nVI\n\nof the bylaws\n\nbe stricken\n\nRules so that it shall read as follows:\n\nRule 13 (Sec. 5) Examination\n\nof Accounts\n\nWithin thirty (30) days prior to the time of the annual meeting of the Asso¬\nciation, the president shall appoint a competent person, firm, or corporation,\n\n"}
{"page": 722, "printed_page": null, "text": "716\n\nNational\n\nEducation\n\nAssociation\n\nlicensed to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of the executive\nsecretary, the treasurer, and the Board of Trustees, and compare the same;\nshall also examine the securities of the Permanent Fund held by the Board of\nTrustees. The report of said accountant or accountants shall be filed with the\npresident not less than ten (10) days before the opening day of the annual\nmeeting of the Association, and shall be by him submitted\nmittee with such comments as he may think proper.\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nThere\n\nare some\n\nto the Auditing\n\nCom¬\n\nrules that are not to be called up at this time.\n\nMark\n\nRule 14 as not being called up at this time. Certain very important committees and\nalso the Rules Committee decided that it would be best to leave these rules in the\nbylaws and not transfer them to the Standing Rules. Therefore, please note that\nwe are not calling up Rule 14 here, which has to do with the Committee on Bylaws\nand Rules, which is on the next page. We are also not calling up Rule 15; neither\nare we calling up Rule 17.\nHowever, I am now going to read the recommendation about Rule 16.\nI move that Section 7 of Article VI of the bylaws be stricken from the bylaws and\nset up in the Standing Rules so that it shall read as follows:\nRule 16 (Sec. 7) Additional\nThe\n\nRepresentative\n\nmay deem wise.\n(Seconded by Mr.\nMiss\n\nAdair:\n\nthe bylaws\n\nAssembly\n\nShaw.\n\nI move\n\nmay\n\nMotion\n\nthat Section\n\nprovide\n\nunanimously\n2 of Article\n\nCommittees\n\nsuch additional\n\ncommittees\n\nas it\n\nbe stricken\n\nfrom\n\ncarried.)\n\nVII\n\nof the bylaws\n\nand set up in the Standing\n\nRules so that it shall read as follows:\n\nRule 18 (Sec. 2) Meetings\n\nof Assembly,\n\nDirectors, and Trustees\n\n(A) The annual business meeting of the Representative Assembly shall begin\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 wTith the annual\nmeeting of the Association. The time and place of such meeting shall be desig¬\nnated in the program. The executive secretary shall notify the members of the\nBoard of Directors of the time and place of meeting, not less than thirty (30)\ndays before the meeting.\n(B) The first regular meeting of the new Board of Directors shall be held\nas soon as practicable and within twenty-four hours after the close of the last\nsession of the annual meeting. The place and time of this meeting shall be an¬\nnounced in the printed program.\n(C) The Board of Trustees shall hold its annual meeting at some convenient\ntime and immediately following the meeting of the new Board of Directors.\nSpecial meetings of the Trustees may be called by the chairman and shall be\ncalled on request of a majority of the Board of Trustees. Due notice of all meet¬\nings of the Board of Trustees shall be given to every member of the Board by\nthe secretary thereof.\n(Seconded\nMiss\n\nby Mr.\n\nAdair:\n\nWe\n\nShaw.\nare now\n\nMotion\n\nunanimously\n\nfinished with\n\ncarried.)\n\nthe Standing\n\nRules, but we\n\nhave\n\ncertain\n\namendments to the bylaws, some of which are necessitated by the fact that we have\nset up these Standing Rules. Where it states that certain things are authorized or\nforbidden by the bylaws, sometimes we have to put in “Standing Rules” also.\nI move that Article III, Section 1, be amended by adding to the second line of the\nfirst sentence, after the word “Bylaws,” the following words, “and Standing\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nI move\n\nthat Article\n\nIII, Section 4(d), be amended\n\nfive, after the word “Bylaws,” the following words, “and Standing\n(Seconded by Mr. Shaw. Motion unanimously carried.)\n\nby adding\n\nRules.”\n\nRules.”\nto line\n\n"}
{"page": 723, "printed_page": null, "text": "Associational\n\nMiss\n\nAdair:\n\nlast clause\n\nI move\n\nRecords\n\nand\n\nInformation\n\nthat Article III, Section 4(e), be amended\n\nin the first sentence,\n\nas follows,\n\n“shall\n\n717\n\nby striking out the\n\nelect members\n\nof the National\n\nCouncil of Education, as provided in Section 2 of Article IV of these bylaws.”\nThe reason for striking out that sentence is that the National Council of Educa¬\ntion is authorized to make its own constitution and bylaws and the directors no\nlonger elect any\nthe bylaws.\n\nmembers\n\nof the National\n\nCouncil,\n\nso it is best to take\n\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss Adair: I move that Article III, Section 4(c), be amended\n\nby adding\n\nend of the sentence the following words, “and Standing Rules.”\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss Adair: I move that Article III, Section 4(g), be amended\nfollowing words after the words “Board of Directors”: “and\nand Rules.”\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nI move\n\nthat Article\n\nV, Section\n\n3, be amended\n\ning words in the third line after the words “bylaws”: “and\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss\n\nAdair:\n\nI move\n\nthat Article\n\nIX, Section\n\nof\n\nat the\n\nby adding\n\nthe\n\nCommittee\n\non Bylaws\n\nby adding\n\nthe follow¬\n\nStanding\n\n2, be amended\n\nit out\n\nRules.”\n\nby adding\n\nthe follow¬\n\ning words in line two after the word “bylaws”: “and Standing Rules.”\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss Adair: I move that the first sentence of Article XI, Section 2, be amended\nso that it shall read as follows:\nbylaws,\n\nor Standing\n\n“in all voting on proposed\n\namendments\n\nRules,” in place of the words:\n\n“in all voting on proposed amendments to the charter, and\nments to the constitution or the bylaws.”\n(Seconded by Mr. Shaw. Motion unanimously carried.)\nMiss Adair: I move that Article XI be amended\nto be called Section 3 and to read as follows:\nThe\n\nto the charter,\n\nStanding\n\nRules\n\nmay\n\nbe amended\n\non proposed\n\nby the addition\n\nat the annual\n\nof a new\n\nmeeting\n\namend¬\n\nsection,\n\nof the Repre¬\n\nsentative Assembly, without notice by a two-thirds vote of the Representative\nAssembly and by a majority vote of the Representative Assembly if the amend¬\nment shall have been proposed in writing at the annual business meeting next\npreceding the one at which action is taken.\n(Seconded\nMiss\n\nby Mr.\n\nAdair:\n\nMr.\n\na few moments\nabout it.\n\nago\n\nShaw.\n\nShaw\n\nMotion\n\nunanimously\n\nhas been hunting\n\nabout\n\nqualification\n\ncarried.)\n\nthe answer\n\nof directors.\n\nto the question that was\nI want\n\nto ask him\n\nraised\n\nto tell you\n\nMr. Reuben T. Shaw (Pennsylvania) : The question was raised yesterday as to\nwhen we adopted and if we adopted the provision that in the election of directors\nwe should require those participating to be members\nlocal, state, and national associations. Apparently we\n1936.\nBefore\n\nI take up the specific things, I should\n\nof all three organizations —\ndo not have records back of\n\nlike to call your\n\nattention\n\nto the fact\n\nthat there were two distinct items: (a) the qualification of delegates, which unques¬\ntionably was laid on the table and is still on the table for further consideration if\nyou like, and\n\n(b) the matter\n\nof the directors.\n\nI can only call your attention to the records as they appeared in 1936 at the\nPortland convention. The particular provision as it now appears in the bylaws\nwas listed at that time as A-5 of the report of the Committee on Reorganization as\na recommendation. Referring to the minutes, page 706 of the Proceedings , we find\nthis statement from\nto make explanation\n\nMr. Oberholtzer: “I next call your attention to A-4 and wish\nwith regard to A-5, the point just raised. A-5 was inadvertently\n\nincluded. It was passed at the Denver meeting.”\n• If anybody here has the minutes of the Denver meeting,\n\nwe\n\ncan verify the records\n\n"}
{"page": 724, "printed_page": null, "text": "718\n\nas to what\n\noccurred\n\nNational\n\nEducation\n\nthere. That\n\nis as far as I have\n\ngation.\nMrs. Lindlof : Madam\nDenver meeting here?\nPresident\nMrs.\n\nIV oodruff:\n\nLindlof:\n\nChairman,\nI have\n\nI would\n\nhas\n\nanyone\n\none in my\n\nlike to know\n\nAssociation\n\nroom\n\nwhat\n\nbeen\n\nable to carry\n\na copy\nand\n\nthe investi¬\n\nof the Proceedings\n\nI will send\n\nof the\n\nfor it.\n\nis the status of this regulation\n\nor bylaw.\n\nIs it the bylaw- now, in order to be elected to the Board of Directors, that you must\nbe a member of all three — local, state, and national associations?\nMiss Adair: That is the way it was adopted. I wonder if the president will allow\nme\n\nto make\nPresident\nMiss\n\na statement which may\nJV oodruff : Surely.\n\nAdair:\n\nAt a meeting\n\nStanding Rules was\nYork situation. The\nthe Board\n\nso order, and\n\nof Directors\n\nyesterday,\n\nthe Committee\n\non\n\nto bring in a recommendation concerning the New\nhas prepared a recommendation which will go to\n\ntomorrow\n\nthat question\n\nour time right now?\n\nof the Board\n\nauthorized\nCommittee\n\nof Directors\n\nsave\n\nand\n\nwill come\n\nwill be taken\n\nfrom\n\nthem\n\nto this group,\n\nif they\n\nup.\n\nAt present, we are not amending this article that was passed. We are transferring\nit to the rules. If it be transferred to the rules, it makes it much easier to amend.\nWe\n\nare not changing\n\nthe situation\n\nin any\n\nway.\n\nWe\n\nare simply\n\ntaking\n\nit out of the\n\nbylaws and putting it into the rules. You just adopted a resolution whereby the\nStanding Rules may be amended in a much easier way than the bylaws can be\namended. If you adopt this recommendation of our Committee, that this be trans¬\nferred to the Standing Rules, you are in a simpler position so far as amending is\nconcerned.\nPresident W oodruff : Does\nMrs. Lindlof: No. Madam\n\nthat answer your question?\nChairman, I want to know\n\nif this is a bylaw\n\nPresident W oodruff : It is. We are transferring it to the Standing\nMrs. Lindlof: Then it will no longer be a bylaw; is that so?\nPresident W oodruff : That is as we understand it.\nMiss Adair: If the matter is transferred to the Standing\nby a two-thirds\nfor a year.\nMrs.\n\nLindlof:\n\nvote of the convention\nWell,\n\nI understand\n\nand\n\nby a majority\n\nthat none\n\nnow?\n\nRules.\n\nRules, it can be amended\nvote if it lies on the table\n\nof these things\n\nhave\n\nactually\n\nbeen\n\nadopted. I thought they had gone on from year to year. We are going to reconstruct\nthese matters and know what we are doing. I am certain that I would never have\nvoted\n\nfor it and\n\nI think I did not vote for that bylaw.\n\nMiss\n\nAdair:\n\nI do not believe you did; I think you\n\nMr.\n\nAbraham\n\nLefko^vitz\n\n(New\n\nYork)\n\n: In order\n\nopposed\n\nthat we\n\nit.\n\nmay\n\nexpedite\n\nthis busi¬\n\nness, in viewr of the suggestion already made concerning the contemplated action\nof the Board of Directors, may I suggest that we postpone action on that moot point\nand in addition, on the question of delegates? Otherwise, we are wasting a great\ndeal of time and getting nowhere.\nMiss\n\nAdair:\n\nMay\n\nI ask the parliamentarian\n\nMr.\n\nC. A. Bottolfsen\n\n(parliamentarian)\n\nto make\n\n: It would\n\na statement?\n\nbe much\n\neasier to make\n\nthe cor¬\n\nrection as the gentleman from New' York suggested, if the procedure suggested by\nMiss Adair were adopted. By having this submitted as a rule, we could then attend\nto it at this session. If no action is taken, it will remain\nMr.\n\nLefkonjoitz: Then,\n\nrules that if we\nmajority\nMr.\nMr.\nbylaw\nMr.\n\ntransfer\n\nam\n\nI correct\n\nin understanding\n\nthis to the rules, we\n\ncan\n\nas a bylaw.\nthat the parliamentarian\n\nact on it at this convention\n\nby a\n\nvote?\n\nBottolfsen: A two-thirds vote is necessary.\nLefbowitz: Then I move the adoption. Do\n\nI understand\n\nthat you\n\nadopt\n\nthe\n\nby a two-thirds vote, and also a constitutional amendment and a rule?\nBottolfsen: Unless they have been carried over for a year, at which time they\n\nw'ould be adopted by a majority, but w'e may make any correction or change in this\nat this convention by a tw'O-thirds vote without giving prior notice.\nMiss Adair: I am going to take that up and get a vote on it now. I move that that.\n\n"}
{"page": 725, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n719\n\nInformation\n\narticle which we have passed by in regard to the qualifications of directors be taken\nfrom the bylaws and transferred to the Standing Rules. Mr. Shaw seconds that\nmotion.\nPresident IV oodruff : You have heard the motion, which has been seconded. Unani¬\nmous consent is asked for its adoption. Is there any objection?\nMr. John W. Thalman (Illinois) : Will you kindly repeat that question?\nMiss Adair: The motion is that the transfer be made from the bylaws to the\nStanding Rules, of that part of the bylaws pertaining to qualifications of directors.\nMr. Lefkowitz: With the distinct understanding, Madam Chairman, that the ques¬\ntion of its adoption and validity is to be determined subsequently, after the record\nhas been examined.\nMiss Adair: I will be very glad to accept that distinct understanding.\nMrs. Lindlof: I think that we should not treat this matter in such a light manner.\nI think it is very important that the N.E.A. should have as many members from\nNew York City as it is possible to get. If you are, deliberately, by your bylaws or\nrules, going to exclude thirty-eight thousand teachers, I think you are making a\nvery great mistake. If you are making it impossible to repeal an obnoxious bylaw\nwhich many of us voted for without realizing what it meant, I think this convention\nshould go to work and rectify such a bad mistake as was made at Denver.\nPresident IV oodruff : The chair wants to ask Mr. Bottolfsen to explain that.\nMr. Bottolfsen: My recommendation as parliamentarian would be that you adopt\nthe recommendation by Miss Adair because it would be so much easier to correct\nthe situation now existing. If no action is taken, it will remain as a bylaw, which\nunder our rules will require a very round-about procedure to correct. On the other\nhand, if it is adopted at the present time, this convention can take action before\nfinal adjournment.\nMrs. Lindlof: Do the rules provide that to amend a rule or to abolish a rule you\nmust have a two-thirds vote?\nMr. Bottolfsen: They\nin the Journal.\nMr.\nlation\nMr.\nMr.\n\nrequire that unless due notice has been given by publication\n\nLefkowitz: May I ask the parliamentarian to indicate where there is a regu¬\nthat a law requires a two-thirds vote?\nBottolfsen: That is a rule which has been adopted by the N.E.A.\nLefkowitz: Where and when was that ruled, who adopted the rule, and by\n\nwhat vote? We are guided by the constitution and bylaw's and I find no such pro¬\nvision in either.\nMiss\n\nAdair:\n\nPresident\n\nThat\n\nwas\n\nadopted\n\nW oodruff : Does\n\nby unanimous\n\nthat answer\n\nyour\n\nconsent\n\nthis morning.\n\nquestion?\n\nMr. Lefkowitz: No. The parliamentarian distinctly stated that it would be con¬\nsiderably easier. Obviously, things are being done by unanimous consent and nobody\nknows the import of anything. If you are going to have a rule on the presumption\nthat the rule is easier to adopt than a bylaw, that is one thing, but what we have\nhere is practically putting every bylaw\n\nand rule in the same\n\ncategory\n\nas a consti¬\n\ntutional amendment, something that is unheard of according to Robert’s Rules of\nOrder. You will find that bylaws can be amended by majority vote. I do not know'\nwhy this committee is deliberately seeking to tie up this convention so that it cannot\nact as long as a minority of one-third refuses to act.\nMr. Bottolfsen: I refer Mr. Lefkowitz to the bottom\nManual for Delegates, which reads as follows:\n\nof page\n\n11 of his Official\n\nThe Standing Rules may be amended at the annual meeting of the Representa¬\ntive Assembly without notice, by a two-thirds vote of the Representative Assembly\nand by a majority vote of the Representative Assembly if the amendment shall\nhave been proposed in writing at the annual business meeting next preceding the\none at which action is taken.\nMr.\n\nLefkowitz:\n\nMadam\n\nChairman,\n\nI move\n\nreconsideration\n\nof the adoption\n\nof\n\n"}
{"page": 726, "printed_page": null, "text": "720\n\nNational\n\nthat resolution\n\nfor amendment\n\nEducation\n\nAssociation\n\non the grounds\n\nthat it will tie up this body\n\nso that\n\nwhen it is asked to make a necessary change, it will be unable to do so.\nMr. Joseph H. Saunders (Virginia) : Madam\nChairman, since it was adopted\nunanimous\n\nconsent,\n\nwould\n\nit not take a unanimous\n\nconsent\n\nfor reconsideration?\n\nMr. Bottolfsen: Not on this. A two-thirds vote can make a recommendation\nreconsideration. We are merely expediting the business of the convention when\nask for unanimous consent.\nPresident IV oodruff : Is there a second\n(The motion was seconded.)\n\nto Mr.\n\nby\nfor\nwe\n\nLefko'witz’ s motion?\n\nMr. Lefko'witz: If this convention fails to adopt the motion\nup in such a way that no necessary change can be made before\n\nmade, it will be tied\na year unless you get\n\na two-thirds vote. That means that a minority of one-third can stop this great\nbody and render it helpless when it wants to do something. Frankly, I have yet to\nfind any\n\nconstitution\n\nof a deliberative\n\nbody\n\nthat would\n\nthus tie itself up.\n\nWe are supposed to be guided by Robert’s Rules of Order and it distinctly states\nthat even bylaws should be adopted by a majority vote, and here we are taking\nmere\nvote.\n\nrules and\n\nPresident\n\nmaking\n\nit impossible\n\nto change\n\nPC oodruff : Is there further\n\nthose\n\nrules except\n\nby a two-thirds\n\ndiscussion?\n\nMr. Saunders: Another question, Madam President. If we reconsider the propo¬\nsition to adopt, as to the amendment to the Standing Rules and the matter under\ndiscussion\n\nwhich\n\nis now\n\na part of the bylaws,\n\namendment under the bylaws on\ngentleman from New York would\nbe much\n\nmore\n\nI am\nNew\n\nstringent if we\n\na member\n\nYork\n\nit not go back\n\n63, which is much\nfor the amendment\n\nof Directors\n\nfor a separate\n\nand\n\nwe\n\nrepresentation\n\nto the rules for\n\nmore stringent than the\nwhich he wishes. It will\n\ndo not adopt the action now\n\nof the Board\n\ndelegation\n\npage\nhave\n\nwould\n\nproposed.\n\ntry to meet\n\nthe wishes\n\nin this Association\n\nof the\n\nand\n\nin the\n\nBoard of Directors, because we want all of the teachers of New York City as mem¬\nbers of this great body. What we are proposing here this morning is in the interests\nof this action which the New York delegation wants.\nIf the gentleman\ndo what\n\nthey wish\n\nfrom\n\nNew\n\nbecause\n\nYork\nwe\n\nwants\n\nare\n\nhis action, we\n\nalready\n\ncannot\n\nhave\n\nthis convention\n\ntied up by the bylaws,\n\nas set forth on\n\npage 63. If we adopt the standing action, will we not open the way\nto do just the very thing that the people from New York want?\nMr.\n\nBottolfsen:\n\nThat\n\nis exactly what\n\nwe\n\ndo\n\nwant\n\nand\n\nat this convention\n\nthat is what\n\nexplain, that if this action proposed by Mr. Lefko'witz is adopted,\nin the bylaws where it has been for the last two or three years.\n\nI tried to\n\nthe matter\n\nis then\n\nMr. Lefko'witz: May I ask the parliamentarian where, if my motion is adopted,\nthere is anything that says that we cannot proceed to make the adoption of a rule\nby majority?\nMr.\n\nBottolfsen:\n\nI am\n\nMr.\nMr.\n\nLefko'witz: That\nBottolfsen: Yes.\n\nMr. Lefko'witz: Then\nnot hold because if my\n\nconfident\n\nis true, but can\n\nBottolfsen:\n\nwe\n\nvote.\n\ndo it?\n\nmy motion is in order. The objection of Mr. Saunders does\nmotion is adopted we can then immediately move that we\n\nloosen up these resolutions\nto its best interests.\nMr.\n\nthat it will require a two-thirds\n\nso that this body\n\nOf course\n\nthe same\n\ncan\n\nbreathe\n\nresults would\n\nfreely and\n\nbe attained\n\nact according\n\nif it were\n\nhandled\n\nthe other way. It makes no difference to the parliamentarian how it is handled,\nit would expedite matters if it were adopted as suggested, and then corrected.\nMrs.\n\nLindlof:\n\nWhat\n\nwe\n\ndesire is that this regulation\n\nin regard\n\nto Standing\n\nbut\n\nRules\n\nbe changed so that the Standing Rules may be amended by a majority vote. That\nwould mean that we could change things other than this particular one that we are\nasking\n\nfor now\n\nanything\n\nwhich\n\nPresident\nyour\n\nby immediate\nis important\n\naction. We\n\nenough\n\nIV oodruff: Secretary\n\nquestion.\n\nthink\n\nthe rules should\n\nto get the majority\n\nGivens\n\nhas a word\n\nvote\n\nbe in regard\n\nto\n\nof the convention.\n\nto say that will perhaps\n\nanswer\n\n"}
{"page": 727, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nSecretary Gwens: This matter came up yesterday and was\nof Directors meeting and was postponed until this afternoon.\n\nIt seems\n\nto me\n\nthat if we\n\ncould\n\ncarry\n\nPresident\n\nI withdraw\n\nIV oodruff : Miss\n\nmy\n\nmotion\n\nAdair\n\ndiscussed\n\nat the Board\n\nthis matter\n\nBoard of Directors act on it this afternoon\nbe the easiest way to handle it.\nMr. Lefkoveitz:\nmay be adopted.\n\n721\n\nand\n\nover until tomorrow, let the\nbring it back tomorrow, that would\n\nin order\n\nthat the suggestion\n\nwill continue\n\nof Mr.\n\nGwens\n\nher report.\n\nMrs. Frances W. Kroner (New York) : According to parliamentary procedure,\nyou have forgotten that this bylaw eliminates from ever becoming an N.E.A. director,\nthe great mass of teachers who are not members of local organizations. In our\nparliamentarian\n\nprocedure\n\nwe\n\nhave\n\nbeen going\n\nthru today we\n\nhave\n\nlost sight, while\n\nthis is now in the bylaws, of the fact that unless you have a local organization you\ncan never, even tho you belong to the N.E.A., become a state director. Am I correct?\nPresident IV oodruff: That is what we are trying to correct.\nMrs.\n\nKroner:\n\nIn the name\n\nSecretary Givens:\nMrs. Kroner: The\nof this nation\nSecretary\n\nwho\n\nof democracy,\n\nI ask that this be cleared\n\nup.\n\nThat is the very point we are trying to straighten out.\npoint is that it is not alone New York City; it is all the teachers\nare not organized\n\nGivens:\n\nYour\n\ninto local organizations.\n\npoint is well expressed.\n\nPresident Woodruff : A motion was\nforgotten it. I will ask her to repeat it.\n\nmade\n\nMiss Adair: My motion was that we\nStanding Rules. We are exactly where\n\ntransfer that section from the bylaws to the\nwe were, I mean as far as the situation is\n\nconcerned,\nby Mr.\n\nexcept that it is easier to amend\n\nby Miss\n\nAdair\n\nthe rules. That\n\nbut perhaps\n\nmotion\n\nwe\n\nhas been\n\nhave\n\nseconded\n\nShave.\n\nPresident W oodruff : You have heard the motion, which has been seconded. Unani¬\nmous consent is asked for the adoption of the motion. Is there any objection?\nMr. John IV. Thalman (Illinois): Madam\nunanimous consent to this proposition.\n\nPresident,\n\nI am\n\nMiss Adair: I am perfectly willing to do what you want.\nthis over until tomorrow? If so, I withdraw my motion.\nMr.\n\nSaunders:\n\nMadam\n\ntable until tomorrow’s\nMiss Adair:\n(The motion\nPresident\ntomorrow.\n\nPresident,\n\nI move\n\nthat the pending\n\nDo\n\nsorry\n\nto deny\n\nyou\n\nwant\n\nmotion\n\nyou\n\nto hold\n\nbe laid on the\n\nsession.\n\nI accept Mr. Saunders’\nwas seconded.)\n\nIV oodruff : It has\n\nbeen\n\nmotion.\n\nmoved\n\nand\n\nseconded\n\nthat this be tabled\n\nuntil\n\nMiss Helen H. Mars (New York) : A point of information! So far as I can see,\neven if this is laid on the table, the status of the procedure for the changing of a\nstanding rule remains\nmorrow ?\nMr.\nand\n\nBottolfsen:\n\nI would\n\nthat this be placed\n\nMr.\n\nSaunders:\n\nMiss\n\nMars:\n\nMy\n\nthe same.\n\nIs that point to be taken\n\nsuggest\n\nthat Mr.\n\nin abeyance\n\nI take back\n\nmy\n\nSaunders\n\nBottolfsen:\n\nMiss\n\nAdair:\n\nIf you\n\nto¬\n\nwithdraw\n\nhis recommendation\n\nanswered.\n\nIs the question\n\nLefkoveitz\n\nbrought\n\nmotion.\n\npoint of information\n\nhas not been\n\nof a\n\nthe matter\n\nYes, it will.\n\nI have\n\nwill turn\n\nat the convention\n\nuntil tomorrow.\n\nchange in a standing rule by a two-thirds vote, as Mr.\nbefore you, going to be acted upon tomorrow?\nMr.\n\nup\n\none\n\nto page\n\nmore\n\namendment\n\n53, Article\n\nwhich\n\nII, Section\n\nis not printed\n2, I propose\n\nin the manual.\n\nthat you\n\namend\n\nthe\n\nfirst sentence in line three by omitting the word “and,” and by adding the words,\n“and the three members of the Executive Committee to be elected by the delegates,”\nand\n\nadding\nAt\nday\n\nthe word,\n\n“treasurer.”\n\nthe first business\nof the annual\n\nmeeting\n\nmeeting\n\nThe\n\nsentence\n\nwill then read\n\nof the Representative\n\nof the Association,\n\nas follows:\n\nAssembly,\n\nnominations\n\non\n\nthe second\nfor the following\n\n"}
{"page": 728, "printed_page": null, "text": "National\n\n722\n\nEducation\n\nAssociation\n\nofficers shall be made: president, vicepresidents, treasurer, and\nbers of the Executive Committee to be elected by the delegates.\n\nthe three\n\nmem¬\n\nThat is what we voted to do and it is simply writing it into the bylaws. I move\nthe adoption of this amendment and it is seconded by Miss Read of Colorado.\n(The motion was carried unanimously.)\nMr. Bottolfsen: In order to keep our records\n\nstraight, I would\n\nLefko'U'itz give notice at this time that he may tomorrow\nof the question which we have been discussing.\nMr. Lefkovitz: I so move, Madam Chairman.\n(The\n\nmotion\n\nwas\n\nseconded\n\nmove\n\nsuggest\n\nfor reconsideration\n\nand passed.)\n\nPresident Woodruff : The next item is a special report by the Executive\non amendments, which will be presented by Mr. Pratt.\nMr.\n\nOrville\n\nC. Pratt\n\nthat Mr.\n\n(Washington)\n\n: I imagine\n\nbeen somewhat confused by the attempt\ning to streamline our bylaws and rules.\n\nwhich\n\nthat a good\n\nhas been\n\ngoing\n\nmany\n\nCommittee\n\nof you\n\nforward\n\nhave\n\nthis morn¬\n\nA year ago, at Detroit, some suggestions made by the Committee on Reorganization\nwere referred to the Executive Committee, and on February 26, action was taken\nby the Executive\n\nCommittee.\n\nI am\n\nbringing\n\nto you now\n\nthe points that were\n\nreferred\n\nand the action taken by both the Executive Committee on February 26 and by the\nBoard of Directors yesterday.\nI move that the recommendations of the Executive Committee and of the Board\nof Directors be approved by this Representative\nPresident Woodruff: Is there a second?\n\nAssembly.\n\nMr. Albert L. Smallheiser (New York) : I move\nMrs. Lindlof: I would like to second that.\nMr. Pratt: I stated, to begin with, that in case\none at a time.\nThe\n\nfirst point is: Is it desirable\n\nto have\n\nthat we\n\nof objection, they can be acted on\n\na second\n\nvicepresident\n\nUnited States at large at the same time and in the same\nof the Association? The action was affirmative.\nMrs.\n\nLindlof:\n\nMadam\n\nvicepresident?\nMr. Pratt: The\nMrs.\nWe\n\nLindlof:\n\nall know\n\nChairman,\n\nfirst vicepresident\nMadam\n\nChairman,\n\nthat in general\n\nI have\n\ntake these items seriatim.\n\na question.\n\nmanner\nWhat\n\nhappens\n\nis promptly\n\nlaid on the shelf.\n\nI am\n\nmuch\n\nvery\n\nthe vicepresidency\n\nelected from\n\nopposed\n\nthe\n\nas is the president\nto the first\n\nto this proposition.\n\nis an honorary\n\nposition and\n\nnever\n\namounts to anything very much other than that, and people do not give the usual\nthought to the election of a vicepresident that they do when they are choosing a\npresident.\nI believe\n\nthat\n\nanything\n\nthat minimizes\n\nthe\n\nimportance\n\nof the presidency\n\nand\n\nmakes it possible for somebody of not very much importance to be elected as a vicepresident should be corrected. I know that I have voted for vicepresidents every\nyear\n\nwithout\n\nknowing\n\nvery\n\nmuch\n\nabout\n\nthem.\n\nThe\n\nonly reason\n\nthat I had\n\nwas\n\ngiven\n\nby a man, not a woman, that we ought to vote for this lady because she was very\ngood looking. I think it is all right to vote for a lady for a vicepresident because\nshe is good looking, or for a man because he is good looking, provided they also\nhave some brains.\nPresident Woodruff: I think Mr. Pratt can answer that objection.\nMr. Pratt: Far be it from me to explain how I happen to be vicepresident.\n\nIt is\n\nimmaterial to me what you do with these recommendations. We had to do some¬\nthing with them.\nThe motion which I made was that a second vicepresident be elected, who will,\nin case of incapacity\" of the president, act as a presiding\nwas seconded. That is the status of it.\nDelegates : Question! Question!\nMr. Lcfkoveitz: I still do not know\nMr.\n\nPratt:\n\nThe\n\nhaps they have\n\nhad\n\nfirst vicepresident\nenough\n\nwhy\n\nthey are skipping\n\nofficer, and\n\nthis motion\n\nthe first vicepresident.\n\nwas\n\nthe president\n\nof the year before, and per¬\n\nof him. It was\n\nthe judgment\n\nof our Reorganization\n\nCom-\n\n"}
{"page": 729, "printed_page": null, "text": "Associational\n\nRecords\n\nmittee that this second vicepresident\nable to succeed the president.\nDelegates : Question!\n\nshould\n\nand\n\n723\n\nInformation\n\nbe carefully\n\nselected and\n\nshould\n\nbe suit¬\n\nQuestion!\n\n(The motion was carried unanimously.)\nMr. Pratt : The second point is really a part of the first point.\nIs it desirable\nhave this second\nI move\n\nin the case of a vacancy in the presidency\nvicepresident succeed to the presidency?\n\nthe adoption\n\nof the Association\n\nto\n\nof this point.\n\n(The motion was seconded and carried, although a few opposing votes were cast.)\nMr. Pratt: Number 3: Is it desirable in the case of another vacancy to have the\nBoard\n\nof Directors\n\ngiven\n\npower\n\nto name\n\na president\n\nto serve\n\nthru the next\n\nmeeting? The action of the Executive Committee of the Board\nshould be left with the Executive Committee, and I so move.\n(The motion was seconded and carried unanimously.)\nMr. Pratt: Number 4: Is it desirable to have the United\ndistricts with\n\na district vicepresident\n\nExecutive Committee\nthis does not become\n\nelected from\n\nthat this matter\n\nStates divided\n\neach?\n\nand the Board of Directors was\neffective. I presume, however,\n\nwas\n\nThe\n\nannual\n\nanswer\n\ninto twelve\n\ngiven\n\nby the\n\n“No.” No action was taken and\nthat we should vote on it.\n\nDelegate (New York) : I should like to know the reason for that recommendation.\nMr. Pratt: Do you mean the reason for the recommendation or for its being voted\non\n\nnegatively?\n\nDelegate: What we want to know is, if that question\nbelieve it was desirable to have twelve districts?\nMrs.\n\nLindlof:\n\nWhy\n\ndid somebody\n\nwant\n\ntwelve\n\ncame\n\nup, why\n\ndid someone\n\ndistricts?\n\nMr. Pratt: Dean Taylor of the University of Kentucky was the chairman of the\nReorganization Committee and it was one of the large number of points which they\nbrought\nreasons\nMrs.\n\nup and one on which they acted favorably.\nthere might have been for it.\n\nI do not know\n\nLindlof:\n\nbe good?\n\nIs there any\n\nreason\n\nwhy\n\nit would\n\nMr. Pratt: Well, I am suggesting, Mrs. Lindlof, that we\nneed to pursue it in case we take no action?\nPresident\n\nWoodruff:\n\nWill you\n\ntake the next item, Mr.\n\njust what\n\ndetailed\n\ntake no action, so do we\n\nPratt?\n\nMr. Pratt: Next, is it desirable, in order for a local member to be eligible as a\ndelegate to the Representative Assembly, for such local member to have been for\ntwo\n\nyears immediately\n\npreceding\n\nthe election, an active member\n\nof the N.E.A.\n\nand\n\na member of the state, district, or territorial association? Our answer is “No” to this\nsuggestion, and in the absence of a motion, the action, of course, will be negative.\nThe next point is, is it desirable, if the delegate is to represent a local affiliated\nassociation, that he have as a prerequisite two years’ membership in such associa¬\ntion immediately preceding the election, except for a newly organized association?\nAgain our recommendation was “No,” and that requires no motion.\nI move that the various matters considered be referred to the Rules\nfor further action.\n(The motion\nunanimously.)\nPresident\nMiss\n\nIt is on page\nfinances\n\nseconded\n\nWoodruff:\n\nAdair:\n\nassociations\n\nwas\n\nI am\n\nwere\n\nWalter\n\nI think Miss\n\nD.\n\nAdair\n\nG allagher\n\nwants\n\nsorry, but I did not present\n\n12. This\nwith\n\nby\n\namendment\n\nwas\n\nlarger memberships\n\nconcerned,\n\nto bring\n\none\n\nit did not work.\n\nand who should pay $10, so they asked\nment, which I will read to you.\n\nand\n\na larger fee. We\nIt was\n\nthe Rules\n\nback\n\nand\n\ncarried\n\none feature.\n\narticle that is still in the book.\n\nput in last year\npay\n\nof Vermont\n\nCommittee\n\nhard\n\nwe\n\nvoted\n\nfound\n\nto decide\n\nCommittee\n\nto make\n\nlocal\n\nout that as far as\nwho\n\nshould\n\nto propose\n\nan\n\npay $5\namend¬\n\n“I move that Article II, Section 4, on page 54 of the New York Manual for Dele¬\ngates, be amended by striking out the following rules: Beginning in the seventh line,\nthese are the words to strike out: ‘Shall be $10 except the fee of affiliated local asso¬\nciations with less than two hundred N.E.A. members.’”\n(Motion to adopt was made by Amy H. Hinrichs of Louisiana and seconded by\nMiss\n\nRead,\n\nand\n\nwas\n\ncarried\n\nunanimously.)\n\n"}
{"page": 730, "printed_page": null, "text": "724\n\nNational\n\nDelegate\n\n(New\n\nYork):\n\nA\n\nEducation\n\nAssociation\n\npoint of information!\n\nWe\n\nask for a ruling from\n\nthe\n\nChair on the action taken immediately preceding the completion of Miss Adair’s\nreport, whereby this Assembly referred to the Committee on Rules, as I understand\nit, the two points which, according to Mr. Lefkowitz’s announced intention, are\nreferred for discussion tomorrow and will necessarily come before us. As I see it, we\nhave taken action which to a very great extent will impede our full and frank dis¬\ncussion of the very points about which we talked so long this morning, and it seems\nto me that we should not at this time refer this matter back to the Rules Committee.\nI put the question to you.\nPresident IV oodruff : I will ask Mr.\n\nBottolfsen\n\nto answer\n\nit.\n\nMr. Bottolfsen : The matters in Mr. Pratt’s report have been referred to the Rules\nCommittee. The other matters to be discussed by Mr. Lefkowitz will come up in\ndue time in the course of tomorrow’s meeting.\nPresident IV oodruff : Does that answer your\nDelegate:\n\nThen,\n\nquestion?\n\nI take it as the ruling of the parliamentarian\n\nhave just taken in no way affects our\nindicated by Mr. Lefkowitz ?\nMr. Bottolfsen: That is correct.\n\nright to act on\n\nthat the action we\n\nthe motion\n\nto reconsider\n\nas\n\nPresident IV oodruff: The next order of business is the announcement of arrange¬\nments for voting. This will be given by Mr. Banks, assistant superintendent of\nschools in Birmingham, Alabama, chairman.\nAir. L. Frazer\n\nBanks\n\npeople for president,\n\n(Alabama)\n\nsome\n\n: In just a few minutes, you will nominate\n\nvicepresidents,\n\nand\n\nmembers\n\nof the Executive\n\nseveral\n\nCommittee.\n\nElection for those people will be held tomorrow, Wednesday. People who are to\nmake nominating and seconding speeches will please do so from the platform so that\neverybody\n\ncan\n\nhear\n\nthem.\n\nAfter\n\nthese announcements\n\nthere will be a brief inter¬\n\nmission, and I suggest that during that time those people who expect to make nomi¬\nnating and seconding speeches, come to the platform so as to save the time of the\nconvention.\nPresident IV oodruff : Thank you, Air. Banks. We will now have a brief inter¬\nmission, following which we will proceed to the nomination of officers.\n(Intermission.)\nPresident IV oodruff: The next order\ndency, and I will now turn the meeting\n(Secretary\n\nGivens\n\nassumed\n\nof business is the nomination\nover to Air. Givens.\n\nfor the presi¬\n\nthe chair.)\n\nSecretary Givens: We will call the roll by states for the nominations for president\nof the National Education Association for the coming year. The Rules Committee\noutlined the rules this morning, and if I understand correctly, the speech for presi¬\ndent is not to exceed five minutes, and there will be only two seconding speeches, and\nthey must\n\nnot exceed\n\ntwo\n\nminutes\n\neach.\n\nAlabama — Alaska —\nAlaska:\nMiss\n\nAlaska\n\ngives way\n\nWilhelmine\n\ngraciousness\n\nE.\n\nof Alaska.\n\nto Pennsylvania.\n\nHummel\nI have\n\n(Pennsylvania)\n\nthe honor\n\n: Pennsylvania\n\nof presenting\n\nappreciates\n\nas candidate\n\nthe\n\nfor the presi¬\n\ndency of the National Education Association for 1938-39, the name of Air. Reuben T.\nShaw. Being a classroom teacher, I consider it a great privilege to nominate an out¬\nstanding fellow worker.\nMr. Shaw has been active in the Philadelphia Teachers Association and the Penn¬\nsylvania State Education Association for many years. He has contributed much\ntoward\n\nthe passage\n\nof legislation\n\nrequiring\n\nhigher\n\nqualifications\n\ngranting them better salaries. He has helped secure one\ntems for public school employes in the United States.\n\nfor teachers\n\nand\n\nof the best retirement\n\nsys¬\n\nNeither does Mr. Shaw rest content after a goal has been realized, but he con¬\ntinues to guard what has been won and works unceasingly for improvements. Having\nhad such excellent training in securing the cooperation of legislators, citizens, and\nteachers\nciation.\n\nthemselves,\n\nhe was\n\nready\n\nwhen\n\nneeded\n\nby the National\n\nEducation\n\nAsso¬\n\n"}
{"page": 731, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n725\n\nInformation\n\nIn 1907 no provision was made for a Representative Assembly or for any possible\nchange in the setup of the Executive Committee, Board of Trustees, or Board of\nDirectors of the National Education Association except by another act of Congress.\nIn 1920 an amendment to the original charter, which provided for a Representative\nAssembly in accordance with bylaws, was\ncould revise its Representative Assembly,\n\ngranted by Congress. Now the N.E.A.\nbut it could not change the Executive\n\nCommittee, Board of Directors, or the Board of Trustees without an act of Con¬\ngress. In 1934 an amendment to the bylaws was passed by which approximately one\nhundred and fifty ex-officio members were removed from the Representative As¬\nsembly. In 1934 also the Representative Assembly approved the appointment of a\ncommittee to ask Congress to change\ntion in reference to life directors.\nDo\n\nyou\n\nknow\n\nthat Mr.\n\nReuben\n\nCommittee\n\nto revise the charter?\n\nthe whole\n\nsetup\n\nBoard\n\nregarding\n\nof Trustees\n\nshould\n\nthe charter\n\nT. Shaw\nLeading\n\nin delays. However,\n\neighteen\n\nchanges\n\nin the charter. These\n\ninto law\n\nin June\n\n1937.\n\nyou know\n\nwho\n\nuntiringly\nNow\nwas\n\nactually formulated\n\nuntil they became\n\nthe problem\n\ndecided\n\nwas\n\nlaw?\n\nwhat\n\nNone\n\npresented\n\nof Directors,\n\nand\n\nand placed\n\nin the bylaws.\n\nThis\n\ndefinitely adopted\n\nto Congress\n\nenacted\n\nand\n\nwho\n\nworked\n\nAfter\n\nmuch\n\ntalk, it\n\nthe matter\n\nafter a\n\nShaw!\n\nthe past presidents.\nshould\n\nwould\n\nplans for\n\nand were\n\nof these changes\n\nAssembly\n\nof that\n\nthe Board\n\nother than Mr.\n\nboth sides of the question\n\nchairmaji\n\nthat\n\nat Portland\n\nmost\n\nto do with\n\nthat the Representative\n\ndebate, in which\n\nwere\n\nwas\n\nAssocia¬\n\nrecommended\n\nCommittee,\n\nthe convention\n\nEducation\n\nof Congress\n\nout of the charter\n\nresulted\n\nDo\n\nof Philadelphia\nmembers\n\nthe Executive\n\nbe taken\n\nof the National\n\nvote\n\nupon\n\nbe presented\n\nby able leaders. The\n\npresident of the Board of Trustees was given ten minutes to show why the group\nshould be retained. Mr. Shaw was allowed ten minutes to oppose their continuance.\nThose\n\nof you\n\npresented\nproved\n\nwho\n\nthe case\n\nhimself\n\nwere\n\npresent\n\nduring\n\nfor democracy;\n\nin the midst\n\nhow\n\nof tension\n\nthat debate\n\ncalm,\n\nknow\n\ncourteous,\n\nand clashing\n\nhow\n\nably Mr.\n\ncourageous,\n\nand\n\nShaw\n\nable\n\nhe\n\nfeelings. As a result, by an over¬\n\nwhelming majority, the Representative Assembly approved Mr. Shaw’s presentation.\nThe Executive Committee formerly consisted of ex-officio members with only one\nmember elected annually by the Board of Directors. At the last convention, the\nRepresentative\n\nAssembly\n\nmodified\n\nthe Executive\n\nCommittee.\n\nIt now\n\nconsists of nine\n\nmembers, four being ex-officio as formerly, two elected by the Board of Directors,\nand three elected by the Representative Assembly.\nShall we move forward to keep the National Education Association the greatest\norganization\n\nof its kind?\n\nIf so, I herewith\n\npresent\n\na leader\n\nof whom\n\nyou\n\ncan\n\nwell\n\nbe proud ; whose clearsightedness, vision, courage, power, and unabated enthusiasm\nwill carry the National Education Association to further achievements.\nWith the fight for federal aid ahead, we must have an able leader, skilled in\ninitiating legislation, in handling\n\nlegislators and\n\nfor the quick solution of difficult problems,\nSuch a leader is Reuben T. Shaw!\n\nand\n\nCongressmen,\n\nin carrying\n\nSecretary\n\nGivens\n\n(continuing\n\nthe roll call) : Arizona.\n\nArizona:\n\nArizona\n\ngives way\n\nto Ohio.\n\nin organizing\n\nthru what\n\nplans\n\nhe begins.\n\nC. D. Van Tassel (Ohio) : Arizona, Ohio thanks you. Ohio ordinarily aims to keep\nat home her illustrious sons but now and then one will get away from her and go to\na neighboring state, sometimes to far-away states. Such a person is Reuben T. Shaw.\nReuben T. Shaw was born and received much of his education in Ohio. We believe\nhe has made\nas a whole.\nmade good.\n\nOhio\n\ngood\n\nin Pennsylvania,\n\nIf you have\n\nis pleased\n\nand\n\nfollowed\n\nhappy\n\nin Philadelphia\n\nhis work\n\nto second\n\nparticularly,\n\nin the N.E.A.,\n\nthe nomination\n\nyou\n\nand\n\nwill know\n\nof Reuben\n\nin the nation\nthat he has\n\nT. Shaw!\n\nSecretary Givens (continuing the roll call) : Arkansas — California — Colorado —\nConnecticut — Delaware — District of Columbia — Florida — Georgia — Hawaii — Idaho\n— Illinois — Indiana —\nMr.\n\nRobert\n\nB. Hougham\n\n(Indiana)\n\n: To\n\nconvey\n\nto you\n\nthe expression\n\nof love and\n\n"}
{"page": 732, "printed_page": null, "text": "726\n\nNational\n\nrespect and gratitude\n\nwhich\n\nEducation\n\nwe\n\nin Indiana\n\nAssociation\n\nbear\n\nour\n\ncandidate\n\nfor president\n\nof the\n\nN.E.A. would be impossible in the brief period allotted to us for that purpose. There¬\nfore, I will recall to you briefly some of his experiences, some of the service, and\nsome of the accomplishments of the man whom we are nominating and who we think\nwill make\nMr.\n\na wonderful\n\nCharles\n\npresident\n\nWilliams\n\nfor our National\n\nis secretary\n\nEducation\n\nof the Indiana\n\nAssociation.\n\nState Teachers\n\nAssociation.\n\nMr.\n\nWilliams’ teaching experience has been varied. Starting out as a teacher in a oneroom rural school, teaching for ten years in high school, serving as city superintend¬\nent for four years and as county superintendent for thirteen years, he has had an\nexperience\n\nof teaching\n\nand\n\nadministration\n\nwhich\n\nfits him, we\n\nthink, for meeting\n\nproblems of all our teachers and our administrators.\nMr. Williams has been a member of the Indiana State Teachers\n1892. He\n\nhas\n\nbeen\n\nof the Indiana\n\nthe secretary\n\nState Vocational\n\nof that association\n\nBoard\n\nfrom\n\nAssociation\n\nsince 1917. He\n\n1918 to 1922. He\n\nwas\n\nhas served\n\nthe\nsince\n\nsecretary\nas a mem¬\n\nber of our state board of education. He is a member of our Schoolmen’s Club in\nIndiana, a member of the City and Township and Town Superintendents. Naturally,\nhe has been a member of tfip N.E.A. since 1893. He served as president of the\nNational Association of State It. hers Associations in 1927. He has been a director\nof the N.E.A. since 1930, a member of the Budget Committee of the N.E.A., a mem¬\nber of the National Council of Education, and a member of the Educational Policies\nCommission. He was one of the founders of the Indiana Council on Education and\nthe managing\n\neditor of ibc Indiana\n\nBriefly, these are some\n\nTeacher.\n\nof the accomplishments\n\nof Mr.\n\nCharles\n\n0. Williams,\n\nbut he\n\nis more than that to us in Indiana. He\na 1r,vcr of children, a champion of teachers’\nrights, and has been in the forefront of every battle before our legislature to de¬\nvelop and advance educational standards, teaching conditions, and teachers’ rights.\nBeing a member of our Legislative Committee in Indiana for the past twenty years,\nhe was in the forefront of our battle for teacher tenure rights in Indiana and for the\nrights of the teacher\n\nin the development\n\nof the Teachers’\n\nRetirement\n\nFund.\n\nIt happens that I am secretary of our Indiana Teachers’ Retirement Fund and Mr.\nWilliams has been on that board since the passage of the law in 1921. Always,\nalways,\n\nCharlie\n\nWilliams\n\nhas been\n\non the side of the teacher\n\nin all of the votes\n\nand\n\nactions of the Teachers’ Retirement Fund.\nWe love Charlie Williams because of his humanity. He has a philosophy of life\nthat is characterized, I think, by this statement: He believes that life is a measure\nto be filled rather\n\nthan\n\neducator,\n\nO. Williams!\n\nCharles\n\na goblet to be drained.\n\nWe\n\ngive you\n\nour\n\nphilosopher\n\nand\n\nSecretary Givens (continuing the roll call) : Iowa — Kansas — Kentucky — Louisiana\n— Maine — Maryland — Massachusetts — Michigan — Minnesota —\nDelegate\n\n(Minnesota)\n\n: Minnesota\n\nseconds\n\nthe nomination\n\nof Mr.\n\nShaw.\n\nSecretary Givens (continuing the roll call) : Mississippi — Missouri — Montana —\nDelegate (Montana) : Montana seconds the nomination of Mr. Shaw.\nSecretary Givens (continuing the roll call) : Nebraska — Nevada — New Hampshire\n— New Jersey — New Mexico — New York —\nMiss Ruth O. Ferguson (New York) : The New York State Teachers Association,\nthe Westchester Teachers Association, and the Mount Vernon Teachers Associa¬\ntion present the name of Mr. William H. Holmes, superintendent of schools, Mount\nVernon,\nciation.\n\nNew\n\nYork,\n\nIt is an honor\nVernon\n\nTeachers\n\nas a candidate\n\nfor me,\n\na teacher\n\nAssociation,\n\nfor president\n\nof the National\n\nof the first grade\n\nto tell you\n\nwhy\n\nwe,\n\nand\n\nEducation\n\npresident\n\nthe teachers\n\nAsso¬\n\nof the Mount\n\nof New\n\nYork\n\nstate,\n\nurge you to support him. His human understanding of the teacher’s problem is\nfounded upon his personal experiences as a teacher in rural, urban, and metropolitan\nareas. He has served as lecturer in school administration in the summer schools of\nDartmouth\n\nCollege, Bates\n\nCollege,\n\nand\n\nPennsylvania\n\nState College. He\n\nan educator not only in this country, but has also gained recognition\nspeaking countries as an advocate for international peace.\n\nis known\n\nas\n\nin the English-\n\n"}
{"page": 733, "printed_page": null, "text": "Associational\n\nMr.\n\nHolmes\n\nhas\n\nbeen\n\nRecords\n\na consistent\n\nand\n\nand\n\n727\n\nInformation\n\nmilitant\n\nworker\n\nfor permanent\n\ntenure,\n\npension, and adequate salaries. It was by his untiring efforts, courage, and persistance that the teachers of Mount Vernon have their present salary and sick leave\nschedules. While we contributed generously to the budget, our full maximum salary\nschedule was maintained, and today our salaries have been restored.\nFor absence due to illness we are allowed each year thirty days’ full pay and\nthirty days’ half pay. During the past few years no curriculum offerings were\nabolished, and while other systems dropped teachers by the scores and hundreds,\nno teacher in Mount Vernon was dropped. Mr. Holmes is responsible for establish¬\ning our plan of death benefit insurance whereby a substantial sum is paid to the\nfamily of any contributing teacher whose death occurs during service or after re¬\ntirement. We also have a loan fund for the benefit of teachers who thru illness or\nmisfortune\n\nare in need of money. It may be of interest to you to know\n\nhow\n\nthis fund\n\nwas established and will show you Mr. Holmes’ thoughtfulness of others. A group\nof teachers wished to honor Mr. Holmes by having his portrait painted. Altho he\ndeeply appreciated the honor, he objected to having the money used that way and\nrequested that the money be put into a loan fund for the benefit of his teachers.\nMr.\n\nHolmes\n\nhas\n\nalways\n\nbeen\n\nalert to promote\n\nclassroom\n\nteachers.\n\nTen\n\nof our\n\nfifteen principals were formerly classroom teachers. One of our buildings, the\nSophie J. Mee School, is named in honor of a primary teacher who died in service.\nMr.\n\nHolmes\n\nphysical needs\nSchool\n\nwas\n\none\n\nof the first educators\n\nof the individual\n\nOrganization\n\nand\n\nchild. As\n\nthe Individual\n\nto recognize\n\nthe\n\neducational\n\na writer, speaker, and\n\nChild, he has always\n\nand\n\nthe author\n\nof\n\nstood consistently\n\nfor\n\nindividualizing the schools to meet the needs of the individual child.\nHe is a pioneer advocate and worker for the rights of classroom teachers to\norganize into active associations with freedom of thought, speech, and action. We\nas teachers know what this stand on his part has meant. We also have the privilege\nof appearing before our board of education and bringing before it any problem\nwhich is essential and vital to our welfare.\nThe teachers of Mount Vernon know Mr. Holmes as a sincere and sympathetic\nman. Any teacher who has been ill or who has had any sadness has found him to\nbe the first to offer assistance and sympathy.\nIn trying to tell you a little of our candidate’s good points, I have only given you\nan introduction. I have done so with the hope that something that I have said will\nmake you want to know him better — will make you want to follow thru some\nroadways of thought to which I have but barely pointed.\nMr.\n\nHolmes\n\nstands\n\nfor honesty,\n\nloyalty, perseverance,\n\njustice, vision.\n\nHe\n\nof the\nis a\n\nforceful leader and planner, a militant advocate for democracy in the N.E.A., a\ndoer, not a theorist, a progressive thinker, a staunch defender for the rights and\npromotions of classroom teachers. Mr. Holmes is a man of inspiring character!\nFor life is the mirror of king and slave,\n’Tis just what we are and do,\nThen give to the world the best you have,\nAnd the best will come back to you.\nIn these simple lines the poet has expressed the very spirit of this great N.E.A.\nIn keeping with this spirit Mount Vernon is offering its best to the nation with full\nconfidence that her candidate will adequately meet the opportunities, the responsibili¬\nties, the duties inherent in the office of president.\nSecretary\n\nGivens\n\n(continuing\n\nthe\n\nroll call) : North\n\nseconds\n\nthe nomination\n\nCarolina — North\n\nDakota —\n\nOhio — Oklahoma — Oregon —\nDelegate\n\n(Oregon)\n\n: Oregon\n\nof Mr.\n\nShave.\n\nSecretary Givens: Puerto Rico — Rhode Island — South Carolina — South Dakota —\nDelegate (South Dakota) : South Dakota seconds the nomination of Mr. Shave.\nSecretary Givens: Tennessee — Texas —\nDelegate (Texas) : Texas seconds the nomination\nSecretary\n\nGivens:\n\nof Mr.\n\nShave.\n\nUtah — Vermont — Virginia — Washington —\n\n"}
{"page": 734, "printed_page": null, "text": "728\n\nNational\n\nDelegate\n\n(Washington)\n\nEducation\n\n: Washington\n\nseconds\n\nAssociation\n\nthe nomination\n\nof Mr.\n\nShaw.\n\nSecretary Gwens: West Virginia — Wisconsin — Wyoming.\nMiss Rose E. Boggs (Indiana) : Education must and will go forward\n\nunder\n\nthe\n\nleadership of one who is able to know and solve the problem that confronts it. It\nis undeniably true that a good leader makes better schools, and to have better\nschools we must have classroom teachers who are happy in their work, who possess\na sense of security in their positions, and who can face retirement with ease. That\nleader who has had the experience of a real classroom teacher, who has served the\nprofession in various capacities, and who has fought the battles in the legislative\nhalls, can best forward the principles that were preserved and will promote an\neducational system that will develop a finer citizenship.\nThe National Education Association needs and must have a leader with a broad\neducational\n\nvision and\n\na national\n\nscope of its problems.\n\nIndiana\n\ncan present the\n\nAssociation with such a leader. We present our friend, our counselor, and our cham¬\npion of all teachers in educational problems. He has served us well, and we know\nhe will extend to the members of the National Education Association that same fine\ntype of service. As president of the Indiana Teachers Association, which is com¬\nposed of more than sixteen thousand members, a very large part of which is made\nup of classroom teachers, he rendered invaluable service.\nIt is my happy privilege to second the nomination of Mr. Charles O. Williams ,\nexecutive secretary of the Indiana State Teachers Federation, for the presidency of\nthe National Education Association for 1938.\nMr.\n\nFrederick\n\nII olm es of Mt.\n\nIf. Law\nVernon\n\n(New\n\nYork)\n\n: As\n\nfor a long period\n\none\n\nwho\n\nhas\n\nknown\n\nof time, it gives\n\nme\n\nMr.\n\nWilliam\n\nH.\n\ngreat\n\npleasure\n\nto\n\nsecond his nomination. He is a friend of teachers, one whose record shows that he\nhas worked for the benefit of the teacher in the classroom so that that teacher might\nrise in the system that he has controlled, one whose emotions are with the children\nas is shown by the songs and the verses that he has written, one who has saved for\nhis teachers positions during a period of depression when in other places positions\nwere being declared vacant. Mr. Holmes has a personality and a power of speech\nthat in many respects are most remarkable.\nSome time ago, at my invitation, he addressed an audience in New York City and\nheld that audience of teachers not only spellbound but awakened them into a new\ninterest and a new pride in their profession. Here is a man who has the ability to\ninspire teachers and to think of teachers and of children rather than of subjects.\nMr.\n\nHolmes\n\nis a man\n\nwho\n\nhas\n\na philosophy\n\nof education\n\nthat is expressed\n\nso\n\npowerfully in his community that on two occasions great tributes have been paid to\nhim in his home neighborhood and he has been set forth by all who know him\nintimately and locally as a guiding and inspiring spirit.\nI second his nomination !\nMiss\n\nAnna\n\nthat is growing\n\nIrene\n\nJenkins\n\n(California)\n\nsteadily in our state. We\n\n: I have\n\nbeen\n\ninvited\n\nfeel that the primary\n\nto voice\n\na feeling\n\nfunction of a national\n\norganization is to render nationwide service; to render this service effectively re¬\nquires training plus experience. In selecting the head of any national organization,\nthen, it should be done on the basis of previous experience\ntion and the ability shown therein.\n\nrendered\n\nthat organiza¬\n\nStanding on the sidelines thru these many years, we have watched our National\nEducation Association levy on Mr. Holmes for service in different capacities. He has\nworked on committee after committee, and each time he has responded graciously\nand has served tirelessly and effectively.\nHis record as to his service to our National Education Association and the pro¬\nfession at large, and the faith placed in him by his own great state of New York,\ncertainly warrant our placing upon Mr. Holmes the responsibility and the honor of\nthe presidency of our great organization for the coming year.\nI am an advocate of the square deal. The election of Mr. Holmes consummates\na square deal. I am glad of the privilege of seconding the nomination of Mr. Holmes\nof New York state for the presidency.\n\n"}
{"page": 735, "printed_page": null, "text": "Associational\n\nPresident\nproceed\n(The\n\nWoodruff:\n\nThe\n\nto the nomination\n\nRecords\n\nInformation\n\nnominations\n\nfor president\nvicepresidents.\n\nof eleven\n\nare closed\n\nroll was\n\ncalled for nominations of vicepresidents,\nthe following nominations were made:)\n\nwhich\n\nDelegate\nAlaska.\n\n(Alaska)\n\n: Alaska\n\nnominates\n\nMr. John G. Pipkin (Arkansas)\nSouth Dakota, for vicepresident.\nMiss\n\nHelen\n\nfor\n\n: Arkansas\n\nnominates\n\n729\nand\n\nduring\n\nvicepresident,\n\nwe\n\n(California): California presents\nof Los Angeles for vicepresident.\n\nof\n\nErickson\n\nof\n\nEverett\n\nthe name\n\nwill now\n\nthe course\n\nR. L. Hunt\n\nF. Holt\n\nKnezevich\n\nOlson\n\nand\n\nof Madison,\n\nof Mrs.\n\nLaurel\n\nDelegate\n\n(Georgia) : It is a real privilege to have the opportunity of placing in\nfor one of the vicepresidents of this great organization, a real working,\nenthusiastic, professional educator, a man who is a member of every educational\norganization to which he may be affiliated, and who works at the job. He is a man\nwho has given free textbooks to the children of Georgia and library service to the\nrural children. He is a man who has delivered the goods, express charges prepaid.\nnomination\n\nI wish that I had the time to express to you the love and appreciation\nand other educators for this outstanding leading educator.\nIt gives me\n\ngreat\n\npleasure\n\nto place in nomination\n\nthe name\n\ncounty superintendent of schools, Decatur County, Georgia — one\nchoicest, most progressive and enthusiastic and able educators.\nDelegate (Massachusetts) : Massachusetts nominates\ndent. Mr. Willis has served the National Education\nand\n\nas a member\n\nchusetts\n\nof the Resolutions\n\nTeachers\n\nFederation.\n\nWe also appreciate\nand pep !\n\nthe value\n\nMr. Grover T. Stout\nMarshall, Michigan!\nDelegate\n\nWe\n\n(Minnesota)\n\nCommittee.\nas teachers\n\nof the three\n\nHe\n\n: Minnesota\n\nwishes\n\nC. Layton\n\nthe highest\nour\n\nGalbraith\n\npercent\n\nsuperintendents\n\n(Nevada)\n\nof teachers\n\n: As\n\nfinest,\n\nof the Massa¬\n\nof the three R’s.\n\nofficers — poise, personality,\n\nto extend\n\nHarley\n\nits hand\n\nstate director\n\na representative\n\nin the N.E.A.,\n\nof schools, Chester\n\nof Georgia’s\n\nthe value\n\nnominates\n\ndistant Alaska and place in nomination the untiring\nties, Everett Erickson, for vicepresident.\nMr.\n\nAvery,\n\nis a past president\n\nP’s in our\n\n: Michigan\n\nof Andrew\n\nN. Eliot Willis for vicepresi¬\nAssociation as vicepresident\n\nappreciate\n\n(Michigan)\n\nof Georgians\n\nW.\n\nHolmes\n\nof\n\nin friendship\n\nto\n\nof N.E.A.\n\nactivi¬\n\nof the state which\n\nhas\n\nin nominating\n\nof\n\nI take pleasure\n\none\n\nV. Davis!\n\nMiss Sarah Whitlock (New Jersey) : New Jersey is proud and happy to present\nto you Lester A. Rodes for vicepresident of the National Education Association.\nMr.\nserved\n\nRodes\n\nis a member\n\nas an N.E.A.\n\nof the Legislative\n\ndirector.\n\nDuring\n\nthat period\n\nour membership by 19 percent. We are very\nfor vicepresident. Lester A. Rodes!\nMr.\nwho\n\nA. M.\n\nWaller\n\nhas served\n\n(North\n\nDakota)\n\nfaithfully and\n\nCommission\n\nproud\n\n: North\n\nhonorably\n\nand\n\nof the N.E.A.,\n\nas N.E.A.\n\npresents\n\nsuccessfully\n\nhas\n\ndirector, he increased\n\nto present his name\n\nDakota\n\nand\n\nin nomination\n\nthe name\n\nfor a quarter\n\nof a man\n\nof a century\n\nin the public schools of our state. Last year he rounded out the twenty-fifth year of\nhis service as president of the North Dakota Education Association, of which he is a\nlife member. He has also been active in the N.E.A. for many years.\nWe therefore\nDakota !\n(Oregon\n\nseconded\n\n(Pennsylvania\nMr.\n\nplace\n\nin nomination\n\nthe nomination\n\nseconded\n\nJesse T. Anderson\n\nthe name\nof Mrs.\n\nthe nomination\n(South\n\nCarolina)\n\nof B. C.\n\nLaurel\n\nof Mr.\n\nOlson\n\nTighe\n\nof Fargo,\n\nNorth\n\nKnezevich .)\n\nEricksoji.)\n\n: It gives me\n\ngreat pleasure\n\nto present\n\nto\n\nthis great organization as one of the vicepresidents, M. E. Brockman, who is superin¬\ntendent of schools of Chester, South Carolina, and president of the South Carolina\nEducation Association.\nPresident Woodruff: Are there any other nominations? Just eleven have been\nhanded in. Nominations are now closed. The next nomination is for treasurer.\nMr.\n\nB. F. Stanton\n\n(Ohio)\n\n: Ohio\n\ntakes pleasure\n\nin presenting\n\nagain\n\nthe name\n\nof\n\n"}
{"page": 736, "printed_page": null, "text": "730\n\nNational\n\na man\n\nwas\n\nwho\n\nR. E. Offenhauer,\n\nOhio.\n\nEducation\n\nAssociation\n\nas treasurer\n\nelected in 1934 at Washington\npresident\n\nState University\n\nGreen\n\nof Bowling\n\nof this organization,\nof Bowling\n\nGreen,\n\nI have just one statement to make, and that is this: The fine record and the out¬\nstanding character of our nominee is such as to commend him to the confidence and\ncharacter of this office. We take pleasure in presenting him!\nJVoodruff:\n\nPresident\n\nAre\n\nnominations are closed. The\ntive Committee.\n\nthere\n\nEdith\n\nB. Joynes\n\n(Virginia)\n\nHall, state superintendent\nMr.\n\nHall\n\nhas worked\n\nand\n\nof the Execu¬\nCommittee,\n\nfor members of the Executive\nwere made:)\n\n: Virginia\n\nof Virginia,\n\nuntiringly\n\nIf not, the\n\nfor treasurer?\n\nare for three members\n\nnext nominations\n\n(The roll was called for nominations\nduring which the following nominations\nMrs.\n\nnominations\n\nother\n\nany\n\ntakes pleasure\n\nas a member\nsuccessfully\n\nin nominating\n\nof the Executive\nfor the teachers\n\nSidney\n\nB.\n\nCommittee.\n\nof Virginia\n\nand\n\nfor the boys and girls of Virginia. He has bettered our conditions in every way, and\nI am sure that he needs no introduction to this assembly. As chairman of the Legis¬\nlative Commission, Mr. Hall for several years has labored untiringly for federal aid\nand many of you have learned that we have gone farther in the past year than we\nhave ever gone before.\nSo it gives me great pleasure to nominate Mr. Sidney B. Hall !\nDelegate\n\n(Ohio) : The\n\nOhio\n\ndelegation\n\nand\n\nthe affiliated organizations\n\nunani¬\n\nmously endorse the candidacy of B. F. Stanton, superintendent of schools of Alliance,\nOhio. Mr. Stanton is known in every part of the state of Ohio and I think in many\nstates of the Union. He has been a teacher, a high-school principal, superintendent\nof schools, teacher in college and university. He has served our state for two terms\nas president of the state association. He has been state director of the National\nAssociation for three years. He has been executive secretary of the Northern Ohio\nAssociation for sixteen years and I think we will not outline his work further than\nthat, but I will say that he has the full confidence of the people of Ohio and I am\nsure of other parts of the nation, and we ask your support for Mr. B. F. Stanton !\nMiss\nM.\n\nHelen\n\nShaw\n\nF. Holt\n\n(California)\n\nof Los Angeles\n\n: California\n\nas a member\n\ntakes pleasure\n\nof the Executive\n\nin nominating\n\nCommittee.\n\nMr.\n\nAlbert\n\nShaw\n\nhas\n\nbeen a hard worker in both state and national organizations. Last year he served\nthe Department of Classroom Teachers as president.\n(Colorado seconded the nomination of Mr. Hall, as did Kentucky. Massachusetts\nseconded the nomination of Mr. Stanton of Ohio.)\nDelegate\n\n(Michigan)\n\n: This\n\nprocess\n\nprobably\n\nis becoming\n\ntiresome\n\nto you\n\nfolks\n\nout there, but I have a purpose. I want to impress upon you Michigan’s candidate\nfor membership on the Executive Committee.\nWe believe and I think you believe that a year is too short for any man to serve\nas an official of the N.E.A. and to realize his full possibilities for service. A year\nago in Detroit, we nominated for this office Da'vid Van Buskirk, the former president\nof the Michigan association, and you elected him. He has served the Executive Com¬\nmittee for one year. We think and we know that he can do a better job this next\nyear than last year because he knows more about his position and more about the job.\nHe is worthy, well qualified, conscientious, capable, and we will appreciate your\nvoting for him in your first vote on the ballot, in this system. He is O.K. in every\nway!\nMiss\n\nDaisy\n\nBrown\n\n(Minnesota)\n\n: Minnesota\n\nis right behind\n\nMichigan.\n\nMinnesota\n\nbelieves that the best reward for having given good service is an opportunity to\nrepeat that good service, only I wish Minnesota had said that before Michigan did.\nOn the strength of that repetition, it becomes my high privilege,- speaking in the\nname of my great state, to present for your consideration for reappointment as a\nmember of the Executive Committee of the N.E.A., the name of Mrs. Myrtle Hooper\nDahl\nMiss\n\nof Minnesota.\nMary\n\nRalls (Missouri)\n\nnation of Albert Shaw\n\n: It gives Missouri\n\nof California\n\nas a member\n\ngreat pleasure\n\nto second\n\nof the Executive\n\nBoard.\n\nthe nomi¬\n\n"}
{"page": 737, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n731\nMr.\n\nLloyd\n\nIV. King\n\n(Missouri)\n\n: Missouri\n\nalso desires to join her mother\n\nstate of\n\nVirginia in asking support for Sidney B. Hall of Virginia.\n(North Dakota and Oklahoma seconded the nomination\nlina seconded the nomination of Sidney Hall.)\nPresident\n\nIV oodruff:\n\nIf there are no other nominations\n\ntive Committee, nominations\nseventeen state directors.\nSecretary\n\nGivens:\n\nThe\n\nare then closed. The\n\nway\n\nwe\n\nhave\n\nhandled\n\nof Mrs. Dahl. South Caro¬\nfor members\n\nnext nominations\n\nof the Execu¬\n\nwill be for the\n\nthis in the past, and\n\nthe way\n\nI\n\nthink it should be handled today, is simply to have the seventeen states who are\nputting up names of directors, hand them to us, if they have not already been handed\nin. I think most of them were handed in this morning. If not, make sure that I get\nthe name of the man you are putting on the ballot tomorrow for the director from\nyour state.\nPresident\n\nIV oodruff : Unanimous\n\npoint tomorrow\n(The\n\nmorning.\n\nconsent\n\nis required\n\nto begin the program\n\nat this\n\nIs there any objection? If not, it is so ordered.\n\nsession adjourned\n\nat 12:15 o’clock.)\n\nWillard E. Givens, Executive Secretary\nCaroline S. Woodruff, President\n\nSecond Business Session, Wednesday\n\nMorning, June 29, 1938\n\nThe second business session of the Representative Assembly of the National Edu¬\ncation Association was held in the Hippodrome. The meeting convened at 9:00 A.M.,\nwith President Woodruff presiding.\nPresident\n\nWoodruff : We\n\nshall open\n\nthis second\n\nsembly with the invocation offered by the Reverend\nof the Graduate School of Fordham University.\n(The invocation was given.)\nPresident\n\nW oodruff : We\n\nCommittee,\n\nMiss Ratcliff e.\n\nMiss\n\nsession of the Representative\n\nFather Lavorence\n\nare calling at this time the chairman\n\nBetty Ratcliff e (Oklahoma)\n\n: Never\n\nAs¬\n\nJ. W alsh, dean\n\nof the Credentials\n\nlet it be said that the National\n\nEducation\n\nAssociation is not democratic. We voted unanimously yesterday to close the registra¬\ntion for ballots at 8:30 this morning. Objections have been raised from many sections\nof the country, due to various reasons. In talking with the Rules Committee, I have\nbeen told that it would be advisable not to close the registration this morning, but\nto leave it open all thru the day. Therefore, registration will close this evening\nwhen the Registration Office closes.\nWe were told also that it would be better to have an announcement made in the\nJournal\n\nthat we\n\nhad\n\nvoted\n\nto close the registration\n\nof 8:30 Wednesday\n\nmorning\n\nnext\n\nyear. This information will also be in the official handbook, but, of course, it will\nbe quite a while before delegates receive that, so we are asking that it be put in the\nJournal.\n\nI should like to move that we accept this ruling at this time. We did vote yesterday\nto close at 8:30 this morning but I should like to move that we extend it until the\nRegistration Office closes this evening. This applies to this year only.\n(Seconded by Miss Cornelia S. Adair.)\nPresident\n\nmous\n\nWoodruff:\n\nYou\n\nhave\n\nheard\n\nthe motion\n\nwhich\n\nhas been\n\nseconded.\n\nUnani¬\n\nconsent is asked for its adoption. Is there any objection? If not, it is granted.\n\nThe next item on our program this morning is a statement of procedure for nomi¬\nnating members of the Publishing Committee, which will be made by Secretary\nGivens.\nSecretary\n\nGivens:\n\nYesterday\n\nmorning,\n\nnominations\n\nwere\n\nmade\n\nfor the Publishing\n\nCommittee. As soon as they were made, the list was sent to the printer with the\npromise that we would have them in an hour and a half. We did not get them back\nuntil after we adjourned at noon, so I think it wise that we vote now, the first thing\nthis morning, on the Publishing Committee.\n\n"}
{"page": 738, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nI have one word of explanation to make. In the meantime, while I am making it,\nI wish that the following states would send up their people to help with the election.\nI asked each state that named a member for the Publishing Committee also to name\na teller. When you come up, please bring your name and your state on a piece of\npaper to hand to us for the record. The states that have nominations for this Com¬\nmittee are Arizona, Michigan, Texas, Wisconsin, New Jersey, California, Nebraska,\nPennsylvania, and New York.\nThe matter of voting this morning on the Publishing Committee is very simple.\nMiss\n\nElizabeth\n\nGreger\n\nof Philadelphia,\n\nelementary\n\nteacher\n\nand\n\nexpert in this prefer¬\n\nential voting, will be chairman of the Committee, and the members that you send\ndown from these various states will be the other members of the Committee to help\nwith the election this morning.\n(The election for members of the Publishing Committee took place.)\nPresident\n\nJV oodruff : While\n\nwe\n\nwant\n\nto take all the time that is necessary\n\ndiscussion of any matters that come up today, we do have\nlet us move on as rapidly as possible.\n\nin the\n\na very full program,\n\nso\n\nWe continue with the program that was left unfinished yesterday. The report of\nthe Educational Policies Commission will be given by John A. Sexson, superintendent\nof schools of Pasadena, California, and also president of the American Association\nof School Administrators. Mr. Sexson.\n(Mr.\nMr.\n\nSexson\nJohn\n\nread the report which\n\nA. Sexson\n\n(California)\n\n(Motion\n\nseconded\n\nby Gertrude\n\nPresident\n\nIV oodruff: The\n\nHenry\n\nLester\n\nSmith\n\n: I move\n\nMallory\n\n854 of this volume.)\n\nthe adoption\n\nof this report.\n\nof California, and carried unanimously.)\n\nnext report is that of the Committee\n\ndom, which will be given by Henry\nMr.\n\nis printed on page\n\non Academic\n\nFree¬\n\nLester Smith of Indiana.\n\n(Indiana)\n\n: In the envelopes\n\nthat have\n\nbeen\n\ndistributed\n\nto the members of the Representative Assembly are two pamphlets containing sug¬\ngestions from the Academic Freedom Committee. They are submitted to you for\nyour consideration. The first of these is included in the Summary of Committee\nReports.\n\n(This report is printed on page 814 of this volume.)\nMr.\n\nSmith:\n\nThe\n\nsecond\n\npamphlet\n\nis a questionnaire\n\nprepared\n\nwith\n\nthe idea\n\nof\n\ngetting the opinion of the group here on the question of academic freedom. Last year\nthe Committee on Academic Freedom thought it wise to attempt to measure opinion\non several aspects of the whole question, and accordingly they took a sampling from\nthree states — Massachusetts, Michigan, and California — in the summer sessions of\nthese states. On the basis of the answers to this questionnaire another questionnaire\nwas prepared, and you have a copy of it in your hands. We are asking that you fill\nthis out while you are here, and drop it into the box at the registration desk which\nis marked “Academic Freedom Box.”\nOn the basis of your returns of this questionnaire, an improved questionnaire will\nbe drafted for the purpose of sending it to members of the profession and to the lay\npublic. The replies will be analyzed and will serve as the basis for a continuation of\nthe work of the Committee on Academic Freedom.\nYour Committee has been working along two lines in the past: first, investigating\nparticular cases and working in direct harmony with the Committee on Tenure for\nthat purpose, and second, stating principles which should govern or guide the whole\nfield of academic freedom.\nWe feel that we have reached the point where further inquiry should be under¬\ntaken and it is for this purpose that we are asking your cooperation.\nMadam\n\nPresident,\n\nI submit\n\nthis report and move\n\n(Seconded\n\nby Walter\n\nD. Gallagher\n\nPresident\n\nWoodruff:\n\nThe\n\nMotion\n\ncarried unanimously.)\n\nreport is that of the Committee\n\non Credit\n\nUnions,\n\nwhich will be given by James E. Moran, director of the Waterbury\nCredit Union of Waterbury, Connecticut.\n\nTeachers\n\nFederal\n\n(Mr. Moran\n\nread\n\nnext\n\nof Vermont.\n\nits adoption.\n\nthe report which\n\nis printed on page\n\n852 of this volume.)\n\n"}
{"page": 739, "printed_page": null, "text": "Associational\n\nPresident\n\ndo with it?\n\nIV oodruff : You\n\nRecords\n\nhave\n\nheard\n\nand\n\nthe report on Credit\n\n(Upon motion made by Daisy Lord of Connecticut\ngates, the report was unanimously adopted.)\nPresident\n\nIV oodruff:\n\nThe\n\nnext\n\nEducation\n\nPogue , assistant secretary\n\nof State Teacher\n\n{Mr. Pogue\n\nread the report which\n\nMr.\n\nM.\n\nGeorge\n\n(The motion\nmously.)\nPresident\n\nnouncement\nMr.\n\nPogue\n\nwas\n\nseconded\n\nJV oodruff:\n\nthru Mr.\n\nOrville\n\n(Ohio)\n\nAt\n\nAssociation.\n\nCouncil\n\nM.\n\nSystem,\n\nColumbus, Ohio.\n900 of this volume.)\n\nby a delegate from\n\nof this report.\n\nMinnesota\n\nthis time, the Appraisal\n\nand\n\nCommittee\n\nC. Pratt: This year, for the first time, the National\n\nfind it possible, to make\nthe following ones.\n\nsuggestions for the improvement\n\ngiven yesterday\n\ncarried\n\nunani¬\n\nwill make\n\nan\n\nan¬\n\nof schools, Spokane.\n\nCommittee,\n\nwere\n\nby several dele¬\n\nThis will be given by George\n\nRetirement\n\ntion has an Appraisal\n\nBlanks\n\nshall we\n\nRe¬\n\nthe adoption\n\nPratt, superintendent\n\nWhat\n\non Teacher\n\nis printed on page\n\n: I move\n\nUnions.\n\nand seconded\n\nreport is on the National\n\ntirement of the National\n\n733\n\nInformation\n\nthe function of which\n\nEducation\n\nAssocia¬\n\nis, so far as the members\nof next year’s meeting\n\nand\n\nto the state directors with the idea that they would\n\nbe distributed to the delegates, and with the request that they be filled out and re¬\nturned to the state directors, who in turn will give them to members of the Com¬\nmittee. I have some blanks here and if any of you did not receive them yesterday, I\nshall be glad to furnish you with them this morning.\nWe ask for your full cooperation. We can improve the convention if you will tell\nus in what respects you believe the convention ought to be improved, what features\nit lacks and what features you think should be changed. Please do that and see that\nthe director of your state gets your blank after you have filled it out.\nPresident\n\nIV oodruff : At\n\nthis time, the Chair\n\nannounces\n\nan intermission\n\nof three\n\nminutes.\n(Three-minute\nPresident\n\nintermission.)\n\nIV oodruff : At this time, Secretary\n\nGivens\n\nwill distribute\n\nthe resolutions\n\nand we will give him a minute to talk while the rest of you are being seated.\nSecretary\n\nGivens:\n\nWe\n\nare\n\nnow\n\npassing\n\nout the printed\n\nresolutions.\n\nTake\n\nthese\n\nwith you, read them, and tomorrow they will come up for discussion and adoption.\nThey are being passed out now simply for your consideration and information, so\ntake them along and read them and get thoroly acquainted with them. Tomorrow\nthey will be discussed in detail and voted upon.\nYou will find that the resolutions are just three pages long, then follows the plat¬\nform of the National Education Association, which includes all of our important\nresolutions of recent years. However, the resolutions to be adopted tomorrow you\nwill find on pages 3, 4, and 5. Read them carefully and be ready to discuss them.\nWe will take them up at tomorrow morning’s\nbe the last assembly of this convention.\n{Secretary\n\nGivens\n\ncontinued\n\nPresident\n\nJV oodruff : We\n\nRepresentative\n\nwith\n\nannouncements.)\n\nwill turn\n\nat this time\n\nbusiness. The Chair calls on Miss Adair, chairman\nRules, to continue with her report.\nMiss\n\nCornelia\n\nS. Adair\n\n(Virginia)\n\n: I would\n\nAssembly,\n\nto the conclusion\n\nof the Committee\n\nfirst like to make\n\nan\n\nwhich\n\nwill\n\nof yesterday’s\n\non Bylaws\n\nand\n\nannouncement.\n\nYesterday, Mr. Pratt, the first vicepresident, made some recommendations from the\nExecutive Committee which were referred to the Committee on Rules and Bylaws.\nOur\n\nCommittee\n\nhas met and has decided that we\n\ncannot do anything\n\nat this time\n\nin regard to the recommendations. We therefore ask you to take Mr. Pratt’s report\nas notice that any of those recommendations that required amendments to the bylaws,\nafter they have been printed in the May issue of the Journal, will be voted on at our\nnext convention. That is a request that serves as notice.\nNext, I would like to take up an additional rule recommended by the Board of\nDirectors for our Standing Rules. Each year, we have difficulty in knowing which is\n\n"}
{"page": 740, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nAssociation\n\nthe first day of the convention and which is the second day. Therefore,\nDirectors has recommended that we adopt as Rule 16, the following:\nRule\n\n16. The\n\nfirst day of the annual\n\nmeeting\n\nshall be Monday;\n\nthe Board\n\nof\n\nthe first day of\n\nthe business meeting shall be Tuesday.\n(Seconded\nMiss\n\nby Miss Read. Motion\n\nAdair:\n\nNext, I am\n\nunanimously\n\ncarried.)\n\ngoing to ask you to consider\n\nan amendment\n\nto the bylaws,\n\ntransferring an article concerning the election of directors of the N.E.A. That is the\none that was passed yesterday.\nI move that Section 2, Article II, of the bylaws be stricken from the bylaws and\nset up in the Standing Rules so that it shall read as follows:\nRule 4 (Sec. 2) Election of Officers and Qualifications of Directors\nAt the first business meeting of the Representative Assembly on the second day\nof the annual meeting of the Association, nominations for the following offices\nshall be made: president, vicepresident, and treasurer. Candidates for said\noffices shall be nominated from the floor upon roll call of the states. On the first\nday of the annual meeting of the Association the delegates of each state, territory,\nand district of the United States in which the term of office expires shall nominate\none person for member of the Board of Directors and the name of such person\nshall be reported to the Representative Assembly at the first business meeting\nupon roll call of the states. Any person to qualify to serve as director shall have\nbeen an active member with dues paid in the National Education Association and\nin a state, or district, or territory, and a local association, if organized, for a\nfive-year period immediately preceding the election. Only delegates who are\nactive members of the N.E.A. and whose dues have been paid in a state, or dis¬\ntrict, or territory, and a local association, if organized, respectively, shall have\nthe right to vote for such directors. On the fourth day of the annual meeting\nofficers shall be elected from the candidates by the delegates to the Representative\nAssembly by ballot, provided, however, that in the year 1938 this election shall\nbe on the third day. Said ballots shall be printed and shall contain the names of\nall nominees as provided above. Polls for voting shall be open from 8 A.M. to 6\nP.M., at such\n\nplace\n\nor places\n\nas the president\n\nof the Association\n\nshall\n\ndesignate.\n\nThe candidates for president, treasurer, member of Board of Directors from each\nstate, territory, or district, respectively, in which the term of office expires and\nthe eleven candidates for the office of vicepresident receiving the highest number\nof votes shall be declared elected. The president of the Association shall appoint\ntellers and complete all arrangements for carrying out the election. The results of\nthe election herein provided shall be announced at the final business session of the\nRepresentative Assembly. The officers thus chosen shall continue in office until\nthe close of the annual meeting subsequent to their election, and until their suc¬\ncessors are chosen, except as herein provided. The executive secretary and the\ntreasurer shall enter upon their duties at a date which shall be determined by the\nBoard of Trustees and which shall not be later than the first of October and shall\ncontinue in office during the term for which\ntheir successors are duly elected.\n(Seconded\nMiss\n\nthey are separately chosen and until\n\nby Mr. Shaiv.)\n\nAdair:\n\nI am\n\ngoing\n\nto ask for unanimous\n\nconsent\n\nfor this, but in case you\n\nshould be interested to know, this could be moved by a two-thirds vote because it\nwas printed in the Journal. However, I ask for unanimous consent for the purpose of\nexpediting business.\nPresident\n\nIV oodruff: You\n\nany objection to a unanimous\nMr.\n\nAbraham\n\nLefko<witz\n\nhave\n\nheard\n\nthe motion\n\nwhich\n\nhas been seconded.\n\nIs there\n\nconsent?\n(New\n\nYork)\n\n: In order\n\nthat we\n\nmay\n\navoid\n\nunnecessary\n\ndiscussion and delay, I believe it would expedite the matter if the decisions reached\nby the Board of Directors relative to this and related propositions were first stated\nto the delegates so that they might understand what is being contemplated.\n\n"}
{"page": 741, "printed_page": null, "text": "Associational\n\nMiss\n\nAdair:\n\na unanimous\nPresident\n\nWould\n\nconsent?\n\nRecords\n\nyou like to have\n\nWe\n\nme\n\nhave a motion\n\nIV oodruff : This\n\nand\n\nInformation\n\nexplain\n\nthat, because\n\n735\n\nyou have\n\nto have\n\nbefore the floor now.\n\nwill require unanimous\n\nconsent\n\nin order\n\nto have\n\nthat\n\ndone, Mr. Lefkowitz.\nMr. Lefko'witz : In order to have an explanation made?\nMr. C. A. Bottolfsen (parliamentarian) : The query by Mr.\n\nconnection\n\nwith the motion\n\nthat is now\n\nbefore the convention.\n\nLefkowitz\n\nhas\n\nno\n\nI shall so rule. If\n\nthat explanation is desired, it will be necessary to have unanimous consent that it\nbe done. The motion before the convention at this time is the adoption or rejection\nof the motion made by Miss Adair.\nMr.\n\nLefkowitz:\n\nIt is always\n\nin order\n\nto ask for information\n\nwhich\n\nenables\n\nthe\n\ndelegates to vote intelligently and if that information is forthcoming, then we can\nvote on the proposition. As it is, our delegates are confused.\nNow, a few of us happen to know the recommendations that the Board of Directors\ncontemplate making, which will settle the whole controversy. I cannot\njection, therefore, to giving the information that the delegates need.\nMiss\n\nAdair:\n\nIf there is no\n\npersonal privilege, which\nPresident\nMiss\n\nwe\n\nobjection, may\n\ncannot\n\nJV oodruff : There\n\nAdair:\n\nThe\n\nmatter\n\nI give the information\n\nsee any ob¬\n\non\n\na point of\n\nargue?\n\nis no objection.\n\nis tied up with\n\nsomething\n\nwhich\n\nis very\n\nYou will notice that there are two points in this recommendation\nbe placed as a Standing Rule, in which we are interested.\n\nclose to all of us.\n\nthat I am\n\nasking to\n\nThe first one provides that delegates may vote for a director if they are mem¬\nbers of either a state or a local association. As the bylaw now stands, a person, to\nvote for a director, must be a member of both.\nThe qualifications of a director provide that the director must be a member of\nboth a local and a state association. Under directions from the Board of Directors\nissued yesterday, I am planning to ask a further amendment, first, to put this item\nin the Standing Rules; then, if it be in the Standing Rules, I expect to ask you to\namend it, making it possible for persons to serve as delegates, serve as directors,\nand to vote for the election of directors, without being a member of both a state\nand a local association.\nHave I made that clear?\nMr.\n\nLefkowitz:\n\nMiss\n\nAdair:\n\nYes.\n\nThe\n\nsecond\n\npoint that is going\n\nto be brought\n\nup, and\n\nI will make\n\na\n\ncomplete explanation when I bring it up, will require unanimous consent and it is\nthat any state which has a membership of twenty thousand or over, in the National\nEducation Association, may elect a second director; that is, some of the states that\nhave a very large number of teachers and which may secure twenty thousand or\nmore members in the N.E.A., because of their very large membership — such states\nmay elect a second director. Is that clear? Those are the points which I think New\nYork would wish to have explained and which I have explained as a matter of\npersonal privilege.\nPresident\nMr.\n\nW oodruff : Thank\n\nLefkowitz:\n\nIt does, and\n\nyou, Miss\nI am\n\nAdair.\n\nvery\n\nDoes\n\ngrateful\n\nthat answer\n\nfor the attempt\n\nthe question?\nto clarify the\n\nsituation.\nMiss\n\nAdair:\n\nMay\n\nI state again\n\nwhat\n\nI am\n\ntransfer that section which I just read from\nwill then be Standing Rule No. 4.\nMiss\n\nLillian Broderick\n\n(New\n\nYork)\n\nconsent to the motion at this time. We\nreasons for our objection.\n\n: There\n\nasking\n\nnow?\n\nI am\n\nasking\n\nour bylaws\n\nto the Standing\n\nis objection\n\nto our giving\n\nyou\n\nto\n\nRules. It\nunanimous\n\nshould like the privilege of explaining\n\nour\n\nThis provision is now in the bylaws, safeguarded by certain regulations which\nnecessarily are prerequisites to the interests of many teachers of the United States.\nUnder the present procedure, this bylaw can be amended by unanimous consent at\nany meeting of the Delegate Assembly, without notice. With notice, thru publication\n\n"}
{"page": 742, "printed_page": null, "text": "736\n\nNational\n\nin the N.E.A.\n\nJournal\n\nEducation\n\nAssociation\n\nor having been on the table for a period of one year, which\n\nconstitutes due notice, it is amendable by a two-thirds vote.\nConsider the bylaw in the light of guidance to the teachers of the nation, not in\nthe light of meeting an exigency or any campaign that arises during the meeting\nof any Delegate Assembly. For years, teachers thruout the nation have petitioned\nthe N.E.A. to declare and advance a program which would be dealt with in teacher\norganizations so that the teachers in small, unorganized areas might have incentive\nand support to bring about some unit organization in the several thousand localities\nin the nation. This bylaw is the result of very careful thinking on the part of the\npeople who are interested in having safe, sound teacher organization, no matter\nhow few in number its membership may be. To transfer it to the Standing Rules\nwould remove much of the strength that it now has because anyone could become a\ncandidate and move for action that is not to the interest of the teachers who are to\nbe represented.\nWe have heard in this assembly that the great majority of teacher groups in New\nYork City cannot become members of the New York State Teachers Association.\nThat statement is not in accord with the facts. New York City teachers can become\nmembers of the New York State Teachers Association. Some of them are now mem¬\nbers of the New York State Teachers Association.\nWe in New York state need and want and solicit the help and cooperation of the\nNew York City teachers. We know that New York state cannot properly progress in\nits program for advancing the great cause of adequate free public education unless\nwe have with us, working shoulder to shoulder, the great mass of the New York\nCity school teachers. We need their courage, their experience, their vision, and their\ninterest, and we who are outside of New York City, but still members of New York\nstate, earnestly solicit them to join with us.\nThe only objection to their becoming members of the New York State Teachers\nAssociation is that there is a provision in the constitution which limits the repre¬\nsentatives of any unit organization to one hundred delegates, and there is a feeling\nthat the membership of thirty-six or thirty-eight thousand teachers from New York\nCity would automatically be entitled to so large a number of representatives that\nthe complete balance of power would be in New York City.\nWestchester, which is very close to New York City, feels the situation keenly, so\nkeenly that we ask for the Executive Committee to provide an association in accord¬\nance with the N.E.A. plan of protecting the unit organization in the matter of\nrepresentatives.\nWe ask expediency in the transaction of business in this House of Delegates in\nregard to the many\nSecretary\nMrs.\n\nGivens:\n\nJohanna\n\nM.\n\nhundreds\nYour\n\nof thousands\n\nof teachers —\n\ntime is up!\n\nLindlof\n\n(New\n\nYork):\n\nAs\n\nI am\n\nthe person\n\nwho\n\nmade\n\nthe state¬\n\nment that Miss Broderick challenged, I wish to make a correction in her statement.\nI did not say that New York City teachers cannot join the New York State Teachers\nAssociation. I did say, and I now repeat it, that the majority of the teachers of\nNew York City do not belong to the New York State Teachers Association, and\nmoreover, they will not belong and I will tell you why.\nIn New York City our teachers are absolutely free to join whatever association\nthey may desire. Thruout New York state, in many places, if not all, the matter of\nbelonging to the New York State Teachers Association is a matter of compulsion.\nIf this organization is going to countenance things of that sort, I believe that it will\nlose the greatest opportunity that it has to instil democracy and to help our teachers\nto attain it and to practice it in their organization.\nWe desire not to join the New York state organization for two other reasons. In\nNew York City, teachers may attend meetings of their organization and determine\nthe policies of their organization. Thruout the state, it is impossible for us in New\nYork City to get to the meetings. We do not propose to be members of an organi¬\nzation where we would find it impossible to have our opinions known and have our\nvoices heard in favor of or in opposition to anything which\n\nwe\n\nmay\n\nseek to oppose.\n\n"}
{"page": 743, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n737\n\nOur desire is to have a separate director for New York City or to have a second\ndirectorate permissible when there are more than twenty thousand members in the\nstate.\nI believe that is perfectly proper and simple justice. New York City has no quarrel\nwith the State Teachers Association in matters of legislation. I think you heard\nMiss\n\nBroderick\n\nsay\n\nthat the teachers\n\nof the state of New\n\nYork\n\noften\n\nhave\n\nhad\n\ngreater support for the things which they need from the city teachers and their\nrepresentatives than from their own representatives.\nI am going to ask that you fight to secure tenure thruout the state. There have\nbeen times in the Legislature of the State of New York, when the teachers of the\nCity of New York have been working for tenure of the state teachers, but their own\nrepresentatives and their own associations voted to defer action that would secure\nthat tenure.\nPresident IV oodruff : Thank you. The Chair recognizes Mr. Law from New York.\nMr. Frederick H. Law (New York) : As state director of New York and also as a\n\nmember of the executive board representing the principals of teaching organizations\nin the City of New York, I am thoroly familiar with the entire situation as I have\nbeen for years, and I am amazed, indignant, and angry that one from my own\nstate should speak as Miss Broderick did, after we of the City of New York have\ngiven our support to the cause that Miss Broderick represents.\nWe have in the City of New York under the Board of Education, something like\nforty thousand teachers — forty thousand, ladies and gentlemen! — and by the most\nstrenuous work in which we have had numerous committees and literally thousands\nof teachers working, we have piled up in this city a membership of over twelve\nthousand members of the National Education Association. Yet here is a rule which\nsays that we must belong to the state teachers association to which we have never\nbelonged and I assure you we never will belong.\nIt is not that we are antagonistic to the New York state organization in New York\nCity any more than we are antagonistic to the state association of Montana or New\nMexico. We cooperate with the state association and the state association has co¬\noperated with us. I am told that there are twenty-one persons of our forty thousand\nwho are members of the state association. I am one of those twenty-one.\nMr1. Fred\n\nD. Cram\n\nMr.\n\nMay\n\n(Iowa):\n\nI rise to a point of order!\n\nunanimous consent to her motion. Miss\nobjection. This prevents us from having\nLaw:\n\nI ask if Miss\n\nMiss\n\nAdair\n\nBroderick objected. We\nunanimous consent.\n\nBroderick\n\nasked\n\nfor\n\nheard\n\none\n\nto withdraw\n\nher\n\ndenied, the parliamentarian\n\nwill\n\nwill be kind\n\nenough\n\nhave\n\nobjection ?\nMiss\n\nBroderick:\n\nNo.\n\nMr.\n\nBottolfsen:\n\nUnanimous\n\nconsent\n\nhaving\n\nbeen\n\nrule that the secretary call the roll of the states on its passage.\nMrs.\n\nFrances\n\nIV. Kroner\n\n(New\n\nYork)\n\nit is that no teacher in the state of New\nMr.\n\nL. A. fViemers\n\nrules of procedure\nPresident\nMr.\n\nmember\n\n(Nebraska)\n\nfViemers:\n\nMay\n\nI call your\n\nMiss\n\nHelen\n\nPresident\nMiss\n\nand\n\nto join any association.\n\nwe\n\nnot adopted\n\nthe rule on Page\n\nattention\n\nmore\n\nThat\n\nto No. 4 on page\n\nthan twice during\n\n4 of the\n\nAssembly?\n\n4, which\n\nthe same\n\nreads, “No\n\nday to the same\n\nat one time.”\n\nis correct, and\n\nCollins (Connecticut)\n\ndelegations and group\n\ncorrection\n\nis compelled\n\nof business of the Representative\n\nquestion, nor longer than five minutes\nfVoodruff:\n\njust one\n\nhave.\n\nshall speak in debate\n\nPresident\n\nto make\n\nYork\n\n: Have\n\nfor the conduct\n\nfVoodruff : We\n\n: I want\n\n: May\n\nthat will be sustained.\nI suggest\n\nthat we\n\nhave\n\ntime to ballot our\n\nthem?\n\nfV oodruff : Yes, you\n\nBroderick : May\n\nmay.\n\nI ask, Madam\n\nIs there any further\nC hairman,\n\ndiscussion?\n\nwhether\n\nthe issue which\n\nI dis¬\n\ncussed was the issue of giving New York City a separate delegation or whether it\nwas the issue of keeping in the bylaws a provision which protects all teachers of\nthe nation ?\nIf, by any chance, my\n\nattitude on the question of the transfer of the bylaw\n\nwill\n\n"}
{"page": 744, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\nprevent New York City from having a directorate in the N.E.A., then I wish to with¬\ndraw it, but under no other circumstances.\nPresident\nMr.\n\nfV oodruff:\n\nBottolfsen:\n\nThe\n\nIs there any further\nparliamentarian\n\nMiss\n\nBroderick:\n\nAnd\n\nMr.\n\nBottolfsen:\n\nIt was\n\nDelegate\n\nthe question\n\nor discussion?\n\nwill rule that Miss\n\nthe transfer of Rule 4 from the bylaws\nissue ?\n\nquestion\n\nto the Standing\n\nof the delegate\n\nBroderick\n\nwas\n\ndiscussing\n\nRules.\n\nof New\n\nYork\n\nCity was\n\nnot an\n\nnot.\n\n(District of Columbia)\n\n: I would\n\nlike to state that on\n\npage\n\n18 of our\n\nprogram, according to the time allotment, we still have 155 minutes of work this\nmorning and I suggest that we expedite business as courteously and quickly as\npossible.\nMrs.\n\nBridget\n\nC. Peixotto\n\n(New\n\ndirector for the City of New\n(Cries of “Out of order”)\n\nPresident\n\nfV oodruff : I am\n\nAir. Bottolfsen:\n\nThe\n\nYork)\n\nYork\n\n: May\n\nI say that this matter\n\nis not a new\n\nafraid you\n\nof an additional\n\nissue; it is rather an old issue.\n\nare out of order.\n\nparliamentarian\n\nwill have\n\nto rule you\n\nout of order\n\nbecause\n\nrecess in order\n\nthat the\n\nyou are not talking to the point at issue.\nPresident\n\nfVoodruff:\n\nIs there any further\n\ndiscussion?\n\nThe\n\na three-minute\n\n(Cries of “Question”)\nPresident\n\nstates may\nSecretary\n\nfV oodruff:\n\nChair\n\ndeclares\n\ntake a poll of their own\nGivens:\n\nSeveral\n\ndelegations to vote on this question.\n\nquestions\n\nhave\n\nbeen\n\nasked, and\n\nin order\n\nthat there may\n\nbe no confusion, I would like to say that the vote is on whether or not we wish to\ntransfer this matter from the bylaws to the Standing Rules. That is all we are\nvoting on at the present moment. Are you for or against the question of transferring\nit from the bylaws to the rules?\nAnother question was asked about voting rules for delegations. We are taking it\nfor granted that you can vote only if you are on the floor. You cannot count in the\nvote for any delegate who is outside of the convention floor.\n(Three-minute intermission.)\n(The roll call was taken, resulting in a vote of 650 to 308 in favor of the change.)\nPresident\n\ntransferred\nher report.\nMiss\n\nIV oodruff:\n\nTwo-thirds\n\nof the vote having\n\nfrom the bylaws, and we\n\nAdair:\n\nwill now\n\nSince this article has been\n\nbeen\n\ntransferred\n\namendments to this article can be by a two-thirds\nfollowing amendment:\nAmend Article II, Section 2, by changing\nwill read as follows:\n\nin the affirmative,\n\ncall on Miss Adair\nfrom\n\nit is\n\nto proceed with\n\nthe bylaws\n\nto the Rules,\n\nvote. I, therefore, ask to offer the\n\nthe word\n\nand to or so that the sentence\n\nAny person to qualify to serve as director shall have been an active member\nwith dues paid in the National Education Association and in a state or district,\nterritorial or local association, if organized,\npreceding the election.\n(Seconded by Miss Read.)\nMiss\n\nAdair:\n\nI will explain\n\nthe import\n\nfor a five-year period immediately\n\nof this. Should\n\nyou\n\nchange\n\nthat “and”\n\nto\n\n“or,” it will mean that it is not necessary to make both a local and state association\nas a requirement, in order to qualify as a director.\nI ask for unanimous consent on this.\nPresident\n\nmous\n\nDelegate\nMiss\n\nIV oodruff : You\n\nhave\n\nheard\n\nthe motion, which\n\n(Illinois) : Madam\n\nAdair:\n\nMay\n\nChairman,\n\nUnani¬\n\nI take a personal\n\nI object to that.\n\nprivilege and say that since unanimous\n\nis not granted, I will ask you to vote on this. It may\nmajority.\nMr.\n\nhas been seconded.\n\nconsent is requested for its adoption. Is there objection?\n\nLaw:\n\nMay\n\nI as a matter\n\nthe state of Illinois?\n\nof information,\n\nask how\n\nconsent\n\nbe carried by a two-thirds\nmany\n\ndirectors\n\ncome\n\nfrom\n\n"}
{"page": 745, "printed_page": null, "text": "Miss\n\nAdair:\n\nAssociational\n\nRecords\n\nThere\n\nis a state director\n\nare two. One\n\nand\n\n739\n\nInformation\n\nand\n\nthe other goes back\n\nto the\n\ntime in our records when there were such institutions as institutional life directors.\nThe institution in Chicago has a right to a life director. There are two directors\nfrom Illinois.\nMr.\n\nJohn\n\nIV. Thalman\n\n(Illinois) : I would\n\nlike to correct\n\nIllinois Education Association bought a Life Membership\nobtainable. It is not the Chicago division.\nMiss\n\nAdair:\n\nIt is the Illinois Education\n\nof course, Illinois has its own\nPresident\n\nW oodruff : Are\n\nMiss\n\nIV oodruff : We\n\nAdair:\n\nMay\n\nat the time when\n\nThe\n\nsuch were\n\nthat has the life director, and,\n\nstate director.\n\nthere any further questions?\n\n(Cries of “Question”)\n\nPresident\n\nAssociation\n\nthat statement.\n\nwill proceed\n\nto the roll call.\n\nI say that the question\n\non\n\nwhich\n\nyou\n\nare voting\n\nis whether\n\nor\n\nnot we change the word “and” to “or.” If you vote “Yes,” it means that the state\ndirector is not required to belong to both, and if you vote “No,” it means that he\nmust belong to both the state and the local association. If you change that “and” to\n“or,” it is perfectly possible to have a director from your state who does not belong\nto the state association. If you vote “Yes,” you can have a director who belongs to a\nlocal association but not to a state association, or you can have a director from the\nstate association who does not belong to the local association. It separates it.\n(The roll was\nPresident\n\nthe word\n\ncalled, resulting in a vote of 525 for to 414 against the amendment.)\n\nIV oodruff : The\n\n“and”\n\nvote has\n\nremains. We\n\nresulted\n\nin the defeat\n\nwill call on Miss Adair\n\nof the amendment,\n\nand\n\nto complete her report.\n\nDelegate (New York): May I have the floor for just a moment?\nPresident IV oodruff: For what purpose?\nDelegate\n\n(New\n\nYork)\n\n: For\n\nthe purpose\n\nof saying\n\nthat\n\nsince this motion\n\ndefeated, the five-year period is too long a period to ask a member\nstate association, to which that member may not now belong.\nMr.\n\nmay\n\nBottolfsen:\n\nThe\n\nquestion is out of order. Anyone\n\ngive notice for reconsideration\n\nMiss\n\nAdair:\n\nIf you\n\nwill take your\n\nwho\n\nwas\n\nto belong to the\n\nhas voted in the majority\n\nif he wishes, but it cannot be discussed.\nmanual\n\nagain, on page\n\n7, the second\n\nline, there\n\nis another amendment:\nAmend Article II, Section 2, by changing\nshall read as follows:\nOnly delegates who\n\nare active members\n\nthe word\n\nand to or so that the sentence\n\nof the National\n\nEducation\n\nAssociation\n\nand whose dues have been paid in a state or district, territorial or local associa¬\ntion, if organized, respectively, shall have the right to vote for such directors.\nThis means that anyone can vote for a state director if he or she is a member of the\nN.E.A. and a member of one or the other associations. That is, there is no limitation\non the persons who may vote for a director except that they must be members of the\nN.E.A. and either a state or a local affiliated association. I move that this be adopted\nand Miss Read seconds it. I ask for unanimous consent.\nPresident\n\nJV oodruff:\n\nYou\n\nhave\n\nheard\n\nthe motion\n\nand\n\nthe second.\n\nUnanimous\n\ncon¬\n\nsent is asked. Is there objection?\nMr.\n\nLefkowitz:\n\nI regret to inject myself into the discussion, but if the recommenda¬\n\ntion of the Board of Directors and the Executive Committee is not adopted, would it\nnot be equivalent to disfranchising the members of the N.E.A., and that, therefore,\nit is necessary in order to prevent that undemocratic thing from happening, to adopt\nthe recommendation of the Committee?\nMiss\n\nAdair:\n\nI can tell you the effect of it. At the present\n\nto vote for a director who\n\nis not a member\n\ntime nobody\n\nis supposed\n\nof both a local and a state organization.\n\nThe effect of changing “and” to “or” wmuld make it possible for a person to vote\nfor a state director who is a member of one but not of the other. But you have to be\na member of the N.E.A. anyhow.\nMr.\n\nLefko<vuitz: Thank\n\n( Cries of “Question”)\n\nyou!\n\n"}
{"page": 746, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\n(Ohio) : Is it not a fact that this goes to the qualification\n\nDelegate\n\ndelegate to the N.E.A. rather than to the qualification of a member\nvote for his local representative?\nMiss\n\nAdair:\n\nThis\n\nis a matter\n\nstate director, wherever\nDelegate\n\nMiss\n\nwould\n\nAdair:\n\ndo away\n\nPresident\nMr.\n\nhe may\n\n(Ohio) : Does\n\nmust be a member\n\nof qualification\n\nof a delegate\n\nof an\n\nelected\n\nof the N.E.A.\n\nto\n\nto vote for an N.E.A.\n\nbe.\n\nit not mean\n\nthen that a delegate\n\nto the N.E.A.,\n\nthis body,\n\nof the state and the local association?\n\nwith that present requirement.\n\nWoodruff : Are\n\nLefkowitz:\n\nThere\n\nthere any\n\nseems\n\nvote to change\n\nThe\n\nit means.\n\nAt present, that is what\n\nother questions\n\n“and”\n\nto “or”\n\nor discussion?\n\nto be a great deal of confusion\n\nabout\n\nthis amendment.\n\nThat provision provides that the regularly elected delegates to this convention, who\nmust of necessity, therefore, be members of the N.E.A. and whose dues have been\npaid to the state or district or territory or local association, shall have the right to\nvote for directors. The proposed change, which is highly desirable, makes it possible\nfor one who is a member of a local association and a regularly constituted delegate\nof this body, likewise to vote for directors. Otherwise, you disfranchise them for that\nparticular vote for a director of the state.\nPresident\nMrs.\n\nW oodruff: That\n\nLindlof:\n\nI dare\n\nis the present\n\nsituation.\n\nto take this additional\n\ntime\n\nbecause\n\nI think\n\nthis is such\n\na\n\nvital question. It may be that in other states you do not have a situation similar to\nthat of New York City with our vast population and our enormous school system.\nUnless this be adopted, you are telling New York City that you do not desire them\nto be members or delegates of the N.E.A. That would be the effect of it.\n\n(Cries of “No!”)\nI know very well, and I have known for years, that there are certain members of\nthis Association who do not desire New York City members to be a part of the\nN.E.A.\n(Cries of “Out of order”)\n\nMadam\n\nChairman,\n\nwe\n\ndo not desire\n\nto come\n\nwhere\n\nwe\n\nare\n\nnot wanted,\n\nbut we\n\nbelieve that we have much to contribute for the good of the N.E.A. and of the teachers\nof the nation. We therefore hope that you will pass this proposal by unanimous\nconsent.\nMr.\n\nCharles\n\nC. Gardner\n\n(Utah)\n\n: Why\n\ncan’t we\n\ngive unanimous\n\nconsent\n\nand get\n\nof the most\n\nserious\n\nthis thing passed? I think we all understand the situation. New York is coming in\nthis year with an additional membership to the N.E.A. Let us show them that we\nappreciate that and make it possible for people to become fullfledged members of the\nN.E.A. without waiting for five years. Let us give them unanimous consent and get\nthis motion passed.\nPresident\n\nJV oodruff : Is unanimous\n\n(Cries of “No”)\n\nMr.\n\nLaw:\n\nMay\n\nMr.\n\nBottolfsen:\n\nIt is before\n\nMr.\n\nLaw:\n\nmotion\n\nThis\n\nI have\n\nconsent\n\ngranted?\n\nthe privilege of speaking\nthe house\n\nshould\n\nto the question?\n\nfor debate, yes.\n\nbe passed.\n\nIt is true that one\n\nand solemn problems that could be put before this convention\nreasons for saying that it should be passed are these:\n\nis this matter, and my\n\nIn New York City, not because of any quarrel, but because there never has been\na relation between the state organization and the city teachers, or is such a relation\ndesired by either side, a failure to pass this motion will mean that 12,366 New York\nCity teachers who are members of the N.E.A. have no right to vote under this printed\nrule because they are not members of the state association.\nYou have in New York City, teachers experienced in legislative work, capable of\nbringing to the N.E.A. a great deal of genuine strength. We have aroused the interest\nof the teachers in the National Education Association, we have 12,366 members, and\nit is my most earnest wish to keep those members and keep that strength for the\nnational association. You can see that if we fail to pass this motion, we will have\npractically twelve thousand members with no vote. That is a most serious problem.\n\n"}
{"page": 747, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n741\nFurthermore, by failing to pass this motion, you have a situation, the consequences\nof which no one can tell. Please do not misunderstand me. There is no trouble\nbetween the New York State Association and the city association. It is simply that\nthey happen to be distinct, so I urge you to vote for this. Refusing to pass this motion\nmeans reducing the membership of the N.E.A. by twelve thousand members. You\nneed members for all of your activities, and I tell you, here is New York City; please\nhelp New York City.\nPresident\n\nIV oodruff : Is there further\n\nDelegate\n\n(District of Columbia)\n\ndiscussion?\n\n: There\n\nis another\n\nangle\n\nto this question\n\nwhich\n\nhas not been discussed. I have listened to much about democracy in this convention,\nbut unless we are allowed to cast our vote, we who have been sent here as delegates,\nfor the directors in our states and to solicit membership in the N.E.A., it is not quite\nfair.\nIn the District of Columbia we have two organizations. I cannot belong to one of\nthose organizations, yet the two organizations have worked in harmony and we have\nbeen voting for directors there. It seems very unfair to come to conventions with $5\nmembers, $2 members, life members, and then not even have the right to vote for\nthe person who is to be director.\nI wish some of the other delegates here would consider that in addition to the\nNew York situation. Of course, there are a number of state teachers of the Negro\nSchool Teachers Association which cannot send delegates to a state association; yet\nwe have some local groups which might come here, and they ought to have the\nprivilege of voting for the people who will be directors.\nMiss\n\nSara\n\nFahey\n\n(New\n\nYork)\n\n: I have\n\nbeen\n\nin this Association\n\nsince 1910\n\nand\n\nmeet with it every year, and I know the false impression that a good many people\nhave as to the relations between the upstate New York and the City of New York\nteachers. You must recognize that New York City is a city-state, and it is so recog¬\nnized by the Legislature of New York state in the great home rule privileges that\nare granted to the City of New York.\nIf our many teachers were members of the state association, we would spend our\ntime on many rural problems and intensify on things that do not concern us in New\nYork City, and our problems in that city are tremendously important without the\nburden of the details of state problems. I have attended regional meetings of the\nstate association when they were held in the Hotel McAlpin or some other place in\nNew York City, altho I was not a member, and I listened time and again when I\nknew the problems had no concern for me at all.\nI am just stating here that since such a condition exists and there is no place in the\ncountry where an identical situation exists, consequently I say that there are two\ndistinct units, and you should recognize them. There is no feeling except that of the\ngreatest friendly cooperation between the City of New York and the state of New\nYork. The City of New York has been fighting constantly for measures that would\nextend the great benefits that are enjoyed by the city to the members of the teaching\nforce in the state of New York.\nI think that our state members would vote to grant New York City autonomy in\nthis way, and that they would much prefer that we stay out of the association since\nwe would naturally introduce so many problems that are different from theirs.\nMiss\n\nHelen\n\nCollins (Connecticut)\n\n: Tomorrow\n\nI am\n\non the agenda\n\nfor the presenta¬\n\ntion of the budget for this body. I am not anticipating that report now, but there is\nno doubt in my mind that the national assembly tomorrow will have groups and\nindividuals who will go away with a feeling that we should have been able to do\nmore about the budget to advance our activities and for other reasons. Our budget\nand our Association depend in the last analysis upon our membership. I would hesi¬\ntate long and think very carefully before I would vote for anything that would\ndecrease our membership by one person, since there is not a state director here present\nwho does not realize that every new member in the N.E.A. means a hard, long job\nof work, and I most certainly would hesitate before I would do anything that would\ndeprive our Association of the services of the young lady who stood in the aisle a\nminute ago and made that fine plea for her group.\n\n"}
{"page": 748, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nAssociation\n\nIt is my opinion that whether it is mercenary or not, we had better look at this\nfrom two sides, and one of those should be from our own N.E.A. side.\nMr.\n\nCram:\n\nI move\n\n(The motion\n\nwas\n\nMr.\n\nJoseph\n\nthe previous\n\nseconded\n\nH. Saunders\n\nquestion.\n\nby several delegates and was\n\n(Virginia)\n\n: Madam\n\nChairman,\n\ncarried.)\nin order\n\nto expedite\n\nthis\n\nmatter, I move that we suspend the rules on the roll call and take the motion by\nvive voce or standing vote, and if that motion is sufficiently clarified, we will get\nsomewhere. We will never finish the business of the convention otherwise.\nMr.\n\nBottolfsen:\n\nThe\n\nparliamentarian\n\nwill have\n\nto declare you out of order\n\nreason that it is impossible for us to declare the two-thirds\nvote.\nMr.\n\nSaunders:\n\nIf the vote is overwhelmingly\n\none\n\nway,\n\nvote without\n\nyou\n\nshould\n\nfor the\n\na recorded\n\ncertainly know\n\nwhether or not it is two-thirds. By unanimous consent, we could suspend the rules\nand vote on this in one minute instead of delaying the Association.\nI ask that we have unanimous consent to suspend the rules on the roll call and\nhave a standing vote.\n(The motion was seconded by several delegates.)\nPresident\n\nJV oodruff : You\n\nhave\n\nthere any objection? Hearing\n\nheard\n\nthe motion,\n\nwhich\n\nhas\n\nbeen\n\nseconded.\n\nIs\n\nnone, it is granted.\n\nThose in favor of changing the word “and” to “or” in line 15 of page 7 will stand.\nThose opposed, will stand. The Chair declares a two-thirds vote in favor of the\namendment.\nMr.\n\nH. Parley\n\nKilburn\n\nMr.\n\nBottolfsen:\n\nYou\n\nMr.\n\nKilburn:\n\nment. Would\n\namendment\n\n(Utah)\n\n: If I am\n\nI be in order?\nMay\n\nin order, I should\n\nare out of order. The\n\nmatter\n\nlike to offer an amend¬\n\nhas been\n\nI rise for a point of information\n\ndisposed\n\nof.\n\nWhen\n\ncould\n\nthen?\n\nbe offered at a session of the N.E.A. ? The\n\namendment\n\nsuch\n\nan\n\nI wish to cover\n\nis to change the word “five” to “three” in the last line, and make the sentence read,\n“Any person qualified to serve as a director shall have been an active member with\ndues paid in the National Education Association and in a state or district or territory\nor a local association, if organized, for a three-year period, immediately\n\npreceding\n\nthe election.”\nMr.\n\nBottolfsen:\n\nThat\n\ncannot\n\nbe changed\n\nexcept by unanimous\n\nbylaw, and I hesitate to even rule favorably on the unanimous\nrule, it could be changed at this session.\nMiss\n\nAdair:\n\nIt is part of the Standing\n\nMr.\n\nBottolfsen:\n\nThen\n\nRules. It was\n\nit can be submitted\n\nconsent.\n\nThat\n\nis a\n\nconsent. If it were\n\nadopted\n\na\n\nthis morning.\n\nat this time and will require a two-thirds\n\nvote for adoption.\nMr.\n\nKilburn:\n\nMr.\n\nBottolfsen:\n\nmover\nMr.\n\nI then move\nWill\n\nthat this amendment\n\nyou\n\nplease submit\n\nbe adopted.\n\nit in writing\n\nand\n\nhave\n\nit signed\n\nby the\n\nas the hour\n\nis late\n\nand also the seconder.\nJames\n\nH.\n\nWilson\n\n(Colorado)\n\n: I move\n\nthat we\n\nadjourn,\n\nand many of us have commitments.\n(The motion was seconded by several delegates.)\nPresident\n\nWoodruff : The\n\nthose in favor, say “Aye”;\nMiss\n\nThere\n\nAdair:\n\nThere\n\nmotion\n\nto adjourn\n\nhas\n\nopposed, “No.” Motion\n\nis just one\n\nmore\n\nbeen\n\nmade\n\nto adjourn\n\nand\n\nseconded.\n\nAll\n\nis lost.\n\nthing that will require\n\nunanimous\n\nconsent.\n\nhas been a great deal of discussion of this motion, by implication. This is a\n\nbylaw :\nI move\n\nthat Article 2, Section lb, be amended\n\nby adding the following:\n\nProvided, however, that any state which has 20,000 or more paid members of\nthe N.E.A. as of the May 31st preceding the annual meeting shall be entitled to\nelect a second director.\n(Seconded\n\nby Mr. Cram.)\n\nPresident\n\nWoodruff : Unanimous\n\nDelegate\n\n(Illinois): Illinois objects!\n\nconsent\n\nis requested.\n\nIs there any\n\nobjection?\n\n"}
{"page": 749, "printed_page": null, "text": "Associational\n\nMiss\n\nAdair:\n\nMay\n\nI serve\n\nRecords\n\nand\n\nnotice, as chairman\n\n743\n\nInformation\n\nof the Rules\n\nCommittee,\n\nthat I offer\n\nthis as an amendment to be voted on next year. I would like to ask that the Standing\nRules that we have voted on be adopted as a whole. I move that the Standing Rules\nas we have amended them be adopted as a whole. Mr. Reuben T. Shaw seconds the\nmotion.\n(The\n\nmotion\n\nwas\n\ncarried unanimously.)\n\nMiss\n\nAdair:\n\nThat\n\nis simply\n\nMr.\n\nLaw:\n\nquestion\n\nA\n\nan\n\naffirmation\n\nof information!\n\nWill\n\nof what\n\nwe\n\nthe Chair\n\nhave\n\ndone.\n\ntell us of New\n\nYork\n\nif the\n\npresent situation in the City of New York is that its teachers must join a New York\nState Association in order to vote for a director, and if the situation is that no further\nvote will be taken at this meeting on the matter of a second directorship for the\nCity of New York?\nMiss\n\nAdair:\n\ndirector.\nI served\nvoted on\ndirector,\nMr.\n\nAs\n\nstand, the New\n\nYork\n\nCity teachers\n\nmay\n\nvote for a\n\nNo state may elect a second director until after the amendment for which\nnotice a few minutes ago is published in the May issue of the Journal and\nnext year, but you may vote for your directors. You may not have a second\nbut you may vote for the director if you are a member of any association.\n\nLaw:\n\nTo\n\ncontinue\n\nthe membership\nMiss\n\nthe bylaws\n\nmy\n\nquestion, did the motion\n\nthat was\n\npassed\n\nprovide\n\nthat\n\nin a state association is not obligatory?\n\nAdair:\n\nSuch\n\nmembership\n\nis not obligatory\n\nfor a delegate\n\nto enable\n\nhim\n\nto\n\nvote for a director.\nMr.\n\nLaw:\n\nMiss\n\nAdair:\n\nship ?\nmous\n\nNo, it must\n\nconsent was\n\namendment\nMr.\n\nIs it possible at this time by a two-thirds\nbe a unanimous\n\nrefused. There\n\nto the Rules which\n\nH. Parley Kilburn\n\nvote on that second\n\nis a gentleman\n\nmay\n\n(Utah)\n\nvote to have\n\ndirector¬\n\ndirector, and\n\non the floor who\n\npass by a two-thirds\n\n: I move\n\na second\n\nunani¬\n\nasked to offer an\n\nvote.\n\nthat the last line in Rule 4 on page\n\n7, which\n\nprovides for a five-year period before a person can qualify as a director in the Na¬\ntional Education Association, be changed to three years, so that it will read, “Any\nperson to qualify to serve as a director shall have been an active member with dues\npaid in the National Education Association and in a state or district or territory or a\nlocal association, if organized,\nelection.” This is seconded\nMr.\n\nSaunders:\n\nI wish\n\nfor a three-year\n\nby Charles\n\nto make\n\nPresident\n\namendment,\n\nC. Gardner\n\nthe same\n\nrules be suspended by unanimous\ninstead of by a roll call.\nIV oodruff : Hearing\n\nperiod immediately\n\nmotion\n\nconsent\n\npreceding\n\nthe\n\nof Utah.\n\nthat I made\n\nso that we\n\nmay\n\nno objection, it is granted.\n\na moment\n\nago, that the\n\nvote by standing\n\nAll those in favor\n\nvote\n\nof this\n\nplease stand. All those opposed, please stand. It is carried.\n\nMr. Laws: Is there a question before\nPresident IV oodruff: There is none.\nMr.\n\nLaw:\n\nThen\n\nam\n\nMr.\n\nBottolfsen:\n\nThe\n\nI privileged\n\nthe house?\n\nto present\n\na new\n\nmotion, if it pertains to changes\n\nmotion?\nin the bylaws,\n\nor amendments,\n\nmust be in writing.\nMr.\n\nLaw:\n\nIf I put it in writing\n\nand\n\npresent it now,\n\nis it in order?\n\nMr. Bottolfsen: Yes, it is in order unless somebody moves to adjourn.\nMr. Law: Would it be in order if I made the motion now and presented\n\nit in\n\nwriting in two or three minutes?\nMr.\n\nBottolfsen:\n\nThe\n\nrules require\n\nnotice that the gentleman\n\nfrom\n\nUtah\n\nthat motions\n\nof this kind\n\nbrought his up immediately\n\nbe in writing.\n\nYou\n\nin writing.\n\nMr. Law: We have the motion in writing.\nMr. Bottolfsen: Then please submit it.\nMr.\n\nLaw:\n\nI move\n\nthat in order\n\nof New York, now 12,366, New\nNational Education Association.\nDelegate\n\n(Mississippi)\n\n(The\n\nmotion\n\nwas\n\nMr.\n\nBottolfsen:\n\n: I move\n\nseconded\n\nThe\n\nmotion\n\nto retain the great volume\n\nYork\n\nof members\n\nof the City\n\nCity be given a separate directorship in the\n\nthat we\n\nadjourn.\n\nby several delegates.)\nis out of order.\n\n"}
{"page": 750, "printed_page": null, "text": "744\n\nNational\n\nMr. Saunders: Why\nconsent be asked for?\n\nEducation\n\nis the motion\n\nAssociation\n\nto adjourn out of order?\n\nCould\n\nnot unanimous\n\nMr. Bottolfsen: It is not an amendment to the bylaws.\nMr. Saunders: No, but could they not be amended by unanimous consent?\nMr. Bottolfsen: Certainly.\nMr. Saunders: Then if Mr. Law has a unanimous consent to that proposition,\nthere is no objection?\nPresident Woodruff: Unanimous consent has been asked by Mr. Law from New\nYork.\n\n(Cries of “No.”)\nDelegate (Mississippi) : I insist on my\norder.\n\nmotion\n\nto adjourn, which\n\nI believe is in\n\nPresident Woodruff: Those in favor of adjournment will say “Aye”; opposed,\n“No.” The “Noes” seem to have it.\nMiss Adair: I think I was recognized, and I am going to hold to the regulations.\nI would like to move that the bylaws as presented and amended at this meeting be\nadopted as a whole. That is seconded by Mr. Shaw.\n(The motion was carried unanimously.)\nMiss Daisy Lord (Connecticut) : I would like to ask as a matter of information,\nif there is not some way in which the motion made by Mr. Law can be reconsidered.\nWe have come here to New York and the New York City teachers have paid us\nevery courtesy. We certainly do not want to lose that large group of members. We\nneed them. We know what New York has stood for in the United States. We all\nenvy New York City for what its teachers have obtained and we can learn many\nlessons from New York City. I therefore say, as a matter of courtesy if nothing else,\nthe fact is, we cannot afford to lose those teachers, those wideawake teachers of the\nCity of New York, and I ask you to see that something is done to keep them in and\nto show them that courtesy after all they have done for us.\nPresident Woodruff : Can Mr. Law's motion be sent up in writing right away?\nMr. Grover Stout (Michigan) : New York is ,a remarkable city. These New York\npeople have done everything they can for us. We are the only organization or group\nof organizations in the world to turn away some fifteen thousand cash customers with\ntwo dollar bills in their pockets. Why not help these people out? They want to help\nus. They have everything in the world; they do not need us, we need them.\nDelegate (Ohio) : I object to being browbeaten into giving New York everything\nit wants. Possibly we may lose thirteen thousand members from New York City,\nbut by standing on our present organization we will pick up a hundred thousand\nmembers in the United States of America.\nMr. Stout: The trouble with us is that we pay too much attention to our ideals.\nThat is the trouble with my friend from Ohio. Let us consider the facts; let us be\npractical ; let us be realistic. Don’t be personal because emotional attitudes will not\nhelp. Let us help to get this New York situation solved because, after all, this is a\nbig country and we need them. It is not a matter of ideals; it is a matter of actually\ntaking in this great group\nbership and their money.\n\nof people who\n\ncan contribute what\n\nwe need by their mem¬\n\nMr. Fred D. Cram (Iowa): I have Mr. Law's motion in my hand which is as\nfollows: “I move that New York City be given a separate directorship in the\nNational Education Association.”\nThat is moved by Mr. Law and seconded by Fred Cram of Iowa.\nAs a member from the sticks, I wish to explain my second. I came here decidedly\nskeptical as a member of the Board of Directors and of the Executive Committee of\nthis organization as to this proposition of New York. I was afraid that in doing\nwhat New York City was requesting, we would be setting up a precedent that would\nbe dangerous to the N.E.A. Since I have come here, I have been convinced that con¬\nditions are so dissimilar in New York City to any other large city in the country,\nwith the possible exception of Chicago, that this request of New York, in justice to\nit, ought to be and can be granted.\n\n"}
{"page": 751, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n745\n\nThere is another side to this. We are not tying ourselves up for all time to come\nif we make that amendment. If we see that the amendment is doing more harm than\ngood, the bylaws can be re-amended at any time to put us back to the status that\nwe now have, and if New York City teachers at any time do not make good on the\npromise they are making us, that they will not only retain their present membership\nbut will actually increase that membership in the N.E.A., we can re-amend and re¬\nmove from them the right of having their own director.\nThe question may come up: Suppose California divides and suppose Illinois di¬\nvides and Michigan and all the other states that have these peculiar conditions that\nmay seem to make division necessary? Is there not a danger then that they will come\ndown here year after year and become so strong that they can vote down any\namendment to re-amend and put us back to our former status?\nWell, I should say, in answer to that, if New York and Detroit and Chicago\nand the other large cities of the country will maintain such a large membership in\nthe National Education Association that they can prevent the rest of us from doing\nthese things, then we ought to support that large majority and certainly the several\nhundred thousand dollars that they will bring into the organization is going to be\nvery useful to us.\nPresident W oodruff: I will ask the parliamentarian to state how and what the\naction will be upon this.\nMr. Bottolfsen: I will rule that the only -way that this can be adopted is by\nunanimous consent. Of course, if there are objections, it cannot be adopted.\nMr. F. A. McCoy (Kansas) : This looks like special legislation, which is a bad\nthing. Why not, if you are going to pass it at all, make a provision that when any\ncity has a membership of a certain number in the N.E.A., then they are entitled to\na second director? I wrnuld like to offer that as an amendment to the gentleman’s\nmotion, that any city having a membership of ten thousand or more in the N.E.A.\nbe entitled to a director.\nPresident IV oodruff: The amendment must come in writing to the platform.\nDelegate (Ohio) : I want to say that even if the motion is amended as suggested,\nthere will be objection to its being passed by unanimous consent. In explanation, let\nme suggest that if New York is in good faith, let their delegates come to the con¬\nvention next year with a large membership, and when this comes up in the regular\norder of business it can be voted on.\nMr. Bottolfsen: It seems to the parliamentarian that it is useless to ask for amend¬\nments to this when there is opposition to its passage. It cannot be passed except by\nunanimous consent. It can be amended, of course, by a majority, but if there is going\nto be objection to it after it has been amended, it seems to me that it is useless to\nwrork on it.\nMiss Adair: As chairman of the Rules Committee, I would like to offer to take\nover Mr. Law's motion and serve notice that it be considered next year.\nMr. B. C. Tighe (North Dakota): Matter of information! Was there not a\nreport by Miss Adair covering this from a common sense point of view? In other\nwords, I would like to know what the exact status of that report is, again, please,\nand will it become effectivePresident IV oodruff : That wras refused by unanimous consent.\nMiss Adair: I serve notice that it will be published in the May issue of the N.E.A.\nJournal and will come up in the regular order of business next year.\nMr. Tighe: And if at that time it is approved, then the way is open for a second\ndirector under this general rule? Am I correct?\nMiss Adair: That is right.\nMr. Crain: This amendment was proposed by Mr. McCoy of Kansas: “When\nany city shall have an entire membership of ten thousand in the National Education\nAssociation, it shall be entitled to a director in the N.E.A.”\nMr. Bottolfsen: The parliamentarian is going to rule the amendment out of order\nfor the reason that notice has been given by Ohio that it will not give unanimous\nconsent to its passage.\n\n"}
{"page": 752, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nDelegate (Oklahoma) : Point of information!\npresented as a new motion?\nMr. Bottolfsen: Ohio so gave notice.\n\nAssociation\n\nWould\n\nOhio object to this if it were\n\nDelegate (Oklahoma) : I did not know whether they had objected to this amend¬\nment or to the original motion. I would like to have that point cleared up.\nMiss Adair: I wish to give notice that both Mr. Law's motion and the amendment\nwill be on the agenda for next year and will be printed in the May Journal, which\nwill cover Mr. Law’s motion\nis needed in regard to that.\nMiss Amy\n\nHinrichs:\n\n(The motion was\n\nand the amendment\n\nMadam\n\nseconded\n\nChairman,\n\nI move\n\nmade\n\nby Mr.\n\nwe\n\nadjourn.\n\nMcCoy.\n\nand carried, and the session adjourned\n\nNo motion\n\nat 12:55 o’clock.)\n\nWillard E. Givens, Executive Secretary\nCaroline S. Woodruff, President\nThird\nThe\n\nBusiness\n\nSession, Thursday\n\nMorning,\n\nthird business session of the Representative\n\nAssembly\n\nJune\n\n30, 1938\n\nconvened\n\nin the Hippo¬\n\ndrome at 9:00 o’clock, with President JVoodruff presiding. The first fifteen minutes\nwere devoted to community singing.\nPresident IV oodruff: The meeting will be in order. Before we proceed with the\nbusiness session, there are two matters to be brought to our attention this morning,\nwhich Secretary Givens will present.\nSecretary Givens: On account of the misunderstanding during this convention,\nbeginning in the press early in the week, I want to make a short statement and\npresent to you this morning a speaker for a brief word in connection with this\npresent situation.\nThe particular situation to which I refer has developed in the press this week,\nbut in each convention that we have had since I have been secretary, something\nsimilar to this has happened. I make this statement which I give to the press:\nIt is most unfortunate that certain individuals have in recent years released\nradical and subversive statements at the same time and in the same city in which\nour convention is meeting; statements intended to give the impression that they\nemanated from our convention. Such procedures are unethical.\nOn the first day of this convention a news story released from a source in no\nway connected with this Association has embarrassed our members thruout the\nUnited States. Many protests such as the following from the president of an\nimportant educational institution have been received, “Permitting National\nEducation Association convention to function as a political forum as of Sunday\nfor the expression of irresponsible and crackpot professors is most unfortunate\nin the interests of national education. The country is fed up on knockers. What\nis needed\n\nis a constructive educational policy.”\n\nBecause of the impression given thruout the country by this news story, which\nwas connected in no way with our convention and which gives a false impression\nof the relationships between the National Education Association and the American\nLegion, the national commander of the American Legion has been invited to ad¬\ndress briefly this convention.\nIt is my pleasure to present to you the H onorable Daniel J. Doherty, national\ncommander of the American Legion, who will speak to you at this time.\nCommander Daniel J. Doherty: Certainly the statements given expression in the\nintroductory remarks of the executive secretary are in accord with my own judg¬\nment of the situation. Over a long period of time, the relation of the American\nLegion and the National Education Association has been most cordial, harmonious,\nand cooperative, and I know of no reason for any impairment of the harmonious\nassociation that has been ours.\nThis morning the New York Times carried a story that so far as doing justice to\nthe factual situation is concerned, represents an injustice to both the American\n\n"}
{"page": 753, "printed_page": null, "text": "Associational\n\nLegion\n\nRecords\n\nand to this Association, because\n\nand\n\nInformation\n\nthe caption — and\n\n747\n\nincidentally, newspapers\n\nsupply their own captions — says, “Educators refuse to hear Doherty in Legion\ndefense; one session flatly rejects, another fails to make way for reply to Gellerman.”\nSome time ago, thru the courtesy of your president, I as national commander of\nthe American Legion was invited to participate in the symposium conducted by this\nAssociation. Always trying to keep my own conduct in conformity with decorum\nand propriety, I at no time attempted to initiate the subject of Professor Gellerman,\nand at no time was I circumscribed in the prerogatives that I was privileged to\nexercise as a participant in that symposium.\nBecause of the unloosening of publicity with reference to this attempt to\nsabotize the American Legion, I did ask national headquarters of the American\nLegion in my behalf to make contact with the president of your Association that\nI might be permitted to address this convention. At no time, either directly or in¬\ndirectly, did I suggest when that address might be made. Tentative arrangements\nhad been made last night, but because of judgment passed upon the propriety of\nthe situation, the circumstances under which that meeting was held in the Madison\nSquare Garden, it was thought more desirable, and I find my own thoughts in\nconformity with the judgment exercised, that I might be permitted to be heard\nhere this morning, and I come not for the purpose of attacking the unfortunate\nprofessor, but I come for a dual purpose: To assure you as delegates to this con¬\nvention that the harmonious relationships that have previously existed will con¬\ntinue to exist, that we will continue to advise where we can in furthering the cause\nof education; also, to correct any misapprehension that may lie in your minds with\nreference to the real aims and purposes of the American Legion, and also to\nclear up any misunderstanding that may arise in the public mind.\nI have a book before me, entitled The American Legion as Educator. It has the\nsponsorship and is published with the approval of George S. Counts. I am sure that\nmany of you probably are aware of the affiliations of the professor. Certain it is that\nhis affiliations with American principles have been quite remote.\nI have here some exhibits, and I am not going to go into them specifically, but\nhere is one, headed The Connecticut Teacher, Volume II, No. 5, date of issue,\nFebruary 1935, Moscow summer school, in which the professor is named as an\nadviser. There are other exhibits here that show his affiliation with certain organ¬\nizations that, in the judgment of the American Legion, are communistic in content\nand origin and have direct affiliation with Moscow. I am not at all surprised, and\nI express no wonderment, that this effort of Professor G ell er man’ s had the approval,\nperhaps the sponsorship, as suggested here, of Professor Counts.\nIt is interesting to know that Professor G ellerman is a member of the American\nLegion. On January 26 of the current year, he renewed membership in Kent Post\nNo. 15, located in Kent, Washington, and only the other day I received a telegram\nfrom that post informing me that they had communicated with Professor Gellerman,\nasking that he either affirm or deny this publication as represented in the newspapers.\nAdmittedly, he cannot deny it.\nMay I say to you that the membership of the American Legion is not enhanced\nby his having membership in it, but nevertheless every post under the constitution\nof the American Legion is the judge of its own membership, indicating the demo¬\ncratic qualities of the American Legion, provided that other essential eligibility\nrequirements obtain.\nTo take the time to deny specifically the various statements that have been made\nby the professor with respect to the American\nupon the very limited time of this convention.\n\nLegion\n\nwould\n\nbe to intrude unduly\n\nI come here not to vilify or castigate Professor Gellerman. To do that would,\ninferentially at least, indicate that the American Legion had need of that, which\nis far from the truth. I think I am only charitable when I say that the highest\nevaluation that could be placed upon this literary effort is to say that it represents\nthe puny\n\nproduct of a small mind!\n\nI am\n\nsure that it is not representative\n\nof the\n\n"}
{"page": 754, "printed_page": null, "text": "748\n\nNational\n\njudgment and\nAssociation.\nIt has been\n\nthe appraisal\n\nEducation\n\nof those who\n\nsaid that the membership\n\nAssociation\n\nhave\n\nmembership\n\nof the American\n\nin this fine American\n\nLegion\n\nof the ex-service men of this country. Well, despite every\nthe fact that unemployment is rampant, the membership\nfor 193S as of June 25, the last figures that are available\n\nis not representative\n\neconomic barrier, despite\nof the American Legion\n\nto the national\n\ncommander,\n\nwas 935,829, the highest all-time record of membership in the American Legion,\nas of that date, which ought to indicate to every thinking person an organization\nof substantial\n\nsize, with\n\npotentialities\n\nfor\n\nservices\n\nour country in the future, in consonance\naccomplishments of the past.\n\nand\n\nin keeping\n\nIn this portrayal\n\nof the American\n\nafter a factual portrayal\n\nLegion\n\nand\n\nof the organization,\n\nto our\nwith\n\ndisabled\nour\n\nthe conclusions\n\nthe professor\n\nmen\n\nand\n\nprogram\n\nand\n\nerroneously\n\nhas\n\nstopped\n\nto\nour\n\ndrawn,\n\nwith\n\nPast\n\nNational Commander Ray Murphy and does not include in his work my immediate\npredecessor, or the present national commander of the American Legion, but\nascribes to the others, I am sure, qualities and attributes that some of them will\nundoubtedly deny, as representative of the entrenched\nis an expression with which we are fairly familiar.\nSufficient to say, so far as the national\njust a humble\n\nLegionnaire,\n\nstarting\n\ncommander\n\nwith\n\ninterest, and\n\nafter all, that\n\nof this year is concerned,\n\nthe organization\n\nI am\n\nin its founding\n\ndays,\n\nhaving faith in its destiny, being actively interested in its work, still believing\nit as a great leavening and stabilizing force in our country with no attachment\n\nin\nto\n\nany entrenched interests, whether they be financial, business, or military — just a\nLegionnaire trying to give expression to his prerogatives of American citizenship\nthru the medium of the American Legion.\nI am\nLegion,\n\nsure that the professor\nbut realizing\n\nhardly\n\nhas borne\n\nthe torch of service in the American\n\nthat it is a great leavening\n\nand\n\nstabilizing\n\nforce, has\n\nsought\n\nby this unjustified attack which he has attempted to link with the National Education\nAssociation, to weaken an organization that he knows represents an impregnable\nand unsurmountable barrier to the advocacy and the realization of the un-American\nprinciples that he sponsors, and I am equally sure that in the public mind, the\nLegion will still continue to occupy the high place that it does in the esteem and\ngoodwill of the American people because I am sure that they realize that mem¬\nbership in the American Legion had its origin in a comradeship that was created\nin a call of their country for service, that was tried in the crucible of war, with\nall the rigors and hardships there entailed, and\nfinest fruition in these days of peace.\nSo I give assurance\ndoes not have\nrather\n\nto you that the American\n\nits policies emanate\n\nfrom\n\nthat just as the membership\n\none\n\nLegion\n\nthe top and\n\nthat has\n\nbeen\n\nas a democratic\n\nseep down\n\nof the American\n\nbrought\n\nLegion\n\nto its\n\norganization,\n\ninto the bottom,\nand\n\nbut\n\nthe organization\n\nitself grows from the bottom toward the top, so does the policy of the American\nLegion follow a similar course of procedure, because our program is the result\nof efforts and resolutions that have their origin and conception in the 11,444 posts\nof the American Legion. Those resolutions stand the test of analysis and thought\nand\n\njudgment\n\nin district councils, county\n\ncouncils, department\n\nconventions,\n\nand\n\nif\n\napproved, finally get to the appropriate committees of the national convention of\nthe American Legion, and those committees pass judgment upon those resolutions,\nand\n\nthey make\n\na report\n\nto the national\n\nconvention\n\nof the American\n\nLegion\n\nand\n\nevery delegate therein — and, incidentally, every delegate is chosen as a result of\nthe operation of democratic processes — has a right to record his individual and\npersonal judgment on any question concerning the American Legion, whether it be\nelection of officers or whether\n\nit be the approval\n\nor disapproval\n\nbecause no unit rule circumscribes or frustrates the operation\nin a national convention of the American Legion.\n\nof some\n\nof democratic\n\npolicy,\n\nprocesses\n\nSo I am sure that you will find that your own judgment is in accord with mine\nwhen I say that this is an abortive attempt to sabotize the American Legion. It was\ndesigned,\n\nas far as publication\n\nwas\n\nconcerned,\n\nto tie in with\n\nthe advent\n\nof this\n\n"}
{"page": 755, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n749\n\nInformation\n\nconvention and to circulate and to indicate to the people of America generally that\nAmerican educators found their own thoughts and judgment in harmony with those\nto which the professor has given expression.\nI appreciate very deeply the courtesy that has been accorded to me this morning.\nI would not have presumed to intrude upon the limited time of this convention if\nthis eventuality had not arisen, and in coming here, I have done so for the dual\npurpose of explaining the relationship that exists and continues and will continue\nto exist between the American Legion and the National Education Association, and\nalso to suggest very strongly to the newspapers that in the interest of a free press\nand the accuracy of reporting, they make an accurate portrayal of the facts attend¬\nant on this situation. Thank you for your courteous attention!\nPresident\n\ntVoodruff:\n\nWe\n\ncome\n\nnow\n\nto the third\n\nAssembly. Invocation will be offered by Rabbi\nSholom of New York City.\n(The invocation was given.)\nPresident\n\nJV oodruff:\n\nDue\n\nto the long program\n\nsession\n\nof the Representative\n\nLouis Newman\n\nof Temple\n\nRodeph\n\nthis morning,\n\nthe Chair\n\nwill rule\n\nthat committee reports, all except the report of the Resolutions Committee,\nlimited to five minutes, except by unanimous consent to continue.\n\nwill be\n\nWe turn back, then, to yesterday’s program where we left off. The first item\non the program is the report of the Committee on the Economic Status of the\nRural Teacher, which will be given by Kate V. IVofford of the State Teachers College\nat Buffalo, New York.\nMiss\n\nKate\n\nV. IVofford\n\n(New\n\nYork):\n\nEach\n\nof you\n\nhas your\n\nenvelope\n\ncontaining\n\na report marked, Economic Status of the Rural Teacher. This is a preliminary\nreport. We shall hope, during the next coming school year, to complete this report\nso that we may give to this group and to teachers thruout the country, a picture\nof the rural teacher so far as his economic status is concerned.\nThis Committee is a creature of the N.E.A., composed of seven members, whose\nnumbers have been amplified and enlarged thru appointment of consultants in many\nstates thruout the Union. You will notice that the information was secured thru a\nquestionnaire, distributed to about 38,000 teachers and it covers the year June 1936\nto May 1937. Since our time is limited this morning, I shall give you only a few\nhighlights of the report.\nThose of you who have read it know something of which we are all aware, and\nthat is that the economic status of the rural teacher has always been low, but many\nof us needed this report to convince us how low it actually is. The range of salaries\nas represented by this group extends from $1397 for white, married men teachers,\nin rural areas, to $370, which is the average amount paid to Negro women teachers\nin rural areas. If you will do some quick mathematical calculation, you will see\nthat the medium income from teaching for the rural teacher of the United States\nis less than a thousand dollars.\nWithin\n\neach racial group,\n\nwhite\n\nand\n\ncolored, single women\n\nreceive the lowest\n\naverage salary. Another interesting feature of this' report is the fact that the\nrate of pay in rural areas depends upon a great many factors: Where the school is\nlocated, the size of it, the state in which it is located, the section of the country in\nwhich\n\nit is located — determine\n\nthe salary of the teacher.\n\nOn the average, as you might surmise even without reading the report, the oneroom rural school teacher receives the lowest salary of any group, lower than the\nvillages, and lower than the counties or towns. This is true of the Negro teacher\nas well as the white teacher, and achieves somewhat considerable significance when\none remembers that the large group of teachers in rural areas teach more than\n50 percent of our American youth. Of that group one-fourth of them teach in oneroom schools, representing a great host, 138,000, of our profession.\nOne of the discouraging features of the report is that the length of service, the\nlength of experience, does not influence materially the increment of salaries. This is\na discouraging picture for all teachers. It is discouraging particularly for Negro\nteachers. Not only do Negro teachers in rural areas begin at a much lower salary,\n\n"}
{"page": 756, "printed_page": null, "text": "National\n\n750\n\nEducation\n\nAssociation\n\nbut those having the most experience are receiving pay which is little different from\nthose with no experience.\nThere are factors, however, which will influence particularly the increaise in\nprofessional education that work toward the advantage of the rural teacher just as\nthey wrork for the advantage of teachers in urban areas. One of the touching parts\nof this report, if I may use a descriptive word for so scientific a study, was the\namount of salary of this group of teachers with respect to necessities.\nThe Committee feels that our wrork really has just begun, that in these days of\nemphasis on labor and hours, this group in the profession presents to the N.E.A. a\nreal responsibility and a real challenge; that depending upon the support of this\ngroup to give this report publicity, rests, I think, probably the future of the economic\nstatus of rural teachers thruout the country, and for this, we ask your support.\nThank you !\n(Motion was made by Miss Gertrude Mallory of California and seconded that\nthe report be adopted. Motion unanimously carried.)\nPresident\n\nWoodruff:\n\nThe\n\nnext report will be that of the Committee\n\nGuidance,\n\nand this will be given by Secretary Givens\n\nSecretary\nLee of New\n\nGivens: Herbert R. Stolz is chairman\nYork City was to give it, but he was\n\nIt is therefore my\n\npleasure to give you a very brief report on individual guidance.\n\n(Motion\n\nseconded\n\nPresident\n\nWoodruff:\n\n(Miss\n\nand\n\nAssociation\n\nJulia Lathrop\n\nnext\n\nthe report\n\nwhich\n\nWoodruff:\n\nWe\n\npass over\n\ntake the report of the Committee\nMiss\n\nGertrude\n\nMallory,\n\na member\n\nis printed on page\n\nof that Committee.\n\n868 of this volume.)\n\nand duly seconded, the report of the Com¬\n\nthe next report until Mr.\n\non Equal Opportunity,\n\nlibrarian\n\nof the National\n\nLibrary Association, to be given by Miss\n\nin Washington,\n\n(Upon motion made by Miss Lathrop\nmittee was unanimously adopted.)\nPresident\n\n865 of this volume.)\n\nreport is on the Joint Committee\n\nand the American\n\nread\n\non page\n\ncarried.)\n\nThe\n\nof the Office of Education\n\nLathrop\n\nin the absence of Mr. Lee.\n\nof this committee and Edvuin A.\nnot able to return this morning.\n\n(Secretary Givens read the report which is printed\nSecretary Givens: I move the report be adopted.\n\nEducation\n\non Individual\n\nof the Franklin\n\nwhich\n\nHigh\n\nWilson\n\narrives, and\n\nwill be presented by\n\nSchool\n\nin Los\n\nAngeles,\n\nCalifornia.\n(Miss\n\nMallory\n\nread\n\n(Upon motion made\nmously adopted.)\nMiss\n\nAdair:\n\nthe report which\n\nis printed on page\n\nby Miss\n\nand duly seconded, the report was\n\nI wranted\n\nMallory\n\nto state that in these reports, you\n\n859 of this volume.)\n\nremember\n\nwe\n\nunani¬\n\nadopted\n\nas\n\none of our rules that any recommendations would necessarily have to come as\nresolutions signed by the maker and the seconder. I want you to remember that in\nall of the reports.\nMiss\nMiss\n\nGertrude\n\nAdair\n\nMallory\n\n(California)\n\n: I would\n\nis correct in that. I appeared\n\nbefore\n\nlike to make\n\nthe Board\n\nthe statement\n\nas many\n\nthat\n\nother chairmen\n\ndid, but they did not have time to hear me and I forgot to mention that this\nmorning. I fully understand that recommendations must be gone over by the Board.\nI wrant to make\nPresident\n\nthat statement\n\nWoodruff:\n\nThe\n\nwill be given by Willard\n(Mr.\n\nElsbree\n\nread\n\nso you wfill not feel there is any conflict.\n\nnext report is that of the Committee\n\nElsbree of Columbia\n\nthe report which\n\nUniversity, New\n\nis printed on page\n\non Salaries, which\n\nYork\n\nCity.\n\n901 of this volume.)\n\n(Upon motion made by Mr. Elsbree and duly seconded, the report of the Committee\nwas unanimously adopted.)\nPresident\n\nWoodruff:\n\nThe\n\nnext\n\nreport\n\nwill be that of the Joint Committee\n\nof the\n\nNational Education Association and the National Congress of Parents and Teachers,\nby Mrs. J. K. Pettengill , president of the National Congress of Parents and Teachers,\nof Detroit, Michigan.\n(Mrs. Pettengill read the report which\nMrs.\n\nPettengill : I move\n\n(Motion\n\nseconded\n\nthat the report\n\nand carried.)\n\nis printed on page\nof the Committee\n\n869 of this volume.)\nbe adopted.\n\n"}
{"page": 757, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n751\n\nPresident W oodruff : The next report is of the Committee on International Rela¬\ntions, which will he given by Miss Woodward of the Somerville, Massachusetts,\nHigh School.\n(Miss W oodward read the report which is printed on page 866 of this volume.)\nMiss Annie C. Woodward (Massachusetts) : I move the adoption of this report.\n(The\n\nmotion\n\nPresident\n\nwas\n\nduly seconded\n\nWoodruff : The\n\nbut I do not see him\n\nand\n\nnext\n\nthe report\n\nreport\n\nwas\n\non the stage, so we\n\nwas\n\nto have\n\nunanimously\nbeen\n\ngiven\n\nadopted.)\n\nby Mr.\n\nNcwbold\n\nwill pass on to the next item on this morn¬\n\ning’s business — the report of the Committee on Cooperatives by Albert M. Shaw\nthe Eagle Rock Junior High School of Los Angeles, California.\n(Mr. Shaw read the report which is printed on page 822 of this volume.)\nMr.\n\nAlbert\n\nM.\n\n(The motion\nadopted.)\n\nShaw\n\nwas\n\n(California)\n\nduly seconded\n\n: I move\n\nand\n\nthe adoption\n\nof\n\nof this report.\n\nthe report of the Committee\n\nwas\n\nunanimously\n\nPresident Woodruff : The next number on the program we will pass over for the\npresent as I do not see the chairman here at this time. The next item is the\nWorld Federation of Education Associations and the president will present the\nreport. Paul\n\nMonroe\n\n(Mr. Monroe\n\nof Columbia\n\nread\n\nthe report which\n\n(Upon motion regularly\nunanimously adopted.)\nPresident\n\nUniversity,\n\nmade\n\nWoodruff : We\n\nNew\n\nYork\n\nis printed on page\n\nand\n\nseconded,\n\nwill now\n\ngo back\n\nCity!\n917 of this volume.)\n\nthe report\n\nof the Committee\n\nto the report\n\nthat we\n\nomitted.\n\nwas\nI find\n\nthat Mr. Rosier, president of the State Teachers College of Fairmont, West Vir¬\nginia, is here, and he will give the report of the Committee on Supply, Preparation,\nand Certification of Teachers.\n(Mr.\n\nRosier\n\nread\n\nthe report\n\nwhich\n\nis printed\n\non page\n\n902 of this volume.)\n\n(Upon motion duly made and seconded, the report was unanimously adopted.)\nPresident Woodruff : The next report will be that of the Legislative Commission\nand Howard A. Dawson, director of Rural Service in the N.E.A. headquarters, will\ngive the report of the Committee for Sidney B. Hall, chairman.\n(Mr. Dawson read the report which is printed on page 871 of this volume.)\n(Upon\n\nmotion\n\nPresident\n\nregularly\n\nW oodruff:\n\nwhich will be given\nIndiana.\n(Mr. DuShane\nMr.\n\nDonald\n\nThe\n\nand\n\n(The\n\nmotion\n\nand seconded,\n\nnext\n\nby Donald\n\nreport\n\n(Indiana)\n\nwas\n\nsuperintendent\n\nunanimously\n\nof schools\n\nadopted.)\non Tenure,\n\nin Columbus,\n\nis printed on page 904 of this volume.)\n\n: I move\n\nthat the recommendations\n\nthe report was\n\nwill be that of the Committee\n\nDuShane,\n\nread the report which\nDuShane\n\naccepted\n\nmade\n\nthat the report\n\nof the Committee\n\nof the Committee\n\nbe approved\n\nbe\n\nby this body.\n\nseconded.)\n\nDelegate (Texas) : The Texas delegation of the National Education Association\nrepresents over forty thousand Texas teachers, and we wish to express our sincere\nappreciation and thanks\nIt has done professional\n(The\n\nmotion\n\nPresident\n\nto adopt\n\nW oodruff:\n\nMann Centennial\nN.E.A. Journal.\n(Mr. Morgan\nMr.\nnow\n\nJoseph\n\nto the Committee for its outstanding\nthings. Thank you !\nthe report of the Committee\nThe\n\nnext\n\nCelebration,\nread\n\nreport\n\nwhich\n\nH. Saunders\n\n(Virginia)\n\nasking to be discharged,\n\nI wish\n\n(The\n\nmotion\n\nwas\n\nseconded\n\nPresident\nFrederic\nMr.\nportant\n\nand\n\n: In view\n\ncarried\n\nMelcher:\n\nwork.\n\nunanimously.)\non\n\nthe Horace\n\nMorgan\n\nof the\n\n861 of this volume.)\n\nof the fact that the Committee\n\nthat the report be adopted\n\nappreciation\n\nWoodruff: The next report\nMelcher, editor of the Publishers\n\nFrederic\n\nby Joy Elmer\n\nis printed on page\n\nto move\n\nextend to them a host of thanks and\nmittee has done in the past year.\n\nadopted\n\nis that of the Committee\n\nwill be given\n\nthe report which\n\nwas\n\nprofessional\n\nfor the wonderful\n\nis\n\nand that we\n\nwork\n\nthis Com¬\n\nArts\n\nClinic, by\n\nunanimously.)\n\nis that of the Graphic\nWeekly, of New York.\n\nIn order to justify the place you have given us in this im¬\nsession, I shall do my best to make the new enterprise of the American\n\n"}
{"page": 758, "printed_page": null, "text": "752\n\nNational\n\nEducation\n\nAssociation\n\nInstitute of Graphic\nto us.\n\nArts, as started last year, seem\n\nas important\n\nto you as it does\n\nThe American Institute, for about twenty-five years, has been trying to prove\nand has proved that taste is debatable in spite of the Latin proverb, and we have\ndebated taste in books and as represented by the country, in endeavoring to have the\nprinting press, now in its five hundredth year this year, work to its full benefit and\nadvantage in the field of printing, and especially in the field of books.\nIn the last two or three years, it has been increasingly evident that the application\nof the best that printing knows, and we represent an interest and enthusiasm for\nbetter printing, must be applied and can be increasingly applied to the books that\nare being used in the schools. We are satisfied that America may have the best\ntextbooks in the world but we cannot be satisfied until we have the best that America\ncan produce in textbooks for the world.\nWe know that young people come to our schools, the elementary, the secondary,\nand the colleges, with not a taste of books, but all too often the feeling that those\nare textbooks and that, “Goodness, those are behind us!” There must be something\nwrong in the elements of taste when that feeling is what they have when they come\nto school, and so for this year, a hundred enthusiastic people representing this\nnational organization have been meeting together in New York and sending their\nsuggestions over the country for discussion of the textbooks, the books that are used\nin school, with the belief that much more of harmony and taste can be introduced\ninto those books than there is at present.\nWe think that thru you as teachers, you as a national organization representing\neducation should send more sharp challenges to those who produce your books, not\nonly as to content, as you most certainly do, not only in durability, which your com¬\nmissions do, which have brought about what we may call the “self-closing” text¬\nbook, but also in matters of harmony and taste, that we make these textbooks not\nonly right in their text, not only durable in their materials and in the tests by which\nthey are put together, but also in that taste that may make books a likeable and\nharmonious thing for complete use.\nIt was\n\nabout a dozen years ago, as you and\n\nI will remember,\n\nthat a great in¬\n\ndustry dropped the slogan, “It will get you there and back,” and began to compete\nin terms of design and style. Nobody will suggest to us now that the engine inside\nthe hood has become less efficient because design and style have gone into the out¬\nside. We believe that in textbooks, the content, the teachableness, will not be the less\nefficient because you and we and those who love the printing press and its products\nwill see to it that there will be more harmony and beauty in those things which we\nproduce.\nAnd so we ask your interest in this Clinic. We hope for more increasing and\npleasant cooperation between those who use and direct teaching and those who\nmake the books, and we hope in your courses of book selection, let me say, in your\nstudy of textbooks, you will introduce studies of design and shall I say, likeableness,\nin the study of textbooks so that when the youth come thru the schools, they will not\nonly have the best we can produce but they will come thru with a love of textbooks\nwhich makes their content more satisfactory, more likeable, and therefore a more\npersonal and permanent part of their lives.\nThe American Institute greatly appreciates your already expressed interest in the\nsubject, and appreciates this place in your program which allows me to present this\nthing which is so exciting, freshly interesting to us, and we hope it will be increas¬\ningly exciting and interesting to you. Thank you !\n(Upon motion regularly made\nmously adopted.)\nSecretary\n\nGivens:\n\nI move\n\nand seconded, the report of the Clinic was\n\nthat the reports that have\n\non account of the fact that the chairmen\n\nnot been given\n\nunani¬\n\nthis morning\n\nare not present, be printed in the Proceed¬\n\nings for this year.\n\n(The motion\nPresident\n\nwas\n\nseconded\n\nJV oodruff:\n\nAt\n\nand carried unanimously.)\n\nthis point, the Chair\n\nwishes\n\nto express\n\nappreciation\n\nfor\n\n"}
{"page": 759, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n753\n\nInformation\n\nthe splendid cooperation that we have had thus far, before we come to the rest of\nthe morning program, not only for the people who have given the reports, but for\nthe attention of everybody else. I have not had a chance to use this gavel yet, and\nI hope it will stay right here.\nThe next report is that of the Committee on Resolutions, which will be given by\nMr.\n\nPowers\n\nMr.\n\nof Washington,\n\nJ. Orin\n\nPowers\n\nD. C.\n\n(District of Columbia):\n\nDuring\n\nthe past several\n\nyears, the\n\nCommittee on Resolutions and this Representative Assembly have developed a plat¬\nform of the National Education Association which is an expression of the body of\nprinciples for which this Association stands. This platform is not as sacred as the\nConstitution and changes may be made in it from time to time.\nAfter due deliberation, the Committee this year recommends a few changes which\nhave been printed in italics in the copy which\nfour hours.\n(Mr. Powers\n\nread\n\n(Upon motion\nwas adopted.)\nMr.\n\nAbraham\n\nthe platform\n\nmade\n\nwhich\n\nby Mr. Powers,\n\nLefkowitz\n\n(New\n\nPresident\n\nIV oodrujf : As\n\nPowers:\n\nThe\n\nresolutions\n\n(Mr.\n\nPowers\n\nread\n\nthe first and\n\nwere\n\n: Madam\n\nChairman,\n\nrecommended\n\nduly seconded, the resolutions were\n\nunanimously\n\nread\n\nthe\n\nthird\n\nimply\n\nresolution,\n\nonly.\n\nby the Committee\n\nresolutions,\n\nPowers\n\ndoes that motion\n\nit, it is the platform\n\nsecond\n\n(Mr.\n\n896 of this volume.)\n\nas presented to us in print?\n\nI understand\n\nMr.\n\nis printed on page\n\nfor twenty-\n\nduly seconded, the platform as recommended\n\nYork)\n\nthe adoption of the entire program\n\nhas been in your hands\n\nand\n\nand\n\nupon\n\nare\n\nas follows:\n\nhis motions,\n\nwhich\n\nadopted.)\n\nmoved\n\nits adoption,\n\nwhich\n\nwas\n\nCommittee\n\nand\n\ndelete beginning\n\nwith\n\nseconded.)\nMr.\n\nMartin\n\nWilson\n\nalso a member\n\n(New\n\nYork)\n\n: As\n\na member\n\nof the Editing Committee,\n\nof the Resolutions\n\nI move\n\nthat we\n\n“unless additional revenues are provided,” to the end of the sentence. I am not work¬\ning against the Committee. I have consulted with all but two members of the\nEditing Committee President\n\ncussed.\n\nW oodrujf : Your\n\n(The motion was\n\nmotion\n\nwill have\n\nto be seconded\n\nbefore\n\nit can be dis¬\n\nseconded.)\n\nMr. Wilson: They agree with me that it weakened the resolutions President W oodrujf : Excuse me, Mr. Wilson, but I did not bring it to the house\n\nthat this is an amendment that is being offered to that motion. It is now\ndebate and may be debated.\nMr.\n\nWilson:\n\nI just want\n\nto make\n\nit clear that I am\n\nnot working\n\nopen for\n\nagainst the Com¬\n\nmittee on which I served. The chairman of the subcommittee that originally pro¬\nposed this, and on which committee I served, has a somewhat different resolution.\nThis was changed to some degree and there was an understanding that I would get\na chance to go over it, but due to some other engagement here in the city, I did not\nget a chance to go over it until it had gone thru. I will take the blame for it in\nanother way. When we were deleting something else we thought weakened it, we\nmissed this point.\nI do not want to discuss the thing further, but a number of us feel that this is a\nvery distinct weakening of the resolution and also we noted that in the press this\nmorning, at least in one of the papers, there is a statement that seems to play up\nthis particular thing. It might put us in the position of seeming to approve of some\nother form of taxation which would be contrary to the fact, and therefore I hope\nthat you will give unanimous consent to the deletion of this clause.\nPresident\n\nW oodrujf : Unanimous\n\nconsent\n\nis asked\n\nfor this motion.\n\nIs there\n\nob¬\n\njection ?\nDelegate\n\n(Ohio)\n\n: I think the resolution\n\nis rather meaningless\n\nthe amendment of the gentleman from New York.\n(The motion was unanimously adopted.)\n\nif we\n\ndo not approve\n\n"}
{"page": 760, "printed_page": null, "text": "National\n\n754\n\nPresident\n\nWoodruff : You\n\nEducation\n\nnow\n\nhave\n\nAssociation\n\nsettled the amendment,\n\n-which\n\nwas\n\ndeletion of those phrases. It now returns to the original motion, as amended.\n(The original motion as amended was carried unanimously.)\n(Mr. Powers\n\nwere\n\nread\n\nthe fourth\n\nand\n\nfifth resolutions,\n\nduly seconded, the resolutions were\n\n(Mr.\n\nPowers\n\nread\n\nand\n\nunanimously\n\nthe\n\nsixth\n\nresolution,\n\nH. Holmes\n\n(New\n\nYork)\n\nand\n\nupon\n\non\n\nhis motions,\n\nthe\n\nwhich\n\nadopted.)\n\nmoved\n\nits adoption,\n\nwhich\n\nadd\n\nwas\n\nseconded.)\nMr.\n\nWilliam\n\n: I move\n\nthat we\n\nbefore tenure, because there are all kinds of tenure but we\n(The motion was seconded and carried unanimously.)\nPresident\n\nIV oodruff : That\n\noriginal motion.\n(The original motion\nunanimously.)\n(Mr.\n\nmade\n\nPowers\n\nread\n\ntakes\n\ncare\n\nfor adoption\n\nthe seventh,\n\nof the amendment.\n\nPowers\n\nread\n\nthe word\n\npermanent\n\n“permanent”\n\ntenure.\n\nWe\n\nnow\n\nreturn\n\nto the\n\nwas\n\ncarried\n\nupon\n\nmotions\n\nof the resolution, as amended,\n\neighth, and\n\nninth\n\nby him, duly seconded, the resolutions were\n\n(Mr.\n\nwant\n\nthe tenth resolution, and\n\nresolutions,\n\nunanimously\n\nmoved\n\nand\n\nadopted.)\n\nits adoption,\n\nwhich\n\nwas\n\nduly\n\nseconded.)\nMr.\n\nLefkowitz:\n\nI am\n\nsomewhat\n\nnonplussed\n\nbecause\n\non looking thru the resolutions\n\nas well as the platform, I do not find anywhere a definite and unequivocal statement\non the part of the National Education Association of its opposition to war. What\nwe have is a statement on international goodwill and on education. I should like to\nknow, therefore, whether the Committee on Resolutions is presenting to this conven¬\ntion either in this printed pamphlet or in some other form, a definite and unequivocal\nstatement to that effect?\nMr.\n\nPowers:\n\nThe\n\nCommittee\n\non Resolutions\n\nis bringing\n\nno\n\nother\n\nrecommenda¬\n\ntion before the Representative Assembly than those printed in its official report.\nThe Committee has considered and resolved upon war the last two years and has\nmoved such portions of the resolutions on war into the platform, which we believe\nare a matter of principle.\n(The motion\n(Mr.\n\nto adopt the resolution was\n\nPowers\n\nread\n\nthe eleventh,\n\nand upon his motions, which\nadopted.)\n(Mr.\n\nPowers\n\nread\n\nMr.\n\nPowers:\n\nIt has been\n\nwere\n\ncarried unanimously.)\n\ntwelfth, thirteenth,\n\nand\n\nfourteenth\n\nduly seconded, the resolutions were\n\nthe fifteenth resolution, pertaining\npointed\n\nout to me,\n\nand\n\nunanimously\n\nto appreciation.)\n\nI have\n\nthe pleasure\n\nunanimous consent to include the Boy Scouts in this resolution. I move\n(The motion was seconded and carried unanimously.)\nMr.\n\nJoseph\n\nH. Saunders\n\n(Virginia)\n\nanother resolution to be known\nBottolfsen:\n\nWill you\n\nMr.\n\nSaunders:\n\nIt is a resolution\n\nI think. We\n\nPresident\n\nstate what\n\nwould\n\nJV oodruff:\n\nlike to ask unanimous\n\nas No. 16, which\n\nMr.\n\nAssembly,\nment.\n\n: I would\n\nto request\n\nits adoption.\nconsent\n\nto add\n\nwill read as follows -\n\nit is?\n\nof thanks\n\nlike to have\n\nUnanimous\n\nresolutions,\n\nconsent\n\nand\n\nis a very\n\nunanimous\n\nserious\n\nconsent\n\nomission\n\nof this\n\nto offer the amend¬\n\nis asked. Is there any\n\nobjection?\n\nHearing\n\nnone, it is granted.\nMr.\n\nSaunders:\n\nits profound\nDelano\n\nThe\n\nresolution\n\nis that the National\n\nEducation\n\nAssociation\n\nexpresses\n\nappreciation to the President of the United States and to Mrs. Franklin\n\nRoosevelt\n\nfor their presence\n\nat this convention\n\nand\n\nfor the interest in public\n\neducation which their attendance at this closing session demonstrates.\nI move the adoption of that resolution, and Miss Adair seconds it.\n(The motion was unanimously carried.)\nMr.\nMr.\n\nHolmes: Do I have\nBottolfsen: Yes.\n\nPresident\n\nIV oodruff:\n\nobjection? Hearing\n\nto get unanimous\n\nUnanimous\n\nconsent\n\nnone, it is granted.\n\nconsent\n\nto offer this resolution?\n\nis requested\n\nfor a motion.\n\nIs there\n\nany\n\n"}
{"page": 761, "printed_page": null, "text": "Associational\n\nMr.\n\nHolmes:\n\nRecords\n\nI offer this as resolution\n\nand\n\nNo.\n\n755\n\nInformation\n\n17: This\n\nAssociation\n\namong nations and urges the President and the Congress\noperatively, and unselfishly for world peace.\n\nstands\n\nto work\n\nfor peace\n\nintelligently, co¬\n\nI offer that as a resolution because I think we should have something in our reso¬\nlutions at this time to show that we stand for world peace.\n(The motion was seconded by Miss Annie C. Woodward of Massachusetts and\nthe resolution was unanimously adopted.)\nMr.\n\nPowers:\n\nMadam\n\nPresident,\n\nthis concludes\n\nthe report\n\nof the Committee\n\non\n\nResolutions. The parliamentarian suggests that I move the adoption of the resolu¬\ntions as a whole, and I so move.\n(The motion was seconded and carried unanimously.)\n(The resolutions are printed on page 894 of this volume.)\nPresident\n\nIV oodruff:\n\nAt\n\nthis time\n\nSecretary\n\nGivens\n\nhas\n\nsome\n\nannouncements\n\nto\n\nmake.\n(Secretary\n\nGivens\n\nmade\n\nPresident Woodruff:\nJoseph H. Saunders.\n(Mr. Saunders\n\n(Upon\n\nThe\n\nnext\n\nreport\n\nthe report which\n\nIV oodruff:\n\nOffenhauer\n\nThe\n\nnext\n\nis that of the Board\nis printed on page\n\nof Trustees,\n\nPresident\n\nIV oodruff:\n\nwill be presented\nEdith\n\nThe\n\nby Miss\n\nE. Armitage\n\nis printed on page\n\nMr.\n\nduly seconded,\n\nnext\n\nreport is that of the Auditing\n\n(New\n\nadopted.)\n\nOffenhauer.\n\n803 of this volume.)\n\nwas\n\nArmitage,\n\nby Mr.\n\n784 of this volume.\n\nreport is that of the treasurer,\n\nread the report which\n\n(Upon his motion, which\nunanimously adopted.)\n\nMiss\n\nannouncements.)\n\nhis motion, which was duly seconded, the report was unanimously\n\nPresident\n(Mr.\n\nread\n\nseveral\n\nthe report of the treasurer\nCommittee,\n\nwas\n\nwhich\n\nchairman.\n\nYork):\n\nYour\n\ncommittee\n\nhas\n\nexamined\n\nthe report\n\nof the auditors — Wayne, Kendrick and Co., certified public accountants — and has\nfound it in satisfactory form and in full detail. The report is signed by Edith E.\nArmitage,\n\n(Upon\n\nchairman,\n\nH. Hinrichs,\n\nIV oodruff : The\n\nnext\n\nT. Collins, principal\n\n(Miss\n\n(Upon\nadopted.)\n\nand Katy\n\nCollins read\n\nmotion\n\nPresident\n\nis the report\n\nof the Lovell\n\nthe report which\n\nby Miss\n\nW oodruff : At\n\nSchool\n\nCollins, duly\n\nFred\n\nD. Cram\n\nCommittee,\n\nof New\n\nConnecticut.\n\nseconded,\n\nThe\n\nHaven,\n\nBoard\n\nwas\n\nMr.\n\nwhom\n\nCram,\n\nto the Representative\n\nof Directors\n\nby Miss\n\n805 of this volume.)\n\nthe report\n\nthis time, I will call upon\n\n(Iowa):\n\nadopted.)\n\nof the Budget\n\nis printed on page\n\nof Directors appointed to bring such matters\nthe Board especially wanted to recommend.\nMr.\n\nV. Anthony.\n\nher motion, which was duly seconded, the report was unanimously\n\nPresident\nHelen\n\nAmy\n\nis moving\n\nunanimously\nthe Board\n\nAssembly\n\nthat we\n\nas\n\nrecom¬\n\nmend to the Representative Assembly a goal of 10 percent increase in membership\nto be established again, and that all states or territories meeting this quota as\nincreased be designated\nmendation.\n(The\nMr.\n\nmotion\nCram:\n\nfor the Honor\n\nwas\n\nseconded\n\nThere\n\nare two\n\nRoll. I move\n\nand the recommendation\nother matters\n\nthe adoption\nwas\n\nto be presented,\n\nof this recom¬\n\nunanimously\n\nadopted.\n\none for cooperation\n\nwith\n\nthe American Legion in a campaign to enlist the American Legion to aid in the\nfederal aid bill, the background of which will be presented by a man selected by\nus to present this matter, and then there is a matter coming up in connection with\ncloser cooperation with the World Federation of Education Associations.\nBoth these matters, the Board of Directors voted to pass on to the Representative\nAssembly, and with the consent of the president and the Representative Assembly,\nI will ask that Mr. Shaw of Philadelphia be recognized at this time to present these\nmatters for your consideration. Mr. Shaw will make a motion when he has finished\nwhat he has to say.\nMr.\n\nReuben\n\nT. Shaw\n\n(Pennsylvania)\n\n: It is my\n\nprivilege\n\nto offer the following\n\nresolution, which has been passed unanimously by the Executive Committee and\nthe Board of Directors. The parliamentarian suggests that I ask for unanimous\n\n"}
{"page": 762, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\nconsent. I presumed that was covered by Mr. Cram’s request but I will repeat it.\nMay I have unanimous consent to offer this resolution at this time?\nPresident\n\nIV oodruff : Unanimous\n\nconsent\n\nis requested.\n\nIs there objection?\n\nHearing\n\nnone, it is granted.\nMr.\n\nShaw:\n\nThe\n\nresolution\n\nregarding\n\nthe American\n\nLegion\n\nis as follows:\n\nThat a committee of not more than five be appointed to confer with the Ameri¬\ncan Legion and other service organizations having constructive education pro¬\ngrams with the view of enlisting their support toward the enactment of laws\nproviding for federal aid to public education.\n(Upon motion made\nmously adopted.)\nMr.\n\nShaw:\n\nEducation\n\nThe\n\nby Mr. Shaw\n\nresolution\n\nAssociations\n\nand duly seconded, the resolution was\n\nconcerning\n\ncooperation\n\nwith\n\nthe World\n\nunani¬\n\nFederation\n\nof\n\nis as follows:\n\nBe It Resolved:\n\n1. That the Committee on International Relations be made a joint enterprise\nbetween the National Education Association and the World Federation of Edu¬\ncation Associations:\na. President of each of these Associations to appoint one member to the general\nAdvisory Committee from each of the 48 states, Alaska, Canal Zone, the District\nof Columbia, Hawaii, Puerto Rico, and the Virgin Islands\nb. Five members of the Committee on International Relations to be desig¬\nnated by the N.E.A. president, one of whom for 1938-39 shall be Paul Monroe,\npresident of the W.F.E.A.\n2. That during 1938-39 the major attention of the members of the Committee on\nInternational Relations be devoted to administrative organization designed to\nimprove and to coordinate the efforts of the N.E.A. and the W.F.E.A. Among\nthe problems which might properly be studied are the following:\na. What can the N.E.A. do to carry out the W.F.E.A. program in the United\nStates ?\nb. What relationships should the N.E.A. have with international and other\nAmerican educational organizations with similar objectives (including groups\ninterested in peace education, exchange of teachers, scholarships, etc.) ?\nc. What contacts should be established with both national and international\nnon-school agencies which are interested in international understanding (in¬\ncluding peace societies, Pan American Union, U. S. Department of State, etc.) ?\nThis report is to be made to the N.E.A. Executive Committee not later than the\nFebruary meeting in 1939.\n3. That during 1938-39 the Committee on International Relations should take\nthe following steps to acquaint N.E.A. members with our international op¬\nportunities :\na. Cooperate with Mr. Morgan in preparing a Journal feature, possibly on\nPan American relationships (a type of activity recommended by Secretary of\nState Hull)\nb. Cooperate\n\nwith\n\nMr.\n\nFarley\n\nin preparing\n\nan\n\nappropriate\n\nradio program\n\n(this might be merged with the W.F.E.A.’s Goodwill Program)\nc. Cooperate with Mr. Hubbard in compiling a handbook consisting of N.E.A.\nresolutions, the constitution of the W.F.E.A., names of members of the Com¬\nmittee on International Relations, preliminary plans for the next W.F.E.A. con¬\nvention, and similar pertinent material of use in promoting interest in inter¬\nnational goodwill.\n4. That the N.E.A. Executive Committee authorize the 1938-39 president to\nsend a letter informing the W.F.E.A. officers of any of these recommendations\nwhich are approved and urging immediate steps necessary to supplement the\nforegoing proposals.\nmunication are:\n\nAmong\n\nthe points suggested\n\nfor emphasis\n\nin this com¬\n\n"}
{"page": 763, "printed_page": null, "text": "Associational\n\nRecords\n\na. The necessity of cooperative\nfinancial basis\n\nand\n\n757\n\nInformation\n\nthinking in putting the W.F.E.A.\n\non a sound\n\nb. The advisability of an official full-time executive secretary at Washing¬\nton, D. C.\nc. The desirability of more widespread information on the administration and\nprogram of the next W.F.E.A. convention\nd. The advisability of providing more definitely for coordination among\ngates to the W.F.E.A. from all participating American associations.\n(Upon motion made\nmously adopted.)\nPresident\nMr.\n\nby Mr. Shaw\n\nW oodruff : At\n\nR. E. Offenhauer\n\nand duly seconded, the resolution was\n\nthis time, our\n\n(Ohio) : I want\n\ntreasurer\nyour\n\ndele¬\n\nunani¬\n\nwill be heard.\n\nunanimous\n\nconsent\n\nto present\n\na matter\n\nthat will take only a few moments.\nPresident\n\nHearing\nMr.\n\nWoodruff:\n\nUnanimous\n\nconsent\n\nis requested.\n\nIs there\n\nany\n\nobjection?\n\nnone, it is granted.\n\nOffenhauer:\n\nHeretofore,\n\nwe\n\nhave\n\nrecognized\n\nour past presidents\n\nby granting\n\nto them a Life Membership in this Association. We are now happy in the fact that\nour presidents, as they come to us, already have Life Memberships. We feel that\nwe should change our form of recognition. During this year the Executive Committee\nhas been working on such a form of recognition in the matter of a medal or some\nother form that can be worked out.\nI should like to move that this Assembly grant the Executive Committee the\nauthority to go ahead and prepare a recognition as they see fit, not to cost more\nthan $100.\n(The motion was\nPresident\n\nfrom\n\nWoodruff:\n\nChina, Mr.\n\nMr.\n\nTing\n\nseconded\n\nSu:\n\nWe\n\nand carried unanimously.)\nhave\n\npresent\n\nwith\n\nus this morning\n\nTing Su, who\n\nwill bring greetings.\n\nIt is my\n\npleasure\n\ngreat\n\nteachers and students. During\n\nto bring\n\nthe last two decades\n\nyou\n\ngreetings\n\na fellow\nfrom\n\nteacher\n\nthe Chinese\n\nthe people and educators\n\nof the\n\nUnited States have greatly helped China to carry forward her educational pro¬\ngram. Many American missionary schools and other educational institutions built\nfrom Boxer Indemnity Funds have been established in cities of Shanghai, Nanking,\nand Peiping. Altho these schools have been forced to close their doors temporarily,\nwe Chinese teachers and people are still very grateful to you and to the people of\nyour country.\nTeachers in China have also recognized the responsibility of education in pro¬\nmoting world citizenship. We teachers in all parts of the world should carry on this\nresponsibility. Effective world citizenship is built on justice, truth, humanity, de¬\nmocracy, and liberty. The cooperation of all teachers in all countries is necessary\nto achieve these ends.\nPresident\nMiss\n\nWoodruff:\n\nAdair:\n\nI would\n\nIs there any\n\nother business\n\nto come\n\nlike to state that the rules and\n\nbefore\n\nbylaws\n\nthe session?\n\nand\n\nthe charter\n\nthat\n\nwe have heard so much about, have been carefully checked by our attorney and by\nthe parliamentarian. They will be rechecked, and I am asking Mr. Givens to print\nthem in a small pamphlet so that if you would like to study them during the winter,\nyou may get them from Mr. Givens at headquarters office.\nPresident\n\nW oodruff : Before\n\nwe\n\nhave\n\na motion\n\nto adjourn,\n\nI would\n\nlike to express\n\nsincerely my appreciation for the cooperation of this great Assembly during the entire\nweek. Everybody has had a chance to express his own opinion, and to agree or\ndisagree with anybody else, but wTe have\nA motion to adjourn is now in order.\n(Upon\no’clock.)\n\nmotion\n\nregularly\n\nmade\n\nand\n\nall been friendly and happy.\nseconded,\n\nthe session adjourned\n\nWillard\n\nE.\n\nGivens,\n\nExecutive\n\nCaroline\n\nS. Woodruff,\n\nat 12:00\n\nSecretary\n\nPresident\n\n"}
{"page": 764, "printed_page": null, "text": "758\n\nNational\n\nFourth\n\nBusiness\n\nEducation\n\nAssociation\n\nSession, Thursday\n\nAfternoon,\n\nJune\n\n30, 1938\n\nAt a special business meeting called at the close of the General\nnesday evening, the Elections Committee made its report.\nPresident\n\nWoodruff:\n\nAt this time I will ask the Elections\n\nannouncement — Mr. L. Frazer\nMr.\n\nL. Frazer\n\nBanks\n\nSession on Wed¬\n\nCommittee\n\nto make\n\nan\n\nappreciation\n\nto you for\n\nBanks, chairman.\n\n(Alabama)\n\n: I want\n\nto express\n\nmy\n\nyour patience today during the voting when the crowds were large and I also want\nto express my appreciation to the members of this Committee for their excellent\nwork in conducting the election and in checking the results, and to Miss Elizabeth\nGrcgcr,\n\nwho\n\nhad\n\ncharge\n\nof the balloting\n\nby\n\nthe\n\nHare\n\nSystem\n\nof Proportional\n\nRepresentation and who was not a member of the Committee.\nAccording to action taken last year making the term of members of the Board of\nDirectors three years, only eighteen directors were elected this year. They are as\nfollows: District of Columbia — A. Grace\n\nLind, Georgia — M.\n\nJohn\n\nWilliams,\n\nIV. Thalman,\n\nIndiana — Charles\n\n0.\n\nD. Collins, Illinois —\n\nKansas — F. L. Schlagle,\n\nKen¬\n\ntucky — W . S. Taylor, Mississippi — H. V. Cooper, Missouri — Thomas J. Walker,\nNevada — J. R. Warren, New Jersey — Sarah O. Whitlock, New York — Rena B.\nRockwell,\n\nNorth\n\nE. Gayman,\n\nDakota — G. W.\n\nPuerto\n\nHanna,\n\nRico — Francisco\n\nOhio — L. W.\n\nReese, Pennsylvania — Harvey\n\nRodriguez-Lopez,\n\nSouth\n\nSouth Dakota — S. B. Nissen, Utah — N. Howard Jensen.\nThe three members elected by you to the Executive\nShaw\n\nof California,\n\nMrs.\n\nMyrtle\n\nHooPcr\n\nDahl\n\nof Virginia. Treasurer — R. E. Offenhauer\nAvery\n\nof Georgia,\n\nAlaska, Harley\nKnezevich\n\nM.\n\nE. Brockman\n\nW. Holmes\n\nof California,\n\nB. C. Tig he of North\n\nCommittee\n\nof Minnesota,\n\nare: Albert\n\nB. Hall\n\n(no contest). Vicepresidents:\n\nAndrew\n\nCarolina,\n\nR. L. Hunt\n\nand\n\nM.\n\nSidney\n\nof South\n\nof Michigan,\n\nCarolina — A. C. Flora,\n\nEverett\n\nR. Erickson\n\nof\n\nof South Dakota, Mrs. Laurel 0.\n\nDaisy\n\nLord\n\nof Connecticut,\n\nDakota,\n\nPaul\n\nThurston\n\nLester A. Rodes\n\nof Nevada,\n\nand\n\nof New\n\nJersey,\n\nN. Eliot Willis\n\nof\n\nMassachusetts.\nFor president — Reuben T. Shaw.\nThe fourth business meeting convened\n\non Thursday\n\nafternoon,\n\nfollowing\n\nthe\n\ngeneral session.\nPresident\n\nWoodruff:\n\nMembers\n\nof the\n\nNational\n\ndeeply conscious of the honor you bestowed\n\nupon\n\nEducation\n\nme\n\nAssociation:\n\nI am\n\nlast year in Detroit and the\n\nconfidence you reposed in me. As I assumed the presidency of this great association —\nlargest and in many respects the most significant body of educators — I said it was a\nsolemn moment; it was not a moment of triumph but of consecration. I meant it then,\nbut the solemnity has deepened until the very bigness of it has at times seemed\nalmost overwhelming. And now at this closing hour of that year the memory of\nwhich will be to me forever a precious possession I want to express my deepest\nappreciation.\nMr.\n\nShaw,\n\nyou\n\nand\n\nI have\n\nbeen\n\nworking\n\nlong together\n\nin the interests of educa¬\n\ntion and I pass on to you this symbol of leadership with the assurance\n\nthat it will be\n\nin the hands of one who will give the best as he sees it to the progress of this organi¬\nzation. May God bless you and the National Education Association this coming\nyear and lead it on thru you to a greater and more unified profession than ever it\nhas been.\nMr.\n\nReuben\n\nT. Shaw\n\n(Pennsylvania)\n\nthe honors that are evidenced\nbers at this convention.\nI am\n\n: Madam\n\nPresident.\n\nby the friendship which\n\nI deeply\n\ncomes\n\ndeeply conscious also of the responsibility which\n\nfrom\n\nappreciate\n\nall\n\nmy fellow mem¬\n\nthe gavel which you have\n\npassed to me represents — a responsibility far too great to be carried by me alone.\nI am so glad that you are going to be with me during the coming year on the\nExecutive Committee and I crave the support of every member of the Association\nthat we\n\nmay\n\nruff’s remarks.\n\ncarry forward\nI want\n\nmuch\n\nmore\n\nin a small way,\n\nthan was\n\nevidenced\n\nin President\n\nWood¬\n\nif I can, with your help to carry forward\n\nthe\n\n"}
{"page": 765, "printed_page": null, "text": "Associational\n\nRecords\n\ngreat torch which our distinguished\nried during the past year.\nPresident\n\nWoodruff : May\n\nand\n\nleader and\n\nI announce\n\n759\n\nInformation\n\nmuch\n\nbeloved\n\nthe spectacular\n\npresident has car¬\n\nprogram\n\narranged\n\nby the\n\nCity of New York for this evening at eight o’clock in Madison Square Garden, to\nwhich all members and friends of the National Education Association are invited.\nThe gavel now falls upon the Seventy-sixth Annual Convention of the National\nEducation Association.\n\nMINUTES\n\nOF\n\nTHE\n\nWillard\n\nE. Givens,\n\nCaroline\n\nS. Woodruff,\n\nMEETINGS OF\nDIRECTORS\nNew\n\nMonday\n\nYork\n\nCity\n\nAfternoon,\n\nJune\n\nExecutive\n\nSecretary\n\nPresident\n\nTHE\n\nBOARD\n\nOF\n\n27, 1938\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2 p.m. in Parlors A and B of the Hotel Pennsylvania. The meeting was\ncalled to order by President Caroline S. W oodruff. Secretary Givens called the roll\nwhich showed the following present:\nState Directors: Alabama — L. Frazer Banks, Alaska — Everett R. Erickson, Arizona\n— Harold IV. Smith, Arkansas — W. E. Phipps, California — Helen Holt, Colorado —\nIV. B. Mooney,\n\nConnecticut — Helen\n\nT. Collins, Florida — James\n\nS. Rickards,\n\nGeorgia\n\n— M.\n\nD. Collins, Hawaii — Earl L. McT ag gart, Idaho — IV. D. Vincent, Illinois —\n\nJohn\n\nIV. Thalman,\n\nPoche,\n\nIowa — Fred\n\nMaine — William\n\nGrover\nCooper,\n\nD. Cram,\n\nKansas — F. L. Schlagle,\n\nB. Jack, Massachusetts — Annie\n\nLouisiana — J. N.\n\nC. W oodward,\n\nMichigan —\n\nStout, Minnesota — Daisy Brown, Mississippi — W. N. Taylor for H. V.\nMissouri — Thomas J. Walker, Montana — M. P. Moe, Nebraska — Alice M.\n\nRobinson,\n\nNevada — C. Layton\n\nGalbraith,\n\nNew\n\nHampshire — Lyle\n\nWilson\n\nEwing,\n\nNew Mexico — Margaret Kennedy for D. N. Pope, New York — Frederick H. Law,\nOhio — B. F. Stanton, Oklahoma — Kate Frank, Oregon — C. R. Bowman, Pennsylvania\n— J. Herbert Kelley, Rhode Island — James F. Rockett, South Carolina — A. C. Flora,\nSouth Dakota — S. B. Nissen, Texas — Rush M. Caldwell, Utah — N. Howard Jensen,\nVermont — Joseph A. Wiggin, Virginia — Mrs. Edith B. Joynes, Washington — Cora\nOleson,\n\nWest\n\nVirginia — W.\n\nW.\n\nTrent, Wisconsin — Amanda\n\nH. Schuette,\n\nWyoming\n\n— H. H. Moyer.\nDirectors ex officio: Caroline S. Woodruff, president; Orville C. Pratt, first vicepresident; R. E. Offenhauer, treasurer; Joseph H. Saunders, chairman, Board of\nT rustees.\nLife directors: Illinois State Teachers Association represented\nTeachers Institute, Philadelphia, represented by Samuel Parry.\nA\nMr.\n\nmotion\nPope\n\nwas\n\nof New\n\nmade\n\nto accept\n\nMexico\n\nand\n\nMississippi and Miss Kennedy\nHenry\n\nJames\n\nMoran,\n\nchairman,\n\nCollins of Connecticut\n\nof New\n\nMexico.\n\nGeorge\n\nM.\n\nof Mr.\n\nCooper\n\nof Mississippi\n\nto put in their places at this meeting\n\nof New\" Mexico.\n\nLester Smith, chairman,\n\nFreedom. Mr. Smith moved\nWest Virginia. Carried.\nMiss\n\nthe resignations\n\nby R. C. Moore;\n\npresented\n\nSeconded\n\nMr.\n\nand\n\nTaylor\n\nof\n\nand carried.\n\nthe report of the Committee\n\non Academic\n\nthat the report be accepted. Seconded\n\nby Mr.\n\npresented\n\non Credit\n\nUnions.\n\nby Miss\n\nKennedy\n\nmoved\n\nthe report of the Committee\n\nthat it be accepted.\n\nSeconded\n\nTrent of\n\nCarried.\n\nPogue,\n\nchairman,\n\npresented\n\nthe report\n\nof the National\n\nCouncil\n\non\n\nTeacher Retirement of the National Education Association. Mr. Offenhauer of Ohio\nmoved that the report be accepted. Seconded by Mr. Cram of Iowa. Carried.\nWillard\nMr.\n\nS. Elsbree,\n\nMooney\n\nchairman,\n\nof Colorado\n\nof California. Carried.\n\nmoved\n\npresented\n\nthe report\n\nof the Committee\n\nthat the report be accepted.\n\nSeconded\n\non Salaries.\nby Miss\n\nHolt\n\n"}
{"page": 766, "printed_page": null, "text": "760\n\nNational\n\nCornelia\n\nS. Adair\n\npresented\n\nEducation\n\nthe report\n\nMr. Mooney of Colorado moved\nMr. Stanton of Ohio. Carried.\nMr.\n\nMooney\n\nof Colorado\n\nAssociation\n\nof the Committee\n\nthat the rules be accepted\n\nmoved\n\nthat the matter\n\nof having\n\nNew York be referred to the Rules Committee.\nMassachusetts. Carried.\nEdwin\n\nA. Lee , member\n\nof the executive\n\nSeconded\n\ncommittee\n\non Bylaws\n\nand\n\nas read.\n\nSeconded\n\nby\n\nstate directors\n\nin\n\ntwo\n\nby Miss\n\nRules.\n\nWoodward\n\nof the Committee\n\nof\n\non Individual\n\nGuidance presented the report of the Committee for the chairman, Herbert R. Stolz.\nA motion was made that this report be accepted. Seconded by Mr. McT aggart of\nHawaii. Carried.\nEdith\n\nLathrop,\n\nmember\n\nand\n\nformer\n\nchairman,\n\npresented\n\nthe report\n\nof the Joint\n\nCommittee of the National Education Association and the American Library Asso¬\nciation. Miss Brown of Minnesota moved that the report be accepted. Seconded by\nMr.\n\nMoore\n\nKate\n\nof Illinois. Carried.\n\nV. Wofford,\n\nmember\n\nof the executive\n\ncommittee\n\nof the Committee\n\non Eco¬\n\nnomic Status of the Rural Teacher, presented the report of the Committee for the\nchairman, William McKinley Robinson. Mr. Stanton of Ohio moved that the report\nbe accepted. Seconded by Mr. Thalman of Illinois. Carried.\nJohn\n\nA. Sexson,\n\na member\n\nof the Commission,\n\npresented\n\nthe report of the Educa¬\n\ntional Policies Commission for the chairman, A. J. Stoddard. Miss Holt of California\nmoved that the report be accepted. Seconded by Miss Kennedy of New Mexico.\nCarried.\nOrville\n\nlaws\n\nC. Pratt, chairman,\n\nwhich\n\nwas\n\nreferred\n\npresented\n\na special report on Amendments\n\nto the Executive\n\nCommittee\n\nto the By¬\n\nat the Detroit convention\n\nby the Committee on Reorganization. Mrs. Joynes of Virginia moved that the com¬\nplete report be accepted and referred to the Representative Assembly for action.\nSeconded by Mr. Schlagle of Kansas. Carried.\nThe meeting adjourned at 5 p.m.\n\nTuesday\n\nWillard\n\nE.\n\nCaroline\n\nS. Woodruff,\n\nAfternoon,\n\nJune\n\nGivens,\n\nExecutive\n\nSecretary\n\nPresident\n\n28, 1938\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2 p.m. in Parlors A and B of the Hotel Pennsylvania. The meeting was\ncalled to order by President Caroline S. W oodruff. Secretary Givens called the roll\nwhich showed the following present:\nState Directors: Alabama — L. Frazer Banks, Alaska — Everett R. Erickson,\nArizona — Harold W. Smith, Arkansas — W. E. Phipps, California — Helen Holt,\nColorado — W. B. Mooney, Connecticut — Helen T. Collins, Florida — James S. Rick¬\nards, Georgia — M.\n\nD. Collins, Hawaii — Earl L. McT\n\naggart,\n\nIdaho — W.\n\nD. Vincent,\n\nIllinois — John W. Thalman, Iowa — Fred D. Cram, Kansas — F. L. Schlagle, Kentucky\n— D. Y. Dunn, Louisiana — J. N. Poche, Maine — William B. Jack, Massachusetts —\nAnnie\n\nC. Woodward,\n\nMinnesota — Daisy\n\nBrown,\n\nMississippi — H.\n\nV. Cooper,\n\nMis¬\n\nsouri — Thomas J. Walker, Montana — M. P. Moe, Nebraska — Alice M. Robinson,\nNevada — C. Layton Galbraith, New Hampshire — Lyle Wilson Ewing, New Jersey —\nLester\n\nA. Rodes,\n\nNew\n\nMexico — Margaret\n\nKennedy,\n\nNew\n\nYork — Frederick\n\nH. Law,\n\nNorth Carolina — Elmer H. Garinger, Ohio — B. F. Stanton, Oklahoma — Kate Frank,\nOregon — C. R. Bowman, Pennsylvania — J. Herbert Kelley, Rhode Island — James\nF. Rockett,\n\nSouth\n\nS. L. Ragsdale,\nJoseph\n\nCarolina — A. C. Flora, South\nTexas — Rush\n\nA. Wiggin,\n\nM.\n\nVirginia — Mrs.\n\nCaldwell,\nEdith\n\nDakota — S. B. Nissen,\n\nUtah — N.\n\nHoward\n\nTennessee —\n\nJensen,\n\nB. Joynes, Washington — Cora\n\nVermont —\n\nOleson, West\n\nVirginia — W. W. Trent, Wisconsin — Amanda H. Schuette, Wyoming — H. H. Moyer.\nDirectors ex officio: Caroline S. W oodruff , president; R. E. Off enhauer , treasurer,\nJoseph\n\nH. Saunders,\n\nchairman,\n\nBoard\n\nof Trustees.\n\nLife directors: Illinois State Teachers Association, Springfield, Illinois, represented\nby R. C. Moore; Teachers Institute, Philadelphia, Pennsylvania, represented by\nSamuel\n\nParry.\n\n"}
{"page": 767, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n761\nMr.\n\nW hittenberg\n\nBoard\n\nof Illinois expressed\n\nof Trustees. Miss\n\nhis desire\n\nfVoodruff expressed\n\nto retire as\n\nappreciation\n\na member\n\nof the\n\nfor his services.\n\nAlbert M. Shaw, chairman, presented the report of the Committee on Cooperatives.\nMr. Erickson of Alaska moved that the report be accepted. Seconded by Mrs. Joyncs.\n\nCarried.\nReuben\n\nT. Shaw\n\ning the American\nThe\n\nof Philadelphia\n\npresented\n\nthe following\n\nrecommendation\n\nregard¬\n\nLegion:\n\nExecutive\n\nCommittee\n\nrecommends\n\nthat a committee\n\nof not more\n\nthan 5 be\n\nappointed to confer with the American Legion and other service organizations\nfor constructive education programs with a view of enlisting their support\ntoward the enactment of laws providing for federal aid to education.\nMr.\n\nCram\n\nof Iowa\n\naccepted. Seconded\nMr.\n\nShaw\n\nmoved\n\nby Mr.\n\nthat the Executive\n\nCollins of Georgia.\n\nthen presented\n\nthe Executive\n\nCommittee’s\n\nrecommendation\n\nbe\n\nCarried.\n\nCommittee’s\n\nrecommendations\n\nregarding\n\nthe World Federation of Education Associations. A motion was made to accept these\nrecommendations by Mr. Stanton of Ohio. Seconded by Mr. Erickson of Alaska.\nCarried.\nA motion\n\nwas\n\nmade\n\nby Mr.\n\nCram\n\nof Iowa\n\nthat the Board\n\nMr. Shaw to present these recommendations to the\nMr. Erickson of Alaska seconded the motion. Carried.\nN.\n\nC. Newbold\n\nAmerican\nMiss\n\npresented\n\nTeachers\n\nSchuette\n\nthe report\n\nC.\n\nRepresentative\n\nof the Committee\n\nTo\n\ndelegate\nAssembly.\n\nCooperate\n\nwith\n\nthe\n\nAssociation.\n\nof Wisconsin\n\nmoved\n\nthat the report be accepted\n\nfor funds be referred to the Executive\nAnnie\n\nof Directors\n\nfVoodward\n\npresented\n\nCommittee.\n\nthe\n\nreport\n\nSeconded\n\nof the\n\nand that the request\n\nand carried.\n\nCommittee\n\non\n\nInternational\n\nRelations. Miss Woodward moved that the Board of Directors accept this report and\nrefer it to the Representative Assembly. Mr. Erickson of Alaska seconded the\nmotion. Carried.\nHelen\nMr.\n\nT. Collins presented\n\nGivens\n\ngo over\n\nthe report of the Budget\n\nthe report in detail. Miss\n\nCollins\n\nCommittee\nmoved\n\nand\n\nrequested\n\nthat\n\nthat the report be ap¬\n\nproved and referred to the Representative Assembly. Seconded. Carried.\nThe next item for discussion was the matter of two directors for certain states.\nMiss\n\nAdair\n\nstated the recommendation\n\nof the Executive\n\nthat Article II, Section 1 (b), page 52 of the New\n\nYork\n\nCommittee\n\nManual\n\nand\n\nsuggested\n\nfor Delegates, be\n\namended by adding the following: “Provided, however, that any state which has\n20,000 or more members as of the May 31 preceding the annual meeting shall be\nentitled to elect a second director.”\nMiss\n\nAdair\n\ngave\n\nthe recommendation\n\nArticle\n\nII,\n\nSection 2, Line 15, page 53 of the New York Manual for Delegates, by changing\nword and to or so that the sentence shall read as follows:\n\nthe\n\nOnly delegates who\n\nof the Committee\n\nare active members\n\nof the National\n\nto amend\n\nEducation\n\nAssociation\n\nand whose dues have been paid in a state qr district, territorial or local asso¬\nciation, if organized, respectively, shall have the right to vote for such directors.\nIn discussing the matter of two state directors in New York, Mr. Collins stated\nthat the situation was somewhat different in Georgia from that in New York.\nMr.\n\nMoore\n\nMr.\n\nMooney\n\nof Illinois stated that he did not feel unkindly\nmoved\n\nthat the Board\n\nof Directors\n\ntoward\n\nbe instructed\n\nthis matter.\nto bring\n\ngiving the states with 20,000 or more National Education Association\ndirectors. Mr. Stanton of Ohio seconded the motion. No action taken.\nMr.\n\nSaunders\n\nof Virginia\n\nstated that he could\n\nthe proposal for two directors, and suggested\n\nsee some\n\nThalman\n\nof Illinois seconded\n\nmembers\n\nserious\n\ndangers\n\na substitute motion. He made\n\nto add after the words “and one additional member\ndistrict,” the words “and from the city of New York.”\nMr.\n\nvery\n\nthe motion.\n\nNo\n\nof each\n\naction taken.\n\nin a rule\n\ntwo\nin\n\na motion\n\nstate, territory, or\n\n"}
{"page": 768, "printed_page": null, "text": "National\n\n762\n\nMr. Jensen\nMr.\n\nNew\n\nof Utah\n\nCaldwell\n\nEducation\n\nstated that he was\n\nof Texas\n\nAssociation\n\nfor the original motion\n\nstated that he liked the suggestion\n\nmade\n\nby Mr.\n\nM ooney.\n\ntrying out the plan in\n\nYork.\n\nMr.\n\nSmith\n\nof Arizona\n\nstated his preference\n\ntwo directors for states with 20,000 or more\nSecretary\n\nGivens\n\nstated\n\nthat he had\n\nfor the original motion,\n\ni.e., of having\n\nmembers.\n\ntwo\n\nletters from\n\nMr.\n\nEldred,\n\nsecretary\n\nof\n\nthe New York State Teachers Association. In reply to the suggestion of a separate\ndirector for New York City, Mr. Eldred stated that he was very much afraid it\nwould work out unfavorably to both the state and the national association. Mr.\nGivens\n\nsaid that he later wrote\n\nto Messrs.\n\nEldred,\n\nKelley, Stanton,\n\nand\n\nCloud,\n\nand\n\nasked the same question and also the suggestion of two directors in any state where\nthere are 20,000 members. Mr. Eldred, Mr. Kelley, and Mr. Stanton thought this\nproposal might work satisfactorily. Mr. Cloud suggested an associate director who\nwould have the same duties as the director.\nMr.\n\nRickards\n\nof Florida\n\nstated that he would\n\nnot vote against the recommendation\n\nand that he had no desire to interfere with the wrelfare and progress of New York\nCity, but that he had the feeling that this problem was going to make it harder for\nstate associations to move forward as rapidly as they might.\nof Pennsylvania\n\nstated that Pennsylvania\n\nalready\n\nHe introduced Mr. Parry who\nlife director of the N.E.A.\n\nMr.\n\nrepresents the Teachers\n\nInstitute of Philadelphia,\n\nMr.\n\nKelley\n\nStout of Michigan\n\nhad\n\nstated that there is no city in the country\n\ntwo\n\ndirectors.\n\nfaced\n\nwith\n\nsame problem as New York and that no one should object to Mr. Saunders’\nthat the name “New York” be added.\nMr.\n\nFlora\n\nof South\n\nCarolina\n\nstated\n\nthat the substitute\n\nmotion\n\nwould\n\na\n\nthe\n\nmotion\n\nmean\n\nno\n\nimpetus to membership; he said that one motion meant impetus to National Educa¬\ntion Association membership, and the other meant nothing to the National Education\nAssociation.\nThe\n\nresult of a roll call on Mr. Saunders’\n\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nD. C .\nFlorida .\n\nNo\nNo\nNo\nYes\nNo\nNo\nNo\nNo\nA\nYes\n\nGeorgia .\nHawaii .\nIdaho .\nIllinois .\nIndiana .\nIowa .\nKansas .\n\nNo\nNo\nNo\nYes\nA\nNo\nYes\n\nKentucky .\nLouisiana .\nMaine .\n\nNo\nNo\nNo\n\nMaryland .\nMassachusetts .\n\nNo\nNo\n\nMichigan\nMinnesota\n\n.\n.\n\nYes\nNo\n\nMississippi .\nMissouri .\nMontana .\nNebraska .\n\nNo\nNo\nNo\nYes\n\nmotion was\n\nas follows:\n\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\n\n* .\n\nOregon .\nPennsylvania .\nPuerto Rico .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\nVirginia .\nWashington .\nWest Virginia .\n\n*. .\nWisconsin .\nWyoming .\nTreasurer .\nChairman, Board of Trustees .\nIllinois State Teachers Association\nTeachers Institute, Philadelphia\n\nNo\nNo\nNo\nNo\nYes\nNo\nYes\nNo\nNo\nNo\nNo\nA\nNo\nNo\nNo\nYes\nNo\nNo\nNo\nYes\nNo\nNo\nNo\nNo\nNo\nYes\nYes\nNo\n\n"}
{"page": 769, "printed_page": null, "text": "Associational\n\nThe\n\nmotion\n\nRecords\n\nand\n\nInformation\n\n763\n\nwas lost.\n\nA roll call was then taken on the original motion of Mr. Mooney that Article II,\nSection 1(b) page 52 of the New York Manual for Delegates, be amended by adding\nthe following:\nProvided, however, that any state which has 20,000 or more members as of the\nMay 31 preceding the annual meeting shall be entitled to elect a second director.\nThe\n\nroll call follows:\n\nAlabama . . .\nAlaska .\nArizona\nArkansas . . .\nColorado . . .\nConnecticut .\nDelaware\nD. C .\nFlorida .\nGeorgia ....\nHawaii ....\nIdaho .\nIllinois .\nIndiana\nIowa .\nKansas .\nKentucky . . .\nLouisiana\nMaine .\nMaryland\nMassachusetts\nMichigan . .\nMinnesota . .\nMississippi . .\nMissouri ....\nMontana . .\nNebraska . . .\nThe\n\nmotion\n\nMrs.\n\nwas\n\nJoynes\n\nYes\n\nNevada\n\nYes\nYes\nYes\nYes\nYes\nYes\nA\nYes\n\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\n\nYes\nYes\nYes\nYes\nYes\nYes\nYes\nYes\n\nYes\nYes\nYes\nNo\nA\nYes\nNo\nYes\nYes\nYes\n\nOregon .\nPennsylvania .\nPuerto Rico .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\n\nYes\nYes\nA\nYes\nYes\nYes\nYes\nYes\nYes\nYes\n\nYes\nYes\nNo\nYes\nYes\nYes\n\nWashington .\nWest Virginia .\nWyoming .\nTreasurer .\nSaunders .\nIllinois State Teachers Association .\n\nYes\nYes\nYes\nYes\nNo\nNo\n\nYes\nYes\n\nTeachers\n\nYes\n\nYes\n\nInstitute, Philadelphia .\n\ncarried.\n\nmoved\n\nthat the following\n\nthe annual\n\nmeeting shall be Monday;\n\nTuesday.”\n\nSeconded.\n\nMiss\n\n.\n\nGoodykoontz\n\nbe made\n\na Standing\n\nRule:\n\n‘‘The first day of\n\nthe first day of the business meeting\n\nshall be\n\nCarried.\n\ngave\n\nCertification of Teachers.\nCarried.\n\nthe report\n\nof the Committee\n\nMr. Stanton\n\nof Ohio moved\n\nMr.\n\nMooney\n\nof Colorado\n\nmade\n\nHorace\n\nMann\n\nCentennial\n\nCelebration, Joint Committee\n\na motion\n\non Supply,\n\nPreparation,\n\nand\n\nthat this report be accepted.\n\nthat all reports not read — wrhich included:\n\nof the National\n\nEducation\n\nAssociation and National Congress of Parents and Teachers, Legislative Commis¬\nsion, Tenure, Joint Committee on Health Problems in Education, and Equal Oppor¬\ntunity — be referred to the Representative Assembly. Mrs. Joynes seconded the motion.\nCarried.\nThe\n\nmeeting\n\nadjourned.\nWillard\nCaroline\n\nE. Givens,\n\nExecutive\n\nS. Woodruff,\n\nSecretary\n\nPresident\n\n"}
{"page": 770, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nFriday\n\nMorning,\n\nAssociation\n\nJuly 1, 1938\n\nThe newly elected Board of Directors held a breakfast meeting in the Southeast\nBallroom of the Pennsylvania Hotel at 7:30 a.m. The meeting was called to order\nby the newly elected president, Reuben T. Shaw. Secretary Givens called the roll\nwhich showed the following in attendance:\nState Directors: Alabama — L. Frazer Banks, Alaska — Everett R. Erickson, Ari¬\nzona — Harold IV. Smith, Arkansas — W. E. Phipps, California — Helen Holt, Colo¬\nrado — IV. B. Mooney, Connecticut — Helen T. Collins, Delaware — H. V. Holloway,\nFlorida — James S. Rickards, Georgia — M. D. Collins, Hawaii — Earl L. McTaggart,\nIdaho — W . D. Vincent, Illinois — John JV. Thalman, Indiana — Charles 0. JVilliams,\nIowa — Fred D. Cram, Kansas — F. L. Schlagle, Louisiana — J. N. Poche, Maine —\nJVilliam\n\nB. Jack, Maryland — Eugene\n\nJV. Pruitt, Massachusetts — Annie\n\nC. JVood-\n\nward, Michigan — Grover Stout, Minnesota — Daisy Brown, Mississippi — JV. N.\nTaylor (substitute), Missouri — Thomas J. JValker, Montana — M. P. Moe, Nebraska\n— Alice M. Robinson, New Hampshire — Lyle JVilson Ewing, New Jersey — Sarah 0.\nJVhitlock, New Mexico — Margaret Kennedy (substitute), New York — Rena B.\nRockwell, North Carolina — Elmer H. Garinger, Ohio — L. JV. Reese, Oklahoma —\nKate\n\nFrank,\n\nOregon — C. R. Bowman,\n\nPennsylvania — Harvey\n\nE.\n\nGayman,\n\nRhode\n\nIsland — James F. Rockett, South Carolina — A. C. Flora, South Dakota — S. B. Nissen,\nTennessee — S. L. Ragsdale, Texas — Rush M. Caldwell, Utah — N. Howard Jensen,\nVermont — Joseph A. JViggin, West Virginia — JV. JV. Trent, Wisconsin — Amanda\nH. Schuette.\n\nDirectors ex officio: Caroline S. JVoodruff ; R. E. Offenhauer;\n\nJoseph H. Saunders.\n\nLife directors: Teacher’s Institute, Philadelphia, represented by Samuel Parry.\nThe invitations from cities for the 1939 summer convention were considered. The\nfirst invitation was from\nseconded the invitation.\nMr.\nMr.\n\nChicago, presented by Robert Keenan.\n\nJohn\n\nJV . Thalman\n\nReese presented an invitation from Columbus, Ohio.\nJVilliams extended an invitation from Indianapolis.\n\nHelen\n\nHolt\n\npresented\n\nan invitation\n\nfrom\n\nSan\n\nFrancisco.\n\nSuperintendent\n\nNourse\n\nand Deputy Superintendent Kennedy enlarged upon her remarks. Mr. Swanson of\nthe Convention and Tourist Bureau spoke about the desirability of San Francisco\nas a convention city.\nMr.\n\nBanks\n\nof Alabama\n\nmade\n\na motion\n\nthat the Board\n\nof Directors\n\nvote for just\n\none city at a time. Seconded by Mr. Cram of Iowa. Carried.\nOf the fifty-one votes cast for the convention city, San Francisco\nChicago, 5 ; and Columbus, 2.\nMr.\n\nThalman\n\nof Illinois made\n\naccepted. Seconded\nPresident\n\nShaw\n\nthe Executive\n\na motion\n\nCommittee\n\nAtlantic City; Robert\nMilwaukee.\nJVhitlock\n\nthat the selection of the convention\n\nconvention\n\nKeenan — Chicago;\n\nof New\n\nJersey\n\nThe president announced\nS. B. Nissen — South\n\nbe\n\ncity would\n\ngo to\n\nmoved\n\nwere\n\nFrances\n\nRena\n\nMr.\n\nMorgan —\n\nJelinek and Amanda\n\nSchuette —\n\nthat the Board\n\nan elections committee\n\nDakota;\n\nreceived\n\nfrom\n\nof Directors\n\nof the Board\n\nproceed\n\nto the\n\nof Trustees.\n\nas follows: M. P. Moe — Montana\n\nB. Rockwell — New\n\nYork;\n\nSarah\n\n;\n\n0. JVhitlock —\n\nJersey; Earl L. McTaggart — Hawaii.\n\nMr.\nMrs.\n\nFrancisco\n\nSan\n\nfor final action.\n\nnext order of business — the election of a member\n\nNew\n\nfrom\n\n44;\n\nand carried.\nexplained\n\nInvitations for the 1940 summer\n\nMiss\n\nthat the invitation\n\nreceived\n\nJensen\nEdith\n\nTemple.\n\nof Utah\n\nopened\n\nB. Joynes\n\nKate\n\nFrank\n\nthe nominations\n\nwith\n\nthe name\n\nnominated\n\nThomas\n\nJ. JValker.\n\nof Oklahoma,\n\nJohn\n\nJV. Thalman\n\nCora\n\nMooney\n\nmoved\n\nthat the nominations\n\nJValker\n\nreceived\n\nThomas\n\ndeclared\n\nelected as a member\n\nwas\n\n38; Mr.\n\nnominated\n\nD. E.\n\nTemple,\n\nof\n\nT. Collins of Connecticut\n\nbe closed. Seconded\n\ntotal 48 votes cast, Mr.\nJ. Walker\n\nOleson\n\nKilburn.\n\nof Illinois, Lyle JV . Ewing\n\nNew Hampshire, Rush M. Caldwell of Texas, and Helen\nseconded the nomination of Mr. JValker.\nMr.\n\nof H. Parley\n\nand\n\ncarried.\n\n6; and Mr.\n\nof the Board\n\nOf the\n\nKilburn, 4.\n\nof Trustees.\n\n"}
{"page": 771, "printed_page": null, "text": "Associational\n\nNominations\n\nwere\n\nMr.\n\nmade\n\nRecords\n\nand\n\n765\n\nInformation\n\nthen in order for election of members of the Executive Com¬\nmittee. The president suggested the possibility of considering the use of the Hare\nSystem in the vote on the Executive Committee members at future meetings.\nMooney\n\na motion\n\nthat Fred\n\nD. Cram\n\nand\n\nAmy\n\nHinrichs\n\nbe reelected\n\nby acclamation. Seconded by Earl McTaggart of Hawaii and carried unanimously.\nElection of two members of the Budget Committee was then considered. Secretary\nGivens\n\nread\n\nthe following\n\nresolution\n\nadopted\n\nby the Board\n\nof Directors\n\nat the\n\nAtlantic City meeting in 1932: “That the Budget Committee be composed of 5 mem¬\nbers elected from the elected Board of Directors and that they serve for a period\nof 3 years except that the 5 elected this year shall determine among themselves by\nlot one person to serve for one year, two for two years, two for three years and\nthat they shall not be eligible to succeed themselves.” Mr. Williams made a motion\nthat the resolution be amended by striking out “they shall not be eligible to succeed\nthemselves.” Mr. Cram seconded the motion. The motion was lost.\nMr.\n\nW alker tendered\n\nThalman\n\nmoved\n\nhis resignation\n\nas a member\n\nthat the resignation\n\nof Mr.\n\nof the Budget\n\nIV alker\n\nCommittee.\n\nMr.\nand\n\nbe\n\naccepted.\n\nSeconded\n\nof the Budget\n\nCommittee\n\nto fill the un¬\n\ncarried.\nMr.\n\nPruitt made\n\na motion\n\nexpired term of Mr.\n\nthat a member\n\nWalker\n\nbe elected first. This motion\n\nMr. Stout nominated Harold\nFlora of South Carolina. The\n\ncarried unanimously.\n\nW. Smith of Arizona. Mr. Ewing nominated A. C.\ntotal votes cast was 45 of which Mr. Flora received\n\n29 and Mr. Smith, 16. Mr. Flora was\nMr.\n\nwas\n\ndeclared\n\nelected to fill the unexpired\n\nterm\n\nof\n\nWalker.\n\nMr.\n\nWilliams\n\nnominated\n\nW.\n\nW.\n\nTrent\n\nnominated Harold W. Smith of Arizona\nmittee. The ballot was unanimous.\nMr.\n\nFlora\n\nmade\n\na motion\n\nStout\n\nmade\n\nthat the Board\n\na motion\n\nVirginia\n\nand\n\nfor the other members\n\nthe budget for the ensuing year. Seconded\nMr.\n\nof West\n\nof Directors\n\nMr.\n\nMcTaggart\n\nof the Budget\n\nappropriate\n\nCom¬\n\nfunds\n\nto meet\n\nbe instructed\n\nto send\n\nand carried unanimously.\n\nthat the Executive\n\nCommittee\n\nappropriate letters of appreciation to officials of New York. Seconded and carried.\nA motion was made to accept resignations of members of the Board of Directors\nwho had substituted for this meeting and to reinstate the regularly elected directors.\nSeconded and carried.\nA motion\n10:10 A.M.\n\nto adjourn\n\nwas\n\nseconded\n\nand\n\ncarried. The\n\nWillard\nReuben\n\nMINUTES\n\nOF\n\nTHE\n\nE. Givens,\nT. Shaw,\n\nMEETINGS\nOF\nCOMMITTEE\nWashington,\n\nSaturday,\n\nmeeting\n\nadjourned\n\nExecutive\n\nat\n\nSecretary\n\nPresident\n\nTHE\n\nEXECUTIVE\n\nD. C.\n\nOctober\n\n2, 1937\n\n(In Brief)\nThe\n\nExecutive\n\nCommittee\n\nconvened\n\nat 10:05 A.M. in the Board\n\nof Directors Room\n\nof the headquarters building, Washington, D. C., with the following members\npresent: Caroline S. Woodruff, president, Fred D. Cram, Mrs. Myrtle Hooper Dahl,\nAmy\n\nH. Hinrichs,\n\nWillard\n\nE. Givens,\n\nR. E. Offenhauer,\nexecutive\n\nReuben\n\nsecretary,\n\nT. Shaw,\n\nand Harriett\n\nM.\n\nand\n\nDavid\n\nChase,\n\nA. Van\n\nBuskirk.\n\nchief assistant to the\n\nsecretary, were also present. Mr. Givens read a letter from Orville C. Pratt in which\nhe stated that he would be unable to attend the meeting due to the pressure of duties\nin Spokane. Joseph H. Saunders was unable to be present because of illness. Mr.\n\n"}
{"page": 772, "printed_page": null, "text": "766\n\nShaw\n\nNational\n\nEducation\n\nAssociation\n\nmade\n\na motion, seconded by Miss Hinrichs, and unanimously carried, that a\nword of greeting be sent from the Executive Committee to Mr. Saunders wishing\nhim a speedy recovery.\nThe minutes of the meetings at Detroit were approved.\nBrief reports on the work being carried on in the headquarters building were\ngiven by the following secretaries of departments, heads of divisions, and those in\ncharge of other groups: American Association of School Administrators, S. D. Shankland; Deans of Women, Kathryn G. Heath; Elementary School Principals, Eva G.\nPinkston; Supervisors and Directors of Instruction, Mary F. Hazell; Accounts and\nRecords, Mary J. Win free; Business, H. A. Allan; Classroom Service, Agnes Winn;\nPublications — American Education Week, Lyle W. Ashby, and Publicity and Radio,\nBelmont Farley; Research, Frank W. Hubbard; Rural Service, Howard A. Dawson;\nEducational Policies Commission, William G. Carr; School Health Education Service,\nAnne Whitney; and World Federation of Education Associations, J. W. Crabtree.\nNo report was given for the Division of Field Service, since Chari O. Williams,\ndirector, was in the hospital recovering from an accident. T. D. Martin, director of\nthe Division of Membership, was out of the city attending educational meetings in\nNew York state, and therefore no report was given for this Division. However,\nthe subject of membership was covered in the report given by the director of the\nDivision of Accounts and Records.\nSince the Journal was to be discussed later in the meeting, no report was given at\nthis time, Mr. Morgan, editor of the Journal, being in Maine attending educational\nmeetings.\nAt this point, Mr. Off enhauer made a brief statement to the effect that the N.E.A.\nwas reaching its desirable objective of not having to borrow money during the\nsummer period. Further, he felt that the item of $8,000 in the budget for “depre¬\nciation” should be increased in order to safeguard the future. All members of the\nExecutive Committee who wished to do so were invited to inspect the property,\nrecently purchased, adjoining the N.E.A. on M Street. Mr. Off enhauer stated that the\nincome from this property pays for the cost.\nThe meeting adjourned at 12:30 p.m. for luncheon, reconvening at 2:15 p.m.\nPresident Woodruff called the meeting of the Executive Committee to order.\nMr. Givens read a letter from Charles H. Judd to A. J. Stoddard, chairman of the\nEducational Policies Commission, in which he asked to be released from membership\nin the Educational Policies Commission. A letter was also read, signed by Mr.\nStoddard as chairman and by William G. Carr as secretary of the Educational\nPolicies Commission, recommending the appointment of Edmund E. Day, president\nof Cornell University, as a member to fill the place made vacant by Mr. Judd’s\nresignation. Mr. Givens explained that Mr. Judd is now on sabbatical leave from\nthe University of Chicago, at the end of which time he will retire. C. B. Glenn, presi¬\ndent of the American Association of School Administrators, who had joined the\nmeeting together with S. D. Shankland, executive secretary, stated that his executive\ncommittee had accepted Mr. Judd’s resignation and had authorized Mr. Glenn to\nvote for the appointment of Mr. Day. Mr. Off enhauer made a motion that the resig¬\nnation of Mr. Judd be accepted. Seconded by Miss Hinrichs. Carried. Mr. V an\nBuskirk made a motion that the Executive Committee of the N.E.A. concur with the\nexecutive committee of the American Association of School Administrators in the\nappointment of Edmund\nimously carried.\n\nE. Day in place of Mr. Judd. Seconded\n\nby Mr. Cram.\n\nMr. Glenn and Mr. Shankland left the meeting at 2:45 p. M.\nThe Representative Assembly at the Detroit Convention appropriated\n\nUnan¬\n\n$15,500 for\n\nthe use of N.E.A. committees. From this amount the Representative Assembly ap¬\npropriated $500 for the Legislative Commission and $10,000 for the Committee on\nTenure, leaving a balance of $5000 available for “other committees and commis¬\nsions in amounts as determined by the Executive Committee.”\nThe following recommendations for N.E.A. committee appropriations for 1937-38\nwere unanimously accepted on motion of Mr. Cram, seconded by Mr. Shaw:\n\n"}
{"page": 773, "printed_page": null, "text": "Information\n\n767\n\nCommittee on Academic Freedom .\nCommittee on Amending Charter .\n(To finish up work of Committee)\nCommittee on Economic Status of the Rural Teacher. . . . .\n(Supplemented by General Education Board grant of $1,500)\nCommittee on Equal Opportunity .\nCommittee on Guidance .\nCommittee on International Relations .\n\n$ 500\n100\n\nAssociational\n\nRecords\n\nand\n\n1,700\n200\n200\n100\n\nJoint Committee on Health Problems in Education .\n(An equal amount to be appropriated by the American\nMedical Association)\nJoint Committee of the N.E.A. and A.L.A .\n(An equal amount to be appropriated by the American\nLibrary Association)\nCommittee on Resolutions .\n\n250\n\nCommittee on Reorganization .\n(To finish up work of Committee)\nNational Council on Teacher Retirement of the N.E.A .\nCommittee on Social Economic Goals .\n\n650\n\n(For printing Committee report)\nTotal .\n\n50\n\n100\n\n400\n750\n$5,000\n\nMr. Offenhauer made a motion that any expenses incurred by the Committee on\nBylaws and Rules in connection with the recodification of the bylaws be referred to\nthe president and executive secretary for approval. Seconded by Mr. Cram. Carried.\nIt was brought out by the executive secretary that the following four committees,\nyet to be appointed, were suggested in the resolutions passed at the Detroit conven¬\ntion: Credit Unions; Cooperatives; Supply, Preparation, and Certification of Teach¬\ners; and Appraisal. Mr. Shaw stated that there should be a Committee on Salaries.\nMr. Shaw made a motion that the name of the Committee on Guidance be changed\nto the “Committee on Individual Guidance.” Seconded by Miss Hinrichs. Carried.\nMrs. Dahl made a motion that such committees as are appointed this year be com¬\nmittees of five members, to be adequately financed, with a large advisory committee\nrepresenting every state. Seconded by Mr. Cram. Carried.\nThe possibility of appointing a teachers council made up of the chairmen of the\nCommittees on Retirement, Tenure, Salaries, Academic Freedom, and Equal Oppor¬\ntunity was discussed, but no action taken. It was the feeling of the Committee that\nthis teachers council would do much toward creating a spirit of unity and coopera¬\ntion among the committees. Again the matter was brought up regarding the presi¬\ndent’s appointing the new chairmen of committees for a period of three years.\nHowever, the Committee felt it unwise to make it impossible for the two following\npresidents to make changes in the chairmanships if they so desire.\nThe Representative Assembly of the Detroit convention appropriated $13,500 for\nthe use of N.E.A. departments. From this amount the Representative Assembly\nappropriated $11,000 for the Department of Classroom Teachers and $2500 for\n“Secondary Education and other departments in amounts as determined by the\nExecutive Committee.” The following recommendations for N.E.A. department\nappropriations for 1937-38 were unanimously accepted on motion of Mr. Cram,\nseconded by Mr. Shaw:\nAdult Education .\nAmerican Association for Health and Physical Education .\nArt Education .\nKindergarten-Primary Education .\nNational Council of Education .\nSecondary Education .\nTotal .\nAvailable\n\nfor emergency\n\ndepartment\n\n$ 400\n200\n250\n400\n100\n1,500\n$2,850\n\nneeds .\n\n100\n\n"}
{"page": 774, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\n^fr. Shaw made a motion that $450 be transferred from the Secretary’s Contingent\nFund to the fund for departments. Seconded by Miss Hinrichs. Carried.\nThe following departments have become self-supporting and can get along with¬\nout an appropriation: American Educational Research Association, Business Educa¬\ntion, Supervisors and Teachers of Home Economics, Rural Education, and Science\nInstruction.\nThe National Association of Teachers of Speech has been working for two years\ntoward becoming a department of the National Education Association. The National\nAssociation of Teachers of Speech has held the required meetings and it has 503\nN.E.A. members in the organization. After some discussion, Mr. Offcnhauer made a\nmotion instructing the executive secretary to proceed in the direction of having this\ngroup affiliate with the N.E.A. Seconded by Mrs. Dahl. Carried.\nThe next item of business was a discussion of the functions, aims, and purposes\nof the N.E.A. Journal. Mr. Offcnhauer, chairman of the Journal Committee, con¬\nsisting of all members of the Executive Committee, discussed various phases of the\nJournal. All agreed that it is very difficult to produce a Journal which appeals to all\nmembers of the N.E.A., representing as they do varied fields of education. All agreed\nthat articles for the use of the classroom teacher should continue; that the business\nof the Association should appear in the text rather than in notes and announce¬\nments; that more attention should be given the World Federation of Education\nAssociations and the entire field of international relations; and that it should con¬\ntinue to carry occasional articles on social trends and presentdav problems.\nThe possibility of having an advisory committee representing every state was\nsuggested ; also getting reactions from presidents of senior classes in teachers col¬\nleges and editors of some leading commercial magazines.\nMr. Offcnhauer left the meeting at 4:30 P.M.\nAfter discussion and upon the recommendation of the executive secretary, Mr.\nShave made a motion that the expenses of Miss Tarbcll and Miss J clinch to League\nCollege be paid. Seconded by Mrs. Dahl. Carried. Upon recommendation of the\nexecutive secretary, Mr. Shaiv made a motion, seconded by Miss Hinrichs, that\nMiss Tarbcll be paid the equivalent of her night school salary. She gave up this\nposition in order to carry on her duties as president of the Department of Classroom\nTeachers.\nThe facilities for the New York convention were outlined by Secretary Givens\nand Mr. Allan. It was the feeling of the Committee that in arranging the program\nmuch free time should be left so that those attending the convention would be able\nto visit places of interest in New York City. Miss Woodruff announced the tentative\ntheme for the program as being, \"The Responsibility of Education in Building Up a\nProgram of Worthy World Citizenship.” Mr. Fan Buskirk made a motion that\npower to proceed with arrangements for holding the convention in New York City\nbe left with the president, the executive secretary, and the business manager. Seconded\nby Mr. Shaw. Carried.\nThe following two items taken from the Report of the Committee on Reorganiza¬\ntion were referred to the Executive Committee for further study by the Representa¬\ntive Assembly at Detroit:\nTo amend Article II, Section 1, to include both a first and second vicepresident\nand that the twelve vicepresidents become district vicepresidents; to set up methods\nof election of vicepresidents. (Page 6 of the Report of the Committee\nzation.)\n\non Reorgani¬\n\nTo amend Article II, Section 8, making it necessary for a person to have been for\ntwo years immediately preceding the election of delegates to the Representative\nAssembly an active member of the N.E.A., of a state, district, or territorial asso¬\nciation, and of a local affiliated association. (Page 8 of the Report of the Com¬\nmittee on Reorganization.)\nMr.\n\nCram\n\nmade\n\na motion\n\nthat a committee\n\nbe appointed\n\nfrom\n\nthe members\n\nof\n\n"}
{"page": 775, "printed_page": null, "text": "Associations\n\nthe Executive Committee\nthe Executive Committee.\n\nRecords\n\nand\n\n769\n\nInformation\n\nto study the matter and to report at the next meeting\nSeconded by Miss Hinrichs. Carried.\n\nof\n\nThe executive secretary read a statement submitted by Howard. A. Dawson, di¬\nrector of the Division of Rural Service, in which the Executive Committee of the\nN.E.A. was asked to take action upon a new plan of membership for the Department\nof Rural Education whereby rural classroom teachers, if they so desired, would be\nallowed to become “active” members of the Department on payment of their N.E.A.\nmembership dues without the payment of any additional membership fee. The plan\nalso provided for “sustaining” members of the Department of Rural Education.\nThese members would pay an annual membership fee of $2 to the Department. The\nchief distinction between the two classes of members wrould lie in the proposal that\nactive members would not be eligible to hold elective offices in the Department, or to\nvote on amendments to the constitution of the Department, to receive the yearbook\nof the Department without additional charge; wrhile sustaining members wmuld be\neligible to full privileges of membership as under the present arrangement. After\ndiscussion, Mrs. Dahl made a motion that a committee be appointed to study the\nmatter more fully and to report at the next meeting of the Executive Committee.\nSeconded by Mr. Shaw. Carried.\nThe next item of business was a discussion of the request of Monroe Wheeler,\nchairman, Research Committee of the Museum of Modern Art, New York City, for\nan expression from the Executive Committee of interest in seeing industrial art\nexhibits circulated without cost to schools thruout the country. Mr. Shaw made a\nmotion, seconded by Miss Hinrichs, and passed, instructing the executive secretary\nto send a statement to the Museum\nterest in such an exhibit.\n\nof Modern\n\nArt expressing\n\nthe Committee’s\n\nin¬\n\nAfter discussing the request of the Art Project of the Works Progress Adminis¬\ntration, Mr. Shaw made a motion, seconded by Mrs. Dahl, and carried, that the\nexecutive secretary send a letter to Mary Steele, director, Division of Women’s and\nProfessional Projects, wishing the Project well in its endeavor, but stating that the\npolicy of the National Education Association is to cooperate with all worthy projects\nbut not to become an integral part of any.\nAn announcement was made by Mr. Givens concerning the Second National Con¬\nference on Educational Broadcasting to be held in the Drake Hotel, Chicago, Illinois,\nNovember 29, 30, and December 1.\nIt was the unanimous opinion of the Executive Committee that stationery should\nbe printed for the Executive Committee listing the names of all the members on the\nletterhead.\nIn regard to the payment\n\nof expenses\n\nof members\n\nof the Executive\n\nCommittee\n\nin attending various educational meetings as members of the N.E.A. Executive Com¬\nmittee, Mr. Shaw made a motion that these expenses be paid when approved by the\nexecutive secretary or the president. Seconded by Mrs. Dahl. Carried.\nAttendance of delegates at the three business meetings of the Representative As¬\nsembly was discussed after the executive secretary had read a statement showing\nthat 75 percent was the highest percent of delegates voting at Detroit on any issue.\nBoth Mr. Shaw and Mrs. Dahl explained how delegates attendance at meetings was\nbeing emphasized at their state association conventions. Mr. Van Buskirk stated that\nin his opinion in the future an effort should be made to keep the business meetings\nfrom running over time.\nMr. Givens called to the attention of the members of the Executive Committee\nthe statements in their books on the powers and duties of the following groups and\nindividuals as outlined in the charter and bylaws: Representative Assembly, Board\nof Directors, Board\nand treasurer.\n\nof Trustees, Executive\n\nCommittee,\n\npresident, executive secretary,\n\nMr. Shaw made a motion that the president appoint a committee from the\nExecutive Committee to study the relationship of the N.E.A. to the World Federation\nof Education Associations and to give its recommendations at the next meeting of\nthe Committee\n\nand provided\n\nfurther that the president may\n\nact upon any recommen-\n\n"}
{"page": 776, "printed_page": null, "text": "770\n\nNational\n\ndations\n\nwhich\n\nthis committee\n\nEducation\n\nmay\n\nmake\n\nAssociation\n\nto her in the meantime.\n\nSeconded\n\nby Mrs.\n\nset for Saturday,\n\nFebruary\n\nDahl. Carried.\nThe next meeting of the Executive Committee\n26, 193$, in Atlantic City, New Jersey.\nThe\n\nmeeting\n\nadjourned\n\nwas\n\nat 6:30 p.m.\n\nWillard E. Givens, Executive Secretary\nCaroline S. Woodruff, President\n\nAtlantic\n\nCity, New\n\nSaturday, February\n\nJersey\n26, 1938\n\nThe Executive Committee met at 10 A.M. in President Woodruff's suite in the Am¬\nbassador Hotel with all members present: Caroline S. Woodruff, president; Orville\n\nC. Pratt, Joseph H. Saunders, R. E. Offenhauer, Amy H. Hinrichs, Fred D. Cram,\nMrs. Myrtle Hooper Dahl, Reuben T. Shave, David A. Van Buskirk. On invitation,\nEdgar G. Doudna, member of the Board of Trustees, was present for part of the\nmeeting. Willard E. Givens,\nsistant to the secretary, were\nOn\n\nmotion\n\nmeeting\n\nof Mr.\n\nexecutive secretary,\nalso present.\n\nOffenhauer,\n\nheld in Washington,\n\nSecretary Givens\nof the Department\n\nseconded\n\nby Mr.\n\nD. C., October\n\nrecommended\n\nand\n\nHarriett\n\nVan\n\nBuskirk,\n\n2, 1937, were\nEducation,\n\nChase,\n\nchief as¬\n\nthe minutes\n\nof the\n\napproved.\n\nthat the request of Mrs. Ada\n\nof Kindergarten-Primary\n\nM.\n\nJ. Farmer,\n\nthat her expenses\n\npresident\nbe allowed\n\nto the New York City convention from the Department’s appropriations, be ap¬\nproved. Mr. Offenhauer made a motion that the recommendation be approved.\nSeconded\n\nby Mr.\n\nPratt and\n\ncarried.\n\nAt this point, Mildred Fahy,\nappeared before the Committee\n\npresident of the Department of Science Instruction,\nin the interest of having a nationwide committee of\n\nten or twelve\n\nto study and\n\npersons\n\nfinanced\n\nfield of science. In her\n\nstatement,\n\nMiss\n\ncoordinate\n\nFahy\n\nestimated\n\nthe work\n\nbeing\n\ndone\n\nin the\n\nthat the committee\n\nwould\n\nneed $2500 for two years to complete the proposed study. The study would cover the\nentire field from kindergarten thru junior college. Mr. Shave made a motion that the\nrequest of Miss Fahy be presented to the Budget Committee with the recommenda¬\ntion that it be carefully considered. Seconded by Miss Hinrichs. Carried.\n\nSuperintendent\n\nI. M.\n\nAllen\n\nof Highland\n\nPark, Michigan,\n\nappeared\n\nbefore\n\nthe\n\nCommittee at 11 o’clock to present suggestions which he considered important re¬\ngarding future tenure investigations. The Highland Park case involved the dis¬\nmissal of 42 teachers in July 1936, seven of whom were reappointed during the\nsame month and later all were reappointed with the exception of six who were\nreappointed after being out of school a year. This case was\nN.E.A. Tenure Committee and a report made at the Detroit\n\nSuperintendent\n\ninvestigated by the\nconvention in 1937.\n\nAllen suggested that:\n\n1. Report should give an adequate background of facts.\n2. Report should be authenticated. All facts in a tenure\n\ncase\n\nshould\n\nbe verified.\n\nThe facts, if possible, should be agreed upon by the Tenure Committee, the\nboard of education, and the superintendent. The Tenure Committee would then\ndraw its conclusions upon these facts.\n3. Report\n\nshould\n\nbe approved\n\nby official body\n\nof N.E.A.\n\nbefore\n\nbeing\n\nreleased.\n\nThe preparation of a motion regarding the release of committee reports was re¬\nferred to Mr. Saunders and Mr. Shave to bring to the Executive Committee at the\nafternoon session.\nAt this point, President Woodruff spoke of the unusual setup at the headquarters\noffice and of the excellent work being done by the staff. She referred to her interview\nwith President Roosevelt during which she invited him to be on the New York\nprogram. He\nand promised\nhappy\n\nexpressed decided interest in speaking at the New York convention\nto give definite answer later. President W oodruff had the unusual and\n\nexperience\n\nof being\n\nan\n\novernight\n\nguest\n\nat the White\n\nHouse\n\non Thursday\n\n"}
{"page": 777, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n771\nevening,\n\nFebruary\n\nwTith President\n\n24, during\n\nRoosevelt\n\nwhich\n\nand\n\ntime\n\nmembers\n\nshe had\n\nan\n\nopportunity\n\nof his family. It was\n\nfor a conference\n\non February\n\n24 that a\n\nsummary of the report of the President’s Advisory Committee on Education was\nreleased to the press and on the same day five leading superintendents of the\ncountry conferred with the President on the Report. At this conference the President\ngave\n\nthe impression\n\nthat he was\n\nthis aid on an equalization\ning the schools.\n\nin favor\n\nbasis, and\n\nof federal\n\nthat he was\n\naid to education,\n\nunalterably\n\nof distributing\n\nopposed\n\nto nationaliz¬\n\nIn reporting on the relation of the National Education Association to the World\nFederation of Education Associations, Mr. Shaw stated that an opinionnaire had\nbeen\n\nsent to 477\n\nindividuals,\n\nmade\n\nup\n\nof members\n\nof the International\n\nRelations\n\nCommittee and people who attended the Tokyo conference. Eighty-three replies\nhave been received. Mr. Shaw raised the question of the desirability of sending\nthese opinionnaires again to at least some of those who had been too busy to reply.\nIt was\nand\n\nfelt that reports\n\nthat it would\n\nShaw\n\nwhich\n\nhad\n\nbe unnecessary\n\nthat there\n\nshould\n\nreceived\n\nwould\n\nto press the matter\n\nstated that the International\n\nprogram:\n\nbeen\n\nRelations\n\nbe prepared\n\nan\n\ngive a random\n\nfurther.\n\nCommittee\n\nannual\n\nIn summarizing,\n\nneeds\n\nreport;\n\nsampling\nMr.\n\na more\n\naggressive\n\nthere should\n\nbe a com¬\n\nmittee in each state; material should be prepared for school use and that the Com¬\nmittee should be given more publicity and should have facilities for furnishing\ninformation. Action on this matter was deferred pending a further report from\n\nMr. Shaw.\nMrs.\n\nDahl,\n\nDepartment\n\nwho\n\nhad\n\nof Rural\n\nbeen\n\nappointed\n\nEducation,\n\nmade\n\nto report on the recommendations\nher\n\nreport\n\nof the\n\nat this time. In the preparation\n\nof her report, Mrs. Dahl sent a series of questions to members of the Executive\nCommittee and to teachers organizations. These questions included:\n1. Should\n\nwe\n\nnot consider\n\na rural teacher\n\na classroom\n\nteacher?\n\n2. Is it not possible for teachers to receive all services of the Department\nRural Education except the yearbooks?\n3. Are not teachers entitled to all services of the Division of Rural Service\nthe National Education Association?\n4. Would\n\nit not be wiser\n\nto set up\n\na committee\n\nwithin\n\nthe classroom\n\nof\nof\n\nteacher\n\ngroup ?\n5. Salaries of rural teachers are so low that membership in the National Edu¬\ncation Association is all that they can be expected to pay. Are there not already\ntoo many subdivisions of classroom teacher\nnot consolidate rather than enlarge?\n\ngroups\n\nand, therefore,\n\nshould\n\nwe\n\nRural teachers look to positions in cities and there is more continuity if they be¬\nlong only to the classroom teacher group. Mr. Dawson of the Division of Rural\nService was present on invitation during this discussion. Mr. Dawson felt that the\nofficers of the Department of Rural Education would be at variance with Mrs.\n\nDahl’s report. There\nThe\n\nare already several statewide organizations\n\nonly interest of the National\n\nEducation\n\nAssociation\n\nis how\n\nof rural education.\nbest to serve\n\nthe\n\nrural teacher. Mrs. Dahl made a motion that the Department of Rural Education\ncenter its interests in service to the county superintendents and thru them to the\nteacher\n\nleaving\n\nthe two\n\ndepartments\n\nas they are. Seconded\n\nby Miss\n\nwithdrawn. Mr. Dawson pointed out that the Department\namended its recommendation which is now as follows:\nRural classroom teachers may upon request\npartment of Rural Education on payment\nwithout\n\nthe payment\n\nof any\n\nadditional\n\nof Rural\n\nMr.\n\nSaunders\n\nBulletins and\nmade\n\nMotion\n\nEducation\n\nhas\n\nbecome active members of the De¬\nof their N.E.A. membership dues\n\nmembership\n\nfee. Such\n\nwould be eligible to hold elective offices in the Department;\nments to the constitution, but not to receive the publications\n\n(Research\n\nHinrichs.\n\nactive\n\nmembers\n\nto vote on amend¬\nof the Department\n\nYearbook) .\n\na motion\n\nthat the Executive\n\nCommittee\n\napprove\n\nthe recom-\n\n"}
{"page": 778, "printed_page": null, "text": "772\n\nNational\n\nmendation of the Department\nShaw. Carried.\nThe\n\nmeeting\n\nadjourned\n\nPresident\n\nWoodruff\n\nSecretary\n\nGivens\n\nEducation\n\nof Rural\n\nfor luncheon\n\nEducation\nat 12:40\n\ncalled the meeting\n\ncalled attention\n\nAssociation\n\nas amended.\n\nSeconded\n\nP.M., reconvening\n\nby Mr.\n\nat 2:10 p.m.\n\nto order.\n\nto two\n\npublications — Motion\n\nPicture\n\nGuide\n\nand\n\nGroup Discussion Guide — very similar in appearance and edited by the same in¬\ndividual. The Motion Picture Guide, sponsored by the Department of Secondary\nEducation of the N.E.A., is a useful and worthwhile pamphlet, while the Group\nDiscussion Guide, being similar in appearance, is very misleading.\nPresident Woodruff suggested the desirability of presenting an N.E.A. life mem¬\nbership to Helen Keller who will appear on the convention program, Monday\nevening, February\nN.E.A. convention\n\n28, and to Mrs. Franklin D. Roosevelt, who will preside at the\nin New York City on Thursday, June 30. Mr. Cram made a\n\nmotion that\nCarried.\n\nlife memberships\n\nthese\n\nbe granted.\n\nSeconded\n\nby Mr.\n\nVan\n\nBuskirk.\n\nSecretary Givens brought up the question of the possibility of changing the\nprocedure of presenting a life membership to the retiring president of the N.E.A.\nNearly everyone\nand this together\nconvention\n\nwho becomes president of the Association now is a life member,\nwith the action taken by the Representative Assembly at the Detroit\n\nremoving\n\nthe past presidents\n\nfrom\n\nthe deliberative\n\nbody\n\nof the Associa¬\n\ntion makes it desirable for a change in the president’s award. Mr. Shaw made a\nmotion that President Woodruff appoint a committee to study and report on the\nmatter later. Seconded by Mr. Cram. Carried.\nMr.\n\nOff cnhauer , who\n\non the N.E.A.\nplicated\n\nJournal,\n\nit becomes.\n\nHe\n\nhad\n\nbeen\n\nappointed\n\nstated that the more\nsuggested\n\nchairman\n\nof a committee\n\nhe studies the problem\n\nthe desirability\n\nof having\n\nto report\n\nthe more\n\nthe name\n\ncom¬\n\nof the or¬\n\nganization hold first place on the Journal cover with the name “The Journal” in\nsecondary position. After some discussion, Mr. Shaw made a motion that the mat¬\nter be left with the executive secretary and Mr. Offenhauer. Seconded by Mr. Pratt.\nCarried.\nAt this point Donald\n\nDuShane,\n\nchairman\n\nof the Tenure\n\nCommittee,\n\ncame\n\nbefore\n\nthe Executive Committee to report on the San Antonio tenure case. A business man\nof San Antonio had been elected to the board of education and had been made\npresident of the board. Apparently, he had been given assurance by the other mem¬\nbers of the board that they would support him in certain changes that he felt were\nnecessary\n\nfor the welfare\n\nof the schools.\n\nvital was\n\nthat at least 300 teachers\n\nof recommendations\n\nforced\n\nexamination\n\nof the teachers.\n\nThe\n\nof some\n\nindignation\n\nof the board\nteachers\nDallas\n\nSan Antonio\n\nand\n\nthe Tenure\n\nTeachers\nGivens\n\non Education\n\nthru\n\non\n\nstated\nMr.\n\nCommittee\n\nand\n\nwhich\n\nhe felt was\n\nimmediately\n\nwas\n\nassured\nread\n\nthru a system\n\nat first was\n\nfinally led to the resignation\n\nGivens\n\nmost\n\na special clinic set up for the\n\n150 discharged\n\ncommending\n\nit was\n\nthat a\n\nZook\n\nthe encyclopaedia\n\nenterprise,\n\nThe\n\nthing\n\nbe dismissed\n\nthe principals,\n\nSecretary\n\nCouncil\n\none\n\nto 43.\n\nof the president\n\nthat practically\n\na letter from\n\nthe work\n\nreduced\n\nall of the 43\n\nthe officers of the\n\nof the Tenure\n\nCommittee\n\nin\n\nand its resulting effect in the entire state of Texas.\n\nSecretary\nwork\n\nshould\n\nof the entire community\n\nwill be restored.\n\nGrade\n\nfrom\n\nThe\n\npointed\n\nrequest\n\nfor an\n\nhad\n\ncome\n\nappropriation\n\nof educational\n\nresearch.\n\nout that the National\n\nfrom\n\nof $2000\nWhile\n\nEducation\n\nthe American\nto carry\n\nCouncil\n\nforward\n\nthis is a most\nAssociation\n\nthe\n\nworthy\n\nis already\n\nexpending about $75,000 a year on research. Mr. Saunders made a motion that the\nAmerican Council on Education be advised that the National Education Association\nis unable at this time to make\nBuskirk. Carried.\n\na contribution\n\nfor this work.\n\nSeconded\n\nby Mr.\n\nVan\n\nAt this point, Mr. Pratt gave his report on the questionnaire circulated to mem¬\nbers of the Executive Committee on the questions referred to the Committee by the\nCommittee on Reorganization at the Detroit convention. The following summarizes\nthe report:\n\n"}
{"page": 779, "printed_page": null, "text": "Associational\n\n1. Is it desirable\n\nto have\n\nat-large at the same\nassociation ?\nAnswer:\n\nRecords\n\na second\ntime\n\nand\n\nvicepresident\n\nand\n\nin the same\n\n773\n\nInformation\n\nelected\nmanner\n\nfrom\n\nthe United\n\nStates\n\nas the president\n\nof the\n\nYes.\n\nMr. Pratt moved that the vote\nSeconded by Mr. Shaw. Carried.\n\ntaken\n\nby letter be\n\nsustained\n\nby\n\nthe\n\nCommittee.\n\n2. Is it desirable in case of a vacancy in the presidency of the Association\nhave this second vicepresident succeed to the presidency?\nAnswer: Yes.\nMr. Pratt moved that the vote\nSeconded by Mr. Shaw. Carried.\n3. Is it desirable\nof Directors\nmeeting?\n\ntaken\n\nby letter be\n\nsustained\n\nby\n\nthe\n\nto\n\nCommittee.\n\nin case\ngiven\n\nof another vacancy in the presidency to have the Board\npower to name a president to serve thru the next annual\n\nSince there was not a majority vote on this question, Mr. Cram moved that the mat¬\nter be left to the Executive Committee with power to act. Seconded by Mrs. Dahl.\nCarried.\n4. Is it desirable\n\nto have\n\nthe United\n\nvicepresident\nAnswer: No.\n\nelected\n\nfrom\n\nStates divided\n\ninto 12 districts with\n\neach?\n\nMr. Pratt moved that the vote taken by letter be sustained\nmittee. Seconded by Mr. Shaw. Carried.\n5. If your\n\nanswer\n\na district\n\nis “yes,” is the proposed\n\nby the Executive\n\nCom¬\n\ndistrict satisfactory?\n\nSince the answer to item four was “no,” it carried with it the answer to question five.\n6. Is it desirable in order for a local member to be eligible as a delegate to the\nRepresentative\n\nAssembly\n\nfor such\n\nlocal member\n\nto have\n\nbeen\n\nfor two\n\nyears\n\nimmediately preceding the election an active member of the National Educa¬\ntion Association and a member of the state, district, or territorial Association?\nSince there was not a majority vote on this question, Mr. Shaw moved that the Com¬\nmittee declare itself as opposed to this as an amendment to the bylaws, but that it\nbe considered a pronouncement of the Committee for continuing the effort in behalf\nof the coinclusive membership. Seconded by Mr. Saunders. Carried.\n7. Is it desirable\n\nif the delegate\n\nis to represent\n\na local affiliated association\n\nthat he\n\nhave as a prerequisite two years’ membership in such association immediately\npreceding the election, except for newly organized local associations?\nSince there was not a majority vote on this question, Mr. Shaw made a motion that\nthe Committee declare itself as opposed to this as an amendment to the bylaws, but\nthat it be considered a pronouncement of the Committee for continuing the effort\nin behalf\n\nof the coinclusive\n\nmembership.\n\nSeconded\n\nby Mr.\n\nSaunders.\n\nCarried.\n\nIn discussing the definition of the term “local” as applied to local associations it\nwas the consensus that the executive secretary be governed by the situation in the\nparticular\n\nstate.\n\nSecretary Givens discussed the summary\nvisory Committee on Education, which was\n\nof the Report of the President’s Ad¬\nreleased to the public on February 24.\n\nThis Committee was made up of 21 individuals — three-fourths of whom were lay¬\nmen. The report which has been transmitted by President Roosevelt to Congress\nrecommends federal aid for education. The greater portion of this aid would be to\nhelp in the operation and maintenance of public elementary and secondary schools.\nThe states would be given absolute authority over the distribution of the funds to\nbe apportioned.\n\nThe\n\nlargest amount\n\nwould\n\ngo to rural schools where\n\nglaring inequalities in educational opportunity.\nThe Committee discussed the possibility of a nationwide\nbecoming\n\na department\n\nthat this group\n\nof the National\n\nat present\n\nshould\n\nannual\n\nconvention\n\nand\n\nThe\n\nExecutive\n\nCommittee\n\nhold their scheduled\n\nthat we\n\nmeeting.\n\nbe given\n\nshould\n\nadjourned\nThe\n\nEducation\n\nAssociation.\n\nan opportunity\n\ncooperate\nin order\n\nCommittee\n\ngroup\n\nwith\n\nthem\n\nof school trustees\n\nIt was\n\nto meet\n\nthe censensus\n\nat the time of our\n\nin every\n\nthat the Board\n\nreconvened\n\nthere are such\n\npossible way.\n\nof Trustees\n\nat 5:25 P. m.\n\nmight\n\n"}
{"page": 780, "printed_page": null, "text": "774\n\nNational\n\nEducation\n\nAssociation\n\nThe executive secretary discussed the membership and financial situation of the\nAssociation. The increase in membership income over last year at the same time is\n5.4 percent. The total paid membership\nfinancial report shows an increase from\nthan\n\nat the same\n\ntime\n\nlast year. The\n\nas of January 31, 1938, was 169,696. The\ncurrent income. The cash position is better\n\nincrease\n\nin permanent\n\nfunds\n\nand\n\ninvestments\n\ntotals $21,668.29.\nAt this point, Mr. Saunders and Mr. Shaw brought in the following resolution on\nthe policy of the Executive Committee regarding the releasing of Committee Reports:\n\nBe It Resolved, That\n\nthe president of the National\n\nthe chairman\n\nof each\n\nno committee\n\nreport is to be published\n\nRepresentative\n\nstanding\n\nAssembly\n\nand\n\neach\n\nEducation\n\nAssociation\n\nspecial committee\n\ninform\n\nof the N.E.A.\n\nuntil such report has been approved\n\nor the Board\n\nof Directors\n\nor the Executive\n\nthat\n\nby the\n\nCommittee,\n\nunless such report bears on its title page the words “Tentative report of the Com¬\nmittee on _\nto be submitted to the National Education Association for con¬\nsideration.”\n\nMr. Saunders\n\nmoved\n\nthe adoption of the resolution. Seconded\n\nby Mr.\n\nVan\n\nBus kirk.\n\nCarried.\nThe question of having committees in departments — particularly the Department\nof Classroom Teachers — similar to nationwide committees in the National Educa¬\ntion Association\n\nwas\n\ndiscussed.\n\nIt was\n\npointed\n\nmittees in the Department of Classroom\ning and educating local teachers.\n\nSecretary Givens\nfurnish\n\nan award\n\npresented\n\nread a letter from\n\nTeachers\n\nNoble\n\nfor the best textbook\n\nby the National\n\nEducation\n\nout that the purpose\nwas\n\nfor the purpose\n\nand Noble\n\npublished\n\nAssociation.\n\nof these com¬\n\nin which\n\nduring\nAfter\n\nof encourag¬\n\nthey proposed\n\nthe year, the award\ndiscussion,\n\nMr.\n\nPratt\n\nto\n\nto be\nmade\n\na motion that the offer be not accepted since the possibility of selecting a best text¬\nbook is impractical. Seconded by Mrs. Dahl. Carried.\n\nSecretary Givens\n\nexplained that it has been the policy in the appointment\n\nof com¬\n\nmittees this year of having an executive committee of five and an advisory com¬\nmittee of one or more from each state and to finance at least one meeting of the\nexecutive committee in order that the committee might adequately carry on its work.\nIt was suggested that this same policy be adopted for next year and that the\nexecutive committee of each of the larger committees be furnished sufficient funds\nfrom\n\none\n\nor two\n\nmeetings\n\nduring\n\nthe year. Mrs.\n\nDahl\n\nof the Executive Committee to arrange for an amount\nthis item. Seconded by Mr. Shaw. Carried.\n\nmoved\n\nthat it be the policy\n\nin the budget\n\nto take care\n\nof\n\nThe Committee approved the general idea of having the headquarters set up con¬\nferences with local teachers associations thru the Department of Classroom Teachers.\nThe\n\nplan for financing\n\nthe work\n\nof state directors\n\nthis year\n\nhas\n\nbeen\n\nfor the\n\ndirector to submit a plan of activity to be carried on in his state, said plan to be\nsubmitted to the executive secretary for approval. Mr. Shaw made a motion that this\ngeneral plan for financing the work of state directors\nSeconded by Miss Hinrichs. Carried.\n\nMonday\n\nEvening,\n\nbe approved\n\nWillard\n\nE. Givens,\n\nCaroline\n\nS. Woodruff,\n\nFebruary\n\nfor next year.\n\nExecutive\n\nSecretary\n\nPresident\n\n28, 1938\n\nThe Executive Committee met in President IVoodruff’s suite in the Ambassador\nHotel at 10:40 p. m., on Monday, February 28, 1938, with all members present except\n\nJoseph H. Saunders\nhearing\n\nand Orville C. Pratt. The\n\nthe report of the committee\n\nmeeting was\n\non an award\n\nheld for the purpose\n\nfor past presidents.\n\nconsideration, Mr. Offenhauer moved to recommend to the\nsembly that the action of the past in giving a life membership\n\nAfter\n\nof\n\ncareful\n\nRepresentative As¬\naward be changed,\n\ninasmuch as many persons now coming up for the office of president\nlife members. Seconded by Mrs. Dahl. Carried.\n\nare\n\nalready\n\n"}
{"page": 781, "printed_page": null, "text": "Associational\n\nMr. Shaw\n\nRecords\n\nand\n\nreported that the Rules Committee\n\nof the bylaws\n\nbe amended\n\n775\n\nInformation\n\nsuggests that Article II, Section 2,\n\nby striking out the word\n\n“fourth”\n\nin line 17 and\n\ninserting\n\nthe word “third,” to provide for voting on Wednesday of the convention week\nwhich would enable President fVoodruff to carry out certain program plans. The\nbylaw can be amended in this way by two-thirds vote of the Representative As¬\nsembly after being printed in the May issue of the Journal according to action taken\non the report of the Committee on Reorganization at the Detroit convention.\nThe Committee adjourned to meet in the president’s suite in the Pennsylvania\nHotel, New York City, on Saturday morning, June 25, at 10 o’clock.\n\nNew\nSaturday\n\nWillard\n\nE. Givens,\n\nCaroline\n\nS. Woodruff,\n\nYork\n\nCity\n\nMorning,\n\nJune\n\nExecutive\n\nSecretary\n\nPresident\n\n25, 1938\n\nThe Executive Committee met at 10 A.M. in President JVoodruff’s suite in the\nPennsylvania Hotel with all members present: Caroline S. fVoodruff, president;\n\nOrville C. Pratt, Joseph H. Saunders, R. E. Offenhauer, Amy H. Hinrichs, Fred D.\nCram, Myrtle Hooper Dahl, Reuben T. Shaw, and David Van Buskirk. fVillard E.\nGivens, executive secretary, was also present.\nThe\n\nminutes\n\nof the meeting\n\nSecretary Givens\n\nheld in Atlantic\n\ndiscussed the program\n\nCity were\n\nfor the New\n\napproved.\n\nYork\n\nmeeting at some length.\n\nAfter a discussion of the Secretary’s Report, Miss fVoodruff moved that the report\nbe adopted and presented to the Representative Assembly. Seconded and carried.\nThe recommendations for adjustments in classifications and salaries as submitted\nby the executive\nThe\n\nsecretary\n\ncase of Mrs.\n\nGivens\n\nmade\n\nincreased\n\nfrom\n\nwere\n\nBertha\n\napproved.\n\nM. Robbins,\n\na retired employee,\n\nthe recommendation\n\nthat Mrs.\n\n$60 to $75 a month\n\nduring\n\nRobbins’\n\nwas\n\ndiscussed.\n\nretirement\n\nher illness and\n\nnext\n\nmatter\n\nthe Department\nDepartment\n\nGivens\nment\n\npresented\n\nwas\n\nof Classroom\n\nbe paid\n\na\n\nthe Budget\n\nTeachers,\n\nsalary\n\nReport.\n\nrecommended\n\nof $2500.\n\nAfter\n\nallowance\n\nthat the hospital\n\n$60 incurred by Mrs. Robbins be paid.\nA motion was made by Mr. Saunders that the recommendations\nin the case of Mrs. Robbins be approved. Seconded. Carried.\nThe\n\nSecretary\n\nEmily\n\nof the secretary\n\nTarbell,\n\npresident\n\nthat future presidents\n\nconsiderable\n\nbe\n\nbill of\n\ndiscussion,\n\nof\n\nof the\n\nSecretary\n\nstated that in the past the policy has been for the president of the Depart¬\n\nto get permission\n\nwithout\n\nfrom\n\nher board\n\nof education\n\nto be absent\n\nloss of pay, if possible. If not, the policy has been\n\nreasonable\nprivilege.\n\namount\n\nfor substitutes’ pay\n\nMr. Pratt moved\nbe approved.\n\nwhen\n\nand\n\ncarried\n\nwith\n\nto put into the budget\n\nthe local board\n\nthat the policy of the Association\n\nSeconded\n\nwould\n\nnot grant\n\na\n\nthis\n\nas outlined by Secretary Givens\n\nthe recommendation\n\nto the Representative Assembly for action.\nOther budget recommendations were discussed.\n\non official business\n\nIt was\n\nthat it be referred\n\nthe consensus\n\nthat\n\nthe\n\nmembership increase would not be as great next year as it has been this past year\ndue to the business conditions thruout the country. In view of this, Mr. Cram moved\nthat the Executive\n\nCommittee\n\npriation for 1938-39\nmotion. Carried.\nIn discussing\n\nSecretary\nwhere\n\nbe reduced\n\nthe pageant\n\nGivens\n\nthe pageant\n\nrecommend\n\nto the Budget\n\nin the amount\n\nwhich\n\nof $20,000. Mr.\n\nis to be presented\n\nstated that the auditorium\n\nCommittee\n\nby the New\n\nof Brooklyn\n\nis to be given, will not accommodate\n\nthat the appro¬\n\nPratt\nYork\n\nTechnical\n\nseconded\n\nCity schools,\n\nHigh\n\nthe large number\n\nadjourned\n\nfor luncheon\n\nat 1 o’clock, reconvening\n\nSchool,\n\nof persons\n\nwanting to attend. The possibility of an appropriation for securing a larger\ntorium was considered. It was decided to defer action on this question.\nThe meeting\nsame place.\n\nthe\n\naudi¬\n\nat 2 o’clock in the\n\n"}
{"page": 782, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\nThe matter of the pageant was again discussed. Mr. Pratt moved that authority\nbe given the executive secretary for securing a larger auditorium with reasonable\nexpense\n\nto the National\n\nEducation\n\nseemed\n\nwise. The\n\nwas\n\nSecretary\n\nmotion\n\nGivens\n\nAssociation\n\nseconded\n\nproceeded\n\nby Mr.\n\nif after further\nOffenhauer.\n\ninvestigation\n\nthat\n\nCarried.\n\nwith the report of the Legislative Commission.\n\nHe\n\nstated that there were two questions to be discussed: First, does the National Edu¬\ncation Association stand where it has always stood back as far as 1865 for federal\nmoney\n\nfor public schools\n\nand\n\npublic schools\n\nalone?\n\nSecond,\n\nare\n\nwe\n\ngoing\n\nto stand\n\nfor any federal control? Mr. Cram pointed out that if a federal aid bill is enacted\ninto law, somebody ought to know whether the law is being carried out as Congress\nintends it should be. Mr. Saunders suggested that we have the possibility of getting\na powerful\n\nMr.\n\nally in the American\n\nShavo moved\n\nLegion\n\nif it would\n\ncooperate.\n\nthat the Committee\n\nrecommend\n\nto the Board\n\nof Directors\n\nand\n\nto the Representative Assembly that the same stand be taken on federal aid to\neducation that our Association has taken each year since 1918; namely, that our\nAssociation should stand for federal\nfederal control. Seconded. Carried.\n\naid to the public schools\n\nof the nation\n\nwithout\n\nThe next point under discussion was the proposal for two state directors in\ncertain states. Mr. Givens stated that he had written to Mr. Lavu and Mr. Eldred\nof New York, Mr. Kelley of Pennsylvania, Mr. Stanton of Ohio, and\nof California, because those four states have the largest membership,\n\nMr. Cloud\nasking the\n\nquestion as to what they would think of the suggestion of allowing any state in\nwhich 20,000 or more of its teachers were enrolled in the N.E.A. to have two\ndirectors if the state association so desired, the state association to divide the\nterritory\n\nbetween\n\ndirectors\n\nas\n\nthey\n\nwished.\n\nHe\n\nstated\n\nthat\n\nPennsylvania\n\nand\n\nNew York would qualify immediately, and that Ohio and California are both\nclose to 20,000. The reactions from Messrs. Eldred, Kelley, and Stanton were\nfavorable\n\nMr.\nand\n\nto this proposition.\n\nCloud\n\nthought it would\n\nassociate\n\nappoint\n\nan\n\ndirector.\n\nassociate\n\nThe\n\nbe better for the state association to have\n\ndirector, with\n\ndirector\n\nwho\n\nwould\n\nthe approval\nhave\n\nthe\n\na director\n\nof the association,\n\nsame\n\nprivileges.\n\nwould\n\nMr.\n\nShavo\n\nmoved that any state which has 25,000 members in the National Education Asso¬\nciation may have two directors elected from that state in a manner determined by\na two-thirds vote of the National Education Association members in that state.\nAction was deferred.\nThe\nand\n\nnext\n\nitem\n\ndiscussed\n\ndisbursements.\n\nMr.\n\nwas\n\nthe statement\n\nGivens\n\nproposed\n\nof procedure\n\nthe following\n\nany one of which would clarify the matter. Add\nline of Article III, Sec. 2, one of the following:\n1. He\n\nshall countersign\n\nand\n\nshall deposit\n\nand\n\ndisburse\n\nin an\n\ntherefrom\n\nchecks\n\nauthorized\nany funds\n\nto him\n\nby the treasurer\n\nadopted\n\nby the Representative\n\n2. He\nand\n\nthree\n\ndepository\n\nauthorized\n\nof expenses\n\nbylaws,\n\nin the fourteenth\n\nin payment\n\nin the name\n\nby the Board\n\nreceipts\n\nsuggested\n\nafter “Committee”\n\nby the treasurer\n\nfor the payment\n\nshall countersign\n\nshall deposit\n\ndrawn\n\nin handling\n\nof bills,\n\nof the Association\n\nof Trustees\n\nset forth\n\nadvanced\n\nin the budget\n\nAssembly.\n\nchecks\n\ndrawn\n\nby the treasurer\n\nto the credit of the Association\n\nany\n\nin payment\n\nfunds\n\nof bills,\n\nadvanced\n\nto him\n\nby the treasurer, when so authorized by the Board of Trustees, and shall dis¬\nburse such funds for the payment of expenses set forth in the budget adopted\nby the Representative\n3. He\nhim\n\nshall deposit\n\nby the treasurer,\nfunds\n\nAssembly.\nto the credit of the Association\nwhen\nfor\n\nso authorized\n\ndisburse\n\nsuch\n\nthe payment\n\nadopted\n\nby the Representative\n\nAssembly,\n\nby the treasurer\n\nin payment\n\nMr.\n\nthat the matter\n\nPratt moved\n\nby the Board\n\nof expenses\nand\n\nany\n\nfunds\n\nadvanced\n\nof Trustees,\n\nauthorized\n\nshall countersign\n\nby\n\nand\n\nto\n\nshall\n\nthe\n\nbudget\n\nall checks\n\ndrawn\n\nof bills.\n\nbe referred to the Committee\n\non Bylaws\n\nand\n\n"}
{"page": 783, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n111\n\nInformation\n\nRules with the recommendation that they approve\non the subject. Seconded. Carried.\n\nan\n\nConsideration was\nPolicies Commission\n\na member of the Educational\nAfter some discussion of the\n\ngiven to a request to appoint\nrepresenting a special group.\n\namendment\n\nto the bylaws\n\nquestion, Mr. Saunders moved that the Educational Policies Commission, having\nserved more than half of its term of office, will continue, as far as the Executive\nCommittee\nCarried.\n\nis concerned,\n\nwith\n\nits present\n\npersonnel.\n\nSeconded\n\nby Miss\n\nHinrichs.\n\nIn discussing the National Association of Teachers of Speech, Secretary Givens\nrecommended that this organization be accepted as a department of the Association.\nMr. Shaw moved that this be done. It was seconded and carried.\nA petition from the National Association of Journalism Directors in Secondary\nSchools to become a department was also presented. After much discussion, Mr. Shaw\nmoved\n\nthat this be laid on\n\nSeconded\nMr.\n\nby Mr.\n\nOjfenhaucr\n\nShaw\n\nthe other\n\nitems\n\nuntil a later meeting.\n\nPratt. Carried.\ngave\n\nhis report\n\nbe discussed at a second\nmaterial submitted.\nMr.\n\nthe table with\n\nread\n\nmeeting\n\nhis report\n\non\n\non\n\nthe N.E.A.\n\nJournal\n\nafter members\n\nthe World\n\nhad\n\nFederation\n\nand\n\nhad\n\nsuggested\n\ntime\n\nthat this\n\nto look over\n\nof Education\n\nthe\n\nAssociations.\n\nMiss Woodruff suggested that time be taken by the members for looking over this\nteport and that we come back to it at a later meeting.\nThe next item of business discussed was the invitation from the A.A.U.W. to\ncooperate with them in securing legislation which would\npation of the United States in the International Bureau\n\nmake possible the partici¬\nof Education at Geneva.\n\nMr. Shaw suggested that since we have a federal aid bill in which we are very\nmuch interested, the most we should do would be to work with the A.A.U.W.\nAction was deferred.\nThe matter of the N.E.A. making an appropriation to the McGuffey Memorial\nwas next discussed. Mr. Pratt recommended that the matter be laid on the table\nand\n\nthat the Executive\n\nCommittee\n\nIn discussing the Teachers\nit needed no action.\nMr.\nlooking\nfederal\nThe\n\nShaw\n\nmoved\n\ncome\n\nCommittee\n\nthat a subcommittee\n\nback\n\nto it at a future\n\nfor Democratic\nbe appointed\n\nmeeting.\n\nRights, it was\n\nto draw\n\nup a recommendation\n\nmeeting\n\nadjourned\n\nat 4 p. M. to meet\n\nSunday\n\nmorning,\n\nWillard\n\nE.\n\nCaroline\n\nS. Woodruff,\n\nMorning,\n\nJune\n\nGivens,\n\nJune\n\nHinrichs\n\nmade\n\na motion\n\nfor\n\ntwo\n\nthat a life membership\n\nMr. Shaw’s motion was\nmembers in the National\n\nstate directors\n\nSecretary\n\nPresident\n\n26, 1938\n\nSappington, an eighteen-year-old Kansas rural school\nsaved the lives of all her pupils during a tornado which\nschool. Seconded. Carried.\nproposal\n\nof\n\n26, at 8 A. M.\n\nExecutive\n\nThe Executive Committee met at 8 A. m. in the president’s\nPennsylvania with all members present.\n\nThe\n\nthat\n\ntoward securing the cooperation of the American Legion in the matter\naid to education. Mrs. Dahl seconded the motion. Carried.\n\nSunday\n\nMiss\n\ndecided\n\nin certain\n\nsuite at the\n\nbe presented\n\nHotel\n\nto Virginia\n\nteacher, whose heroism\ncompletely destroyed the\n\nstates\n\nwas\n\nagain\n\ndiscussed.\n\nchanged to read that “any state which has 20,000 paid\nEducation Association as of May 31 of the past year may\n\nhave two directors.” Motion passed sending this as a recommendation\nof Directors and Representative Assembly for their consideration and\n\nto the Board\naction. After\n\nsome discussion, the Executive Committee felt that this motion should be referred\nto the Rules Committee for wording. Mr. Pratt so moved. Seconded and carried.\nIn discussing\nof Secondary\n\nthe possibility of the National\n\nSchools\n\nbecoming\n\na department\n\nAssociation\n\nof Journalism\n\nof the National\n\nEducation\n\nDirectors\n\nAssociation,\n\n"}
{"page": 784, "printed_page": null, "text": "778\n\nMr.\n\nNational\n\nS/iazi' moved\n\nEducation\n\nthat the matter\n\nAssociation\n\nbe deferred\n\nuntil Friday\n\nmorning.\n\nSeconded.\n\nCarried.\nThe\n\nreport\n\nof the subcommittee\n\non\n\nthe National\n\nEducation\n\nAssociation\n\nJournal\n\nwas read by Mr. Offenhauer. After considerable discussion. Mr. Saunders moved\nthat the committee be continued with authority to associate with itself additional\nmembers\n\nMr.\n\nif desired.\n\nShaw\n\nfollowing\n\nSeconded\n\nCram.\n\nCarried.\n\nread the report of the subcommittee\n\nrecommendations\n\n1. That\nbetween\n\nby Mr.\n\nof the committee\n\nthe Committee\nthe\n\nassociations\n\nN.E.A.\n\nand\n\nto appoint\n\none\n\nof the 48 states, Alaska,\nRico, and the Virgin\nRelations\n\nwere\n\nRelations\n\nthe\n\n(a)\n\nW.F.E.A.:\n\nmember\n\nCanal\n\nZone,\n\na joint enterprise\n\nadvisory\n\nof each\n\ncommittee\n\nthe District of Columbia,\n\nby the N.E.A.\n\nof the Committee\n\npresident, one of whom\n\nbe Paul Monroe, president of the W.F.E.A.1 This\ndesirable in view of the next major proposal.\non\n\nbe made\n\nthe president\n\nto the general\n\n(b) five members\n\nRelations. The\n\nsubmitted:\n\non International\n\nIslands;\n\nto be designated\n\non International\n\nof these\nfrom\n\nHawaii,\n\neach\n\nPuerto\n\non International\nfor 1938-39\n\nlatter recommendation\n\nshall\n\nappears\n\n2. That during 1938-39 the major attention of the members of the Committee\nInternational Relations be devoted to administrative organization designed\n\nto improve\n\nand\n\nto coordinate\n\nthe efforts of the N.E.A.\n\nand\n\nthe W.F.E.A.\n\nAmong\n\nthe problems which might properly be studied are the following: (a) What can\nthe N.E.A. do to carry out the W.F.E.A. program in the United States? (b) What\nrelationships should the N.E.A. have with international and other American\neducational\nin peace\n\norganizations\n\neducation,\n\nwith\n\nexchange\n\nsimilar\n\nobjectives\n\nof teachers,\n\n(including\n\nscholarships,\n\ngroups\n\ninterested\n\netc.) ? (c) What\n\ncontacts\n\nshould be established with both national and international non-school agencies\nwhich are interested in international understanding (including peace societies,\nPan\n\nAmerican\n\nto be made\n\nUnion,\n\nUnited\n\nStates Department\n\nto the N.E.A.\n\nExecutive\n\nCommittee\n\nduring\n\nthe Committee\n\nof State, etc.) ? This\n\nreport is\n\nnot later than the February\n\nmeet¬\n\ning in 1939.\n3. That\n\n1938-39\n\non International\n\nRelations\n\nshould\n\ntake\n\nthe following steps to acquaint N.E.A. members with our international oppor¬\ntunities: (a) cooperate with Mr. Morgan in preparing a Journal feature, possibly\non Pan American relationships (a type of activity recommended by Secretary\n\nof State Hull) ; (b) cooperate with Mr. Farley in preparing\n\nan appropriate\n\nradio\n\nprogram (this might be merged with the W.F.E.A.’s goodwill program) ; and\n(c) cooperate with Mr. Hubbard in compiling a handbook consisting of N.E.A.\nresolutions, the constitution of the W.F.E.A., names of members of the Committee\non International\nand\n\nsimilar\n\nRelations,\n\npertinent\n\npreliminary\n\nmaterial\n\nplans for the next W.F.E.A.\n\nof use\n\nin promoting\n\ninterest\n\nconvention,\n\nin international\n\ngoodwill.\n4. That the N.E.A. Executive Committee authorize the 193S-39 president to\nsend a letter informing the W.F.E.A. officers of any of these recommendations\nwhich\n\nare\n\napproved\n\nand\n\nurging\n\nimmediate\n\nsteps necessary\n\nto supplement\n\nthe\n\nforegoing proposals. Among the points suggested for emphasis in this communi¬\ncation are: (a) the necessity of cooperative thinking in putting the W.F.E.A. on\na sound\n\nfinancial\n\nbasis;\n\n(b) the advisability\n\nof an\n\nofficial full-time\n\nexecutive\n\nsecretary at Washington, D. C. ; (c) the desirability of more widespread infor¬\nmation on the administration and program of the next W.F.E.A. convention; and\n(d) the advisability of providing more definitely for coordination among\ngates to the W.F.E.A. from all participating American associations.\n\nMrs. Dahl\nto the Board\n\nMr.\n\nmoved\n\nthat the report be accepted and recommended\n\nof Directors.\n\nOffenhauer\n\nmoved\n\nSeconded\n\nby Mr.\n\nthat the matter\n\ndele¬\n\nthat it be referred\n\nPratt. Carried.\n\nof cooperating\n\nwith the A.A.U.W.\n\nin the\n\n1 Present practice is for the N. E. A. president to appoint a basic committee of five members and an\nadvisory committee of 50 to 100 members. This procedure is followed for all N. E. A. committees.\n\n"}
{"page": 785, "printed_page": null, "text": "Associational\n\nmatter\n\nof the International\n\nFriday\n\nmorning.\n\nSeconded\n\nRecords\n\nBureau\n\nby Mr.\n\nand\n\n779\n\nInformation\n\nof Education\n\nat Geneva\n\nbe carried\n\nover\n\nto\n\nPratt. Carried.\n\nMr. Shaw moved that the Executive Committee make the following\ntion to the Representative Assembly regarding federal aid:\n\nrecommenda¬\n\nThe Executive Committee recommends to the Representative Assembly that\na committee of not more than five be appointed to confer with the American\nLegion and other service organizations\nwith the view of enlisting their support\nfor federal\n\nhaving\ntoward\n\nconstructive education programs\nthe enactment of laws providing\n\naid for public education.\n\nSeconded\n\nby Mr.\n\nPratt. Carried.\n\nSecretary\n\nGivens\n\nsuggested\n\nthat a telegram\n\nof solicitude\n\nbe sent to John\n\nFinley,\n\neditor of the New\nvention. Mr. Pratt\n\nYork Times, who was ill and unable to participate\nmoved that this be done. Seconded and carried.\n\nMr. Offenhauer\nuelson, who was\n\nmoved that a telegram also be sent to Past-President Agnes Samunable to attend the convention because of her recent illness.\n\nSeconded\n\nand carried. The\n\nwording\n\nof these telegrams\n\nwas\n\nin the con¬\n\nleft to Secretary\n\nGivens.\n\nMr. Pratt made the following motion: “It is the desire of the Executive Com¬\nmittee that the meetings held in connection with the two annual conventions be\njoint meetings\neveryone\n\nof the Executive\n\nshould\n\nCommittee\n\nfeel free to discuss\n\nand\n\nall matters\n\nthe Board\ncoming\n\nbut that when issues are up for vote, only members\nSeconded by Mr. Van Buskirk. Carried.\nThe\n\nmeeting\n\nadjourned\n\nof Trustees\n\nbefore\n\nand\n\nthat\n\nthese joint meetings\n\nof the body concerned\n\nwill vote.”\n\nat 10 a.m.\n\nFriday\n\nWillard\n\nE.\n\nCaroline\n\nS. Woodruff,\n\nMorning,\n\nGivens,\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 1, 1938\n\nThe meeting of the new Executive Committee convened in Miss fVoodruff’s suite\nin the Hotel Pennsylvania, Friday morning, July 1, 1938, at 11:10 a.m., the new\npresident, Reuben T. Shaw, presiding, with the following members present: Caroline\nS. Woodruff, Joseph H. Saunders, R. E. Offenhauer, Amy IJ. Hinrichs, Fred D. Cram,\nAlbert\n\nM.\n\nmember,\n\nShaw,\n\nwas\n\nthe secretary,\n\nand\n\nMrs.\n\nMyrtle\n\nabsent.\n\nSecretary\n\nwere\n\nalso present.\n\nHooper\n\nGivens\n\nDahl.\n\nand\n\nSidney\n\nHarriett\n\nM.\n\nB. Hall,\nChase,\n\nnewly\n\nelected\n\nchief assistant\n\nto\n\nSecretary Givens discussed with the Executive Committee the problems involved\nin holding the National Education Association convention in San Francisco in 1939.\nMiss Woodruff suggested that the president, Secretary Givens, and\nauthorized to contact the San Francisco people and make whatever\nseem\n\nwise\n\nMrs.\nby Mr.\nThe\n\nfollowing\n\nthis meeting\n\nregarding\n\nDahl moved that the convention\nCram. Unanimously carried.\nSan\n\nthe schools\n\nFrancisco\nand\n\nconvention\n\nconvention\n\nthat the president, Mr.\nmanager,\n\nMr.\n\nthe\n\nconvention\n\n1939\n\nrecommend\n\nAllan,\n\nShaw,\n\nits acceptance\n\nbe instructed\ncarried.\n\nto negotiate\n\nopen\n\nAfter\n\non Sunday,\nwere\n\nsome\n\nthe executive\n\nbe instructed\nand\n\nthe convention.\n\ninvitations\n\nbureau.\n\nMr. Hennessey of the Chicago\nfacilities in that city.\n\npresented\n\nsecretary, Mr.\n\nare\n\nwith\n\nSeconded\n\nConvention\n\nBureau\n\nby\n\nMr.\n\nOffenhauer\nand\n\nFrancisco\nto make\n\nconditions\n\nChicago.\n\nby representatives\n\nGivens,\n\nSan\n\nsatisfactory\n\n; but if satisfactory\nwith\n\nJuly 2, in 1939. Seconded\n\ndiscussion,\n\nto negotiate\n\nif conditions\n\nMr. Allan be\narrangements\n\ncannot\nMr.\n\nof\n\nmoved\n\nthe business\n\nas a place for\na\n\ncontract\n\nand\n\nbe had, that they\n\nCram.\n\nUnanimously\n\nspoke briefly of the convention\n\nSecretary Givens recommended that the Executive Committee approve the cooper¬\nation of the National Education Association with the A.A.U.W. in securing legisla¬\ntion which\nnational\n\nwould\n\nBureau\n\nmake\n\npossible the participation\n\nof Education\n\nat Geneva.\n\nMiss\n\nof the United\nWoodruff\n\nStates in the Inter¬\n\nmoved\n\nthat the recom-\n\n"}
{"page": 786, "printed_page": null, "text": "780\n\nNational\n\nmendation\n\nof Secretary\n\nGivens\n\nEducation\n\nAssociation\n\nbe approved.\n\nSeconded\n\nby Mr.\n\nSaunders.\n\nCarried.\n\nSecretary Givens recommended that the National Association of Journalism\nDirectors of Secondary Schools get its own problems straightened out before\nseeking\nMiss\n\nfurther\n\nWoodruff\n\nto become\nmade\n\na department\n\na motion\n\nof the National\n\nthat the matter\n\nSeconded by Mr. Offenhauer. Carried.\nSecretary Givens read a telegram from\n\nEducation\n\nbe laid over for further\n\nthe Affiliated Teacher\n\nAssociation.\nconsideration.\n\nOrganizations\n\nof\n\nLos Angeles regarding the American Legion-Gellermann controversy. It was sug¬\ngested that Secretary Givens wrrite Dean Russell of Teachers College, Columbia\nUniversity, quoting this telegram.\nThe matter of honoring past presidents of the Association was discussed. Mr.\nOffenhauer moved that the matter\nMiss Hinrichs. Carried.\n\nbe deferred\n\nuntil the fall meeting.\n\nSeconded\n\nby\n\nMrs. Dahl moved that a subcommittee to study this matter should be continued.\nSeconded and carried. Mr. Shave suggested that Albert M. Shave be named in his\nplace and that Mr. Offenhauer and Miss Hinrichs continue on the subcommittee.\nMiss Hinrichs moved that the next meeting of the Executive Committee be held\nin Washington,\nThe\n\nD. C., on Saturday,\n\nmeeting\n\nadjourned\n\nMINUTES\n\nOF\n\nOctober\n\n1. Seconded\n\nTHE\n\nSaturday\nBoard\n\nDahl.\n\nCarried.\n\nExecutive\n\nSecretary\n\nat 12:25.\nWillard\n\nE. Givens,\n\nReuben\n\nT.\n\nMEETINGS\nTRUSTEES\n\nAtlantic City, New\n\nThe\n\nby Mrs.\n\nof Trustees\n\nShaw,\n\nOF\n\nPresident\n\nTHE\n\nBOARD\n\nOF\n\nJersey\n\nAfternoon,\n\nFebruary\n\n26, 1938\n\nof the National\n\nEducation\n\nAssociation\n\nmet\n\nin President\n\nIV oodruff’s suite in the Ambassador Hotel at 4:30 P.M., pursuant to the call of the\nchairman of the Board. The members present were: Joseph H. Saunders, chairman;\nEdgar\n\nG. Doudna,\n\nsecretary;\n\nA. L. W hittenb erg , Florence\n\nWoodruff. The meeting was called to order\nminutes of the last meeting were approved.\nChairman\n\nSaunders\n\ngave\n\na report\n\non\n\nHale,\n\nby the chairman\n\nthe Permanent\n\nFund\n\nand\n\nCaroline\n\nof the Board.\n\nS.\n\nThe\n\nof the Association\n\nshowing total assets of $863,048.31 — an increase in assets of about $22,000 over last\nyear. The chairman recommended that about $4500 of the Parker Fund be placed\nin United States Savings Bonds. The entire Committee agreed to this recommenda¬\ntion. All bonds have paid interest promptly with the exception of the St. Louis\nRailway Bonds\nin litigation.\nThe\n\nwhich\n\nchairman\n\nhave\n\nexplained\n\nbeen\n\nin default\n\nfor several\n\nthat his illness had\n\nbrought\n\nyears\n\nand\n\nwhich\n\nabout\n\na situation\n\nare\n\nstill\n\nwhereby\n\nthe coupons on various bonds and the statement needed for the Auditing Committee\nof the American Association of School Administrators could not be obtained without\nconsiderable difficulty because all securities and valuable papers were deposited\nin the safe deposit vault of the American Security and Trust Company in the name\nof the business manager of the Association and himself and neither could have\naccess\nMiss\n\nto the box\nWoodruff,\n\nResolved,\nof Trustees\n\nwithout\n\nthe other. On\n\nthe following\n\nresolution\n\nmotion\nwas\n\nof Mr.\n\ncarried\n\nW hittenb erg , seconded\n\nby\n\nunanimously:\n\nThat securities and other valuable papers in the custody\nbe deposited in the safe deposit vault of the American\n\nof the Board\nSecurity and\n\nTrust Company, Washington, D. C., in a box rented in the name of the National\nEducation Association of the United States; that rental of such safe deposit box\nbe under\n\nconditions\n\nof joint access by two\n\npersons\n\nwho\n\nmay\n\nbe so authorized\n\nby\n\n"}
{"page": 787, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n781\n\nthe Board of Trustees, record of whose selection shall be filed by said Board\nwith the American Security and Trust Company; that until their successors are\nnamed and authorized by the Board of Trustees, Joseph H. Saunders, chairman\nof the Board of Trustees, and Harold A. Allan, business manager of the National\nEducation\nthat\n\nAssociation,\n\nin the\n\nevent\n\nare authorized\n\nof death,\n\nto have\n\nincapacity,\n\nor\n\naccess to said safe deposit box and\nunavailability\n\nof either person\n\nso\n\nnamed, Willard E. Givens, executive secretary of the National Education Asso¬\nciation, is authorized to have access jointly with either of the above named\npersons\n\nwho\n\nis available.\n\nSecretary\n\nGivens,\n\nin reporting\n\non life memberships,\n\nstated\n\nthat there\n\nlife members at the present time, 1723 of which have paid in full. On\nmendation of Secretary Givens, Mr. Doudna made a motion to cancel\nbalances\n\nof the 40 life members\n\nwho\n\nto February 15, 1938, and to cancel\nhave asked that their memberships\ncarried.\nSecretary\n\nGivens\n\nlife memberships\n\nbe discontinued\n\nthe recommendation\nMotion carried.\nIn the case\n\nrecommended\n\nhave\n\nmember\n\nthe time from\n\n5335\n\nthe recom¬\nthe unpaid\n\nJune\n\n12, 1937,\n\nthe unpaid balances of the 34 life members who\nbe dropped. Seconded by Mr. W hittenberg and\n\nthat due to circumstances\n\ninvolved,\n\nand\n\nMr.\n\nof the secretary\n\nof another\n\ndied during\n\nare\n\nthe notes\n\ncanceled.\n\nbe approved.\n\nwho\n\nSeconded\n\ntwo\n\nDoudna\nby Mr.\n\nadditional\nmoved\n\nthat\n\nJV hittenberg.\n\nhas paid $50 on his life membership,\n\nwho\n\nis\n\npermanently disabled and has a very small income, and who received a letter from\nMr. Crabtree stating that his membership would be continued and that his further\npayments would be canceled, Mr. W hittenberg moved that a life membership\nawarded for the payment of the $50. Seconded by Miss W oodruff. Carried.\nChairman Saunders reported that the roof on the garage building\nrepaired and that the building is now in excellent condition.\nOn the motion of Mr. Doudna, the meeting adjourned at 5:20 p.m.\n\nhas\n\nbe\n\nbeen\n\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nNew\nSaturday\nThe\n\nBoard\n\nof Trustees\n\nYork\n\nCity\n\nAfternoon,\n\nJune\n\nof the National\n\n25, 1938\n\nEducation\n\nAssociation\n\nmet\n\nin President\n\nIV oodruff’ s suite in the Hotel Pennsylvania at 4 p.m. pursuant to the call of the chair¬\nman of the Board. The members present were : Joseph H. Saunders, chairman ; Edgar\nG. Doudna,\n\nA. L. W hittenberg,\n\nFlorence\n\nHale,\n\nand\n\nCaroline\n\nS. Woodruff.\n\nWillard\n\nE. Givens, executive secretary, and Fred D. Cram, member of the Executive\nmittee, were also present.\nThe report of the Board of Trustees was read and adopted.\nMr.\n\nDoudna\n\nmoved\n\nRepresentative\n\nthat the financial\n\nAssembly.\n\nSeconded\n\nreport be approved\n\nby Mr.\n\nW hittenberg.\n\nand\n\nsubmitted\n\nCom¬\n\nto the\n\nCarried.\n\nOn motion of Mr. W hittenberg , seconded by Miss Woodruff, the following reso¬\nlutions were adopted for the purpose of renewing and bringing up to date records\nwith reference\n\nto the Regular\n\n(treasurer’s)\n\nand Special\n\n(secretary’s)\n\nAccounts:\n\n1. That R. E. Offenhauer, the treasurer of the National Education Association\nof the United States, is authorized and instructed to maintain a deposit account\nfor and in the name of this organization with the National Metropolitan Bank\nin the city of Washington, D. C., to deposit therein funds of the organization\nand that said account may be drawn on only by check signed in the name of the\norganization\nsecretary,\n\nby its treasurer, R. E. Offenhauer,\n\nWillard\n\nE. Givens,\n\nuntil further\n\nand countersigned\nnotice in writing\n\nby its executive\nto said\n\nNational\n\nMetropolitan Bank, and the said National Metropolitan Bank shall not be re¬\nquired, in any case, to make inquiry respecting the application of any instrument\n\n"}
{"page": 788, "printed_page": null, "text": "782\n\nNational\n\nexecuted\nany\n\nin virtue\n\nobligation\n\nEducation\n\nof this resolution\n\nAssociation\n\nor of the proceeds\n\nto see to the application\n\ntherefrom,\n\nof such instrument\n\nnor be under\n\nor proceeds.\n\n2. That Willard E. Givens, the executive secretary of the National Education\nAssociation of the United States, is authorized and instructed to maintain a\ndeposit account for and in the name of this organization with the National\nMetropolitan Bank in the city of Washington, D. C., to deposit therein funds\nof the organization and that said account may be drawn on only by check\nsigned in the name of the organization by its executive secretary, fVillard E.\nGivens,\n\nuntil further\n\nthe said National\n\nnotice in writing\n\nMetropolitan\n\nBank\n\nto said National\n\nMetropolitan\n\nshall not be required,\n\nin any\n\nBank,\n\nand\n\ncase, to make\n\ninquiry respecting the application of any instrument executed in virtue of this\nresolution or of the proceeds therefrom, nor be under any obligation to see to\nthe application\nThe matter\nconsidered.\nMiss\n\nHale\n\nof\n\nof such\n\naccepting\n\nmoved\n\non or before\n\ninstrument\npart\n\nor proceeds.\n\npayments\n\nthat future presented\n\nthe date of presentation.\n\non\n\npresented\n\nlife memberships\n\nSeconded\n\nby Mr.\n\nlife memberships\nmust\n\nbe paid for in full\n\nDoudna.\n\nCarried.\n\nSecretary Givens read Miss Winfree’s report on deceased life members\nFebruary 15, 1938, to June 15, 1938. Miss Woodruff moved that the eleven\namounting to $490 be canceled. Seconded by Mr. Doudna. Carried.\nThe\n\nmatter\n\nof Cleyta\n\nof cancellation\n\nCourtright,\n\nNew\n\nof the unpaid\n\nLexington,\n\nOhio,\n\nbalance\nwas\n\nbalance\n\nGivens\n\nread\n\non the following\n\na memorandum\npresented\n\nfrom\n\nfrom\nnotes\n\nof $40 on the life membership\n\ndiscussed.\n\nMiss\n\nthat she had received very little for the amount paid and gave\nmission to cancel her membership. No action was taken.\nSecretary\n\nwas\n\nCourtright\n\nstated\n\nthe Association\n\nper¬\n\nMiss\n\nWinfree\n\nregarding\n\nthe unpaid\n\nlife memberships:\n\nLavjrence\n\nD. Yost, Des\n\nMoines,\n\nIowa ($90 unpaid) ; George 0. Smith, Princeton, Illinois ($50 unpaid) ; James D.\nLeake, Denver, Colorado ($80 unpaid). Miss Woodruff moved that the balance due\non these memberships be canceled and that the names be put in the inactive file.\nSeconded and carried.\nThe\n\nmatter\n\nof those who\n\nof cancellation\nhave\n\nof 41 life memberships\n\neither requested\n\nwas\n\ndiscussed.\n\nthat their memberships\n\nreturned the certificate, card, and emblem, or some\nbeen unable to locate them or have received no\n\nThese\n\nbe canceled,\n\nconsist\n\nand\n\nhave\n\none of these items; or we have\nanswers to our letters over a\n\nperiod of years.\nMr. W hittenherg moved that these 34 notes amounting to $2,334.02 be canceled\nand that the Permanent Fund be reduced by this amount; also that three notes\namounting\n\nto $242, which\n\nhad\n\nnot been\n\nreceived,\n\nand\n\nfour payments\n\non\n\nwhich\n\nno\n\npayment has been received, be canceled. Seconded by Miss Woodruff. Carried.\nMr. Doudna moved that a reserve of $40,000 in life membership notes be set up\nas a contingent\nCarried.\nThe\n\nmeeting\n\nfund\n\nagainst future losses on such notes. Seconded\n\nby Miss\n\nWoodruff.\n\nadjourned.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nFriday\nThe\n\nmeeting\n\nof the new\n\nBoard\n\nMorning,\nof Trustees\n\nJuly 1, 1938\nwas\n\ncalled to order\n\nby the chairman,\n\nJoseph H. Saunders, at 10:15 a.m. in Miss Woodruff's suite in the Hotel Pennsyl¬\nvania. The members present were: Florence Hale, Thomas J. Walker, Edgar G.\nDoudna, Joseph H. Saunders, and Reuben T. Shave.\nMiss Hale nominated Joseph H. Saunders as chairman\nfor the ensuing year. Seconded and carried.\nMiss Hale nominated Mr. Doudna as secretary\nSeconded and carried.\n\nof the Board\n\nof the Board\n\nof Trustees\n\nfor the ensuing\n\nyear.\n\n"}
{"page": 789, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n783\n\nInformation\n\nMr. Doudna made a motion that the same institutions, i.e., the National Metro¬\npolitan Bank, the Liberty National Bank, and the American Security and Trust\nCompany, all of Washington, D. C., be continued as the National Education\nciation depositories. Miss Hale seconded the motion and it was carried.\nOn\n\nmotion\n\nof Mr.\n\nDoudna,\n\nseconded\n\nby Miss\n\nHale,\n\nthe following\n\nAsso¬\n\nmotion\n\nwas\n\npassed :\nResolved, That Joseph Ii. Saunders, chairman of the Board of Trustees and\nWillard E. Givens, executive secretary, be authorized to borrow from the\nNational Metropolitan Bank of Washington, D. C., or from any other bank or\nbanker, a sum of money not to exceed $40,000 or as much thereof as may be\nneeded for current obligations of the institution, when and as such needs occur.\nMr.\n\nShaw\n\nApproval\n\nmoved\n\nwas\n\ngiven\n\nthat the regular\n\nprocedure\n\nto the recommendation\n\nbe followed\n\nin making\n\nof the chairman\n\nthat such\n\nthe excess of income over expense for 1937-38 not to exceed $25,000\nto the Permanent fund and invested ; such investment to be added\nfor building depreciation. Seconded by Mr. Walker. Carried.\nMiss Hale made a motion that Mr. Saunders be authorized\nof minor repairs on the headquarters\nand unanimously carried.\n\nbuilding\n\nMiss Hale made a motion, which was\nconventions of the National Education\nof School\n\nAdministrators,\n\nCommittee\n\nand\n\nthat each\n\nthe Board\nhave\n\nas he has done\n\namount\n\nof\n\nbe transferred\nto the reserve\n\nto handle\n\nthe matter\n\nin the past. Seconded\n\nseconded by Mr. Doudna, that at the annual\nAssociation and the American Association\n\nof Trustees\n\nmeet\n\nthe right to speak on any\n\nmembers of the body transacting business\nThe meeting adjourned at 11:05 a.m.\n\nFINANCIAL\n\ninvestments.\n\njointly with\n\nthe Executive\n\nquestion, but that only the\n\nwill vote. Carried\n\nunanimously.\n\nJoseph\n\nH.\n\nSaunders,\n\nEdgar\n\nG.\n\nDoudna,\n\nREPORT\n\nChairman\n\nSecretary\n\n1937-38\n\nSubmitted herewith is complete financial statement for the fiscal year ended\nMay 31, 1938. It is prepared for the information of the Representative Assembly\nthe Board of Directors, and the officers of the Association.\nIncluded in the Financial Report is the Report of the Board of Trustees (finan¬\ncial), the Report of Auditors, in the form submitted by Wayne Kendrick and Com¬\npany, Public Accountants, and covering completely the financial records of the\nSecretary’s Office and the Permanent Funds in the custody of the Board of Trustees,\nand the Report of the Treasurer.\nWillard\n\nE. Givens\n\nExecutive Secretary\n\n"}
{"page": 790, "printed_page": null, "text": "784\n\nNational\n\nReport\n\nEducation\n\nof Board\n\nAssociation\n\nof Trustees\n\nYour Board of Trustees submits the following report of your finances and\nproperties for the fiscal year ending May 31, 1938:\nThe\n\nPermanent\n\nFund\n\nCash on Hand .\n$ 10,051.17\nSecurities .\n111,194.66\nLife Membership Notes .\n163,964.70\nReal Estate, Less Mortgages $97,000 and Reserve $8,000 . 528 , 480 . 50\nElementary Principals’ Fund .\nAmerican Association of School Administrators .\nSupervisors and Directors of Instruction .\n\n8,971.61\n23,110.07\n3 , 000 . 00\n\nT eachers’ W elf are F und .\nEquipment .\n\n6 , 958 . 44\n13,144.01\n\n$868,875.16\ntotal in 1937 was $842,952.85, a net gain for the year\n\nThe corresponding\nof $25,922.31.\nOur properties are in excellent condition and the expense of operation is com¬\nparatively small. The property at 1529 M Street purchased last year has been put\nin first-class condition by resurfacing the roof and painting the front. The removal\nof minor fire hazards has secured us a refund on insurance premium of $404.64.\nIncome from the new property has exceeded carrying charges despite the heavy\ninitial costs of insurance and of putting the property in order.\nDuring the year we reduced our mortgage from $115,000.00 to $97,000.00,\nwhich under our contract, automatically reduced our interest rate to V/2 percent.\nIn the Auditors’ reports it is shown that during the past three years no pay¬\nments on life membership notes aggregating $60,199.50 have been made although\nthe Executive Secretary has made a vigorous campaign to collect on such notes.\nThese notes are non-negotiable and the auditors recommend that a reserve of $40,000.00 be set up on our books to cover anticipated loss on such notes. Your Board\nof Trustees concurs in this recommendation. In cases where the makers of such\nnotes have certified their unwillingness or their inability to make further payments,\nlife memberships have been cancelled and the annual five-dollar membership sub¬\nstituted for the number of years equivalent to the amount paid.\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 $53,878.28. The dis¬\nbursements covered interest on the mortgage $2,687.31, repairs and improvements\nto the building $1,226.32, attorney fees and deposit box rental $288.50, insurance\nand taxes $2,668.34, settlement for new property $4,436.19, leaving a net income of\n$42,571.62 paid into our operating account. The net income from the Permanent\nFund paid into the operating fund for the past seven years is as follows:\n\nSeven-year period .\n\n$270 , 544\n\nIn our operating account there was an increase of income for year ended May\n31, 1938, over that of last year of $29,590.31. Excess of income over expenditures,\n$29,703.84, which, after adjustment for provision of bad debts and protested checks,\nbecomes a net operating profit for the year of $26,665.15.\nNot set up in the above assets is an equity in our Retirement Insurance amount¬\ning to $55,284.58.\nThe itemized statement follows:\n\n"}
{"page": 791, "printed_page": null, "text": "Associational\n\nRecords\n\nPermanent\nCash\n\n785\n\nInformation\n\nFund — Principal Account\nReport — May\nGeneral\n\nCash on hand, May\n\nand\n\n31, 1938\n\nFunds\n\n31, 1937 .\n\n$ 4,744.85\n\nReceipts from Life Members .\n\n24 , 554 . 64 $29 , 299 . 49\n\nDisbursements :\nReduction on Mortgage, 1201-16thSt., N. W.,\nWashington, D. C., held by Penn. Mutual\nLife Insurance Company, Philadelphia,\nPennsylvania .\n18, 000 . 00\nPurchase of State of Arkansas Bonds from\nIncome Account received in lieu of cash. .\n490.00\nAdjustment of Life Membership .\n24.64\nAdjustment of Interest, New Property .\n733.33\nCollection charge on Alaska check .\n.35\nCash on hand, May\n\n31, 1938\n\n$10,051.17\n\nElementary\n\nCash on hand, May\n\n19,248.32\n\nSchool\n\nPrincipals’\n\n31, 1937 .\n\nFund\n\n$471.23\n\nReceipts:\nLife Membership .\nCash on hand, May\n\nAmerican\n\n900.75\n\n31, 1938 .\n\nA ssociation\n\nof School\n\n$1 ,371.98\n\nAdministrators — Educational\n\nResearch\n\nFund\n\nReceipts:\nMembership\n\nDonations\n\nCash on hand, May\n\nand Subscriptions. .\n\n31, 1938 .\n\nTeachers’\n\nCash on hand, May\n\n$895.00\n\nHome\n\nand\n\n$895.00\n\nIV elf are Fund — Principal\n\n31, 1937 .\n\n$3,316.57\n\nDisbursements :\nPurchase of $4,500 United States Savings\nBonds .\nCash on hand, May\n\n31, 1938\n\n3 , 300 . 00\n$16.57\n\n"}
{"page": 792, "printed_page": null, "text": "786\n\nNational\n\nTeachers'\n\nEducation\n\nHome\n\nand\n\nAssociation\n\nIF elf are Fund — Income\n\nCash on hand, May 31, 1937 .\nReceipts:\nInterest .\n\n$ 1,193.12\n166.13\n\n$1,359.25\n\nDisbursements:\nTaxes Paid on Real Estate held in Assets of\nEstate of Marilla Z. Parker .\n$\n25.72\nPurchase of $1,500 United States Savings\nBonds .\n1,200.00\n\n1,225.72\n\nCash on hand, May\nTOTAL\n\n31, 1938 .\n\nCASH,\n\nMAY\n\n$\n\n31, 1938 .\n\n$12,468.25\n\nDeposited in American Security and Trust Company:\nChecking Account .\n$12,449.01\nSavings Account .\n19.24\n\nPermanent\n\nFund — Income\n\n133.53\n\nAccount — May\n\nReceipts:\nInterest on Bonds .\nInterest on Bank Deposits .\nRent for Headquarters Building for Year\nended May 31, 1938 .\nRent for New Property for Year ended May\n31, 193S .\nRefund on Insurance .\n1 nterest — N ew Property .\n\n$12,468.25\n\n31, 1938\n\n$ 4 , 620 . 09\n245.22\n43,000.00\n4,875.00\n404.64\n733.33\n\n$53,878.28\n\nDisbursements:\nInterest on Mortgage of Headquarters Build¬\ning to Penn. Mutual Life Insurance Com¬\npany, Philadelphia, Pennsylvania .\nAlterations and Repairs on Building .\nRalph D. Quint er-Retainer Fee-First half\n1937-38 .\nRental of Safe Deposit Box .\n\n2,687.31\n1 ,226.32\n250.00\n38.50\n\nInsurance and Taxes on New Property —\n1529 M Street, N. W., Washington, D. C. 2,668.34\nDistrict Title Insurance Company — Settle¬\nment of New Property .\n4,436.19\nTo Treasurer of National Education Associa¬\ntion for Income — 1937-38 .\n42,571.62\n\n$53,878.28\n\nA full statement of the Permanent Fund is shown in Exhibit “D.”\nlist of securities owned by the Permanent Fund is shown in Exhibit “E.”\nParker Estate properties are shown in Exhibit “F.”\nBoard\nJOSEPH H. SAUNDERS, Chairman\nof\nE. G. DOUDNA, Secretary\nT rustees\nFLORENCE HALE\nA. L. WHITTENBERG\nCAROLINE S. WOODRUFF\nJune 16, 1938\n\nThe\nThe\n\n"}
{"page": 793, "printed_page": null, "text": "Associational\n\nRecords\n\nReport\nWAYNE\n\nRUST\n\nPUBLIC\n\nBUILDING,\n\nInformation\n\n787\n\nof Auditors\n\nKENDRICK\n\nCERTIFIED\n\nand\n\n& COMPANY\nACCOUNTANTS\n\nWASHINGTON,\n\nD. C.\n\nJune 9, 1938\nDr. Caroline S. Woodruff,\nNational Education Association of the United States\n1201 Sixteenth Street, N. W.,\nWashington, D. C.\nDear Madam:\nWe have examined the books and records of account of the National Education\nAssociation of the United States for the fiscal year ended May 31, 1938, and submit\nherewith our report comprised of the following exhibits and comments:\nExhibit “A” — Statement\n\nof Assets and Liabilities as at May\n\n31, 1938.\n\nExhibit “B” — Condensed Comparative Statement of Income and Expense\nfor the Fiscal Years ended May 31, 1937 and 1938.\nExhibit “C” — Income\n1938.\n\nand Expenses for the Fiscal Year ended May\n\n31,\n\nExhibit “D” — Assets of Permanent Funds as at May 31, 1938.\nExhibit “E” — Investments in Securities — Permanent Funds Bonds\nMay 31, 1938.\n\nas at\n\nExhibit “F” — Properties Held for the Credit of the Teachers’ Home\nWelfare Fund as at May 31, 1938.\n\nand\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1938, 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\nwith the amounts entered in the books of account. We also inspected the checks\nas to payees and endorsements. All bank accounts were verified by direct cor¬\nrespondence with the depositories, and where statements were furnished by the\nbanks, the balances shown thereon were reconciled to the amounts shown by the\nbooks. Cash on hand was verified by actual count. Permanent Fund Income\nChecks were verified by inspection of the checks showing payments to the Regular\nAccount.\nAccounts Receivable amounting to SI 0,556.42 were verified by inspection of the\nindividual accounts in the ledger. These accounts are mainly for current exhibit\nspace and advertising, and were verified through inquiries in the Business Manager’s\nOffice.\nProtested Checks, $886.94 were examined by us.\nPostdated and Foreign Checks Receivable (Time Checks), $264.15, were verified\nby inspection of the time checks and by inspection of bank pass books for foreign\nchecks entered for collection. Such checks as were returned by the banks unpaid at\nmaturity dates are included in “Protested Checks.”\nThe Reserve for Doubtful Accounts, covering Accounts Receivable for Adver¬\ntisers, Publications, Exhibits, Postdated and Foreign Checks and Protested Checks\nis, in our opinion, sufficient to take care of any loss from these sources.\nCommercial National Bank Receiver’s Certificates were verified by inspection\nof the certificates. The amount received is 60 per cent of $74,111.42, the total\namount on deposit in the General Fund at the time the bank was closed in 1933,\nleaving a balance of $29,644.57 still held by the Receiver.\n\n"}
{"page": 794, "printed_page": null, "text": "788\n\nNational\n\nState, County,\nwarrants.\nStamped\n\nand\n\nEnvelopes\n\nEducation\n\nMunicipal\nand\n\nWarrants\n\nCards,\n\n$929.90\n\nAssociation\n\nwere\n\nverified by inspection of such\n\nand\n\nOffice Supplies, $902.05\n\nwere\n\ninventoried by your staff, and an inspection was subsequently made by us to deter¬\nmine the reasonableness as to quantities and prices thereof. We also checked calcu¬\nlations and extensions. We have adjusted the books to agree with the actual\nphysical inventories on hand.\nOffice Furniture and Fixtures, $27,423.72 is the net value shown by the records\nafter deducting the Reserve for Depreciation amounting to $32,874.11. We verified\nthe additions made during the year to this account by inspection of purchase invoices.\nA physical inventory was made by your employees, which we examined and com¬\npared with a similar inventory at May 31, 1937. We decreased the book value to\nthe physical inventory value by increasing the Reserve for depreciation in the\namount of $1,636.94. It is our recommendation that this procedure be followed in\nfuture 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\nmade, it would be necessary to set aside cash from income accounts to increase the\n“Depreciation Fund.” Depreciation has not been deducted for the past six years.\nHowever, it will be noted that the Association has curtailed its mortgage obligations\nas rapidly as the loan contracts permit thereby increasing its equity in real estate.\nIt is our recommendation that any surplus cash not required for operations, after\nfirst taking advantage of maximum curtails specified in mortgage payable agree¬\nments, should be invested in well secured notes or bonds so that, as far as possible\nall funds will be earning interest.\nNotes Receivable — Life Members $163,964.70, as shown on Exhibit “D” were\nexamined and found to be in agreement with the books. These are non-negotiable\ninstallment notes given in payment of Life Memberships.\nThe unpaid balances of Life Membership notes have been classified as follows:\nNumber\nBalance\nClassification\nTo be recommended\n\nof Notes\n\nfor cancellation .\n\n40\n\nService stopped on members who have indicated a desire to\ncontinue but are unable to make payment .\nService stopped on members who have not responded to\nletters .\nUnable to locate members as at May 31, 1938 .\nEntered on records without initial payment being made. .\nGift memberships on which donors are delinquent .\nCurrent correspondence to determine conditions not yet\nanswered .\nAll Payments prior to 1935 .\nPayment in 1935 or promised in 1936 .\nPayment in 1936 or promised in 1937 .\nPayment in 1937 or promised in 1938 .\nPayment\n\nin 1938 or promised\n\nin 1938-39 .\n\nTotal .\n\nDue\n$\n\n2,710.02\n\n145\n\n10,397.00\n\n516\n87\n5\n7\n\n39,717.50\n6,439.00\n450 . 00\n465 . 00\n\n43\n\n2,912.00\n\n77\n44\n209\n1,159\n\n3,646.00\n2,567.00\n11,666.50\n55,381 .68\n\n641\n\n27,613.00\n\n2,973\n\n$163,964.70\n\nAn active campaign has been in progress during the past two years in an effort\nto collect as much as possible on such notes and to determine whether any such life\nmembers should be dropped from the rolls. The policy of the Association relative\nto Life Members notes during the past two years has been, that if sufficient pay¬\nments have not been received to pay for the service rendered on an annual subscrip¬\ntion basis, from the time of giving the notes, to discontinue such service and place\nsuch members on an inactive list.\nThe\n\nabove\n\nanalysis shows\n\nthat payments\n\nor acknowledgments\n\nindicating a\n\n"}
{"page": 795, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n789\n\nInformation\n\ndesire to pay in the future have not been received from members during the past\nthree years on notes aggregating $00,199.50, and it is contemplated that notes\namounting to $2,710.02 will be charged off in the immediate future. It, therefore,\nseems apparent to us that a large percentage of these notes is worthless and it is our\nrecommendation that a reserve approximating $40,000.00 be set up on the books to\ncover such anticipated loss. Such a reserve would reduce the value of the Permanent\nFund Assets and Permanent Fund Net Worth as shown on Exhibits “A” and “D”\nof this report to the extent of the Reserve.\nIn the course of our examination we also found that members who did not sign\nnotes, are making payments on life memberships, as follows:\nN umber\n\nAmount\nSubscribed\n\nCollected\n\n$27,900.00\n\n$14,678.83\n\n$13,221.17\n\n3,000.00\n2,600.00\n\n1,191.00\n920 . 00\n\n1,809.00\n1,680.00\n\nof Sub¬\nscriptions\nPayment Promised or Made in\n1937-38 .\nPayment Promised or Made in\n1936-37 .\nPayments Made Prior to 1936. .\nAccounts in Which Correspond¬\nence is still open .\n\n279\n30\n26\n17\n\nBalance\n\n384.00\n\n1,700.00\n\n352\n\n$35,200.00\n\n$17,173.83\n\nUnpaid\n\n1,316.00\n$18,026.17\n\nThe balance of these accounts has not been entered on the books and is not\nincluded in the assets of the Permanent Fund. We understand these accounts are\ndefinite pledges for Life Memberships.\nInvestments in Securities were verified by actual inspection. It will be noted\nfrom Exhibit “E” that no interest was received on the St. Louis and San Francisco\nRailroad 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,\n1938 is also in default.\nIt will be noted from Exhibit “A” that the total net equity value of the Per¬\nmanent Fund Assets was $868,875.16 at May 31, 1938, as compared to $850,952.85\nat May 31, 1937. The increase is accounted for as follows:\nGross Value at May 31, 1937, as shown by Prior Audit\nReport .\nLess: First Trust Payable and Accrued Interest May\n31, 1937 .\nNet Equity shown above at May\nTo Which add:\n\n31, 1937 .\n\n$966 , 686 . 1 8\n115,733.33\n$850,952.85\n\nIncreases in the following\n\nLife Memberships .\nLess: Notes Charged Off .\n\n$17,751.15\n4,765.00\n-\n\n12,986.15\n\nElementary School Principals’ Account .\nAmerican Association of School Administrators .\n\n900.75\n895 . 00\n\nTeachers’ Home and Welfare Fund .\nSupervisors’ and Directors of Instruction .\nNet Equity at May\n\n81, 1938 — As shown\n\nby Exhibit “A”\n\n140.41\n3,000.00\n$868,875.16\n\nThe amount of the first trust payable shown above is as of the beginning of the\nfiscal year, it having been reduced during the year to $97,000.00 as stated elsewhere\nin this report.\n\n"}
{"page": 796, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nAssociation\n\nVouchers Payable, $3,439.82 were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register. We\nalso ascertained from the cash book that none of these liabilities had previously\nbeen paid. Inquiry was made of the Business Division to determine that no pur¬\nchases had been made that were not recorded on the books.\nWe checked the amounts due to the Elementary School Principals and American\nAssociation of School Administrators with records kept by these Departments.\nAmounts due other Associated Departments were accepted as shown by the books.\nThe total shown on Exhibit “A” consists of amounts due Departments as follows:\nAmerican Association of School Administrators .\n$26,591.62\nRural Education .\n240 . 92\nLip Reading .\nElementary School Principals .\nAmerican Educational Research .\nSupervisors and Teachers of Home Economics .\nSupervisors and Directors of Instruction .\nScience Instruction .\nHealth Education Service .\nSecondary Education .\nArt Education .\nNational Council on Teachers Retirement of N. E. A. . .\n\nLess: Overdrawn:\nAdult Education .\nSecondary School Principals .\n\n150.67\n3 , 214 . 66\n8 , 830 . 48\n1 , 162 . 52\n1 , 658 . 63\n64.29\n11.59\n15.59\n210.01\n324.00\n$42,474.98\n\n$137.39\n44.73\n\n182.12\n\n$42,292.86\nIncluded on the liability side of the Balance Sheet are Reserves representing\nunexpended funds received for the support of the following:\nEducational Policies Commission .\n$8,521.48\nHorace Mann Centennial Fund .\n3,343.71\nGrant for Study of Economic Status of Rural Teachers.\n331 .35\nSafety Education Project .\n2,161.75\nThe first trust note payable against the real estate and buildings at 16th and M\nStreets, was verified by direct correspondence with the holder of the note. This\nnote was curtailed $18,000.00 during the year reducing it from $115,000.00 to\n$97,000.00.\nYour Association owns certain personal and real property received from the\nEstate of Marilla Z. Parker, as shown on Exhibit “F” of this report. These assets\nare in process of liquidation, and as definite values have not been placed thereon,\nthey have not been entered on the books of the Association as assets of the Teachers’\nHome and Welfare Fund.\nA comparative summary of budgeted and actual expenditures showing the\namounts under or over the budget figures is shown below:\nUnder or\nBudget\nActual\nOver\nBudget\nAllowance\nExpenditures\n490.03\nBoard of Trustees .\n$\n750.00\n$ 259.97\nBoard of Directors .\n12,000.00\n7,133.60\n583 . 83\nExecutive Committee .\n4,866.40\n254.53\n3,183.83\n245.47\n2,600.00\n500.00\nOffice Expense for President\nGeneral Office Expenses . . . .\n355.49\n8,084.51\n8,440.00\n379.06\nPhysical Plant .\n57,729.06\n57,350.00\nAnnual Conventions .\n2,365 95\n8,365.95\n6,000.00\nJournal of the N. E. A .\n.\n81,000.00\n89,854.08\n8,854.08\n\n"}
{"page": 797, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n791\nOther Publications .\nExpenses of Delegates .\nAssociation Membership Fees .\nRetirement Annuities and Insurance .\nDepartments .\nCommittees and Commissions .\nExecutive Secretary’s Office .\nDivision of Accounts and Records .\nDivision of Field .\nDivision of Business .\nDivision of Publications .\nDivision of Research .\nDivision of Classroom Service .\nDivision of Administrative Service .\nDivision of Membership .\nPromotion and Maintenance of Member¬\nship .\nDivision of Rural Service .\nPublicity Section .\nExecutive Secretary’s Contingent Fund. . .\n\n$23,106.92\n\n$21,800.00\n\n9,175.00\n1,100.00\n9,802.82\n14.331.99\n\n9,000.00\n1,100.00\n11,000.00\n13,950.00\n15,500.00\n32,585.00\n35 , 680 . 00\n13,075.00\n24,075.00\n34,125.00\n62,610.00\n\n10,137.20\n31,839.69\n35,776.11\n12,343.88\n23,707.01\n34,536.71\n61,601.11\n7,999.79\n8,466.78\n13,153.50\n22,009.26\n10,491.36\n11,376.67\n150.00\n\n8,020.00\n8,575.00\n12,925.00\n\n175.00\n$1,306.92\n\n381 . 99\n1,197.18\n5,362.80\n745.31\n96.11\n731.12\n367.99\n411 71\n1,008.89\n20.21\n108.22\n228 . 50\n\n17,500.00\n11,195.00\n1 1 , 595 . 00\n\n4,509.26\n703.64\n218.33\n\n2,050.00\n\n1,900.00\n\n$516,192.33\n$515,000.00\n$1 , 192 . 33\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, 1938,\naggregates 8154,532.66 of which, under the operation of the plan, 899,248.08 belongs\nto employees and §55,284.58 belongs to your Association.\nPrepaid subscriptions and memberships have been treated as income at the\ntime received. Likewise such items as costs of unprinted journals, prepaid insur¬\nance, prepaid commission on renewal of first trust note payable, etc., have been\ntreated as expenses at the time the invoices were received.\nThe following Is a summary of the Permanent Fund Income Account for the\nCurrent year:\nIncome:\nInterest on Deposits .\nInterest on Bonds .\nRent from Headquarters Building .\nRent from Garage Property .\n\n-§ 245 . 22\n4 , 620 . 09\n43 , 000 . 00\n4,875.00\n852.740.31\n\nDeduct:\nExpenses :\n§ 250.00\n4.879.37\n2.263.70\n38.50\n1.226.32\n1,510.80\n\n. Attorney’s Retainer .\nInterest on First Trust Payable\nInsurance and Taxes .\nRent Safe Deposit Box .\nBuilding Repairs .\nRefinance Charges .\nBalance Transferred to Treasurer of National\nEducation Association .\nSubject to the foregoing comments,\n\n10,168.69\n\n$42,571.62\n\nwe hereby certify that in our opinion, 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, 1938.\nRespectfullv submitted,\nWAYNE\nKENDRICK\n& COMPANY,\nBy T. DELOS\n\nPAXMAN,\n\nCertified. Public Accountant.\n\n"}
{"page": 798, "printed_page": null, "text": "792\n\nNational\n\nStatement\n\nof Assets\n\nEducation\n\nAssociation\n\nand Liabilities — as at May\n\n31, 1938\n\nAssets\nGENERAL\n\nACCOUNTS\n\nEXHIBIT\n\nCash\nSpecial Account — On Deposit and On Hand .\nRegular Account — On Deposit, In Transit and On\nHand .\nPetty Cash .\nStamps .\nAccounts Receivable\nAdvertisers, Publications, Exhibits, Etc .\nPostdated and Foreign Checks .\nProtested Checks .\n\nLess: Reserve for Doubtful Accounts .\n\n13,124.48\n500.00\n86,260.12\n308.42 $\n\n$ 11 707 51\n750.00\n\nState, County and Municipal Warrants .\nInventories\nStamped Envelopes and Cards .\n$\nOffice Supplies .\nVolume of Proceedings and Publications .\n\nTOTAL\n\nGENERAL\n\nPERMANENT\nTOTAL\n\nACCOUNTS\n\nFUNDS’\n\n10,957.51\n\n29,459.57\n1,043.62\n\n929 . 90\n902 . 05\n500.00\n\n2,331.95\n350.00\n\n$ 60,297.83\n32 , 874 . 1 1\n\nASSETS .\n\nASSETS— From\n\n100,193.02\n\n$ 10,556.42\n264. 15\n886 . 94\n\nCommercial National Bank Receiver’s Certificates . . $ 29 , 644 . 57\nLess: Reserve for LTnpresented Checks .\n185.00\n\nTravel Advances .\nOffice Furniture and Fixtures .\nLess : Reserve for Depreciation .\n\n“A”\n\n27,423.72\n$\n\nExhibit “D” (Net). . . .\n\nASSETS\n\n171,759.39\n868,875.16\n\nSI ,040,634.55\nLiabilities and Net Worth\n\nLIABILITIES\nVouchers Payable .\nDue Associated Departments .\nReal Estate Notes Payable ($97,000.00 Contra\n\n$\n\nDeducted from Assets on Exhibit “D”) .\nSuspense .\nTOTAL LIABILITIES .\nRESERVES\nEducational Policies Commission .\nHorace Mann Centennial Fund .\nGrant for Study of Economic Status of Rural\nTeachers .\nSafety Education Project .\nNET\n\n3,439.82\n42 , 292 . 86\n159.84\n$\n\n$\n\n45,892.52\n\n8,521.48\n3,443.71\n331.35\n2,161.75\n\n14,458.29\n\nWORTH— REPRESENTED\nBY\nPermanent Funds — Shown in Detail on Ex¬\nhibit “D” .\n$868,875.16\nSurplus\nBalance June 1, 1937 .\n$84,743.43\nAdd:\nNet Profit for the Fiscal Year Ended\nMay 31, 1938— From Exhibit “B”\n\nTOTAL\n\nLIABILITIES\n\nAND\n\nNET\n\n26,665.15\n\nWORTH\n\n111, 408 . 58\n\n980 , 283 . 74\n\n$1,040,634.55\n\n"}
{"page": 799, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n793\n\nInformation\n\nCondensed Comparative Statement of Income and Expenses\nthe Fiscal Years Ended May 31, 1937 and 1938\n\nfor\n\nIncrease or\nFiscal Year Ended May 31\n1937\n1938\n\nDecrease\n\nOver 1937\n\nINCOME\nPermanent Fund — Net Income .\n$ 42,763.69 $ 42,571.62\nMemberships from Secretary’s Office. . . . 186,911 .00 198,618.04\nN. E. A. Journal — Subscriptions and Ad¬\nvertising .\n221,937.73 238,866.91\nConvention Exhibits (Net) .\n30,218.76 32,205.57\nResearch Bulletins .\n3,792.89 3,797.54\nHonorariums .\n3,431.69 2,530.16\nRentals .\n8,710.08 8,286.24\nSales of Publications .\n17,174.42 18,244.00\nSundry Income .\n517.68\n491.68\nAdjustment of Postage and Stationery 847.92\n284.41\nTOTAL\n\nINCOME.\n\nEXPENSES\n\nof Trustees .\nBoard of\nBoard\nDirectors .\nExecutive Committee .\nGeneral Office .\nPhysical Plant .\nAnnual Conventions .\n\nSchedule\n“B-l”\n. “B-l”\n. “B-l”\n. “B-2”\n. “B-3”\n. “B-4”\n\nPublications — Printing and Dis¬\ntribution .\nSpecial Appropriations .\n”\nAssociation Membership Fees . . . . . “B-5”\n. “B-6\nExpenses of Delegates .\n“B-6”\nRetirement Annuities and Ins. .“B-6”\n. “B-6”\nExecutive\nSecretary’s\nOffice\n.\nDivision of Accounts and Records .\n. “B-7”\nDivision of Field .\n. “B-8”\nDivision of Business .\n“B-10”\n. “B-9”\nDivision of Publications .\n“B-ll”\nDivision of Research .\n“B-12”\nDivision of Classroom Service . . . . “B-13”\nDivision of Administrative Serv. “B-14”\n“B-15”\nDivision of Membership .\nPromotion and Maintenance of\n“B-16”\nMembership .\nDivision of Rural Service .\n“B-17”\n“B-18”\nPublicity Section .\n\n$\n192.07\n11,707.04\n16,929.18\n4.65\n1,986.81\n901 . 53\n423.84\n26.00\n1,069.58\n563 . 51\n\n$516,305.86\n\n$545,896.17\n\n$29,590.31\n\n$\n\n$\n\n$\n\n907.70\n11,187.66\n\n490.03\n\n• 7,133.60\n8,084.51\n3,429.30\n\n2,677.95\n8,693.96\n56,870.51\n5,079.96\n\n57,729.06\n8,365.95\n\n417.67\n751.35\n4,054.06\n609.45\n858.55\n3.285.99\n\n102,319.18\n24,580.79\n1,100.00\n6,948.00\n11,116.71\n32,894.44\n34,542.59\n11,894.63\n23,022.03\n31,956.85\n55,155.28\n7,709.97\n9,275.14\n12,525.07\n\n112,961.00\n24,469.19\n1,100.00\n9,175.00\n9,802.82\n31,839.69\n35,776.11\n12,343.88\n23,707.01\n34,536.71\n61,601.11\n7,999.79\n8,466.78\n13,153.50\n\n10,641.82\n111.60\n\n20.587.64\n8,444.52\n10,333.44\n\n22,009.26\n10,491.36\n11,376.67\n\n477.44\n\n150.00\n\n1,421.62\n2,046.84\n1,043.23\n327.44\n\nEXPENSES .\n\n$490,301.46\n\n$516,192.33\n\n$25,890.87\n\nNET PROFIT BEFORE PROVISION\nFOR BAD\nDEBTS, PROTESTED\nCHECKS AND DEPRECIATION _\n\n$ 26,004.40\n\n$ 29,703.84\n\n$ 3,699.44\n\nExecutive\nSecretary’s Contingent\nFund .\nTOTAL\n\nOPERATING\n\n“B-19”\n\nDeduct:\nProvision for Bad Debts and Checks $\n510.16 $\nDepreciation on Furniture and Fixtures .\n$\nNET\n\nPROFIT\n\nFROM\n\nOPERATIONS\n\n510.16 $\n\n$ 25,494.24\n\n2,227.00\n1,313.89\n1,054.75\n449.25\n1,233.52\n684.98\n2,579.86\n6,445.83\n289.82\n808 . 36\n628.43\n\n1,401.75 $\n891.59\n1,636.94 1,636.94\n3,038.69\n\n$ 2,528.53\n\n$ 26,665.15\n\n$ 1,170.91\n\n"}
{"page": 800, "printed_page": null, "text": "794\n\nIncome\n\nNational\n\nand\n\nExpenses\n\nEducation\n\nAssociation\n\nfor the Fiscal Year\n\nINCOME\nPermanent Fund Net Income .\nMemberships from Secretary’s Office .\nN. E. A. Journal\nSubscriptions (Part of Membership Dues) .\nAdvertising .\n\nEnded\n\nMay\n\nEXHIBIT\n\n$187,611\n51, 255 00\n91\n—\n\n238,866.91\n32,205.57\n\nResearch Bulletins — Subscriptions .\nHonorariums .\nRentals .\nSales of Publications .\nSundry Income .\nAdjustment of Postage and Stationery Inventories\n\n3,797.54\n2,530.16\n8,286.24\n491.68\n18,244.00\n284.41\n\nINCOME .\n\nEXPENSES\nSchedule “B-l”\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee Expense\n209 .47\n. 30\nPresident 1936-1937 .\nPresident’s Office Expenses 1936-1937.\n987.05\nPresident 1937-1938 .\n245.00\nPresident’s Office Expenses 1937-1938.\nFirst Vice-President 1937-1938 .\n258.81\n93.65\nFirst Vice-President 1936-1937 .\n192.05\nTreasurer .\n269.88\nChairman Board of Trustees .\nMember by Election .\n1,173.09\n\n“C’\n\n$ 42,571.62\n198,618.04\n\nConvention Exhibits .\n\nTOTAL\n\n31, 1938\n\n$545,896.17\n\n490.03\n7,133.60\n\n3,429.30 $ 11,052.93\n\n"}
{"page": 801, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n795\n\nEXHIBIT\n\nSchedule “ B-2”\nGeneral Office Expenses\nAuditing Association Accounts .\nExpress and Freight .\nGeneral Expense .\nInsurance .\nInterest and Discount Allowed .\nRepairs — Office Furniture and Fixtures .\nSurety Bonds .\nTelephone Service .\n.\nOperators and Information .\nPhysical Plant\nSchedule “B-3”\nRent .\nLight and Power .\nHeat .\nJ anitor Service .\nMaintenance .\nAnnual Convention\nSchedule “B-4”\nRegistration .\nStenographers and Typists .\nPublicity .\nPrinting .\nExpress and Freight .\nTelephone and Telegraph .\nGeneral Program .\nBadges .\nRepresentative Assembly Expense .\n\n$\n\n“C*\n\n500 . 00\n147.42\n207 . 03\n774 . 44\n926 . 85\n\n296.55\n262 . 50\n1 , 669 . 68\n3,300.04\n$\n\n8,084.51\n\n$ 43,000.00\n1 , 902 .01\n1,353.27\n8,788.90\n2 , 684 . 88\n-\n\n57,729.06\n\n$\n\n269 . 59\n362.61\n162.50\n2 , 538 . 69\n395 . 60\n91.56\n2 , 939 . 7 6\n679.44\n-926 . 20\n\n8,365.95\n\nPublications — Printing and Distribution\nJournal of the N. E. A .\n$ 89,854.08\nOther Publications\nVolume of Proceedings .\n$8,112.26\nPublications and Reports .\n3,461.28\nResearch Bulletin .\n6 , 403 . 16\nAmerican Education Week Materials 5,130.22 23,106.92\n\n112,961.00\n\nSchedule “ B-5 ”\n\n"}
{"page": 802, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\nEXHIBIT\nSpecial Appropriations\nSchedule “ B-6\"\nDepartments\nAmerican Association for Health and\nPhysical Education .\n$\n277.39\nKindergarten-Primary Education. . .\n78.49\nAdult Education .\n400.00\nClassroom Teachers .\n11, 645 . 02\nSecondary Education .\n1 , 500 . 00\nNational Council of Education .\n89.25\nArt Education .\n250.00\nEmergency Needs of Others .\n91.84\nCommittees and Commissions\nEconomic Status of the\nTeacher .\nRetirement .\n\n$ 14,331.99\nRural\n$\n\n377.17\n400 . 00\n\nSocial-Economic Objectives of\nAmerica .\n797 . 10\nTenure .\n4,276.93\nHealth Problems in Education .(Joint) 107.55\nLegislative Commission .\n1 , 989 . 84\nPrevention of Juvenile Delinquency\nand Crime .\n7.80\nResolutions .\n67.02\nAmending Charter of N. E. A .\n65.78\nLibrary .\n11.20\nCredit U nions .\n378.01\nReorganization .\n864 . 19\nAcademic Freedom .\n327 . 12\nInternational Relations .\n1.26\nEqual Opportunity .\nSalaries .\n\n27.33\n349 . 83\n\nSupplies, Preparation and Certifica¬\ntion of Teachers .\n\n89.07\n\nAssociation Membership Fees\nAmerican Council on Education. ... $\n100.00\nWorld Federation of Education Asso¬\nciations .\n1 , 000 . 00\nExpenses of Delegates .\nRetirement Annuities and Insurance .\n\nSchedule “B-7”\nExecutive Secretary’s Office\nSalaries and Wages .\nT ravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\n10,137.20\n$ 24,469.19\n\n1,100.00\n9,175.00\n9 , 802 . 82\n$ 44,547.01\n\n8 29,587.15\n1,145.61\n395 . 53\n631.49\n79.91\n31,839.66\n\n"}
{"page": 803, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nDivision of Accounts and Records\nSchedule “B-8”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nGraphotype Supplies .\nDivision of Field\n\n797\n\nInformation\n\nEXHIBIT\n\n$ 32,815.80\n170.51\n813.44\n998 . 79\n4.99\n972.58\n$ 35,776.11\n\nSchedule “B-9”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Expense .\nPostage .\nTelegrams .\n\n$ 11, 544 . 45\n593.80\n84.06\n108 . 32\n- 13.25\n\nSchedule “B-10”\nDivision of Business\nSalaries and Wages .\n$ 20,033.55\nTravel Expense .\n558.61\nStationery and Supplies .\n342 . 60\nPostage .\n398.19\nTelegrams .\n38.27\nAdvertising .\n442 . 94\nMailing Section .\n$ 1,064.10\nMultigraph Section .\n595.91\nAddressograph Operation .\n232 .84\n1 , 892 .85\n\nSchedule “B-ll”\nDivision of Publications\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nReprints, Leaflets and Packets .\nAmerican Education Week Promotion .\n\nDivision of Research\n\n“ C ”\n\n$ 30,278.92\n561.63\n457 . 42\n704 . 49\n26.31\n1 , 200 . 90\n1 , 307 . 04\n-\n\n12,343.88\n\n23,707.01\n\n34,536.71\n\nSchedule “B-12”\n\nSalaries and Wages .\n$ 57,569.13\nT ravel Expense .\n588.86\nStationery and Supplies .\n1 , 196 . 88\nPostage .\n702.47\nTelegrams .\n23.13\nCharts, Tables and Legislative Reference Service.. .\n931.74\nBooks and Pamphlets- — Library .\n588.90\n\n61,601.11\n\n"}
{"page": 804, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nDivision of Classroom Service\nSchedule “B-18”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\n:.\nTelegrams .\n\nEXHIBIT\n\ni\n\n7 , 498 . 18\n241.28\n105.56\n152.57\n2.20\n$\n\n“C ’\n\n$\n\n7,999.79\n\nDivision of Administrative Service\nSchedule “ B~U”\nSalaries and Wages .\nT ravel Expense .\nStationery and Supplies .\nPostage .\n\n8,274.52\n84.72\n105.22\n- 2.32\n\n8,466.78\n\nDivision of Membership\nSchedule “B-15\"\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\n$ 11,918.31\n896 . 17\n119.60\n210.32\n- 9.10\n\n13,153.50\n\nPromotion\n\nand Maintenance\n\n$\n\nSchedule “B-16”\n\nof Membership .\n\nDivision of Rural Service\nSchedule “B-17”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\nPublicity Section\nSchedide “B-18”\nSalaries and Wages .\n.\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nPhotos and Prints .\nRadio Broadcasts .\n\n$ 22,009.26\n\n$\n\n9,360.42\n938 . 20\n64.37\n100 . 46\n- 27.91\n\n8,914.37\n1 , 000 . 97\n259 . 20\n282 . 73\n80.17\n202 . 1 1\n- 637 . 12\n\n10,491.36\n\nS\n\n11,376.67\n\nSchedule “ B-19 ”\n\nExecutive Secretary’s Contingent Fund .\nTOTAL\n\n150.00\n\nEXPENSES .\n\nNET PROFIT BEFORE PROVISION FOR BAD DEBTS,\nTESTED CHECKS AND DEPRECIATION .\n\n$516,192.33\nPRO¬\n$ 29,703.84\n\n"}
{"page": 805, "printed_page": null, "text": "Associational\n\nAssets\n\nGENERAL\n\nRecords\n\nof Permanent\n\nand\n\nFunds\n\nInformation\n\nas at May\n\n799\n\n31, 1938\n\nEXHIBIT\n\nFUND\n\nCash .\nNotes Receivable — Life Members .\nInvestments in Securities (Book Value) Exhibit “E” .\nOffice Equipment .\nGeneral Office Real Estate, Building and Improve¬\nments .\n$570,313.00\nGarage Real Estate and Building .\n63,167.50\n\nGENERAL\n\n$97 . 000 . 00\n8,000.00\n\n105,000.00\n\nFUND .\n\nELEMENTARY\nSCHOOL\nCash .\n\n$ 10,051.17\n163,964.70\n111,194.66\n13 , 144 .01\n\n$633,480.50\n\nDeduct:\nFirst Trust Payable .\nReserve for Depreciation .\nTOTAL\n\nPRINCIPALS’\n\n528,480.50\n$826,835.04\n\nFUND\n\n$\n\n1,371.98\n\nInvestments in Securities (Book Value) Exhibit “ E ” 7 , 599 . 63\nAMERICAN\nASSOCIATION\nADMINISTRATORS\nCash .\n\nOF\n\n“D”\n\n8,971.61\n\nSCHOOL\n$\n\n895.00\n\nInvestments in Securities (Book Value) Exhibit “ E ” . . 22,215.07\n\n23,110.07\n\nSUPERVISORS’ AND DIRECTORS’ OF INSTRUCTION\nInvestments in Securities (Book Value) Exhibit “E” .\nTEACHERS’ HOME AND WELFARE FUND\nCash .\n$\n150.10\n\n3,000.00\n\nInvestments\n\nin Securities (Book Value) Exhibit “E”.\n\nTOTAL\n\nPERMANENT\n\nFUND\n\nNOTE:\n\nTeachers’ Welfare Fund\nlishment of this fund.\n\n6,808.34\n\nASSETS— To Exhibit‘d” .\nincludes $1,333.53 income\n\n6,958.44\n\n$868,875 . 16\n\nreceived since estab¬\n\n"}
{"page": 806, "printed_page": null, "text": "800\n\nNational\n\nInvestments\n\nEducation\n\nAssociation\n\nin Securities — Permanent\n\nFunds\n\nBonds\n\nas at May\n\n31, 1938\nInterest ”\n“E\nCollected For\nFiscal Year\n1937-1938\n\nEXHIBIT\nPar\n\nBook\nValue\n\nValue\nGENERAL FUND\nCity of Monessen, Pennsylvania 4^%\nDue 8-1-51 .\n$ 5,000.00 $ 5,206.39\nState of Arkansas Toll Bridge 5% Due\n10-1-60 .\n5,000.00\n5,166.51\nState of Arkansas Toll Bridge 5% Due\n10-1-54 .\n23,000.00\n23,558.90\nState of Arkansas Toll Bridge Series B\n\nSl/2% Due 10-1-53 .\n\nCounty of Columbus, N. C. 5%\n1-1-54 .\n\nDue\n\nCounty of Aiken, S. C. 4 34% F)ue 2-1-39\nCity of Newport News, Va. 434% Due\n6-1-48 .\nSt. Louis and San Francisco R. R. Co.\n\n3,511.48\n\n3,511.48\n\n5,000.00\n5,000.00\n\n5,470.75\n5,064.38\n\nRefunding Mortgage 4% Due 11-1-41.\nChicago, Indiana and Southern Ry. Co.\n\n20,000.00\n\n19,942.50\n\n4% Due 1-1-56 .\nTerminal Railroad Association of St.\nLouis, General Mortgage 4% Due\n1-1-53 .\n\n10,000.00\n\n“D” .\n\nTO\n\nEXHIBIT\n\n“D”\n\n400.00\n\n15,000.00\n\n15,050.00\n\n$111,761.48\n\n$111,194.66\n\n$\n\n7,500.00\n\n800.00\n\n9,500.00\n\nELEMENTARY\nSCHOOL PRINCIPALS’ FUND\nNewport News City Street Improvement\nand Sewerage Construction 5)^% Due\n12-1-50 .\n$ 5,000.00 $\nCity of Portsmouth, Va., Waterworks\n5%Due 12-1-48 .\n1,000.00\nU. S. Treasury 2%% Due 1956-59 .\n1,500.00\n\nTOTAL\n\n45.00\n\n160.00\n4,000.00\n\nEXHIBIT\n\n250.00\n225.00\n\n9,600.00\n3,900.00\n\nTO\n\n1,150.00\n115.09\n\n400.00\n\n10,000.00\n\nMortgage 4% Due 4-1-90 .\nBaltimore and Ohio R. R. Co. (Pitts¬\nburgh Lake Erie and W. Va. System)\n\nTOTAL\n\n250.00\n\n4,331.25\n\n5,250.00\n\nsolidated Mortgage 4% Due 7-1-52. .\nManhattan Railway Co. Consolidated\n\n225.00\n\n892 . 50\n\n1,000.00\n\nPrior Lien 434% Due 7-1-50 Certificate of Deposit .\nAtlantic Coast Line R. R. Co. 1st Con-\n\n$\n\n$\n\n5,000.00\n\n600.00\n$\n\n4,620.09\n\n$\n\n275.00\n\n1,053.49\n1,546.14\n\n50.00\n41.25\n\n7,599.63\n\n366.25\n\n$\n\n"}
{"page": 807, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nAMERICAN ASSOCIATION OF SCHOOL\nADMINISTRATORS\nSouth Carolina Certificates of Indebted¬\nness 4%% Due 12-1-46 .\n$\nNewport News City Street Improvement\nand Sewerage Construction 534% Due\n12-1-50 .\n\nTO\n\nEXHIBIT\n\n“D” .\n\n801\n\nEXHIBIT\n\n2,000.00\n\n8\n\n11,000.00\n\nCity of Portsmouth, Va. Waterworks 5%\nDue 12-1-48 .\nU. S. Treasury Savings Bonds .\nU. S. Treasury 334% Due 1944-46 .\nU. S. Treasury 334% Due 1943-45 .\nU. S. Treasury 234% Due 1955-60 .\nU. S. Treasury 2%% Due 1956-59 .\nTOTAL\n\nInformation\n\n2,077.28\n\n8\n\n“E”\n\n95.00\n\n605.00\n\n11,285.00\n\n150.00\n\n3,000.00\n150.00/ \\\n3,000.00*\n150.00\n\n3,160.51\n2,250.00\n200.00\n\n. . .\n6.49\n4.31\n\n150.00\n\n3,000.00\n\n3,092.28\n\n8 22,350.00\n\n8 22,215.07\n\n82.50\n8\n\n943.30\n\n* Maturity Value.\nSUPERVISORS’ AND DIRECTORS’\nINSTRUCTION\nU. S. Treasury Savings Bonds .\nTOTAL\n\nTO\n\nEXHIBIT\n\n“D” .\n\nOF\n8\n8\n\n4,000.00*8\n4,000.00 8\n\n3,000.00\n\n8. . .\n\n3,000.00\n\n8. . .\n\nTEACHERS’ HOME AND WELFARE FUND\nHome Owners’ Loan Corporation Series\n$ 1 , 550 . 00 8\n“B” 2%% Due 8-1-49 .\nHome Owners’ Loan Corporation 3%\n750.00\nDue 5-1-44 .\nU. S. Treasury Savings Bonds .\n\n758.34\n4,500.00\n\n. . . .\n\n6,000.00* 8\n8,300.00\n\n6,808.34\n\n8\n\nTOTAL\n\nTO\n\nEXHIBIT\n\n*Maturity Value.\n\n“D” .\n\n8\n\n42.65\n1,550.00 8\n22.50\n\n65.15\n\n"}
{"page": 808, "printed_page": null, "text": "802\n\nNational\n\nProperties Held\n\nfor the Credit of the Teachers’\nfare Fund as at May 31, 1938\n\nEducation\n\nAssociation\n\nHome\n\nand Wel¬\n\nT\n\n“F”\n\nBalance\n\nDue\n\nEXHI\n(The properties listed below were received in the settlement of\ntheBI\nEstate of\nMarilla Z. Parker. These assets are in process of liquidation and as definite values\nhave not been placed thereon, they have not been entered on the books of the Asso¬\nciation as assets of Permanent Funds.)\n\nBONDS\n$\n\n250.00\n\nAND\n\nCERTIFICATES\n\nCity of Park Ridge Improvement\n12-15-31\n\nBond\n\nNo. M-180,\n\n1 ,000.00\n1,000.00\n\nAllie M. Anderson 6% First Mortgage Note No. 32 Due 5-20-36\nCertificate of Interest in $25,000.00 Loan on 6154-56 Rhodes Avenue\n(Burkhardt Loan)\n\n1 ,000.00*\n1 ,000 . 00\n\nJohn J. Duffin 3% First Mortgage Note #30 Due 2-28-37\nCertificate for 2~63 Interest in 7800-4 Champlain Avenue, Chicago, Ill.\n(Hokanson Note)\n\n* On Deposit with Ratner, Miller and Ratner.\nSTOCKS\n20 Shares\n5 Shares\n\nInternational Textbook Company Stock (No Par Value)\nInternational Educational Publishing Company Common\n\n10 Shares\n\n$50.00\nInternational Educational Publishing Company\n\n10 Shares\n\n$50.00\n4000 Drexel Boulevard Corporation Common Stock (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.)\n208 South LaSalle Street Corporation, Common\n$1,000.00 5^2%\n\nFirst Mortgage\nREAL\n\nStock @\n\nPreferred Stock 7%\n\n@\n\nStock (Issued in lieu of\n\nBond — M-1834\n\nDue\n\n11-1-58)\n\nESTATE\n\nOne-half Ownership of 192 8-10 Acres of Land, Burleigh County, North Dakota\nOne-half Ownership of Contract of Purchase for 320 Acres of Land, Blaine County,\nMontana.\n\nAuditor’s\n\nCertificate on Report\n\nWAYNE\n\nKENDRICK\n\nof Treasurer\n\n& COMPANY\n\nCertified Public Accountants\nRust Building, Washington,\n\nD. C.\nJune 10, 1938.\n\nDr. Caroline S. Woodruff,\nNational Education Association of the United States,\nWashington, D. C.\nDear Madam:\nWe have examined the records of the Secretary of your Association for the\nfiscal year ended May 31, 1938, and have checked the cash transactions shown\ntherein to the cash records of the Association, and have found them in agreement.\nWe hereby certify that the attached Treasurer’s Report correctly reflects the cash\ntransactions for the fiscal year ended, and the cash balance at the close of business\n\n"}
{"page": 809, "printed_page": null, "text": "Associational\n\nMay\n\n31, 1938.\n\nRecords\n\nand\n\n803\n\nInformation\n\nThe attached statement does not include a claim in the form of\n\nreceiver’s certificates against the Commercial National Bank, Washington, D. C.\nin the amount of $29,644.57, representing forty per cent of the balance of the Regular\nand Special Accounts on deposit at the time the bank was closed in March, 1933.\nRespectfully submitted,\nWAYNE\n\nKENDRICK\n\n& COMPANY,\n\nBy T. DELOS\n\nPAXMAN,\n\nCertified Public Accountant.\n\nTreasurer’s\n\nReport\n\nfor the Fiscal Year\n\nR. E. OFFENHAUER,\n\nEnded\n\nMay\n\nTreasurer\n\nCASH ON HAND JUNE 1, 1937 .\nTo which Add:\nRECEIPTS\nMemberships .\nAdvertising .\nConvention Exhibits — (Net) .\n\n$390,027.49\n51,255.00\n32 , 205 . 57\n\nPermanent Fund Income 1937-1938..' .\nHonorariums .\nRentals .\nSale Reports and Publications .\nSundry .\n\n42,571.62\n2,530.16\n8 , 286 . 24\n18,244.00\n776.09\n\nBalance\n\n31, 1938\n\n$ 85,541.81\n\n$545,896.17\n\nBalance\n\nMay 31, 1937 May 31, 1938\nOther Sources\nIncreases In Liabilities\nAssociated Departments .\n.$41,892.06 $ 42,292.86\nEducational Policies\nCommission .\n1,698.34\n8,521.48\nHorace Mann Centennial Fund .\n1,916.63\n3,443.71\nSafety Education Project .\n2,161.75\nGrant for Study of Economic Status of Rural\nTeachers .\n331.35\n750.00\n32.78\n159.84\nSuspense .\n$46,289.81\nDecrease in Assets\nAccounts Receivable . . . $10,988.46\nTime Checks .\n6,573.45\nTravel Advances .\n760.00\nStamped\n\nTOTAL\n\nCASH\n\nEnvelopes . . . .\n\n$ 56,910.99\n$ 10,621.18\n$ '10,056.42\n1,307.77\n\n1,219.37\n\n350.00\n929 . 90\n\n$19,541.28\n\n$ 12,644.09\n\nACCOUNTABILITY\n\n6,897.19\n\n17,518.37\n$648,956.35\n\n"}
{"page": 810, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\nTOTAL CASH ACCOUNTABILITY (carried forward)\nFrom which Deduct:\nDISBURSEMENTS\nBoard of Trustees .\n$\n490 . 03\nBoard of Directors .\n7,133.60\nExecutive Committee .\n3 , 429 . 30\nGeneral Office .\n8 , 084 . 51\nPhysical Plant .\n57,729.06\nAnnual Conventions .\n8,365.95\nPublications — Printing and Distribution. 112,961.00\nSpecial Appropriations .\n24 , 469 . 19\nAssociation Membership Dues .\n1 , 100 . 00\nExpenses of Delegates .\n9,175.00\nRetirement Annuities and Insurance .... 9 , 802 . 82\nDivisions .\n251, 292 . 6 1\nPromotion and Maintenance of Member¬\nship .\n22 , 009 . 26\nExecutive Secretary’s Contingent Fund. .\n\n150 . 00\n\nPurchases of Furniture and Fixtures .\nBalances Balances\nOther Disbursements\nIncreases in Assets\n\n$578.78 $\n343 . 60\n$922.38\n\nDISBURSEMENTS.\nBALANCE\n\nMAY\n\n$\n\n4,996.72\n\n902.05\n636 . 94\n\n$1,538.99\n\nUncollectible Accounts Charged Off .\nDecrease in Liabilities\nY ouchers Payable .\n$28,995.74 $3 , 439 . 82\n\nCASH\n\n$516,192.33\n\nMay 31, 1937 May 31, 1938\n\nStationery and Supplies.\nProtested Checks .\n\nTOTAL\n\n$648,956.35\n\n. . .\n\n31, 1938\n\n616.61\n1,401.75\n\n25,555.92\n$548,763.33\n$100,193.02\n\n"}
{"page": 811, "printed_page": null, "text": "Associational\n\nRecords\n\nBUDGET\n\nand\n\n805\n\nInformation\n\nREPORT\n\nBUDGET\nDATA AND RECOMMENDATIONS\nFOR 1938-39\nAPPROVED\nBY BOARD\nOF DIRECTORS, JUNE 28, 1938\nADOPTED\nBY REPRESENTATIVE\nASSEMBLY,\nJUNE\n\n30, 1938\n\n1. Board of Trustees:\nActual expenses for last five years:\n601\n\n490\nAmount\n.\n.\n.\n.\n..\n.\n.\n.\n\n5\n6\n7\n5\n84\n\n1,492\n556\n908\n\nrecommended\n\n2. Executive\n\n3\n\n4\n\nfor 1938-39\n$\n\nCommittee :\n\n600\n\nActual expenses for last five years:\n\n.\n\nAmount\n\n3. Board\n\n$ 2,3822\n3,11\n\nrecommended for 1938-39 .\n$\n\n3,100\n2,567\n3,184\n$ 3,500\n\nof Directors:\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n. .\n\n$ 7,249\n9,704\n118,126883\nAmount\n\nrecommended\n\nfor 1938-39 .\n\n7,134\n$ 9,500\n\n4. Office Expense for President :\nActual expenses for last five years:\n319\n$ 1,200\n464\n\n.\n.\n.\n..\n\n111\n\n245\nAmount\n\nrecommended\n\nfor 1938-39\n\n$\n\n500\n\n"}
{"page": 812, "printed_page": null, "text": "800\n\nNation\n\na i Kdi’cation\n\nAssociation\n\n5. Executive Secretary's Office:\nActual expenses for last five years:\n\n3\n4\n5\n6\n\n93\n\n3-\n\n9\n\n3\n\n4\n\n3\n5\n3\n6\n3\n7\n-\n\n9\n\nAmount\n\nrecommended\n\nfor 1938-39:\n\n-\n\nSalaries and wages .\n$30,215\n34\nTravel expense .\n1,200\n.\n3\nStationery\nand\noffice\nsupplies\n.\n400\n5\nPostage\n.\n575\n.\n$29,9$5\n3\n*\n6Telegrams .\n100\n.\n3\n7\n36,235\n*\nTotal .\n$32,490\n.\n3\n8\n40,938\n*\nN Includes .\nexpense for accounts now included in Division of Accounts and Records.\n32,89\n4\n\n6. Division of Accounts and Records:3\n\n1.S40\n\nActual expenses for last two years:\n3\n3\n3\n3\n3\n\nAmount\n\nrecommended\n\nfor 193S-39:\n\n4\n5\n6\n7\n8\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nGraphotype\n\n$34,920\n175\n750\n950\n5\n\nsupplies .\n\n900\n\nTotal\n$37,700\n\n/. Division of Membership:\nActual expenses for last five years:\n\n3\n\n3 7\n8.\n.\n.\n.\n.\n.\n\n$25,977*\n12,525 *\n28,968\n13,154\n35,S63*\n\n.\n\nAmount\n\nrecommended\n\nfor 193S-39:\n\n$34\nSalaries and wages\n,54 .\n3\nTravel expense .\n35,\n776 supplies .\nStationery and office\nPostage .\nTelegrams .\n\n$10,810\n800\n125\n200\n10\n\nTotal\n* Includes expense for membership\nand Records.\n\nrecords now\n\n$11,945\nincluded in Division of Accounts\n\n"}
{"page": 813, "printed_page": null, "text": "Associational\n\n8. Promotion\n\n-\n\nRecords\n\nand Maintenance\n\nand\n\nInformation\n\n807\n\nof Membership:\n\nActual expenses for last five years:\n\n3\n3 4\n3 5\n6\n\n$25,703\n26,065\n22,093\n193 6-37 .\n1937-38\n..\n.\nAmount\nrecommended\n.\n\n20,588\n22,009\n\nfor 1938-39\n$19,500\n\n9. Division of Field:\n\n4\n5\n6\n7\n8\n\nActual expenses for last five years:\n$12,020\n12,888\n11,503\n11,895\n\n.\n.\n.\n.\n.\n\n12,344\nAmount\n\nrecommended\n\nfor 1938-39:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\n\n$11,850\n1,400\n\n100\n\n90\n\n20\n\nTotal\n$ 13,460\n\n10. Division of Business:\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n$16,308\n17,889\n21,332\n23,022\n23,707\nAmount\n\nrecommended\n\nfor 1938-39:\n\nSalaries and wages .\n$20,425\nTravel expense .\n650\nStationery and office supplies .\n325\nPostage .\n400\nTelegrams .\n40\nAdvertising .\n300\nMailing and multigraph sections and addressograph\nservice .\n2,300\nTotal\n$24,440\n\n"}
{"page": 814, "printed_page": null, "text": "9\n9\n9\n\n808\n\n3\n3\n3\n3 3\n3\n4\n5\n6\n7 -\n\nNational\n\n3\n3 4\n3\n3 5\n3 6\n1\n1\n7\n.\n8\n\nEducation\n\nAssociation\n\nActual expenses for last five years:\n\nDivisio\n\n.\n\nn .\nof Clas\nsroom\nService\n.\n:\n\nAmount recommended for 1938-39:\n.\nSalaries\nand wages .\n.\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nTotal\n\n$ 7,314\n7,308\n7,331\n7,710\n\n8,000\n\n0\n3090\n0\n$ 7,70\n140\n5\n\n.\n\n$ 8,235\nActual expenses for last five years:\n\nAmount\n\nDi\n\nvi\n\nsi\n\non\n\nof\n\nPu\n\nbl\n\n-\n\nic\n\nat\n\nio\n\nrecommended\n\nfor 1938-39:\n\nns\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nReprints, leaflets and packets .\nAmerican Education Week promotion .\n\n$31,370\n700\n400\n625\n25\n1,000\n1,000\n\n:\nTotal\n\n.\n$35,120\n\n3\n\nPub\n\n* Includes expense for Publicity Section.\n3 4\n.\n3 5\n3\n.\n6\nActual expenses for last two years:\n3 7\n.\n.\n8\n$42\n,32\n.\n5*\nAmount recommended45,for 1938-39:\n120\n*\nSalaries and wages\n.\n43,\n734\nTravel expense .\n*\n31,\n956 supplies . . .\nStationery and office\n34,\nPostage .\n537\nTelegrams .\nPhotographs and prints .\nRadio broadcast incidentals....\n\n:\n\nion\neictty\nlicS\n\n950\n$ 9,445\n\n220\n250\n75\n225\n900\n\nTotal\n$12,065\n\n"}
{"page": 815, "printed_page": null, "text": "Associational\n\n14. Division of Administrative\n\n3\n\n-\n\nRecords\n\nand\n\n809\n\nInformation\n\nService:\n\nActual expenses for last five years:\n\n-\n\n7\n8\n3\n3\n\n3\n3 4\n3\n5\n6\n\n$ 8,545\n9,163\n8,560\n\n.\n.\n\n.\n.\nAmount\nrecommended for 1938-39:\n.\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\n\n9,275\n8,467\n\n70\n620\n$ 8,10\n0\n\nTotal .\n\n5\n4\n6\n7\n8\n\n$ 8,790\n\n15. Division of Research:\nActual expenses for last five years:\n$54,900\n63,116\n\n.\n.\n.\n.\n.\n\n55,155\n61,601\n61,151*\nAmount\n\nrecommended\n\nfor 1938-39:\n\nSalaries and wages .\nTravel expense .\nStationery and office supplies .\nPostage .\nTelegrams .\nSpecial charts, tables and legislative ref. studies .\nBooks and pamphlets (Library) .\nTotal\n\n$61,020\n700\n1,100\n700\n30\n1,500\n600\n\n.\n\n$65,650\n\n* Includes expense for Division of Rural Service.\n\n16. Division of Rural Service:\nActual expenses for last two years:\n\nAmount recommended for 1938-39:\nSalaries and wages .\nTravel expense .\nStationery and office supplies . . .\nPostage .\nTelegrams .\n\n$10,075\n\n100\n150\n1,000\n30\n\nTotal\n$11,355\n\n"}
{"page": 816, "printed_page": null, "text": "9\n9\n9\n9\n3\n3\n3\n3 3\n3 4\n5\n7\n6 7 .\n-\n\nNational\n\n810\n\nEducation\n\n$54,49S\n56,033\n57,703\n56,871\n57,729\n\n.\n.\nAmount\nrecommended for 1938-39:\n.\nRent .\n.\nLight and power .\nHeat .\n\n-\n\n3\n4\n5\n6\n7\n\n3\nActual expenses for last five years:\n3\n4\n3\nPhy\n3 5\nsi\n3 6 cal\nPlan\n7\nt:\n.\n8\n\nAssociation\n\nlO\n\n2,600\n$57,870\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n4\n5\n6\n7\n8\n\n3\n3\n3\n3\n3\n\nra\n\n9,070\n\nTotal\n\n4\n5\n6\n7\n8\n\n3\n3\n3\n3\n3\n\n-\n\nne\n\n1,850\n1,350\n\nJanitor service .\nMaintenance .\n\n6,5961\n$ 7,\n66\n8,635\n\nAmount\n\nGe\n\n$43,000\n\nff\n\nic\n\neE\n\nxp\n\nen\n\nse\n\ns:\n\nrecommended\n\n8,694\nS,0S5\n\nfor 1938-39:\n\nAuditing Association accounts .\nExpress and freight .\nGeneral expense .\nInsurance .\n\n$\n\n500\n175\n200\n775\n\nInterest and discount allowed .\n\n1,000\n\nRepairs — Office furniture .\nSurety bonds .\nTelephone service .\nOperators and information .\n\n300\n265\n1,700\n3,620\n\nTotal\n$8,535\nActual\n\nexpenses for last five years:\n\nnt\n\nve\n\nlon\nuaC\n:\n\nns\n\nio\n\n.\n.\n.\n.\n.\n\n3,9448\n$ 5,\n72\n5,043\n5,080\n8,366\nAmount\n\nrecommended\n\nfor 193S-39\n$7,000\n\n"}
{"page": 817, "printed_page": null, "text": "Associational\n\n-\n\nRecords\n\nInformation\n\n811\n\nActual expenses for last five years:\n$69,183\n72,271\n85,941\n81,042\n\n.\n\n7\n8\n\n3\n3\n\n3\n3 4\n3\n5\n6\n\n20.\n.\nJourna\nl of the National Ed\nAmount recommended\nfor uc\n1938-39\nation\n.\n\n89,854\n\nAssociation:\n\n4\n5\n6\n7\n8\n\n.\n.\n\n3\n\n$92,400\n\nActual expenses for last five years:\n\nPub\n\nlic\n\n.\n.\n.\n.\n.\n\nr\n\nand\n\nati\n\n$12,007\n21,276\n23,180\n21,276\n23,107\n\nAmount\n\nrecommended\n\nfor 1938-39:\n\nons\n\nVolume of Proceedings .\nYearbook, Dept, of Classroom Teachers .\nPublications and reports for sale .\nResearch Bulletin .\nAmerican Education Week material .\n\n$ 8,000\n2,100\n2,400\n5,500\n5,000\n\n:\nTotal\n\n.\n\n$23,000\n\n22. Expenses of Delegates:\nActual expenses for last five years:\n\n.\n.\n.\n.\n...\n\nAmount\n\nrecommended\n\nfor 1938-39\n\n23. Association Membership\n\n$ 9,352\n. 6,\n4819\n6,61\n. 6,948\n. 9,175\n.\n\n$9,000\n\nFees:\n\nActual expenses for last five years:\n\n$ 1,200\n1,100\n\n.\n.\n.\n.\n.\n\n1,100\n1,100\n1,100\nAmount\n\nrecommended\n\nWorld Federation\nAmerican Council\n\nfor 1938-39:\n\nof Education Associations .\non Education .\n\n$ 1,000\n100\n\nTotal\n\n$1,100\n\n"}
{"page": 818, "printed_page": null, "text": "9\n9\n\n812\n\n3\n3\n3\n3 3\n3\n4\n5 6\n7 -\n\n3\n3\n3 4\n3 5\n3 6\n7\n24\n. 8\n\nNational\n\nEducation\n\nAssociation\n\nActual expenses for last five years:\n\n8,9184\n$ 9,\n03\n10,646\n11,117\n\n.\n\nRetiremen\n\n.\n\nt Annuiti\n.\nes and I\nnsurance:\n.\nAmount recommended for 1938-39 .\n.\n.\n\n9,803\n\n$10,800\n\n-\n\nActual expenses for last five years:\n\ns:\n\nnt\n\nme\n\nrt\n\npa\n\nDe\n\n3\n3\n3\n3\n3\n\n-\n\n4\n\nrecommended\n\nfor 1938-39:\n\nClassroom Teachers .\nYearbook cost transfer (see Item 21) .\n\n4\n5\n6\n7\n8\n\n3\n\nAmount\n\n-\n\nOther departments and Association\namounts as determined by Executive\nTotal\n\n3\n\n$12,100\n-2,100\n\npurposes in\nCommittee . .\n\n-\n\n-\n\n4,400\n\n.\n\n$14,400\n\n4\n.\n5\n3\n.\n6 Actual expenses for last five years:\n3\n.\n$11,\n7\n309\n.\n3\n\n-\n\n$10,000\n\n3\n\n$16,208\n15,556\n\n12,1\n\n.\n.\n.\n.\n.\n\n8\n.\n\n10,687\n11,339\n10,137\n\n74\n\n12,4\n\n69\n\nAmount\n\n12,3\nfor 1938-39:\n67\n\nrecommended\n\nCommittee on Tenure .\n14,3\n31\nOther committees and commissions\nand\npurposes in amounts as determined\nCommittee .\n\n$1 0,004)\nAssociation\n\nby Executive\n2,000\n\nTotal\n\n$12,000\n\nActual expenses for last two years:\n\nee\n\nsa\nn\n\nd\n\nCo\n\nmm\n\nis\n\nsi\n\non\n\ns:\n\nAmount\n\nrecommended\n\nGRAND\n\nfor 1938-39 .\n\n$1,500\n\nTOTAL\n$532,455\n\n"}
{"page": 819, "printed_page": null, "text": "Associational\n\nRecords\n\nComparison\n\nand\n\n813\n\nInformation\n\nof Expenditures\n\n1934-35 to 1937-38\nAnd\n\nRecommended\n\nA ppropriations for 1938-39\nmended\nRecom¬\n\nAPPROPRIATION\nBoard of Trustees .\nExecutive Committee .\nBoard of Directors .\nOffice Expense\n\nExpended\n19.34-35\n\nExpended\n1935-36\n\nExpended\n1936-37\n\n$\n\n$\n\n$\n\nfor President .\n\nExecutive Secretary’s Office .\nDivision of Accounts and Records\nDivision of Membership .\nPromotion and Maintenance\n\n556\n3,100\n464\n8,263\n40,938 *\n\n28,968\n\n35,863\n\n26,065\n12,888\n17,889\n\n22,093\n\n7,308\n45,120\n\nPublicity Section .\nDivision of Administrative Service\nDivision of Research\nDivision of Rural Service.\n\n7,331\n43,734\n\n$\n\nJournal of the N. E. A .\nOther Publications .\n\n13,154\n\n20,588\n11,895\n\n22,009\n12,344\n23,707\n\n23,022\n7,710\n31,956\n\n$\n\n600\n3,500\n9,500\n500\n32,490\n37,700\n11,945\n19,500\n13,460\n24,440\n\n34,537\n8,000\n11,377\n\n8,235\n35,120\n\n8,790\n65,650\n11,355\n\n56,871\n\n8,467\n61,601\n10,491\n57,729\n\n**\n\n12,065\n\n8,560\n9,275\n55,155\n61,151\n....*** 8,445\n\n56,033\n\n57,703\n\n7,666\n5,724\n72,271\n\n8,635\n5,043\n85,941\n23,180\n\n8,694\n5,080\n81,042\n21,277\n\n8,085\n8,366\n89,854\n23,107\n\n8,535\n92,400\n7,000\n23,000\n\n6,611\n1,100\n\n6,948\n1,100\n\n9,175\n1,100\n\n10,603\n\n11,117\n12,367\n11,339\n\n14,331\n9,803\n10,137\n150\n\n9,000\n1,100\n10,800\n14,400\n\n6,489\n1,100\n\n.\n\n9,468\n12,174\n15,556\n\nDepartments .\nCommittees and Commissions .\n\npriation\n1938-39\nAppro-\n\n9,163\n63,116\n\n21,277\n\nExpense of Delegates .\nAssociation Membership Fees . . .\nRetirement Annuities and Insur-\n\n490\n3,184\n7,134\n245\n31,840\n35,776\n\n32,894\n34,543\n12,525\n\n11,503\n21,332\n**\n\n908\n11,188\n2,567\n111\n\n10,333\n\nPhysical Plant .\nGeneral Office Expenses .\nAnnual Conventions .\n\nSecretary’s Contingent\n\n*\n\nof\n\nMembership .\nDivision of Field .\nDivision of Business .\nDivision of Classroom Service. . . .\nDivision of Publications .\n\na nee\n\n1,492\n3,112\n9,704\n1,200\n36,235\n\nExpended\n1937-38\n\n12,469\n10,687\n\n57,870\n\n12,000\n\nFund .\n1,500\n\n1,352\n$470,018\n\n$486,860\n\n$490,301\n\n$516,192\n\n$532,455\n\n* Expense included in Executive Secretary’s Office and Division of Membership.\n** Expense included in Division of Publications.\n*** Expense included in Division of Research.\n\nINCOME\n\nSTATEMENT\n1934-35\n\nMembership Dues .\nJournal Advertising .\nExhibits (net) .\nHonorariums .\nRentals\nSales of Publications .\nPermanent Fund — Net Income .\nSundry Income .\n\n.\n.\n.\n.\n.\n.\n.\n\n$318,174\n38,171\n10,980\n2,243\n9,177\n23,228\n41,393\n\n.\n\n3,401\n\n1935-36\n\n1936-37\n\n1937-38\n\n$335,932\n42,289\n25,196\n\n$366,307\n46,335\n\n$390,027\n51,255\n32,206\n\n2,439\n9,380\n19,247\n41,163\n\n3,431\n\n30,219\n\n8,711\n17,174\n517\n42,764\n\n$477,312\n\n42,572\n389\n\n1,666\n$446,767\n\n2,530\n8,286\n18,244\n\n$515,458\n\n$545,509\n\n"}
{"page": 820, "printed_page": null, "text": "814\n\nNational\n\nOF\n\nREPORT\nHENRY\n\nLESTER\n\nf all\n\nthe\n\nEducation\n\nCOMMITTEE\n\nON\n\nSMITH, DEAN, SCHOOL\nSITY, BLOOMINGTON,\nproblems\n\nAssociation\n\nACADEMIC\n\n1\n\nINDIANA\n\nUNIVER¬\n\nand in classroom\n\ntechnics\n\nOF EDUCATION,\nIND., Chairman\n\nin school administration\n\nFREEDOM\n\nwhich can raise a general discussion, there is perhaps not one as full\nof fire as the problem of academic freedom. A school might be accused of\nspending too much money; its teachers may have insufficient training; school\ntaxes may be considered too high ; the salaries of its teachers may be wholly\ninadequate. But none of these things will excite as much public comment\nas the mere whisper of the words “academic freedom.” It is a question in\nwhich the public is vitally concerned, and, happily enough, one in which\nthe public likes to be concerned. Newspapers are quick to realize the news\nvalue of a case of teacher dismissal ; communities are quick to take sides.\nThis sensitivity exists because the issues involved are so fundamentally\nimportant to our society. To the school the present society has assigned the\ntask of imparting to the child the more formal lessons in learning to live.\nThere the child is introduced to the highest products of our civilization. In\n“seven league boots” he traverses the lengthy history of his race and en¬\ncounters, enroute, its greatest men and stirring events. He is taught to believe\nin the values of this culture. It is extremely important to that society that\nthe child learn these things wisely and respectfully. When a community be¬\nlieves that a child has not learned these things, it becomes frightfully in¬\ndignant and clamors for the removal of the responsible — or perhaps irrespon¬\nsible — persons. With these facts probably we would all agree.\nUnfortunately, however, human problems are not always so coldly rea¬\nsonable. Almost always they are hopelessly tangled up with emotion and\nprejudice. There is no doubt that injustice has been done many times by a\ncommunity which believes that it is saving its children from the baneful\ninfluence of non-social teachers. There is no doubt also that an unfair accusa¬\ntion has many times been made to cover some personal hatred or malice.\nIn fact, there is no doubt that many of the people most seriously involved\nin the whole question of freedom of speech in the schools have never thought\nout the question and have no definite idea of its boundaries.\nIndeed, the mind of the unfortunate person who attempts to clarify his\nthoughts on the question of academic freedom will swim amid conflicting\nopinions. Leaders in education themselves do not agree on a definition. A\nmember of a board of trustees of a prominent university said :\nWe\n\ncannot\n\nallow public servants — and teachers are public servants — to threaten\n\nthe government’s overthrow by complete freedom\nhas to be imposed upon them from above.\n\nof expression. . . . Some judgment\n\nA nationally famous college president said :\nBefore and above academic freedom of any sort comes university freedom, which\nis the right and obligation of the university to pursue its high ideals unhampered\n1 Accepted\n\nby Board\n\nof Directors, June 27, 1938.\n\n"}
{"page": 821, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nand unembarrassed by acts or conduct on the part of any of its members\nto damage its reputation. . . .\n\nAnother\n\nleader in education would\n\n815\n\nInformation\n\nwhich\n\ntend\n\nrestrict a teacher’s activities:\n\nThe exercise of a teacher’s rights as citizen should not interfere with the proper\ndischarge of his duties to his school.\n\nThe president of a large eastern school states his position thus:\nWe cannot permit academic freedom which\nrefuge of conservatism, let us glory in it.\n\nis academic\n\nlicense. If we\n\nare the last\n\nIf these college and university officials, whose positions make them umpires\nin cases of academic freedom, think of academic freedom in definitions so\nwidely divergent, how can we be sure what the teaching body and the general\npublic think? How is it possible for teachers to work out a general code of\nethics and professional boundary lines when leaders in the field are arguing\nover the fundamental meaning of the words “academic freedom”? How’\ncan a teacher know whether he is pursuing his duty or harming himself and\nhis community wdien he takes some side in a social controversy?\nThe National Education Association has gone on record against infringe¬\nment of intellectual freedom and freedom of teaching. The Committee on\nAcademic Freedom has given much thought to the limitations and the defini¬\ntion of this question of freedom of teaching. It appears to the Committee\nthat controversy on the question can never cease until the profession clearly\nunderstands what the community expects of it and until the community\nappreciates the position of the teaching profession.\nIn order to analyze this controversy, the Committee\n\nhas examined\n\na num¬\n\nber of cases of dismissal which appeared to involve the principles of intellec¬\ntual and academic freedom. These cases were not composed of simple ele¬\nments. Analysis indicated that academic freedom involves two areas: (1)\nfreedom within the classroom, and (2) freedom outside the classroom. Out¬\nside the classroom, the teacher’s activities also may be divided into two cate¬\ngories: (1) activities pertaining to his job, such as participation in parentteacher groups or local teachers associations; and (2) social and civic activi¬\nties outside the field of education. The problem of academic freedom, then,\nhas at least three aspects. It is vastly important that wre know’ exactly how’\nfar in each direction the community is willing for the teacher to go. We\nmust know^ if a teacher is to be given unlimited rights inside his own class¬\nroom, if he may present to his pupils facts on all sides of all questions, if he\nmay express his own opinions on controversial issues. We must also know\nif a community is to allow’ him to express his opinions outside the classroom,\nto participate unstintinglv in the political and social life of his community,\nto take a position on questions of general public interest. It must be repeated\nthat, until both the profession and the community\n\nunderstand\n\neach other\n\non these questions, w’e shall continue to have dismissals for so-called ‘misuse\nof the rights of the classroom” or “conduct unbecoming a teacher.” These\ndismissals may be tragic ; they always lowTer the morale of the profession of\nteaching.\n\n"}
{"page": 822, "printed_page": null, "text": "816\n\nNational\n\nEducation\n\nAssociation\n\nLast year the Committee on Academic Freedom thought it would be wise\nto attempt to measure opinion on these several aspects of the whole problem.\nA questionnaire form was constructed on which teachers were to be given\nan opportunity to vote on the wisdom of certain decisions. Ten cases of\nteacher dismissal were outlined briefly on this form; at the end of each case\ncertain questions were asked. Each of the problems was slightly different\nin its accent: some involved the question of freedom of subjectmatter ; some\nwere concerned with difference between administrators and teachers; and\nsome measured the willingness of teachers to grant freedom of intellectual\npursuit to their colleagues and their students.\nThis questionnaire was answered by a sample of about a hundred teachers\nand administrators in Massachusetts, Michigan, and California. This small\nsample helped to improve the form and indicated the kind of information\nwhich could be derived from such a study. For instance, teachers from the\ndifferent parts of the country showed differences of opinion on what con¬\nstitutes an infringement of their own rights. They showed themselves will¬\ning to restrict their own activities when they felt that the community would\nsuffer from privilege granted to them. They even felt it their duty, under\ncertain circumstances, to relinquish rights granted them by the Constitution\nand the Bill of Rights if pursuit of those rights should threaten their effec¬\ntiveness as teachers. However, in a case of flagrant injustice to a fellow\nteacher, their vote supporting that teacher was practically unanimous. The\nadministrators who answered the questionnaire indicated that they were\nwilling to defend the rights of the teachers under their jurisdiction against\nattacks by special interests in the community. On several questions, adminis¬\ntrators demanded even more freedom for teachers than the teachers de¬\nmanded for themselves! It would have been constructive to have had the\nopinions and the votes of persons outside the profession of teaching. There\nwould be great value in knowing the feeling of boards of education, patriotic\nsocieties, church bodies, and the public in general on the rights of teachers\nin this question of academic freedom.\nThis exploratory use of the questionnaire has made the Committee enthu¬\nsiastic about the possibility of arriving at a clearer definition of intellectual\nfreedom for teachers. When the questionnaire is perfected, the Committee\nwould like to have it answered by a cross section of the American public.\nIt should be sent to teachers, administrators, members of boards of education,\nchurch leaders, businessmen, and all other community\n\nmembers\n\nwho might\n\nbe called upon to make a decision about a teacher’s activities. The Com¬\nmittee believes that when the opinions of this whole cross section are tabulated\nwe shall have a definite idea about what the public expects a teacher to do\nand what a teacher thinks it is his duty to do. Such a study cannot help but\nbe valuable in adding refinements to our present code of ethics and in reduc¬\ning the number of dismissals involving academic freedom.\nThe National Education Association has taken a courageous stand for\nthe support and defense of “freedom of teaching and full opportunity to\npresent differing points of view on . . . controversial questions.” This pro-\n\n"}
{"page": 823, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n817\n\nposed study is a further step in the same direction. As a profession we have\none primary interest — the welfare of the student. The real benefactor of the\nteacher’s academic freedom is the student, and thru him society, a more\nsatisfying society which believes as Franz Leiber believed, “We cherish\nfatherland, freedom, and truth — but the dearest of these is truth.’ ’\nREPORT\nORVILLE\n\nC. PRATT,\n\nOF\n\nAPPRAISAL\n\nSUPERINTENDENT\n\nOF\n\nCOMMITTEE\nSCHOOLS,\n\nSPOKANE,\n\nWASH.,\n\nChairman\n\nThe New York City convention was outstanding in a number of ways,\nsome of which were the result of careful preliminary planning and some\nthe result of meeting in New York City.\n1. It was an outstanding attainment to have as chairman of the final\nsession the wife of the President of the Lnited States and to have the\nPresident himself as the featured speaker. Such recognition of the im¬\nportance of education and of the N.E.A. as officially representing it has\ndoubtless increased the prestige of our organization.\n2. No state or city has given our convention as much official notice as\nwas accorded this meeting. Governor Herbert H. Lehman and Mayor\nFiorello H. La Guardia addressed the opening session. Mayor La Guardia\nwas especially generous with his interest and time, speaking several times\nand arranging a special demonstration of the police and fire departments\nfor the convention in Madison Square Garden.\n3. The personnel of the New York City schools had gone to great pains\nand considerable expense to entertain and instruct the delegates and visitors\nattending the convention. Notable in this convention were the excellent\nschool pageant, staged in the new Brooklyn Technical High School build¬\ning, and the remarkable exhibit of school work in the Port Authority\nbuilding.\n4. New\n\nYork\n\nCity itself was\n\nan education\n\nfor all the delegates and\n\nother teachers who had not previously seen this miracle city.\n5. However, the very size and manifold attractions of New York tended\nto distract attention from the convention and prevented it from having\nthe unity and coherence so desirable for a convention.\n6. A regrettable incident was the release of publicity about a book just\nissued from the press which was timed so that it seemed to have some con¬\nnection with the N.E.A. Fortunately, the matter was straightened out.\nWhat\n\nmakes it worthy of special comment\n\nis that it illustrates the method\n\nfrequently employed by some people to get publicity at the expense of a\ngreat national organization. The N.E.A. should take whatever action is\nnecessary to protect its standing and\npersons.\n7. Secretary Givens\n\nand\n\nreputation from\n\nthe headquarters\n\npublicity-seeking\n\nstaff are entitled to high\n\npraise for the efficiency in arranging and conducting the convention not¬\nwithstanding the difficulties inherent in holding it in New York City.\n\n"}
{"page": 824, "printed_page": null, "text": "818\n\nNational\n\nEducation\n\nAssociation\n\nThe wonder city has no suitable convention hall. The convention was,\ntherefore, held in many places: the school pageant in Brooklyn, the school\nexhibit in the Port Authority building, the commercial exhibit in the Penn¬\nsylvania Hotel, the general meetings in Radio City, the Hippodrome,\n\n.\n\nMadison Square Garden, and the 1939 World’s Fair Grounds.\n8. President Caroline S. Woodruff deserves special mention because of\nthe unfailing courtesy and kindliness with which she met the numerous\ntrying situations which arose in the Representative Assembly. Her thought¬\nfulness and consideration for others was marked in many ways.\nThe\n\nAppraisal\n\nThe Representative Assembly\nresolution :\nThe\n\nNational\n\nEducation\n\nCommittee\n\nat Detroit in 1937 adopted the following\n\nAssociation\n\nrecommends\n\nthat the president be authorized\n\nto appoint an Appraisal Committee whose duty it shall be to make a critical ap¬\npraisal of the 76th annual convention and all subsequent annual conventions. The\ncommittee shall be representative of the membership of the Association and shall\nconsist of nine persons, three to serve for one year, three for two years, and there¬\nafter three persons shall be appointed each year for terms of three years. The first\nnine members appointed to the committee shall draw lots to determine the lengths\nof their terms. The report of the Appraisal Committee shall be made available to\nthe members of the Association.\n\nAccordingly, under date of October 13, 1937, President Woodruff ap¬\npointed Orville C. Pratt as chairman of the Committee.\nOn November 10, 1937, President Woodruff named the other members\nof the Committee, as follows:\n1. Lillian Broderick, Yonkers, New York.\n2. E. B. Couch, Glendale, California.\n3. Robert C. Keenan, Chicago, Illinois.\n4. J. Herbert Kelley, Harrisburg, Pennsylvania.\n5. Mrs. Inez Johnson Lewis, Denver, Colorado.\n6. Mrs. Emery Lively, New Orleans, Louisiana.\n7. Daisy Lord, Waterbury, Connecticut.\n8. Albert M. Shaw, Los Angeles, California.\n\nAt the Atlantic City meeting in February the Committee\nulated an “Audience Report,” to be used at the New\nwith the following questions:\n\nmet and form¬\n\nYork City convention,\n\n:\n\nkers\n\nSpea\n\n1. How\n2. Who\n\nmany speakers have you heard at this convention?\nwere the best three speakers of those you heard?\n\n3. ing?\nWhat\n\noutstanding\n\nspeaker would you like to suggest for next summer’s\n\nII. Topics or issues:\n1. What topics or issues discussed do you consider most valuable?\n2. In what ways could the program be improved?\nA. In topics or issues?\nB. In discussion groups?\n\nC. In exhibits?\n\nmeet¬\n\n"}
{"page": 825, "printed_page": null, "text": "Associational\n\nD. In entertainment\n\nRecords\n\nand\n\n819\n\nInformation\n\nor other features?\n\nE. Should the time of any sessions be changed?\nF. Should any present features be omitted?\nIII. Selection of convention\n1. What\n\ncity:\n\nis your opinion of New\n\nYork\n\nas a convention\n\ncity?\n\n2. Should the N.E.A. work out a policy concerning the location of the conven¬\ntion city? If so, what?\n3. Where would you like to have the next convention held?\nIV. Additional comments:\n\nThese Audience Reports were distributed to all delegates and several\nhundred were filled out and returned. From them the following items\nwere taken.\nSpeakers\n\nThe choice of “best speakers” took a wide range, including a total of\nabout seventy different persons. Those named most frequently were Buck,\nLa Guardia, Munro, Woolley, Sizoo, Thomas, Bliven, Lehman, and\nRoosevelt.\nAs outstanding speakers for next year, there was a still more marked\ndivergence of opinion.\nWays\n\nof Improving\n\nthe Program\n\nThis part of the Audience Report received the fullest response and was\nrichest in suggestion. Some of the more valuable points are enumerated here :\n1. Limit the reports of committee chairmen to the high points of previously printed\nreports.\n2. Some programs were too crowded. Limit them to two main speakers.\n3. See that all programs start on time and that speakers are held to the time\nallotted. A signal of “time up” should be arranged\nthat he cannot fail to see it.\n\non the speaker’s desk so\n\n4. Best speakers should come last on a program.\n5. There should be more time devoted, in sectional meetings, to the smaller school\nsystems.\n6. There should be more meetings devoted to organization work and welfare\nwork for teachers.\n7. There should be less time taken with the welcoming\nthe initial session.\n8. There should be more facility in handling\n9. Less time should be devoted to music.\n\naddresses\n\nor greetings at\n\nitems of business and less bickering.\n\n10. There should be more practical discussions and less of theory.\n11. Limit time of luncheon discussions.\n12. Have more discussion group programs.\n13. Each state headquarters should be hostessed by teachers from\n14. Arrange guided tours sponsored by the N.E.A.\n15. A more definite program of letting the “uninitiated”\ninteresting things to see, to attend, etc.\n\nthat state.\n\ndelegates know\n\nthe most\n\n16. There is too much “bally-hoo” and too much expenditure of money in the cam¬\npaign for the presidency.\n17. All breakfast meetings should be eliminated except the state breakfasts.\n18. Have resolutions and other committee work formulated before the regular ses¬\nsions begin.\n19. Furnish delegates with more detailed and specific information before they\narrive. The time is too short after arrival to absorb so much so quickly.\n\n"}
{"page": 826, "printed_page": null, "text": "National\n\n820\n\nEducation\n\nAssociation\n\n20. The publication and other committees needing to finish their work at once\nshould meet just after the convention and not take convention time.\n21. Arrange for the voting to take place in connection with the same place where\nthe Representative Assembly meets.\n22. Limit the speaking at any one session to an hour and a half.\n23. Utilize music as a break near the middle of the program, rather than at the\nbeginning. Furnish genuinely worthwhile musical numbers.\n24. Invite as guest performer at least one truly great author, actor, or singer.\n25. All delegates should be furnished with a simplified map, indicating the loca¬\ntion of all places mentioned in the program and containing directions for\nreaching these places most quickly and inexpensively.\n26. All differences as to policy arising within a state should be reconciled without\nbeing aired and taking the time of the national convention.\n27. Delegates ought to receive the envelope containing all essential information at\nleast two weeks before the convention.\n2$. The\n\npersons in the information\n\nbooths should be better informed.\n\n29. Printed programs ought to reach local organizations in advance of the con¬\nvention so that delegates may plan their time to better advantage.\n30. In the advance publicity material for the convention, list good and unusual\nplaces to get meals, with addresses and prices.\n31. Major entertainment features, including banquets, should not be permitted\nto conflict with general programs.\n\nMost\n\nValuable\n\nTopics\n\nfor Discussion\n\n1. Presentday Developments in the Use of Radio and Motion\n2. Guidance and Its Practical Application to Pupils\n3. Democracy in Schools\n4. Mental Hygiene\n5. Topics of Nationwide or Worldwide\n6. Visual Education\n\nPictures\n\nInterest\n\n7. World Citizenship\n8. Changing Social Trends and Their Implications for Education\n9. A Philosophy of Life and How It May Be Developed\n\nSelection\n\n1. A\n\nof a Convention\n\nCity\n\nlarge majority felt it to be desirable for the N.E.A.\n\nto have a\n\npolicy as to the cities in which the convention would be held — a sort of\ncycle plan including only those with best facilities, and geographical in\nrotation; some such plan as taking some ten major cities and returning to\neach once in a decade.\n2. Some delegates felt that the delegates themselves ought to be\nprivileged to vote on this matter. Quite a number of delegates expressed a\nchoice for 1939 and San Francisco received almost as many votes as the 21\nother places combined.\nAm\n\nAppraisal\n\ner\n\nic\n\nanW\n\nay\n\nIn the drawing\nof\n\nLi\n\nfe\n\n.\n\nCommittee\n\nfor Next\n\nYear\n\nof lots for the one, two, and three year terms, Mrs.\n\nLewis and Messrs. Kelley and Couch drew the one-year term, Mrs. Lively\nand Messrs. Keenan and Pratt drew the two-year term, and Misses\nBroderick and Lord and Mr. Shaw drew the three-year term.\n\n"}
{"page": 827, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nInformation\n\n821\nREPORT\nCORNELIA\n\nOF\n\nCOMMITTEE\n\nS. ADAIR,\n\nPRINCIPAL,\n\nOX\n\nBYLAWS\n\nFRANKLIN\n\nAND\n\nSCHOOL,\n\nRULES\n\nRICHMOND,\n\nVA.,\n\nChairman\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, June 28, 1938.\n\nREPORT\n\nOF\n\nCOMMITTEE\n\nAMERICAN\nN. C. NEWBOLD,\n\nDIRECTOR,\n\nMENT\n\nOF\n\nTO\n\nCOOPERATE\n\nTEACHERS\nDIVISION\n\neducation,\n\nOF\n\nWITH\n\nTHE\n\nASSOCIATION1\n\nNEGRO\n\nraleigh,\n\nEDUCATION,\nN.\n\nSTATE\n\nDEPART¬\n\nC., Chairman\n\nWhat was perhaps the most successful meeting this Committee has held\nin its twelve years of service was held in the Ambassador Hotel, Atlantic\nCity, New Jersey, on March 2, 1938. The attendance was the largest since\nthe beginning in Philadelphia in 1926. Nineteen members, one proxy, and\nsix visitors were present. Seventeen states and the District of Columbia were\nrepresented, as were all points of the compass in the United States.\nA brief report of our Subcommittee on Textbooks and Motion Pictures\nwas given by Chairman S. L. Smith. He pointed out that “study of text¬\nbooks used in the public schools reveals that little is said, especially in the\nhistory texts, about the history and achievements of the Negro. Discussion\nby members of the Committee and visitors, which continued for more than\ntwo hours, centered largely around the matter of securing fairer and more\ntreatment of Negroes than is now true in textbooks used in public schools.\nThis important matter was emphasized again and again by those present.\nR. B. Eleazer, educational director of the Commission\n\non Interracial Co¬\n\noperation, Atlanta, Georgia, outlined the work of that Commission — f a)\ncourses on race relations in colleges; (b) publication of bulletins pertaining\nto the Negro; (c) essay contests in schools; and (d) conferences held to\nimprove race relations.\nT. G. Duckrev suggested “that this Committee make a review of text¬\nbooks in northern and western as well as southern areas, and make avail¬\nable information relative to good books on the Negro.”\nGarnet C. Wilkinson raised the question as to what is b^ing done in Negro\ncolleges with reference to race relations. He moved that a subcommittee\nbe appointed to promote race relations programs in Negro colleges similar\nto those which have for several years been organized and conducted in white\ncolleges. That motion prevailed, and Mr. Wilkinson was appointed chair¬\nman of this subcommittee, four others being named to assist him.\nU. W. Leavell stated that more than one hundred master’s theses on vari¬\nous phases of Negro life had been written by graduate students at Peabody\nCollege for Teachers. He also pointed out how difficult it is to get pub¬\nlishing houses to print texts containing pictures of Negroes.\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 828, "printed_page": null, "text": "National\n\n822\n\nEducation\n\nAssociation\n\nA motion was offered by J. R. E. Lee, seconded by R. S. Grossley, that\nthe work of the Subcommittee on Textbooks and Motion Pictures be con¬\ntinued, extending its work nationwide, including all racial groups in its\nefforts to build better race relations, that it serve as a clearinghouse for a\nwide range of materials that might come in from all over the nation; and\nthat a number of small committees be appointed or organized to carry for¬\nward the enlarged work, each smaller committee heading up in this large\nSubcommittee on Textbooks and Motion Pictures. The motion prevailed.\nComplying with the responsibility placed upon him by the motion just\nquoted, the chairman appointed two subcommittees : ( 1 ) to make a study\nof the treatment of Negroes in textbooks used in public schools in northern\nand midwestern areas — T. G. Duckrey, chairman; and (2) to study the\nracial situation, including Negroes, Japanese, Chinese, and Mexicans in Cali¬\nfornia and other far western states — Jane Maxwell, chairman.\nFollowing further discussion in which members participated freely, action\nwas taken as follows :\n1. By Mr. Duckrey and Mr. Grossley: “That this committee go on record as en¬\ndorsing federal financial aid to needy schools thruout the country . . . distributed\nequally without regard to race.”\n2. By Mrs. Louise Burgess Herndon: “That the National Education Association\nbe petitioned for a thousand dollars to carry forward the work of this Committee.”\n3. By V. L. Nickell: “That it would be appropriate recognition if a distinguished\nNegro educator should be appointed to membership on the Educational Policies Com¬\nmission.”\n4. By A. D. Wright:\ngram of the American\n\n“That efforts be made to get a section meeting on the pro¬\nAssociation of School Administrators at the February con¬\n\nvention, for discussion of problems on which work is being done by this Committee.”\nMr. Wright was asked to serve as chairman of a subcommittee to work on this\nmatter.\n5. By Mr. Eleazer: “That the chairman, or a special committee, be asked to take up\nwith the textbook publishers, personally or by correspondence, the need of a more\nconstructive and helpful treatment\n\nof minority groups in the United\n\nStates.”\n\nDuring the discussions, references were made to six recent books which\ncontain helpful material on subjects pertaining to Negro education and\nNegro life; also to useful curriculum material developed in several colleges;\nand state courses of study which prevent use of books or material unfavor¬\nable to Negroes.\nREPORT\nALBERT\n\nM.\n\nOF\n\nSHAW,\n\nCOMMITTEE\nTEACHER,\n\nPUBLIC\n\nON\n\nCOOPERATIVES\n\nSCHOOLS,\n\nLOS\n\nANGELES,\n\n*\n\nCALIF.,\n\nChairman\n\nI. Brief Description and Historical Sketch of Cooperatives\na Comparison with the Competitive System\nSignificance of the cooperative\n\ncooperative-minded,\n\nmovement — America\n\nand\n\nis slowly becoming\n\nslowly but surely coming to use intelligently the terms\n\n“consumer,” “producer,” and “cooperative,” and to adopt for practical use\nsome of the principles which these terms imply.\n* Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 829, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n823\n\nInformation\n\n“Cooperation” is a general term and has a wide variety of meanings.\nIts usual significance implies that a group is working together toward a\ncommon end or for the benefit of all. But a great many different kinds of\norganizations — social, religious, industrial, and even governmental — are\ndoing this and yet may not be called really cooperatives in the true sense\nof the word.\nWhat\n\nis a cooperative? — A\n\ncooperative\n\nis more\n\nthan merely an organi¬\n\nzation, or society of people, or voluntary union of persons banded together\non a democratic basis to attain a certain end or benefit for their common\nwelfare.\nA true cooperative as the term is used in the particular and modern sense\nconnotes an economic enterprise ; a democratic organization of people for the\npurpose of producing and distributing commodities on a collective basis, or\nsometimes only distributing goods and supplies to the members on a non¬\nprofit basis. The true cooperative is a purely voluntary association. Members\nmay join and leave freely.\nTwo\n\ntypes of business philosophy — In the matter\n\nof securing a supply of\n\nthe necessities of life to meet the daily and constantly recurring needs of\npeople, there are two kinds of philosophy, two types of thought which have\ndeveloped. These are quite opposed to each other.\nIn one, business corporations and their executives contend with one\nanother in the sharpest kind of competition with the evident purpose of\nbeating the other fellow in the race for exacting from the consuming public\nthe largest possible return which the traffic will bear for the service or\ncommodity which they have to market, and which is often many times the\noriginal cost of production.\nIn the other, a cooperative group of neighborly-minded people band to¬\ngether, not only for the purpose of eliminating competitive, middleman\nmonopoly, but also for paying to themselves the profit on their own\nchases, or a larger percent of the profit on their own productions.\nHistorical\n\nbackground\n\nof these two methods\n\npur¬\n\nof one type — By tracing back historically the first\n\nof business and industrial administration to its prob¬\n\nable origin, we can visualize the cave man in the early days of mankind’s\nexistence as going out to meet his neighbors in vigorous combat, and the\nseverest kind of competition. In this manner he secured and retained his\nmarital companion. He protected his home, and by dint of much strenuous\neffort he procured and guarded his daily supply of food. In these things the\nbattle was won by the strong with little or no regard, or consideration, for\nthe weak. Truly, it was a case of “the survival of the fittest.”\nA\n\ntype resulting from\n\na refinement\n\nof civilization — The\n\nsecond of these\n\ntwo opposing systems seems to be one of the refinements which modern civili¬\nzation is bringing into being in recent times. Champions of the first contend\nthat only thru keen, combative competition is progress developed ; that only\nby means of the most vigorous, ability-testing contests in all lines of activity\ncan mankind attain his highest possibilities; that we should, figuratively\nspeaking, always continue to place progressively an ever higher top rung in\nthe ladder of human accomplishment in business and industry toward which\nthe super-ambitious may climb.\n\n"}
{"page": 830, "printed_page": null, "text": "824\n\nNational\n\nEducation\n\nAssociation\n\nAdvocates of the second of these two systems of economic endeavor, the\ncooperative type, declare that there is a golden rule as applicable in business\nethics as it is in moral conduct.\nThe\n\ntrue ideal in cooperatives — However,\n\ntoo many\n\npeople, even among\n\nthe members of cooperative societies, have in mind nothing better than the\npossible reduction in prices, or the increase in dividends. Too many think\nonly of the individual profit which they can draw thru the activities of their\norganization. Large numbers of consumers come into cooperatives only for\nthese motives of personal interest. This appeal is probably necessary at the\noutset, and probably will ever remain as a strong incentive in bringing people\ntogether in cooperative action and effort. But there should gradually develop\nthis higher ideal : the broad conceptions of the general interest and welfare\nof the whole community from which the group is assembled. This ideal is\nalready crystallizing in some sections in which cooperatives have been func¬\ntioning for some time, and with the clearly evident upbuilding of a higher\nmorale of the people and a stronger economic status of the whole community.\nWithout further presentation of the conflicting ideals of these two op¬\nposing systems, the reader is left to choose which one he prefers to support.\n\nII. Different\n\nTypes\nThe\n\nof Cooperatives\nRochdale\n\nExplained\n\nPlan\n\nNumerous and varied experiments in cooperative effort were attempted\nduring the first three decades of the nineteenth century, but it was not until\n1844 that the Equitable Society of Pioneers at Rochdale, England, estab¬\nlished in practice the form which is the basis of the subsequent successes of\nthe cooperative movement.\nThe organization was formed by a small group of less than thirty flannel\nweavers of the town who started this pioneer, cooperative plan by subscrib¬\ning twenty-eight pounds sterling, as a working fund with which to begin\nbusiness.\nThe\n\nsuccess of the venture was noteworthy\n\nand the growth was steady\n\nfrom the start. In thirty-five years its membership was over 10,000, its\nreserve over 35,000 pounds, its annual business over 283,000 pounds, and its\nannual profits over 35,000 pounds. Its subsequent growth was equally sub¬\nstantial so that today this same organization has a membership exceeding\n44,000 and a capital of more than $10,000,000.\nThe wisdom and wise foresight of the founders of the plan are clearly\nshown, first by the fundamental rules which they drew up for the admin¬\nistration of the plan, and second by the remarkable success of the undertaking.\nAll these years of experience have developed no better rules by which to\nconduct an organization of this kind, and most states in our own country\nhave enacted legislation which embodies a number of the original principles\nset up by this first little group in 1844.\nRochdale\n\nprinciples — These principles are as follows:\n\n1. Membership fee, or value of stock low in price, so as to be within the reach of\nall. Membership is open to all applicants, and no one is debarred from membership\nbecause of his financial status.\n\n"}
{"page": 831, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n825\n\n2. Limitation of the number of shares of capital held by any one member. Capital\nshall be widely distributed among the members and not concentrated in the hands\nof a few.\n3. One vote and only one for each member regardless of the number of shares\nowned. This provision insures the equal rights and voting powers of all members.\n4. Sales at regular prices rather than at cut rates. This practice insures against\nruinous price-cutting wars with competing business concerns.\n5. All sales are made for cash, thus eliminating the inevitable losses which always\nresult from the granting of credit.\n6. Payment of a low rate of dividend on capital stock, and the distribution of\nsavings on the basis of the volume of purchases made by each member. Capital is\nhired at a reasonable rate and patronage is justly rewarded.\n\nThese principles were originally established for the government of a\nconsumer cooperative but some of them have been welcomed for adoption\nby producer cooperatives.\nSome of these basic, fundamental, cooperative principles have even been\nenacted into United States federal and state laws.\nOther\n\nTypes\n\nof Cooperatives\n\nThe Rochdale Plan is a true consumer cooperative. This has been briefly\nexplained. Some other types which should be mentioned are these :\n1. Producers — A brief discussion of these will follow. They\nconfined to the handling of farm products.\n\nare mostly\n\n2. Self-help — These have been organized during recent years by the\nunemployed to gain the necessities of life by cooperative effort employing all\nor some of the members, exchanging labor with producers for needed com¬\nmodities. They also solicit governmental units and industries for donations,\npurchase supplies with cash income, produce for their own use but not for\nsale, and exchange labor and commodities among members.\n3. Credit unions — These are so common now as to be quite well under¬\nstood. Since a separate report is to be made on this item by another com¬\nmittee, no extended explanation need be given in this report.\n4. Mutual insurance — Insurance companies organized on the mutual or\ncooperative plan are becoming common and popular. When established on\nsound actuarial principles as they should be, they are successful and very\nsatisfactory. When it is realized that in many of the older type of insurance\ncompanies about three dollars is paid by the insured for each dollar’s worth\nof actual insurance value, it is clear that there is a great need for coopera¬\ntive insurance. A cooperative automobile insurance company with head¬\nquarters at Columbus, Ohio, is now twelve years old, and is the fifth largest\nmutual automobile insurance association in America.\nMutual insurance associations have been in operation in the United States\nfor over a hundred years. Farmers mutual companies, however, have been\nthe most prominent in this field. It is estimated that about 55 percent of the\ninsurable farm property in the United States is covered by farmers mutual\ncompanies. A large amount of farm property is also insured by cooperative\nassociations which do both a rural and urban business. Of the 1900 farm fire\ninsurance mutuals in operation, about half have been in business for over\nfifty years. Their total insurance in force is about twelve billion dollars.\n\n"}
{"page": 832, "printed_page": null, "text": "826\n\nNational\n\nEducation\n\nAssociation\n\nLarge numbers of these associations have operated for a total annual\ncharge of from 10 to 20 cents per $100 of insurance in force. The average\nin the North Central states has been about 23 cents. When this rate is\ncompared to other insurance premiums three or four times as large, it clearly\nshows the outstanding value of cooperative or mutual insurance.\n5. Medical cooperatives — While the medical profession has been slow in\nbeginning to work on a cooperative basis, a few bright spots are appearing\nin medical practice to indicate a slight breaking away from the old, inefficient,\nand outmoded system of individual effort.\nOne outstanding example is the Ross-Loos Medical Group in Los Angeles.\nWhile this group is not organized on a cooperative plan, as its clinic is pri¬\nvately owned and managed, it does work on somewhat of a cooperative basis.\nUnder their plan individuals of large, unified groups, such as teachers and\ncivil service employees of different kinds, take out memberships in the\nMedical Group Clinic for a nominal, annual fee averaging about $25. This\npays for medical and surgical service, and hospitalization for the member\nand his family. In some cases a small, extra fee is paid for service to the\nmember’s dependents.\nThe Clinic has considerable equipment which includes nearly everything\nwhich modern science has devised for this type of professional work. There\nis no comparison between the type of service given by such an organization\nand that given by an individual physician working along with his limited\nequipment, no matter how skilful and expert he may be.\nThis organization also includes a sufficient number of physicians to\nsupply ample day and night service and has specialists in all the more\nimportant departments.\nIt is easy to understand that this Medical Group has met with strenuous\nopposition in carrying out its plans for giving the community a high type\nof professional, humanitarian service. The opposition has gone so far as\nto introduce bills in the State Legislature to cripple and discredit the\nClinic’s humane efforts. This is only a repetition of history in the develop¬\nment of other forward-looking, progressive movements. Even the flannel\nweavers of Rochdale in their day met with the most strenuous opposition\nin carrying out their cooperative, self-help plans. Many other undertakings\nof high character have shared the same fate.\nHow much longer will the states of our country muddle along before\nour whole population can secure a satisfactory cooperative or socialized\nmedical service at reasonable cost, and can have some of the distressing\npresentday medical problems attacked in an intelligent, efficient way?\n6. Cooperative colonies — Many experiments in establishing cooperative\ncolonies and settlements have been made from time to time, but with few\nexceptions these have not been permanently successful. Since this is not a\nprominent modern activity it is not desirable to give it more than passing\nattention. This movement is more historical than current.\n7. A gricultural processing, marketing , and supply cooperatives — Agricul¬\ntural processing, marketing, and supply cooperatives are discussed in\nanother part of this report. They constitute the largest, most successful,\n\n"}
{"page": 833, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n827\n\nand most extensive group of cooperatives in the United States at the present\ntime, and are a fine example for other types of cooperatives.\n8. Student cooperatives — Student cooperatives have come to hold a very\nprominent place on, and adjacent to, nearly every college and university\ncampus in the country. While not all of them are true cooperatives they\napproach this standard in one way or another, and are rendering a distinct\nservice to the students who are patronizing them in increasingly large\nnumbers.\nAccording to Fred E. Luchs in the April 1938 issue of Social Frontier,\na survey by the National Committee on Student Cooperatives shows that\nthere are 195 campus cooperatives, supported by 50,000 students, and doing\nan annual business of over $3,230,000. Students have found them great\nmoney savers. On books a saving of 10 percent is claimed, 40 percent on\ncafeterias and dormitories, 60 percent on cleaning and pressing, and 35\npercent on miscellaneous enterprises.\nThe\n\nstudents report that a stronger feeling of fellowship is promoted\n\nby the “co-ops” and this is particularly appreciated by the non-fraternity\ngroups. The “co-op” spirit on the campus has been augmented by the fact\nthat many of the students have received training in cooperatives, and have\nhad a chance to observe the practical working of them in their home com¬\nmunities before leaving for their college careers.\nLarge numbers of students have declared that college attendance would\nbe impossible for them without the benefits of the “co-ops.”\nThru the influence of college cooperatives, much intelligent information\nabout the cooperative principle will drift back to local communities as these\ncollege men — the future teachers, lawyers, doctors, ministers, and business\nmen — return there to take up their life work.\nA\n\nCooperative\n\nand\n\na Standard\n\nType\n\nof Corporation\n\nCompared\n\nWhile the cooperative when properly organized is one type of corpora¬\ntion, it differs from the usual standard type of corporation in the fact\nthat each member or stockholder in the cooperative has only one vote\nregardless of the number of shares he may own, and the earnings are\ndistributed on the basis of patronage given to the organization, and not\non the basis of the stock wdiich is owned. Also the rate of dividend on\ncapital stock is usually limited by law.\nIt is the provision which involves the allocation of trade surpluses back\nto the members wdiich radically differentiates a cooperative enterprise from\na joint stock company, private profit as the initiative being displaced by\nsocial service as the chief purpose. During the early days of cooperatives and\nup until recent times it may be truthfully stated, however, that the move¬\nment was purely utilitarian in character, the cooperative societies being\nformed solely for the mutual\nducted in their behalf.\nCooperatives\n\nbenefits derived from\nDecidedly\n\nNot\n\nthe enterprises con¬\n\nSocialism\n\nThe stupendous growth of these enterprises, which in some countries are\nnow\n\nserious rivals of private industry and trade, has in recent years devel-\n\n"}
{"page": 834, "printed_page": null, "text": "National\n\n828\n\nEducation\n\nAssociation\n\noped a distinct cooperative social philosophy, having nothing in common\nwith socialism, however, except the general principle of collectivism. Briefly,\nit may be said that it is purely an economic movement, in contrast to the\npolitical aspects of socialism, based on the fundamental principle of volun¬\ntary action, or free will, as distinguished from the coercion of majority rule\nusually included in any system of socialism. The process by which coopera¬\ntive enterprise progresses is purely evolutionary, which is another contrast\nto socialism, whose program may be put into effect only by means of some\ndecided change in current affairs, such as a political upheaval at the\npolls.\nCooperation contemplates a system carried on by an organization of\npeople as consumers, to be controlled by them democratically, quite aside\nfrom any political organization of any sort.\n\nIII. Growth,\n\nDevelopment, and Present Extent\nAbroad and at Home\n\nof Cooperatives\n\nEarly beginnings — Historically, the first local societies usually began with\n\ngroceries in England, and with bakeries in Belgium, France, and Switzer¬\nland. With growing success other distributive enterprises were established\nsuch as clothing, dry goods, shoes, etc., until now the larger cooperatives\nsupply their members with most of the necessities of life and many of the\nluxuries.\nEarly federation, or union\n\nof local cooperatives — In Europe,\n\nfederation\n\nwas first effected for the purpose of manufacturing but later these federations\nacquired land and engaged in agriculture as in the case of the British\ncooperatives, which thru their two national federations — the Scottish and\nthe English wholesale cooperatives — grow tea on several thousand acres of\nplantations in Ceylon and India, and raise dairy products on farms at home.\nDevelopment\n\nin the United\n\nStates — The\n\nmovement\n\nhad made\n\ncompara¬\n\ntively little progress in this country up to the period of the World War, but\nsince then there has been a noteworthy development.\nIn 1916 when the Cooperative League of the Uffited States was formed\nthere were about 600 local cooperative organizations in the United States.\nIn several sections of the United States, local cooperatives have combined\nto form sectional federations thereby greatly strengthening the effective¬\nness of their cooperative effort, decreasing their overhead costs, and increas¬\ning their general efficiency.\nThe Cooperative League already mentioned, with headquarters in New\nYork City, is a national federation of local cooperatives. One of its main\npurposes is educational, to promote a better understanding of presentday\ncooperative effort.\nMore\n\nextensive development\n\nabroad — The\n\ngreatest development\n\nprobably\n\nhas been achieved in Great Britain where the enterprises in operation include\nthe largest flour mills, boot factories, and bakeries in the country. The\nmembership of the local organizations includes over 8,000,000 families.\nIn Switzerland approximately half of the population are affiliated with\ncooperatives, while in Denmark,\n\nFinland, Norway,\n\nand Sweden\n\nthe devel-\n\n"}
{"page": 835, "printed_page": null, "text": "Associatjonal\n\nRecords\n\nand\n\nInformation\n\n829\n\nopment is quite extensive. Before the World War, the membership of all\ncooperative organizations in Europe, including Asiatic Russia, was about\n8,000,000. Now it is over 40,000,000.\nPresent extent of cooperatives in the United\n\nStates — Thruout\n\nthe United\n\nStates cooperative buying and selling is carried on extensively.\nThere are approximately 11,000 cooperative associations in the United\nStates, #with a membership of about 3,330,000. They transact over $1,500,000,000 worth of business annually. The cooperatives organized by the\nfarmers for processing and marketing their products include cheese factories,\ncreameries, cotton pools, fruit, nut, and vegetable organizations of many\nkinds, livestock, etc.\nOne state alone, California, markets $180,900,000 worth of products in\nthis way annually. Illinois is a close second with $141,700,000. The next\neight highest states in the order of the value of their cooperatively handled\nproducts and business are: New York, Minnesota, Iowa, Wisconsin, Ohio,\nMissouri, Nebraska, with Michigan which does an annual cooperative\nbusiness of about $42,050,000.\nThe average number of members per association for the United States is\nsomewhat over 300 and the average volume of business per association is\nabout $143,000.\nApproximately one-fifth of the farm products of the United States are\nmarketed by cooperative associations. Twenty-nine purchasing cooperatives\nin the United States do an annual business of $1,000,000 or more. Of these,\nthe Cooperative Grange League Federation Exchange, Inc., which operates\nin several of the eastern states, is the largest. Its annual business, partly\nwholesale and partly retail, is about $40,000,000. The Eastern States Farm¬\ners’ Exchange is the next largest with over $20,000,000 worth of business.\nThese statistics could be extended considerably but this much is adequate\nfor presenting a general idea of the size and extent of cooperatively handled\nbusiness in our country at the present time.\n“It is interesting to note that there have been very few failures of retail\ncooperatives in the last ten years, but the failures among private retail busi¬\nness have been more than 20 percent per year.” (Quotation\nBowen in March 1938 Journal of Educational Sociology.)\n\nIV. The\nConsumers\n\ncompared\n\nNeed\n\nfor Consumer\n\nwith producers — There\n\nfrom E. R.\n\nCooperatives\nare those who\n\ninsist that\n\nwhen we speak of the consumer we are at the same time also considering the\nproducer. They are not necessarily one and the same. There are 45,000,000\nproducers in this country, but what about all the rest of the people who con¬\nstitute our entire population of 125,000,000? It is easy to see that the con¬\nsuming class is far broader than the producing class in society. From the\ncradle to the grave each and every one of us is a consumer, whether we ever\nproduce or not.\nMultiplicity\n\nof retail commodities — More\n\nand more\n\nas time goes on the\n\naverage consumer is confused by the multitude of commodities that are\navailable on the market. You are a consumer, so transplant yourself in\n\n"}
{"page": 836, "printed_page": null, "text": "830\n\nNational\n\nEducation\n\nAssociation\n\nthought to the threshold of a large department store in any one of our cities.\nThere you are with a few hard earned dollars in your pocket. What will you\nexchange them for? Well, you have a nice choice of approximately 350,000\ndifferent commodities. In short, the consumer today is confronted with vastly\nmore choices on the market than has any generation in our history. If you\nwish to buy a washing machine there are a hundred kinds from which to\nchoose. How do you come to a decision? Probably because one haj§ a nice\nshiny metal top, or because of the most attractively convincing salesman.What did your grandmother do? She had no such problem. All she had to\ndo was to go to the store and in exchange for a coin pick out a simple wash¬\nboard, choosing the one which seemed to have the appropriate quantity of\nbumps on it.\nSuppose you want to buy a vacuum cleaner. Your decision is determined\nin about the same manner as in selecting a washing machine. This was not\nso with that grandmother of yours. For a quarter she bought a good broom\nthat conformed to two tests — it was sturdy enough to brush up the dirt every\nday, and the bristles were sufficiently rigid for testing the cake on Saturday.\nNo longer can the housewife test a fabric by rule of thumb, or be able to\ndetermine if it is “all wool and a yard wide.” The synthetic processes, the\nartificially weighted goods, defy our average knowledge. Add to this the\nnewly magazine-created diseases, the vitamins, the importance of style in\nmodel in everything from the automobile to the bathtub, and the poor con¬\nsumer is left in a daze.\nConsumer\n\nthe consumer\n\nsubjected to exploitation — As a result of the confusion\n\nin which\n\nfinds himself he is exposed to exploitation of two kinds: ( 1 ) by\n\nbeing compelled to pay too much for what he buys; and (2) by purchasing\ncommodities which are not what he thinks he is buying. For example: (a)\nfood which may be adulterated; (b) appliances which may not do the work\nhe expects them to do; or (c) drugs which may be useless or adulterated or\neven poisoned.\nThe remedy — What\n\ncan the cooperative do about it? In addition to form¬\n\ning the usual cooperative retail stores as is done so universally in Europe,\nthe consumer groups could well add certain other activities of additional\nsignificance. Of course, every cooperative has study groups, but all too often\nthese groups devote an undue amount of effort to the history and philosophy\nof the movement. After a good basic understanding of this has been reached,\nit is better to concentrate along the following lines.\nBest type of consumer\n\nstudy — 1. Make\n\nan intensive study of how\n\nto buy.\n\nLearn to know proper, simple tests in the buying, for example, of sheets and\nsilks. Be able to recognize weighted goods, or the relative degree of wool\ncontained in a given material. Both the federal and state departments of\nagriculture are very cooperative and helpful along these lines. In some states\nthey will go so far as to send exhibits accompanied by a lecturer, giving\nhints on reading labels intelligently and recognizing good and bad qualities\nin commodities. In addition, they have issued numerous pamphlets giving\nspecific rules whereby one can determine qualities. A study of the various\n\n"}
{"page": 837, "printed_page": null, "text": "Associational\n\nRecords\n\naspects of the buyers’ problems would\nmember of the group.\n\nand\n\nInformation\n\n831\n\nbe economically valuable to every\n\n2. Along this same line the cooperative should make a study of standards\nand brands, as related to canned goods. The present Pure Food and Drug\nAct does require that all labeling be accurate, but the important thing\nis that labeling is not required on all canned or bottled goods. Think, for\nexample, the value that would be derived by having the canned corn or\ntomatoes you buy labeled as A, B, and C grades. Many cooperative organ¬\nizations in the United States are doing this with their own products. Not\nonly this, but with state and federal information they are studying brands\nand standards so that they can inform local merchants of their preference\nfor graded goods, with the result that some companies are beginning to\ngrade their wares, as is so commonly done in Canada. A simple A, B, and C\ngrading would be much better than the present method of labeling fine,\nsuperfine, superb, etc., which means little or nothing. The merchant as well\nas the consumer will ultimately profit.\n3. A most important project for the consumer cooperative group is to\nmake a study of the present food and drug legislation, beginning with the\nAct of 1906. As you probably know, that law makes no reference to adver¬\ntising or the regulating of the contents of cosmetics. Fraudulent manufac¬\nturers of medicines and cosmetics may make any claims they like, regarding\nthe wonders of their products, in magazines, newspapers, and over the air.\nThis deplorable situation is costing the consumers of America billions of\ndollars thru buying comparatively useless products; and what is worse, ill\nhealth and even death may be the result of using certain commodities. The\ntragedy is that nothing can be done about it, except the spreading of infor¬\nmation thru scientific channels, for under the Pure Food and Drug Act the\ngovernment must prove in each individual case where adulteration is charged\nthat the article is harmful or falsely recommended. Further, the government\nmust prove that the claim on the label is fraudulent as well as false. After\nthat is accomplished, about all that Uncle Sam can do is to order the company\nto “cease and desist” manufacturing the particular product, and possibly\ninflict a nominal fine. In most cases the company will make a slight change\nin the ingredients of the product or change its name and continue putting it\non the market. Then the government must wait until new complaints are\nmade before again proceeding against them.\nQuestionable\n\ninfluence of powerful\n\nlegislative lobbies — It is said that\n\norganizations representing 17 percent of our population have powerful lob¬\nbies at the national as well as at the state capitals, molding legislation.\nWith this in mind think what the other 83 percent of the population, com¬\nposed of organized consumers, could do by demanding adequate food and\ndrug legislation.\nThe consumer\n\ncooperative movement\n\ncan do much\n\nto improve the condi¬\n\ntions in the commercial world and thereby assure to its members\nproduct at a fair price.”\nBab son s report — The\n\nRoger W.\n\nBabson\n\nsignificance of the movement\n\nin 1935 when\n\nwas\n\n“a good\n\nrecognized\n\nby\n\nhe said in one of his reports: “This con-\n\n"}
{"page": 838, "printed_page": null, "text": "832\n\nNational\n\nEducation\n\nAssociation\n\nsumers movement has something of truth, and a crusading quality almost\nlike a spiritual revival. Potentially it has enough votes, enough money, and\nenough economic soundness to split things wide open. As the leaders of such\ncrusades know, if consumers ever get organized and go into real action, our\npresent retailing, wholesaling, and producing systems will be blown to bits.”\nConstructive\n\nprogress by use of dynamite — “. . . At present there are four\n\nkegs of dynamite: Consumers are already entrenched in Washington. An¬\nother attempt will be made in January to tighten up the food and drug\nlaws . . . Consumers’ advisory services undertake to inform their subscribers\non the merits of various makes of goods. Finally — and this may become the\nbiggest of all — there is dogged growth of consumers’ cooperative societies\non the Rochdale type. In other countries there are sections where about half\nof the retail trade volume is handled by such societies. They are expanding\ninto wholesaling and producing activities. In the United States about 10,000\nof these societies are getting a foothold. Some are large, some are small —\nall are symptoms. We all must watch our step if consumers ever become\nwise to their latent power\nalready are in theory. We\n\nand\n\ndecide to become\n\ndictators in fact as they\n\nsay, and say earnestly, that merchants\n\nwho\n\nlaugh\n\noff these consumers’ crusades are sitting on dynamite.”\n\nV. Cooperative\nPreliminary\n\nEducation\n\nassumptions — Before\n\nin High\n\nSchools\n\nattacking the problem\n\nof introducing\n\nthe study of cooperatives in the curriculum, a few preliminary assumptions\nshould be made clear. We first assume a changing civilization. Then we\nassume that the schools should parallel civilization and not lag behind.\nFurthermore, the schools should undertake to improve the social order in\nmany essential respects. If the school is to achieve these objectives, it is\nclear that the foundation of its work must set in the current social scene.\nThen it must reach back into the past for comparison and contrast with the\nscene to identify and appraise the trends of the present. From the point of\nview of acquiring experience, the basic importance of the current scene in\nthe curriculum is apparent. These assumptions give the past a functional\nposition in the curriculum. Linked with the present, the past and the present\ntake on new and valid meanings, which neither has without the other. We\nneed a continuous revision of the curriculum beginning always with the\ncurrent scene. The following statements of procedures explain our way of\ndeveloping a systematic, continuous curriculum revision. The plan is rel¬\natively simple and is being carried on by students preparing for teaching\nand by teachers in service.\nStudy\n\nof cooperatives\n\nthru integrated curriculum — The\n\nintroduction\n\nof\n\ncooperative education into the curriculum of the high schools should not be\nundertaken simply by adding another subject, either to be required or\nelected. The integration of the curriculum as a wdiole, with a study of co¬\noperatives as an integral part, should be the goal. High-school curriculums,\nat present, for the most part, represent a collection of odds and ends called\nsubjects, which have been favored and promoted by minority groups. The\ninfluence of minority groups should be recognized, of course, in setting up the\n\n"}
{"page": 839, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n833\n\nInformation\n\nhigh-school curriculum. But this does not mean that a separate subject should\nbe included to advance the interests of any group. The contribution of the\nminority group interest should be linked with those of all other important\ngroups in integrated areas of economics, industry, and business. The study\nof the various phases of cooperation involving study groups, credit unions,\nproducers cooperatives, and consumers cooperatives should be taken up in the\nlarger fields of high-school studies, such as the social studies, chemistry,\nphysics, home economics, health, and English. To make the foregoing position\nclear a statement is needed regarding the principal procedures involved.\nEstablislnjient\n\nof major\n\nareas — We\n\nshould\n\nset up the major\n\nareas of\n\nsocially significant relations as follows : community relations, state relations,\nnational relations, and international relations. These major areas represent\nthe central emphasis in the continuous redirection of the curriculum. They\nare obviously closely interrelated and not in any sense mutually exclusive.\nSecondary\n\nand\n\nintermediate\n\nareas — The\n\nsecondary\n\ncenters\n\nof emphasis\n\nshould then be set up under each major area in terms of language, citizen¬\nship, health, vocations, and leisure time. These centers, also, are not mutually\nexclusive but are closely interrelated. Analyze these secondary centers of\nemphasis into intermediate areas of significant relations.\nDistribute these intermediate areas among the existing subjects and activi¬\nties of the curriculum, so far as the latter prove to be effective technics in\nachieving the various intermediate areas under consideration. Relate each\nsubject in the high-school curriculum to the intermediate areas by setting\nup guiding statements of issues, problems, and questions which will suggest\nand point in the direction of the final elaboration of the intermediate areas\nin fruitful units of experience.\nUnder the major area of the nation, senior college students in my highschool curriculum class have set up tentatively forty-five intermediate areas\nin citizenship relations. Several of these areas require a direct study of\ncooperatives, while several others imply some consideration of the cooperative\nmovement. The following is an example of those areas requiring the direct\nstudy of cooperatives: “Present possible answers to the question, Should\nour industrial and commercial system exist primarily for the comfort and the\nhappiness of the masses or for the profits and the happiness of the few who\ncontrol the manufacture and the selling of goods?”\nThe class made a tentative distribution of this area among\n\nthe following\n\nhigh-school subjects. For the purposes of this report only a brief abstract\nof the distribution follows.\nProblems\n\nof American\n\nDemocracy\n\nMake a study of a few existing traditional types of industrial and com¬\nmercial organizations of our nation to determine the principles, objectives,\nand policies involved. Ascertain the status of employers, employees, and con¬\nsumers as these groups are interrelated. What improvements in these rela¬\ntions can you suggest? In your judgment, what changes are needed?\nMake a study of the cooperatives to learn their principles, objectives, and\npolicies. The cooperatives in the United States are beginning to assume con-\n\n"}
{"page": 840, "printed_page": null, "text": "National\n\nS34\n\nEducation\n\nAssociation\n\nsiderable importance. It is said that the consumers cooperatives alone trans¬\nacted business in 1937 to the amount of approximately $500,000,000, the\nprofits or savings on which were returned to the member consumers.\nA study should be made of the various types of cooperatives, both con¬\nsumer and producer. Survey farmers marketing cooperatives, credit unions,\nand the ordinary consumers cooperatives in towns and cities to discover the\nnature of the organization of each. How are they interrelated ? How does\nthe credit union differ from the ordinary bank?\nCurrent\n\ninfluences upon\n\ncooperatives — What\n\neffect has the recent de¬\n\npression had upon the growth of cooperatives?\nHow\n\ndo the consumers\n\ncooperatives attempt to protect the individual\n\nconsumer by a proper labeling of goods? What do the consumers cooper¬\natives do in the way of advertising, and how does this method of advertising\ndiffer from that of private and corporate business?\nHow was the Consumers’ Advisory Board recently restrained in its at¬\ntempt to enlighten the consumer regarding the purchase of pure foods?\nHow are the various types of cooperatives organized in relationship to\neach other? This study should include such retail cooperatives as farmer's\nmarketing association, consumer cooperative grocery store and general sup¬\nplies, and cooperative gas and oil station, selling tires, also selling tractors\nand other supplies to farmers. It should also include a study of the wholesale\ncooperatives in relation to the retail cooperatives. Finally, the study should\ninclude the National Cooperatives, the Cooperative League of the U. S. A.,\nand their two-way relationships to the wholesale cooperatives and the co¬\noperative organizations of other countries. How does this network of co¬\noperatives compare in organization to the modern day corporation with all\nof its interrelationships? Make a study of the cooperatives in terms of the\nprinciples of democracy. Some of the essential concepts of democracy are :\nself-activity growing into purposeful activity, interaction between the indi¬\nvidual and his environment; the concept of a changing civilization and the\ndiscovery of stability and change; freedom of the individual always balanced\nwith social obligation; the spirit of liberty always paired with tolerance;\nacquisition always squared with sharing; initiative always coupled with\ncooperation ; and patriotism always in terms of desirable social consequences.\nStudy the report submitted by the committee sent by President Roosevelt\nto Europe in 1936 to make a survey of the cooperative movement abroad.\nWhat is the meaning of the term cooperation ? Laborers as a class coop¬\nerate thru trade unions to protect their interests. Corporations cooperate\nwith each other by trade agreements, interlocking directorates, holding com¬\npanies, and trust relationships. The problem is, How can and should corpo¬\nrations and labor organizations cooperate, and how can these two groups\ncooperate with the consumers? Manufacturers have worked men, women,\nand children long hours and for small wages to pile up profits for the\nstockholders. Labor unions have engaged in an industrial warfare which\nhas been economically wasteful and unjust to the consumers. Make a study\nof the social maladjustments resulting from the lack of cooperation. At the\npresent time, there is scarcity in a world of plenty, and sharp decrease in\n\n"}
{"page": 841, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n835\n\nmany industrial wage scales and in the market value of the products of the\nfarm. Poverty and unemployment loom large among the masses in a world\nwhich has abundant resources to satisfy the needs of the people.\nTry to determine whether or not the cooperative movement is based on\na classless society. It is the purpose of this movement to place the emphasis\nupon people rather than upon capital, and the organization of capital for\nuse rather than for profits.\nPrinciples of the consumers\n\ncooperative movement — T he principles upon\n\nwhich the consumers cooperative movement are based may be stated as fol¬\nlows: (1) to sell goods at prevailing local prices; (2) a restriction to a\nfixed rate of interest upon all capital invested; (3) distribution of savings in\nproportion to purchases; (4) no credit; (5) both sexes to have equal mem¬\nbership rights; (6) each member to have one vote and no more; (7) regular\nand frequent meetings of the cooperative groups; (8) accounts to be prop¬\nerly and systematically kept and audited; and (9) continuous cooperative\neducation (which incidentally provides an excellent type of adult education).\nEffective cooperation can be accomplished only thru an awakening\nof citizens to the meaning of liberty for themselves and its attainment thru\norganization. It is the task of the school to help the pupils to realize how\nimportant it is that our productive machinery must be organized and con¬\ntrolled to work for the benefit of society as a whole, raising all levels of\nliving at least to the point of comfort.\nIt is important to note that the Negroes are finding a solution to some of\ntheir immediate needs thru the consumers cooperatives, and that many other\nraces have benefited in a large degree in the same way. Study the Negro\ncooperatives at Gary, Indiana.\nAmerican\n\nHistory\n\nSince 1789\n\nMake a study of the beginning and gradual development of cooperatives\nin our nation. Study the principles and objectives of the National Grange\nand the early attempts at cooperation in different sections of the nation.\nFrom those early beginnings the idea has spread and the application has\nbroadened.\nWhen did the Industrial Revolution take place in the United States?\nHow did the increase in business affect the producer and the consumer?\nWhat were the problems of each? Trace the rapid rise of great industrial\nconcerns following the Civil War. How did the growth of monopolies in\nbusiness affect prices? What attempts wrre made by the consuming public\nto cooperate in waging a determined struggle against such oppression on\nthe part of the powerful producing interests? Did farmer cooperative move¬\nments meet with any success during the nineteenth century in this nation ?\nWith the laissez faire system of commerce and trade being introduced\ninto America at an early date, there came a realization of the theory of\nrugged individualism and of individual initiative as applied to commerce\nand industry. Merchants, tradesmen, and financiers readily sensed the ma¬\nterial gains to be acquired thru an exploitation of trade, commerce, and\nbusiness interests. With\n\na theory of non-governmental\n\ninterference pre-\n\n"}
{"page": 842, "printed_page": null, "text": "836\n\nNational\n\nEducation\n\nAssociation\n\nft\n\ndominating thruout the early history of the United States, it is not difficult to\nunderstand the questionable practices resulting in the virtual plunder of a\nnation’s resources. Unlicensed competition and the eventual growth of mo¬\nnopolies were a natural result of the utter failure of recognition of the\nrights and privileges of the masses of people.\nThe\n\ndevelopment\n\nof trusts — Of\n\nhistory and of social and economic\n\nparticular interest to the student\n\ndevelopment\n\nof\n\nin our nation, should be\n\na study of the period of greatest national expansion — 1865-1914. The\nmethod of accumulation of vast fortunes is one of uncurbed competition,\nin which the smaller, less potent industrial concern, lacking economic ad¬\nvantages possessed by the more powerful rival, was eventually forced into\nsubmissiveness. Giant industrial concerns and monopolies were organized in\nthe petroleum industry; railway interests were dominated by a select group\nof capitalists; the steel industry catered to the demands of a single, domi¬\nnating figure; and the beef and pork concerns of the nation bowed in\nsubservience to a single leader. In general, the masses, lacking a sufficient\nunity and leadership to question such policies and to protect in an organized\nmanner that would have some assurance of gaining results, were forced to\nbow to the commands of high finance. Governmental assistance to the cause\nof the consumer was devoid of sufficient strength with which stabilization\nof markets and price rates might have been secured, and as a direct result\ncapital and industry failed to heed the demands of labor and of the consuming\npublic. In fact the federal government magnanimously assisted industry in\na definite program of exploitation by granting privileges to industrial con¬\ncerns in the form of land grants to the railroads, and in that way was instru¬\nmental in aiding the growth of monopolistic tendencies in our nation.\nDiscuss the Sherman Anti-Trust Law enacted in 1890, in regard to its\nprimary purpose, its use by succeeding administrations, and similar laws\nwhich have been derived from this first federal concept of the need for gov¬\nernmental direction. What industrial interests and concerns have repeat¬\nedly attempted to hinder and eliminate the passage of laws beneficial to the\ninterests of the individual consumer? It would be well to note and study\nthe various sections represented during the history of our nation in which\npowerful interests impeded legislative and judicial action concerning the en¬\nactment of suitable laws governing commerce and industry.\nDevelopment\n\nof the cooperative\n\nmovement — What\n\norganizations\n\nin the\n\nUnited States are recognized as prototypes or forerunners of the present\ncooperative movement? Were they dominated by the desire to combine in the\ninterests of the whole community, in an attempt to provide the necessities\nof life at a fair and reasonable rate? Were these organizations successful in\ncarrying out a justifiable program?\nIt is interesting to note that foreign immigrants, at first principally the\nFinnish and Swedish people, were instrumental in organizing the first\nsuccessful cooperatives in the United States. Did such endeavors meet with\ndetermined resistance? Trace the brief history of the cooperative movement\nin the United States beginning in 1910 at Cloquet, Minnesota, and at Wau¬\nkegan, Illinois, where Finnish and Swedish elements, retaining much of\n\n"}
{"page": 843, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nInformation\n\n837\n\ntheir Old World spirit of thrift and being forced to conserve their expendi¬\ntures for daily sustenance, banded together in a determined attempt to secure\na more adequate price level and instituted active cooperative movements\nin the United States based upon the Rochdale\nland in 1844.\n\nPlan which originated in Eng¬\n\nStudy the gradual development of the plan as exemplified in these two\ncommunities. Today Cloquet possesses one of the largest cooperative stores\nin North America, handling groceries, meats, hardware, dry goods, building\nmaterial, machinery, feed, cement, fuel, oil, gas, tractors, trucks, automobiles,\nand automobile accessories. What salient features have contributed to the\ngrowth of that institution during the past two decades? Starting with a\nnet capital of $1000 in 1910 it possesses a capital of more than $200,000\ntoday.\nAt Waukegan in 1910 the wives of Finnish and Swedish laborers, pro¬\ntesting against exorbitant milk rates, were the first to declare for a coop¬\nerative dairy.\nThe above listed examples of the cooperative movement are but typical\nof the pervading spirit of interest manifested in the United States today.\nNumerous other cooperative agencies, emanating directly from those first\nattempts that were based on a desire to secure the necessities of life without\nbeing forced to pay an extremely high price for the same, have developed\nthruout the major portion of the nation.\nNational\n\nand state legislation for cooperatives — What\n\nnational and state\n\nregulations have guided and directed the rights and privileges of cooperatives\nand their movements in the United States? Has there been recent legislation\nassisting cooperative concerns? What has been the attitude of the popular\npublic opinion in the past in regard to the cooperative movement? How is\nit directly manifested today?\nThe Bureau of Labor Statistics made its first statistical report of the\ncooperative movement in the United States in 1920. Since the World War\nthe movement has gained rapidly in membership and support.\nThe Wisconsin Legislature early in August 1935, passed an amendment\nto the state constitution to the effect that the presentation of a course in\nagriculture and scientific farming should also include a survey of the con¬\nsumer cooperative movement thruout the public school system from the\nstate university downward. It stated that hereafter no certificates were to be\ngranted for the teaching of courses in economics, the social studies, or agri¬\nculture unless the applicant’s course of study included the subject of co¬\noperation. This signifies a step toward democracy in our history of edu¬\ncation movements.\nThe consumers cooperative is evolutionary to the extent that it is changing\nold theories and rules by the simple method of replacing them with principles\nthat are classless and democratic.\nContemporary\n\nCivilizations\n\nEngland is about 50 percent cooperative. Study the beginning of coop¬\neratives among the weavers in Rochdale, England, in 1844,\n\n"}
{"page": 844, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nAssociation\n\nTrace the development of the movement in Denmark, Sweden, Norway,\nFinland, Holland, Switzerland, France, and Canada, especially in Nova\nScotia. Study plans, principles, methods, and application of the same in\nthese various nations. What is the stand of Dr. Kawaga and his associates\non the cooperative movement in Japan? Why have Sweden and Switzer¬\nland been so successful in cooperative movements? Emphasize the existing\nconditions of each of the different nations that have tended to make the\ncooperative movement highly desirable. The educational activities of various\nforeign cooperatives are interesting. They include study groups, newspapers,\nendowed guilds, and also recreational centers.\nHow has the consumer cooperative materially aided laborers in foreign\nlands? Does there appear to be a promising future for the movement in\nEngland? In the remainder of Europe?\nWhat has hindered a definite, logical growth of the cooperative in Ger¬\nmany, Italy, and Russia?\nStudy the growth of the International Cooperative Association originating\nin England in 1884. Groups in Great Britain and France combined in that\nyear in the first attempt at international organization in this phase of\ndevelopment.\nConstructive\n\nEnglish\n\nInformation themes, panel and oral discussions, and individual interpreta¬\ntions on phases of cooperatives are particularly interesting and may be used\nto good advantage. In what way would cooperatives be successful or un¬\nsuccessful in your local community? Make a list of the cooperative enter¬\nprises in the United States today, including the cooperative store, the co¬\noperative oil and gas association, credit unions, cooperative bakeries, coop¬\nerative housing associations, cooperative insurance associations, cooperative\ndairies and creameries, etc.\nRead\n\ncurrent literature regarding the cooperative movement\n\nin this\n\nnation and abroad, and attempt to gain an insight into the actual exist¬\ning conditions of this institution.\nHome\n\nEconomics\n\nWhat is the significance of labels on various goods? Illustrate and explain\nvarious labels on different kinds of goods purchased by the consumer.\nIllustrate and explain the various labels used on cooperative goods. Com¬\npare costs and qualities of the two brands. Make comparisons of quantities,\ntaste or flavor, food value, and cost of goods purchased. Make a study of\ncooperative research laboratories. What provisions do cooperatives make for\nsanitation in goods sold ?\nDiscuss the advantages, or disadvantages, if any, to the American home\nwhen goods are purchased direct from the consumers cooperative. Attempt\nto discover the exact manner in which the cooperatives attempt to protect\ntheir customers by accurately and conscientiously labeling all goods which\nare sold to the consumer, and to make a survey of the methods employed\nin securing the best of material to be used in production.\nShow how the consumers cooperative thru pooling its resources has been\n\n"}
{"page": 845, "printed_page": null, "text": "Associational\n\nRecords\n\nable to supply the individual consumer\nneeded supplies.\nGeneral\n\nand\n\nInformation\n\nm\n\nin his search for a reliable source of\n\nMathematics\n\nMany opportunities are found in this study for the use of mathematics in\nwholesale manufacturing, inventories, and general expense accounts.\nDraw a graph showing the growth of our cooperatives in comparison\nwith those in other countries. Show by another chart the gradual advance¬\nment of the cooperatives during the past five years.\nMake a study of the many different types of retail concerns which are\nowned and operated by the consumer cooperatives. Find out how each is\norganized and analyze the business setup of each in terms of capital invested,\nrentals or interest on the money invested, how the savings in the net income\nvaries in the various concerns, and, in short, a financial interpretation of\nthe present business interests. Keep in mind that consumers own the co¬\noperatives, not stockholders.\nWhat percent of the total population now possesses membership in the\nconsumers cooperative movement?\nNote definitely in percent of increase the actual amount of the sum de¬\nrived by the federal government in point of income as contributed by com¬\nmercial and industrial concerns over a period of years. Have there been\nperiods of sharp fluctuation? What factors have definitely contributed to\nthe same? Draw graphs and tables representing the income of the individual\nwage-earner in industry and commerce as compared with price levels over a\nperiod of years for needed subsistence items. Make adequate comparisons\nand discuss the same.\nMake budgets for needs in food and clothing of an ordinary family and\ndetermine cost when obtained in the ordinary way, and when purchased by\nthe cooperative plan together with rebate savings. How are the profits\ntreated under each plan? If there is a local credit union, obtain facts and\nfigures directly, and determine\nsumer borrower and lender.\n\ncost of operation and savings to the con¬\n\nCompare the status of the owners\nholders of other business concerns.\n\nof the cooperative stores and the stock¬\n\nAgriculture\n\nMake\n\na study of cooperative markets. How\n\nhave they benefited the farmer\n\nin different sections of the nation? Study the Citrus Fruit Growers Associ¬\nation on the Pacific Coast as to plans, principles, and methods. How might\nthese general principles be used in local cooperation? Make investigations\nof the success of cooperative grain elevators and cooperative gasoline sta¬\ntions as applied to farmer consumption. How have these been beneficial to\nthe farmers? Suggest improvements. What are credit unions? In what ways\nmight a credit union be useful in an agricultural community?\nWhy do farmers need to cooperate in production and marketing? What\ngovernmental assistance has been accorded farming interests in recent vears?\nH ave such acts been instrumental in securing better and more accessible\nmarkets for the farmer, and have they tended to increase his earning ca-\n\n"}
{"page": 846, "printed_page": null, "text": "840\n\nNational\n\nEducation\n\nAssociation\n\npacity as a producer of foodstuffs? Has such action aided the farmer from a\nconsumer standpoint? List New Deal legislative action, and the dominant\nreasons advanced for such action.\nHas the cooperative movement\n\ndefinitely established itself in agriculture?\n\nIs the Farmer Cooperative an attempt to contribute to the individual con¬\nsumption problem of the farmer?\nChemistry\n\nTest reliability of quality of goods as advertised under the cooperative\nlabel. Administer\nsame kind.\n\nthe same test to non-cooperative goods under label of the\n\nThe Cooperative Distributors Incorporated is an organization for securing\nthe finest available products for the money expended by the consumer. This\norganization has asked three major questions in arriving at a decision re¬\ngarding products distributed by its mail order department. They are: (1)\nHow useful is the product? (2) How economical is it? (3) How safe\nis it for the consumer?\nTest clothing for texture, workmanship, and durability. Are the ma¬\nterials resistant to heat, dampness, and liquids of acid content? Will they\nretain their original color when subjected to cleaning fluids? Are they con¬\nstructed from the stated material?\nHealth\n\nEducation\n\nAmerica’s crying need today is for the establishment of a more adequate\nnational health program. Competing physicians in medical service, along\nwith the failure of thousands to pay for medical accounts of long standing,\nand many other thousands deprived of adequate health service, show the\nexisting situation.\nThe cooperative movement in the United States has broadened to include\nwork in the medical field. Dr. M. Shadid, at Elk City, Oklahoma, in 1929,\ncreated the first cooperative hospital association, for the purpose of securing\nadequate medical attention to all interested families in an attempt to elimi¬\nnate excessive charges due to various\neconomic\nconditions that existed.\nBiolog\ny\n\nThis study might be adequately used in attempting to give to the student\na viewpoint concerning plant and animal life, and the manner in which food\nand clothing might be more\nbearing germs and insects.\n\nsubstantially protected from parasitic, disease¬\nPhysics\n\nPower machinery, steam, gas, electricity in the form of rural electrification\nprograms in which the cooperatives are entering on a major scale give\nsplendid opportunities for the application of the principles of physics.\n\nReferences\n1. Childs, Marquis\nPress, 1936.\n\nW.\n\nSweden,\n\nthe Middle\n\nWay.\n\nNew\n\n2. Consumers' Guide. Volume III, No. 26. February\nbers. Consumers’ Counsel Division, AAA, Washington,\n\nHaven:\n\nYale University\n\n1937, and all current num¬\nD. C.\n\n"}
{"page": 847, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n841\n3. Cooperative Principles and Practices. Extension\nculture, University of Wisconsin, Madison, Wis.\n\nService of the College of Agri¬\n\n4. Cowling, Ellis. A Short Introduction to Consumer’s\nCentral States Cooperative League, 1936. 48 p.\n\nCooperatives.\n\nChicago:\n\n5. Fundamentals of Consumer Cooperation. V. S. Alanne, Northern States Co¬\noperative League, Minneapolis, Minn. 102 p.\n6. Hughes, Hugh J. Cooperation Here and There. Minneapolis, Minn.: Northern\nStates Cooperative League, 1933.\n7. Kerr, Clark. “Measuring the Cooperatives.” Survey Graphic, March 1937.\n8. “Consumer’s Cooperatives.” Fortune, March 1937.\n9. Landis, Benson Y. A Primer for Consumers. New York: Association Press,\n1936. 32 p.\n\n*\n\n10. Randall, Harlan J., and Daggett, Clay J. Consumer’s Cooperative Adventures.\nWhitewater, Wis.: Whitewater Press, 1936. 642 p.\n11. Studies in Principles of Cooperation for Kansas Young People. Extension\nService, 4-H Club Department, Kansas State College, Manhattan, Kans.\n12. The President’s Research Committee. Recent Social Trends. New York: Mc¬\nGraw-Hill Book Co., 1933. 1568 p.\n13. Tugwell, Rexford G., and Keyserling, Leon H. Redirecting Education. New\nYork: Columbia University Press, 1934. 566 p.\n\nVI. Cooperative\n\nEducation\n\nin Colleges\n\nand\n\nUniversities\n\nWe shall not attempt at this time to elaborate this part of the report. We\nmerely wish to state three general principles of organization.\n1. General education — In the colleges as in the high schools, the need\nfor the study of cooperatives will be best served by the use of the existing\ncourses. In this way the cooperative studies will be integrated with other\nsignificant social relations and a much larger group of students will be\nreached than would be possible by the introduction of single elective courses.\nThe study of the cooperatives in the colleges should become integral parts\nof courses in economics, sociology, history, political science, home economics,\nchemistry, physics, biology, industrial arts, health, and English.\n2. General management and service in cooperatives — In addition to the\nwork outlined above, students expecting to enter into management or\nservice occupations of the cooperatives should pursue courses which include\ntechnical knowledge in cooperative business management, cooperative ac¬\ncounting and financing, cooperative buying and selling, food and textile\nanalysis, etc.\n3. The preparation of teachers of cooperative studies — This group of\nstudents should be well grounded in the general phases of cooperative edu¬\ncation and, if possible, in some of the phases listed in group 2 on management\nand services. All of the teaching group who are preparing to teach in the\nsocial subjects, the sciences, and constructive English in the high schools\nshould take productive curriculum courses, in which adequate attention is\ngiven to the cooperative development.\nCooperation\n\nin Eastern\n\nNova\n\nScotia1\n\nAdult cooperative education in Nova Scotia started in every community\nin the organization of small study groups, ranging from five to twelve in\neach group.\n1 A sample unit outline developed in connection with one of the items assigned to Contemporary\nCivilizations referred to in Part V.\n\n"}
{"page": 848, "printed_page": null, "text": "National\n\n842\n\n1. The\n\nEducation\n\nstudy groups were made\n\nAssociation\n\nup of the poorest class of people in the\n\ncommunity — the fishermen, the miners, the steel workers, or farmers.\n2. Each group was highly homogeneous, i. e., they had the same occupation,\nwere on the same level economically and socially, in most cases had the\nsame religion. There was enough differentiation in the composition\nof each group, however, to make their discussions interesting and to\nprovide for leadership. Even illiteracy on the part of some did not\nimpede the progress of a group very long, for the illiterate became\nliterate.\n3. The chairmen of the groups formed groups of chairmen. These groups\nbecame the exchange centers of ideas, which were carried back to the\nprimary groups to stimulate more thoughtful study and discussion\nand to establish more intergroup unity.\n4. None of the groups were organized or conducted on the basis of the\nautocratic, authoritarian teacher-pupil relation. The leaders were not\nteachers but were stimulators. The leaders earned their status as leaders\nby their achievements within the groups. There were no sinecure posi¬\ntions. These groups represented the limit of democracy — in initiative\ncoupled with cooperation, in freedom squared with responsibility, in\nconviction equated with toleration, and in the gradual development of\na common purpose and united action.\n5. The common purpose grew out of their insistent common economic\nneeds, then their common health needs, their esthetic needs, their social\nneeds, etc.\na. The fishermen groups were receiving three cents or less a pound for their\ncatches. Their families were living in shacks located along wind swept shores of\nthe sea. Rarely did a fisherman even own his own dory and nets. Private individuals\nor corporations owned the canneries. The\ndebt and under slum conditions.\n\nfishermen’s families lived constantly in\n\nb. The miners’ and the steel workers’ families also lived in slum conditions. The\nminers had embraced communism as the last hope of survival.\nc. The farmer was little better off, if any, than the other three classes.\n\n6. St. Francis Xavier University, the priests, and the Protestant ministers\nof Nova Scotia came to the rescue of these four classes of people — not\nby doles, not by securing government aid for them, but by stimulating\nthem to lift themselves collectively out of their economic mire. St.\nFrancis Xavier University thru its Extension Division furnished all\nkinds of study materials including cooperative readings. It put extension\nagents on the road to find out what the groups needed and wanted.\n7. The result was that practically all groups decided that cooperative\norganization was what they needed most at the beginning.\n8. Active cooperation grew out of the study groups in the four occupational\nclasses in the following order :\na. Fishermen — Credit union, cooperative cannery, consumers cooperative store\nb. Farmers — Credit union, marketing cooperative, consumers cooperative store\nc. Miners and steel workers — Credit union, consumers cooperative store.\n\n9. The\n\nstudy groups continue their work\n\nrelated to the needs even more\n\nactively than at the beginning. They prepare the people for membership\n\n"}
{"page": 849, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n843\n\nInformation\n\nas at the beginning and make better cooperators of the members. No\none is encouraged to become a member of a cooperative until he is\nwilling to support his organization with a 100 percent loyalty.\n10. The study groups are branching out into allied interests and are taking\nup such topics as housing, health and sanitation, community citizenship\nproblems, handicrafts, art, literature, etc. (There were many fine ex¬\nhibits of handicrafts along the road.)\n11. Then, of course, the cooperative activities of the members in relation\nto their several cooperative organizations constitute the real base of\ntheir dynamic, on-going, educational experience.\n12. Practical results:\na. The\n\nfishermen\n\nat Dover\n\nnow\n\nown\n\ntheir own\n\nnets, other boat equipment,\n\ndories,\n\nthree large power-driven fishing smacks, two cooperative canneries sufficient in\ncapacity for the annual catch, and they receive on the average nine cents a pound\nfor fish instead of three cents as in the non-cooperative days. The three hundred\npeople at Dover are now living on much higher standards. They are hopeful for\nthe future and are very active in furthering the development of their cooperatives.\nb. The secretary of the fishermen’s union of Nova Scotia, residing at Halifax,\nacts as the exporting and importing agent for all the fishing cooperatives.\nc. The miners in and around Sydney have abandoned communism (they say for¬\never) and now are enthusiastic cooperators, in which they join their purposes and\nactivities with those of the liberal and conservation elements in society.\nd. A typical credit union at New Waterford in three years grew from 149 mem¬\nbers to 1240; from $491 in savings to $33,598.52. During this time 2826 loans amount¬\ning to $111,075.04 were made. In 1935 a 4 percent dividend on savings was dis¬\ntributed among the members. During the last year this credit union had a monthly\nbusiness of from $12,000 to $14,000.\ne. Everywhere among the cooperators the spirit of democracy runs high. Individ¬\nual initiative and collective cooperation are effectively in balance.\nf. Father Tompkins, one of the pioneers in Nova Scotia cooperation, says that\n“the ministers and priests of that country agree that a religion that fails to work\nconsistently and continuously for the improvement of the economic status of the\nmasses\n\nof the people is no religion at all.”\n\nVII. How\n\nTo\n\nOrganize\n\nand Manage\n\na Cooperative\n\nIn beginning the work necessary to organize a new cooperative, either\none of the following two plans of action have been found to be satisfactory :\nFirst , a group\n\nof persons\n\nwho\n\nare interested may\n\ntalk the matter\n\nover\n\ntogether and decide to call a meeting, or give out a notice for a meeting at\nsome particular time and date. Another way is for an interested person\nto circulate a petition for a meeting to be called at a convenient time\nfor the purpose of organizing.\nAt the meeting a temporary chairman, and a secretary to take the minutes,\nshould be elected. Then after a full discussion, if it is decided to go forward\nwith the organization, permanent officers and directors should be elected.\nIf a corporate form of organization is decided upon, either the officers\nor a special committee should be authorized to confer with legal counsel\nfor drawing up the articles of incorporation. These, of course, should con¬\nform to federal law and the law of the state in which the group is to do\nbusiness. If the organization expects to do much business the corporate\nform is usually best.\n\n"}
{"page": 850, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nAssociation\n\n.\n\nIf only a simple form of a setup is adequate, then bylaws only may be\nsufficient and a committee should be authorized to draft these and report\nback to the next meeting.\nIn the corporate form, the non-profit type would be satisfactory for a\ncooperative and this would relieve the organization of some responsibilities\nwhich they might have under a profit corporation.\nThe following items for inclusion in the bylaws, or articles of incorpora¬\ntion as the case may require, have been suggested. Not all of these items\nwill be necessary for any one organization, but each cooperative should\nselect the particular items which are adapted to its type of organization.\n1. Name of the organization\n2. Objects and purpose\n3. Place of business — city, county, and\nif desirable)\n4. Membership\n\nstate (also with provision for branches\n\n5. Voting power of members\n6. Government or administration\n7. Meetings and elections\n$. Officers and directors (duties and\n\npowers)\n\nQu\n\nor\n\n10. Stocks, if any\n11. Bonds\n\num\n\n12. Bonding\n13. Fees\n14. Benefits\n\nof fiscal officers\n\n15. Interchangeability of privileges between this and other recognized associa¬\ntions or cooperatives\n16. The fiscal year\n17. The manager and his duties, or the executive secretary\nIS. Limitation of powers of officers and agents (any agreements they may make\nnot to be binding beyond their authority)\n19. Liabilities of officers and members (members not liable for debts of the or¬\nganization)\n20. Reserves — for emergencies\n21. Deficits — to be met by reserves\n22. Stockholders (if any), and liability\n23. Dividends and finance\n24. Certificates of stock\n25. Order of business\n26. Seal\n27. Names and places of business of the incorporators\n2$. Term of existence of the corporation\n29. Miscellaneous\ntioned above)\n30. Amendments.\n\nprovisions\n\n(to include any needs of the organization\n\nFurther suggestions tor organization and management — A\n\nnot men¬\n\ncooperative,\n\nlike a credit union which is only another type of cooperative, is most suc¬\ncessful when it can draw its membership from a large, intelligent population,\nthe individuals of which hold a reasonable confidence in one another, and\nwho have considerable similarity of tastes.\nUnder one common type of consumer cooperative, a store is established\nunder a manager and the necessary assistants.\n\n"}
{"page": 851, "printed_page": null, "text": "Associational\n\nGoods\n\nRecords\n\nand\n\n845\n\nInformation\n\nof the best quality are purchased on favorable terms and retailed\n\nto members for cash at such an advance on cost price as will pay the ex¬\npenses and leave a small profit to be held in a reserve fund for expanding\nthe business, depreciation, etc. All sales whatsoever are for ready money.\nNo credit is given to anyone.\nFine quality in the articles purchased and comparative cheapness are\nalone aimed at. Such results are attained by care in the management and\nby adhering to the cash payment system. There is little trouble in book¬\nkeeping, and no loss thru giving credit.\nMembership may be secured by the payment of an entrance fee or by\nthe purchase of shares. Where shares are issued they are usually non-transferable. Making the shares personal to the holder in this way is a valuable\nprovision, as by this means\ntainly prevented.\nProvision is made\nmember\n\nall stock-jobbing or gambling in shares is cer¬\n\nfor withdrawal\n\nfrom the organization and when\n\ndies, his shares, if any, are accounted\n\na\n\nfor to his legal heirs.\n\nGood business management indicates that a small reserve should con¬\nstantly be maintained to replace depreciation in property owned, to provide\nworking capital for the expansion of the business, and in giving first-class\nservice to the members.\nIn some cooperatives, shareholders or members only are entitled to pur¬\nchase supplies at the stores. In others, the privilege is extended to friends\nof the members approved by the organization.\nAfter several cooperatives have been established in adjacent communities,\nthe next step forward should be the formation of a central cooperative\nwholesale organization, which as its name indicates, would supply goods\nat wholesale to the nearby cooperatives.\nIt is also desirable to have a central cooperation board and an educational\nstaff which\nA newer\n\nmay\n\nserve for consultation and in giving mutual\n\nadvice.\n\nand quite adaptable type of cooperative — Recently a small group\n\nof progressively-minded educators in Los Angeles became interested in co¬\noperatives and gave very careful, intensive study to the whole field. Finally,\na plan was evolved which has proved quite satisfactory and is meeting with\ngratifying success evidenced by a steady and substantial growth.\nA brief outline of the plan follows:\nIt is a membership, non-profit corporation organized under the laws of the state\nwhich govern corporations and cooperatives. Membership is secured and retained\nby the payment of a modest fee. The officers and elected directors form the board\nof directors which is the administrative authority.\nAn office and a store with a small stock of goods and samples in various lines\nare maintained under charge of a secretary-manager.\nInstead of carrying a large stock of goods in all the lines which\n\nmembers\n\nwould\n\nneed, and which would be impossible without a heavy investment of capital, pur¬\nchasers are sent with a cooperative purchase order directly to the dealer or whole¬\nsaler who carries the desired articles and with whom the cooperative corporation\nhas a working agreement.\nThe member usually purchases for cash. But in the case of large purchases such\nas an automobile, new or used, or a large order of furniture, the cooperative has\n\n"}
{"page": 852, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nfacilities for financing the purchase\n\nAssociation\n\nso as to give the member\n\nconvenient\n\nterms, but\n\nat a low, cash price rate. On all transactions, the member’s savings on purchases\nof various kinds range from 10 to 40 percent.\nFor the large volume of business which the cooperative sends to the dealers with\nwhom the cooperative has contracts, the dealers are pleased to give and can well\nafford to allow the substantial discounts which the cooperative members thus secure.\nIn this type of cash transactions the dealer has no credit losses, no interest losses,\nno expensive mail or personal collections to make, and no sales costs.\nAt each monthly settlement of the member’s purchase accounts, the cooperative\ndeducts a small percent for its expenses and the balance is remitted to the member\nas his net saving. This net saving, averaging 10 percent on all purchases, is\npractically equivalent to that much increase in the member’s salary. For after\nall, one’s real salary is the buying power which it represents rather than its actual\namount.\nThe cooperative keeps on hand at its store a small stock of goods of various kinds\nwhich it sells at prices very attractive to the buyer, and yet at a small profit, suffi¬\ncient to meet the needs of the organization which operates on a non-profit basis\nas already stated.\nThe quality of all these goods is conscientiously maintained at the standard or\nbetter than the standard United States government specifications for first quality\nmerchandise.\nNon-members\n\nas well as members\n\nmay\n\nmake\n\npurchases\n\nat the store.\n\nBesides the satisfactory savings which this organization makes possible,\nanother of the substantial benefits which it provides for its members is\nits expert counseling service.\nThe present head of the organization is an expert chemist who prepares\nthe formulas for manufacturing many of the products which the coopera¬\ntive supplies. One of the directors is an expert automobile man. Another\nprominent member is a college-trained authority on insurance and serves\nas counselor to members, helping them to place their insurance premiums\nso as to secure the best values.\nSeveral of the lady members\n\nare experts in house furnishings, interior\n\ndecorating, women’s clothing, etc., and not only can give dependable advice\nas to service and values in these lines, but also assist in making the best\ncontacts with dealers who can supply dependable, high-class merchandise\nof these kinds at cooperative prices.\nBesides the individuals who are working in this way, the organization\nhas established a committee of counseling experts consisting of college and\nuniversity professors, and college-trained men who are expert authorities\nin many fields, so that members desiring assistance in buying or investing\nmay have the benefit of this wide experience and counseling service.\n\nVIII.\n\nCooperatives\n\nRelieve\n\nEconomic\n\nStresses\n\nFollowing the great business and industrial panic of 1873, many fac¬\ntories and industrial enterprises which had been closed by the depression\nwere reopened on cooperative plans by groups of workingmen who had\nbeen thrown out of employment, particularly in the large industrial cities.\nIn this experience, history has repeated itself during the years of the recent\nbusiness depression, for again large numbers of unemployed workmen have\n\n"}
{"page": 853, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n847\n\nInformation\n\njoined together in starting new business and manufacturing enterprises\non a cooperative plan. So far these seem to have been of uncertain success\nand it remains to be seen whether they can be permanently successful when\nregular business secures a substantial and successful financial footing again.\nIX. Legal\n\nConcepts\n\nSome important federal legislation has been enacted for the assistance\nand government of cooperatives, and now most of the states have enacted\nsupplementary enabling legislation which also defines the rights and powders\nof cooperatives. As previously noted in this report, much of this legislation\nincludes the original principles laid down by Rochdale weavers.\nWhile some previous federal legislation has been enacted for the assist¬\nance of cooperatives, much of which was rather weak and uncertain, the\nmost outstanding support given was\nCapper-Volstead\n\nthru the passage by Congress of the\n\nAct in 1922. This Act provides:\n\n“ . . . that persons engaged in the production of agricultural products as farmers,\nplanters, ranchmen, dairymen, nut or fruit growers may act together in associations,\ncorporate or otherwise, with or without capital stock, in collectively processing, pre¬\nparing for market, handling, and marketing in interstate and foreign commerce,\nsuch products of persons so engaged. Such associations may have marketing agencies\nin common, and such associations and their members may make the necessary con¬\ntracts and agreements to effect such purposes; provided, however, that such asso¬\nciations are operated for the mutual benefit of the members thereof, as such pro¬\nducers, and conform to one or both of the following requirements: “First. That no\nmember of the association is allowed more than one vote because of the amount of\nstock or membership\n\ncapital he may\n\nown\n\ntherein, or,\n\n“Second. That the association does not pay dividends\ncapital in excess of eight per centum per annum.\n\non stock or membership\n\n“And in any case to the following:\n“Third. That the association shall not deal in the products of non-members\nan amount greater than such as are handled by it for members.”\n\nto\n\nThis Act removed the “restraint of trade” threat that hung over co¬\noperatives from 1890 to 1922 because of the federal anti-trust laws.\nThe Rochdale experiment has been an encouraging example for the\nformation of many similar cooperatives in many different countries and\nwith a fine record of success.\nX.\n\nSome\n\n1. Commonwealth\n\nSources\n\nof\n\nof Massachusetts,\n\nInstructional\n\nRoom\n\nMaterials 2\n\n24, State House,\n\nBoston, Mass.\n\nReport\n\nof the Committee on Consumer Credit, February 17, 1936. An 86-page analysis\nof the abuses in installment sales and suggestions for remedying them. Second¬\nary-school range.\n2. Consumers’ Counsel, A gricultural Adjustment Administration, Washington, D. C.\nIssues biweekly a Consumers’ Guide, which is mailed free upon request to be\nplaced on the mailing list. This governmental division published Sources of\nInformation\n\non Consumer\n\nEducation\n\nand\n\nOrganization,\n\na 33-page\n\ning with brief descriptions federal and private agencies\nservices. Suggestions for study courses are also included.\n2 From\n\nJournal of Educational Sociology 2:437-48; March\n\n1938.\n\nbooklet\n\nrendering\n\nlist¬\n\nconsumer\n\n"}
{"page": 854, "printed_page": null, "text": "848\n\nNational\n\nEducation\n\nAssociation\n\n3. Consumers’ Research, Inc., Washington, N. J. A membership corporation or¬\nganized to provide unbiased information and counsel on goods purchased by\nthe consumer. It issues each September an Annual Cumulative Bulletin which\ncontains a condensed summary of most of the organization’s previous researches\non goods and services. Members receive during the year a Monthly Bulletin\nreporting the results of current\n\nresearches. The\n\norganization\n\nsumers'\n\npamphlet\n\ncomprises\n\nTest Manual,\n\ntests of common\n\na 38-page\n\nhousehold\n\nwhich\n\narticles. Valuable\n\nprepared\n\na number\n\na Con¬\n\nof simple\n\nfor students of chemistry, physics,\n\ngeneral science, and domestic science. Consumers’ Research also issues a popu¬\nlar magazine, entitled Consumers' Digest, containing articles based on data in\nits files. A Teachers’ Manual and Study Guide is prepared for each issue and\nfurnished with group orders.\n4. Consumers' Union of the United States, Inc., 22 East 17th Street, New York, N. Y.\nA membership organization similar in purpose to Consumers’ Research, Inc.,\nwhich publishes a monthly magazine, Consumers' Union Reports, and an Annual\nHandbook\n\nof Buying.\n\nLabor\n\nconditions\n\nunder\n\nwhich\n\nthe described\n\narticles were\n\nprepared are frequently given. A series of articles on life insurance has also\nbeen given.\n5. The Cooperative League, 167 West 12th Street, New York, N. Y., publishes\nmonthly Consumers' Cooperation, the aim of which is to spread information\nabout the consumers’ cooperative movement “whereby the people in voluntary\nassociation, purchase and produce for their own use the things they need.” It\nacts as a distributing center for various significant publications and issues\nnumerous pamphlets on cooperative subjects.\n6. Farm Credit Administration, 1300 E Street, N. W., Washington, D. C. A co¬\noperative service operated on a business basis. Its primary purpose is to help\nfarmers get out of debt. This Administration issues a large volume of first¬\nhand information on various types of credit and credit systems and cooperatives.\n7. Federal Home Loan Bank Board, Washington, D. C., publishes monthly The\nFederal\n\nHome\n\nLoan\n\nBank\n\nReview.\n\nS. Household Finance Corporation, 919 North Michigan Avenue,\nissues carefully prepared pamphlets on Better Buy mans hip.\nview\n\nwhich\n\nCoopera\n\nof Interna\n\nti\n\nt\n\nfeature\n\ns\n\nconcern\n\nnews\n\nin\n\nChicago,\n\nIll.,\n\nthe develop\n\n¬\n\ng\nmovemieves thruout the world.\nof the coopeornaal\nnt\ntive\n10. National Advisory Council on Radio in Education, University of Chicago, Chi¬\ncago, Ill. More for Your Money: A Radio Program for Consumers. A series\nof nine programs, which has been published by the University of Chicago.\n\nment\n\n11. Poliak Foundation for Economic Research, Newton, Mass.\nterested in the dissemination of economic information.\n12. United\n\nStates Department\n\nof Agriculture,\n\nWashington,\n\nvariety of material. The Notices of Judgment\ntration, issued\n\nHome\n\nregularly,\n\nEconomics\n\nvaluable pamphlets\nGuides\n\nvery\n\nenlightening.\n\nThe\n\norganization\n\nin¬\n\nD. C., issues a wide\n\nof the Food\n\nmaterials from\n\nincludes: Standards\n\nfor Household\n\n(11 p.).\n13. The United\n\nare\n\nissues consumer\n\nAn\n\nand Drug\n\nDepartment’s\n\nAdminis¬\nBureau\n\nof\n\ntime to time. A sample of its\n\nfor Consumers'\n\nGoods\n\n(13 p.) ; Present\n\nMethods\n\nfor Consumers\n\nBuying\n\n(36 p.) ; Sound\n\nBuying\n\nStates Department\n\nof Commerce,\n\nNational\n\nBureau\n\nof Standards,\n\nWashington, D. C., has issued many circulars and research papers on build¬\ning and housing, commercial standards, and federal specifications. Some ex¬\ncellent ones are: The Certification Plan — Its Significance and Scope; Aid for\nOver-the-Counter\n\nBuyers\n\n(Labeling\n\nPlan) ; Services\n\nof the National\n\nBureau\n\nof Standards to the Home-Building Industry. Also, Measurements for the House¬\nhold, Materials for the Household , and Safety for the Household.\n\n14. The United States Department of Labor, Washington, D. C., has issued an un¬\nusually large amount of material in the field of consumer education and con¬\nsumer cooperation.\n\n"}
{"page": 855, "printed_page": null, "text": "Associational\n\nNames of a few of the many\nrials follow:\nAmerican\n\nHome\n\nConsumers’\n\nand\n\nwhich\n\nsupply very helpful mate¬\n\nA ssociation, Mills Building,\n\nFederation,\n\n205 East 42d\n\nWashington,\n\nSt., New\n\nNational Consumers’ League, 156 Fifth Avenue, New\nSociety for Curriculum Study, 425 West 123d St., New\n\nCourse\nCooperative\nNational\n\nOutlines\n\nEducation\n\nAlliance, 14 Great\nConsumers’\n\nand\n\nCooperative\n\nCooperative\n\nby Emile\n\nProducers’\n\nCooperatives,\n\nN. Y.\n\nYork, N. Y.\nYork, N. Y.\n\npresident.\n\nissued by International\n\nS. W.\nA\n\nCooperative\n\nI.\n\nShort-Lesson\n\nCourse.\n\nA. J. Hayes,\n\ndirector, Central Cooperative\n\nWholesale,\n\nSuperior, Wis.\n\nMarketing\n\nand\n\nHandbook,\n\nPrice, Walton,\n\nLife and\n\nBusiness,\n\nHovde,\n\nConsumers’\n\nand Goodell.\n\nCooperative\n\nby Harriet\n\nfor schools distributed by the Cooperative\nYork, N. Y.\nCourse\n\nYork,\n\nD. C.\n\nMaterials3\n\nBugnon,\n\nin the School\n\nSmith Street, London,\n\nassistant educational\n\nKaasa,\n\nand Discussion\n\nin France\n\nOffice of Cooperation\n\n849\n\nInformation\n\nother organizations\n\nEconomics\n\nNational\n\nRecords\n\nof Study\n\non Cooperation,\n\nBunn\n\nand\n\nLeague,\n\nState Department\n\nEthel\n\nFalk.\n\nA\n\ntextbook\n\n167 West\n\n12th Street, New\n\nof Education,\n\nSt. Paul, Minn.\n\nA recently prepared and excellent outline for high-school teachers and dis¬\ncussion-group leaders. Bibliography of supplementary materials in prepara¬\ntion.\nA\n\nUnit on Cooperatives,\n\nDepartment\n\nof Social Studies, City Schools, Tulsa,\n\nA three weeks’ teaching unit for the eleventh grade.\nhensive bibliography.\n\nOkla.\n\nExcellent, with compre¬\n\n“The Cooperative Movement” by Benson Y. Landis, reprinted from the January\n1937 issue of the Journal of the National Education A ssociation, Washington,\nD. C.\nSpecial cooperative issue of Scholastic, October\nEast 43d Street, New York, N. Y.\n\n16, 1937.\n\nThe\n\nScholastic, 250\n\n“We Consumers,” Volume 2, No. 6, of Building America,\nStudy, 425 West 123d Street, New York, N. Y.\n\nSociety for Curriculum\n\nSuggested\n\nand\n\nReading\n\nCollege, Yellow\nStudies\n\nand Glenn\n\nCooperation,\n\npartment\nHow\n\nfor Kansas\n\nS. Fox, Kansas\n\nState College, Manhattan,\n\nfive lessons prepared\n\nCourse\n\nCan\n\nby the Home\n\nin Cooperation,\n\na 110-page\n\nSt. Paul, Minn.\n\nthe Buyer\n\nHis\n\nGet\n\nMoney’s\n\nCourse,\n\nYoung\nStudy\n\nPeople,\n\nby Vance\n\nM.\n\nKans.\n\nProgram,\n\ntwelve\n\noutline prepared\n\nWorth?\n\nAndersen, Extension Service, Extension\nof Agriculture, Madison, Wis.\nEducation,\n\nPractice, Antioch\n\nState Depart¬\n\nSt. Paul, Minn.\n\nof Education,\n\nConsumers’\n\nin Theory\n\nof Cooperation\n\nof Education,\n\nExtension\n\nCooperation\n\nSprings, Ohio. (Mimeo.)\n\nin Principles\n\nRucker\nment\n\non Consumers\n\nFroker\n\nand\n\nM.\n\nP.\n\nCircular 178, 30-page outline, College\n\nunits, approximately\n\nBoise, Idaho.\n\nby R. K.\n\nby the State De¬\n\n100 p., State Department\n\nof\n\nFilm — Cooperatives in Wisconsin, a visual-education film soon to be released\nby the Department of Visual Education, University of Wisconsin, Madison,\nWis.\nCo-ops,\n\nHow\n\nFar\n\nDepartment\nCooperation,\n\nCan\n\nThey\n\nof Agriculture,\nfor use\n\nby\n\nmunities, Resettlement\nCooperation\n\noutline\n\nfor discussion\n\nWashington,\n\nstudy\n\ngroups\n\nAdministration,\n\nfor Oklahoma\n\nWashington,\n\nGo?\n\nIndians,\n\nin Resettlement\n\nWashington,\n\nUnited\n\ngroups,\n\nUnited\n\nStates\n\nAdministration\n\nCom¬\n\nD. C.\nD. C.\n\nStates Department\n\nof the Interior,\n\nD. C.\n\n3 Supplied thru the courtesy of E. R. Bowen,\n\nexecutive secretary of the Cooperative\n\nLeague.\n\n"}
{"page": 856, "printed_page": null, "text": "National\n\n850\n\nEducation\n\nAssociation\n\nCourse of Study in Consumers Cooperation, bulletins and outlines prepared by\nWPA, State of Washington, Seattle, Wash.\nDiscussion Outline on Consumers Cooperation, outline and extensive handbook,\nWPA, State of Utah, Salt Lake City, Utah.\nCooperatives — A Discussion Program, to be used with the Headline Book\nCooperatives by R. Goslin, Foreign Policy Association, New York, N. Y.\nRural Life Study Projects, each deals with separate problems such as private\nproperty, credit unions, cooperation\n\nand cooperative\n\nassociations, and\n\nlegis¬\n\nlation, published by the Queen’s Work, 3742 West Pine Blvd., St. Louis, Mo.\nMethods of Achieving Economic Justice, a syllabus by the Friends Book Store,\n304 Arch Street, Philadelphia. Pa.\nSeeking a New IV o rid through Cooperatives, by Carl Hutchinson, a 60-page\ndiscussion unit planned for Christian youth groups, distributed by the\nCooperative League.\nConsumers ’ Cooperatives (A Debate Handbook) by Julia E. Johnsen, 1937,\n297 p. Summarizes arguments for and against the cooperative movement,\ndistributed by the Cooperative League.\nFundamentals of Consumers Cooperation, by V. S. Alanne, a 120-page\ndistributed by the Cooperative League.\nQuestions Facing Consumers,\nLandis, Eastern Cooperative\nGuide for Discussion\n\na 24-page pamphlet\nLeague, 112 Charlton\n\nCircles, pamphlet\n\non methods\n\npamphlet\n\nprepared by Benson Y.\nStreet, New York, N. Y.\n\nof organizing\n\nand adminis¬\n\ntering discussion groups by the Cooperative League. “Discussion Outline,”\nto be used with Consumer Cooperation in America, Carl Hutchinson, Ohio\nFarm Bureau Cooperative Association, Columbus, Ohio.\nStory Without End, by Leslie A. Paul, a syllabus prepared for use in the\nschools in England. 76 p. Cooperative\nover Street, Manchester, England.\n\nUnion,\n\nLtd., Holyoake\n\nHouse,\n\nHan¬\n\nBibliographies\nConsumers Cooperation, bulletin of the Russell Sage Foundation Library, No. 134,\n130 East 22d Street, New York, N. Y.\nReading List on Consumers Cooperation, Public Library, Milwaukee, Wis.\nConsumer Cooperative Societies, Bureau of Foreign and Domestic Commerce,\nWashington, D. C.\nCooperative Bookshelf, Consumers’ Counsel, AAA, Washington, D. C.\nA Guide to the Literature on Consumer Movements, by Benson Y. Landis, Con¬\nsumer Distribution Corporation, 420 Lexington Avenue, New York, N. Y.\nConsumers’ Cooperation. J. G. Brainerd, editor. American Academy of Political\nScience. Philadelphia, Pa., 1937.\nCooperative Insurance. N. Barou. P. S. King and Son, Ltd., London, 1936.\nCooperative Life and Business. Harriet Bunn and Ethel Mabie Falk. New York:\nGrosset and Dunlap, 1936. 148 p.\nChallenge\n\nto Democracy.\n\nC. D. Burns. New\n\nYork:\n\nW.\n\nW.\n\nNorton\n\nand Co., 1935.\n\nA Short Introduction to Consumers’ Cooperation. Bloomington, Ill., Central States\nCooperative League, 1935. 48 p.\nHistory of the Rochdale Pioneers, by George Jacob Holyoake. New York: Charles\n\nScribner’s Sons, 1893.\nConsumers’ Cooperatives.\nCo., 1936. 297 p.\n\nJulia E. Johnsen, compiler.\n\nNew\n\nYork:\n\nH. W.\n\nWilson\n\nThe Decline and Rise of the Consumer. Horace M. Kallen. New York: D. Appleton-Century Co., 1936. 484 p.\nOrganization and Management of Consumer Cooperative Associations and Clubs\n(Model Plans). Washington D. C: Government Printing Office, 1934.\nCooperation in Foreign Countries. Federal Trade Commission, Washington, D. C:\nGovernment Printing Office, 1925.\n\n"}
{"page": 857, "printed_page": null, "text": "Associatjonal\n\nRecords\n\nand\n\nInformation\n\n851\n\nCooperative Democracy. J. P. Warbasse. Second rev. ed. New York: Macmillan\nCo., 1927. 331 p.\nCooperative Democracy. J. P. Warbasse. Third ed. New York: Harper and\nBrothers, 1936. 285 p.\nCooperation in Great Britain. Sir Arthur Herbert Dyke Acland, Bart. Benjamin\nJones and Julia P. Madams. 7th Edition, Manchester Cooperative Union, Ltd.,\nManchester, England, 1936.\nThe English Cooperatives. Sidney R. Elliott. New Haven, Conn.: Yale University\nPress, 1937.\nCooperation — A Survey of the History, Principles and Organization of the Co¬\noperative Movement in Great Britain and Ireland. F. Hall and W. P.\nWatkins. The Cooperative Union, Ltd., Manchester, England. 1934. 408 p.\nThe Consumer Cooperative Movement in Illinois. Chicago, Ill: University of\nChicago Press, 1926.\nCooperative Enterprise. Jacob Baker. New York: Vanguard Press, 1937. 266 p.\nConsumer Cooperation in America. Bertram B. Fowler. New York: Vanguard\nPress, 1936. 305 p.\nConsumers' Cooperative Adventures. Harlan J. Randall and Clay J. Daggett.\nWhitewater, Wis: Whitewater Press, 1936. 642 p.\nThe Same with Decisions, 1937.\nLaw of Cooperative Marketing A ssociations. John Hanna. New York: Ronald\nPress Co., 1931.\n\nThe\n\nEver\n\nGrowing\n\nConsumer\n\nBookshelf\n\nCooperatives, by Ryllis Alexander Goslin. New York: Foreign\ntion, 1937. 481 p.\nThe Decline and Rise of the Consumer, by Horace M. Kallex.\nThe\n\nAppleton-Century Co., 1936. 484 p.\nEconomics of Consumption, by Charles\n\nS. Wyaxd.\n\nNew\n\nPolicy Associa¬\nNew\n\nYork:\n\nYork:\n\nD.\n\nMacmillan\n\nCo., 1937. 565 p.\nFamily Finance: A Study in the Economics of Consumption, by Howard F. Bigelow.\nChicago: J. B. Lippincott Co., 1936. 519 p.\nConsumer Cooperation in America, by Bertram B. Fowler. New York: Vanguard\nPress, 1936. 305 p.\nMore\n\nfor Your Money: A Buyer's Guide, by Harry Bennett. New York: Chemi¬\ncal Publishing Co., 1937. 251 p.\nCooperative Enterprise, by Jacob Baker. New York: Vanguard Press, 1937. 266 p.\nConsumers' Cooperative Societies, by Charles Gide (with an introduction by J. P.\nWarbasse). New York: Alfred A. Knopf, 1922.\nCooperation in Agriculture, by H. Clyde Filley. New York: John Wiley and\nSons, Inc., 1929.\nCooperation — A Survey of the History, Principles, and Organization of the Co¬\noperative Movement in Great Britain and Ireland, by F. Hall and W. P.\nWatkins. Cooperative Union, Ltd., Holyoake House, Hanover Street, Man¬\nchester, England, 1934. 408 p.\nThe Principles and Practices of Cooperative Marketing , by Eliot Grinnell Mears\nand Mathew O. Tobrixer. Chicago: Ginn and Company, 1926.\n\nThe\n\nLegal Status of A gricultural Cooperation,\nMacmillan Co., 1928.\n\nCooperative Democracy, by J. P. Warbasse.\nBrothers, 1936. 285 p.\nPractical Cooperative\n\nMarketing , by A. W.\n\nby Edwin\nThird\n\nMcKay\n\ned.\n\nG. Nourse.\nNew\n\nYork:\n\nand C. H. Lane.\n\nNew\n\nYork:\n\nHarper\nNew\n\nand\n\nYork:\n\nJohn Wiley and Sons, Inc., 1928.\nGovernment\n\nby Cooperation,\n\nRetailer Cooperatives — How\nand Brothers, 1937.\n\nby Emerson\nTo Run\n\nD. Fite.\n\nNew\n\nThem , by Hector\n\nYork: Macmillan\nLazo.\n\nNew\n\nCo., 1932.\n\nYork:\n\nHarper\n\n"}
{"page": 858, "printed_page": null, "text": "852\n\nNational\n\nREPORT\nJAMES\n\nOF\n\nE. MORAN,\n\nEducation\n\nCOMMITTEE\n\nWILBY\n\nHIGH\n\nAssociation\n\nON\n\nSCHOOL,\n\nCREDIT\n\nWATERBURY,\n\nUNIONS1\nCONN.,\n\nChairman\n\nTeacher\n\ncredit unions are local associations for helping their members\n\nsave money\n\nand giving them a place to borrow at reasonable rates. Teachers\n\nhave many calls for extra funds — for summer courses, help to relatives,\nattending conventions, buying clothes and equipment, vacations, medical\nservice, house and car repairs, and family expenses. They need facilities\nwhich will make it easy for them to anticipate money demands by regular\nsavings, or to obtain loans without having to pay excessive interest charges.\nThe National Education Association Committee on Credit Unions, ap¬\npointed by President Woodruff in accordance with the vote of the Repre¬\nsentative Assembly in Detroit in 1937, has held two meetings — one in\nAtlantic City in February, and one in Madison, Wisconsin, in April. The\npersonnel of the Committee was carefully chosen from active credit union\nleaders in the various state associations. Eleven of its members are also\nmembers of the Board of Directors of the Credit Union\ntion. The Committee objectives are:\n1. To make\nstates\n\na survey of the problems\n\nof organization\n\nNational Associa¬\n\nand operation in the various\n\n2. To compile statistics on both state and federal teacher credit unions\n3. To encourage statewide development thru credit union committees in each state\nteacher association\n4. To\n\narrange\n\nan effective credit union program\n\nfor the N. E. A. convention\n\nin\n\n5. To effect close cooperation between teacher credit union committees, the Credit\nJune\nUnion Section of the Farm Credit Administration, the Credit Union National As¬\nsociation, and the various state leagues of credit unions\n6. To publish credit union articles in the N. E. A. Journal and the various state\nteacher magazines\n7. To compile information about organization and operation in such form as will\nbe most useful to teacher groups\n8. To have discussions about credit unions included in the programs of state\nteacher association conventions and local teacher associations.\n\nProgress has been made on all parts of this program. At the Committee\nmeetings representatives of about four hundred teacher credit unions have\ndiscussed the development in California, Colorado, Connecticut, Delaware,\nGeorgia, Illinois, Louisiana, Michigan, Missouri, Montana, Oregon, New\nJersey, New York, North Carolina, Oklahoma, and Vermont. Other mem¬\nbers have supplied us with data on New Hampshire, Idaho, Wisconsin,\nPennsylvania, and Ohio. Work on the program for the June convention is\nunder way. Material for publication is being assembled. Coordination of the\nwork of the Committee with various state associations and the agencies men¬\ntioned above has been secured.\nThis is not, however, a one-year project. The nationwide development of\nteacher credit unions will take many years to complete. However, thru the\nestablishment of an effectively operating credit union department in the\n1 Accepted by Board of Directors, June 27, 193S.\n\n"}
{"page": 859, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n853\n\nInformation\n\nNational Education Association to foster the development, the National\nEducation Association is making a signal contribution to teacher economic\nsecurity. The function of the department will be to familiarize teachers in\nevery state with the advantages of credit union operation, making available\nto them the knowledge and experience that has already been gained in regard\nto this means of saving their own money and using it to solve their own credit\nproblems.\nREPORT\n\nOF\n\nCOMMITTEE\nTHE\n\nKATE\n\nV.\n\nWOFFORD,\nCOLLEGE,\n\nRURAL\n\nDIRECTOR\n\nBUFFALO,\n\nON\n\nOF\n\nN.\n\nECONOMIC\n\nTEACHER\n\nRURAL\n\nY. ; MEMBER\n\nTHE\n\nSTATE\n\nTeacher , a preliminary\n\nTEACHERS\n\nCOMMITTEE\n\nEach of the delegates has been given a copy of the Economic\nthe Rural\n\nOF\n\n1\n\nEDUCATION,\nOF\n\nSTATUS\n\nreport of the Committee.\n\nWe\n\nStatus of\nshall hope,\n\nduring the next coming school year, to complete this report so that we may\ngive to this group and to teachers thruout the country a picture of the rural\nteacher so far as his economic status is concerned.\nThis Committee is a creature of the National Education Association,\ncomposed of seven members, whose numbers have been amplified and\nenlarged thru appointment of consultants in many states thruout the Union.\nYou will notice that the information contained in this preliminary report\nwas secured thru a questionnaire, distributed to about 38,000 teachers, and\nthat it covers the year June 1936 to May 1937. Since our time is limited\nthis morning, I shall give you only a few highlights of the report.\nThose of you who have read it know something of which we are all\naware — that the economic status of the rural teacher has always been low,\nbut many of us needed this report to convince us how low it actually is.\nThe range of salaries as represented by this group extends' from $1937 for\nwhite married men teachers, in rural areas, to $370, which is the average\namount paid to Negro women teachers in rural areas. If you will do some\nquick mathematical calculation, you will see that the medium income from\nteaching for the rural teacher of the United States is less than a thousand\ndollars.\nWithin each racial group, white and colored, single women receive the\nlowest average salary. Another interesting feature of this report is the fact\nthat the rate of pay in rural areas depends upon a great many factors:\nwhere the school is located, the size of it, the state in which it is located,\nand the section of the country in which it is located.\nOn the average, as you might surmise even without reading the report,\nthe one-room rural school teacher receives the lowest salary of any group,\nlower than the villages, and lower than the counties or towns. This is true\nof the Negro teacher as well as the white teacher, and achieves somewhat\nconsiderable significance when one remembers that of the large group of\n1 Accepted by Board of Directors, June 27, 1938.\n\n"}
{"page": 860, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nteachers in rural areas, teaching more\n\nAssociation\n\nthan 50 percent of our American\n\nyouth, one-fourth of them teach in one-room schools, representing 138,000 of\nour profession.\nOne of the discouraging features of the report is that the length of\nservice or the length of experience does not influence materially the incre¬\nment of salaries. This is a discouraging picture for all teachers. It is dis¬\ncouraging particularly for Negro teachers. Not only do Negro teachers in\nrural areas begin at a much lower salary, but those having the most\nexperience are receiving pay which is little different from those with no\nexperience.\nThere are factors, however, which will influence particularly the in¬\ncrease in professional education, that work toward the advantage of the\nrural teacher just as they work for the advantage of teachers in urban\nareas. One of the touching parts of this report, if I may use a descriptive\nword for so scientific a study, was the amount of salary of this group of\nteachers with respect to necessities.\nThe Committee feels that our work really has just begun, that in these\ndaj*s of emphasis on labor and hours, this group in the profession presents\nto the National Education Association a real responsibility and a real chal¬\nlenge ; that depending upon the support of this group, to give this report\npublicity, rests, I think, probably the future of the economic status of rural\nteachers thruout the country, and for this, we ask your support.\n\nREPORT\n\nOF\n\nPROGRESS\n\nEDUCATIONAL\nJOHN\n\nA. SEXSON,\n\nFor two\n\nTHE\n\nPOLICIES\n\nSUPERINTENDENT\nMEMBER\n\nON\n\nOF\n\nand a half years now\n\nOF\nTHE\n\nWORK\n\nOF\n\nCOMMISSION\n\nSCHOOLS,\n\nPASADENA,\n\nTHE\n1\nCALIF.;\n\nAND\n\nCOMMISSION\n\nyou have had an Educational\n\nPolicies\n\nCommission at work defining new pathways of progress for our profes¬\nsion. As the months have passed, the program which this Commission has\nlaid out for itself is slowly being achieved. New policies — new pathways\ntoward improvement of the American school system — are being constructed\nby these educators in whom you have invested the responsibility of\nleadership.\nIn these few minutes I shall review briefly the accomplishments of the\nCommission and outline certain next steps in this process of educational\npathfinding.\nYou will perhaps recall that when the Commission reported at Detroit\none year ago it had recently published a document of more than usual\ninterest, entitled The Unique Function of Education in American\nDemocracy.\n\nI have said that this document\n\nis of more\n\nthan usual interest\n\nbecause it provides, for the first time in the recent history of American edu¬\ncation, an interpretation of the fundamental relationship between educa1 Accepted by Board of Directors, June 27, 193S.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n855\n\nInformation\n\ntion and democracy. This volume is not so much a pronouncement of policy\nas it is an analysis and synthesis of the democratic way of life, made in such\na way as to reveal the underlying and sustaining character of education in\nthe processes of democracy.\nThe conclusions arising from the analysis constitute what is, in effect, a\nrecommendation of policy for the American people. The Commission con¬\ncludes that public education must be accorded both fiscal and intellectual\nfreedom from the repressive controls of partisan and other special interest\ngroups if it is to discharge its proper function in our contemporary society.\nThis policy is fundamental to the preservation of American institutions.\nPublic education must be kept directly responsive to the people and free\nfrom the undue influence of militant minorities.\nDuring the year recently completed the Educational Policies Commis¬\nsion has prepared two further documents equal in importance to the one\njust mentioned. The two new volumes are based on concepts first presented\nin The Unique Function of Education in American Democracy. One which\nhas just come from the press this month is entitled The Structure and\nAdministration\n\nof Education\n\nin American\n\nDemocracy ; the other bears the\n\ntitle The Purposes of Education in American Democracy and is now in the\nhands of the printer. You will note that all three volumes belong to a series,\neach one interpreting some phase of education in American democracy. A\nfourth document, dealing with certain economic aspects of education, is\nscheduled for publication early next year. A brief explanation of the two\nnew documents will make clear their contribution to educational philosophy\nand administration.\nThe\n\nPurposes\n\nof Education\n\nin American\n\nDemocracy\n\nis a description of\n\nthe forces which give direction to the program of public education today.\nThe first part deals with the meaning of democracy as a form of social\npolicy. The implications for education of such concepts as “the general wel¬\nfare,” “consent of the governed,” and “the appeal to reason” are traced.\nProtection and promotion of these cherished doctrines thru education are\ndependent upon the attainment of certain groups of objectives which\ninterrelated but sufficiently distinguishable for consideration.\n\nare\n\nThe first of these is education for self-realization. Personal development,\ngrowth, and learning are the primary objectives of the individual. Health is\nthe basis of his intellectual development\n\nas well as his mental\n\nand emo¬\n\ntional balance. Abilities, appreciations, and the capacity for self-direction\nconstitute the cultural aspects which supplement physical and mental\ndevelopment. Thru\n\nthese several types of growth the individual is able to\n\nachieve a vital and satisfying way of living.\nThe second part is education in human relationships. The educated per¬\nson experiences a rich, sincere, and varied social life in which human beings\nand their relationships to each other occupy first place in his scale of Values.\nThe promotion of pleasant and useful associations with friends and neigh¬\nbors in addition to a satisfying home life constitute an important function\nof education.\n\n"}
{"page": 862, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nThe third part is education for economic efficiency. The\n\neducated person\n\nis an efficient consumer as well as a competent producer of goods and serv¬\nices. He selects his occupation wisely and follows it successfully. Thru the\nexercise of judgment in the purchase of goods and services he directs produc¬\ntion toward the highest levels of social effectiveness. He is able to apply a\nclear understanding of economic forces to his own individual and collective\nproblems.\nThe fourth part is education for civic responsibility. The educated person\nis willing to accept the obligations of democratic living. Sensitive to the cir¬\ncumstances of others, he strives to translate sympathy into constructive\naction. Tolerant, intellectually honest, and well informed on political prob¬\nlems, he discharges the duties of citizenship as willingly as he accepts its\nprivileges.\nHaving discussed in detail the four groups of objectives which together\nmake up a comprehensive and well-rounded pattern of education, the docu¬\nment is concluded with a brief description of the forces which militate\nagainst immediate sweeping changes of the educational system in the direc¬\ntion of these newer goals.\nThe\n\nother major pronouncement\n\nwhich\n\nthe Commission\n\nhas completed\n\nduring the past year is entitled The Structure and Administration\ncation in American\n\nDemocracy.\n\nThe\n\nentire document\n\nof Edu¬\n\nis based on the funda¬\n\nmental thesis that public schools exist to provide the maximum amount of\nuseful schooling for each individual.\nConsideration is first given to the structure and scope of the public school\nsystem. It is observed that there is a marked tendency today to look upon\nthe common schools as extending from the nursery school thru the junior col¬\nlege. Three units of the system are distinguishable, namely, the nursery\nschool, kindergarten, and first six years of the elementary school as a first\nunit, a four-year program of continued general education as a second unit,\nand another four-year program offering terminal courses as well as college\npreparation as a final unit. Vocational preparation is held to be an integral\npart of general education. Readjustment\n\nof the units for attendance and\n\nadministration toward an optimum size is declared to be an urgent neces¬\nsity in the interest of better school service at a reasonable unit cost.\nIn local school administration all matters concerning the public schools\nare the responsibility of local education authorities. Fiscal and political\nfreedom from the general municipal authority is not only highly desirable\nbut essential to fullest efficiency in the schools. Policy-making and the task\nof securing adequate revenue are functions of the lay board of education ;\nexecutive responsibility is properly vested entirely in the professional school\nadministrator and his staff. Both the professional and lay educational\nauthorities can best serve the community thru cooperation with related\nsocial ^fervice organizations while reserving full authority to decide matters\naffecting the public schools.\nUltimate responsibility for the provision of public education rests pri¬\nmarily with the states; local boards of education are the instruments used\n\n"}
{"page": 863, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n857\n\nby the state in the performance of its educational function. State educa¬\ntion authorities discharge a proper function by indicating in broad outline\na minimum educational offering for the public schools and by encouraging\ncommunities to exceed this minimum wherever possible. Such encourage¬\nment may well take the form of financial support which increases the\nfinancial resources of the communities for educational purposes and tends\nto guarantee a reasonable minimum of educational opportunity.\nThruout American history the federal government has left the responsi¬\nbility and control of public education to the states while contributing from\ntime to time toward its support. Rapid transportation and communication\nhave today brought such unity to this nation that a definite policy of fed¬\neral support for state educational systems is essential to the preservation of\ndemocracy. Such federal participation should have the effect of equalizing\neducational opportunity in the states without involving control by federal\nauthorities.\nOne further principle concludes the report on educational structure and\nadministration. One of the great achievements of our democracy has been\nthe establishment of freedom of religious belief. The public schools of\nAmerica are traditionally secular schools founded on the thesis that com¬\nplete separation of church and state leaves all religious groups free to wor¬\nship and instruct children in beliefs which they hold sacred. Both religious\nliberty and educational liberty are dependent upon the continued separa¬\ntion of church and state. No compromise on this issue can be tolerated if\nAmerican democracy is to survive.\nSeveral other pronouncements of somewhat narrower scope have been\nprepared by the Commission and deserve at least a passing mention.\nMore than a year ago the Commission published the bulletin entitled\nA National Organization for Education which was prepared at the request\nof the American Association of School Administrators. This report makes\nan approach to seven basic issues of importance to professional organiza¬\ntions and recommends certain policies with regard to each. The informa¬\ntion and conclusions are especially useful to individuals or groups who are\nplanning the organization or reorganization of professional associations.\nAnother document was prepared by the Commission for publication by\nthe Social Science Research Council. It is entitled Research Memorandum\non Education in the Depression. This was published last summer as one\nof a series of thirteen monographs, each designed to guide research along\nlines which will reveal the effects of the depression on various social\ninstitutions. The Commission has published an accompanying bibliography\nof some 1500 titles on education in the depression.\nA further report which deserves careful consideration by the profes¬\nsion is entitled The Effect of Population Changes on American Education.\nThis was prepared in cooperation with the Research Division of the\nNational Education Association and published last January. Particular\nattention is devoted to the slowing down of population growth, the rise\nin average age, the increasing rural population, the trend toward\ntion, and recent changes in occupational patterns.\n\nurbaniza¬\n\n"}
{"page": 864, "printed_page": null, "text": "858\n\nEducational\n\nNational\n\nEducation\n\nAssociation\n\nimplications of these trends are discussed in considerable\n\ndetail. Fewer children in the schools means greater opportunity for enrich¬\ning and improving the educational program as well as further extensions\nof the program to reach the adult group. Improved teaching personnel\nand better adjustment of individuals are other highly probable results.\nThe likelihood that rural areas will be the reservoirs of the future popu¬\nlation makes the improvement of rural education a national necessity.\nBetter state and federal support of education is needed to make this\nimprovement of rural education possible. Necessary also is a comprehen¬\nsive program of public relations which emphasizes not only services to\nthe child but also the general benefits and the civic, social, and eco¬\nnomic values of universally effective schooling.\nThus far in reviewing the work of the Educational Policies Commission\nwe have been concerned with accomplishments stated in terms of documents\npublished for professional use. The Commission, however, has a larger task\nthan merely creating policies; it is charged also with securing the utiliza¬\ntion by the profession of the policies which it recommends.\nObviously the Commission has neither the legal nor the administrative\nauthority to put these policies into effect ; it can only influence others in\npositions of responsibility to undertake that task. The adoption of new\npolicies is a responsibility of local and state school authorities. The Educa¬\ntional Policies Commission can be of some influence in formulating the\nrecommendations of both school administrators and the lay public thru a\nprogram of implementation that extends into communities all over the\ncountry.\nMany of you here today are numbered among the 2400 consultants\nex officio to the Commission residing in every state of the Union and in\nsome territories. These consultants are kept informed of the Commission’s\nprogress and they in turn render counsel to the Commission and publicize\nits pronouncements in their home areas. The consultants constitute the\nshock troops of the implementation\n\nattack.\n\nAlso during the past year thirty-three universities and colleges in all\nparts of the country have conducted conferences of one to three days’\nduration devoted to the work of the Commission. A few more such confer¬\nences are planned for this summer. Beginning in 1939 the Commission\nplans to hold a series of regional institutes on educational policy at\nstrategically located centers in a number of states. Thru the medium\nof these conferences thousands of educators are brought into personal\ncontact with Commission\nbenefit materially.\nThis summer\n\nmembers,\n\nthe Commission\n\nthe result being that both parties\n\nis sending out a field worker\n\nto visit\n\na dozen colleges and universities for the purpose of talking with faculty\nmembers, student groups, and administrative officials about the work\nwhich is being carried on. This enterprise is somewhat of an experiment\nto determine whether\nof implementation.\n\nadvantageous\n\nresults can be obtained by this method\n\n"}
{"page": 865, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n859\n\nInformation\n\nIn conclusion, may I outline the plans of the Commission for the imme¬\ndiate future. The staff is now at work on two pronouncements. The first,\nentitled The Economic Basis of Education , will deal with the economic\nconsequences of increases in the average educational attainment of the\npopulation. The second, entitled Social Services and the Schools , is an\nattempt to clarify the relationships of the public schools with other public\nsocial service agencies.\nFrom this point on the Commission’s work will consist largely of\nelaborating the general policies set forth in its three basic pronouncements.\nIn one sense we can consider the document on the purposes of education\nand that on educational structure and administration to be elaborations\nof general policies in The\nDemocracy.\n\nIn\n\nthe same\n\nUnique\nway\n\nFunction\n\nof Education\n\nit is anticipated\n\nin American\n\nthat later reports\n\nwill\n\nbreak down the ideas in the two recent pronouncements into recommenda¬\ntions that can be applied directly by school administrators and teachers\nthruout America.\n\nREPORT\nGERTRUDE\n\nOF\n\nCOMMITTEE\n\nMALLORY,\n\nLIBRARIAN,\n\nON\n\nFRANKLIN\n\nCALIF.,\n\nThe\n\nCommittee\n\nEQUAL\nHIGH\n\nOPPORTUNITY\nSCHOOL,\n\nLOS\n\n1\n\nANGELES,\n\nChairman\n\non Equal Opportunity\n\nwas organized in 1935. The\n\nre¬\n\nport given at the Portland convention in 1936 quotes the National Edu¬\ncation Association as opposed to all discriminations and, therefore, in favor\nof equal status for the members of the profession. The report points out\nthat here is a distinct and serious problem. It gives examples of discrimina¬\ntion in that the salaries for men are higher than for women, doing the same\nwork, in many parts of the country. It cites discriminations against married\nwomen — for women to marry and hold a paid job seems to be a criminal\noffense. The 1937 report (given at Detroit) states the need for the Com¬\nmittee, discusses the scope of its work, presents a definition for a basis of\nwork, gives the report of the Educational Policies Commission, entitled\nA National\n\nOrganization\n\nfor Education , under\n\nMembers,”\nmittee.\n\nand makes a recommendation\n\nthe heading “Protection\n\nof\n\nfor an appropriation for the Com¬\n\nThree years of study have pretty well shown that cases of inequality would\nbe difficult to handle — as tenure cases are handled — since there is little legal\nor constitutional basis for procedure. Few states have laws which create\nequal status for men and women, and the Supreme Court has decided that\n“person” in the Constitution of this nation has only the masculine gender.\nOf course, all this is the result of the prevalence of the thought based on\nthe old English Common Law.\nIn 1914 the National Education Association declared itself as follows:\n“The Association regards efficiency and merit rather than sex as the basis\non which appointments and selections should be made and therefore declares\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 866, "printed_page": null, "text": "860\n\nNational\n\nEducation\n\nAssociation\n\nitself in favor of political equality of the sexes. . .\nIn 1932 the plat¬\nform read, . . that there shall be no discrimination because of race, sex,\nor marital status. . .\nIn 1937 the Association accepted this definition\nof democracy: \"Democracy is a way of living in which each individual shall\nhave the right to enjoy political, economical, and social equalities limited\nonly by his abilities and capacities.” Of course, it must be understood that\nthis definition infers a balance of interest for the individual and the group.\nIn short, the National Education Association stands for equal status for\nmen and women.\nThe Committee on Equal Opportunity, thru the Research Division, has\nbeen making two studies, entitled J ariations in State Legislation Affecting\nTeachers\n\nand Status of the Married\n\nIf oman\n\nTeacher . These studies are\n\nnow available in printed form. The members of the Committee have been\nstudying the Equal Rights Amendment, the Equal Rights Treaty, and the\nInternational Labor Organization of the League of Nations.\nThe Equal Rights Amendment which states that \"men and women shall\nhave equal rights thruout the United States and every place subject to its\njurisdiction,” is now before the United States Congress.\nThe Equal Rights Treaty which states that \"the contracting states agree\nthat upon the ratification of this Treaty men and women shall have equal\nrights thruout the territory subject to their respective jurisdictions,” has\nbeen signed by Cuba, Ecuador, Paraguay, and Uruguay.\nThe International Labor Organization of the League of Nations — into\nwhich relationship the United States has entered, tho not a member of the\nLeague — institutes “conventions” which may take the form of treaties or\nhills to be presented to Congress. If any “convention” — nearly any one which\nseems directly or indirectly to affect women — should be accepted by our\ncountry, the United States becomes a party to the agreement for eleven years.\nCases arising under the agreement must be tried before the World Court —\nno court of this country having any part in procedures or decisions.\nThe latest “convention” in the form of a resolution emanating from the\nInternational Labor Organization of the League of Nations is one favoring\ndiscriminatory legislation for women — only it is called protective instead\nof discriminatory. Protective legislation protects — it protects the job but\nnot the person who holds the job. Should this resolution be presented to this\ncountry and accepted, discriminatory legislation would\n\nbe fasted upon this\n\nnation for eleven years — and the Equal Rights Amendment\nno avail.\nThe National Education\nfollowing:\n\nwould\n\nbe of\n\nAssociation has gone on record as favoring the\n\n1. Equal opportunity for every boy and girl in our schools.\n2. Efficiency and merit shall be the bases for appointments\nthan sex.\n\nand selections rather\n\n3. There shall be no discrimination because of race, sex, or marital status.\n4. Democracy is a way of living in which men and women shall enjoy equal status.\n5. Democracy is the form of government in which our schools are founded, and it\nis the duty of all educators to advance the cause of democracy.\n\n"}
{"page": 867, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n861\nThus it appears that the Association has continually approved the prin¬\nciple of equal status as embodied in the Equal Rights Amendment and the\nEqual Rights Treaty — and is opposed to the principle of discriminations\nas in the resolution of the International Labor Organization of the League\nof Nations.\nIf words mean\n\nanything, if the sincerity of the Association is not to be\n\ndoubted, then it would seem that the least the National Education Associa¬\ntion can do would be to recommend that its members work thru their vari¬\nous organizations — as, for example, civic and social or whatever organiza¬\ntion may seem proper in the community — for the establishment of equal\nstatus for men and women thruout the United States and all territories\nsubject to its jurisdiction, and that in the daily work of the public schools\nthey shall strive . . to establish Justice, insure domestic Tranquility,\nprovide for the common defence, promote the general Welfare, and secure\nthe Blessings of Liberty to ourselves and our posterity. . . .”\nFurther recommendations are that the Committee be continued and that\nan appropriation of $500 be allowed.\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nTHE\n\nCENTENNIAL\nPAYSON\n\nsmith,\n\ngraduate\n\nschool\n\nCambridge,\n\nof\n\nHORACE\n\n1\n\neducation,\n\nmass.,\n\nMANN\n\nharvard\n\nuniversity,\n\nChairman\n\nThe Horace Mann Centennial sponsored by the National Education As¬\nsociation draws to its close. This national observance covering the two school\nyears 1936-37\n\nand\n\n1937-38\n\nhas increased public appreciation of the im¬\n\nportance of education in the nation’s life at a time when such recognition\nis greatly needed. It is appropriate in this final report briefly to record the\nhistory of the Centennial, its calendar, and its achievements.\nI. The\nBeginnings\n\nCentennial\n\nin Brief\n\nat Atlanta — In 1929 the Atlanta\n\nconvention\n\ntook the initia¬\n\ntive in the following resolution :\nResolved that the National Education Association approves the plan to hold a\ncentennial Horace Mann celebration in 1937; that it calls the attention of all state\nand national educational and welfare associations to the importance and value of\nsuch a celebration . . . and recommends that state and national associations look\nahead to build their programs\na Century.”\n\naround\n\nthe theme, “The\n\nEducational\n\nAchievements\n\nof\n\nThe 1930 resolutions reaffirmed the plan and also recommended that “in\nthe naming of schools, consideration be given the pioneer advocate of the\ncommon\nThe\n\nschools — Horace\nnational\n\ncommittee\n\nMann.”\n\ncommittee — In 1935\n\non the Horace\n\nMann\n\nthe Association\n\nappointed\n\na special\n\nCentennial, with representatives from each\n\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 868, "printed_page": null, "text": "National\n\n862\n\nEducation\n\nAssociation\n\nof the 48 states, which has served with few changes thruout the Centennial\nperiod. Many states, cities, and civic and professional groups have appointed\nspecial committees to conduct the Centennial for them.\nConvention\n\nthe Portland\nCalendar\n\nreports — The\n\nconvention\n\nfirst report of the Committee\n\nin June 1936 to\n\noutlined plans for the Centennial\n\nincluding the\n\nof Events. It was published in the Journal of the National Edu¬\n\ncation Association\n\nfor September\n\nreport, at the Detroit convention\nadopted :\n\n1936. Upon\n\npresentation\n\nof the second\n\nin 1937, the following resolutions were\n\nHorace Mann Centennial — The National Education Association heartily com¬\nmends the Horace Mann Centennial Committee for its effective work. In view of the\ndistinguished service of Horace Mann to democracy, the Association requests the\nUnited States Post Office Department to issue a special stamp in commemoration of\nthe Horace Mann Centennial.\nHonoring educational leaders — In view of the values resulting from the Horace\nMann Centennial nationally, and in the belief that localities, states, and groups of\nstates have an added opportunity to further the cause of their schools by honoring\ntheir educational pioneers, the National Education Association recommends the\ncommemoration of the lives of such educational leaders. As a notable example of\nthis policy, attention is called to the General Beadle Centennial Celebration now in\nprogress in the northwest states.\n\nBoth the report and the resolutions are published in the Journal for Septem¬\nber 1937. As this report is written, there is prospect that a Horace Mann\nstamp will be included in a special series on noted Americans\nnounced by the Post Office Department for the near future.\nAdministration\n\nof the Centennial — Since the Centennial\n\nwhich is an¬\n\nhappened\n\nto fall\n\nat a time when Association income was being stretched to the utmost to\nmeet the needs of the depression, funds for the observance were limited.\nThe situation was met by placing the administration of the Centennial in\nthe hands of the Division of Publications of the National Education Asso¬\nciation, where the work was carried on by members of the regular staff\nalong with their other duties. The need for publications was met by the\ncooperation of the National Home Library Foundation, Washington, D. C. ;\na gift of three thousand dollars for a publishing fund from the Committee\non the Ninetieth Anniversary of the Central Synagogue of New York City;\nand a special gift from Hugh T. Birch, Yellow Springs, Ohio, who knew\nHorace Mann personally, to publish Go Forth and Teach.\nII. The\n\nAs announced\nincluded :\n\nCentennial\n\nin the September\n\nCalendar\n\n1936 Journal\n\nthe Calendar\n\nof Events\n\nOctober 16-17, 1936 — Opening of the Centennial at the Horace Mann Conference\nat Antioch College, Yellow Springs, Ohio, of which Mann was the first president.\nA feature of the Conference was the dedication of the Horace Mann statue given to\nthe college by Hugh T. Birch, a replica of the one on the State House grounds at\nBoston, Massacusetts,\nNovember\nWeek.\n\nand at the N. E. A. headquarters\n\n9-15, 1936 — Addresses\n\nand announcements\n\nbuilding, Washington,\nduring American\n\nD. C.\n\nEducation\n\n"}
{"page": 869, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nInformation\n\n863\n\nFebruary 20-25, 1937 — Special events at the convention\ntion of School Administrators.\n\nof the American\n\nMay 4, 1937 — Observance\nmunities thruout the nation.\n\nin all schools and\n\nof Horace\n\nMay to June 1937 — Emphasis\ncollege commencements.\n\nMann’s\n\non Horace\n\nbirthday\n\nMann’s\n\nAssocia¬\ncom¬\n\nlife and service in school and\n\nJune 27-July 1, 1937 — Special events at the convention\nAssociation.\n\nof the National\n\nEducation\n\nJune to August 1937 — Centennial programs in the summer schools.\nNovember 7-13, 1937 — Climax of the Centennial during American\n\nEducation\n\nWeek,\n\nincluding many\n\nDay.”\nMay\n\n4, 1938 — Observance\n\nIt would\n\nspecial events on November\nof Horace\n\nMann’s\n\nbe impossible to mention\n\n9, set aside as “Horace\n\nMann\n\nbirthday in the schools.\n\nall the local events which have taken\n\nplace in thousands of communities and schools thruout the nation. The com¬\nmencement programs and birthday observances in the schools have been\nparticularly effective. Hundreds of addresses have been given, including a\nspeech in the United States Congress by the Honorable John W. Mc¬\nCormack of Massachusetts. Radio programs, including several in the\nN. E. A. series, and hundreds of articles in educational and lay press have\ncarried the story of the public school movement in America to the people.\nPortraits, posters, and memorial plaques have been made available, including\nthe Lorado Taft Memorial Relief which was reproduced on the cover of\nthe November 1937 Journal.\nIII. The Publishing\n\nProgram\n\nThe publishing program of the Centennial has created a wealth of mate¬\nrial by and about Horace Mann. With the publication of Go Forth and\nTeach , the latest book to be made\n\navailable by the Committee,\n\nmore\n\nthan\n\nfifteen -books of over 3000 pages have been printed by the Committee and\nother groups. With virtually nothing in print when the Centennial began,\nthere is now the following material from which schools, libraries, and\nindividual students may build up their collections. The items starred are\navailable from the Division of Publications of the National Education As¬\nsociation.\n*1. Life of Horace Mann\nedition of a 600-page\n*2. Horace\n\nMann:\n\nby his wife. Centennial Committee, 1937. $1. Facsimile\nbiography. Readable, instructive, inspiring.\n\nHis Ideas and Ideals by Joy Elmer\n\nMorgan.\n\nCentennial\n\nCom¬\n\nmittee, 1937. 150 p. 25<? plus 5^ postage. “I wish every American could read this\nbook and appreciate what our country is doing for the people thru the public\nschools.” — Senator Arthur Capper.\n*3. Chautauqua Text-Book on Horace Mann by Wm. F. Phelps. Centennial\nmittee, 1937. 64 p. 15d. Facsimile reprint of a compact study outline.\n\nCom¬\n\n*4. Go Forth and Teach, Horace Mann’s famous Fourth of July Oration and other\nmaterials on his life. Centennial Committee, 1937. 148 p. (Illus.) 50C cloth.\n“An\n\neducational\n\n*5. Letter\n\nclassic” for high schools and colleges. — Small but mighty.\n\nto School\n\nChildren\n\nby Horace\n\nMann.\n\nCentennial\n\nCommittee,\n\n1937.\n\n16-\n\npage leaflet for children and parents. 25 copies, 50<^ ; 75d for 50; $1 for 100.\n*6. Horace\n\nMann\n\nBirthday\n\nPacket,\n\navailable\n\non March\n\n1 of each year\n\nfrom\n\nthe\n\nN. E. A. Division of Publications, price 50d. Contains materials for observing\nMay 4 in the schools, including portrait, classroom poster, plays, etc.\n\n"}
{"page": 870, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nAssociation\n\n7. Horace Mann, Educational Statesman by E. I. F. Williams. New York: Mac¬\nmillan Co. 1937. 365 p. $2. Ranks with the great biographies of Washington\nand Lincoln.\n8. Horace\n\nMann\n\nand the Common\n\nSchool Revival\n\nin the U. S. by B. A. Hinsdale.\n\nNew York: Charles Scribner’s Sons, 1937. 362 p. $2. Centennial reprint of a\nwell-known biography.\n9. Educating for Democracy, Proceedings of the Antioch Centennial Conference.\nYellow Springs, Ohio: Antioch College Press, 1937. 148 p. $1.\n10. Horace Mann and Our Schools by Payson Smith, A. E. Winship, and Wm. T.\nHarris. New York: American Book Co., 1937. 100 p. $1. Three inspiring essays.\n11. The Horace Mann Centennial. Massachusetts Department of Education, Boston,\n1937. 202 p. Contains plays, poems, school programs honoring Horace Mann.\n12. Selective and Critical Bibliography of Horace Mann. Massachusetts Department\nof Education, Boston, 1937. 54 p. Free.\nDramatic\n\nMaterial\n\n*13. Those Who Bear the Torch, a pageant on the story of education by the Horace\nMann Schools of New York City. Centennial Committee, 1937. 160 p. (Illus.).\nCloth $1 ; paper 50t4. Includes musical score and directions for staging.\n14. Testament of Faith, a Horace Mann play by the Antioch College Faculty.\nDramatists Play Service, 6 E. 39th St., New York, N. Y., 1937. 100 p. 75^;\nroyalty fee, $10. Presented\nvention.\n\nat Antioch\n\nConference\n\nand at N. E. A. Detroit con¬\n\n*15. Dramatic Episodes in the Life of Horace Mann by Eleanor Fishburn and Mil¬\ndred Sandison. Centennial Committee, 1937. (Mimeo.) 25^. Short plays for ele¬\nmentary and high schools and teachers colleges.\n\nthat the Division of Publications of the Na¬\ntional Education Association continue to serve as a clearinghouse for litera¬\nture on Horace Mann. Stocks at headquarters are sufficient to care for the\n\nThe\n\nCommittee\n\nrecommends\n\ndemand which continues to be large and which will increase as public appre¬\nciation grows.\nIV. Achievements\n\nof the Centennial\n\nThe Centennial years have given us a body of material and experience\nwith which to carry forward the interpretation of school needs and aims\nto the people. The enduring quality of the Centennial may be found in the\nfollowing projects:\nFirst, the practice of paying tribute to outstanding educators has resulted in state\nand local observances of significant proportions, such as the Beadle Centennial and\nthe Henry Barnard Observance. The technic of conducting such observances is now\navailable to other communities that wish to recognize the signal part played by educa¬\ntional leaders in establishing the nation.\nSecond, the Centennial has given us the material for a continuing study of Horace\nMann and other educational\nrial on Horace Mann.\n\nfigures. The\n\nN. E. A. is now\n\nthe chief source of mate¬\n\nThird, the observance of Horace Mann’s birthday on May 4 has become a reg¬\nular feature of the school calendar in many communities. His birthday might well\nbe made a national holiday along with those of Washington and Lincoln.\nFourth, Future Teachers of America, an outgrowth of the work of the Centen¬\nnial Committee, is an organization for high-school and college students. It aims to\nbring together young people who wish to develop the finest personalities and to\nfind out thru study whether they wish to make teaching their career.\nFifth, Horace Mann’s name has been perpetuated in many communities which\nhave added new schools to the growing list of such institutions named for him. The\nlatest are the Horace Mann High School of Salt Lake City, Utah; and the Horace\n\n"}
{"page": 871, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n865\n\nInformation\n\nMann Laboratory School at the Northwest Missouri State Teachers College, Mary¬\nville, Mo.\nSixth, the curriculum has been enriched by the addition of material not only by\nand about Horace Mann, but also about schools and education, thus helping young\npeople to gain an appreciation of the institution which does most to make their lives\nhappy and successful. Thru the teaching of biography, young people are inspired to\ndevote their lives to the upbuilding of our country.\nSeventh, impetus has been given to the observance of outstanding events in edu¬\ncational history, such as the centennial of the normal schools in 1939. Such observ¬\nances are a fruitful means of re-evaluating educational purposes and ideals.\n\nThe celebration having been concluded, the Committee asks to be dis¬\ncharged, and extends its gratitude to educators and citizens who have co¬\noperated to make this one of the greatest educational celebrations in the his¬\ntory of the country.\nREPORT\n\nOF\n\nCOMMITTEE\n\nHERBERT\n\nR. STOLZ,\n\nASSISTANT\n\nON\n\nINDIVIDUAL\n\nSUPERINTENDENT\n\nCALIF.,\n\nOF\n\nGUIDANCE1\n\nSCHOOLS,\n\nOAKLAND,\n\nChairman\n\nIn December 1937, President Caroline S. Woodruff appointed a com¬\nmittee of five to serve the National Education Association as a Committee\non Individual Guidance. This action was the result of a carefully considered\ndecision of the Executive Committee to attempt to assist classroom teachers,\nprincipals, superintendents, and others to provide an increasing degree of\npersonal guidance for the pupils in our schools. Such assistance seemed timely\nbecause the widespread interest in this aspect of education has disclosed a\nlack of information concerning practical ways in which individual guidance\ncan be rendered effective.\nThe members of this Committee are: Harriett M. Allyn, academic dean,\nMount Holyoke College, South Piadley, Mass.; Edwin A. Lee, director,\nNational Occupational Conference, New York, N. Y. ; Lois Hayden Meek,\nprofessor of education, Teachers College, Columbia University, New York,\nN. Y. ; Douglas A. Thom, director, Division of Mental Hygiene, State\nDepartment of Mental Diseases, Boston, Mass. ; and Herbert R. Stolz,\nassistant superintendent of schools, Oakland, Calif., chairman.\nTo assist the Committee in the collection and dissemination of informa¬\ntion about individual guidance, President Woodruff appointed a nationwide\nadvisory committee of individuals from the state teachers associations who\nare interested in individual guidance and who can contribute significantly to\nthe project.\nOn January 7, 1938, four members of the Committee met with Willard\nE. Givens, executive secretary of the N. E. A., at Teachers College, New\nYork City, to discuss the scope and direction of the work\nmittee will undertake. It was agreed that\n\nwhich the Com¬\n\n1. The initial emphasis would be directed toward assisting teachers and principals\nin elementary schools to recognize and utilize the opportunities and facilities for\nindividual guidance which are found in every school.\n2. The Committee, with the assistance of the advisory committee, would formulate\nappropriate\n\npreliminary\n\nmaterial for publication in the Journal of the National\n\n3 Accepted by Board of Directors, June 27, 1938.\n\nEdu-\n\n"}
{"page": 872, "printed_page": null, "text": "866\n\nNational\n\ncation Association, and would\n\nEducation\n\nAssociation\n\nconsider the advisability of preparing\n\na small leaflet\n\nfor distribution to the elementary-school principals thruout the United States.\n3. The principal effort of the Committee would be aimed at promoting individual\nguidance thru oral presentation to groups of teachers, principals, and superinten¬\ndents at local, state, and national meetings.\n4. The Committee would seek the assistance of the executive secretary and his\nstaff and of the advisory committee in discovering elementary schools which are now\nplacing especial emphasis upon individual guidance and which might furnish\npractical suggestions for other schools and other teachers.\n\nThe preparation of the preliminary material for the September 1938 issue\nof the Journal is now in progress and will be completed as soon as possible.\nIt is planned to hold a meeting of the Committee and the advisory com¬\nmittee in New York City prior to the 1938 convention of the Association.\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nRELATIONS\nANNIE\n\nC. WOODWARD,\n\nHIGH\n\nSCHOOL,\n\nINTERNATIONAL\n1\n\nSOMERVILLE,\n\nMASS.,\n\nChairman\n\nThe Committee is very happy to hand in its report this year, having been\nmore active than previously, because of the general theme chosen by our\npresident.\nThere are several definite items I should like to bring to your attention:\nFirst, we have had two planning board meetings — one at Atlantic City and\none here in New York City. We have had two committee meetings in those\ntwo places. We sponsored at the Atlantic City meeting a World Friendship\nLuncheon and in New York City last night a World Friendship Dinner.\nAt our Committee meeting a motion was made that the International\nRelations Committee offer a resolution requesting the President of the\nUnited States to call a conference of the nations to discuss what action\nmight be taken to avert future wars. This motion was written by our secre¬\ntary, Mr. King of Kentucky, and was presented to the Resolutions Com¬\nmittee.\nAnother item brought up at the meeting w^as by Mr. King wTho offered\na resolution requesting that he be authorized to ask the state journals to\npublicize all available published material dealing with the question of inter¬\nnational goodwill. This was seconded and carried out by the Committee.\nThe\n\nCommittee\n\nthis year printed a report, Promothig\n\noperation thru Education.\n\nInternational Co¬\n\nThis has been passed to you in your delegate’s\n\nenvelope. I hope it will be of use to you thruout the coming year.\nThe Committee acknowledges the $100 which was received to promote\nits work. This was used in the producing of the printed report. I am happy\nto bring to your attention now the outline of the report instead of its entire\nreading: (1) the objectives of education for world citizenship; (2) the\nplace of world citizenship in the school program — at various grade levels;\n(3) widely used methods of developing world citizenship; and (4) sources\nof help in teaching world citizenship.\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 873, "printed_page": null, "text": "Associational\n\nREPORT\n\nOF\n\nJOINT\n\nD. WOOD,\n\nand\n\nCOMMITTEE\nIN\n\nTHOMAS\n\nRecords\n\nTEACHERS\n\nInformation\n\nON\n\nEDUCATION\nCOLLEGE,\nN.\n\nHEALTH\n\n867\nPROBLEMS\n\n1\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nY., Chairman\n\nThe Committee on Health Problems in Education was created by the\nNational Council of Education at San Francisco in July 1911. In the same\nyear a cooperating committee of the American Medical Association was\nappointed. These two committees were soon fused into the Joint Committee\non Health Problems\n\nin Education. The present 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 committee of the American\nMedical Association, became the Joint Committee on Health Problems in\nEducation of the National Education Association and the American Medi¬\ncal Association.\nEducation and health officials, child health organizations, and many other\norganizations and individuals in our own and other countries have turned\nto this committee for information, advice, and leadership relating to litera¬\nture and standards dealing with many phases of the health conditions and\nhealth programs of schools.\nSince 1912 the following reports have been published:\n1. Country 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 States\n9. V entilation of School Buildings\n10. Conserving the Sight of School Children\n11. The Deafened School Child\n12. Health Education\n13. Health Inspection of School Children\n14. School Health Principles\n15. Home and School Cooperation for the Health\n16. Open Air Classrooms\n17. Mouth Health for School Children.\n\nof School Children\n\nThe following new reports, approved by the Joint Health\nare now being planned and prepared :\n\nCommittee,\n\n1. Mental Hygiene in the Classroom. This report is being prepared thru the co¬\noperation of a special joint committee of the American Orthopsychiatric Association\nand the National Committee for Mental Hygiene. It is expected that this much needed\nreport will be completed and, if economic conditions permit, will be printed within\nthe coming year.\n2. The Nurse in the School. This report is being prepared by a special committee\nwith the cooperation of the National Organization for Public Health Nursing. It is\nexpected that this report will be completed and published within the coming year.\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 874, "printed_page": null, "text": "868\n\nNational\n\nEducation\n\nAssociation\n\n3. Alcohol and Temperance Education. The Joint Committee has authorized the\nappointment of a special committee to make a careful study of, and, if practicable, to\nprepare a report on this problem which is of great interest and importance at the\npresent time. Careful preliminary consideration is being given to the desirable scope\nand content of such a study and report. Preparation of this report has been delayed,\nin part, to receive the benefit of the study being made by a National Commission on\nAlcohol.\n4. A report on the Orthopedic\n\nProblems\n\nof School Children\n\nis being planned.\n\nAt a meeting held on March 1, 1938, the Joint Health Committee re¬\nceived and approved a report of the School Health Education Service which\nwas conducted in the National Education Association building in Wash¬\nington from December 1935 to October 1937 under the very skilful and\nefficient direction of Anne Whitney. At this meeting a special committee\nwas appointed to study and report on future plans for the Joint Health\nCommittee.\nThe Joint Committee on Health Problems in Education is striving\nearnestly to give constructive service in proposing optimum essentials, in\nclarifying health procedures, in conducting research, in preparing reports,\nand in disseminating knowledge for conserving and improving the health\nof school children and of teachers.\nCooperation of national groups and organizations has been, and con¬\ntinues to be, indispensable to progress in our Joint Committee program.\nSuch constructive and substantial cooperation has been given to our Joint\nCommittee in generous measure, even during this period of economic depres¬\nsion. For all of this splendid help our Joint Committee is deeply grateful.\nREPORT\nOF TOINT COMMITTEE\nOF THE\nCATION\nASSOCIATION\nAND THE\n\nMARGARET\n\nR. GREER,\n\nLIBRARY\n\nASSOCIATION1\n\nDIRECTOR\n\nSCHOOL\n\nOF\n\nMINNEAPOLIS,\n\nLIBRARIES,\n\nMINN.,\n\nNATIONAL\nAMERICAN\n\nBOARD\n\nOF\n\nEDU¬\n\nEDUCATION,\n\nChairman\n\nThe Committee has concerned itself during 1937 and 1938 with pro¬\ngrams and exhibits at conventions and with publications.\nThree activities were sponsored by the Joint Committee at the Detroit\nconvention of the N.E.A. First, an exhibit with emphasis on elementaryschool libraries was held in the main exhibition hall. Over five hundred\nguests were received by the Detroit librarians who acted as hostesses. Second,\nwe were able to secure Walter C. Eells to talk on the use of periodicals, as\nshown by his survey, for a jointly sponsored meeting with the Department\nof Secondary Education. Third, an afternoon session was planned under\nthe sponsorship of our Committee, the School Libraries Section of the\nA.L.A., and the Department of Secondary Education. At this conference\nthere were three speakers : Dorotha Dawson of Detroit ; Grace Winton of\nNorthwestern High School Library, Detroit; and E. G. Johnston, prin¬\ncipal of the University High School, Ann Arbor, Michigan. The subject\nof this conference was “School Library Service and Extracurriculum\ntivities.”\n1 Accepted by Board of Directors, June 27, 1938.\n\nAc¬\n\n"}
{"page": 875, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n869\n\nInformation\n\nFor distribution at this convention and for the American Library Asso¬\nciation convention in New York, the Committee had prepared a dodger\non certification of school librarians, entitled Mr. Superintendent! These\nwere also sent thruout the country by means of state school library super¬\nvisors and by direct mailing to superintendents both from the N.E.A. and\nthe A.L.A. headquarters.\nThru\n\nthe efforts of the Committee,\n\nthe School Executive magazine\n\npub¬\n\nlished an article, “Putting Parnassus on Wheels,” in the September 1937\nissue. This is an abridgment of the talk on school library functions which\nSuperintendent James M. Spinning of Rochester, New York, gave at the\nNew Orleans convention. An abstract of this appeared in the October 1937\nissue of the Education Digest.\nAn information and exhibit booth was maintained thru the courtesy of\nthe American Library Association at the Atlantic City meeting of the\nAmerican Association of School Administrators. At this timej the Committee\nmade its first distribution of the pamphlet, entitled The School Library Is — ,\nby Anna Clark Kennedy. This statement of the functions and services of\nthe modern school library is the result of cooperative thought of this Com¬\nmittee, and is published from the budget allowed to the Committee by the\nA.L.A. The Committee expresses its appreciation to the editorial department\nof the A.L.A. for putting the pamphlet in an attractive form.\nFrom this exhibit booth was also distributed a bibliography, Cross Na¬\ntional Borderlines thru Books, a list of books on international relationships\nfor teachers and pupils. The bibliography was supposedly typical of the lists\nwhich might be prepared by a school librarian in any school in giving service\nto teachers, pupils, and administrators.\nKeen disappointment was felt by all members of the Committee over the\nfact that no place was given on the program at Atlantic City for an expres¬\nsion of opinion of the place which the library has in the school. It had been\nhoped that the afternoon group meeting on libraries, such as the one held\nat New Orleans, might be repeated, or that some speaker might be given\na place on one of the programs, but this did not materialize at Atlantic City.\nThe Committee gratefully acknowledges the budget of $50 allowed by\nthe N.E.A. , and the budget of $40 allowed by the A.L.A., and recommends\nthat a similar budget be allowed for the work of next year’s committee.\nREPORT\nOF JOINT\nCOMMITTEE\nOF THE\nNATIONAL\nEDUCATION\nASSOCIATION\nAND THE NATIONAL\nCONGRESS\nMRS.\n\nJ. K. PETTENGILL,\nNATIONAL\n\nOF\n\nPARENTS\n\nEDDYSTONE\n\nCONGRESS\n\nOF\n\nAND\n\nHOTEL,\n\nPARENTS\n\nAND\n\nTEACHERS\n\nDETROIT,\n\nMICH.;\n\nTEACHERS,\n\n1\nPRESIDENT,\n\nChairman\n\nThe Joint Committee of the National Education Association and the Na¬\ntional Congress of Parents and Teachers has given consideration to the\nfunction of the Committee and the work which it might best undertake in\nachieving the purposes for which it was established.\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 876, "printed_page": null, "text": "National\n\n870\n\nEducation\n\nAssociation\n\nThe first of these is that both parents and teachers will profit by a presen¬\ntation of the problems involved in home-school cooperation and parentteacher relationships, as well as problems, issues, achievements, and develop¬\nments in education. The Committee has found that no new machinery is\nnecessary to make this proposal effective. One of the objects of the National\nCongress of Parents and Teachers, as stated in its bylaws, is “to bring into\ncloser relation the home and the school that parents and teachers may co¬\noperate intelligently in the training of the child, and to develop between\neducators and the general public such united efforts as will secure for every\nchild the highest advantages in physical, mental, social, and spiritual educa¬\ntion.” The platform of the National Education Association, as adopted in\n1935, provides that “the educational program today needs the active sup¬\nport of all citizens and organized community agencies. Educators should\nmake a practice of keeping the aims, practices and achievements of the\nschools constantly before the public.”\nA second activity of the Committee is a study of cooperations between\nhome and school already under way in the various states, under the direction\nof G. W. Diemer, president, Central State Teachers College, Warrensburg,\nMissouri. A preliminary review by the Committee indicates that there are\nalready many significant cooperations under way. It is believed that such a\nstudy as is being undertaken will bring together a detailed description of\nthese efforts and will encourage others to undertake, each in his own way,\nsuch cooperations as are indicated by the situations existing in various com¬\nmunities.\nA third problem with which\n\nthe Committee\n\nhas been concerned\n\nis the\n\npossibility of a larger study which would explore in a systematic way homeschool cooperative efforts on a national, statewide, and local basis. It is hoped\nthat from such a study there might come fundamental principles which would\ngive a basis for further home-school cooperative effort. The Committee is not\nyet ready to recommend the basis on which this study should be undertaken.\nIt is, however, unanimous in its opinion that such a study would be of much\nbenefit to parents and teachers and worthy of the serious consideration of\nboth organizations.\nIn addition, a parent-teacher section meeting was held in connection with\nthe annual convention of the American Association of School Administrators\nin Atlantic City, on March 2, 1938. This meeting was devoted to “The\nChallenge of Youth to Parents and Teachers,” with attention to the neces¬\nsity of cooperation as a means of achieving democratic goals. Presentations\nwere made by four youths, followed by a panel discussion under the chair¬\nmanship of S. A. Courtis, professor of education at the University of Michi¬\ngan. Dr. Courtis stated :\nAs\n\nmeans\n\ncan be developed\n\nwhereby\n\nyouth, parents, and\n\nteachers\n\ncan\n\nachieve\n\nself-directed control thru democratic cooperation, then much gain will be made for\nthe democratic way of life. Cooperation means working together. So far as this dis¬\ncussion is concerned it is more important that we learn to work together to achieve\nour purposes rather than to achieve individual purposes.\nOf utmost importance in modern life is the need for democratizing and social¬\nizing home, school, and community. The revolt of youth today is a revolt against\n\n"}
{"page": 877, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n871\n\ndomination. By using a high level of cooperation, by constantly going out to achieve\ncooperative relationships among youth, parents, and teachers, it will be possible for\neach to find his unique place in modern life, as well as to contribute to the larger\ngoals of cooperative living.\n\nOne other step has been taken which appears to be significant. It has been\nthe usual practice to have a parent-teacher section meeting at the summer\nmeeting of the National Education Association. No such separate meeting\nhas been scheduled for this convention. An examination of the program, how¬\never, will show that the problem of home-school cooperation is being con¬\nsidered at many points. It is believed that home-school cooperation can best\nbe achieved thru cooperative discussion participated in by both parents and\nteachers and that this problem is, in the last analysis, a part of the larger\nproblem of education and living, rather than a special one. At this conven¬\ntion, therefore, we are directing our efforts toward a contribution to the\nunity of the larger aims of education, and the National\nciation.\n\nREPORT\nSIDNEY\n\nOF\n\nB. HALL,\n\nTHE\n\nSTATE\n\nLEGISLATIVE\nSUPERINTENDENT\n\nRICHMOND,\n\nEducation\n\nCOMMISSION\nOF\n\nPUBLIC\n\nAsso¬\n\n*\n\nINSTRUCTION,\n\nVA., Chairman\n\nThe Legislative Commission during the year 1937-38 has been actively\nengaged in promoting the following legislative services:\n1. Maintenance of contacts with The Advisory\npointed by the President of the United States.\n\nCommittee\n\non Education,\n\nap¬\n\n2. Sponsoring legislation to provide federal assistance to the states in the finan¬\ncial support of public schools thru the Harrison-Thomas-Fletcher Bill, based on\nthe recommendations of The Advisory Committee on Education.\n3. Continuance of the legislative reference service thru the Research Division\nof the National Education Association.\n\nLegislative\n\nContacts\n\nOn April 19, 1937, while the Executive Committee of the Legislative\nCommission was in the midst of the campaign to secure the enactment of\nthe Harrison-Black-Fletcher\n\nBill to provide federal financial assistance to\n\nthe states for education, the President of the United States appointed \"The\nAdvisory Committee on Education” with instructions to study the whole\nfield of federal relations to state and local conduct of education and to\nreport to him in time for action during the Session of Congress in 1938.\n\nThe Advisory Committee immediately set up a staff of competent re¬\nsearch workers in Washington and began extensive investigations.\nThe Executive Committee thru its chairman and secretary has main¬\ntained constant contact with The Advisory Committee and its staff and\nhas rendered assistance wherever\n\npossible.\n\n* Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 878, "printed_page": null, "text": "National\n\n872\n\nThe\nReport\n\nEducation\n\nAssociation\n\nHarrison-Thomas-Fletcher\n\nof The Advisory\n\nCommittee\n\nBill\n\non Education — Following\n\nthe action\n\nof the President in appointing The Advisory Committee on Education as\nindicated above, the Legislative Commission decided to withhold further\nefforts to obtain enactment of the pending legislation until the report of\nThe Advisory Committee could be made. It was announced that the Legis¬\nlative Commission was prepared to do one of two things : ( 1 ) to give\nunited support to the program proposed by The Advisory Committee if it\nconforms to fundamental principles that can be consistently and properly\nsupported; or (2) if not, to continue vigorous support of the HarrisonBlack-Fletcher Bill pending on the Senate calendar and in the House Com¬\nmittee on Education.\nOn February 23, 1938, the President transmitted to the Congress the\nReport of The Advisory Committee on Education.\nThe Executive Committee of the Legislative Commission, after a twoday conference and study of the report and after conferring with Floyd\nW. Reeves, George F. Zook, Paul T. David, chairman, vicechairman, and\nsecretary, respectively, of The Advisory Committee, came to the conclusion\nthat The Advisory Committee had presented the strongest possible evi¬\ndence in support of federal financial assistance to the states for the support\nof public education, and reached the following agreements with respect to\nthe findings and recommendations of the report :\n1. The level of educational service that can be maintained under present circum¬\nstances in many localities is below the minimum necessary for the preservation of\ndemocratic institutions. Federal aid is the only way in which the difficulties in this\nwidespread and complex situation can be adequately corrected.\n2. In keeping with the policy of the Legislative Commission of the National Educa¬\ntion Association in advocating federal aid to the states for support of public schools\nas represented by the Harrison-Fletcher Bill sponsored last year, the conclusion of\nThe Advisory Committee as expressed in the following statement of principle is\naccepted and approved:\nThe major portion of all federal aid for education should be granted as a\ngeneral fund for the current support of elementary and secondary education. In\norder that states and local school jurisdictions may have the necessary flexibility\nin the development of programs suited to local conditions, the specification of\nparticular phases of elementary and secondary education to be supported from\nsuch a fund should be avoided.\n3. The principle that federal aid should be given without federal control of educa¬\ntion is accepted and approved as expressed by The Advisory Committee in the\nfollowing statement:\nIn order that local initiative and responsibility may\n\nbe maintained,\n\nall federal\n\naction should reserve explicitly to state and local auspices the general adminis¬\ntration of schools, control over the processes of education, and the determination\nof the best uses of the allotments of federal funds within the types of expenditure\nfor which federal funds may be made available. The federal government should\nin no case attempt to control the curriculums of the schools or the methods of\nteaching to be employed in them. In those fields, however, it should carry on\nresearch and make the results widely available.\n4. Present earmarked grants for education, especially those for vocational educa¬\ntion, civilian vocational rehabilitation, and the land grant colleges should be continued\n\n"}
{"page": 879, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n873\n\nInformation\n\nwithout diminution. With respect to vocational education it is agreed that its adminis¬\ntration will be improved if the statutes are so amended as to permit greater flexibility\nin the states in the expenditure of funds for various types of vocational education ; that\ntraining\n\nfor a specific industrial\n\noccupation\n\nfor pupils fourteen, fifteen, or even\nbe enrolled for vocational education\n\nshould\n\nnot be provided\n\nin high schools\n\nsixteen years of age; that such pupils should\nonly in introductory classes of an exploratory\n\ntype; and that safeguards against the exploitation of youth in commercial or indus¬\ntrial employment in connection with vocational education should be enacted into law.\n5. It has long been\nEducation Association\n\nthe position of the Legislative Commission of the National\nthat federal grants to the states for education should not be\n\nearmarked for specific purposes. However, the desirability in some instances of allo¬\ncating funds for the stimulation of new and desirable types of educational enter¬\nprises and the desirability of experiments in the field of education are admitted.\nAccordingly,\n\nthe Executive\n\nCommittee\n\nproposal of The Advisory Committee\nsix years specially earmarked grants\nfor education\n\nshould\n\nbe made\n\nof the Legislative\n\nCommission\n\naccepts\n\nthe\n\non Education that for a temporary period of\nconstituting a minor part of the total grants\n\nto the states for teacher\n\ntraining, for the strengthening\n\nof state departments of education, for the construction of school buildings, especially\nthose necessary to encourage a reorganization of local school administrative and\nattendance units, for the extension of library services to rural areas, for adult educa¬\ntion, and for the conduct of research and planning by the United States Office of\nEducation, the state department of education, and other competent research agencies.\nThe\n\nExecutive\n\nCommittee,\n\nhowever,\n\nbelieves\n\nthat in the long run it will be desirable\n\nto unify all funds in general grants to the states for such educational enterprises\nas they may in their judgment need, excepting grants to the Office of Education for\nresearch.\n6. The\n\nExecutive\n\npart of federal\nsecondary\n\nCommittee\n\ngrants\n\neducation\n\nshould\n\nbroadly\n\naccepts\n\nand\n\napproves\n\nthe principle\n\ngo to the states for the support\n\ndefined. In accordance\n\nthat the major\n\nof elementary\n\nand\n\nwith the principle of state deter¬\n\nmination of the educational program it is agreed that the funds should be appor¬\ntioned to the states for public educational purposes in accordance with the constitu¬\ntional and statutory provisions of the respective states.\n7. The Executive Committee accepts and approves the principle that the major\nportion of the federal grants to the states should be distributed among the states in\nsuch way as most effectively to equalize educational opportunity. It is believed that\nthe plan proposed\n\nby The\n\nAdvisory\n\nCommittee\n\nfor determining\n\nan objective formula\n\non the basis of the number of children and the taxpaying ability of the states suffi¬\nciently safeguards the allocation of federal funds against discretionary power of\nany federal officer or agency.\n8. The\n\nExecutive\n\nCommittee\n\nalso accepts\n\nthe recommendation\n\nof The\n\nAdvisory\n\nCommittee on Education that general grants to the states should be used by the states\nfor effectively lessening inequalities of educational opportunity within the states.\n9. As previously done in connection with the Harrison-Black-Fletcher Bill, the\nExecutive Committee accepts the proposition that in the expenditure of federal grants\nwithin the state there should be an equitable distribution among separate schools for\nseparate races, and provision to safeguard\nstate funds by federal contributions.\n\nDrafting\n\nthe bill — After conferring\n\nAdvisory Committee\n\non Education\n\nagainst\n\nthe replacing\n\nof present local and\n\nwith official representatives of The\n\nit was decided that the secretary of the\n\nExecutive Committee of the Legislative Commission would make a ten¬\ntative draft of the bill based on the recommendations of the report of The\nAdvisory Committee. It was decided that the bill would include provisions\nrelating to general aid for elementary and secondary schools, teacher train¬\ning, school buildings, state departments of education, adult education, rural\nlibrary services, research and planning thru the United States Office of\n\n"}
{"page": 880, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nEducation, and the education of children of federal employees on federal\nreservations.\nAfter the tentative draft was drawn it was mimeographed and distrib¬\nuted to members of the Legislative Commission and to the officers of fifty\nnational organizations.\nOn March 22 the Executive Committee of the Legislative Commission\nheld a session to examine and revise each section of the tentative draft of\nthe bill. Substantial agreements\nvarious provisions.\n\nwere\n\nreached\n\nconcerning\n\nmost\n\nof the\n\nOn March 23 a meeting of the representatives of thirty-eight national or¬\nganizations was held at the headquarters building of the National Education\nAssociation in Washington, D. C., for the purpose of considering the pro¬\nvisions of the tentative draft of the bill and of finding out to what extent\nagreements concerning its provisions could be reached. Attached to this\nreport as Appendix A is found a list of organizations represented at the\nconference and the names of the persons in attendance. There is also at¬\ntached as Appendix B a copy of the minutes of that conference, a reading\nof which will reflect principal points of issue and the extent to which\nagreements were reached. The principal issues are more fully discussed in\na later part of this report.\nIntroduction\n\nof the bill in Congress — Inasmuch\n\nas the Harrison-Black-\n\nFletcher Bill was pending on the Senate calendar it was decided to propose\nthe new federal aid bill as an amendment in the nature of a substitute to\nthe original bill, S. 419. It was so introduced on April 19 by Senator Pat\nHarrison of Mississippi and Senator Elbert D. Thomas of Utah, chair¬\nman of the Senate Committee on Education and Labor. On April 21 it\nwas introduced as an original bill, H. R. 10340, by Congressman Brooks\nFletcher of Ohio.1\nProvisions\n\nof the bill — The\n\nbill proposed to authorize an appropriation\n\nof\n\nfunds to be apportioned to the states for assistance in the support of public\neducation. The amounts of the appropriation would begin at $72,000,000\nand increase in five years to $202,000,000. The purposes of the grants are\nas follows:\nPart 1. General\n\nfederal aid: For the purpose of lessening inequalities\n\nof educational opportunity, $40,000,000 in 1939-40, increasing to $140,000,000 in 1944-45, apportioned to the states on the basis of financial\nneed as measured by the number of children five to nineteen years old and\nfinancial ability to support schools.\nPart 2. Aid for improving the facilities for teacher training: $2,000,000\nfor 1939-40, increasing to $6,000,000 in 1941-42 and thereafter thru 1945,\napportioned to the states on the same basis as general aid.\nPart 3. Aid for the construction of school buildings, especially those in\nconnection\n\nwith desirable reorganization of local school districts: $20,-\n\n1 The time elapsing between the conference on March 23 and the introduction of the bill was con¬\nsumed in negotiating with the representatives of various organizations in an endeavor to arrive at an\nagreement on specific provisions of the bill, and in drafting the bill in its final form by the Legislative\nCounsel of the U. S. Senate.\n\n"}
{"page": 881, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n875\n\n000,000 in 1939-40, $30,000,000 in 1940-41, and thereafter thru 1945,\napportioned to the states on the same basis as general aid.\nPart 4. Aid for improvement in the facilities of state departments of\neducation: $1,000,000 in 1939-40, $1,500,000 in 1940-41, and $2,000,000 each year thereafter thru 1945, apportioned on the basis of $5,000 to\neach state and the remainder on the same basis as general aid.\nTitle II. Grants to the states for adult education: For the purpose of\nstimulating and enabling the states to make adequate provision for civic,\npart-time, vocational, and general adult educational services, grants are\nauthorized to the states on the basis of adult population twenty years of\nage and over in the amount of $5,000,000 in 1939-40, $10,000,000 in\n1940-41, and $15,000,000 each year thereafter thru 1945.\nTitle III. Grants to the states for rural library service: For the pur¬\npose of stimulating and enabling the states to provide adequate library\nservices for rural inhabitants of the states, grants are authorized to the\nstates on the basis of rural population in the amount of $2,000,000 in\n1939-40, $4,000,000\nthru 1945.\n\nin 1940-41, and $6,000,000\n\nfor each year thereafter\n\nTitle IV. Grants for cooperative research, planning, and demonstra¬\ntions: For the purpose of making necessary surveys and plans in connection\nwith the best utilization of grants to states and for other cooperative educa¬\ntional research, planning, and demonstration projects, grants are authorized\nin the amounts of $1,250,000 in 1938-39, $2,000,000 in 1939-40, and\n$3,000,000 for each year thereafter thru 1945. Of these amounts, 40\npercent will be available to the United States Office of Education and 60\npercent will be allotted to the states and bona fide research agencies.\nTitle V. Education of children of federal wards, employees residing on\nfederal reservations and at foreign stations: The funds for this purpose\nare for purely federal responsibilities and definite amounts are not fixed.\nThe best estimations available indicate $3,000,000 annually.\nIssues raised — At\n\nthe time of drafting the Harrison-Thomas-Fletcher\n\nBill, as well as since its introduction, certain issues have been brought\nclearly into the foreground. These issues chiefly have to do with the method\nof apportioning funds to the states, the degree of federal control, vocational\neducation, availability of public funds for the benefit of pupils attending\nnon-public schools.\nApportionment\n\nof funds — The\n\nAdvisory\n\nCommittee\n\non Education\n\nrec¬\n\nommended that funds should be apportioned to the states by the U. S.\nCommissioner of Education on some objective basis that will make funds\navailable to the states in inverse ratio to their respective abilities to support\npublic schools. It was suggested that the objective method be based on the\nnumber of children five to nineteen years of age and the relative financial\nability of the states. It was further suggested that the relative financial\nability be determined by some federal agency independent of educational\nadministration, such as the United States Treasury.\nThe principal point in this connection had to do with the specific method\nof apportioning funds; namely, whether the exact procedure to be followed\n\n"}
{"page": 882, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\nby the Commissioner should be written into the statute or whether the\nprocedure should be left to the Commissioner as a matter of discretion.\nThe former alternative was decided upon and is now embodied in Section\n4 of the pending bill.\nIt should be observed that The Advisory Committee on Education has\nrecommended that federal funds for general elementary and secondary\neducation be granted to the states on the basis of equalization, that is, in\ninverse ratio to the financial ability of the respective states. This is in\nkeeping with the former program of the Legislative Commission of the\nNational Education Association. It is, however, different from the basis\nof apportionment found in the Harrison-Black-Fletcher Bill supported\nby the Legislative Commission in 1937, which proposed to apportion funds\nto the states on the basis of population five to twenty years of age. The chief\nreason for supporting that provision was the practical situation of getting\nsupport of the bill in Congress. Since the extensive hearings conducted in\nCongress in 1937 and since the findings of The Advisory Committee on\nEducation have been published it appears that sentiment has rapidly grown\nin favor of apportionment to the states on the basis of equalization.\nDegree\n\nof federal control — The\n\ndegree of control included\n\nin the bill is\n\nstill somewhat in the realm of controversy. The Executive Committee of\nthe Legislative Commission has recognized two distinct and separate types\nof control. The first is control over purely fiscal matters such as auditing,\nreporting, and authority to see that the money is spent for the purposes\nfor which appropriated. The second type of control would have to do with\npurely educational matters such as selection of educational personnel, the\nselection of the curriculum, and methods of teaching. This second type of\ncontrol is wholly disapproved by the Executive Committee and practically\nall other interested organizations. This type of control is specifically pro¬\nhibited in Sections 51, 208, and 308(b) of the pending bill.\nSome question has been raised concerning the provision in Section 2(b)\nwhich requires the state to present a plan that will “provide a method of\napportioning such funds among local school jurisdiction within the state\nthat will most effectively lessen inequalities of opportunity for public ele¬\nmentary and secondary education.” Inasmuch as this plan is to be approved\nby the Commissioner of Education, some competent authorities have raised\nthe question as to whether this might not involve an element of undesirable\ncontrol. The defense of this provision may be expressed as follows: Since\nthis plan must originate with the state and since it would be practically\nimpossible in the federal statute to set up an exact procedure for equalizing\neducational opportunity equally applicable to all the states, the provision\nas written presents a practical way of maintaining the necessary flexibility.\nFurthermore, the chances that the Commissioner of Education would ex¬\nercise unreasonable discretion in this matter are very remote, and there is\nsome doubt that arbitrary disapproval of the state plan on the ground\nthat it would not “most effectively lessen inequalities of educational oppor¬\ntunity” would be sustained in the courts.\nThe Executive Committee, however, as well as other persons sponsoring\n\n"}
{"page": 883, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n877\n\nthe legislation, have under consideration redrafting this part of the bill\nin such way as to lessen the element of discretion that may be exercised\nby the United States Commissioner of Education.\nNo other serious objections on the ground of creating the possibility\nof undesirable federal control have been raised. From some quarters\ncharges have been made that Section 3, which specifies a list of nine types\nof educational activities for which funds may be spent if the states so\ndesire, has been interpreted as opening the door for federal control. As a\nmatter of fact, such provisions tend to lessen the possibility of federal\ncontrol since if a state elects to spend money for any of these purposes\nno federal official could raise valid objections.\nV ocational\n\neducation — The\n\ncertain recommendations\n\nAdvisory\n\nCommittee\n\nfor amendments\n\non\n\nEducation\n\nmade\n\nto the existing federal statutes\n\nfor providing for the support of vocational education. Roughly, these rec¬\nommendations may be divided into two kinds: (1) elimination of specific\nstandards set up in the present vocational laws regulating the conditions\nunder which vocational education will be taught, and (2) safeguarding\nagainst the exploitation of children and youth employed in commerce or\nindustry in connection with vocational education.\nAfter consulting with various authorities in the field of vocational edu¬\ncation, with representatives of national agricultural organizations, and\nwith representatives of organized labor and with the sponsors of the bill\nin the Senate and House it was decided that any amendments fundamen¬\ntally changing the provisions of existing statutes regulating vocational edu¬\ncation should not be undertaken in the new bill to provide general federal\naid.\nIt was agreed, however, that provisions to safeguard against the com¬\nmercial exploitation of children and youth in connection with vocational\neducation should be written into the present bill. These provisions are\nfound in Sections 604, 605, and 606.\nServices for children attending\n\nnon-public\n\nschools — The\n\nAdvisory\n\nCom¬\n\nmittee on Education recommended that federal legislation authorizing\ngrants for educational purposes should not prohibit states from making\nreading material, transportation, and scholarships available to children\nattending non-public schools. The Advisory Committee did not, as has been\ncharged, recommend that federal funds be appropriated for private or sec¬\ntarian schools. The Advisory Committee recommended that where states\nelect to spend funds for reading materials, transportation, or scholarships,\nseparate funds and accounts should be maintained, it being recognized that\nspecial methods of apportionment are usually required for the most effec¬\ntive allocation of funds for these purposes.\n\nThe Harrison-Thomas-Fletcher Bill was drafted to carry out the\nrecommendations of The Advisory Committee in these respects. Regardless\nof the merits of the proposal actually made by The Advisory Committee\nthe reasons for their recommendation may well be examined.\nAs to providing reading material and transportation, The Advisory\nCommittee was aware that certain states are now furnishing textbooks to\n\n"}
{"page": 884, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nchildren attending non-public schools, and permitting by law the trans¬\nportation of children attending non-public schools on school buses trans¬\nporting children attending public schools.\nAs to the matter of scholarships The Advisory Committee had in mind\nthe fact that in states where facilities for secondary education are not uni¬\nversally available to pupils living at home, scholarships from public funds\nare now\n\nprovided for pupils attending school in other districts, and some\nstates provide high-school facilities to pupils in some local school jurisdic¬\ntions thru the payment of tuition to non-public schools.\nObjection to The Advisory Committee’s recommendation has been ex¬\npressed on the ground that any such aid would at least result in indirect\nuse of public funds for the benefit of sectarian education and to that\nextent would be a violation of the accepted principle of separation of church\nand state as established in the First Amendment to the Constitution of the\nUnited States.\nCampaign\n\nfor' support\n\nof the bill — Following\n\nthe introduction\n\nof the\n\nbill in Congress the Executive Committee thru its secretary in the head¬\nquarters of the National Education Association has carried on an active\ncampaign in behalf of the bill. Four thousand copies of the bill were dis¬\ntributed among educational and lay leaders thruout the United States;\n18,000 copies of the folder explaining the provisions of the bill, and 4,000\ncopies of a speech by Senator Thomas were distributed. A one-page article\non the bill was published in the May issue of the Journal of the National\nEducation\n\nAssociation\n\nwhich\n\ngoes to about 215,000\n\npersons, Two\n\ngeneral\n\nletters to all superintendents of schools in the United States have been sent\nout and numerous personal letters have been written.\nOn April 23, 1938, the chairman of the Executive Committee of the\nLegislative Commission requested the presidents of twenty-six national\norganizations that had previously indicated ability and willingness to co¬\noperate in supporting federal aid legislation to designate representatives,\neither official or unofficial, to act as members of the National Committee for\nAction on Federal Aid to Education. Acceptances were received from all\norganizations invited.\nOn May 11, 1938, a meeting of the National Committee for Action\non Federal Aid to Education was held at the National Education Asso¬\nciation headquarters to consider action and strategy necessary to secure\nfavorable consideration of the pending federal aid bill. A list of these\norganizations and their representatives is presented in Appendix C attached\nto this report.\nThe Executive Committee has had the active cooperation of many of\nthe leading national lay organizations, especially from organized labor and\nthe American Farm Bureau Federation. Among the educational groups that\nhave been most active in support of the bill are the American Federation\nof Teachers, the Progressive Education Association, the American Library\nAssociation, and the Department\ncation Association.\n\nof Adult Education\n\nof the National Edu¬\n\n"}
{"page": 885, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n879\n\nUnder\n\nthe direction of Belmont\n\nFarley, Director of Publicity, National\n\nEducation Association, a series of ten broadcasts on federal aid to educa¬\ntion have been made over the Red Network of the National Broadcasting\nCompany thru the regular N.E.A. program known as “Our American\nSchools.” Following is a list of the programs and the dates on which they\nwere broadcast:\nJanuary 5, 1938 — Federal Aid to Education — A\nSchool Lands, U. S. Office of Education\n\nNational\n\nJanuary\nprivileged\n\nSharecropper\n\n12, 1938 — Federal\nAmericans\n\nAid\n\nJanuary 19, 1938 — Federal Aid\nSpeaker — Howard A. Dawson\n\nto Education — The\n\nto Education — Mobility\n\nJanuary 26, 1938 — Federal Aid to Education — The\nSchools. Guest Speaker — Howard A. Dawson\nFebruary 2, 1938 — Federal\nWilliam G. Carr\nFebruary 9, 1938 — Federal\n— Charles H. Houston\n\nAid\n\nUniversity,\n\nWestern\n\nand other Under¬\n\nof the Population.\n\nGuest\n\nInability of the States to Support\n\nto Education — Mountain\n\nAid to Education — Negro\n\nFolk.\n\nHistory\n\nGuest\n\nWeek.\n\nSpeaker —\n\nGuest\n\nSpeaker\n\nFebruary 16, 1938 — Federal Aid to Education. Guest Speakers — Congressman\nBrooks Fletcher, Congressman N. M. Mason, Senator Allen J. Ellender\nApril 20, 1938 — Federal\nH. Milam\n\nAid\n\nto Education.\n\nGuest\n\nApril 27, 1938 — Federal Aid to Education.\nThomas, Congressman Wade H. Kitchens\nMay\nHigbie\n\n11, 1938 — Federal\n\nAid\n\nto Education.\n\nSpeakers — George\n\nGuest\n\nGuest\n\nF. Zook, Carl\n\nSpeakers — Senator\n\nSpeakers — Maude\n\nPresent status of bill — At the time of adjournment\n\nElbert\n\nD.\n\nE. Aiton, E. C.\n\nof the 75th Congress,\n\nthe bill was on the calendar of the Senate and in the House Committee on\nEducation. Altho no action was taken on the bill in the House Committee\nand the Senate did not vote on it, it is the strong opinion of its sponsors\nboth in and out of Congress that substantial progress has been made toward\nits final enactment.\nSince there were\n\nvery significant changes made\n\nin the proposed legisla¬\n\ntion following the report of the President’s Advisory Committee on Edu¬\ncation, it naturally required considerable time for the friends of federal\naid to become acquainted with the provisions of the new bill. This fact\nalone accounts to a large degree for the bill not being brought to a definite\nvote in the Session of Congress just closed. We know, however, that the\ncause has steadily gained in strength in the Congress and with national\nleaders. The most important issues have come clearly to the foreground\nand we are now in position definitely to settle them.\nFuture\n\naction — At the opening\n\nof the next session of the Congress\n\nthe\n\nlegislation will be brought forward again. It may be introduced as new\nbills and new hearings held, or hearings held and new bills brought out of\nthe committees of the House and Senate, respectively. The exact pro¬\ncedure will be worked out with the chairmen of the respective committees\nand the original sponsors of the bill in Congress.\nDuring the next few months campaigns preceding the general election\nin November will be under way. During that time a concentrated effort\nshould be made in every State and Congressional district to obtain pledges\n\n"}
{"page": 886, "printed_page": null, "text": "National\n\n880\n\nEducation\n\nfrom candidates for the Congress\neducation.\n\nAssociation\n\nfavorable to federal aid for public\n\nDuring the summer and fall months the Executive Committee of the\nLegislative Commission will carry on a steady campaign of information\nand organization to the end that satisfactory action will be taken by Con¬\ngress in 1939.\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 :\nReport of N. E. A. Committee\nForms,” June 18, 1937\n“State School\n\non Tenure — “Mandatory\n\nLegislation — 1937,” October\n\nSpots of State School\n\n“Court\n\nDecisions\n\n“Teacher\n\nWelfare\n\non Teacher\n\nLegislation\nTenure\n\nPassed\n\nReported\n\nLegislation — January,\n\nContract\n\n21, 1937\n\n“Teacher Tenure Legislation in 1937 to Date,” November\n“Revised Report on Teachers’ Oaths,” November 19, 1937\n“High\n\nState-Adopted\n\n8, 1937\n\nin 1937,” January\n\n20, 1938\n\nin 1937,” April 20, 1938\n\n1937 to May\n\n1, 1938,” May\n\n1938.\n\nAcknowledgments\n\nMost of the work of the Legislative Commission has been carried on in\nWashington thru Howard A. Dawson, Director of Rural Service in the\nN. E. A. headquarters and ex-officio secretary to the Commission. The\nCommission has had splendid cooperation from the executive secretary of\nthe National Education Association, Willard E. Givens, and from the\nother members of his entire staff.\nThe\n\nchairman\n\nwishes to express his appreciation for the loyal support\n\nand efficient work of the members of the Legislative Commission, the presi¬\ndents and secretaries of state associations, the state N. E. A. directors, the\nstate superintendents and commissioners of education, and the thousands\nof local superintendents, teachers, and laymen interested in the cause of\nfederal 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, Vicechairman, State Superintendent of Public Instruction,\nMadison, Wis. ; Ben G. Graham, Superintendent of Schools, Pittsburgh,\nPa.; Frank L. Grove, Secretary, Alabama Education Association, Mont¬\ngomery, Ala. ; George D. Strayer, Director of Institute of Educational\nResearch, Teachers College, Columbia University, New York, N. Y. ;\nH. M. Ivy, Superintendent of Schools, Meridian, Miss.; B. E. Packard,\nCommissioner of Education, Augusta, Maine.\n\n"}
{"page": 887, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n881\nAPPENDIX\n\nOrganizations\n\nRepresented at Meeting on the Question\nAid to the States for Education\nMarch\n\nAlliance\n\nfor\n\nA\n\nGuidance\n\nof\n\nRural\n\nYouth:\n\nPresident, O. Latham\nHatcher, 401-2\nGrace-American Building, Richmond, Va.\nAmerican Association of School Administra¬\ntors: John K.( Norton, Teachers College,\nColumbia University, New York, N. Y.;\nSecretary, S. D. Shankland, 1201 Sixteenth\nStreet, N. W., Washington, D. C.\nAmerican Association of Teachers Colleges:\nE. C. Higbie, President, Wilson Teachers\nCollege, Washington, D. C.\nAmerican Association of University Women:\nSecretary, Kathryn McHale, 1634 I Street,\nNorthwest, Washington, D. C.; Editor,\nMrs. Ruth W. Tyron, 1634 I Street, North¬\nwest, Washington, D. C.; Associate in\nEducation, Harriet Ahlers Houdlette, 1634\nI Street, Northwest, Washington, D. C.\nAmerican Council on Education: President,\nGeorge F. Zook, 744 Jackson Place, North¬\nwest, Washington, D. C. ; Vicepresident,\nC. S. Marsh, 744 Jackson Place, Northwest,\nWashington, D. C.\nAmerican Country Life Association: Carl\nTaylor, U. S. Department of Agriculture,\nWashington, D. C.\nAmerican Educational Research Association:\nSecretary, William G. Carr, Director, Re¬\nsearch Division, National Education Asso¬\nciation, 1201 Sixteenth Street, N. W.,\nWashington, D. C.\nAmerican Farm Bureau Federation: Director\nof Research, W. R. Ogg, Munsey Building,\nWashington, D. C. (Also representing As¬\nsociated Women\nof the American Farm\nBureau Federation.)\nAmerican Federation of Labor: Miss Flor¬\nence C. Thorne, Room 705, 901 Massachu¬\nsetts Avenue, N. W., Washington, D. C.\nAmerican Federation of Teachers: President,\nJerome Davis, 409 Prospect Street, New\nHaven, Conn.; Secretary, Mrs. Mary Foley\nGrossman, 2302 Delancey Street, Philadel¬\nphia, Pa.; Doxey A. Wilkerson, Howard\nUniversity, Washington, D. C.\nAmerican Home\nEconomics Association:\nSecretary, Mrs. Katherine M. Ansley, 620\nMills Building, Washington, D. C. ; Helen\nAtwater, 620 Mills Building, Washington,\nD. C.\nAmerican Legion: Francis M. Sullivan, 1608\nK Street, Northwest, Washington, D. C.\nAmerican Library Association : Secretary,\nCarl H. Milam, 520 North Michigan Ave¬\nnue, Chicago, Ill.; C. B. Joeckel, Graduate\nLibrary School, University of Chicago,\nChicago, Ill.; Nora Beust (ALA on Chil¬\ndren’s and Young People’s Work), Special¬\nist in School Libraries, U. S. Office of\nEducation, Washington, D. C.\nAmerican Vocational Association, Inc.: Sec¬\nretary, L. H. Dennis, 1010 Vermont Ave¬\nnue, N. W., Washington, D. C.; Fred A.\nSmith, State Board of Vocational Educa¬\ntion of Arkansas, Dardanelle, Ark.\nAssociated Women\nof the American Farm\nBureau Federation: W. R. Ogg, Munsey\nBuilding, Washington, D. C.\nAssociation of American Colleges: Secretary,\nGuy E. Snavely,, 19 West 44th Street, New\nYork, N. Y.\n\nof Federal\n\n23, 1938\nCommittee on Industrial Organization: R. D.\nHetzel, 1106 Connecticut Avenue, N. W.,\nWashington, D. C.\nDepartment of Adult Education, N. E. A.:\nPresident, Maude E. Aiton, Principal,\nWebster School, 10th and H Streets, Wash¬\nington, D. C.\nGeneral Federation of Women’s Clubs: Mrs.\nFrank M. Hoadley, President, Maryland\nState Federation, 28 West Kirk Street,\nChevy Chase, Md.\nInternational Society for Crippled Children:\nSecretary, E. Jay Howenstine, Elyria,\nOhio.\nNational Advisory Council on School Build¬\ning Problems: President, Raymond\nV.\nLong, State Department of Education,\nRichmond, Va.\nNational Association for Advancement of\nColored People: Special Counsel, Charles\nH. Houston, 69 Fifth Avenue, New York,\nN. Y.\nNational Catholic Welfare Conference: Eu¬\ngene J. Butler, 1312 Massachusetts Avenue,\nN. W., Washington, D. C. ; James E. Cum¬\nmings, 1312 Massachusetts Avenue, N. W.,\nWashington, D. C.\nNational Congress of Parents and Teachers:\nPresident, Mrs. J. K. Pettengill, The Eddystone, Detroit, Mich.; General Secretary,\nWilliam H. Bristow, 1201 Sixteenth Street,\nN. W., Washington, D. C. ; Mrs. Mary T.\nBannerman, National Chairman, Commit¬\ntee on Legislation, 1201 Sixteenth Street.\nN. W., Washington, D. C.\nNational Coordinating Committee for Fed¬\neral Aid for Education: Charles H. Thomp¬\nson, Howard University, Washington, D. C.\nNational Council of Jewish Women:\nMrs.\nLillian Detre, 3700 Massachusetts Avenue,\nN. W., Washington, D. C.\nNational Federation of Business and Profes¬\nsional Women’s Clubs, Inc.: Mrs. Marion\nH. Britt, 2121 New York Avenue, N. W.,\nWashington, D. C.\nNational Kindergarten Association: Secre¬\ntary, Bessie Locke, 8 West 40th Street,\nNew York, N. Y.; Florence J. Ovens,\n8 West 40th Street, New York, N. Y.\nThe People’s Lobby: Executive Secretary,\nBenjamin C. Marsh, 817 Fourteenth Street,\nN. W., Washington, D. C.\nPrivate School Teachers of the District of\nColumbia: Lenore Bartlett, Greenacre\nSchool, Silver Spring, Md.\nProgressive Education Association: Assist¬\nant Secretary, James L. Hymes, Jr., 310\nWest 50th Street, New YoA, N. Y.\nUnited States Office of Education: C. F.\nKlinefelter, Administrative Assistant to\nthe Commissioner of Education, U. S.\nOffice of Education, Washington, D. C.\nVeterans of Foreign Wars of the United\nStates: Millard W. Rice, Tower Building,\nWashington, D. C.\nYoung Men’s Christian Association; Educa¬\ntional Council: Jerome D. Bentley, 420\nLexington Avenue, New York, N. Y.\nYoung Women’s Christian Association; Na¬\ntional Board: Elizabeth Eastman, 2266\nCathedral\nAvenue, N. W., Washington,\nD. C.\n\n"}
{"page": 888, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nPresident’s Advisory Committee on Educa¬\ntion (Present by invitation as consultants\nand sitting as non-voting members of the\nconference) : Chairman, Floyd W. Reeves,\nNorth Interior Building, Washington, D.\nC. ; Secretary, Paul T. David, North\nterior Building, Washington, D. C.\n\nIn¬\n\nExecutive Committee of the Legislative Com¬\nmission, N. E, A.: Chairman, Sidney B.\nHall, Superintendent of Public Instruction,\nRichmond, Va.; John Callahan, State Su¬\n\nperintendent of Schools, Madison, Wis. ;\nBen G. Graham, Superintendent of Schools,\nPittsburgh, Pa.; H. M. Ivy, Superintendent\nof Schools, Meridian, Miss.; Bertram E.\nPackard, State Commissioner of Education,\nAugusta, Maine; George D. Strayer,\nTeachers College, Columbia University,\nNew York, N. Y. ; Secretary, Howard A.\nDawson (non-voting). Director of Rural\nService, National Education Association,\n1201\nD. C. Sixteenth Street, N. W., Washington,\n\nAPPENDIX\n\nReport\n\nAssociation\n\nB\n\nof Meeting of Representatives of National Organizations\nin Conference on Federal Aid to Education\nMarch\n\n23, 1938\n\nThe meeting was called by Sidney B. Hall, president, National Council of Chief\nState School Officers, and chairman of the Executive Committee of the Legislative\nCommission of the National Education Association.\n\nDr. Hall, as presiding officer, recalled that in 1933 the National Committee on\nEmergency Federal Aid for Education had been formulated from representatives\nof thirty-two national organizations which had been convened upon the call of\nGeorge F. Zook, at that time United States Commissioner of Education. Altho inac¬\ntive for the last two years, this Committee was never dissolved. Dr. Hall stated\nthat it was desired to formulate a similar committee from the organizations repre¬\nsented at this conference.\nThe representatives of the organizations (list attached) were in session all day\nconsidering the drafting of a bill based on the Report of the Advisory Committee\non Education. Upon the invitation of Dr. Hall, Dr. Reeves, Dr. Zook, and Dr. David,\nchairman, vicechairman, and secretary, respectively, of The Advisory Committee on\nEducation, attended the meeting for the purpose of answering questions and ex¬\nplaining the Report and to assist in the clarification of matters covered in a draft\nof the bill.\nAt the beginning of the meeting it was stated by Dr. Hall that upon the initiative\nand request of Senator Harrison and Senator Thomas (of Utah, chairman of the\nSenate Committee on Education and Labor) a draft had been prepared fully con¬\nsistent with the recommendations of The Advisory Committee. A mimeographed\ncopy of the draft was placed in the hands of each member of the conference.\nThe group then proceeded to consider the draft section by section. It was agreed\nthat the persons present voted as individuals, but presumably expressed the views\nof their separate organizations so far as known at that time. It was also agreed\nthat in cases where the group voted for changes of the draft inconsistent with the\nrecommendations of The Advisory Committee, these votes would be brought to the\nattention of Senators Harrison and Thomas as expressions of preference, but that\nnevertheless the draft presented would be substantially that placed in the hands of\nthe members of the conference in mimeographed form including perfecting amend¬\nments not inconsistent with the views of The Advisory Committee.\nThe following notes have reference to the tentative draft of substitute for S. 419\nof the Harrison-Fletcher\n\nBill (March\n\nTitle I, Part 1, General Federal Aid\n\n15, 1938).\n\nSec. 1. Approved.\nIn the afternoon, at the close of the session, the following\n\nmotion\n\nwas\n\npassed\n\nby unanimous vote: “That it be recommended to the sponsors of the bill in the\nHouse and Senate that the sum of $100,000,000 be appropriated for the fiscal year\nending June 30, 1939, and that the sum of $50,000,000 be added each year until the\nfiscal year ending June, 1945.”\n\n"}
{"page": 889, "printed_page": null, "text": "Associational\n\nSec. 2. Both\n\nmimeographed\n\nRecords\n\ndrafts were\n\nand\n\nInformation\n\nconsidered.\n\nThe\n\n883\n\nseparate draft headed\n\n“Optional draft of Section 2” was preferred 16 to 14, after extensive discussion.\nW. R. Ogg, secretary of the American Farm Bureau Federation, advocated alloca¬\ntion of federal funds to the states in proportion to the rural population of the respec¬\ntive states and that a reserve fund be set aside to be used by the Commissioner\nof Education for further equalization purposes. It was unanimously agreed that this\nproposal should be submitted to Senators Harrison and Thomas for consideration.\nSec. 3. Approved.\nSec. 4. Approved with verbal clarification. In lines 7 and 8 the words “formulas\nobjective in type” were stricken out and in lieu thereof the words “objective formulas\nadapted to the respective states” were inserted.\nSec. 5. Approved with minor modifications. Objection was expressed by A. V. A.\nand Farm Bureau representatives to the wording of “supervision of club work and\nhome projects” in paragraph (f). This was approved with rewording, and may even¬\ntually be dropped as not worth controversy.\nSec. 6. Approved with the deletion of the last two sentences of paragraph (a).\nAn amendment was proposed to insert after the word “pupils” in paragraphs (a),\n(b), and (c) the words “attending public schools” and was lost by vote of 10 to 16.\nSec. 7. Approved with little discussion. There was no objection to approval of\nplans by state departments of labor, but some objection to including the U. S. Depart¬\nment of Labor on grounds of possible lack of agreement between state and federal\ndepartments of labor. The objection was withdrawn after explanation and reference\nto the fact that some states have no effective departments of labor.\nSec. 8. Approved. It was agreed that some declaratory statement with respect to\npublic access to reports and joint plans should be included in the draft. By unanimous\nconsent it was agreed that Section 8 should be so amended as to provide for the\npublication and dissemination of reports and to provide that the joint plans and\naudits should be public documents available to any citizen desiring to see them.\nSec. 9. Approved.\nSec. 10. Approved.\nSec. 11. Approved. The proviso “That in auditing federal fund accounts, the\nUnited States Office of Education shall accept decisions of such state as to what\nschools are public” was approved 18 to 11.\nSec. 12. Approved.\nVoted 15 to 11 to express preference for the insertion at some appropriate place\nin Title I, Part 1, of a proviso requiring states to continue state aid funds at the\n1937 or 1938 level. This differs from the old Harrison-Fletcher Bill in that no attempt\nwould be made to require maintenance of the existing level of local support, which\nwas considered of doubtful administrative feasibility.\nTitle I, Part 2, Amendments of Vocational Statutes\nMembers of the group were in general unprepared to pass upon the detail of this\npart of the draft. The general effect of the draft was explained with reference to the\nrepeal of much of the specific content of existing statutes, and the proposed new\nprovisions were pointed out.\nRepresentatives of the American Vocational Association urged the necessity for\nconsiderable time in which to consider the proposals and advocated making them\nthe subject of separate\nmainder of the bill.\n\nlegislation in order not to delay consideration\n\nof the re¬\n\nAfter extensive discussion, the group voted 16 to 6 to postpone consideration of\nthe provisions of Part 2 until a special conference on the subject can be called, the\ntime to be agreed upon by Dr. Hall of the N. E. A. and Dr. Dennis of the A. V. A.\nIt was agreed that the action to postpone consideration of Part 2 was not to be con¬\nsidered as prejudicial to the inclusion of provisions relating to vocational education.\nTitle I, Part 3, Improved Teacher Preparation\nApproved without change.\nThere was some discussion of a proposed amendment to care for the existing\nsituation in some states, where it was argued that no existing institution preparing\n\n"}
{"page": 890, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\nteachers, particularly teachers of Negro schools, could qualify under Sec. 31. An\nopposing point of view was presented to the effect that those states should immediately\nimprove their institutions in order to qualify, and the amendment was lost.\nTitle I, Part\n\n4, Construction\n\nof School\n\nBuildings\n\nApproved without change.\nMr. Ogg of the American Farm Bureau Federation argued that available funds\nshould be used for operating purposes and that buildings were of secondary\nimportance.\nAlternative provisions of the Schwellenbach Bill, S. 3529, were discussed, but a\nlarge majority of the group was opposed to their substitution.\nTitle I, Part 5, Administration\n\nof State Departments\n\nof Education\n\nMotion was passed to delete the second proviso in Section 51 which begins: “That\nafter July 1, 1941, etc.” relating to the expenditure of vocational funds for state\ndepartment expenses.\nThe remainder of Part 5 was approved.\nTitle II, Adult\n\nEducation\n\nIt was proposed by Mr. Ogg of the American Farm Bureau Federation that the\nconference express a preference for allocation of funds for Adult Education (Sec.\n200) on the same basis as general aid for elementary and secondary education (Sec.\n2). This proposal was approved by vote of 9 to 8.\nMotion was passed to substitute “part-time, vocational, and general” in the second\nline of Section 200 for “general and vocational part-time.”\nMotion passed to insert in the third sentence of Section 201 “and books” following\nthe word “salaries” and in the fifth sentence to delete “general and” and insert\n“and general” following the word “part-time.”\nTitle III, Library\n\nService\n\nAmendments proposed by the Executive Committee of the American Library Asso¬\nciation were agreed to by unanimous consent without being read. These amendments\nwere developed at a meeting of the A. L. A. committee on March 19, and were all\nconsistent with the recommendations of The Advisory Committee, in the opinion of\nDr. Reeves and Dr. David. Their effect, aside from perfecting the language of\nthe draft, is to protect against undesirable forms of federal control and to require\nmerit appointments in cooperation with state library agencies. These amendments\nwill be incorporated into the draft before it is presented to the Senators.\nThe entire title was approved as amended.\nTitle IF, Grants\n\nfor Research,\n\nPlanning,\n\nLine two of Section 401 was amended\n403” after the word “available.”\n\nand\n\nDemonstrations\n\nby inserting “except as provided\n\nin Section\n\nLine four of Section 401 was amended by inserting “library agencies.”\nThe entire title was approved with these amendments.\nTitle V, Education\n\nfor Children\n\non Federal\n\nReservations\n\nApproved.\nTitle VI, General\n\nThe\n\nand\n\nentire title was\n\nMiscellaneous\n\napproved,\n\nProvisions\n\nwith the addition of (d) to Section 600 as follows:\n\n“(d). A just and equitable distribution of the several funds, provided under this\nAct, for the benefit of a minority racial group, or groups, in a state which maintains\nby law separate educational facilities for such minority racial group, or groups,\nshall mean any plan of distribution which will allocate for the benefit of such\nminority racial group, or groups, a proportion of said funds not less than the pro¬\nportion that each such minority racial group bears to the total population of that\nA motion to define a public school as one which\nstate.”\ntaxation was lost for want of the second.\n\nis supported\n\nwholly\n\nby public\n\n"}
{"page": 891, "printed_page": null, "text": "885\nAssociational\n\nRecords\n\nand\n\nAPPENDIX\n\nNational\n\nCommittee\nMeeting\n\nfor Action\n\nPaul T. David — As an observer for The\n\nC\n\non Federal\n\nheld in Washington,\n\n♦O. Latham Hatcher, Alliance for Guidance\nof Rural Youth, 401-2 Grace-American\nBuilding, Richmond, Va.\n*E. C. Higbie, American Association of\nTeachers Colleges, President, Wilson\nTeachers College, Washington, D. C.\n**Mrs. Ruth W. Tyron, American Associa¬\ntion of University Women, 1634 I Street,\nN. W., Washington, D. C.\n♦George F. Zook, American Council on\nEducation, 744 Jackson Place, Northwest,\nWashington, D. C.\n♦William G. Carr, American Educational\nResearch Association, Director, Research\nDivision, National Education Associa¬\ntion, Washington, D. C.\n**W. R. Ogg, American Farm Bureau Fed¬\neration, and Associated Women\nof the\nAmerican Farm Bureau Federation, Di¬\nrector of Research, American Farm\nBureau Federation, Munsey\nBuilding,\nWashington, D. C.\n♦Paul Scharrenberg, American Federation\nof Labor, Education Committee of A.\nF. of L., 901 Massachusetts Avenue,\nNorthwest, Washington, D. C.\n♦Jerome Davis, Mrs. Mary Foley Grossman, Alice Coe Mendhaw,\nAmerican\nFederation of Teachers; Jerome Davis,\n409 Prospect Street, New Haven, Conn.;\nMrs. Grossman, 2302 Delancey Street,\nPhiladelphia, Pa.; Miss Mendhaw, Local\nNo. 553, A. F. T., Chairman, Washing¬\nton Progressive Group.\n♦♦Mrs. Katherine M. Ansley and Miss\nHelen W. Atwater, American Home Eco¬\nnomics Association, 620 Mills Building,\nWashington, D. C.\n♦♦Francis M. Sullivan, The American Le¬\ngion, 1608 K Street, Northwest, Wash¬\nington, D. C.\n♦Carl H. Milam and Forrest B. Spaulding,\nAmerican Library Association, 520 North\nMichigan Avenue, Chicago, Ill.\n♦♦Thomas H. Quigley and L. H. Dennis,\nAmerican Vocational Association, Inc.,\nDr. Quigley, Georgia School of Tech¬\nnology, Atlanta, Ga. ; Mr. Dennis, 1010\nVermont Ave., Northwest, Washington,\nD. C.\n\nInformation*\n\nAid to Education\n\nD. C., May\n\n11, 1938\n\n♦Wm. W. Hinckley, American Youth Con¬\ngress, Room 755, 55 West 42nd Street,\nNew York, N. Y.\n♦♦Mary E. Leeper, Association for Child¬\nhood Education, 1201 Sixteenth Street,\nNorthwest, Washington, D. C.\n♦Lee Pressman, Committee on Industrial\nOrganization, 1106 Connecticut Avenue,\nNorthwest, Washington, D. C.\n♦Maude E. Aiton, Department of Adult\nEducation, N. E. A., Webster School,\nWashington, D. C.\n♦♦Raymond V. Long and David E. Weglein, National Advisory Council on\nSchool Building Problems, Mr. Long,\nState Department of Education, Rich¬\nmond, Va.; Dr. Weglein, Superintendent\nof Schools, Baltimore, Md.\n♦Charles H. Houston, National Association\nfor the Advancement of Colored People,\n69 Fifth Avenue, New York, N. Y.\n♦Herman G. James, National Association\nof State Universities, President, Ohio\nUniversity, Athens, Ohio.\n♦♦Mrs. Glen L. Swiggett, National Con¬\ngress of Parents and Teachers, The\nMendota Apartments, Washington, D. C.\n♦Charles H. Thompson, National Coordinat¬\ning Committee for Federal Aid for Educa¬\ntion,\nUniversity, Washington,\nD. C. Howard\n♦Ernest Bryan, National Council for\nAdult Civic Education, 1201 Sixteenth\nStreet, Northwest, Washington, D. C.\n♦♦Mrs. Marian H. Britt, National Fed¬\neration of Business and Professional\nWomen’s Clubs, Inc., 2121 New\nYork\nAvenue, Northwest, Washington, D. C.\n♦Bessie Locke and Florence J. Ovens,\nNational Kindergarten Association, 8\nWest 40th Street, New York, N. Y.\n♦♦Benjamin C. Marsh and John H. Gray,\nThe\nPeople’s Lobby, 817 Fourteenth\nStreet, Northwest, Washington, D. C.\n♦Jerome H. Bentley, Educational Council,\nY. M. C. A., 420 Lexington Avenue,\nNew York, N. Y.\n♦♦Elizabeth Eastman, National Board,\nY. W. C. A., 2266 Cathedral Avenue,\nNorthwest, Washington, D. C.\n\nAdvisory Committee\n\non Education.\n\n* Official Representative.\n** Unofficial Representative.\n\nREPORT\n\nOF\n\nMRS.\n\nM.\n\nVINA\n\nCOMMITTEE\n\nAH\n\nERNE,\n\nNEW\n\nON\n\nHAVEN\",\n\nNECROLOGY\n\nCONN.,\n\nChairman\n\nI he names of the various members of the profession who have passed\naway during the past year have been sent to the chairman from the various\nstates. There are probablv others which have not been reported. Refer to\nM rs. Aherne’s name in the index for page on which her remarks in presenting\nthe report of the Committee are printed. The list follows:\n\n"}
{"page": 892, "printed_page": null, "text": "886\n\nNational\n\nALABAMA\nAlvarez, Mabel\nArmstrong, Mary Ella\nBurnett, J. M.\nClayton, Reba S.\nComer, John D.\nCox, Mary\nCrawley, Courtenay H.\nEchols, Sara\nEngland, Mary\nFielder, Lovie 1.\nFord, Winifred\nHayes, E. L.\nHeustis, Anita\nHrabe, William\nJames, Ada\nJohnson, H. B.\nJones, Faye\nKing, Edna\nLee, B. E.\nLee, Winnie B.\nLile, H. T.\nMcDaniel, Sumter C.\nMiller, Maude\nMorton, Harriet\nOverby, Sara\nShelton, Hubert\nSimpson, Maud\nSmith, E. L.\nSmith, Jessie Dean\nTaylor, Belle Cornelius\nWilliamson, S. P.\nWornum, Annie\n\nARIZONA\nDarrow, Prof. L. D.\nDeForest, Alice\nDeMary, Dorothy\nDerrick, George W.\nDick, Leonora T.\nEvans, Mrs. John R.\nGarcia, Mrs. Amelia H.\nKnowles, Mrs. Hortense L.\nMcDole, John F.\nMater, Lois\nOlson, Mary\nPersons, Glenn W.\nPitchford, Mrs. Gilbert L.\nPlatt, Frances D.\nProffitt, Mrs. Rhoda\nRichey, Thamar\nRoss, Pontus H.\nRust, Paul\nTaylor, Allen N.\nVialo, Mitchell S.\nWright, Helen\n\nARKANSAS\nCohen, Flora M.\nMaggard, Flora Essie\nRiggin, D. M.\nSpence, J. L.\nSullards, s G. A.\n\nCALIFORNIA\nAmerman, Louise J.\nAnderson, Alfa W.\nAngier, C. W.\nArmitstead, Amy I.\nAshfield, Norah\nBailey, Blanche B.\nBaldwin, Hugh J.\nBaracchi, Charles\nBateman, D. T.\nBates, William S.\nBeckman, Esther\nBell, Raymond O.\nBennett, Laura B.\nBoguslas, Esther D.\nBransford, Alice\nBrooks, Margarette D. L.\nBrown, Frank S.\nBrowning, Leota V.\n\nEducation\n\nAssociation\n\nBuck, Dorothy\nCase, Arthur L.\nClement, Henry G.\nCoombs, Virginia\nCraig, Beulah B.\nDahleen, Harry W.\nDalmazzo, Marian\nDanks, Vina\nDavis, Cornelius\nDavis, Elizabeth B.\nDoebler, John H., Jr.\nDunlap, Opal R.\nEdwards, Elizabeth\nElmore, Albert G.\nEmigh,\nNina Q.\nM.\nEvans, Lulu\nFleischman, Stella\nFratis, Mrs. Sue L.\nFriedrich, Mary\nGallian, Adelaide\nGallimore, Sue\nGarlinghouse, Cecil\nGilbertsen, Mrs. Wilma H.\nGlanfield, Irma\nGoulden, J. F.\nGriffith, James D.\nHamilton, Velma\nHammel, Julius C.\nHammitt, Chalfant S.\nHaupt, Jane\nHawley, Josephine\nHeil, Wilbur J.\nHenninger, Bereta M.\nHolderman, Florence H.\nHolm, Tom\nIll, Theadore\nJones, Marion\nKerlinger, Mrs. Mabel\nKerr, Mary Nicholl\nKiney, Mrs. Ruth B.\nKoch, Lillian\nLange, William F.\nLeach, Lena\nLeavitt, Meryl Boyd\nLowrey, Georgella\nLundkvist, Emil A.\nMcGavock, Frances\nMcHenry, Mrs. Emilie\nMcHenry, Philander\nMclnnis, William Carr\nMcLaughlin, Louise\nMacMonnie, James A.\nMartin, David E.\nMassey, Mrs. Rose\nMeacham, Robert B.\nMiller, John M.\nMillward, Belle\nMullen, Sarah M.\nNeary, Jessie Clark\nNewbold, Austin L.\nO’Donoughue, Mary L.\nOstrom, Rhoda J.\nPaine, Daisey M.\nParrott, Willard H.\nPerkins, Helen S.\nPeterson, Florence H.\nPreston, Linda May\nPupis, Elizabeth G. S.\nRaffety, A. L.\nReed, Esther C.\nRienks, Maude L.\nRoss, Leonaine W.\nRush, Barbara\nSandholdt, E. Marie\nScammel, Harriet R.\nScott, J. A.\nShaw, Lyra J.\nShea, Margaret B.\nSherman, Charles M.\nSherman, Elizabeth M.\nSherwood, Julia\nSmith, Blanche B.\nSmith, Clement H.\nSmith, Etha A.\nSmith, Ethel B.\nSmith, Mabel B.\nSmyth, Katherine V. V.\n\nStanton, W. J.\nSwift, Doris C.\nTimmons, Katherine A.\nThomas, Arthur\nThornburg, Dollie Mae\nUlrici, Walter\nUtter, J. P.\nViau, Lois\nWalcott, Mary E.\nWeatherholt, Idell S.\nWebster, Claude K.\nWeeks, Pearl M.\nWest, Rena G.\nWhytock, Norman R.\nWihr, Mrs. Elsa K.\nWilkinson, Virgil G.\nWilliams, Ruth Delma\nYoung, Dorothy W.\n\nCOLORADO\nAnderson, Anna V.\nAshbrook, Grant G.\nBench, Alfred N.\nBennett, Mrs. Carrie E.\nBradford, Lenore\nBradford, Mary C. C.\nCampbell, Christabel\nCarpenter, Helen\nChapman, M. Eugenia\nClark, Katherine\nCleverly, Susan\nConnor, H. H.\nCondit, Adella\nCosman, Marian B.\nCotton, George K., M.D.\nCraig, Dudley P.\nCramp, Mrs. L. L.\nDe Encinaedas, Mrs. Mercedes\nDilts, Delpha\nEagleton, W. H.\nEmmons, Marion\nFowler,\nWells\nFreedle, Myrtle\nJ. C.\nFrye,\nElnora\nGrafton,\nL. B.\nHall, Luella\nHallam, Effie Z.\nHannah, Luan B.\nHirons, W. G.\nHofmeister, Dan. E.\nHolloway, M. Isabel\nIiames, Etta M.\nJones, Helen\nJorgensen,\nKeating, J. Virgil\nF.\nKeigley, L. Denzil\nLawyer, H. L.\nLeiser, Sadie\nLittlefield, M. Florence\nLindquist, Helen Watson\nLindstad, Esther\nLyttle,\nJessieMargaret\nB.\nMcGowan,\nMcNeil,\nMargaret\nMerry, Lucy\nMiller, Arthur\nMoore, Hettie\nPellenz,\nEva\nPerry, Elizabeth I.\nPettit, Laura H.\nPratt, Isabel H.\nPrice, Ethelyn M.\nRanney, Charles Allen\nRichmond, Emma M.\nRowland, Georgina\nSalisbury, Celiz A.\nSappenfield, C. B.\nShafer, Wilson M.\nSmith, Charlotte E.\nSmith, Edith W.\nTully, Mary C.\nTwimber, Mrs. Martha\nWard, Mrs. Josephine\nWatson, Helen\nWilliams, Mildred Lee\nWilson, Stella H.\n\n"}
{"page": 893, "printed_page": null, "text": "Associational\n\nWisherd, Margaret\nWorkmaster, C. F.\nWray, Charles F.\nZeiger, Georgia\nCONNECTICUT\nAustin, Fuller\nBallentine, Margaret W.\nBarry, Lena\nBuell, Prof. Colin S.\nBurt, Mrs. Helen D.\nCarleton, Olive G.\nClark, Mrs. Louise D.\nClarkin, Mary E.\nClough, Herbert O.\nCollins, Estelle C.\nCuff, S. M. Amadeus\nDooley, S. M. Thomas\nDwyer, Mrs. Agnes T.\nFitzsimmons, Margaret\nFlanagan, Alice\nGerard, Grace A.\nHague, Ida A.\nHines, Marie\nHolmes, Dr. Stanley H.\nHoyt, Mrs. Florence\nJones, Mrs. Genevieve W.\nLinehan, Joseph A.\nLucas, Mrs. Charlotte\nMcCarthy, Supt. John C.\nMcLean, Mary Esther\nMoffitt, Mary\nMolloy, Mrs. Nellie\nMoores, Mrs. Mary W.\nMorse, Edith E.\nMurphy, Walter V.\nPatterson, Marion\nPrud’hommeaux, Mrs. C.\nReed, Rhoda M.\nSisson, Willard C.\nStorer, Harriet K.\nSullivan, Anna C.\nSullivan, Bridget\nWasley, Mrs. Helen P.\nWight, Mrs. M. Marion\nDELAWARE\nCattell, Mary E.\nCornell, Mary A.\nEliason, Lillie S.\nHussey, Nellie Blair\nLichenstein, Bertha\nLoney, Maria\nMcCloskey, Anna\nMartin, Anna Maybelle\nMitchell, Mary\nMoore, Kathleen\nThompson, Myrtle\nTomlinson, Sara\nTurner, Marguerite\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBarlow, A. P.\nBruce, F. S.\nEverard, Nathaniel\nLittle, M. E.\nMcCleskey, Mrs. E. T.\nMarshall, Mrs. M. M.\nShorter, A. V.\nThompson, Mrs. I. S.\nWilson, Mrs. L. C.\nFLORIDA\nAndrews, M. M.\nBennett, Bettie B.\nBrooks, Olivia Dundas\nCarn, W. D.\nCarter, W. W.\nClark, Fannie\nCrusoe, Laura G.\nFelton, Leona\nFisher, Chas. M.\nFitch, Edith\n\nRecords\n\nand\n\nInformation\n\nGallups, Ruby\nGalpin, Mrs. E. E.\nGoldsworthy, Florence\nGreene, A. S.\nHarris, Louise Crist\nHodges, Mead\nKoehler, Wm.\nMcGuire, Mrs. Mildred\nMcKeithen, Jennie\nMaroney, Stella Patterson\nPalmer, Louise\nRader, Marcia A.\nRoberts, Walter\nSchwalmeyer, Maude\nSegrest, W. D.\nThomas, Bessie\nTolbert, B. A.\nTreadwell, T. A.\nWheeler, J. H.\nWilliams, Dr. Arthur\nGEORGIA\nBrooks, Roland\nCarpenter, Clyde\nCooper, Mrs. John\nFloyd, Grady O’B., Jr.\nHarman, Chas. G.\nHarper, J. H.\nSharp, R. C.\nSingleton, H. T.\nStreeter, Mrs. R. O.\n\nChappel, Mary\nChew, Asa\n\n887\nMelissa\n\nCline, ’James\nColeman, Abbie\nCook, Leonard\nDavid, Alice\nDeeble, Hattie J.\nDickhaut, Alvin R.\nDillinger, Clara\nDodson, Irna\nDuncan, J. O.\nDunham, Ella\nEaton, Ethel\nEichrodt, Edward\nEldridge, Edith\nEvans, R. F.\nFerguson, Isabel\nFisher, Margaret Strack\nFisher, Marguerite\nFoote, Mabel\nFoster, Narcissa C.\nFrank, O. H.\nFreeman, Thelma\nFriedley, Clara\nGratz, Gladys\nGrover, Ella\nGuertin,\nGustafson,Norah\nAmy A.\nHaag,\nVerona\nHalls, Emily\nHambleton, Grace\nHanson, Thos. A.\nHarris, Fanny\n\nHAWAII\n\nHeifner, Ralph L.\nHickman, F. M.\n\nChung, Elsie Nin\nFinnegan, Mrs. Violet Claire\nKahai, Mrs. Nellie Mano\nKealaiki, James Kealcha\nVierra, Joseph\n\nHill, Laura\nHollon, Emma\nHoover, Flora A.\nHornby, Ambrose\nHunt, I. S.\nHurst, Oren\nIhrie, Fannie\n\nIDAHO\nDevoe, Gordon\nFaris, P. C.\nHirschler, Philip\nQuist, Homer\n\nB.\n\nILLINOIS\nBoomer, Simeon E.\nCavins, Prof. Elmer W.\nCombs, Fuller\nDille, C. A.\nMurphy, Sanford\nPenney, Mark E.\nRussell, W. G.\nSamter, Gerry H.\nTucker, William W.\nWhitmore, E. D.\nINDIANA\nAbshire, Ann\nAllen, Frank\nAllen, Grace Roush\nAllen, Howard Lee\nAkre, Willis\nAnkenbrock, Raymond\nApplegate, Lucy\nAusterman, Anna E.\nBaker, Oscar D.\nBallard, Claudia\nBarker, May\nBarker, May\nBascom, Hazel Lesley\nBass, W. H.\nBeatty, Earl\nBenson, N. W.\nBrown, Helen Mae\nBrummett, Edd\nBurns, Jennie\nButler, Hazel\nCampbell, Robert G.\nCarmichael, LeRoy Noble\nCarter, W. H.\nChambers. Merl C,\n\nEmory\n\nJaggers, R. Eleanor\nJakways, Wm. R.\nJay, A. Elizabeth\nJenkins, Esther\nJohnson, L. A.\nJones, Ruth\nJulian, Ren M.\nKord, Augusta T.\nKoltenback, Blanche\nLaDuke, Mary\nDavid Edwin\nLanner,\nLeedy, Ruth\nLineback, Melba\nLogan, Marion E.\nLudders, Jennie\nLudy,\nOliveD. E.O.\nMcComb,\nMcNally, Emma\nMansfield, Wilma\nMartin, L. S.\nMelton, Melissa Chappell\nMontgomery, Henry\nNeel, W. F.\nOakey, Isabella\nOgden\nO’Brien,\nOlive\nOswalt, H. B.\nOtt,\nL.\nOwen,Frank\nH. Clay\nOwens, Ruth Meek\nPike, Paul R.\nPingpank, Ida\nPlatt, Omer G.\nPoether, Lydia\nPorter, Eva Belle\nPreston, Kizzie\nPreston, Leonard\nPreston, Leonard C.\nPurkey, Geneva L.\nPurnell, Nellie\nReeves, Ruth Hasley\nReubarger, Geo. H.\nRhyan, Iva\nRitenour, Edith\nSanders, Edith\nSanders, Emil E.\n\n"}
{"page": 894, "printed_page": null, "text": "888\n\nNational\n\nSchannep, Mabel\nSchwalm, Grace\nSchwilk, Bertha Louise\nSmitha, Gertrude Shaver\nSmith, Anna B.\nSmith, Carl E.\nSmith, Emma R.\nSmith, Frank C.\nSmith, Glen R.\nStandiford, J. C.\nStearns, Lizzie\nStegons, Lizzie J.\nStetson, Paul C.\nStewart, Jessie B.\nStone, Annie M.\nStrassell, Jos. W.\nSutherland, Laura\nThompson, Ella\nThompson, Harriett A.\nTrogdon, Lois\nTyner, Martha\nWaite, Elizabeth\nWells, Margaret L.\nWilson, Alberta\nWilson, Kate G.\nWilson, Walter H.\nWright, William E.\nYeaton, Susan D.\n\nIOWA\nAllison, Mrs. Charles\nAndrews, Prof. Geo. G.\nArnett, B. M.\nArnold, Marjorie\nBaker, Prof. Richard P.\nBaldwin, Bessie L.\nBallard, Mrs. W. W.\nBrown, Clark W.\nBrown, George E.\nBrownlee, Maude\nBurns, Catherine L.\nChandler, Jessie\nChandler, Dr. Sidney L.\nChehock, Mrs. H. W.\nClark, Alta Mae\nClarke, Jessie A.\nConklin, Roland E.\nCooper, Mrs. Fred\nCowan, Cornie M.\nCowles, Verna\nCramer, W. F.\nCross, Emma\nCummings, Sarah M.\nCunningham, Alice\nDaehler, Ferdinand\nDevine, Ellen C.\nDolliver, Margaret G.\nDouglas, Lucine\nDurkee, Mrs. W. H.\nEaster, Lee E.\nEnsign, S. Laura\nErb, Sue\nFasold, W. H.\nFerrier, E. L.\nFinkenbinder, Dr. Erwin O.\nFleming, Mrs. Eva M.\nGardner, Nathaniel L.\nGarrett, E. O.\nGrobee, Alma K.\nHagensick, Mrs. Elesa\nHall, Mrs. Alma D.\nHall, Wilma\nHaynes, Robert M.\nHeaps, Mrs. C. R.\nHill, Mrs. Eliza\nHitchcock, Mrs. Berle D.\nHorn, Floy\nHowland, Bertha E.\nHoyt, Mrs. Cress O.\nJacobs, Elizabeth\nJordan, W. Lee\nKieron, James H.\nKing, Irving\nKnepper, Grace N.\nKoch, Mrs. K. B.\nLee, Mrs. A. M.\n\nEducation\n\nAssociation\n\nLeeper, W. N.\nLyon, Bonnelle L.\nMain, Mrs. J. H. T.\nMiller, Elizabeth\nMitchell, Mrs. Ethel M.\nMower, Alice\nMyhre, Mrs. Lucile C.\nNewman, Ross B.\nNiemann, Allen R.\nOrbell, George\nPartridge, Mrs. Pauline K.\nPerkins, Vesta L.\nPicket, Adam\nPoffenberger, Hattie\nPollock, Prof. Ivan L.\nPotter, E. C.\nPowers, Frances\nReam, Clarence H.\nRiddell, W. O.\nRiggs, Hon. John F.\nRobbins, Dr. Chas. L.\nRodell, Robert\nRoss, Dorothy\nSchell, Dr. Edwin\nSchlue, Mary M.\nSchoemaker, Dr. W. R.\nScurry, Julia\nShouten, Mar S.\nSimmons, Mrs. Elizabeth\nStevenson, S. K.\nStoddard, Mrs. Roy\nSwaim, Mabel\nSwartling, G. H.\nTapper, Prof. Bonna\nTellier, Frank A.\nTilden, Ida M.\nTinsley, Mrs. Effie\nTrimble, Mrs. Persis H.\nTurner, Gladys L.\nWayt, Dorothy\nWild, Anna\nWillis, Libby La Dena\nWilkins, A. K.\nWilson, Prof. Chas. B.\nWoelhaf, Clara A.\n\nKANSAS\nAnderson, G. E.\nBollinger, Wm. P.\nBueker, Mrs. Jennie\nBurway, Elizabeth\nCarpenter, Nellie\nColville, J. V.\nDuncan, Mrs. Louise\nGeorge, Fannie\nHopkins, Edith\nLaubach, Mrs. Candace E.\nLepley, Mrs. Rose E. F.\nLesher, Louise\nLyle,\nHarmerLida\nE.\nMacferran,\nPorter, W. H.\nSmith, Dora\nStanley, E. F.\nWaite, Augusta\nWetherbee, Mrs. Ida M.\nZimmerman, Ella\n\nKENTUCKY\nArnett, Cordell\nBeust, Dr. T. B.\nBrigman, Dean B. M.\nCaldwell, Dr. M. A.\nChapman, J. Virgil\nCherry, Dr. H. H.\nDowns, Catherine\nEdwards, B. F.\nGood, Earline\nGradman, Lillian\nGrehan, Enoch\nHarp, Julia\nJones,\nVitula\nKurkamp,\nRose\nLee, G. E.\nMiller, Logan\n\nMills, Earl\nMunn, Burrus\nNewman, John\nPatterson, Dr. John L.\nPrice, Ruth\nRamsey, Alice\nRamsey,\nWilliam\nReibert, Lydia\n\nE.\n\nRoberts, Marie L.\nSecrest, Myrtle\nSmith, Dr. T. Cook\nTardif, W. D.\nTurner, Mrs. Ben R.\n\nLOUISIANA\nBaughman,\n\nO.\n\nBogard,\nFrank M.\nBrown, Harry\nChristman, Julia\nClark, Rita Cecelia\nDolhonde, Mrs. Louis\nFrost, Mrs. Maggie McD.\nHimel, Marie\nKeebler, E. E.\nMartin, Agnes\n\nI.\n\nMichel, Georges\nMiller, Otto\nPlauche, J. G.\nPower,\n\nA.\n\nSue B.\n\nRiggen, Mrs. Carl\nRogers, Mrs. Lillie Allen\nVictor,\nGermaine\nWainwright,\nMary C.\n\nMAINE\nBailey, Annie E.\nBlair, Ellen\nBriggs, Emma S.\nBrooks, Arthur L.\nCurtis, Antonia M.\nDanforth, Clarence\n\nP.\n\nDyer, Cora Mae\nErvine, Annie M.\nFlanagan, Margaret\nFortier, Harry E.\nGerrish, Stanley Morton\nJordan, Mrs. Nellie Florence\nLockwood, John Elmer\nMcCann, Harriet\nMcGown, Dorothy Wentworth\nPerkins, Ruth T.\nPotter, Nellie M.\nProctor, Clarence William\nQuinnan, Mrs. Hattie E.\nSnow, George W.\nStuart, Lula A.\nTodd,\nArthur\nWhiteley,\nLucyL. A.\nWilliams, Harvey\n\nR.\n\nMARYLAND\nBenesch,\n\nEsther\n\nBoyle, Dennis\nBrice, Mrs. Anna S.\nByers, Eleanor R.\nCarter, Lillie M.\nCecil, George W.\nCoblentz, M. Virginia\nCook, Grace A.\nCranmer, Lillian\nCrawford, Lewis D.\nFessenton, Edgleaner\nFowler, Vera I.\nFutcher, Dr. Thomas B.\nGray, Veronica G.\nHill, John S.\nHolloway, C. Mettie\nHolmes, Grace L.\nHolmes, Marie A.\nHosford, Mrs. Alice M.\nIreland, Evelyn L.\nMcKinley,\nMaryF.\nJones,\nThomas\nMays,\n\nMrs.\n\nMary\n\nD.\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nMeyers, George A.\nMiller, George L.\nMorley, Dr. Frank\nNuttall, Raymond L.\nRayne, Daisy\nRichardson, Ella\nRichardson, Wm. G.\nRodman, Mary E.\nStansbury, Elizabeth B.\nToole, Florence M.\nWalsh, Mary T.\nWeaver, Emma\nWillis, Harold E. D.\nWyatt, Mrs. Hester R.\n\nMASSACHUSETTS\nBrown, Mabel S.\nCampbell, Nellie\nChevalier, Ada F.\nClark, George B.\nCobb, Carrie E.\nCrumb, Hazel\nFay, Eva B.\nGarvey, Mary\nHastings, Sabina\nHilton, Frederick W.\nKeith, George A.\nKonieczny, Henry\nMcCarthy, Thomas\nMcDuffie, Walter V.\nMcShane, Catherine E.\nMorse, Frank P.\nPeel, Neida\nPerry, William H.\nSawyer, Nellie\nStearns, M. Ethelyn\nThomas, Florence\nWells, Eber I.\nWhittemore, Edwin J.\nWooster, George E.\n\nMICHIGAN\nAnderson, Mrs. M. O.\nAngell, Chas. F.\nBaker, Helen T.\nBardonner, Herman M.\nBarnes, Mrs. Clara M.\nBaum, Leora R.\nBelmore, Milton A.\nBenjamin, E. A.\nBooth, Herbert G.\nBosman, Mrs. William D.\nBoyer, Jennie B.\nBruce, Walter R.\nBurkitt, Myrtle\nCampbell, Carolyn M.\nCargill, Alice A.\nChalmers, James\nChrist, Helene C.\nClark, Mrs. M. J.\nClayton, Robert\nCogshall, Charles S.\nCollins, John\nCombs, George, Jr.\nCompton, John H.\nCorns, Joseph\nCox, Mrs. Erminnie J.\nCraft, Abram L.\nCraig, Mary\nCross, Genevieve\nCutting, Mrs. Amy P.\nDeForest, Gladys M.\nDersnah, Eugene L.\nDoherty, June C.\nDorson, Bertha L.\nDouglas, Sue L.\nDoyle, Mrs. Mary H.\nEdwards, Vera\nEldred, Dora\nFielding, Stella R.\nFitness, Dorothy\nFleck, A. V.\nFreh, John M.\nFritz, Sarah M.\nGareissen, Isabella\n\nRecords\n\nand\n\nGentz, Anna\nGifford, Libbie\nGoddard, Mrs. Lillian R.\nGoodyear, Mrs. M.\nGreiner, Sylvia\nGregg, Jessie S.\nGriffith, Effie M.\nHall, Mrs. Lila\nHall, Mildred O.\nHamilton, Wayne\nHarrell, Garland H.\nHern, Luella\nHerrig, Isabella W.\nHoekje, Emma C.\nHoover, Mary\nIbershoff, Louis J.\n, Joughlin, H. A.\nKelley, William\nKennedy, Melvina\nKeyes, Abbie\nKinnaird, Minnie\nKinney, Fred H.\nKissell, Mrs. Frank\nLamport, Dr. H. B.\nLea, Helen\nLeland, Carmen\nLeRoy, Katherine\nLinn, Flora R.\nMcAndrew, Wm.\nMacCurdy, Dr. H. M.\nMcDonald, Kate\nMcGuinness, Clara E.\nMcIntyre, Catherine\nMacLean, Hugh H.\nMcMillan, Mrs. M. P.\nManners, Jessie A.\nMathewson, Kirt B.\nMead, Grace\nMeeusen, Mrs. Simon J.\nMiller, Cora\nMolhoek, Grace\nMorgan, Mrs. L. P.\nMulder, Cornelia J.\nNagler, Noble\nNewman, Mrs. Bonnye H.\nNicodem, Clarice A.\nNold, Cecile\nNorberg, Mrs. Peter\nOstrander, Henry\nOstrander, Mrs. Margaret E.\nPease, Mrs. A. G.\nPetersen, Mrs. Edward\nPotter, Mrs. Edna H.\nPurdy, Solon S.\nReasoner, Mrs. Ida M.\nRoche, Mrs. Lydie H.\nRogers, Rachel\nSayles, Mrs. Ida M.\nSchicker, Edna E.\nScott, Anna Born\nSeager, Margaret Norrine\nSeaman, Arthur E.\nShannon, Nina C.\nSheehan, Walter B.\nSmith, Lucy\nSmith, Mrs. Truman\nSower, Muriel\nSpelman, Mrs. Franc S.\nSteele, Ida\nStephenson, Mary\nStetson, Paul C.\nStevens, Mrs. Sadie E.\nStewart, Mrs. Laura S.\nStrohm, Ernest\nStrout, Mary I.\nSturrier, Alicia B.\nSweeny, Lucille B.\nTaylor, Donna E.\nThatcher, Frank E.\nThomas, John White\nThornton, Jas. K.\nThrop, John A.\nToohey, Georgia A.\nTulgestke, Bertha\nVanDyk, Gertrude\nVandenbergh, Ora H.\nVanHorne, Edw.\n\n889\n\nInformation\n\nVedder, Herman K.\nVogt, Glennorris L.\nWalsh, Ada\nWalters, Frances G.\nWalton, Wendell W.\nWarren, Glenn\nWeyers, Eleanor N.\nWheeler, Helen\nWhitman, Jessie I.\nWiedrich, William\nWilliams, Bertha\nWilloughby, Ruth\nWilson, Addison V.\nWilson, Mrs. Jennie\nWisner, E. H.\nWood, M. Ella\nWorden, Orpha E.\nWright, Eva H.\n\nMINNESOTA\nAcheson, John C.\nAndrew, Brother Harold\nAndrews, Adolph P.\nAscot, Olive\nBarnes, C. H.\nBecker, Mrs. Kathleen\nBotts, Alice\nByrnes, Florence\nChurchill, Helen E.\nCleary, Francis\nColter, Florence\nDeyo,\nWillet\nDonovan,\nKatherine E.\nDoyle, Mrs. W. S.\nFosbrake, Mrs. Florence\nGates, Frederick Wm.\nGreer,\nN.\nGunlach,John\nLucy\nHaggerty, Melvin\nHolland, Frank\nHosmer, Alice\n\nE.\n\nJasperson, Eva\nKelly, Alice\nKelly,\nKatherine\nKnowlton,\nJay F.\nLaVigne, Nellie\nLord, R. L. H.\nMacauder, Virginia\nMcCullough, Flora B.\nMartin, Mildred W.\nMoran, Martha B.\nNeseth, Jacob M.\nOlund, Anna\nO’Toole, Maria\nPiek, Lillian M.\nPemberton, Joseph G.\nPratt, Lorena A.\nSand, Allen\nSchlotfelt, Henry E.\nSchwartz, F. C.\nSterrett, Lillian J.\nSteward, Darius\nStewart, Grace\nSverdrup, George\nTeeter, Addie\nUnderwood, Grace\nWolff, Mrs. Helen S.\nYost, Lena\n\nMISSISSIPPI\nDoolittle, Laura\nMoffitt, M. E.\nWoodley, F. B.\n\nMISSOURI\nAbernathy, Earl V.\nAlbrecht, Anna\nBaker, Maude E.\nBarron, Martha F.\nBass,\nWalter\nL.\nBaumhoff,\nFanny\nB.\nBeal, Clint\nBeckman, Loretta\nBess, Mrs. Effie O.\n\n"}
{"page": 896, "printed_page": null, "text": "890\n\nNational\n\nBillings, Louise K.\nBourke, Anna Belle\nBowen, C. W.\nBrown, Claude C.\nBryan, Thomas A.\nCampbell, Marjorie\nCarlyle, Eva\nCarney, Winnie\nCarpenter, Clarence\nCarrington, W. T.\nCarter, E. M.\nCawyer, Fern B.\nCharles, Hattie B.\nClancy, Clara\nCole, Minola\nCollier, Daniel W.\nCoursault, J. H.\nCrissman, Goldie Bell\nCrucknell, Margaret J.\nDake, L. Gilbert\nDavis, Raymond P.\nDean, Geo. R.\nDitmar, Ralph\nEarly, Mrs. Cora\nFair, Eugene\nFielder, Melvin\nFrederick, Flora\nFreeze, F. A.\nFrench, Walter A.\nFrye, Milton\nFuller, Wilbur N.\nGardner, Gladys\nGarr, Roy\n\nAssociation\n\nSmith, Emmet\nSmith, Laura Hart\nSnider, Mrs. Amos J.\nSouthern, Mrs. Josephine R.\nSullivan, Mary E.\nSuttles, Elbert\nTaylor, Rebecca\nThomas, Eleanor A.\nTitterington, Mrs. Thelma M.B.\nToomey, Grace\nTucker, H. R.\nTurner, Belle O.\nVogelgesang, I. J.\nWalker, Clara M.\nWalker, Minnie\nWardin, Jeannette\nWehmiller, Lulu A.\nWestbrook, W. M.\nWhiteford, J. A.\nWilson, H. S.\nWise, Preston\nYoung, Edna\n\nNEVADA\nCarman,\n\nMONTANA\nAlbertson, Charles\nBarker,\nF. C.\nCollins, Fay\nDoughty, Mrs. Mary Tappin\nFlaten, Mrs. Ollis McLeod\nGorley, Cleo\nGrandey, Effie Mae\nHereim, Mrs. Clarence\nW.\n\nHope, John A.\nHynes, Margarete\nJohnson, Mrs. Mabel W.\nJones, Kate A.\nJost, Ida\nKeaton, Pansy\nKellogg, Alpha M.\nKies, Lydia\nKing, Mrs. Verla H.\nKirk, John R.\nKruh, Frank O.\nLeahey, Christine\nLockett, Emma J.\nLongstreth, Mrs. Berthe P.\nLucas, Kate M.\nMcCreath, Catherine E.\nMcDermott, Lyman\nMcFarland, Courtney\nMcGhee, Myrtle\nMacMillan, Grace E.\nMegede, Isabel\nMelsby, Mabel\nMichael, Roy A.\nMiller, Maiy H.\nMoore, Julia\nMoore, Mary\nMorgan, E. L.\nMorrow, Loyal C.\nMorrow, W. E.\nMueller, Ella R.\nNicholson, Nell\nNugent, Mollie M.\nO’Connell, Katherine\nPruitt, Mrs. Frankie\nRandolph, Catherine\nReynolds, Harriette L.\nRoberts, Kate E.\nRobison, Mrs. Elizabeth C.\nRogers, J. B.\nRunyan, Ivan S.\nSchlundt, Herman\nSchweikert, H. C.\nShad, Ruth M.\nSlocum, Mrs. Eugenia\nSmith, Elizabeth\n\nHogg, Thomas F.\nKorn, Emil J. R.\nLandon, Rosalin\nLeary, Marie M.\nLeonard, Mary Grace\nLyndes,\nMadden, Mrs.\nAmy Mary\nMitchell, Frank\nOlmstead, Mrs. Alice C.\nPile, Ruth E.\nReistad, Dagney\nRowland, Ella C.\nShunk, Reynolds\nYerkes, Francis\nNEBRASKA\nBadger,\nBeecher, Mrs.\nMary Minnie\nBowers, Charles A.\nBrown, Gladys\nBuckendahl, Lulu\nCampbell, H. A.\nClark, Marion\nCressman, Abraham A.\nCrouse, Prof. D. W.\nDalos, James S.\nDoremus, Mrs. J. A.\nDye, Minnie\nFoley, Mable\nForer, Alice\nFowler, W. K.\nGraham, Nathaniel\nGriffiths, Elizabeth\nGrimes, T. C.\nGrundy, L. P.\nHarmon, Ethel C.\nHouse, Dr. J. T.\nJohn, Otto M.\nLeavitt, Orpha\n\nN.\n\nE.\n\nLynch, Ella\nMcConnell, Callie Warded\nManley, Jennie\nOhlor, Georgia\nOvering, George H.\nRay, J. I.\nReynolds, Mrs. B. W.\nRiggs, Bessie Belle\nSchaller, Cebella\nSchlossin, William\nSpeer, Dora\nWaterhouse, A. H.\n\nAllen L.\n\nGray, G. M.\nHill, John Joseph\nHinch, Margaret Estelle\nSmith, Chauncey W.\nWiner, Rita Hope\nYeager,\n\nPaula\n\nNEW\n\nHAMPSHIRE\n\nPettee, Dean Charles\nSmith, Prof. George\nWignot,\n\nH.\n\nSupt. Jacob E.\nNEW\n\nJERSEY\n\nAndress, Mrs. Mary\nArmstrong,\nKatie E.\nArnao, John Mrs.\nJ.\nAtwood,\n\nGray, Olive\nGrove, W. D.\nHart, Roy\nHausperger, Josephine\nHernandez, G. M.\nHickey, Anna E.\nHintz, Mrs. Lorene\nHohmann, Dora\nHollis, Ralph\n\nEducation\n\nHarley\n\nF.\n\nBlair, Sue B.\nBloom, Louis\nBotti, John\nBower, Jean K.\nBrennan, J. Clotilda\nCate,\nWilliam\nE.\nCavanagh,\nMary\nClark, Thelma M.\nClinton, Harriet\nCollins, Clarence H.\nDaily, Hattie\nDietz, Mae C.\nDix, Mrs. Lester H.\nDodge,\nDonelon,Ethel\nMarieM.\nDonnelly, Sue\nDonovan, Josephine\nEarle, I. Newton\nEntwistle, Elizabeth\nErath, Mrs. Mabel C.\nEverdell, Sarah E.\nFailing, Arthur B.\nFarr, Doris\nFinnerty, Grace C.\nFitzgerald, Margaret A.\nFrazee, Mrs. Alice O.\nGoetzen, Mrs. Harriet E.\nGorman, Helen A.\nGreene, Louise K.\nGretton, Harry A.\nGriswold, Carolyn\nHandel, Frederick G.\nHerring, Mrs. Alice M.\nJohnson,\nLambert, Mrs.\nJane Emma W.\nLangley, Elizabeth\nLeahey, Joseph P.\nLore, Carolyn M.\nMcLaughlin, Mary E.\nMarlatt, Edward T.\nMarstellar, Hower T.\nMartin, Helen\nMoretti, Mary C.\nOxendorf, Bertha\nQuinlan, Irene J.\nReilly, Mrs. Helena\nRendall, Arthur\nReynolds, Grace\nRisley, Evalena\nRowe, Mabel H.\nSchenk, C. Milton\nUnderwood,\nIda J.\n\nG.\n\nVasser, Mrs. Edith E.\nWallace, Alta\nWelser, Anne\nWenderoth, Ethel C.\nWilliamson, Martha\nNEW\n\nMEXICO\n\nJames,\nMrs. Katherine\nMiles, Margery\nThomas,\n\nEvan\n\nK\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n891\nNEW\n\nYORK\n\nAllard, Irene\nAllen, Jessie F.\nAllsopp, Viola\nAmson, Jenny\nArcularius, Grace C.\nAustin, Kate S.\nBarcus, Hugh\nBarrett, Joseph\nBatsel, Maude A.\nBauer, Isabel F.\nBeal, Meame\nBeaman, Charles O.\nBeecher, Mabel C.\nBennett, Edward R.\nBergen, Frances L.\nBergen, Katherine R.\nBerow, Sadie\nBertsch, Emma G.\nBloomfield, M. Elizabeth\nBly, Ella B.\nBotty, Elizabeth\nBradley, Jane\nBrenneis, Wilhelmina F.\nBrill, Louise E.\nBroughton, Harriet\nBrown, Sally\nBruckner, Arthur\nBuckley, Ellen M.\nCallahan, Agnes M.\nCallahan, Rose\nCaffey, Lillian\nCarlin, Katherine\nCarthan, Sophronia\nCase, Dr. Leslie V.\nClerke, Mabel\nClifford, Kathryn A.\nCoffeen, Nettie\nCondon, Catherine\nConerty, Agnes\nConley, Stella\nConnolly, Agnes V.\nConway, Loretto M.\nCook, Mattie C.\nCooper, Rachel\nCotter, Avis M.\nCottrell, Helen\nCremin, Bernard L.\nCybulsky, William\nDeLano, Mary\nDemchak, Justine\nDeutsch, Estelle\nDevine, Eugene J.\nDistefano, Alfredo\nDonaldson, Marguerite\nDonoghue, Susan\nDonohue, Irene F.\nDonovan, Agnes\nDoty, Lockwood R.\nDoty, William H.\nDowd, Anna\nDowling, Mary L.\nDown, Fred J. A.\nDrucker, Emma\nDunnigan, Mabel\nDurell, Elvire C.\nEgan, Irene\nEifert, Florence\nErwin, Nell B.\nFalk, Julius\nFarrell, Anna C.\nFinkenor, Elizabeth H.\nFinstrom, Helen\nFitzGerald, Virginia R.\nFlood, Mabel K.\nForker, Edythe H.\nFoster, Jesse R.\nFulton, Marie H.\nGallagher, Mary V.\nGardner, Arthur\nGiery, Anna E. J.\nGill, Mrs. Helen D.\nGoldrich, Leon W.\nGood, Harriet L.\nGrant, Isabel R.\nGreene, Russell T,\n\nGreiner, Cora M.\nGreenwald, Ruth\nGriffoul, Doris A.\nGuerin, James S.\nGunn, Mary C.\nHabart, Leonora\nHaggerty, Mary H.\nHalpin, Grace C.\nHamilton, Helen M.\nHammargren, Selma\nHansen, Walter\nHanssen, Adele M.\nHarper, Ruth A.\nHarrison, Susan R.\nHatton, Anna\nHausner, F. Edna\nHausner, M. Margaret\nHecht, Anna R.\nHergenhan, Neva\nHiep, Louisa\nHill, Ward L.\nHoffman, William\nHolcomb, Dr. Winfield A.\nHooks, David M.\nHopkins, Margaret\nHomstein, Ignus O.\nHowell, Leon O.\nHussey, Mary\nHusted, Martha\nJacobs, Dorothea E.\nJanner, William A.\nJeffries, Grace\nJohnson, Ella M.\nKaufman, William\nKastenbein, Mildred C.\nKeefe, Mrs. Louisa L.\nKeenan, Kathryn\nKeith, Mary\nKells, Herbert R.\nKennedy, Agnes R.\nKiernan, Dorothy M.\nKinsella, John\nKlein, Florence I.\nKnapp, Harriet L.\nKrugman, Evelyn\nLarkins, Evangeline M.\nLasswell, Arthur C.\nLeavens, Anna B.\nLeins, Arlene L.\nLippe, Adolph A.\nLipsey, Anna S.\nLoper, Nina M.\nLudwig, Gertrude A.\nLutz, David B.\nMadden, Grace\nMalone, Kathleen\nMandeville, Mabel H.\nManfredo, Theresa G.\nMangan, Helen\nMardorf, Adela F.\nMarsh, Mary F.\nMeasom, Gilbert\nMiller, Mrs. Grace T.\nMoody, Jennie A.\nMoore, Myrtle E.\nMoore, Thomas R.\nMorf, Clara\nMorgan, John T.\nMouchard, Mary M.\nMulholland, Eleanor\nMurphy, Ruth\nMachelowitz, Sam\nMcClure, Mary A.\nMcCrossen, Anna R.\nMcGann, Helen\nMacHale, May\nMcIntyre, Julia W.\nMcKenna, Mary\nMacKenzie, Ella\nMcLaughlin, Irene\nMacmillan, Lily\nMcNally, Edward J.\nNew, Mary A.\nNorton, Helen C.\nNoyes, Eva G.\nO’Brien, Josephine\n\nO’Brien, Katherine\nO’Keefe, Ellen A.\nO’Sullivan, Helen\nO’Sullivan, Margaret\nOsterhoudt, Susan\n\nA.\n\nOver, Susie S.\nPacker, Irving\nPatemo, Catherine\nPearse, Ethel\nPendergast, Mary\n\nM.\n\nPeyser, Nathan\nPeyser, William\nPhillips, Zadie M.\nPigott, Lillian M.\nRabus, Maximilian\nRay, Medora L.\nReddy, Anna S.\nReese, Edna\nReidel, Adelaide\nReister, Adele\nRiggs, Ella\nRichard\nRitch,\nB.\n\nE.\n\nRobdie, Eleanor R.\nRoberts, Dr. John S.\nRobbins, Robert L.\nRobinson, Nathaniel\nRoecker, William\nRomaine, Esther J.\nRosenthal, Morton I.\nRothberg, Madeline\nRowan, Helen F.\nRubin, Florence\nRussell, Genevieve\nRussell, Katherine\nRyan, Anna M.\nRyszku, Helen M.\nSchoonover, Mrs. Ruth R.\nSchwarte, Virginia M.\nSchwarzkopf, Ernst\nScott, Florence B.\nScott, Laura D.\nSeaborn, Richard\nSerber, Eugenie\nShaw, Lyle C.\nShea, Elizabeth M.\nSherman, Dr. Florence A.\nShields, Francis L.\nSimpson, Mabel\nSindell, Henrietta G.\nSkaban, Mary R.\nSkinner, Dr. Avery W.\nSoligny, Ida K.\nStagnar, Lora G.\nStein, Edward\nSteinecke, Jeannette A.\nStewart, Elsie R.\nStraus, Adlina\nStreeter, Bertice Z.\nStrickland, Josephine\nSunderline, Ada\nTatro, Marian E.\nTaubert, Hilde\nTerry, Mrs. Hazel H.\nThaler, Arthur\nTobin, Josephine M.\nTodd, Almira\nS. J.\nTowney,\nDorothy\nTracy, Rose E.\nTrent, Lewis\nVan Cleve, Dr. Edward\nVenezia, Anna\nViertel, Samuel\nWagner, Gertrude E.\nWagner, Milton\nWalton, Kate\nWand ell, Nettie P.\nWebb, Clarence L.\nWeller, Helene\nWheeler, George\nWhelan, Margaret\nWilder, George F.\nWikander, Elin A.\nWoods, Ethel M.\nWomback, Carolyn\nYates, Sarah\nZmudzinski, Martha\n\nM.\n\nM.\n\n"}
{"page": 898, "printed_page": null, "text": "892\n\nNational\n\nNORTH\n\nCAROLINA\n\nAnderson, Charles D.\nBoyd, Annie Laura Winley\nBoyd, William Kenneth\nBrown, Ruth\nCooke, Isabel\nDobbs, Salone\nEwing, Nancy\nHeath, Molly\nHester, Maurice\nJohnson, Helen\nKinsman, Mrs. Isadore\nLingle, Thomas Wilson\nMcLean, J. E.\nMarsh, Miles E.\nMatlock, Jack Faust\nMeares, Gertrude\nMiller, D. C.\nPoteat, Dr. William Lewis\nRuble, Garland\nSchnirel, Ida E.\nSteele, J. A.\nStembridge, Ellen Gladys\nWebb, Mary K.\nWells, Mrs. B. W.\nWhitehead, Nettie\nWolff, Mrs. Sara Gosling\nNORTH\n\nDAKOTA\n\nAiming, Mrs. Laura J.\nAnderson, George E.\nBooth, Katherine\nCathro, Fred W.\nDunphy, A. E.\nHalland, J. G.\nKelley, Elizabeth\nMeyer, Julius\nMoyer, George\nOstby, A. J.\nSimpson, Howard\nSmith, Fred Everett\nStewart, Darius\nOHIO\nArnold, Clifford\nBarnaby, Josephine\nBarto, Homer E.\nBatdorf, Geneva A.\nBaughman, Eleanor M.\nBritan, Elizabeth\nBrooks, Anna S.\nBrown, Uarda\nCasebolt, Mamie\nCollicott, Jacob G.\nCooper, Wm. H.\nDavis, Richard\nDressier, Iza A.\nFawcett, Effa\nFrench, Ina Brown\nGleason, Alma\nHall, Frank\nHoover, Leo L.\nIsenbarger, Cora\nJordan, Sally\nLangenheim, Mary\nLytle, Minerva\nMcFarland, Mary\nMcKitrick, May\nMcWhinney, Stella Graham\nMiller, Wm. Terry\nNof zinger, Ilva\nOrians, Gertrude\nPartington, Wm. E.\nPfouts, Wendell P.\nPiehl, H. C.\nPorter, Elmer L.\nPratt, W. E.\nQueale, Heather\nQuinn, Leora\nRadcliffe, Mary A.\nRose, John\nRussell, Amos P.\nSchwab, Darlena\nSidley, Marguerite F.\n\nEducation\n\nAssociation\n\nSimpson, Irene\nSmith, Lucille G.\nSmith, Reba Robertson\nSpellman, Maude Hune\nTurner, Clara\nWade, Ruth Ann\nWalls, W. A.\nWestervelt, Helen\nWilliam, Arthur Wayne\nWolf, India\nWoodward, Emily\nWoodward, Mildred\nZeis, Gertrude\nZwick, Clemence W.\n\nByerly, Emma\nCalhoun, J. Ellwood\nCampbell, Margaret W.\nCannon, O. H.\nCarroll, George R.\nCoder,\nCollins, Margaret\nHenry H. C.\nCotterell, Margaret B.\nCowley, Mrs. Mary J.\nCrain, Harry O.\nCrowl, Anna V.\nDegler, Elizabeth M.\nDeGrant, Ella N.\nDeLong, L. R.\nDixon, Mrs. Elizabeth C.\nDownes,\nFrederick\nDrinker, Henry\nS. E.\n\nOKLAHOMA\nBabb, Sam F.\nBaker, Alice\nBell, Larue\nBevens, Mrs. A. V.\nBridges, Verlin Jo\nButler, Mrs. Bertha\nCameron, Annie E.\nCrumley, Sarah A.\nDavis, J. T.\n\nDyke, Isaac M.\nEdsall, Martha\nEgan, Margaret\nEnsworth,\nLeon\n\nFasig,\nAlbertDr.C. J.H.M.\nFetterman,\nFisher,\nAmy A.\nFishel, John\nFoster, Charles R.\nFulton, Mrs. Addie K.\nGeary,\nGosnell, Mrs.\nJ. W.Sada M.\n\nDoane, Dr. Adrian\nDoyel,\nMetta\nDurham,Mrs.\nVirgi\nGann, Mrs. Maudie\nGentry, J. D.\nGibson,\nGriffith, Mrs.\nU. J. J. P.\n\nGrayson, Theodore J.\nGreen, J. Kelso\nGriffith, Caroline A.\nGustafson, George E.\n\nGunderson, Dr. Carl\nHall, Reba\nHartsuck, Mrs. Dorothy\nHawthorne, Beatrice\nHenry, Mrs. George\nHill, Margaret\nHolbrook, Cecile M.\nLewis, Maude\nMcCollum, E. A.\nMcGill, Mary\n\nGuy, J. Freeman\nGuyer, Alice A.\nHaas, John A. W.\nHamm, George Lawrence\nHarclerode, William M.\nHart, Alfred A.\nHenwood, Abraham\nHigh, Morris De Turck\nHoffner, Helen M.\nHornbach, William H.\nHubbard, Mabel\n\nMcMillin, E. A.\nMeeks, Mrs. Laura B.\nMetcalfe, Mrs. W. C.\nMillspaugh, Lena\nMorgan, Mrs. Cora G.\nMoss, G. D.\nPaxson, Mrs. V. P.\nRichards, R. H.\n\nJones, Theda M.\nKelley, Harold D.\nKindt, Charles F.\nKing, Clyde L.\nLandis, Edward H.\nLowe, Orton\nMcAdow, Homer W.\nMcAndrew, William\nMcCormick, Anna F.\nMcDermott, Irene E.\nMcGinniss, Margaret\nMacPherson, Bradner\nMalin, Joseph Earl\nMarkley, Harry B.\n\nRood, Lucina F.\nRucker, T. A.\nSmith, Helen B.\nWaterfield, M. V.\nWilson, R. H.\nWood, Edwin K.\nWoods, V. H.\nWoodson, Mrs. Nellie\n\nMartin, Dr. Edward\nMease, Ida M.\nMiller, Anna Ross\nMosher,\nMueller, Lillian\nBertha P.\nJ.\n\nOREGON\nArmstrong, Mrs. Naomi\nJones, Mrs. Goldie C.\nManciet, Pauline\nRosenberg, Mrs. Mamie\nSchmidli, Lilli\nValck, Edith\nWesco, J. A.\nPENNSYLVANIA\nAnderson, Mary M.\nArchibald, R. M.\nAshby, James L.\nAskin, Bessie D.\nBarker, George M.\nBartels, Alma\nBatchelor, Clara E.\nBingaman, Lidie C.\nBlake, A. Mable\nBletz, Annie\nBrinker, Edward C.\nBrockway, Mabel C.\nBrumbaugh, I. Harvey\nBurkhart, Phyllis\nButterworth, James F.\n\nA.\nH.\n\nF.\n\nMulford, Maro B.\nO’Connell, Anna G.\nOrth, Mary C.\nParrish, Dr. Robert\nPfoutz, Flora E.\nPhillips, Mae\n\nC.\n\nPhilson, Samuel P.\nPohl, Elizabeth\nPurves, Ida L.\nRodgers, W. A.\nRoorbach, Agnew O.\nRoth, Rev. Theophilus B.\nRule, James N.\nRussell, Elmer Beecher\nRuuti, Martha\nSandt, Benjamin F.\nSansom, William L.\nScheuren, Lareta\nSchilling, George E.\nSchneider, Arthur M.\nSchroyer, Chester F.\nSchucker, Edna M.\nSeitzinger, W. O.\nShannon, James F.\n\n"}
{"page": 899, "printed_page": null, "text": "Associational\n\nShoemaker, Rebecca J-.\nSigman, George A.\nSikes, Amanda\nSoRelle, Rupert P.\nSterner, C. Grant\nStewart, Ralph O.\nStohler, J. Norman\nSunderlin, J. Paul\nSwan, Grace G.\nTeufel, Gertrude E.\nThornton, Minne A.\nTilton, Olive S.\nTriol, Jessie D.\nWatt, Eleanor\nWengert, Harvey G.\nWild, Mabel E.\nWilliamson, Curtis C.\nWilson, Mrs. Lucy L. W.\nWood, Mrs. Florence M.\n\nRHODE\n\nISLAND\n\nAbbott, Leslie E.\nAnthony, Bessie E. R.\nBacon, Agnes M.\nBriggs, V ernon J.\nBrown, Arthur W.\nBudlong, Mary E.\nCampbell, Marion S.\nCarroll, Joanna T.\nCasey, Mary G. A.\nChamberlain, Laura M.\nCobb, Edwin S.\nCox, Mary E.\nDean, Anna F.\nDockry, Katherine K.\nDunham, Emma L.\nEddy, William H.\nFiske, Georgia\nFowler, Frances H.\nFuller, Lillian M.\nGrinnell, Wilfrid A.\nHamlin, Frances M.\nHart, Laura M. K.\nHobbs, William C.\nHolman, Myrtie A.\nHopkins, Harriet R.\nJeffers, Jennie\nKelley, Ida L.\nKettle, Gertrude A.\nKiernan, Margaret\nKing, Ella Louise\nLeach, Margaret\nLewis, Susan W.\nLull, Herbert W.\nLyons, B. Laura\nMcCaffrey, Catherine E.\nMcKay, Alice M. M. D.\nMartin, Lizzie A.\nOlney, Lizzie E.\nPagny, Eugenie E.\nPeace, Anna T.\nPearce, Jane S.\nPember, Frederick R.\nPhillips, Ida I.\nRemington, Anella V.\nSaunders, Harriet A.\nScott, Clara E. H.\nShea, Margaret M.\nSmith, Priscilla D.\nStanley, Lucy C.\nStevenson, Mary L.\nSullivan, Mary S.\nTillson, Leila A.\n\nSOUTH\n\nCAROLINA\n\nCovington, Richard B.\nCreech, Mrs. Inez B.\nElison, Irene\nFarrow, Margaret\nJenkins, W. W.\nJones, B. L.\nKeels, Blanche\nLincul, D. M.\nLister, Horace V.\nMcCue, Mrs. Sadie W.\n\nRecords\n\nand\n\nDirickson,\n\nNelson, Adelaide\nRudisail, Bertha\nSalley, Marion\nSchirmer, Emma Lou\nScott, W. F.\nSouther, Grady A.\nStill, Eugenia\nWallace, T. D.\n\nSOUTH\n\nS. W.\n\nDrew,\nElizabeth\nEasterling,\nMary\nEllis, Engle\nFarrington, E. S.\n\nDAKOTA\n\nAldrich, Irwin D.\nBrackett, Dr. Byron B.\nBrown, Wilhelmina\nCarey, Ada\nChristianson, Conrad M.\nClark, Mrs. Rachel A. M.\nCoacher, Mrs. Kate B.\nConrow, F. Belle\nDougherty, Richard\nGleason, R. S.\nHarmon, Theron\nHladky, Henry\nHoffman, Paul\nHorst, Mellette\nJorgensen, Mrs. Anna\nLutes, H. S.\nMacDonald, A. A.\nMauch, Dr. Joseph W.\nMoon, Anna M.\nMosby, Ralph\nMuller, Mrs. John R.\nNewman, Ross B.\nPeabody, Mary\nPierce, Charles F.\nRuste, Prof. Anton\nSavage, A. G.\nSloan, William F.\nSmith, Fred E.\nStauffacher, Mathias\nWhiting, J. W.\n\nTENNESSEE\nBeck, Anne\nBigelow, Mrs. F. C.\nBogard, Ruth\nDavidson, Rebecca\nDouglas, James Lee\nDyer, Sallie B.\nGroves, Alma\nHarris, Fred\nHixon, Samuel\nMcCauley, D. J.\nMcNeil, T. J.\nMiller, Celia\nMoore, P. G.\nPardue, D. C.\nPuckett, Mrs. Margaret\nRice, Mrs. Emma\nRush, Cleo\nRussell, Mrs. L. M.\nSimmons, G. C.\nSummers, Ophelis\nTurner, R. L.\nWright, R. L.\n\n893\n\nInformation\n\nFeuge, C. W.\nFleming, Mrs. W. S.\nGenheimer, E. T.\nGiest, Gilbert Allan\nGoff, T. E.\nGreen, R. D.\nGreene, E. B.\nHarry, Bertram\nHaskins, E. R.\nHiggs, Mrs. Emily\nHolcomb, John D.\nHomesley, Appie John\nHouston, G. O.\nHuff, Dorothy\nHutto, H. H.\nJohnson, Jas. F.\nJohnson, M. M.\nJorden, Annie Louise\nJoseph,\nJourdan, Mrs.\nW. J.Minnie Wats\nKing, Walker\nLindley, Mary D.\nLittle, Mrs. Ella F.\nMcAndrew, Wm.\nMcDiarmid, Dr. E. W.\nMcMullen, Edgar\nMaddera, W. E.\nMarks,\nMartin, Lutie\nRay L.Sue\nMartin, Richard O.\nMather, W. T.\nMathews, J. W.\nMedders, George\nMoore,\nMorrow, Louise\nW. J.\nMurray, Mrs. W. O.\nNorman, Lula Mae\nNelson, Mollie Rice\nParsons, J. C.\nPayne, Dr. Bruce R.\nPoynor, Tom\nPruett, Katherine\nPuckett, Louise\nRawlinson, A. D.\nRhodes, Dr. Jeremiah\nRoberts, Dr. Frank Hunt Hurd\nRobinette, Mrs. Sarah Martin\nRush, H. I.\nSawyer, F. N.\nShannon, Mrs. Alma\nSmith, Lottie\nSmith,\nLucy\n\nE.\n\nTEXAS\nArcher, Della\nAshley, Howard A.\nBailey, S. G.\nBarnes, Gertrude\nBass, R. T.\nBeavens, Emily C.\nBellamy, W. C.\nBellamy, W. S.\nBenedict, Dr. H. Y.\nBennett, John C.\nBohner, Mrs. Viola Gaines\nBradley, Mrs. Mary Shaw\nBruce, Mrs. Lillie O.\nCameron, Mrs. Genie E.\nCampbell, Dr. Killis\nClayton, John A.\nCompton, Mary Perl\nCrawford, Polly Pearl\n\nSmith, J. W.\nSmith, Truett M.\nSoRelle, Rupert P.\nSpeer, D.\nStevenson, Dr. Mary\nStrain, Margaret\nThurmon, Josephine\nVaden, W. C.\nWard, Hazel\nWilkins, C. A.\nWilson, W. F.\nWingo,\n\nBertha\n\nUTAH\nAlston, Howard V.\nBeck, E. Ray\nCuthbert, F. Leona\nFife, Helen R.\nJustesen, Osmon\nLindquist, Eva A.\nNeilsen, Inez\nOlsen, Heber\nOsmond, Alfred\nPrince, Rhoda R.\nReid, Ernest L.\nRowe, Alice E.\nReegan, Albert B.\nSeymour, Emma Jane\nStarr, Nora\n\nLillian\n\n"}
{"page": 900, "printed_page": null, "text": "National\n\n894\n\nStevens, W. R.\nWalker, Robert\nWalton, Lenore W.\nWilliams, Robert L.\nWoolstenhulme, Roma\n\nAssociation\n\nEvans, Ernestine\nFette, Bertha\nGoff, Jonathan\nHess, Beulah\nHicks, M inter\nHolten, L. M.\nHughes, Verna\nJones,\nEthel\nKennedy,\nMelba\n\nVERMONT\nSmith, J. Francis\nWallace, B. Holmes\n\nGwin, Kate M.\nHaines, Mrs. Flora\nHawley, Harriet R.\nHorst, Melitta\nIverson, Barthold A.\nKastner, John\nKirn, Harry W.\nKoenig, Mrs. Hency C.\nKremer, Rev. R. H.\nLarson, Mrs. Einer E.\nLean, Donald\nLee,\nLoos, Olive\nClara J.\nLoveland, R. E.\nMason, Harold C.\nMerk, Josephine\nMiller, Mabel B.\nMoore, Rosalind\nMueller, Fred\nNott, Ruth\nOlson, Edith\n\nKilgore, Brenda\nKincaid, W. L.\nKingery, Elva C. H.\nMcElroy, Frances\nMoore, Annalie\nO’Conner, Kathleen\nOtey, Bonnie\nPack, Sylvester\nPeppers, Robt. H.\nRalston, Martha\nSmith, W. L.\nWest, Gertrude\nWhite, Ethel\nWilliams, D. T.\n\nVIRGINIA\nBoone, Mrs. Rachel T.\nNorrell, Catherine L.\nWant, Emily B.\nWhite, Maria L.\nWooldridge, Julia S.\nWASHINGTON\nBryant, Nellie\nButton, A. O.\nCole, Clyde A.\nCramer, Mrs. Margaret\nCurtis, Ralph\nFry, Gladys\nGreene, G. W.\nHanquet, L. C.\nHood, Ella\nMcMicken, Zella\nMeiser, Clara\nMoffat, Mildred\nMoser, Alphonse\nNorby, Harold G.\nPebley, Lois\nPerks, Alfred\nSells, Winona\nSho waiter, N. D.\nVaughn, Nannie J.\nWells, E. F.\nWEST\n\nEducation\n\nPatrick,\nMrs. Thomas\nOpper, Ann\nPlourde, Mrs. Joseph, Sr.\nPray, Perry S.\nRay,\nSamuelMargaret\nB.\nRobinson,\nSamter, Gerry H.\nSanborn, Eolah\nSchultz, W. H.\nSimmons, Wm. F\nSimon, A. L.\nSnyder, Harry H.\nSteel, Nettie\nStewart, Anna\nStone, Margaret G.\nTangen, Einar\nTenney, Thomas\nThomson, Charles R.\nWhitty, Olive Mary\nWorthington, Fred C.\nZinns, Roland W.\n\nWISCONSIN\nAlton, Frances\nAnderson, James A.\nArmstrong, Lelia V.\nBabcock, Ella L.\nBaker, Alice A.\nBaker, Sylvia\nBarrett, Mary\nBestul, Gladys\nBodden, Amanda\nBonfoey, Jennie\nBraasch, Frances\nBuchanan, Frau\nButh, Otto E.\nCanty, Margaret\nCarlson, Mrs. Olga L.\nCarter, Winnifred M.\nDavis, Lois Mae\nDurant, Anthonette\nFrater, Mrs. Kermit\nFuller, Harry\nGalvin, Margy\n\nVIRGINIA\n\nBall, Ida\nCarter, Charles\nCox, Winifred G.\nDepue, Oleta\nEllyson, Helen\n\nWYOMING\nDirks, Edward\nTeas, George\nWalkenhurst, Miss\nWoodruff, Gwynn\n\nGibbons, Annie\nGoehring, Lydia\n\nREPORT\n\nOF\n\nj. ORIN\n\nCOMMITTEE\n\nPOWERS,\n\nON\n\nWASHINGTON,\n\nRESOLUTIONS\n\n1\n\nD. C., Chairman\n\n1. Federal aid for education — The National Education Association\nrecommends increased federal participation in the support of public educa¬\ntion without federal control of educational policies.\n2. Tax education — The National Education Association condemns any\ncampaign of propaganda for indiscriminate reduction of taxation without\nregard to social needs. The Association urges its officers, members, and affili¬\nated organizations to carry on a systematic, intensive program for public\nenlightenment in order:\na. To remind the public that certain functions of modern government are indis¬\npensable, and that these functions are in the main economically and efficiently\nadministered\nb. To\n\nshow\n\nc. To show\nof education\n\nwhat\n\nthe average\n\ntaxpayer\n\nthe vastly increased\n\ngets in return for his tax dollar\n\nservices which\n\n1 Adopted by Representative Assembly, June 30, 1938.\n\nour modern\n\ncivilization requires\n\n"}
{"page": 901, "printed_page": null, "text": "Associational\n\nRecords\n\nd. To publicize the service which\n\nand\n\neducation\n\n895\n\nInformation\n\nreturns for its share of the tax dollar\n\n4\n\ne. To counteract the tendency of taxing authorities to divert an undue\nof the revenues from public schools\n\nproportion\n\nf. To give to the teachers of the nation a thoro understanding of the principles of\ntaxation within the various states, so that they may aid in educating students and\nthe general public on these questions.\n\n3. Tax limitation — The National Education Association places itself on\nrecord as opposed to measures designed to place a constitutional limit on\ntaxation within the various states.\n4. Teaching without pay — Teachers should not be called upon to teach\nwithout pay in any so-called emergency where the public has the ability to\nprovide additional funds for school support and fails to do so. The National\nEducation Association believes that such practice retards the solution of the\nbasic problem of adequate support for public schools.\n5. Teacher certification, supply, and demand — The National Education\nAssociation urges the continued study of the problems of teacher certifica¬\ntion and of adjusting the supply of adequately trained teachers to the de¬\nmand for teachers.\n6. Teacher\n\ntenure — The\n\nNational\n\nEducation\n\nAssociation reaffirms its\n\nstand in full support of permanent tenure for teachers as a means\ning to the children of the land the best possible instruction.\n\nof insur¬\n\n7. Oaths — The National Education Association again affirms its oppo¬\nsition to any requirement that members of the teaching profession take\ndiscriminatory oaths.\n8. Credit unions — The\n\nNational\n\nEducation\n\nAssociation\n\napproves\n\nthe\n\nwork that is being done in developing, perfecting, and extending the organi¬\nzation of teacher credit unions and recommends that an educational and\ninformational program on the work\nNational Education Association.\n\nof credit unions be carried on by the\n\n9. Guidance program for youth — The National Education Association\nrecognizing the serious problems confronting youth thru unemployment,\nsocial maladjustment, unequal educational opportunities, and financial stress\nrecommends that the federal government and all organizations concerned\nwith youth problems cooperate with the RTnited States Office of Education\nand the departments of education in the several states in a concerted effort\ntoward improved service to youth.\n10. International goodwill — This Association urges all teachers to con¬\ntinue to promote international goodwill. Toward this end the officers are\ndirected during the ensuing school year to undertake a more active program\nthan heretofore thru the National Education Association Committee on\nInternational Relations and in cooperation with the World\nEducation Associations.\n11. Educational\n\nFederation of\n\npublicity — This Association favors the largest possible\n\nbudget for the Association’s public relations activities in order that it may\n\n"}
{"page": 902, "printed_page": null, "text": "National\n\n8%\n\nEducation\n\nAssociation\n\n(1) expand its present service thru the radio, the press, lay organizations,\nand other agencies; and (2) make available to state and local associations\nand school officials expert advice on publicity.\n12. Membership — The Association commends to the officers of teachertraining institutions the present plan of student membership in the Na¬\ntional Education Association and urges that seniors in these institutions be\ngiven an opportunity to participate in this plan which establishes tor them\nan active connection with their national professional organization. The\nAssociation further recommends that in all institutions engaged in preparing\nteachers for their profession, the study of the values, accomplishments, and\nprocedures of national, state, and local education organizations be given a\nplace in the curriculum.\n13. American Education Ji eek — The National Education Association\nurges that American Education Week be observed in the schools. The theme\nfor 1938, “Education for Tomorrow's America,\" is of vital interest and\nsignificance to the future of American democracy.\n14. Henry Barnard Centennial — The National Education Association\nhereby commends the movement to memorialize Dr. Henry Barnard, whose\nimportant work in behalf of public education began one hundred years ago.\n15. Appreciation — The National Education Association expresses its ap¬\npreciation of the hospitality and courtesy of the City of New York extended\nthru its officials and thru the various school and civic organizations. The\nAssociation also tenders its appreciation to the press, the officials of the New\nYork World’s Fair, the Radio Center, the National Broadcasting Company,\nthe Columbia Broadcasting System, the Mutual Broadcasting System, Sta¬\ntion WNYC, Station WHN, the Boy Scouts, and to all others who con¬\ntributed to the success of this convention.\n\nt M\na\nS\nU\no t\nP\nt t\na\nprofou\nnd ppreciation o he resident f he nited tates nd o rs.\nand for\nc\na t\np\nt\nf\nDelano Roosev\nFrankl\nelt or heir resence t his onvention\nin\ns\nc\na t\na\nt\nw\nin public educat\nthe inter\nion hich heir ttendance t his losing es¬\nsion demoensst\ntrates\n.\nurges the Presi\na\nt\nC\nt w\ndent nd he ongress o ork\nand unself\nf\nw\np\nishly or orld eace.\n\nPlatform\n\nof the National\n\nintell\n\nEducation\n\nigentl\n\ny,\n\ncooper\n\nativel\n\ny,\n\nAssociation\n\n(The platform as submitted below is the same wording as that of 1937,\nexcept the parts which are italicized, which represent principles set forth\nin the resolutions of 1937.)\n\nThe National Education Association believes that education is the inalien¬\nable right of every American ; that it is essential to our society for the pro¬\nmotion and preservation of democratic ideals. Therefore, the Association\ndeclares its convictions and challenges its members to leadership in attaining\nthe objectives of this covenant.\n\n"}
{"page": 903, "printed_page": null, "text": "I\n.\nAssociational\n\nRecords\n\nand\n\nInformation\n\n897\n\nThe\n\nhild\nEvery child, regardless of race, Cbelief,\neconomic 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 in\na democracy. As means to this end, the Association advocates:\nA. Enriched curriculums that prepare the child for his cultural, vocational, recrea¬\ntional, and civic responsibilities, and that take into account the interests, needs,\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\ncitizens.\n\nand bodies that will strengthen the effectiveness of individuals\n\nas\n\n1. The school should fight the evils of malnutrition, physical ailments, and lack\nof physical comforts by securing adequate food, clothing, and medical care\nthru coordinated efforts of local, state, and federal agencies for the children\nwho are in need.\n2. The Constitution of the United. States should he amended\nprohibition of child labor.\n3. Complete\n\nand\n\nscientific instruction\n\nupon the human\nD. The\n\nbody and upon\n\nright to unfettered\n\nregarding\n\nto provide for the\n\nthe effects of alcohol\n\nand\n\nnarcotic*-\n\nsociety should be given in the school.\n\nteaching, which\n\nwill aid the child to adjust himself to\n\nhis environment and to changing social conditions thru the development of habit*of 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\nguidance, in charge of com¬\n\nconstructive use of leisure rime.\n\nII. The Teacher\nTeachers, regardless of position or title, are professional workers in a\ncommon cause, and, as such, have certain responsibilities and rights. The\ninterests of the child and of the profession require:\nA. Teachers\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 the 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 practices.\n2. Principles of conduct set forth in the Code of Ethics adopted\nciation should be observed. (See the March 1935 Journal, p. 90.)\n3. Teachers\n\nshould\n\nhave\n\nmembership\n\nin\n\nlocal,\n\nstate,\n\nand\n\nby the Asso¬\n\nnational\n\neducation\n\nassociations.\nC. Teachers who are guaranteed the Constitutional rights of freedom of speech,\npress, and assembly. Intellectual freedom is a public safeguard. It is the surest\nguarantee of orderly change and progress.\n\n"}
{"page": 904, "printed_page": null, "text": "National\n\n898\n\nEducation\n\nAssociation\n\n1. The teacher’s conduct should be subject only to such controls as those to which\nother responsible citizens are subjected.\n2. Teachers\n\nshould have\n\nthe privilege of presenting all points of view\n\ndanger of reprisal by school administrations\nmunity.\n\nwithout\n\nor by pressure groups in the com¬\n\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\nagement.\nD. Teachers who\nment plans.\n\nschool policies and school man¬\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\nIII. The\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.\n\nIV. Administration\n\nA combination of national, state, and local support of public schools is\nnecessary to provide adequate educational opportunities in all sections of the\nvarious states. For maximum effectiveness the Association believes that:\nA. The national government should study, stimulate, and support\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\n\nshould\n\n3. Until Congress establishes this Department, funds appropriated to the Office\nof Education should be augmented to make its efforts increasingly effective.\n\n"}
{"page": 905, "printed_page": null, "text": "Associational\n\nB. The state government\nstate.\n1. The\n\nRecords\n\nand\n\n899\n\nInformation\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\nof local programs\n\nof education\n\nin meeting\n\nstate\n\nstate should provide for the support from public funds of a system of\n\nfree schools, beginning with the nursery school and extending thru the uni¬\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\nand evening\n\nof vocational\n\nand maintained\n\neducation\n\nfor\n\nas integral parts of local\n\nclasses 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 office\nat any one time.\na. Lay boards\ncators.\nb. The\n\nshould be guided by the recommendations\n\nselection and promotion\n\nof professional edu¬\n\nof teachers should be on a professional basis.\n\n(1) Teachers of equivalent training and experience\npay, regardless of sex.\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\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:\n\n"}
{"page": 906, "printed_page": null, "text": "900\nNational\n\nA. A\n\ncoordination\n\nEducation\n\nAssociation\n\nof the taxing policies of local, state, and\n\nnational\n\nunits of\n\ngovernment.\n1. Whenever local districts are unable to finance a satisfactory program of educa¬\ntion, state and federal funds should be available in order to equalize educational\nopportunity within the 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.\nB. Research in public finance to discover and disseminate\nsources for revenues.\n\nfacts concerning\n\nthe best\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\nintegrity in private and public life, law observance, and intelligent partici¬\npation in civic affairs and world citizenship. To establish thru education\ncloser relationship of people, the Association advocates:\nA. Programs to interpret to the community\nthe schools.\nB. National\n\nmovements\n\namong\n\nparents\n\nthe aims, practices, 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\nfessional knowledge, visits, and conferences.\n\nthe welfare\n\nof\nof\n\ninto closer cooper¬\n\nsystematic interchange\n\nof pro¬\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\nREPORT\n\nOF\n\nNATIONAL\n\nCOUNCIL\n\nON\n\nTEACHER\n\nRETIREMENT1\nGEORGE\n\nM.\n\nMENT\n\nOF\n\nPOGUE,\nTHE\n\nPRESIDENT,\n\nNATIONAL\n\nNATIONAL\n\nEDUCATION\n\nCOUNCIL\n\nASSOCIATION,\n\nON\n\nTEACHER\n\nCOLUMBUS,\n\nRETIRE¬\nOHIO\n\nThe officials of the Committee maintained a booth at the Detroit meet¬\ning of the National Education Association, where information was given\nout to all inquirers as to the principles of sound retirement systems. Litera¬\nture of the various systems was also on display, and general distribution was\nmade of this literature.\nThe annual program of the Council was given at the Claridge Hotel at\nAtlantic City, February 28 to March 2, 1938. The papers and addresses\n1 Accepted\n\nby Board\n\nof Directors, June 27, 1938.\n\n"}
{"page": 907, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n901\npresented at this meeting related to help that might be given to states at¬\ntempting to set up new systems, and also the technical procedure on the part\nof established systems. The Publications Committee also made its report\non “Principles and Procedures\n\nin the Organization\n\nof New\n\nRetirement\n\nSystems.”\n\nWILLARD\n\nThe\n\nREPORT\n\nOF\n\nS.\n\nELSBREE,\n\nPROFESSOR\n\nLUMBIA\n\nUNIVERSITY,\n\nCommittee\n\nCOMMITTEE\nOF\n\nON\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nN.\n\nSALARIES1\nTEACHERS\n\nCOLLEGE,\n\nCO¬\n\nY., Chairman\n\non Salaries of the National Education\n\nAssociation was\n\nappointed in November and held its first meeting in Atlantic City on March\n2, 1938. On that occasion a mimeographed list of suggestions (taken from\nthe correspondence of Committee members with the chairman), as to the\ntype of project which the Committee might profitably undertake, was dis¬\ntributed to those present. It seemed to be the consensus that the Executive\nCommittee should not attempt to do any research on teachers’ salaries but,\ninstead, should direct its attention to the preparation of a salary handbook\nfor practical use in the field. The specific nature of the above task was not\nclearly defined at this first meeting but a wide area of possible undertakings\nwas at least eliminated.\nAs a springboard for the Committee’s activities, Willard E. Givens in¬\nvited the Executive Committee to spend a week-end in Washington for the\npurpose of appraising the work which the Research Division has been carry¬\ning on for several years in the field of teachers’ salaries. Consideration was\ngiven to the services now rendered by the National Education Association\nand to possible extensions of these services. It was the judgment of the Com¬\nmittee that the present work of the Research Division, as it relates to salaries,\nwas extremely important to the welfare of teachers and that no phase of it\nshould be dropped or diminished.\nThe most important single recommendation of the Executive Committee\nafter reviewing the present program of the Division was that the staff of\nthe Research Division be increased so that the full time of one worker (not\nnecessarily the same person) might be devoted to advising and assisting\nteachers committees and schoolboards in the solution of their salary problems.\nThe Committee suggested further, since this would necessitate an increase in\nthe Research Division budget, that the local schoolboards or associations re¬\nimburse the National Education Association to the extent of the traveling\nexpenses of their representative and the salary of this worker for the period of\ntime devoted to a particular project.\nFollowing the discussion of what the Research Division is doing and\nshould be doing about teachers’ salaries, the Executive Committee then\nturned its attention for a few hours to the problem of what its members\nmight do by way of enlightening local salary committees and boards of edu¬\ncation. In other words, upon what should this Committee concentrate its\nefforts?\n1 Accepted\n\nby Board\n\nof Directors, June 27, 1938.\n\n"}
{"page": 908, "printed_page": null, "text": "National\n\n902\n\nEducation\n\nAssociation\n\nIt was agreed that the time was ripe for attempting an appraisal of the\nissues in salary scheduling and to construct, if possible, a platform upon\nwhich a substantial majority of teachers can unite. The Committee proposed\nthe following issues for immediate study and consideration :\n1. Should\n\nor should not merit (apart from\n\ntraining and\n\nexperience)\n\nenter into\n\nthe determination of a teacher’s salary?\n2. Should or should not teachers be paid according to amount of training and ex¬\nperience regardless of the grade or subject taught?\n3. What relationship, if any, should salaries bear to the cost of living of teachers?\nShould rewards for dependents be included in the salary arrangements of school\nsystems ?\n4. Should\n\nmen\n\nand women\n\nteachers receive equal pay for equal work?\n\n5. What groups should be responsible for the study and\npolicies in school systems?\n6. What\nments?\n\nfactors should determine\n\nthe number\n\nand\n\nformulation\n\nsize of annual\n\nof salary\n\nsalary incre¬\n\n7. What\n\npersonnel in the school system should be included in a salary schedule?\n8. Should teachers be paid for as many months as the school is in session or for\ntwelve months?\n\n9. What\n\nThe\n\npolicies should govern\n\nCommittee\n\nthe salaries of interns and substitutes?\n\nhopes to develop standards and principles for the above\n\ntopics and to show its application to specific field situations. Later the Com¬\nmittee will attempt to organize and present its conclusions in convenient\nform for use by teachers and schoolboards.\nREPORT\n\nOF\n\nCOMMITTEE\n\nAND\nBESS\n\nCERTIFICATION\n\nGOODYKOONTZ,\nOF\n\nON\n\nASSISTANT\n\neducation,\n\nThis Committee\n\nwas\n\nSUPPLY,\nOF\n\nCOMMISSIONER\nWashington,\n\nPREPARATION,\n\nTEACHERS\nOF\n\nEDUCATION,\n\n1\nU.\n\nS. OFFICE\n\nD. C., Chairman\n\ncreated in compliance with the resolution of the\n\nRepresentative Assembly of the National Education Association at its meet¬\ning in Detroit in 1937. The resolution read as follows:\nThe\n\nNational Education\n\nAssociation\n\nrecommends\n\nthat a committee\n\nbe appointed to\n\nstudy the problem of adjusting the supply of adequately trained teachers to the de¬\nmand for teachers, to the end that recommendations may be made regarding the\nestablishment of a balance between the number of qualified candidates for teaching\nand the prospective demand for teachers.\n\nThe\n\nCommittee\n\nmembers\n\nappointed by President Caroline S. Woodruff\n\nare, in addition to the chairman, as follows: Louise Burgess Herndon, presi¬\ndent, Department of Classroom Teachers, Richmond, Va. ; Ralph C. Jen¬\nkins, president, Danbury Teachers College, Danbury, Conn. ; Joseph Rosier,\npresident, Fairmont State Teachers College, Fairmont, W. Va. ; and\nAmbrose Suhrie, professor of Teachers College and Normal School Edu¬\ncation, New York University, New York, N. Y. In addition, an advisory\ncommittee was appointed which includes at least one person from each\nstate.\n1 Accepted\n\nby Board of Directors, June 28, 1938.\n\n"}
{"page": 909, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n903\n\nInformation\n\nAn organizing meeting of the Committee was held at the headquarters\nof the National Education Association in Washington, D. C., on March\n14, 1938, with all members of the Committee present, except Dr. Suhrie.\nAs background for a consideration of the functions and possible activities\nof the Committee, the chairman had invited several persons to present ac¬\ncounts of their respective programs in the field of teacher education and\nwelfare. William G. Carr, secretary of the Educational Policies Commis¬\nsion, reported on the manuscript recently completed on teacher education\npolicies for the Educational Policies Commission; Benjamin W. Frazier,\nUnited States Office of Education, gave a brief description of his recently\ncompleted study of certification policies; and Karl W. Bigelow, director\nof the Commission on Teacher Education, told of the steps being taken\nby this newly organized Commission\ncation.\n\nof the American\n\nCouncil\n\non Edu¬\n\nIt seems to the members of the Committee on Supply, Preparation, and\nCertification that it is very desirable that duplications and overlappings be\navoided, and that the Committee plan its activities with full understand¬\ning of the programs now being conducted by many agencies. Accordingly,\nit was decided that the Committee’s first consideration should be given to\nquestions of teacher supply and demand, leaving for later consideration the\nrelated questions of preparation and certification which are now the subject\nof more detailed study by other groups. In brief, the Committee formulated\nthe following recommendations to guide its activities during the ensuing\nmonths :\n1. That the Committee\nfall of 1938.\n\nsponsor\n\na study of teacher supply and demand\n\nduring the\n\n2. That a meeting of the Core Committee and the Advisory Committee be held\nduring the N. E. A. meeting in New York City in June 1938.\n3. That we request additional representation on the Core Committee so that the\ncontributions of state departments of education and of school administrators to\nthese problems may be available to the Committee.\n4. That the Committee investigate the proposal of the association of placement\nofficers for an annual study of teacher placement.\n5. That the chairman and secretary of the Committee correspond with various\nnational organizations interested in teacher supply and demand to see what pro¬\ngrams of investigations they have and what opportunities there are for joint action\n\nSince the meeting, copies of the minutes and of the recommendations\n\nhave\n\ngone to members of the Advisory Committee ; an inquiry form has been\ndrawn up by the Research Division of the N. E. A., cooperating with the\nCommittee, for the study of teacher supply wdiich we propose for the fall\nof 1938; and a meeting of the Committee and the Advisory Committee\nhas been called for June 28 in New York City.\n\n"}
{"page": 910, "printed_page": null, "text": "National\n\n904\n\nREPORT\nDONALD\n\nDUSHANE,\n\nOF\n\nEducation\n\nAssociation\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nON\n\nOF\n\nTENURE\n\nSCHOOLS,\n\n1\n\nCOLUMBUS,\n\nIND.,\n\nChairman\n\nThe Committee on Tenure hereby asks the National Education Associa¬\ntion to approve the following recommendations concerning its work during\nthe coming year:\n1. Increased efforts should be made to secure the publication of tenure\narticles and discussions in educational magazines. It is especially recom¬\nmended that adequate space be given tenure and its problems in the Journal\nof the National\n\nEducation\n\nAssociation.\n\n2. The policy of studying various phases of teacher tenure, teacher wel¬\nfare, and teacher protection should be continued by the Committee.\n3. The Committee should continue to be authorized at its discretion to\nmake investigations of cases of unfair treatment and unjust discharge of the\nmembers of the teaching profession. The Committee should be authorized\nto make public such reports at such time and manner as in the Committee’s\nopinion will be of benefit to the individual investigated or to the teaching\nprofession.\n4. The Committee\n\nshould continue to offer its services as outlined in this\n\nreport to those state education associations that are interested in tenure or\nare planning tenure campaigns.\n5. The Committee asks for the approval by the National Education As¬\nsociation of the conclusions of the executive committee in investigated cases\nof discharged teachers, described in this annual report.\n6. The Committee asks that it be given authority to investigate tenure\ncases in the federal courts and with the approval of the Executive Com¬\nmittee of the National Education Association to engage counsel and partici¬\npate in such cases as, in the opinion of the Tenure executive committee, in¬\nvolve important tenure principles.\n7. The Committee recommends that an appropriation of $10,000 be\nmade, for the Tenure Committee, to be used if and as needed to carry out\nthe tenure program of the National Education Association.\nWork\n\nof the Tenure\n\nCommittee\n\nAt the Detroit meeting of the National Education\n\nAssociation, held on\n\nJuly 1, 1937, the following resolution on tenure was adopted: “The Na¬\ntional Education Association affirms its stand in full support of tenure for\nteachers as a means of insuring to the children of the land the best possible\ninstruction. The Association approves the continuance of the present Tenure\nCommittee and its program and policies.”\nAlso at the Detroit meeting the Association accepted the recommendations\nof the Tenure Committee which provided among other things for:\n1. Increased space for tenure in the Journal of the National Education A ssocialion.\n2. The continuance of the authorization granted the Committee to investigate\ncases of unfair treatment and unjust discharge of members of the teaching pro¬\nfession.\n3. The\n\ninvestigation of various phases of teacher tenure\n\n1 Accepted by Board of Directors, June 28, 1938.\n\nand teacher protection.\n\n"}
{"page": 911, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n905\n\nInformation\n\nIn compliance with the above authorization and prior commitments of\nthe National Education Association, the Tenure Committee pursued a\nnumber of activities which may be summarized briefly as follows:\n1. Thru the medium of the Research Division of the National Education Association it continued its studies of teacher welfare problems. These studies included a\nrevision of the Tenure Handbook, a digest of leading tenure cases decided during\n1937, a study of schoolboard regulations affecting teachers’ contracts, and a. study\nof legal protections given to a number of professions including teaching.\n2. The Committee investigated numerous cases of unjust treatment and discharge\nof members of the teaching profession, several of which are reported fully in this\nreport.\n3. Advice and help were given to a number of states interested in tenure both\nby correspondence and by conference.\n4. Speakers were provided for discussions of tenure for a number of state asso¬\nciation meetings and other conventions of teachers.\n\nThe active work of the Committee has been carried on by the executive com¬\nmittee. This group has had a number of meetings, has made a number of\nimportant investigations, and has, by correspondence and otherwise, at¬\ntempted to assist the tenure movement in various states desiring its assistance.\nA meeting of the Committee on Tenure of the National Education Asso¬\nciation was held at Atlantic City and another meeting of the Committee\nwill be held at the New York convention. It is hoped that the members of\nthe Committee from the various states will become increasingly active in the\ntenure movements of their states and will keep the executive committee\ninformed of state tenure needs and developments.\nCommittee\n\nThe\n\nCommittee\n\non Tenure\n\nMeetings\n\nmeets at the annual N. E. A. convention in\n\nJune and again in connection with the sessions of the American\nof School Administrators in February.\n\nAssociation\n\nAt the Detroit meeting, held in June 1937, there were thirteen states rep¬\nresented. After reports were given as to the status of tenure in each of those\nstates, there was a general demand for increased appropriation for the work\nand a committee of three was selected to appear before the Budget\nCommittee.\nAt the Atlantic City meeting in February 1938, there were twenty-six\nstates represented and reporting on tenure conditions and provisions. There\nhas been a marked increase both in interest and in participation on the part\nof representatives.\nAt each of these meetings a member of the Research Division, reported\non research problems under investigation and on findings prepared for\ndistribution.\nPublications\n\nof the Committee\n\nEach year, in addition to its legislative and investigating activities, the\nCommittee on Tenure cooperates with the N. E. A. Research Division in\npreparing several reports. Four publications which will be available by this\nsummer are the following:\n1. Court Decisions in 1937 — In April 1938 there was published a summary\ncourt cases decided\n\nin the state supreme\n\ncourts and in the United\n\nof the\n\nStates Supreme\n\n"}
{"page": 912, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\nCourt during the calendar year 1937. These reports are also available for 1932,\n1933, 1934, 1935, and 1936. Not only is this information valuable to those interested\nin drafting and improving tenure laws, but to an increasing extent they are being\nrequested by attorneys interested in defending the rights of individual teachers.\n2. An Analysis of Schoolboard Rules — The printed rulebooks of forty cities over\n100,000 population were analyzed for prescriptions related to the conditions of\nemployment. An inquiry was circulated also to determine how often rulebooks\nare revised and what steps are taken to help teachers become acquainted with\nexisting rules. The study followed logically on previous investigations showing that\ncontracts often automatically bind teachers to observe all schoolboard rules. While\nthe survey did not reveal many extreme rules there was evidence that much more\ncould be done to acquaint teachers with the regulations under which they are\nemployed.\n3. State Regulations for Six Professions — In this study an analysis is made of\nthe state statutes governing accountancy, architecture, law, medicine, nursing, and\nteaching. Similarities and differences regarding lay control and licensing are pointed\nout. One striking finding is the extent to which professional associations in law and\nmedicine are recognized by state law. Numerous suggestions for further study are\nrevealed.\n4. Handbook on Tenure — This publication is a revision of a similar bulletin issued\nabout two years ago. It shows the extent and types of state tenure laws. Some of\nthe new laws are analyzed to show recent trends. A new section has been added on\nlocal tenure regulations. During the coming sessions of state legislatures this report\nshould be invaluable to legislative committees and study groups.\n\nThe Committee takes this opportunity to commend the N. E. A. Research\nDivision for the excellent material which is being made available to the\nteachers of the country. For assistance with this phase of the work the Com¬\nmittee appreciates the cooperation of the Executive Secretary’s Office and\nthe Division of Publications.\nMeetings\n\nof the Executive\n\n1. The executive committee of the Committee\nthe Detroit convention.\n\nCommittee\n\non Tenure\n\nmet daily during\n\n2. Its next session was held during November at Houston, Texas, in con¬\nnection with the meeting of Texas State Teachers Association. Each member\npresent addressed at least one sectional meeting in addition to speaking at the\nbreakfast and the Classroom Association dinner. There was a preliminary\nhearing on the San Antonio case.\n3. Four members responded to the call of the San Antonio Teachers\nCouncil and spent part of their Christmas recess in San Antonio interviewing\nas many persons concerned as time allowed.\n4. At Atlantic City there were four meetings of the executive committee.\n5. In May the planning of the annual report brought the executive com¬\nmittee to N. E. A. headquarters in Washington, D. C.\nState Tenure\n\nCommittees\n\nThe Committee on Tenure again recommends to the various state edu¬\ncation associations the appointment of state tenure committees. Tenure is\nbasically a state problem and the members of the teaching profession in each\nstate will have to decide for themselves whether they desire tenure, what\ntype of tenure law they need, and what steps shall be taken to secure such\nlegislation.\n\n"}
{"page": 913, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n907\n\nIt has been found that the problem of securing tenure legislation presents\npeculiar problems and difficulties in comparison with other school legislation.\nExperience has shown that in most states tenure can be secured best by estab¬\nlishing state tenure committees with full authority to do the following:\n1. Study tenure problems.\n2. Present the problems and need of tenure to the teaching profession.\n3. Formulate a tenure bill adapted to the needs of the state, acceptable to the\nvarious educational groups, and adapted to existing school legislation and the\nschool administrative organization.\n4. Upon the approval of the tenure bill by the state association, the state tenure\ncommittee should in most instances be given funds and authority to act as a\nseparate and independent legislative committee for the passage of a tenure law.\n\nIn states already having tenure legislation it is important that they main¬\ntain active tenure committees. It has been observed that a number of states\nafter securing tenure legislation have dissolved their tenure committees only\nto find within a few years that the problems of tenure are not settled by the\npassage of a law. Every state having a tenure law is advised and urged to\nmaintain a state tenure committee with the following objectives:\n1. Making a continuous study of tenure for the purpose of suggesting improve¬\nments and the correction of defects, as they may appear.\n2. Investigating cases of unjust treatment and discharge of teachers and of\nattempts to evade the provisions of the tenure law by local communities.\n3. Assisting individual teachers in maintaining their tenure rights by court action\nif necessary.\n4. Participating in tenure cases involving the legal interpretation and constitu¬\ntionality of the tenure law in the state supreme court.\n\nRecent\n\nTenure\n\nTrends\n\nA review of recent legislation reveals some interesting tenure trends deal¬\ning with the probationary period, the conducting of hearings, provisions for\nappeals from local boards and the inclusion of administrative offices under\ntenure. Owing to the many unjustifiable discharges of probationary teach¬\ners, most recent tenure laws have attempted to extend protection to teachers\nduring the probationary period. The Louisiana law provides that probation¬\nary teachers shall automatically become permanent teachers unless formally\ndischarged or dismissed by written notice from the schoolboard. The Michi¬\ngan law provides that probationary teachers shall be employed for the\nensuing year unless otherwise notified within sixty days before the close of\nthe school year. The Oklahoma law requires that all probationary teachers\nshall be furnished with a written statement rating or grading their work\nfor each year of probation. The statement shall be complete and definite and\nit shall be placed in the hands of probationary teachers at least sixty days\nbefore the close of the school year.\nWhile\n\nthe probationary period is generally three years in length, yet it\n\nis interesting to note that in the Michigan and Oklahoma laws the proba¬\ntionary period has been reduced to two years and in the Pennsylvania law\nthe probationary period has been eliminated entirely. In Pennsylvania, teach¬\ners immediately upon employment enter into a tenure status from which they\ncan be removed only for cause and after a hearing.\n\n"}
{"page": 914, "printed_page": null, "text": "908\n\nNational\n\nEducation\n\nAssociation\n\nPast experience shows the necessity for better protection of teachers’\nrights during their trials or hearings before the trial board. Several of the\nnew tenure laws have included provisions for subpoenaing of the witnesses\nof the teacher, requirements that the teacher be furnished with a detailed\nwritten statement of charges, and requirements that all of the testimony\nshall be given under oath. One recent law requires a two-thirds vote of all\nboard members; another law requires a majority vote of all members and\nfurther provides that no member shall vote who did not attend the hearing.\nA number\n\nof early tenure laws had no provision for appealing from the\n\ndecision of a local schoolboard by a discharged teacher. 'The present tendency\nis to provide an appeal either to the state superintendent, or to the state\ntenure board, or to provide for a direct appeal to the courts. The Louisiana\nlaw permits direct appeal by the teacher to the local courts. The Michigan\nlaw provides for an appeal to the state tenure commission. There is no pro¬\nvision in the Michigan law which would seem to prevent a further appeal to\nthe courts. Under the recent New York law an appeal may be taken by a\ndischarged teacher to the state tenure commission whose decision is final.\nIn Oklahoma there is an appeal to the state superintendent of public instruc¬\ntion, and any dismissed teacher may appeal to the court of common pleas of\nthe county wherein his school is situated.\nIn the early development of tenure theory it was felt that supervisors and\nsuperintendents should not be given the protection of tenure. Massachusetts\nwas the pioneer state in extending tenure to superintendents, but its example\nwas not followed in early tenure legislation. Beginning with the passage of\nthe Indiana tenure law in 1927, there has been a definite tendency to include\nin tenure all professional employees. During the past year tenure was\nextended to all professional employees, including superintendents and super¬\nvisors, in the tenure statutes of Kansas, Michigan, Oklahoma, and Wis¬\nconsin.\nCauses\n\nof Increased\n\nInterest in Tenure\n\nThe recent development of interest in tenure on the part of hundreds of\nthousands of American teachers has been partly due to the effects of the\ndepression beginning in 1929. With the depression’s increasing tax burdens\nand decreasing incomes there was also found a magnification of abuses of\nteachers which in many cities and states threatened the stability of public\neducation. Thousands of teachers were discharged to make room for rela¬\ntives or friends of board members, politicians, and influential citizens; other\nthousands were discharged thru the abolishment of important phases of\npublic school work; still other thousands were discharged, solely to reduce\nschool costs, and there immediately followed widespread and unjustifiable\nincreases in class size and overloading of those teachers remaining in service.\nIn addition to the wholesale discharge of teachers, there was a general\nundermining of morale due to fear of discharge and to the critical and\ncoercive attitude of certain groups of private citizens, many schoolboards,\nand school administrators.\nWhile\n\nin the public schools the morale and sense of security was being\n\ndestroyed, the federal government\n\nand the state governments\n\nwere develop-\n\n"}
{"page": 915, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n909\n\ning a system of social security applying to the general population but with\npublic schools teachers specifically excluded.\nIncreasingly the teachers of the United States have come to realize that\ntenure is necessary for the development of honest and efficient teaching and\nadequate professional care of the young people in the schools of the country.\nTenure\n\nin the United\n\nStates Supreme\n\nCourt\n\nIn the case of Anderson versus Brand, Mrs. Dorothy Anderson, a rural\nIndiana teacher who had been discharged by the township trustee, sought\nreinstatement in her position and damages for loss of salary. T he Indiana\nSupreme Court held against her on the grounds that the Indiana tenure law\nas it applied to small rural districts had been repealed by the 1933 legisla¬\nture and that therefore her tenure rights had been destroyed.\nOn January 31, 1938, the Supreme Court of the United States held that\nMrs. Anderson’s tenure rights had not been destroyed by the repeal of a\npart of the Indiana tenure law, because her tenure rights were established\nby contract. By this decision the United States Supreme Court determined\nthat state tenure laws could be so drawn as to give tenure a contract status\nand that when so drawn no legislature could subsequently repeal the pro¬\nvisions in the tenure laws so far as they applied to teachers already on tenure.\nThe court also decided that altho every contract is subject to the police power\nof the state, yet properly drawn tenure laws, which provide a method of\ncancellation of a tenure teacher’s contract for good and sufficient cause, are\nnot in violation of the police power of the state.\nThis decision of the Supreme Court is of importance to the tenure move¬\nment as it upholds tenure as a proper exercise of state authority and points\na way to the drafting of tenure legislation which will avoid endless attempts\nto repeal such legislation.\nThe new Pennsylvania tenure law is probably drawn in a manner which\nwill cause it to be held by the courts to be a contract law and therefore not\nrepealable by the Pennsylvania legislature.\nThe Dorothy Anderson case will also be of vital interest to all teachers\nwho are members of state retirement systems, or who are advocating such\nsystems. A large number of state retirement laws appear to establish a con¬\ntractual relationship between the teacher and the state; and it is therefore\nprobable that courts will hold such laws are not repealable as to present\nmembers of the retirement funds.\nQuestionable\n\nPractices\n\nIn carrying on the investigations of the Committee on Tenure during the\npast year we have again noted a number of practices and procedures in the\nmanagement of certain school systems which we believe should be called to\nthe attention of the teaching profession.\n1. Contracts — As in most, if not all, of the states the relation between\n\nthe\n\nteacher and the school corporation is contractual, it is, therefore, important\nthat teachers’ contracts be legal, that they be fair in their terms to the\nteachers, that they be for a definite amount of money and for a fixed time,\nand that they be uncancelable except for good and just cause. T he Committee\nhas knowledge\n\nof a number\n\nof teacher contracts which are improper and un-\n\n"}
{"page": 916, "printed_page": null, "text": "National\n\n910\n\nEducation\n\nAssociation\n\nfair. Attention is called specifically to contracts with purported annual terms\nwhich actually may be canceled without cause in 30 days, others in 15 days,\nothers without notice. Numerous contracts refer to, and include, schoolboard rules and regulations already adopted or to be adopted, and in most\ncases these regulations are not in print or available to the teachers.\nNumerous contracts provide for reductions in the amount of the fixed\ncompensation at the will of the schoolboard. In addition to the above there\nare numerous instances of other unfair contract provisions.\n2. Rating\n\nsystems — The\n\nCommittee\n\nhas investigated several rating sys¬\n\ntems which are improperly planned, unprofessionally used, unfair to the\nteacher, and destructive of teacher morale and cooperation.\n3. Certification — The\n\ncontinued\n\nCommittee\n\nnotes\n\nwith\n\ninterest and\n\nalarm\n\nthe\n\ndiscussion of plans for recertifying experienced and prepared\n\nteachers periodically, in most cases at five-year intervals. Recertification en¬\ndangers the tenure status of teachers and would not be tolerated in other\nprofessions. The Committee on Tenure\nerly prepared and experienced teachers.\n4. Medical\n\nexaminations — The\n\nfavors life certification for prop¬\n\nCommittee\n\nhas investigated a number\n\nof\n\nplans for medical examination of teachers. While we recognize the com¬\nmendable purpose behind most examination plans, yet attention should be\ncalled to the possible embarrassment and injury to teachers by improper\nmedical examinations.\nUnjust\n\nTreatment\n\nof Teachers\n\nDuring the past year the Committee on Tenure has made inquiry con¬\ncerning numerous cases of unjust treatment and discharge of members of\nthe teaching profession. The following cases are selected for the purpose of\nshowing some of the adverse conditions confronting members\ning profession.\n\nof the teach¬\n\n1. Three teachers were dismissed in a New York town for the alleged reason\nof economy, but others were hired in their places. The superintendent plans to\ndismiss a number of others for the same alleged reason next year.\n2. In an eastern town, ten out of thirty teachers were dismissed, not because they\nwere incompetent but because they were married women.\n3. A thoroly competent teacher in an eastern town was not reappointed for next\nyear, because she worked for tenure and was active in the classroom teachers\norganization.\n4. Without even a year’s notice, over a hundred teachers were dismissed from\nthe schools of Cleveland, Ohio, because they had reached or passed an arbitrarily\nfixed age limit. Many of these teachers were competent and effective.\n5. An experienced teacher in a western state teachers college was dismissed\nwithout a hearing and for reasons which were of minor importance. The Committee\nagain wants to call attention to mistreatment of teachers which so frequently occurs\nin teacher-training\n\ninstitutions.\n\n6. A teacher in Iowa was dismissed prior to her becoming eligible to a teacher’s\nannuity. The continuance of this teacher in service would have been thoroly\njustifiable. Such dismissals should he condemned by the teaching profession.\n7. In a Massachusetts city, under the pressure and initiative of the mayor, all\nmarried teachers were required to fill out an unprofessional questionnaire and a\nresolution was forced thru the schoolboard requiring the dismissal of all married\nteachers whose husbands were self-supporting. The proposed dismissals\nteachers were not based on their incompetence or neglect of duties.\n\nof these\n\n"}
{"page": 917, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n911\n8. In a small southern city a competent and well-educated teacher was dismissed\nwithout prior notice in order to make room for an inexperienced and inadequately\ntrained “home town girl.” The\nstate education association.\n\nsuperintendent\n\nof this city is the president of the\n\n9. The principal of a large junior high school in the South, who was experienced,\ncompetent, and successful in his work, was dismissed without charges or a hearing.\nIt is significant that this man was considered for the superintendency and that his\ndismissal was recommended and secured by the new superintendent.\n10. A competent and experienced teacher in a midwestern state was dismissed\nwithout a statement of reasons or a hearing. The apparent reason was petty depart¬\nmental jealousy.\n11. Several teachers in a midwestern city were dismissed altho they had records\nof competence and successful performance of their duties. A significant fact seems\nto be that they belonged to a classroom teachers organization.\n12. A competent and experienced superintendent in a town in Montana was dis¬\nmissed for the apparent reason that the board wished to give his position to a\npopular, but poorly-prepared athletic coach. The three majority members of the\nboard consisted of an ignorant, profane, non-American sheep-herder, a nonAmerican laborer of low mental ability, and a bad-tempered football enthusiast.\n13. In a town in Colorado, vicious charges were brought against the high-school\nprincipal. Investigation showed that these charges were not well grounded and that\nthe real cause of dismissal was political. The members of the schoolboard desired\nto dismiss this principal in order to replace him by a person of their own political\nfaith.\n14. The superintendent of a city in Kansas was dismissed this spring without\nprior warning, notice, or a statement of reasons. He had an excellent record in his\ncommunity and the only apparent reasons for his dismissal were petty and personal.\n15. An experienced and competent teacher in a northern city high school was\ndismissed without prior warning, notice, or statement of reasons. Upon his dis¬\ncharge there was a determined school strike which was ended thru the influence\nof this teacher. He was succeeded by a “home town boy.” The only plausible excuse\nfor his dismissal was that he had been a friend of the former superintendent.\n\nReport\n\nThe\n\nCommittee\n\non the Saco, Montana,\n\non Tenure\n\nInvestigation\n\nof the National\n\nEducation\n\nAssociation has\n\nfor its purpose the study and solution of questions of unjust dismissal of\nteachers, principals, and superintendents. It is authorized by the National\nEducation Association to investigate cases of unjust treatment or discharge\nof members of the teaching profession and to issue reports on its findings at\nsuch times as in its judgment it deems desirable or advantageous to the\nteaching profession. The present Committee has made many investigations\nin various states during the past four years. Requests for an investigation of\nthe non-reappointment of Harry C. Ross, superintendent of schools, Saco,\nMontana, came from the Montana Education Association.\nThe Tenure Committee delegated one of its members to conduct an\ninquiry into the situation in Saco. This was done March 18, 1938, at\nSaco and at Malta, the county seat, and March 19 at Great Falls where\nthe Montana Education Association wTas in session. Appointments for inter¬\nviews were made with parents, board members, alumni, students, and .\nteachers. Others who volunteered information were Mayor Kroeger, who\nasserted that 70 percent of the citizens of Saco now\nCounty\n\nAttorney Gabriel ; and County\n\nCommissioner\n\nfavor Mr.\n\nRoss;\n\nSanderson.\n\n1. Saco is a city situated in a region desperately hard hit by both floods and dust\nstorms during the last four or five years. Its elementary school takes care of the\n\n"}
{"page": 918, "printed_page": null, "text": "2.\n\n912\n\nNational\n\nEducation\n\nAssociation\n\neducational needs of Saco’s younger children and the high school is attended by\nyoung people from within a rather wide radius in addition to the young people of\nSaco itself. Elementary-school support comes from local taxes but high-school support\ncomes from the county on the basis of the pupil enrolment for the previous year.\n\nsuperintendent. During that time there has been general approval of his handling\nof the school. In several instances, however, individuals whose children were\ndisciplined, as they thought, too harshly, bear a personal grudge.\nMr. Ross has participated in the political life of Saco, having served two terms\nas alderman. During that time he stood for high beer license, and so incurred the\nenmity of the liquor interests.\nAn annually increasing number of young people from Saco are enrolled in the\nvarious institutions of higher learning in Montana and other states. They report\nthat they are w7ell prepared and able to hold their own with students from other\nhigh schools.\nWhen\nthe basketball team, etc., go to surrounding towns, Mr. Ross\nSuperithe\nntenband,\ndent Ro\nss has spent 15 ye\ns ingood\nSaco conduct\nmakes himself personally responsible\nfor ar\ntheir\nand\nsafe\n— 2 as te\nache\nr anreturn.\nd 13 as\nThe teachers have only praise for Mr. Ross and feel that he gives them real\nleadership. Students now enrolled cannot speak of him too highly. Parents report\nthat he has made Saco “educationally-minded.”\nIn April 1937 two men who are apparently unfriendly toward Mr. Ross for per¬\nsonal reasons, and who are supported by the liquor group, were elected to the\nfive-member schoolboard. Testimony is divided on the point of whether they\npromised to retain Mr. Ross or to oust him and it would seem that they made one\npromise to some voters and another to others. Four of the schoolboard members\nseem to be actuated largely by a determination to “get Ross” and have little back¬\nground for administering the school and little interest in its real progress. They\nseem entirely unfamiliar with methods and standards by which schools are judged.\nThey resent the presence of citizens at board meetings and occasionally fail to send\nnotices of board meetings to the superintendent and to the fifth board member.\nThey present criticisms on several minor matters in order to attempt to justify\ntheir action.\nAt the January 15, 1938, meeting of the schoolboard, the question of re-electing\nMr. Ross came up. Reports as to what took place at that meeting are contradictory\nand charges are made that the minutes have been falsified. This contention is\nvirtually admitted by the county attorney even while he volunteers the information\nthat the vote was a legal vote by which Mr. Ross was not re-elected.\nSignificant events subsequent to the dismissal of Superintendent Ross occurred as\nfollows :\n1. A five-day student strike with picketing, bonfires, speeches, and editorials.\n2. The resignation of the entire teaching staff.\n3. The organization of a Parents-Students Union which demanded and\nsecured the resignation of the schoolboard clerk, and is still demanding the\nresignation of the four schoolboard members opposed to Mr. Ross.\n4. Disapproval of the dismissal by the Montana Education Association, and\nthe election of Mr. Ross as its president.\n5. The negotiating with a new superintendent, T. I. Bergene of Ryder, North\nDakota, on March 15, in spite of the fact that the hiring of teachers and super¬\nintendent has always been held over until after the election of schoolboard\nmembers the first Saturday in April.\nConclusions\nThe reasons for the failure to re-elect Superintendent Ross are largely personal\nand political and not professional. The effect on the community has been to destroy\nharmony and to cause violent disturbances and enmities. Parents are considering\nsending their children elsewhere to school unless conditions are remedied, which\nwould eventually decrease the amount of school aid received from the county.\n\n"}
{"page": 919, "printed_page": null, "text": "Associational\n\nContrary\n\nRecords\n\nand\n\n913\n\nInformation\n\nto the best practices over the country, no written statement\n\nthe superintendent of the causes of non-appointment,\nhearing before the schoolboard given him.\n\nnor was\n\nwas\n\ngiven\n\nan opportunity\n\nof a\n\nRecommendations\n1. Since there is no tenure law in Montana, the Committee cannot charge infringe¬\nment of tenure as a violation of law; but it does insist that a superintendent who\nhas served long and well and has been an influence for good in the community,\nand has served in public office as a good citizen, should have a right to fair treat¬\nment and should not be discharged for personal and political reasons. He should\nbe reappointed for the coming school year if he desires to remain in Saco.\n2. Schoolboard members who seek to dominate the schools for personal spite and\npolitical reprisal should be asked to resign (as Director Sheele offered to do) so\nthat persons who really have the good of the schools at heart, may be elected.\n3. The teaching staff should be urged to remain so that there may be as little\ndisorganization as possible.\n4. Every person in Montana engaged in the cause of education should work for\nthe passage of a just tenure law so that the children and young people of the state\nmay be guaranteed the services of well-trained, efficient, and exemplary educators\nwithout having their school terms interrupted by discords and animosities such as\nhave characterized the present year in Saco.\n\nThis report is based on an investigation by Frances Jelinek, and on other\ninformation submitted to the Committee.\nReport\n\non the San Antonio\n\nInvestigation\n\nRequests for an investigation of the recent discharge of teachers at San\nAntonio, Texas, came to the Committee on Tenure from a number of indi¬\nviduals and organizations, including the Texas Classroom Teachers Asso¬\nciation and the Teachers Council of San Antonio.\nThe\n\nCommittee\n\non Tenure\n\nmade\n\na preliminary inquiry into the San\n\nAntonio situation on November 26-27, 1937, while in session at Houston,\nTexas. During this meeting numerous teachers from San Antonio and other\nparts of Texas were interviewed, as were Superintendent Cochran of the San\nAntonio schools and a number of citizens of that city. As a result of the\npreliminary inquiry, it was decided to make a thoro investigation of the San\nAntonio school conditions because of the two following major considerations:\n1. The statements made to the Committee and written replies to numerous in¬\nquiries indicated the probability of unprofessional and unjust treatment and dis¬\ncharge of teachers in the San Antonio schools.\n2. It appeared that general statements had been made in the disparagement of\nthe teaching profession in public addresses given before the state legislature of\nTexas, before San Antonio service clubs, and other organizations. These statements\ncharged that large numbers of San Antonio teachers were either immoral, diseased,\nincompetent, or otherwise unfit to teach school. It was felt that if such charges\nagainst large numbers of teachers were found to be unjustified, they must be\nanswered in no uncertain terms by a national professional organization.\n\nThe Committee on Tenure, having decided to make an investigation,\nmade numerous inquiries by letter and wire, secured documentary evidence\nfrom various sources, and made a personal investigation in San Antonio from\nDecember 28, 1937, to January 1, 1938. In San Antonio, the Committee\ninterviewed practically every discharged teacher, most of the members of the\nschoolboard, the superintendent of schools, and numerous\n\nsupervisors, prin-\n\n"}
{"page": 920, "printed_page": null, "text": "National\n\n914\n\nEducation\n\nAssociation\n\ncipals, and teachers. Inquiry was also made from a number of leading citizens\nas to facts and school conditions. As a result of this inquiry, the Committee\nwishes to make the following report.\nRecord\n1. San\n\nAntonio\n\nof Events\n\nis a city of 250,000 population, of whom\n\nabout 40 percent are\n\nSpanish Americans. It has long been noted for its splendid system of public educa¬\ntion. The school situation may best be described by a quotation from J. R. McGaughy\nin his recent book An Evaluation of the Elementary School: “San Antonio, with\nteachers’ salaries which are disgracefully low, and with a school administration\nwhich has been wrecked repeatedly by political manipulation, has been outstanding\nin developing a program of elementary education which can hardly be surpassed\nin the whole country.”\n2. Following is a brief statement of the events culminating in the discharge of\n42 San Antonio teachers. In November 1936, Hull Youngblood was appointed by\nthe schoolboard to a vacancy created by resignation. He was immediately elected\npresident by the board with their promise that they would give him their full\nsupport in carrying out his program. Without taking time to have a thoro evalua¬\ntion made of the San Antonio schools, he started a movement to eliminate from two\nto three hundred San Antonio teachers; he claimed that that number were either\nimmoral, diseased, incompetent, or otherwise unfit. At numerous times during the\nearly months of 1937 he made addresses and public announcements indicating such\nelimination and his reasons therefor.\n3. Superintendent Cochran stated that in the spring of 1937, at the request of\nthe president of the board, he required all principals to mark all teachers as either\nsatisfactory or unsatisfactory. When the results of this evaluation were tabulated,\nit was found that far too few were marked unsatisfactory in the predetermined\ngoal of a purge of from two to three hundred teachers. On the following Sunday\nafternoon, the president of the board, at a meeting of the principals called by the\nsuperintendent, on a few hours’ notice, instructed the principals to rate the teachers\nin accordance with a hastily devised rating sheet, and made the threat that if they\ndid not rate the teachers properly, principals would be employed who would do so.\nUpon inquiry, the principals were assured that no teacher would be discharged\nwho rated average and that no teacher would be discharged upon a principal’s\nrecommendation unless an independent rating justified such discharge. When the\nrating sheets were turned in, they were reviewed by the president of the board\nand upon his disapproval of the ratings, they were ranked by the administration\nand 141 were marked for non-reappointment.\nboard members and others, 48 of these names\n\nBecause of protests from individual\nwere removed from the list and the\n\nschoolboard thereupon approved the non-appointment of 93 San Antonio teachers.\nSubsequent to the announcement of the non-appointment of this list of teachers, one\nof them died and two suffered mental breakdowns. Prior to the opening of school\nin September 1937, other names were removed from the list for numerous reasons.\nAt the present time there are 42 of last year’s teaching force who have not been\ngiven regular appointments. Of these 42, eleven have a status of “honor teachers”\nat a salary of $600 per year, leaving 31 teachers without any official connection\nwith the San Antonio school system.\nThe\n\nfollowing statements are based upon the Committee’s investigation:\n1. The non-reappointment of the 42 San Antonio teachers was due to varied\nfactors such as misuse of a defective rating system; lack of political or per¬\nsonal influence in some cases and existence of personal dislikes and prejudices on\n\nthe part of the school officials in some cases; the determination of certain in¬\ndividuals to discharge a large number of teachers. These teachers were not care¬\nfully and individually studied and investigated prior to discharge and their\ndischarge was not based upon definite charges or proof of inefficiency, neglect\nof duty, misconduct, or harmful influence on the children in their charge.\n\n"}
{"page": 921, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n915\n\nInformation\n\n2. These 42 teachers all possess permanent state certificates and most of them\nwere well prepared upon appointment to the San Antonio schools and have\ncontinued their professional preparation and study since appointment. Among\nthese teachers are found graduates of North Texas State Teachers College,\nOklahoma State Teachers College, Incarnate Word College, San Houston Teach¬\ners College, University of California, Southwest Texas State Teachers College,\nColorado College of Education, Columbia University, and the University of\nTexas. They vary in age from thirty-four to sixty-eight and in years of service\nfrom 2f4 to 33 years in the San Antonio schools, and from 7 to 50 years in\ntotal teaching experience.\nAfter careful investigation, the Committee was forced to conclude that, with\nvery few exceptions, these teachers are worthy and competent members of the\nteaching profession and because of their preparation and services in the San\nAntonio schools, were entitled to help, and should have had warning and a\ndetailed statement of causes prior to the consideration of their discharge. We\nmust further conclude that these teachers were not reappointed mainly because\none person was determined to “increase the turnover” by discharging a large\nnumber of teachers altho he stated to the Committee that “I have no way of\nknowing whether they are good teachers or not.”\n3. Sixty-six of the discharged teachers were requested to undergo a physical\nexamination, to which they submitted with the expectation that they would be\nreinstated to their positions if a favorable report were given. The clinic as\norganized by the schoolboard, was headed by the personal physician of Mr.\nYoungblood. The character of the clinical examination was unusual in several\nrespects. It included compulsory pelvic examination and Wassermann tests, which\nwere particularly objectionable because of the prior charges of immorality and\ndisease made publicly by the president of the board.\nOne teacher refused to submit to the pelvic examination and was told that\nher non-appointment was final.\n4. It is also worthy of note that the dismissed\n\nteachers who\n\nwere\n\nfifty-eight\n\nyears of age or older and were placed on the “honor roll” for the alleged reason\nof physical infirmity, were not given the opportunity of a physical examination\nby the schoolboard clinic.\n5. The retirement law, passed by the Texas legislature in 1937, has not yet\ngone into effect. It will provide annuities based on average salaries for the last\nten years prior to retirement. By being placed on the “honor roll,” teachers will\nhave the amount of their annuities reduced under this law. As the law has not\ngone into effect, the retirement\ndestroyed.\n\nrights of all discharged\n\nteachers\n\nhave\n\nbeen\n\n6. The rating plan as used in the San Antonio case was hastily devised,\nunscientific, and unfair. There was no agreement among the principals and\nassistant superintendents as to definition of terms used, and the ratings had to be\ncompleted in less than twenty-four hours. Those doing the rating had been told\nthat no one would be dropped on the basis of their rating. The Committee found\ninstances of teachers rated by supervisors and principals, whose work had not\nbeen inspected or visited for a number of years. There were instances among\nthe discharged teachers of visits by supervisors for the first time in years,\nwhose visits occurred after the ratings had been turned in.\n7. The Charter of the San Antonio Independent School District, enacted by\nthe Legislature of Texas, contains the following: “All teachers shall be elected\nby the board u-pon the recommendation of the superintendent. Teachers can only\nbe removed upon recommendation of the superintendent with the approval of\nthe board.”\nIt is thus apparent that the final legal responsibility for the non-reappointment\nof the 141 San Antonio teachers in the spring of 1937 rests alike upon the super¬\nintendent and the schoolboard. Had it not been for the recommendation of the\nsuperintendent, no San Antonio teacher could have been discharged by the\nboard. Having been discharged, the teachers of San Antonio cannot be re-\n\n"}
{"page": 922, "printed_page": null, "text": "National\n\n916\n\nEducation\n\nAssociation\n\ninstated except upon the recommendation of the superintendent. The investiga¬\ntion shows that the recommendation of the superintendent for the discharge of\n141 teachers in the spring of 1937 was obtained by measures and devices which\nmight to some extent be classified as intimidation and coercion, and that prior\nto the school year of 1936-37 the superintendent had made very few recom¬\nmendations for the removal or non-appointment of teachers. Nevertheless, the\nschool charter laid a heavy responsibility upon the superintendent for the pro¬\ntection of teachers from unjust discharge by the schoolboard, and he cannot\navoid responsibility for their non-reappointment.\nThe resignation of the president of the board who started the movement for\ndischarge of a large number of teachers, the subsequent reorganization of the\nboard, and the election of three new members in the spring of 1938 created\na situation under which the recommendation of the superintendent in regard to\nthe discharged teachers will be given full and just consideration. Under these\nconditions the full extent of the responsibility of the superintendent for the San\nAntonio situation cannot be determined until he has made his recommendations\nin regard to the discharged teachers, to the present schoolboard, and until it\nis known what efforts he has made to correct the injustices of the prior year.\nConclusions\n1. According to the critical evaluation of the Committee on Tenure of the\nNational Education Association, the teaching force of San Antonio is now, as it\napparently has been in the past, well above the average for the country in prepara¬\ntion, devotion to duty, community service, self-improvement, and apparently, in\nhealth. The Committee finds that the teachers of San Antonio as a whole, are fully\nworthy of the confidence and respect of the community.\n2. To some extent the confidence of the community in its teachers has been un¬\njustifiably shaken by public statements in regard to San Antonio having a large\nnumber of unfit teachers, followed by an extraordinary discharge of 93 teachers by\nthe schoolboard. While there are other factors involved, the immediate responsibility\nfor this large “teacher turnover” must be borne by the president of the board, Mr.\nYoungblood, who had had no experience in dealing officially with a profession. Altho\nexperience shows that schoolboards should legislate and pass on policies, leaving\nthe administrative duties to professional executives, yet this president of the schoolboard, inexperienced in school affairs, took upon himself professional administrative\nduties such as participating in meetings of principals and assistant superintendents,\nissuing orders to them, and forcing upon the school system a rating scale.\n3. Different types of rating scales for teachers are in use in various sections of\nthe country. Designing a rating scale and applying it justly and efficiently are diffi¬\ncult professional tasks. The rating scale used in the spring of 1937 in San Antonio\nwas improperly planned. Its purpose was not the improvement of teachers in\nservice but it was apparently designed for the intimidation of teachers and the\nunjust and unprofessional elimination of a large number of San Antonio teachers.\nThe rating plan was forced on the school system, hastily prepared and administered\nunder threat. Its effect was to undermine the morale of the entire teaching force and\nto create fears and suspicions which may handicap the San Antonio schools for a\nlong period.\n4. There can be no professional objection to a properly administered physical\nexamination required of all teachers, but we do question the requirement of the\nphysical examination of a group of teachers for the apparent purpose of justifying\ntheir prior dismissal. The examination, as administered in the San Antonio case,\ncould not be tolerated by any professional group of teachers. Where examination\nof teachers seems desirable, there should be an impartial board of physicians ap¬\npointed and the findings of other reputable general practitioners and experts should\nbe given careful consideration.\n5. Contrary\n\nto the best practice over\n\ngiven no written statement\n\nthe country, the discharged\n\nof the causes for non-reappointment,\n\nwere\n\nteachers were\nin most cases\n\n"}
{"page": 923, "printed_page": null, "text": "Associationai.\n\nRecords\n\nand\n\nInformation\n\n917\nnot given suggestions, prior to discharge, of methods of improving\nwere given no opportunity of a hearing before the schoolboard.\n\ntheir service, and\n\nRecommendations\n1. Since there is no tenure law in Texas, the Committee cannot charge infringe¬\nment of tenure as a violation of law, but does insist, however, that teachers who\nhave served long and well and have given their city an excellent reputation for\ngood schools, are entitled to professional leadership, fair rating, and opportunity\nfor correction of mistakes, a statement of reasons foe any proposed discharge, and\nthe right to a hearing before the board in case they feel that they have been unjustly\ntreated. We recommend, pending the passage of a tenure law in the state of Texas,\nthat the San Antonio schools adopt a fair and orderly process of evaluating teachers\nso that any who may be considered unfit for service may be eliminated.\n2. We recommend that if a rating system is deemed desirable in San Antonio,\nit be planned scientifically and used primarily for the purpose\nin service.\n\nof improving\n\nteachers\n\n3. Because, with a few exceptions, the 42 discharged teachers had done and were\ndoing satisfactory work in their positions; because with few exceptions, they were\nwell prepared and had a splendid record of professional improvements during serv¬\nice; and because of the unfairness and unprofessional application of the hastily\nadopted rating system, we find that these 42 teachers were dropped unjustly and\nnone of them was given notice with an opportunity to correct the faults alleged to\nbe grounds for discharge.\nWe believe that the best interests of the San Antonio schools would be served by\ngiving these teachers another chance. We further believe that in view of the cir¬\ncumstances, they have suffered unjustifiable financial and professional injury. We,\ntherefore, recommend that these 42 teachers be returned to their regular positions\non probation and if it can be legally done, that back salaries be paid to them.\n4. We further recommend that\n(a) These teachers be re-evaluated according to proper professional standards\nand that all of those who are capable of doing satisfactory work, whose records are\nsatisfactory — judged\nreappointed.\n\nby fair and\n\nreasonable\n\nprofessional\n\nstandards — be regularly\n\n(b) Those teachers about whose reappointment there may be reasonable profes¬\nsional disagreement, be appointed on probation and subjected to constructive super¬\nvision before a final determination is made of their cases.\n(c) Those few teachers who show’ evident physical disability and professionally\ndemonstrable incapacity to teach, be discharged.\n\nThis report is submitted by the Tenure executive committee of the\nNational Education Association. The investigation was made by Frances\nJelinek, Myrtle Hooper Dahl, Mary\nKeenan, and Donald DuShane.\nWORLD\nPAUL\n\nFEDERATION\n\nMONROE,\n\nCOLUMBIA\n\nOF\n\nO’Connor,\n\nEDUCATION\n\nUNIVERSITY,\nTHE\n\nElizabeth\n\nNEW\n\nYORK,\n\nRobert\n\nC.\n\nASSOCIATIONS1\nN.\n\nY., PRESIDENT\n\nOF\n\nW.F.E.A.\n\nSince I find that many members of the National Education Associa¬\ntion know little or nothing about the World Federation, may I first take\na few moments\n\nto explain what the Federation is and what its connection\n\n1 Accepted by Board of Directors, June 28, 1938.\n\n"}
{"page": 924, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\nAssociation\n\nwith the N.E.A. is, then a few moments concerning our last meeting, and\nstill further, about our coming meeting.\nThe World Federation was formed by the N.E.A. to carry out its ideal\nof promoting international understanding and goodwill. At the meeting\nof the N.E.A. in San Francisco just fifteen years ago, the officers of the\nNational Education Association had invited representatives of many\nteachers organizations of other countries. Many of those people were\npresent. The result of their deliberations was the formation of the World\nFederation of Education Associations. This Association has continued to\nmeet biennially since that time. It has met in the following places: Edin¬\nburgh, Scotland; Toronto, Canada; Geneva, Switzerland; Denver, Colo¬\nrado; Dublin, Ireland; Oxford, England; and an intervening meeting\nat Honolulu.\nLast year we met in Tokyo, Japan. The attendance at these various\nmeetings has varied from 3000 to 10,000 teachers. Last year, we were\nlimited by the capacity of the halls available so the attendance was\nabout 3000 to 3500, half of which was Japanese. Of the other half, more\nthan 1000 were American teachers and, I think for the most part, they\ngained their introduction to Oriental culture and civilization thru that\nmeeting.\nThe\n\nideals of the World\n\nFederation\n\nare to promote\n\ninternational\n\nunderstanding thru the acquaintance of teachers. I am a great believer\nin personal acquaintance as the solvent of all misunderstandings. The\nfirst major purpose of the Federation is to see that the teachers of America\nmeet the teachers of other lands, and that the teachers of other lands meet\nthe teachers of the United\n\nStates. We\n\nway by organizing automobile\n\nhoped to provide for that in one\n\ntours, but they did not materialize as we\n\nhad hoped they would because everybody interested in them had automo¬\nbiles. If we were able to take those cars to other countries we could get\noccupants for them and thus would have the chance to formulate and\npromote personal acquaintance. We\nthe future.\n\nhope to carry that out some\n\ntime in\n\nI should like to call your attention to the meeting of the Federation\nnext year. The consensus of the teachers in Tokyo was that we should\nmeet in Latin America. We have just received in the last few days, a\nformal invitation from a teachers organization in Latin America, the one\norganization that belongs to the Federation, the Teachers\n\nOrganization\n\nof Brazil, which is backed up by the government of Brazil. That will be\npresented formally this afternoon.\nWe hope to make the trip, if not around Latin America, at least to\ninclude visits to a number of other capitals of South America. We would\nlike to have you indicate to the Travel Bureau of the World Federation,\nlocated in the N.E.A.\n\nbuilding at Washington,\n\nif you are interested at:\n\nall in this prospective trip, because it must he arranged well in advance.\nWe will have explicit and definite notice ready for the state journals in\nthe September issue.\n\n"}
{"page": 925, "printed_page": null, "text": "Associational\n\nANNUAL\n\nRecords\n\nREPORT\n\nOF\n\nand\n\nTHE\n\nInformation\n\n919\n\nSECRETARY\n\nAchievements\nThe purpose of the National Education Association, as stated in the\ncharter, is “to elevate the character and advance the interests of the teaching\nprofession and promote the cause of education thruout the United States.”\nDuring the history of the Association, from its founding previous to the\nCivil War up until the beginning of the World War, its membership was\nnever more than 10,000. In 1917 the headquarters office was moved to\nWashington, D. C., its program of service expanded, and a vigorous cam¬\npaign to increase its membership and usefulness was inaugurated under the\nguidance of Secretary J. W. Crabtree.\nToday the National Education Association is the largest professional\norganization in the world. It has at the present time a paid membership\nof 195,605, which is the largest paid membership in its history. From the\nfirst it has been interested in every phase of public education.\nSalaries\n\nThe\n\nAssociation has worked\n\nconstantly and vigorously in behalf of\n\nteachers’ salaries. In 1870 the average salary of teachers in the United\nStates was $189. In 1917 it was $655, and in 1931 it was $1440. During\nthe economic situation thru which w’e have been passing it has declined to\n$1227. The strongest influence in increasing the salary of the teachers in\nthis country has been the research and action, thruout the years, of the\nNational Education Association.\nTenure\n\nFor more than fifty years our Association has been fighting for tenure.\nIn 1917 only five states had tenure laws. Twenty-seven states have now\nfreed their teachers from the necessity of annual appointments, and protect\nthem against unfair dismissals. Our Association will not stop its work for\ntenure until the teachers in every state have tenure protection.\nAcademic\n\nFreedom\n\nOur Committee on Academic Freedom works in closest cooperation with\nour Tenure Committee and with all other groups interested in protecting\nthe teachers of the nation against the attacks of those who would curb\nteachers’ constitutional and professional rights to freedom of thought and\nspeech.\nRetirement\n\nOur Association was a pioneer in advocating adequate retirement allow¬\nance for teachers. In 1917 only five states had retirement systems for\nteachers. Now twenty-nine states have retirement laws. Our goal is fortyeight. We will not lessen our efforts until our goal is reached.\n\n"}
{"page": 926, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nProfessional\n\nAssociation\n\nPreparation\n\nThe National Education Association, since its organization, has\nworked vigorously for better professional preparation for teachers. In 1917\nthere were only 25 four-year state teachers colleges in our country. Today\nthere are more than 150. During the past twenty years, attendance at\nsummer schools on the college level has increased from 40,000 to 400,000,\nan increase due largely to the attendance of teachers.\nPublic\n\nRelations\n\nOur Association has been working in the public relations field since it\nstarted in 1857, building goodwill and financial support for the public\nschools of our country. Thru its conventions, thru its publication of more\nthan 150,000,000 pages per year, thru magazines, newspapers, radio pro¬\ngrams, speeches, and personal contacts, a constant and vigorous program of\npublic relations is consistently and constantly carried on in behalf of our\nschools. Our Association now has four nationwide radio broadcasts each\nweek — two in cooperation with the National Broadcasting Company\ntwo in cooperation with the Columbia Broadcasting System.\n\nand\n\nCurriculum\n\nThe improvement of the curriculum has engaged the interest of our Asso¬\nciation for the past eighty years. The Report of the Committee of Ten,\npublished in 1893, is a conspicuous milestone in the history of American\neducation. Such educational leaders worked upon it as Charles W. Eliot,\nWilliam T. H arris, James B. Angell, and Henry Churchill King.\nThe\n\nReport\n\nof the Committee\n\nof Fifteen, published in 1895, is another\n\nimportant pioneer document in the fields of the training of teachers, the\ncorrelation of studies in elementary education, and the organization of city\nschool systems. This Committee included such leaders as Andrew S. Draper,\nWilliam T. Harris, James M. Greenwood, and William H. Maxwell.\nIn 1912 the Commission on the Reorganization of Secondary Education\nstudied the reorganization of high-school subjects. Among the leaders in\nthis work were Thomas H. Briggs, P. P. Claxton, Alexander Inglis, Henry\nTurner Bailey, James Hosic, and William H. Kilpatrick.\nThe\n\nCardinal\n\nPrinciples of Secondary\n\nEducation,\n\nissued in 1918, is an¬\n\nother milestone in the history of curriculum revision. More than 130,000\ncopies of this report were distributed. The Seven Objectives set forth in\nthis report have had a great influence on education thruout our country and\nin other parts of the world.\nThe seven curriculum yearbooks published by the Department of Super¬\nintendence are other examples of continued work in this field. Many\nResearch\n\nBulletins\n\nhave\n\nbeen published\n\nthat have\n\naided\n\nin curriculum\n\ndevelopment.\nSchool\n\nFinance\n\nThe first bulletin issued by the Research Division after its establishment\nin 1922 dealt with problems of school finance. This has been followed by\n\n"}
{"page": 927, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n921\n\nnumerous Research Bulletins and studies in helping to build adequate school\nsupport based on sound methods of financing.\nAdministration\n\nThe American\n\nAssociation of School Administrators, the Department\n\nof\n\nSecondary School Principals, and the Department of Elementary School\nPrincipals have worked diligently over a long period of time in helping to\nimprove educational administration in the schools of our country.\nTeacher\n\nParticipation\n\nTeacher participation in educational planning has long been urged by our\nAssociation. We have recognized that each of the one million teachers in\nour country can and will help in doing the thinking and in bearing the\nresponsibilities of our educational program if given the opportunity to do so.\nWe believe that any school system that does not use all available ability is\nfailing to do what can be done for its children.\nEmergencies\n\nThe National Education Association has always come to the front in\ntimes of national emergency. Its Commission on the National Emergency\nduring the World War rendered valiant service to education. During the\nlate depression the Emergency Commission fought battles for all the schools.\nThe Educational Policies Commission is now establishing milestones in\neducational planning for the years that are just ahead. Its reports — The\nUnique\n\nFunction\n\nAdministration\n\nof Education\n\nof Education\n\nin American\nin American\n\nDemocracy ; The Structure\nDemocracy,\n\nfrom the press; and The Purposes of Education\n\nwhich\n\nin American\n\nand\n\nhas just come\n\nDemocracy ,\n\nwdiich will come from the press about the middle of July — will all serve\neffectively as manuals for guidance and planning in our schools.\n\nScope\nOur\n\nof Work\n\nheadquarters staff of approximately\n\none hundred\n\nand fifty people,\n\nhoused in its new seven-story building in Washington, D. C. (made possible\nthru the devotion of more than 5000 life members of our Association), is\ncarrying forward a great program\nand public relations.\n\nof research, service, welfare, publication,\n\nFederal\nEqual\n\nAid\n\nOpportunity\n\nA proper evaluation of the place of public education in our social, economic,\nand political life must of necessity be based upon the acceptance of the fact\nthat equality of opportunity for all persons within the limits of their capacity\nand energy is an inalienable right of every American girl and boy. It follows,\ntherefore, that since the only agency yet devised that has succeeded in raising\n\n"}
{"page": 928, "printed_page": null, "text": "National\n\n922\n\nEducation\n\nAssociation\n\nthe masses of the people above a mere literacy standard of enlightenment is\nthe public school, the establishment and maintenance of this agency uniformly\nopen and available thruout the nation is absolutely necessary to equality of\nopportunity.\nEducation\n\nNecessary\n\nfor Democracy\n\nA national government that tries to raise the economic, ethical, and\ncultural standards of its people and at the same time neglects the public\nschool — the only agency that has ever educated the masses of any nation\nand perhaps the only agency that ever will — is following a policy that can\nresult only in defeat of its objectives and ideals.\nEducation\n\nand Life\n\nThese objectives are not obtainable without the benefits of public educa¬\ntion. There is convincing evidence to lead us to this conclusion :\n1. As a general rule the states having the lowest educational standards\nare the states with the highest rates of homicide and other crimes.\n2. Low standards of education and high relief rates go hand in hand.\nStatistics from the Federal Emergency Relief Administration show that of\nthe heads of rural families on relief about one-fifth are entirely illiterate,\nabout two-fifths have never been beyond the fourth grade, and nine-tenths\nhave never been beyond the eighth grade.\n3. States, cities, and communities with good educational systems enjoy\nbetter health, lower death-rates, higher expectation of life than those with\npoor schools.\n4. High standards of education and high economic efficiency and cultural\nstandards go together. Those states which twenty-five years ago were spend¬\ning the highest percentage of their wealth for education have enjoyed the\nhighest gains in per capita wealth in subsequent years.\nAdvisory\n\nCommittee’s\n\nReport\n\nThe Report of the President’s Advisory Committee on Education, trans¬\nmitted to Congress on February 23, 1938, states that the schools of the\nUnited States should bring to all our children and to their communities\nreal opportunities for individual and social development. The following\nservices are among those that should be universally available :\n1. A well-planned\n\nprogram\n\nof general education for all children and\n\nyoung people and also suitable preparation for particular vocations in accord¬\nance with the needs of the children and youth.\n2. Instruction by carefully selected teachers who are competent and well\nprepared and who are interested in the development of community life.\n3. Safe and sanitary school buildings adapted to a modern program of\ninstruction and related services.\n4. Suitable school equipment and instructional materials including books\nand other reading materials adequate for the needs of children.\n\ni\n\n"}
{"page": 929, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n5. Student aid when necessary to permit able young\nschool at least up to the age of eighteen.\n\n923\n\npeople to remain in\n\n6. Suitable opportunities for part-time and adult education.\nInequalities\n\nof Educational\n\nOpportunity\n\nThe extent, character, and significance of the inequalities of educational\nopportunity in America have not yet been impressed upon many of our\npeople. To make the picture as vivid as possible let us look at a series of\ncontrasts.\nOur\n\ncity schools have more\n\nmodern\n\ncurriculums\n\nand buildings than the\n\ntypical rural schools. Trained and experienced teachers under expert super¬\nvision have libraries and instructional materials, while the most poorly\nequipped teachers have none of these teaching helps.\nContrast the kind of education that can be bought for $133 per pupil\nannually with the education that can be bought for $24 annually.\nContrast the teacher paid $2500 per year with the one paid $593 per year.\nContrast the investment in the richest state of $438 per pupil with that\nof $74 in the poorest state.\nIn eight states the average attendance in the rural schools each year is\nless than six and one-half months.\nFor the 2,750,000 children in the nation for whom there are no public\nschool facilities, equality of opportunity is nothing more than an ethereal\ndream.\nIn one state practically all children of high-school age are in high school.\nIn another, more than two-thirds of the children never get to high school,\nlargely because there are no high schools for them to attend.\nThe non-farm population of the northeast section of the United States\nhas only twice as many children of school age as the farmers of the southeast\nsection, but they have twenty-one times as much\n\nincome. The farmers of the\n\nsoutheast have 14 percent of the nation’s school children but they have only\n2 percent of the national income.\nThe farmers of the entire nation have 31 percent of the nation’s school\nchildren but they receive only slightly more than 9 percent of the national\nincome.\nThe poorer the community or the state in this country the less are the\nexpenditures for public schools and the greater is the number of children.\nIn California the average expenditure per person for retail sales is $374;\nin Mississippi it is $71. Surely, no one believes that the people of Mississippi\nspend only $71 just because they do not wish to spend more! Small wonder\nthen that California spends 4% times as much per pupil for schools as\nM ississippi.\nThe amount of tax per capita which can be raised ranges from $18.39 in\nMississippi to $109.33 in Nevada. Assuming that each state should spend\nan average of $60 per pupil for schools, it would take 96.5 percent of all\ntax resources in Mississippi to maintain schools, while in Nevada only 16.5\npercent of tax resources would be required.\n\n"}
{"page": 930, "printed_page": null, "text": "924\n\nNational\n\nEducation\n\nEducation\n\nAssociation\n\nand Taxes\n\nThe richer the state the less is the effort required to support schools and\nthe less is the effort actually made. On the whole, the poorer states spend a\nlarger proportion of their tax resources for education than the wealthier\nstates.\nA major part of industries and natural resources in many of the states is\nowned by persons living in other states. This situation drains income from\nthe states where the property is located to the states where it is owned. It\nhas been estimated that in some states as high as 70 percent of all the income\nproduced goes to pay interest, debts, rents, dividends, and profits to people\nliving in other states. One noted economist recently said that the state of\nTexas is incomparably the richest foreign colony owned by Manhattan.\nThe modern corporation with its holding companies and interlocking\ndirectorates, its devices for avoiding taxation, and its undoubted influence\nin state legislatures, makes adequate taxation more and more difficult for\nthe states.\nUnequal state rates create unfair rates of competition. Rates should be\nreasonably uniform. These conditions make it desirable that the federal\ngovernment become the chief tax collecting agency for the states. Whether\nthese statements are agreed to or not, the federal government is rapidly taking\nover many major sources of taxation. Unless, therefore, it allocates funds\nback to the states for schools, the schools will never benefit from these funds\nand the educational problems of the states and communities will become\nmore aggravated.\nFederal\n\nEducation\n\nAid a Necessity\n\nshould and can be made\n\na force to equalize the condition of\n\nmen. It is no less true that it may be a force to create class, race, and sec¬\ntional distinction. The facts indicate clearly that the schools of the United\nStates, which have hitherto been known as the bulwark of democracy, may\nin fact become an instrument for creating those very inequalities they were\ndesigned to prevent. If, over a long period of years, each succeeding gen¬\neration is drawn in disproportionately large numbers from those areas in\nwhich economic conditions are poorest, if the population reservoirs of the\nnation continue to be recruited from the economically underprivileged\ngroups, and if the ability of the depressed economic areas and groups to\nprovide equal opportunity for the education of their children is not corrected\nby aid from areas and groups more prosperous, the effect on American\ncivilization and on representative political institutions may be disastrous.\nNo sound plan of local or state taxation can be devised and instituted that\nwill support in every local community a school system which meets maximum\nacceptable standards. Unless the federal government participates in the\nfinancial support of the schools and related services, several million of the\nchildren of the United States will continue to be largely denied the educa¬\ntional opportunities that should be regarded as their birthright.\nWe have come a long way from the first meager schools along the Atlantic\nSeaboard to our present educational system which enrols thirty million of\n\n"}
{"page": 931, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nInformation\n\n925\n\nour youth. If, however, our public school program is to be made really effec¬\ntive under present conditions, the federal government must assume a just\nshare in the cost of properly instructing and guiding the youth of this nation.\nAction\n\nNeeded\n\nThe National Education Association has been working for federal aid to\neducation since the close of the War Between the States. Great progress\nhas been made toward this goal. The time has now arrived when federal\naid to public schools can be secured without federal control. We are asking\nthe intelligent cooperation of everyone interested in the welfare of children\nto help us reach this goal during the first session of the 76th Congress, which\nopens next January.\n\nOur\nThe\n\nProfessional\n\nOrganizations\n\npurpose of professional teachers organizations is the maintenance\n\nand improvement of the educational service. In order to achieve this pur¬\npose it is essential that there should be continuous study and research with\nrespect to the process of education, the conditions under which the process\nis carried on, the results achieved, and the means\n\nof its improvement;\n\npro¬\n\nmotion of all movements which wrill give stability and progressive char¬\nacter to educational undertakings; provisions which will insure the con¬\ntinued professional growth of those engaged in the service of education ;\nand the maintenance of such relationships with the public as will secure\neconomic welfare, social security, and civil liberties for those who serve the\npublic in carrying on education.\nOur professional organizations should define and publicize the civic and\nprofessional rights and obligations of teachers.\nUnited, aggressive action is needed on the part of all teachers organiza¬\ntions. Membership in a local teachers organization should include member¬\nship in the state education association and in the National Education As¬\nsociation. We are all working together on common problems.\nOne of the biggest needs in our profession is confidence in ourselves. We\nare doing the most important work that is being done by any organized\ngroup in our country. We are developing the individual human being so\nthat he may be of the greatest possible use to his family, his community, his\nstate, and his nation. We should have just pride in our work and should con¬\nstantly seek closer unified action in behalf of our thirty million young people\nand our one million associates.\n\nAppreciation\nI take this opportunity to express my deep appreciation to President Wood¬\nruff for her inspiring leadership during the year. I am grateful for the wise\nguidance and counsel of the members of the Executive Committee, the Board\nof Trustees, and the Board of Directors. The secretaries of the state\nteachers associations without a single exception have been most helpful and\ncooperative, as have the state superintendents and presidents of the state\nteachers associations. I am appreciative of the help given to me and to the\n\n"}
{"page": 932, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\nNational Education\n\nAssociation by the delegates of the Representative As¬\nsembly and by thousands of outstanding educational leaders in our class¬\nrooms and administrative offices thruout the country. Many helpful sug¬\ngestions and constructive criticisms have been received which have helped\nour Association to do better its important work.\nI am deeply indebted to all members of the headquarters staff for their\nefficient help and willing support.\nEach member of our Association has helped thru the contribution of\nmembership dues, thru suggestions, and thru loyal cooperation to carry\nforward the program of service to the children and teachers of our nation.\nDIVISIONS,\n\nDEPARTMENTS,\n\nAND\n\nCOMMISSIONS\n\nThe following summaries of the work done at headquarters by divisions,\ndepartments, and commissions will be of interest to those who wish to know\nmore of the detail of our work.\n\nAccounts\nMary\n\nand\n\nRecords\n\nJane Win free\n\nThis Division is responsible for the receipts and disbursements of all\nmoneys, the records of all memberships, the maintenance of promotion plates,\nand membership records for the Departments of Rural Education, Adult\nEducation, and Secondary Education.\nAll financial reports of the divisions and departments are prepared here,\nand this office assists the Treasurer in handling all financial matters.\nThe present number of memberships and records carried in this office\nconstitutes a high peak in the history of the Association.\nThis office, -with the approval of the Trustees, has adopted a more busi¬\nnesslike method of management for the Life Memberships from which the\nPermanent Fund is derived.\n\nBusiness\nHarold\n\nA. Allan\n\nActivities of this Division are both administrative and revenue produc¬\ning. The general administrative work includes supervision of expenditures,\ninterpretation of financial accounts, assistance in budget preparation, and\npersonnel finances and records. Duplicating, addressing, and mailing service\nwith purchasing and distributing of supplies and printing are handled for\nthe Association. The Division has responsibility for operation of the build¬\ning and its equipment. The arrangement of conventions includes the opera¬\ntion of exhibits, which with sales of publications and advertising in the\nJournal, are important\n\nsources of revenue.\n\nFinancially the Association has enjoj^ed a good year with an income in\nexcess of expenses of approximately $26,600. Every care has been exercised\nto operate within budgeted allowances. The only conspicuous item of ex¬\ncess of expense over appropriation is that for the Journal, caused by larger\neditions made necessary by membership gains and by increases in the num¬\nber of pages in the September Journal, to cover the convention, and in\n\n"}
{"page": 933, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n927\n\nother issues as required for advertising. The restoration of the normal salary\nschedule, which was effective September 1, 1937, has been possible without\nsacrifice of support for other enterprises.\nAttention may\n\nagain be called to the value and effectiveness of the As¬\n\nsociation’s Retirement Annuity Plan, demonstrated during the past year\nthru benefits paid on account of death and disability, as well as thru the\nusual salary savings payments. Total assets of this account, in the form of\ncash values and dividends, amount to $154,532.66, of which the Associa¬\ntion has rights to the amount of $55,284.58, with the balance standing as\ncredits to the employees.\nFortunately our Journal has continued to gain in advertising receipts. The\nrate of increase for the issues from September 1937 to May 1938 over those\nfor the preceding year is 11.42 percent. It is encouraging that this gain is\naccounted for chiefly by increased advertising from publishers and manu¬\nfacturers of classroom equipment.\nThe condition of the Association property is excellent. No unusual out¬\nlays to maintain this condition are required. The program undertaken last\nyear for replacement of worn office appliances should be continued on the\nsame moderate basis.\n\nClassroom\nAgnes\n\nService\nJVinn\n\nThe work embraces a variety of activities but in general these may be\ngrouped as follows: assisting the local affiliated associations, over 600 in\nnumber; and assisting the Department of Classroom Teachers with con¬\nvention plans, correspondence, committee work, field trips, and editorial\nwork.\nMuch of the work in this office revolves around the local affiliated asso¬\nciations. It includes keeping the official records of these groups, as well as\nkeeping in touch with the officers and helping them with their problems\nthru correspondence and materials. Requests are received in the Division\nfor information on many professional problems such as group insurance,\ncredit unions, loan and relief funds, tenure, and retirement. In cooperation\nwith the Research Division, an inquiry was sent this spring to all local\naffiliated associations that sponsor a group insurance plan. The returns will\nbe tabulated and published in the form of a report to assist those desiring\ninformation along this line.\nTo aid teachers in organizing and to assist groups already organized but\nwishing to enlarge their activities, a manual for leaders was compiled. This\nmanual, based on returns from a questionnaire sent out to local organiza¬\ntions, has been in great demand. Early last fall the Department of Class¬\nroom Teachers published a handbook as a guide for organizing and con¬\nducting teachers associations. This has proved to be very beneficial.\nMore than sixty local teachers associations sponsor publications. An effort\nis made to secure copies of all of these for headquarters. These publications\nare kept on file and furnish one of the best means of keeping in touch with\nthe activities of local groups.\n\n"}
{"page": 934, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\nBecause a large number of the official delegates to the Representative\nAssembly come from these local affiliated groups, it is important that a\nclose relationship between them and the Association should be developed.\nMuch has been done along this line during the past two years, and it is\nhoped that even more can be done in the future. Many of the affiliated\ngroups which have large local memberships have only a few N.E.A. mem¬\nbers enrolled. This presents a fertile field for intensive work in member¬\nship promotion.\nThe general secretarial work for the Department of Classroom Teachers\nhas included an extensive promotion campaign for the sale of the Ninth\nYearbook, Fit To Teach; assisting the officers in planning field trips and in\nconvention plans; and editorial work on the News Bulletin , the Official\nReport , and other publications.\n\nField\nChari\n\nOrmond\n\nWilliams\n\nOne of the responsibilities of the Field Division is the development and\nmaintenance of friendly relations with lay organizations. In accordance\nwith the recommendation in the Division’s 1936-37 report, such work with\nthe National Congress of Parents and Teachers has been continued during\nthe past year. As chairman of the Committee on School Education of the\nNational Congress, to which she was reelected in May 1937 for a threeyear term, the director of the Field Division has fostered a study and under¬\nstanding of certain problems in education on the part of the state chairmen\nwhose work is that of interpreting these problems to the members\nteacher associations and to the public.\n\nof parent-\n\nAt the beginning of the year a plan of work was drawn up for the threeyear term of this administration, calling the attention of state chairmen of\nSchool Education to seven current problems in education : namely, adequate\ntaxes for schools; federal aid for education; more diversified school curriculums; training, compensation, and protection of teachers; safe and sani¬\ntary school buildings; modern equipment; and development of kindergarten\ntraining. In addition, a program of action was prepared for local chairmen,\nemphasizing the same problems outlined in the plan of work, suggesting\nactivities that might be carried on in connection with each, and offering a\nlimited list of references on the various subjects. During the three-year\nperiod in which this program of action will be used, it is estimated that at\nleast 250,000 copies of it will be printed and distributed thruout the fortyeight states.\nTwo radio broadcasts were a part of the Division’s work in connection\nwith the National Congress. Perhaps the most far-reaching piece of work\nthe Division has done in its relationship to this group was the planning and\nediting of the publication, Our Public Schools. This book, written by nine¬\nteen well-known authors, was published by the Congress in 1934, and\n30,000 copies have been distributed. It has been used extensively not only\nby members\n\nof parent-teacher associations but by other lay groups and\n\n"}
{"page": 935, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n929\n\nteachers as well. Plans are being made for the rewriting of this book, bring¬\ning it up to date and making it usable for at least another five-year period.\nInspired by the outstanding influence of Our Public Schools , several states\nhave published books setting forth their respective educational needs. The\nlatest book comes from Tennessee and will be ready for distribution in the\nfall of 1938.\nTravel by the field secretary was unavoidably curtailed during the year\nbecause of an unfortunate accident in the early fall. Much time has been\nspent lately in correspondence with leaders in the teaching profession and\nin developing plans for future field work. This correspondence revealed\nthat it is the consensus of certain leaders in the field of teacher training\nthat greater effort needs to be put forth to give teachers, as a basic part of\ntheir preparation, a philosophy and a technic for effective cooperation with\nother members of the profession and with the lay public. Teachers have a\ntriple relationship : with students in their classrooms, with members of their\nprofession, and with people in their communities.\nIn order to reach teachers now in service, George Peabody College for\nTeachers, Nashville, Tennessee, will conduct an experiment during the sec¬\nond session of its summer school when 1800 leaders in education will as¬\nsemble. Adapting a well-known idea to the particular problem of teacher\ntraining, Peabody College, with the cooperation of the Tennessee Educa¬\ntion Association and the National Education\n\nAssociation, will hold an “In¬\n\nstitute of Professional Relations/’ July 21-23, 1938. In May the field sec¬\nretary visited Peabody College and, in cooperation with S. C. Garrison,\npresident, and the committee which he appointed to have charge of the ex¬\nperiment, made plans for this Institute. It is hoped that the general plan for\nan Institute of Professional Relations worked out at Peabody College may\nbe adapted by other similar groups.\nThe Field Division will encourage the development of plans by which\nthe National Education Association may cooperate with teacher-training\ninstitutions, so that prospective teachers and those now in service may be¬\ncome increasingly aware of the value of effective cooperation with other\nteachers and with the lay public.\n\nMembership\nT. D. Martin\n\nThe paid membership on May 31, 1938, was 195,605 — a new all-time\nrecord and an increase of 14,377 over the corresponding figure of 1937.\nThe income from active membership dues during recent years has been :\n1929-30\n1930-31\n1931-32\n1932-33\n1933-34\n1934-35\n1935-36\n1936-37\n1937-38\n\n$358,029\n\n379,248\n375,916\n308,258\n320,367\n322,524\n335,931\n366,306\n390,027\n\n"}
{"page": 936, "printed_page": null, "text": "National\n\n930\n\nEducation\n\nAssociation\n\nDuring the past year thirty-two states showed an increase in membership,\nranging from 10 to 12,181. Seventeen states and territories won places\non the Victory Honor Roll for having achieved at least a 10 percent in¬\ncrease in membership. Further details regarding the membership will be\nfound later in this report.\nThe principal functions of the Membership Division are the maintenance\nand promotion of the membership of the Association. These responsibilities\nare carried on in close cooperation with the executive secretary, the Mem¬\nbership Committee of the headquarters staff, the state directors, and other\nstate and local leaders.\nDuring the past year the activities of the Division have included the\npreparation and distribution of letters, leaflets, and enrolment blanks; the\nenrolment of new Life Members; the maintenance of the One Hundred\nPercent Honor\n\nRoll; the preparation of articles for the N. E. A. Journal;\n\nthe preparation of monthly “News Notes From the Headquarters Office”;\nfield trips; public addresses; group and individual conferences; and an ex¬\ntensive personal correspondence with special leaders who are sponsoring\nlocal enrolment campaigns.\nThe\n\nOne\n\nJournal\n\nHundred\n\nPercent Honor\n\nRoll published each month\n\nconsists of those schools and school systems\n\nwhich\n\nin the\n\nhave enrolled\n\nin the National Association all of the teaching and administrative staff.\nThis year it has included 48 counties, 33 teacher-training institutions, 447\ncities, and 6,874 individual schools. This was 392 more schools than were\non the Honor Roll in 1936-37.\nThru a cooperative arrangement with the Division of Publications stu¬\ndent memberships have been encouraged again this year. A select list of 84\nstate teachers colleges, 8 departments of education in liberal arts colleges,\nand 8 schools of education in state universities accepted the invitation to\nhave their students enrol in the Association during the last six months of\ntheir senior year and to use the Jour?ial of the National Education\nciation in their class work.\n\nThis\n\nplan introduces\n\nprospective\n\nAsso¬\n\nteachers in\n\na very practical manner to the opportunities, the aspirations, and the prob¬\nlems of the organized profession. Fifty-eight hundred students took advan¬\ntage of this opportunity this spring.\nThe chief problem with which this Division is confronted is that of\nsecuring a growing membership with the least possible expense of time,\nenergy, and money. This requires the aggressive efforts of state and local\nleaders who are acquainted with the important services of the Association,\nwho understand the imperative need for organized cooperation, and who\nknow how to plan and put into effect successful enrolment procedures.\nLetters and leaflets from the headquarters office are important elements\nin the enlistment program but they have but little effect except as they are\ngiven life and vitality by the enthusiasm of local leaders who have caught\nthe vision of what may be accomplished by “a united profession.” State\ndirectors are assuming an increasing part in the enrolment work and to\nthem belongs the credit for the new\npast year.\n\nall-time record achieved during the\n\n"}
{"page": 937, "printed_page": null, "text": "Associational\n\nANNUAL\n\nMEMBERSHIP\n\nRecords\n\nREPORT OF THE\nASSOCIATION\nMay\n\nEstimated\nnumber of\nteachers\nemployed\n1. New York .\n80,492\n2. Pennsylvania.... 63,757\n3. Illinois .\n47,677\n4. Texas .\n46,260\n5. California .\n45,211\n6. Ohio .\n42,380\n7. Michigan .\n33,500\n8. Massachusetts... 27,869\n9. New Jersey .\n27,593\n10. Missouri .\n25,598\n11. Iowa .\n24,837\n12. North Carolina.. . 24,235\n13. Indiana .\n22,537\n14. Minnesota .\n22,046\n15. Wisconsin .\n21,941\n16. Georgia .\n21,040\n17. Oklahoma .\n19,883\n18. Tennessee .\n19,348\n19. Kansas .\n19,101\n20. Alabama .\n18,873\n21. Kentucky .\n18,614\n22. Virginia .\n17,165\n23. West Virginia. .. . 15,123\n24. Mississippi .\n14,912\n25. Nebraska .\n14,429\n26. South Carolina. . . 13,768\n27. Louisiana .\n13,517\n28. Arkansas .\n12,699\n29. Florida .\n12,409\n30. Washington .\n11,584\n31. Connecticut .\n10,566\n32. Colorado .\n9,050\n33. South Dakota _\n8,907\n34. Maryland .\n8,800\n35. North Dakota .. . 8,334\n36. Oregon .\n7,537\n37. Maine .\n6,290\n38. Montana .\n5,444\n39. Idaho .\n4,621\n40. Utah .\n4,564\n41. Rhode Island ... . 4,500\n42. New Mexico .\n4,225\n43. Arizona .\n3,746\n44. New Hampshire. . 3,025\n45. Vermont .\n2,746\n46. Wyoming .\n2,695\n47. Delaware .\n1,683\n48. Nevada .\n916\n\nand\n\nInformation\n\nNATIONAL\n\nNumber\n\nPercent\n\nN.E.A.\nof\nmembers\n\nteachers\nof\nenrolled\n\nWyoming .\nNorth Dakota. . .\nArkansas .\nNew Mexico .\nMontana .\nNew Hampshire. .\nRhode Island ... .\n\n630\n621\n575\n560\n509\n443\n233\n\n297\n\n296\n\nDist. of Columbia 3,056\nHawaii .\n2,755\nOther possessions. 33,685\nForeign .\n\n1,370\n158\n2,594\n137\n\nAlaska .\n\nTotals .\n\n935,840\n\nEDUCATION\n\n31, 1938\n\n1. New York .\n23,616\n2. Pennsylvania.... 21,097\n3. Ohio .\n17,237\n4. California .\n17,099\n5. Illinois .\n11,459\n6. Michigan .\n8,455\n7. New Jersey .\n7,690\n8. Indiana .\n6,611\n9. Wisconsin .\n6,303\n10. Missouri .\n5,826\n11. Washington .\n4,076\n12. Massachusetts... 3,753\n13. Colorado .\n3,715\n14. Kansas .\n3,550\n15. Iowa .\n3,295\n16. Texas .\n3,242\n17. Minnesota .\n2,810\n18. Virginia .\n2,710\n19. Utah .\n2,683\n20. Kentucky .\n2,679\n21. Oregon .\n2,176\n22. Alabama .\n2,113\n23. Nebraska .\n1,947\n24. Louisiana .\n1,938\n25.. Arizona .\n1,934\n26. Tennessee .\n1,782\n27. West Virginia. ... 1 ,665\n28. Connecticut .\n1,662\n29. Georgia .\n1,603\n30. Florida .\n1,574\n31. Maine .\n1,446\n32. Oklahoma .\n1,379\n33. Maryland .\n1,320\n34. North Carolina.. . 1,292\n35. South Carolina. . . 1,108\n36. Mississippi .\n946\n37. Delaware .\n776\n38. Vermont .\n760\n39. South Dakota. .. .\n740\n40. Nevada .\n723\n41. Idaho .\n689\n42.\n43.\n44.\n45.\n46.\n47.\n48.\n\n931\n\n195,605\n\n1. Nevada .\n2. Utah .\n3. Arizona .\n4. Delaware .\n5. Colorado .\n6. Ohio .\n7. California .\n\n79\n59\n52\n46\n41\n41\n38\n\n8. Washington .\n9. Pennsylvania....\n10. New York .\n11. Indiana .\n\n35\n33\n29\n29\n\n12.\n13.\n14.\n15.\n16.\n17.\n\nOregon .\nWisconsin .\nNew Jersey .\nVermont .\nMichigan .\nIllinois .\n\n29\n29\n28\n28\n25\n24\n\n18.\n19.\n20.\n21.\n\nWyoming .\nMaine .\nMissouri .\nKansas .\n\n23\n23\n23\n19\n\n22.\n23.\n24.\n25.\n\nVirginia .\nConnecticut .\nMaryland .\nIdaho .\n\n16\n16\n15\n15\n\n26. New Hampshire. .\n27. Kentucky .\n\n15\n14\n\n28.\n29.\n30.\n31.\n32.\n33.\n34.\n35.\n\nLouisiana .\n*\nNebraska .\nMassachusetts. . .\nIowa .\nNew Mexico .\nMinnesota .\nFlorida .\nAlabama .\n\n14\n13\n13\n13\n13\n13\n13\n11\n\n36.\n37.\n38.\n39.\n40.\n\nWest Virginia. ...\nMontana .\nTennessee .\nSouth Dakota. .. .\nSouth Carolina. . .\n\n11\n9\n9\n8\n8\n\n41.\n42.\n43.\n44.\n\nGeorgia .\nNorth Dakota. . .\nTexas .\nOklahoma .\n\n8\n7\n7\n\n45.\n46.\n47.\n48.\n\nMississippi .\nNorth Carolina.. .\nRhode Island. ...\nArkansas .\n\n6\n5\n5\n5\n45\n99\n\n94\n\n21\n\n"}
{"page": 938, "printed_page": null, "text": "932\n\nNational\n\nEducation\n\nVICTORY\nStates Which\n\nHave\n\nIncreased\n\nTheir\n\nHONOR\n\nAssociation\n\nROLL\n\nN. E. A. Membership\n\nTen\n\nPercent\n\nMembership\nState\n\nState director\n\nNew York .\nSouth Carolina.\nNorth Carolina.\nArkansas .\nAlabama .\nConnecticut. . . .\nVermont .\n\n31, 1938\n\n23,616\n1,108\n1,292\n575\n2,113\n760\n1,662\n\nMaryland .\nFlorida .\nMaine .\nNew Jersey .\n.\nVirginia .\nRhode Island . . .\nAlaska .\nNevada .\nIndiana .\nKansas .\n\nMay\n\nMrs. Edith B. Joynes .\n\n1,320\n1,574\n1,446\n7,690\n233\n296\n2,710\n723\n6,611\n3,550\n\nor More\nPercent of\nincrease\n\n107\n72\n70\n61\n35\n25\n28\n23\n\n22\n22\n19\n16\n13\n11\n13\n10\n10\n\nThe demand for a simple procedure by which teachers may enlist in\ntheir local, state, and national professional organizations at the same time\ncontinues to increase. The experiment tried this year by New York state\nof sending out N. E. A. enrolment blanks with its state enrolment blanks\nhas worked successfully and is, in part, responsible for the remarkable\ngrowth in membership which the Empire State has made.\nMany progressive local associations are adopting some form of “coinclusive” or “budget” procedure which enables their members to enrol\npromptly in the fall and to pay the dues after receiving October or Novem¬\nber salaries. Early enrolment is important that the members may receive\ntheir copies of the Journal without delay.\nThe prospects for continued growth are good. Teacher-training insti¬\ntutions are giving increasing attention to problems of professional organiza¬\ntions. Student memberships give prospective teachers firsthand contact with\nthese problems and prepare them for personal participation. State and local\nleaders are beginning to see more clearly than ever before that many of\ntheir most serious problems have national implications and, for solution,\nrequire the assistance of a strong national association. State directors are\nassuming a more enthusiastic and definite responsibility for membership\nprogress in their states. The growth in membership will probably be gradual\nand steady, rather than spectacular. The present goal of a 10 percent in¬\ncrease or more in each state serves as a reasonable objective and should be\nreadopted for 1938-39.\n\n"}
{"page": 939, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n933\n\nInformation\n\nPublications\nJoy Elmer\n\nMorgan\n\nThe Journal\nThe Journal\n\nmore\n\nand the Association — During\n\n1937-38\n\nthe Journal\n\nrendered\n\neffective service to the Association than in any previous year. Over\n\nhalf the total text space and many columns in “Notes and Announcements”\nwere devoted to the Association, its departments, and committees, as follows :\n26 pages on Association activities and achievements\n14 pages on departments and committees\n13 pages on the report of the Committee on Social-Economic Goals of America\n16 pages on the summer convention at Detroit\n21 pages on the winter convention at Atlantic City\n10 pages on plans for the forthcoming convention at New York City\n22 pages on American Education Week, including special curriculum material\non the United States Constitution\n10 pages\n9 pages\n4 pages\n15 pages\n\nThe\n\non\non\non\non\n\nJournal\n\nthe Horace Mann Centennial\nteacher welfare, including federal aid, tenure, and salaries\nthe work of the Educational Policies Commission\n100 percent schools and Life Members\n\nand Membership — The\n\nJournal\n\nis the one universal service\n\nof the Association that reaches every member directly and regularly.\nIt is the one instrument by which the work of the Association can be\nbrought to the attention of the entire membership. We cannot afford to\nput less than our best into its pages. The Journal has passed thru three\nstages in its development: the first stage centered around the idea that\nthe Association must be made better; the second, that work in the\nschools must be made better; the third, that life in the nation must\nbe made better. No phase of this threefold emphasis can be omitted\nwithout leaving an incomplete service to the reader. As more effective\nservice is rendered in these three fields, membership will increase, the quality\nof teaching will improve, and our democracy will be stronger.\nUse of the J ournal in the Schools — From\n\nthe beginning, the Journal has\n\nbeen indexed in Readers' Guide , which is the standard index of periodical\nliterature. Last year the Journal was one of 25 selected from all periodicals\nin America — and the only one from the field of education — to be indexed\nin Readers' Guide Abridged, a valuable index to the more commonly used\nperiodicals. The need for this new index was created by the rapid growth\nof libraries in smaller schools. Selection of the 25 periodicals to be included\nwas based on those most widely used in high schools. Thus\n\nthe indexing of\n\nthe Journal in Readers' Guide Abridged makes available to high-school\nstudents and teachers the wealth of material available thru the Journal. The\nuse of the Journal in classes offers an excellent opportunity to teach the\nschool in the schools.\nThe\n\nJournal is also widely used in elementary schools. The\n\nfollowing\n\naccount of how an elementary-school teacher in Illinois uses the Journal is\ntypical of many letters received at headquarters:\n\n"}
{"page": 940, "printed_page": null, "text": "934\n\nNational\n\nEducation\n\nAssociation\n\nI find the N.E.A. Journal not only a very Interesting magazine but also an authori¬\ntative source of information. Some may be of the opinion that it is to be read and\nused only by the teacher, but I have found much material that has been useful in\npractically all the grades. We have used some of the topics as study units in the\nsocial studies while others offer splendid supplementary material for work in the\npupils’ textbook. I will mention just a few of the many discussions which I think\nmany teachers will find helpful in awakening purpose and inspiration in their\npupils. In the September issue we find an article entitled “Rich Land — Poor Land.”\nEvery rural pupil should be benefited by this and can apply it in connection with\nhis study of agriculture. Then there is an article on “Alcohol and Narcotic Drugs.”\nWe used this with our study of eighth-grade physiology. A third article is a dis¬\ncussion on language -which makes it a “living process.” The October issue has one\narticle on “Making the Constitution,” which alone is worth the cost of the magazine.\n\nThe\n\nJournal\n\nand the Future\n\nTeacher — In the belief that the future of\n\nAmerican democracy rests upon the quality of its teachers, the Journal has\nfor several years sponsored a movement to encourage the best young men\nand women to enter teaching as a career, and also to begin their professional\ngrowth while they are still in college. There are two phases of this movement :\n1. The\n\nJournal\n\nin high schools\n\nhas\n\nand\n\nurged\n\nthe formation\n\ncolleges. This\n\nof Future\n\nTeachers\n\nplan is an outgrowth\n\nof America\n\nof the work\n\nclubs\n\nof the Horace\n\nMann Centennial and can be carried forward thru the Journal on a self-sustaining\nbasis using many of the materials already developed. The purpose is not to increase\nthe number of -would-be teachers, but\nprofession only those who in aptitude\nfor becoming worthy teachers.\n\nrather to encourage\nand character have\n\nas candidates for the\nthe most potentialities\n\n2. The Journal began four years ago a plan of student membership in the Na¬\ntional Education Association. Under this plan students in the senior classes of\nteachers\n\ncolleges\n\nand\n\nschools\n\nof education\n\nmay\n\nbe enrolled\n\nin the N.E.A.\n\nas of\n\nJanuary 1 and receive the Journal, without charge, January thru May. The follow¬\ning fall those students securing positions join the Association and for their first\n$2 dues have thus secured an 18-month membership. This year 5710 students in\n99 colleges have had the opportunity to become acquainted with the far-reaching\nservices of the National Education Association.\n\nThe Journal\n\nand Personal\n\nGrowth\n\nLeaflets — We\n\nlive in a world\n\nthat is\n\nbaffling enough to adults but even more so to many youth attempting to\nsecure a foothold. Despite the complexity of our times there are certain\ncentral factors in an individual’s life which persist today as in earlier genera¬\ntions when the exterior world was simpler. Toward these essentials are\ndirected the Personal Growth Leaflets sponsored by the Journal.\nThe first leaflet in the new series of Personal Growth Leaflets is entitled\nYour\n\nLife in the Making.\n\nIt was\n\nfirst published\n\nin the Journal\n\nfor May\n\n1935 and in revised form in the April 1938 issue where it was ranked first\nby Journal readers. It has been attractively reprinted as a 16-page gift book¬\nlet, 3x5 inches in size to fit into the regular filing cabinet. Over 100,000\ncopies have already been sold.\nEarlier editions of these leaflets have appeared in the Journal from time\nto time under such titles as: Your Mind in the Making, Your Profession in\nthe Making,\n\nShall I Become\n\nThese leaflets and several new\n\na Teacher?\n\nand Learning\n\nTo\n\nBe a Leader.\n\nones now in manuscript will be published in\n\nthe Journal and in leaflet form during 1938-39 as frequently as seems de¬\nsirable.\n\n"}
{"page": 941, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n935\n\nInformation\n\nPersonal Growth Leaflets are intended to contribute to the guidance\nmovement by offering material which can be put into the hands of young\npeople at small cost. They are a powerful tool in the hands of a resourceful\nteacher. They may be used in guidance classes, with school clubs, with Boy\nand Girl Scouts, in CCC camps, with individual students, and as graduation\ngifts.\nThe\n\nJournal\n\nand Reader\n\nCooperation — Each\n\nyear thousands\n\ncontribute to the Journal thru suggestions they make\n\nof people\n\nin their letters or in\n\npersonal conversation, thru the manuscripts they send in, thru their coopera¬\ntion on committees and in the official bodies of the Association, and thru\ntheir contribution to educational thought as recorded in other magazines\nand books which are systematically checked in Journal planning. Each\nmonth thru the Journal Checkup, readers are invited to name their favorite\narticle in the current issue and also to suggest improvements or additions.\nFollowing are the Journal articles ranked first by readers during 1937-38:\nSeptember — “Language — A Living Force in Education” — Howard R. Driggs\nOctober — “Making the Constitution” — H. L. Donovan\nNovember — “The Meaning of American Citizenship” — Editorial\nDecember — “Walking with God Today” — Albert W. Palmer\nJanuary — “Social-Economic Goals of America” — N.E.A. Committee\nFebruary — “Teaching Economics to Children” — Editorial\nMarch\n— “Rating Teachers’ Personal Effectiveness” — Bernice Baxter\nApril\n— “Your Life in the Making” — Joy Elmer Morgan tied *v;\\th\n“Helen Keller’s Message to Teachers”\n\nThe Journal\n\nand the Interpretation\n\nof Education — The\n\nJournal\n\nhas been\n\na pioneer in the movement to interpret education to the people, which is\none of the major objectives of the National Education Association. A file\nof the Journal since the first issue in January 1921 is the most comprehen¬\nsive, single source on the interpretation of education. The Journal has\nfostered the establishment of the following projects, each of which made\nsubstantial gains during 1937-38: (1) American Education Week; (2)\ncelebration of educational anniversaries; (3) teaching the school in the\nschool; (4) material for laymen in their study of the schools; and (5)\nvitalized commencements.\nThe\n\nHorace\n\nAlann\n\nCentetinial, sponsored\n\nby the National\n\nEducation\n\nAssociation during the two school years 1936-37 and 1937-38, has been\none of the greatest educational celebrations in the history of the country.\nWith the publication of Go Forth and Teach, the latest book to be made\navailable as a result of the Centennial, more than 3000 pages in 15 books\nhave been printed by the Committee and other groups. It would be impos¬\nsible to mention all the events which have taken place in thousands of\ncommunities and schools thruout the nation. The commencement pro¬\ngrams and birthday observances in the schools have been particularly effec¬\ntive. Hundreds of addresses have been given; portraits, school posters, and\nmemorial plaques have been made available. Radio programs and hundreds\nof articles in educational and lay press, including 38 pages in the Journal,\nhave carried the story of the public school movement in America to the\npeople.\n\n"}
{"page": 942, "printed_page": null, "text": "936\n\nPlanning\n\nNational\n\nthe Journal\n\nEducation\n\nAssociation\n\nfor 1938-39 — Journal\n\nplanning\n\nand development\n\nis a continuous process and occupies members of the staff thruout the year.\nThe editor has spent some 300 hours in conference with the Journal staff,\nthe Journal Committee, officers of the Association, with division heads, and\nwith individuals at conventions and in the field. Another 600 hours have\ngone to reading books, periodicals, and research studies looking toward the\ndevelopment of material for the Journal. The Journal Checkup is studied\neach month for clues and suggestions as to reader interest.\nThe Journal for 1938-39 will develop a series of four service pages each\nmonth covering elementary schools, high schools, rural schools, and colleges\nand universities. Adult education will be emphasized under both high school\nand college. It is hoped that these pages will make a vital appeal to members\nin their teaching activities. There will also be an effort to give additional\nsignificance to the Honor Roll lists by adding to them projects which will\nset various schools to work on the problems of the profession.\nAmerican\nAchievements — American\n\nEducation\n\nEducation\n\nWeek\n\nWeek\nwas\n\nfounded\n\nin 1921. It is\n\nsponsored by the National Education Association in cooperation with the\nAmerican Legion, the United States Office of Education, and the National\nCongress of Parents and Teachers. It has achieved status as a recognized\nnational observance significant not only to the profession and the schools,\nbut to every parent and citizen as well as to our democracy. Responsibility\nfor the observance is carried by the Division of Publications under the direc¬\ntion of Lyle W. Ashby.\nEach year more than 7,000,000 parents and citizens visit their schools\nduring American Education Week. Millions of others are reached thru\nthe press, radio, and in other ways. Thus they keep in close touch with\nthe work of the schools. The observance has become a key part of the per¬\nmanent, continuing program of educational interpretation in thousands of\nschool systems. And the need for educational interpretation is ever increasing.\nAn entirely new plan is being carried out in the preparation of materials\nfor the 1938 observance, around the general theme “Education for To¬\nmorrow’s America.” Each packet will be organized by folders especially\nprepared by a field committee on each day’s topic for the kindergarten¬\nprimary school packet, the upper elementary-school packet, the high-school\npacket, and the rural school packet. Each folder will contain suggestions\nto the extent of five or six thousand words in loose leaf form. Twenty field\ncommittees are cooperating in the development of these folders. Their splen¬\ndid cooperation is expected to result in superior and practicable materials\nwhich will be available September\nciation.\n\n1 from the National\n\nAssociation\n\nEducation\n\nAsso¬\n\nPublicity\n\nThe Publicity Section of the Division of Publications, under the direction\nof Belmont Farley, is responsible for radio programs sponsored by the\nNational Education Association, and convention and general publicity.\n\n"}
{"page": 943, "printed_page": null, "text": "Associational\n\nN. E. A. radio programs\n\nRecords\n\nand\n\n937\n\nInformation\n\nbegan their seventh year on the air in October\n\n1937, presenting three programs: first, the quarter-hour program each\nWednesday from October thru June, called Our American Schools , which\nwas devoted to interpreting schools and education. Of a total of 38 programs\nbroadcast, 25 were dramatic in character, while others presented in speech or\ninterview members of Congress and other leaders in American life. Second,\nthe Saturday morning program of Our American Schools , which was broad¬\ncast each week during the same period and directed by Florence Hale. It cov¬\nered such topics as problems of teacher welfare and what is going on in the\nAmerican schools and why. Third, a new program, Exits and Entrances , a\nseries of 13 half-hour programs which was presented by the Publicity Sec¬\ntion in cooperation with the American School of the Air. This program\npresented highlights in the world’s news dramatized for high-school use.\nFrom both the Detroit and Atlantic City conventions, ten network pro¬\ngrams and several local programs were broadcast. Five local programs were\nbroadcast from the convention of the American Association for Health,\nPhysical Education, and Recreation, at Atlanta, April 20-23, 1938.\nConvention\n\nand general publicity — The\n\nPublicity Section sends advance\n\nand followup convention stories to newspapers\n\nand educational magazines,\n\nand operates a press office at convention headquarters. Contacts are main¬\ntained thruout the year with national, state, and local organizations, both\nlay and professional. Articles on N. E. A. research studies and other publi¬\ncations are sent to educational magazines and to the general press.\nRadio\nOur\n\nplans for 1938-39 — Arrangements\n\nAmerican\n\nSchools in two quarter-hour\n\nhave\n\nbeen\n\nprograms\n\nmade\n\nto continue\n\neach week\n\non the red\n\nnetwork of the National Broadcasting Company, and to sponsor two halfhour programs each week in the series of the American School of the Air\nbroadcast on the Columbia Broadcasting System networks. The N. E. A.\nwill therefore be represented on the radio networks four times each week\nduring 1938-39.\nEffective interpretation consists rather in building a program\n\nthan in merely reporting what\n\nhappens. The\n\namount\n\nof publicity\n\nand quality of an\n\norganization’s publicity depends largely upon the extent to which its activi¬\nties have been planned purposely to make publicity possible. For the improve¬\nment of the public relations of the Association, it is recommended that more\nof its publicity be planned in advance, and that less dependence be placed\nupon publicity than is incidental or accidental in character. This principle\nof publicity, long accepted and practiced by commercial organizations, can\nbe effectively used, (1 ) in planning the annual convention programs to\ninclude activities that will compel the attention of press and radio, and (2)\nin planning the program of research to include problems for which the\npublic considers itself partly responsible.\nAssociation\n\nPublishing\n\nThe past decade has witnessed an amazing growth in both quantity and\nquality of Association publications. They supply a living stream of facts,\nplans, ideals, and inspiration. The\n\nediting, proofreading, and other proc-\n\n"}
{"page": 944, "printed_page": null, "text": "National\n\n938\n\nEducation\n\nAssociation\n\nesses involved in the publication of over 150,000,000 pages of printed\nmaterial were carried forward by the Printing Section of the Division of\nPublications during 1937-38 under the direction of Mrs. Mildred\nMajor publications of the Association for the year are as follows:\n\nB. Berry.\n\nN. E. A. Journal\nA. E. W. Publications\nN. E. A. Proceedings\nDepartment Yearbooks\nAmerican Association of School Administrators\nAmerican Educational Research Association\nClassroom Teachers\nElementary School Principals\nRural Service\nResearch Bulletins\nBulletins of Departments\nAmerican Association of School Administrators\nClassroom Teachers\nKindergarten\nReview of Educational\n\nResearch\n\nSecondary Education\nEducational Policies Commission Reports\nReport of N. E. A. Committee on Social-Economic\nPrograms, Manuals, and Reports\n\nGoals\n\nThe chief problem in Association publishing is how to increase the distri¬\nbution and use of N. E. A. publications. A special feature during 1937-38\nin the Notes and Announcements\n\nsection of the Journal , entitled “New\n\nN. E. A. Publications,” added greatly to their effectiveness. This feature\nwill be continued during 1938-39.\n\nResearch\nWith the assignment of William G. Carr as secretary of the Educational\nPolicies Commission, active supervision of the Research Division has been\ndelegated to Frank W. Hubbard, associate director.\nAccomplishments\n\nThe\n\nResearch\n\nDivision of the National\n\nEducation\n\nAssociation was\n\norganized in 1922. During the intervening years the activities of the Division\nhave tended toward four types of work: ( 1 ) research — analytical, statistical,\nhistorical, and descriptive reports of professional problems; (2) informa¬\ntional — preparation\n\nof bibliographies, memorandums,\n\nand answers\n\nto special\n\nletters of inquiry; (3) editorial and consultative — preparation, revision,\nreorganization, and verification of manuscripts prepared for yearbooks, com¬\nmittee reports, etc.; and (4) administrative — planning and direction of\nvarious projects.\nGeneral\nResearch — The\n\nmost\n\nAreas\n\nof Work\n\ncharacteristic research reports of the Division\n\nare\n\nthe issues of the Research Bulletin. Bulletins completed for the current school\nyear include: (1) “Federal Support for Education” (the issues and the\nfacts) ; (2) “Improving Social Studies Instruction” (what 1800 classroom\n\n"}
{"page": 945, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n939\n\nInformation\n\nteachers think) ; (3) “Population Trends and Their Educational Impli¬\ncations” (growth, internal movement, occupations, etc., and the school\nquestions raised thereby) ; (4) “From High School to College” (guidance\nprocedures of 1300 high schools and 400 colleges) ; and (5) “Why Schools\nCost More” (effects of purchasing power of school money, increased en¬\nrolments, and increased quality of school services).\nFor the next school year bulletins are in progress on the following topics:\nthe professional status of teachers, safety education, the economic status of\nrural teachers,, salaries paid in 1938-39 in city school systems, and teacher\nload in elementary and secondary schools.\nInformational — Each year the Research\n\nDivision answers\n\nsome 5000\n\nlet¬\n\nters of inquiry. These are sent in by students, classroom teachers, parents,\nboard members, principals, and superintendents. To do this work requires\nmany hours of library searching, preparation of memorandums, and the\ncompilation of bibliographies.\nThe Research Division, in cooperation with the Educational Research\nService has supervised the preparation of the following circulars during\nthe current school year: (1) “Size, Tenure, and Selection of Boards of\nEducation in Cities above 30,000 in Population”; (2) “Levels of Training\nand Training Requirements for Teachers in 186 City School Systems”;\n(3) “Questionnaire Studies Completed” (an annotated list) ; (4) “Edu¬\ncation in Lay Magazines”; (5) “Salary Schedules for Principals in 84\nCities over 100,000 in Population”; (6) “Employment Status and Leaves\nof Absence for Teachers, 1937-38”; and (7) “Enrolment Trends in City\nSchool Systems, 1933-34 thru 1937-38.”\nEditorial and consultative — The\n\nResearch\n\nDivision of the National\n\nEdu¬\n\ncation Association assists in the preparation of the yearbooks of three depart¬\nments. This work involves the preparation of outlines, collection of data,\ndrafting and revision of chapters, and general editing.\nThe 1938 yearbook of the Department of Elementary School Principals\nis being completed under the title, Newer\n\nPractises in Reading in the Ele¬\n\nmentary\n\nof the Department\n\nSchool. The\n\nEditorial Committee\n\nSchool Principals has begun work\n\nof Elementary\n\non the 1939 yearbook dealing with the\n\nproblem of enriching the curriculum for the elementary-school child.\nRichard R. Foster, assistant director of research, is consultant on both the\n1938 and 1939 volumes.\nA joint committee of the Department of Classroom Teachers and the\nAmerican Educational Research Association is preparing a yearbook on the\nimplications of research for the classroom teacher. An attempt is being made\nto show teachers how the outcomes and implications of research may be\nturned to the improvement of instruction. According to present plans the\nyearbook will be available about the time of the winter meeting in 1939.\nIvan A. Booker, assistant director of research, is working\nmittee.\n\nwith this Com¬\n\nThe 1939 yearbook of the American Association of School Administrators\nwill treat the problem of the superintendent in the small school system. The\nyearbook will be distributed in February 1939. In 1940 the yearbook of\n\n"}
{"page": 946, "printed_page": null, "text": "940\n\nNational\n\nEducation\n\nAssociation\n\nthe superintendents’ department will be on the subject of safety education.\nPreliminary plans reveal that an effort will be made to call attention to\nbetter instructional practices. Several questionnaire studies have been made\nby the Research Division as an aid in preparing this volume. This con¬\nsultative work is under the immediate direction of Frank W. Hubbard.\nIn addition to consultative research services extended to the departments\nof the Association, the Research Division helps various committees with their\nassignments. Many of these reports will be available in June 1938 altho\nsome will appear in the next school year. For the Tenure Committee a\nreport has just been issued summarizing court decisions in 1937. Two other\nreports for this Committee have to do with the effects of local schoolboard\nrules on tenure and the state legal status of teaching and five other profes¬\nsions. Questionnaire studies are being planned for the Committee on Aca¬\ndemic Freedom and the Committee on International Relations. A summary\nof state retirement legislation in 1938-39 has been made for the National\nCouncil on Teacher Retirement. Ten thousand blanks have been tabulated\nfor the Committee on the Economic Status of the Rural Teacher. Explora¬\ntory work has been made for the Committees on Equal Opportunity, Credit\nUnions, and Cooperatives.\nAdministrative — The\n\nResearch\n\nDivision\n\nis called upon\n\nto do adminis¬\n\ntrative research for the officers of the Association. Several studies have been\nmade this year on such subjects as the factors influencing the Association’s\nmembership; the improvements in Negro education; relationships with the\nWorld Federation of Education Associations; and the appeal of various\ntypes of articles in the N. E. A. Journal.\nFunds provided thru the Highway Education Board are being used to\ndevelop materials in the field of safety education. An extensive library of\navailable literature has been prepared. Nearly 75 films on safety have been\nreviewed. Questionnaires on Safety have been tabulated from 17,000 class¬\nroom teachers and 2000 superintendents of schools.\n\nRural\nHoward\n\nService\nA. Dawson\n\nSome of the most critical problems in public education in the United\nStates are found in our rural areas, especially in the agricultural sections\nof the South and Middlewest. In these areas the economic status of teachers\nis very unfavorable, school buildings are the poorest, educational adminis¬\ntrative and supervisory services are the most meager, school terms are the\nshortest, high-school opportunities are the most limited, tax burdens are the\nheaviest, and for the most part the curriculums and methods of instruction\nare very poorly adapted to the needs of the children and youth. It is from\nthese very areas of poorest educational opportunity that the only surplus of\nyouth is to be found in the nation. From this surplus will come many of the\nfuture citizens of our more affluent urban and industrial areas.\nThere is a distinct sense in which public education in this country is a\nunit. For that reason the whole system is retarded by the quality of oppor-\n\n"}
{"page": 947, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\nInformation\n\n941\ntunity offered in the least fortunate areas. For that reason, as well as a\ndesire to serve among those who need it most, the National Education Asso¬\nciation encourages and conducts research in the field of rural education, and\npromotes programs and policies for better educational opportunities and\nimproved status of teachers in rural areas. During the year the following\nwork has been accomplished by the Division of Rural Service :\n1. In cooperation with the president of the Department of Rural Educa¬\ntion, organized and arranged the programs for the June and February\nmeetings of the Department.\n2. Conducted the annual membership campaign of the Department of\nRural Education.\n3. Edited and prepared for publication the yearbook of the Department\nof Rural Education, entitled Newer Types of Instruction in Small Rural\nSchools.\n\n4. Prepared, published, and disseminated two Rural Service Bulletins:\nNo. I, Sources of Free and Inexpensive Instructional Alaterials ; and No. II,\nHousing\n\nEducational\n\nMaterials.\n\nCopies of these publications were\n\nsent free\n\nto all members of the Department of Rural Education, to all county\nsuperintendents, and to rural teachers requesting copies, 26,000 copies of\nNo. I and 10,000 copies of No. II being distributed.\n5. Plans were completed for new types of service to rural teachers thru\nthe National Education Association and the Department of Rural Educa¬\ntion. The Executive Committee of the National Education Association\nand the Department of Rural Education ratified a plan for joint member¬\nship in both the Association and the Department. Hereafter there will be\ntwo types of membership in the Department of Rural Education : sustaining\nmembers who pay an annual membership fee of $2, and active members who\npay no annual membership fee. Any member of the National Education\nAssociation professionally engaged in rural education work who requests\nmembership in the Department of Rural Education automatically becomes\na member of the Department and is entitled to all privileges of membership\nexcept that the yearbook of the Department will be available without addi¬\ntional charge only to sustaining members. Plans are now under way for\ncooperating with the director of Membership for the N. E. A. in an\nendeavor to increase the membership of rural teachers in the Association.\n6. A County Superintendents’ Section was organized thru the Depart¬\nment of Rural Education. A program for this section was held at the\nDetroit meeting of the N. E. A. and one at the Atlantic City meeting of\nthe American Association of School Administrators.\n7. The director of the Division has delivered 42 educational addresses\nduring the year in the District of Columbia, Florida, Kansas, Kentucky,\nMaine, North Carolina, New Jersey, Ohio, Pennsylvania, South Dakota,\nTennessee, and Texas. He has also written the following articles:\n“Federal Responsibility\ncation associations\n“Current\n\nProblems\n\nAssociation\n\nfor Education,”\n\nof Rural\n\nYouth,”\n\npublished\n\npublished\n\nin several\n\nin the Journal\n\njournals\n\nof state edu¬\n\nof the Maine\n\nTeachers\n\n"}
{"page": 948, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\n“Pressing Problems in Financing Public Education in the Southern States,” pub¬\nlished in Peabody Journal of Education and the Journal of Arkansas Education.\n(This\n\narticle was\n\nreproduced\n\nin the Education\n\nDigest\n\nand\n\nwas\n\nquoted\n\nin Time.)\n\n8. The director has served as a member of the Committee on Program\nand Policy of the Department of Rural Education and in this capacity\nhas written sections of the report on A National Policy for Rural Education\nin the United\n\nStates , viz., Reorganization\n\nof Administrative\n\nUnits, Reor¬\n\nganization of Attendance Units, Federal Aid, Compulsory Attendance, and\nLength of Term.\n9. During the latter half of the year the director has had charge of the\ncampaign for federal aid for education ; has cooperated with the Advisory\nCommittee on Education; has helped to draft the bill based on the Report\nof the Advisory\n\nCommittee ; has arranged\n\nfor the introduction\n\nof the bill\n\nin Congress; and has maintained contacts for the executive committee of\nthe Legislative Commission of the N. E. A., both in the field and in\nW ashington.\n\nSecretary’s Office\nHarriett\n\nThe\n\nwork\n\nM.\n\nChase\n\nof the Association is carried forward\n\nthru its (a) 200,000\n\nmembers, (b) officers, (c) Representative Assembly, (d) twenty- five com¬\nmittees and commissions, (e) twenty-four departments, and (f) the\nNational Council of Education. The work at headquarters, which is co¬\nordinated in the Secretary’s Office, is centered in nine divisions which serve\nthe profession in such fields as teachers’ salaries, retirement, tenure, and\nlegislation. Efforts to secure legislation as embodied in the HarrisonThomas-Fletcher Bill, which would supplement each state’s funds for educa¬\ntion, has been one of our major projects.\nMuch of the time of the executive secretary is spent in conferences with\nstaff members, officers, and outside agencies, and in carrying out the plans\nand policies of the Representative Assembly and officers. Constant demand is\nmade on the executive secretary to speak in the field.' He has delivered\ntwenty-five addresses in thirteen states during the year, and cannot begin\nto meet requests. He is a member of the American Youth Commission, the\nEducational Policies Commission, the Federal Radio Educational Com¬\nmittee, Research Council on Problems in Alcohol, the National Advisory\nCommittee on Motion Pictures, and the Highway Education Board.\nAll mail for the building is opened, stamped, and distributed in the\nSecretary’s Office. The general correspondence of this Office consumes much\ntime and in addition to this, correspondence is carried on for the Board\nof Directors, Executive Committee, Board of Trustees, president, commit¬\ntees, and departments — four of the twenty-four departments are housed in\nthe building and have full-time staffs. One other — the American Association\nfor Health, Physical Education, and Recreation — will join us in September.\nPreconvention work consisting of work in connection with the Official\nProgram under the direction of the president, preparation of the Manual\nfor Delegates, Summary of Committee Reports, and correspondence with\n\n"}
{"page": 949, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n943\n\nInformation\n\nstate and local affiliated associations to secure lists of delegates to the annual\nconvention absorbs much time during April, May, and June. The official\nrecords of the Association are kept in this Office.\n\nTeacher\n\nWelfare\n\nWillard\n\nE. Givens\n\nSince its organization in 1857 the National Education Association has\nhad a growing interest in teacher welfare. Since our reorganization in\n1920 this interest has shown itself thru practical activities, research, publica¬\ntions, and publicity. At the Portland convention in 1936 the Executive\nCommittee recommended a Division of Teacher Welfare. While the welfare\nof teachers has been one of the principal interests of the National Education\nAssociation for eighty years, the need was felt for more concentrated effort\nin this field. During the past two years the executive secretary has served\nas director of this Division and has had the hearty cooperation of all members\nof the staff.\nWe have sought to interpret to the public the need for adequate salaries,\nimproved tenure regulations, reasonable retirement allowances, and freedom\nto teach. We have focused the attention of the profession on these important\nproblems and have enlisted the cooperation of leaders in a vigorous campaign\nto improve the status of the members of our profession.\nWe have prepared press releases, magazine articles, and radio programs\ncalling attention to the importance of improving the economic and social\nconditions under which teachers work. Leaflets have been distributed widely\nin support of salaries, tenure, and retirement.\nMany members of the staff at headquarters have helped in rendering\nservice thruout the country by:\n1. Answering of letters of inquiry from individuals and committees\n2. Compilations and analyses of state legislation\n3. Studies of the good and adverse conditions of employment\n4. Preparation of brief factual memorandums and bibliographies\n5. Conferences\nfession\n\nbetween\n\nexperts and\n\ninterested members\n\nof the pro¬\n\n6. Surveys of current practice.\nThe\n\nTenure\n\nCommittee\n\nhas made\n\nmany\n\nfield investigations of cases of\n\nunfair treatment. The\n\nSalary Committee, which has just begun operations\nthis year, will be in a position to render fine service during the coming year.\nThe National Council on Teacher Retirement has rendered much valuable\nservice to many\n\nstates thruout the nation.\nOur\n\nPolicy\n\nOur Association advocates and is prepared, thru help of both field com¬\nmittees and members of the headquarters staff, to carry on active campaigns\nfor salaries large enough to attract to the profession the finest and best young\npeople, to justify full professional preparation, to retain in the profession\n\n"}
{"page": 950, "printed_page": null, "text": "944\n\nNational\n\nEducation\n\nAssociation\n\nmen and women of superior ability, and to make possible reasonable\nstandards of living for people having a professional status. We strongly\nsupport tenure laws which protect teachers from discharge for political,\nreligious, personal, or other unjust reasons. We are helping with the estab¬\nlishment of retirement systems which guarantee teachers economic security\nin case of disability and old age. We believe in academic freedom which will\ngive teachers the right to present all points of view without fear or favor\nand without danger of reprisal.\nTenure\n\nThe Division of Teacher Welfare\n\nhas worked\n\nclosely with the Committee\n\non Tenure by giving advice to tenure groups, by corresponding with in¬\ndividuals studying tenure, and by preparing and publishing research studies.\nOur office receives many letters from teachers who have been dismissed.\nIn such cases information is supplied as to the law under which the cor¬\nrespondent has been teaching and, when possible, advice is given as to the\nextent of the teacher’s redress. If the case is one which seems to warrant\nfurther investigation it is referred to the chairman of the Committee on\nTenure, who immediately makes a study of the case by mail. If his findings\nby this method warrant it he, or members of his Committee, personally\ninvestigate the case.\nThe headquarters staff has assisted the Committee on Tenure this year\nin producing and publishing three publications: Court Decisions on Teacher\nTenure Reported in 1937 ; An Analysis of Schoolboard Rules ; An Analysis\nof State Statutes for Six Professions : Accountants , Architects , Lawyers,\nNurses , Physicians, Teachers.\nOur Association proposes to continue and intensify its efforts in the\nfield of tenure until all teachers have reasonable protection.\nRetirement\n\nMembers of the headquarters staff have cooperated closely with the\nNational Council on Teachers Retirement in giving advice to state groups\npreparing legislation. Much correspondence has been carried on during the\nyear in furnishing information and guidance to those seeking help in retire¬\nment legislation in various states thruout the country. Enthusiastic state¬\nments of appreciation have been received from state leaders in Alabama,\nNebraska, New Mexico, North Dakota, South Dakota, Texas, and Utah\nfor the help which has been given them in connection with retirement\nproblems and legislation.\nA report of state retirement legislation from January 1, 1935, to June 1,\n1938, has been prepared. This report reviews the features of new retirement\nlaws, amendments, and revisions enacted since January 1, 1935, and also\ndiscusses proposed bills which were defeated.\n\nOur Association is anxious to secure reasonable retirement laws in every\nstate in the nation.\nSalaries\n\nThe first study made by our Research Division when it was established\nseventeen years ago was a study of salaries. Since 1922 we have made a\n\n"}
{"page": 951, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n945\n\nInformation\n\nnationwide study every two years of salaries. These facts are made available\nto school people thruout the country.\nFor the purpose of organizing the existing principles of sound\n\nsalary\n\nscheduling and applying these principles to practice our organization ap¬\npointed a Salary Committee this year. Progress has been made by the Com¬\nmittee on the drafting of a handbook which should be available to local\ncommittees during the coming school year. This and similar guides, as well\nas the regular salary survey every two years, will be carried forward as a\npart of our salary program.\nDuring the past year members of our staff have gone into the field to\ngive advice and guidance in connection with bad salary situations. We are\nprepared, either thru staff members or committees in the field, to render\nsuch service during the coming year. We invite correspondence from places\nwhere staff services may be both welcome and effective.\n*\nTeachers carry a definite responsibility for making the teaching pro¬\nfession more attractive as well as more effective. This task cannot be done\nby individual teachers working alone. It requires the aggressive efforts of\nall individuals working together thru organized groups of strong local, state,\nand national associations.\n\nThe\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators\n\nS. D. Shankland\nOrganization — “The\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators,\n\na Department of the National Education Association of the United States,”\nis an old organization with a new name. Its history dates back to 1865,\nat which time a group of state and city superintendents organized the\nNational Association of School Superintendents. In 1870 this Association\nbecame one of the four original departments of the National Education\nAssociation, under the name of the Department of Superintendence. At the\nNew Orleans convention in February 1937 the Department, by a narrow\nmargin, voted to change the name to the American Association of School\nAdministrators. Its membership requirements and its relationship to the\nNational Education Association were not changed in any way.\nMany departments and organizations concerned with school administra¬\ntion and supervision have no permanent staffs. The Division of Administra¬\ntive Service was organized in 1923 to aid such groups in carrying on their\nwork. The executive secretary of the American Association of School Ad¬\nministrators acts as director, ex officio, of this part of the headquarters\norganization of the National Education Association. This Division provides\nmachinery for coordinating the activities of many administrative groups\nand handles a heavy correspondence with school executives and public\nofficials on all types of problems affecting the schools.\nFinances — The\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators\n\nhas a\n\nmembership fee of $5 per year, in addition to dues in the National Educa¬\ntion Association. Dues for the calendar year 1937 were paid by 4073\nmembers. Yearbook sales, the convention exhibit, and the Educational Re¬\nsearch Service are other substantial sources of income. For the year ended\n\n"}
{"page": 952, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nAssociation\n\nDecember 31, 1937, the cash receipts of the Department were $54,559.87,\nand the expenditures were $53,454.74. The balance on hand at the end of\nthe year was $19,722.02.\nThe\n\nAtlantic City convention — It is difficult to present a picture of the\n\nextent of the convention held annually by the American Association of\nSchool Administrators and its allied organizations. At Atlantic City last\nFebruary, sleeping rooms were provided thru the housing bureau for 9387\npersons. The program listed 207 meetings and conferences. There were\n108 breakfasts, luncheons, and dinners. The exhibit, which was the largest\never presented by the Association, occupied approximately 80,000 square\nfeet of space, subdivided into 372 booths. Thirteen allied organizations\npresented programs, and in addition there were listed in the Official\nProgram the names of 61 other organizations and societies which held meet* ings during the convention week. For over 20 years, efforts have been made\nto reduce the size of the winter meeting, but without effect. The convention\nhas grown to such an extent and the attendance is so large that few cities\ncan take care of it adequately. Faced wTith this practical situation, Cleveland\nhas been selected to entertain the next convention, to be held during the\nlast week of February 1939.\nPublications — Youth\n\nEducation\n\nToday\n\nis the title of the 1938 yearbook\n\nwhich was distributed to members at the time of the Atlantic City con¬\nvention. One of the primary purposes of public education in America has\nbeen to help youth to find their places in our social and economic order. In\na slowly developing agricultural period this was a comparatively easy task.\nIndustrialization, however, accelerated the speed of change and brought prob¬\nlems of extreme poverty, unemployment, and insecurity. Keeping pace was\nnot an easy task for education. The yearbook is not a commentary on the\nexisting economic order. It sponsors no utopian policies or practices. It does\nreview the facts and suggest the next steps, particularly those to be taken\nby educators.\nCommissions\n\nare now\n\nat work preparing a yearbook on schools in small\n\ncommunities for 1939, and one on safety education for 1940. The Depart¬\nment also prints several minor documents, including an official report of the\nwinter meeting, and a radio calendar which is issued semiannually.\nEducational\n\nResearch\n\nService — The\n\nEducational\n\nResearch\n\nService is a\n\njoint enterprise of the American Association of School Administrators and\nthe Research Division of the National Education Association. Since its\nauthorization by the convention of the Department of Superintendence in\n1923, this clearinghouse of facts on school administration has continued to\nincrease both in usefulness and in the number of subscribers. The member¬\nship fee is $25. Evidence of its worth is found in the fact that practically\nevery school system which joined in 1923 still maintains its membership.\nThe list of subscribers includes small and large city school systems, county\nschool systems, state departments of education, teachers associations, colleges,\nuniversities, and individual educators.\nSubscribers receive material of national significance for education, avail¬\nable thru contacts with the federal government and numerous private\n\n"}
{"page": 953, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n947\n\nInformation\n\nagencies located in the nation’s capital. Up-to-date information, including\nbibliographies, memorandums, and tabulations, is furnished promptly upon\nrequest. Educational Research Service Circulars containing timely studies\nare issued at frequent intervals during the school year. Recent studies have\ndealt with such topics as clerical service in city school systems ; size, tenure,\nand selection of boards of education; levels of training and training require¬\nments for teachers; salary schedules for school principals in larger cities;\nemployment status and leaves of absence of teachers; detailed tabulations\nof salaries; and education in lay magazines.\n\nElementary\nEva\n\nSchool\n\nPrincipals\n\nG. Pinkston\n\nOnce again the books of this Department\n\nhave been closed ; the accounts\n\nruled up and the balances brought forward to clean pages. It is most en¬\ncouraging that these balances are all on the credit side of the ledger and\nthat this group will start its work this fall with an increased membership,\nan increased permanent fund and, if possible, a still greater interest in\nits work. These workers will make most earnest efforts to maintain and\nincrease these credits for another year.\nThe accomplishments of the Department have been many during the\npast year. The Enrolment Chairmen, with the help of headquarters staff,\nnotwithstanding the recession have given a 12 percent increase to the mem¬\nbership for 1937-38. An Annotated Bibliography of the first fifteen year¬\nbooks of the Department was published as a November issue of the Na¬\ntional Elementary\n\nPrincipal. The\n\nfirst annual\n\nConference\n\non Elementary\n\nEducation was held at the University of Michigan, Ann Arbor, Michigan,\nimmediately following the N. E. A. convention at Detroit. While a small\nattendance was expected, the interest in the conference ran beyond ex¬\npectation and there was an enrolment of almost 200 from thirty-two of\nthe forty-eight states. Plans for a second Conference on Elementary Edu¬\ncation (July 1-15) have been made for the group to meet at New York\nUniversity, New York City. Another record attendance is expected.\nThe Department holds two meetings a year, one at the convention of\nthe parent organization and the other as an invited guest at the winter\nmeeting of the American Association of School Administrators. The ban¬\nquets at these meetings last year were quite outstanding. The generosity\nof Henry Ford in arranging for the group to be entertained by the famous\nFord Dixie Eight and by allowing Benjamin Lovett with orchestra and\nstudents of Edison Institute, Greenfield Village, to demonstrate old-time\ndances, made the banquet at the Detroit Country Club most unusual. The\nbanquet at the winter meeting, attended by 629 members and friends of\nthe Department, was a celebration of the 100th anniversary of those famous\nEclectic Readers written by William Holmes McGuffey. Those participat¬\ning in the demonstration were educators of renown. This program aroused\ngreat interest thruout the nation. Many such exercises have been held in\nMissouri,\n\nNebraska,\n\nTennessee,\n\nFlorida, Pennsylvania,\n\nand\n\nTexas.\n\nA\n\n"}
{"page": 954, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\ncentral conference and program was held last month at Dearborn, Michi¬\ngan, Mr. Ford participating and entertaining the McGuffey Clubs.\nThe Sixteenth Yearbook, Appraising the Elementary-School Program ,\nand six issues of the National Elementary Principal were sent to all mem¬\nbers of the Department for the year 1937-38; and correspondence shows\nthat these publications have been of great help to those receiving them.\nThe Department has encouraged and assisted groups of principals to\norganize clubs and associations in cities, counties, and states, hoping that\nin discussing their problems these groups would be better able to cope\nwith and further the cause of elementary education. The Department of\nElementary School Principals has attached special importance to the matter\nof the elementary principal making special preparation for the problems\nfacing the elementary school. This year, at the suggestion of President\nMason A. Stratton, it has stressed teacher participation, believing that\nthis cooperative relationship between teachers, principals, and superinten¬\ndent would do much to improve the teaching in the elementary school.\nOur great parent association — the National Education Association — is\nworking for enlarged and expanding opportunities for the )routh of our\ncountry as well as for the upbuilding of our great profession. This Depart¬\nment will continue to help in this worthy cause by building its part of the\nstructure solidly and firmly and, thru these united forces, will give each\nperson connected with the elementary school a better understanding of\nthe work.\n\nNational\n\nAssociation\nKathryn\n\nThe\n\nNational\n\nthis year. The\n\nof Deans\n\nof Women\n\nG. Heath\n\nAssociation of Deans\n\nof Women\n\nheld two\n\nconferences\n\ninformal one, held as a part of the National\n\nEducation\n\nAssociation convention, was of particular interest to secondary-school deans.\nThe larger one, held in February in conjunction with the American Council\nof Guidance and Personnel Associations, concerned itself specifically with\ncoordination in guidance work and broadly with the chief goals of education.\nAt the February meeting, the Association voted to discontinue the pub¬\nlication of its Yearbook (which has been a convention proceedings issued\nannually since 1923), and its informal quarterly Bulletins (which have\nbeen issued since 1926). In their places, the Association is publishing a\nquarterly Journal. Under this plan, much more space is available for the\nprinting of articles and studies on topics of special interest to deans. The\nMay issue is a conference number containing much of the former Yearbook\nmaterial, namely, a summary of the business transacted at the annual meet¬\ning, committee reports, etc. The other three issues will include articles\nand studies, bibliographies, book reviews, and official communications from\nthe officers.\n\nThe research committee published two preliminary studies in pamphlet\nform: The Dean of Girls in the High School and The Dean of JV omen in\nthe Institution of Higher\n\nLearning.\n\nThese\n\ninvestigations, which\n\nhave been\n\nwidely distributed thruout the libraries of the country, were\n\nused as a\n\n"}
{"page": 955, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n949\n\nbasis for discussion at a general convention session devoted to crystallization\nof thinking concerning the function of deans. The research committee is\nusing these preliminary studies as a point of departure for a comprehensive\nstudy which the Association wishes to publish in this field.\nThe annual publication of a bibliography of investigations of interest\nto deans will be continued. At the February 1939 convention, the Associa¬\ntion hopes to correlate a book display with the 1938 bibliography.\nThe most significant problem facing the Association continues to be the\nneed to work for the constant improvement of the standards as well as\nof the status of deans. The Association seeks to meet this problem by dis¬\nseminating information of many types concerning deans and their work\nand by constantly encouraging critical study of the problems and technics\ninvolved in the general guidance and education of women.\n\nSecondary\n\nSchool\n\nPrincipals — Discussion\nWalter\n\nGroup\n\nProject\n\nE. Myer\n\nOn July 1, 1937, the Department of Secondary School Principals estab¬\nlished an office at the headquarters of the National Education Association\nin Washington,\n\nfor the purpose\n\nof furthering the organization of the\n\nhigh-school principals of the nation into local discussion groups. A national\ndirector of discussion groups was placed in charge of the work and an\norganization, headed by a coordinator, has been set up in each of the fortyeight states. It is the intention that there shall be regional directors under\neach state coordinator and that these directors shall organize their sections\ninto groups of principals of suitable size, so that the principals may meet\nat frequent intervals for the purpose of systematic and sustained discussion\nof the problems of secondary education. Such organization has been ef¬\nfected in about half the states and the work of completing organization\nis going forward in the others.\nThe national office has prepared a discussion guide, called Problems\nSecondary\n\nEducation,\n\ngroups. The\n\nto serve as a basis for the work\n\nof\n\nof local discussion\n\ntopics which are presented in this guide are based upon the\n\ntwo reports of the Committee on Orientation of the Department of Sec¬\nondary School Principals, the Issues of Secondary Education and the Func¬\ntions of Secondary\n\nEducation.\n\nTo\n\ndate about\n\n80,000 copies of this guide\n\nhave been distributed and are in use. It is being used as a basis for discus¬\nsion not only by principals but by high-school faculties, which are being\nencouraged to form themselves into discussion groups for the systematic\nconsideration of professional problems. About 1000 high-school faculties\nare using this discussion material which has been prepared by the Depart¬\nment.\nThe\nTalking\n\nDiscussion Group\nIt Through,\n\nProject is also distributing a booklet, entitled\n\nprepared\n\nby the Planning\n\nCommittee.\n\nThis\n\nbooklet\n\nis designed to promote effective work among discussion groups by outlining\nobjectives and by giving consideration to technics of discussion which may\nfacilitate real cooperative thinking.\n\n"}
{"page": 956, "printed_page": null, "text": "950\n\nNational\n\nEducation\n\nAssociation\n\nThe purpose of the Department of Secondary School Principals in pro¬\nmoting the work of discussion groups is twofold : first, to secure an active\nand effective consideration of the reports; and second, to develop a perma¬\nnent organization whereby the teachers and administrators of the nation\nmay meet regularly in their local groups to consider such problems and\nissues and programs affecting education as may call for attention from\ntime to time in their respective states. In carrying on this work, the Depart¬\nment has had the cooperation not only of administrators and teachers in\nthe secondary schools but of professors of education in colleges and uni¬\nversities. More than 100 institutions of higher learning are making use\nof the Department’s\n\nmaterials in their departments\n\nSupervisors\n\nand Directors\n\nof education.\n\nof Instruction\n\nAlary F. Hazell\nIt is gratifying to report that the membership has increased approximately\n23 percent during the past twelve months, in spite of the fact that the\nDepartment has been passing thru a period of readjustment, due to the\nwithdrawal of James F. Hosic from active service after fifteen years of\nclose association with it as secretary-treasurer and editor. The total on\nMay 1 was 1174. This increase is due in large measure to the activities\nof the Promotion Committee Chairmen in the various states, with Cali¬\nfornia in the lead. In addition to members, there are 1278 subscribers to\nEducational\n\nAiethod, including 535 libraries, which\n\nmeans\n\nthat our services\n\nare reaching a much larger number than can be counted individually.\nThe membership list of the Department reveals a surprisingly variety\nin professional titles, but a recent analysis showed that approximately 70\npercent of the members are field workers who are directly responsible for\nthe improvement of instruction in public schools, and that fully two-thirds\nof this number are concerned with elementary education. It is our aim,\ntherefore, to give particular attention to the needs and interests of this\ngroup thru our publications and conferences.\nDuring the past year the Department issued the following publications:\n1. The Changing Curriculum, by the Joint Committee on Curriculum, represent¬\ning the Department of Supervisors and Directors of Instruction and the Society\nfor Curriculum Study, under the chairmanship of Henry Harap. This volume was\npublished by D. Appleton-Centurv Company,\nto our members as the Tenth Yearbook.\n2. Educational\n\nMethod,\n\nVolume\n\nXVII.\n\nand a special edition was\n\nThree\n\ndistributed\n\nof the eight issues were\n\nspecial\n\nnumbers dealing with (a) Pre-adolescents, (b) Geography, and (c) The Direction\nof Study. Other issues gave particular emphasis to character education, modern\naids to learning, and reading. Reports from the field indicate that these issues\ndevoted to a single topic have filled a real need.\n3. Teachers and Cooperation, by the Committee on the 1938 Yearbook. This 84page bulletin was prepared in an attempt to encourage experimentation in the\nteaching of cooperation to children in the schools. From the data sent in by those\nwho have participated in the experiment, the Committee will base its material for\none section of the Eleventh Yearbook, Techniques of Cooperation, which is to be\npublished in the autumn.\n4. Reprints of two popular publications: Seventh Yearbook, Scientific Method in\nSupervisory Programs (1934), and the articles on arithmetic in Educational\nMethod for January 1937.\n\n"}
{"page": 957, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n951\n\nAt the annual meeting of the Department in Atlantic City, two general\nsessions, nine group meetings, three section meetings, and a luncheon were\nheld. The general theme of the program was “Cooperation in Democratic\nLiving and in the Development of Instructional Programs.” At the meet¬\ning of the Board of Directors, the Executive Committee of the Department\nwas charged with the responsibility of making an intensive study of the\nproblems of the organization, to the end that a restatement of function\nmight be arrived at, and that a long-time program for the Department\nmight be developed. The work of this Committee is already well under\nway and announcements concerning its progress will appear from time to\ntime in Educational Method during the coming months.\nThis reinterpretation of the function of supervision and its place in the\ngeneral scheme of education will be of vital significance, we believe, not\nonly to the work of this Department but to that of allied organizations as\nwell.\n\nThe\n\nEducational\n\nPolicies\n\nWilliam\n\nCommission\n\nG. Carr\n\nDuring the past fiscal year the Educational Policies Commission has\nadopted four pronouncements of policy in addition to carrying on a broad\nprogram of implementation and numerous other activities. Two of these\nstatements of policy are of major importance in the Commission’s program ;\nlike The Unique Function of Education in American Democracy , published\nin February 1937, these documents are interpretations of the relationships\nbetween democracy and education as applied to fundamental controls of\nthe educational process. The other documents apply to particular aspects\nrather than to the whole of public education.\nPronouncements\nThe\n\nEffect of Population\n\nAdopted\n\nChanges\n\nin 1937-38\n\non American\n\nEducation,\n\npublished\n\nJanuary 1938, presents to educators and the general public the significant\nimplications of current population trends for American education. The\nslowing down of population growth, widening differences in rates of in¬\ncrease for urban and rural groups, the steady rise in average age and wide¬\nspread geographic redistribution of the population are all matters which\naffect educational policy materially.\nCertain steps which can be taken to compensate for these changes are\npointed out. Fewer children to be served in the schools will mean oppor¬\ntunity for broadening and enriching the program for those who attend;\nguidance and adjustment services can be expanded, teacher personnel im¬\nproved, the ratio of children to teachers decreased, and the school program\nextended both beyond and below the present customary age limits. This can\nbe done provided adequate fiscal resources are maintained and justified\nthru a suitable program of public relations. The probability that rural\nareas will be reservoirs of the future population makes imperative the need\nfor improvement\n\nof rural education. This, coupled with an increasing\n\n"}
{"page": 958, "printed_page": null, "text": "National\n\n952\n\nEducation\n\nAssociation\n\nmobility of population without regard for state boundaries, makes necessary\nparticipation of the federal government in the financing of basic educational\nservices.\nThe Structure and Administration\n\nof Education\n\nin American\n\nDemocracy ,\n\nscheduled for publication in June 1938, sets forth certain well-defined\ntrends with regard to the structure and scope of the common school system\nand clarifies principles of administration.\nIt is observed that the traditional school organization is being modified\nto include the nursery school, kindergarten, and first six years of the com¬\nmon school program as a first unit; a four-year program of continued\ngeneral education as a second unit ; and a final four-year program in which\nsome differentiation according to vocational and related types of interests\nis begun.\nSound educational policy requires that all public educational opportuni¬\nties be directed by local and state educational authorities. Related noneducational services necessary to the efficient functioning of the school pro¬\ngram can best be rendered by appropriate agencies in cooperation with\neducational authorities. Units for attendance and for administration of\npublic schools should be large enough to ensure at least a desirable minimum\nof educational service at a reasonable unit cost. Control of educational\npolicy can only be exercised by educational authorities where fiscal and\nadministrative independence from the general municipal authority is enjoyed.\nThe state discharges its proper function, without interference with local\ninitiative and responsibility, by indicating in broad outline a minimum\nprogram of education to be offered in the common schools and by encourag¬\ning communities to exceed this minimum wherever possible. The state is\nobligated to provide such financial support to local school administrative\nunits as will tend to guarantee a reasonable minimum\nportunity.\n\nof educational op¬\n\nThe growing economic and socio-cultural unity of this nation calls for\nincreasing participation of the federal government in the financial support\nof public education in the several states. Such support should tend to\nequalize educational opportunity without involving control by the federal\ngovernment.\nMaintenance of the doctrine of separation of church and state is con¬\nsidered to be of surpassing importance in the determination of educational\npolicy by local, state, and federal governments.\nThe\n\nPurposes\n\nof Education\n\nin American\n\nDemocracy , scheduled\n\nfor pub¬\n\nlication in July 1938, is a description of the forces which give direction\nto the program of public education in America today. The document points\nout that the chosen social policy of this nation is democracy and that the\neducative process must be of such a nature as to promote the general welfare,\ncivil liberties, government by consent of the governed, the appeal to reason,\nand the pursuit of happiness. Preservation and promotion of these cherished\ndoctrines require:\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n953\n\nEducation for self-realization, involving command of basic intellectual and physical\nskills, knowledge and practice of healthful living, ability to play, love of beauty,\nand the capacity to give direction and character to one’s own life\nEducation in human relationships thru the promotion of pleasant and useful asso¬\nciations with friends and neighbors and a satisfying home and family life\nEducation for economic efficiency thru preparation of competent producers and con¬\nsumers who can constructively apply a clear understanding of economic forces to\ntheir own immediate problems\nEducation for civic responsibility by making individuals socially, economically, and\npolitically literate and intelligently active in the defense and improvement of\nAmerican democracy.\n\nIn a concluding chapter the report points out that the factors which con¬\ntrol the effectiveness of the schools in realizing these purposes are : ( 1 ) the\ninherent quality of the human stock which is to be educated, (2) the effects\nof other educative and maleducative forces outside the schools, and (3) the\nefficiency of the schools themselves as institutions of learning.\nSocial Services and the Schools, scheduled\n\nfor publication in August\n\n1938,\n\ndefines the sphere of educational service and sets forth policies of cooperation\nwith related services which lie outside the field of education. Of primary\nimportance is the declaration that all public educational activities carried\non in the community should be controlled by a board of education whose\ncapabilities and breadth of vision are commensurate with such a pervasive\nresponsibility. It is anticipated that developments in the future may en¬\ncourage the unification of recreation, library, and school resources into a\ncomprehensive community educational system.\nSchool health and welfare programs\n\nare necessary adjuncts to the edu¬\n\ncational service in that they tend to facilitate the child’s participation in\nthe many and varied activities of the school. Among several aspects of\nthe school health program, the school properly assumes full responsibility\nfor health education, health examinations, and daily regimen ; in other\naspects of the program the school assists public health authorities and the\nhome to discharge health functions which are primarily non-educational\nin character. Among the functions classified as welfare activities the school\nproperly assumes initiative in the adjustment of the individual, thru in¬\nvestigative and guidance services, child guidance clinics, and procedures for\nbridging the gap between school and work. In other welfare activities the\nschool serves in a preventive capacity or else as a medium thru which welfare\nauthorities can best discharge their own obligations. The monograph is con¬\ncluded with a description of the school social service relationships in six\ncommunities.\nOther\n\nActivities of 1937-38\n\nPeriodical publications of the Commission\nDeliberative\n\nCommittee\n\nReports\n\nduring the year include :\n\nof 1937 containing references and annota¬\n\ntions to major reports of thirty-nine educational committees of national\nscope reporting during 1937; Educational Policy, a bimonthly leaflet de¬\nvoted to efforts at policymaking for the schools; a Conference Bulletin,\nbriefly descriptive of the Commission, designed to acquaint educators and\nothers with its work; and a semiannual report to the profession, the two\n\n"}
{"page": 960, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\nlast issues being entitled “Drafting a Pattern of Progress for American\nEducation” and “Establishing Educational Policies.”\nConferences have been held in many parts of the country during the past\nyear. Thruout the summer of 1937 twenty-five conferences on the work\nof the Commission were held at leading colleges and universities. A second\nseries was initiated in the autumn, six more conferences having been held\nin recent months. The aggregate attendance during the year exceeded\ntwelve thousand persons, most of whom are professional workers in educa¬\ntion. Other conferences of a different type have been held from time to\ntime, notable among which was a meeting of one and a half days duration\ninvolving the full Commission membership and members of the Advisory\nCommittee on Education. Similar conferences have brought to Washington\nauthorities in fields related to education for consultation regarding new\npronouncements of policy.\nAdvertising was utilized in a steady campaign\nThe\n\nUnique\n\nFunction\n\nof Education\n\nin American\n\nduring 1937 to publicize\nDemocracy\n\namong\n\nboth\n\neducators and the general public. Thru the mails, periodical publications of\nnational scope, and two nationwide radio broadcasts, the publicity for\nthis volume was carried on in all parts of the United States.\nConsultants ex officio, the representatives of the Commission in the field,\nnow number about 2400. Being educators of prominence, they assist the\nCommission in publicizing and disseminating its pronouncements.\nImmediate\n\nAnother\ntion , is now\n\nPlans of the Commission\n\nmajor pronouncement\nin preparation. This\n\nof policy, The Economic\ndocument\n\nBasis of Educa¬\n\nwill deal with\n\nthe effects of\n\nimproved educational opportunities upon the national income.\nFrom this point on a large share of the Commission’s energies will be\ndevoted to implementation. Forthcoming pronouncements will elaborate\nand make increasingly specific the basic recommendations of its earlier years.\nThis in itself will be the most effective form of implementation. The con¬\nference program is being expanded to include regional institutes on educa¬\ntional policy which provide consultants ex officio and Commission members\nwith opportunity for discussing together the creation and application of\nnew policies. Advertising and publicizing of pronouncements will be carried\non along much the same lines as in the past but with increased emphasis.\n\n"}
{"page": 961, "printed_page": null, "text": "Associational\n\nANNUAL\n\nRecords\n\nMEMBERSHIP\n\nEDUCATION\nSlate\n\nAlabama .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n. ..\n\nConnecticut .\nDelaware .\nFlorida .\nGeorgia .\nIdaho .\n\nIllinois .\nIndiana .\nIowa .\nKansas .\nKentucky .\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\n\nOF\n\nASSOCIATION,\n\nMAY\n\n1931\n\n1932\n\n1,342\n2,225\n675\n21,404\n\n1,149\n2,135\n582\n18,694\n\n4,108\n\n4,146\n\n1,466\n2,059\n630\n10,278\n5,651\n2,958\n3,004\n1,381\n\n. ..\n\n621\n1,403\n1,660\n4,050\n12,867\n\nWest Virginia .\nWisconsin .\nWyoming .\nAlaska .\nDistrict of Columbia .\nHawaii .\nOther Possessions .\nForeign .\nTotal .\n\n1,585\n342\n16,540\n3,172\n1,561\n838\n1,149\n1,001\n505\n\n1936\n\n1937\n\n1938\n\n1,156\n1,664\n237\n16,058\n3,909\n\n1,139\n327\n1,781\n16,082\n\n1,571\n358\n1,839\n16,218\n3,672\n\n2,113\n575\n1,934\n17,099\n\n777\n1,295\n1,285\n836\n1,520\n\n776\n1,662\n1,574\n1,603\n\n10,498\n5,592\n3,193\n3,225\n756\n1,170\n\n11,523\n6,032\n3,172\n\n689\n11,459\n6,611\n3 , 295\n3,550\n2,679\n\n932\n\n3,907\n1,183\n31,071\n, 834\n11,273\n\n1,416\n799\n1,172\n514\n1,025\n\n2,216\n1,648\n4,090\n9,192\n\n397\n1,538\n1,191\n3,692\n5,590\n\n1,323\n1,076\n4,186\n5,458\n\n1,281\n1,262\n4,366\n5,872\n\n382\n4,272\n\n4,544\n376\n\n5,848\n671\n2,142\n642\n\n5,494\n490\n1,928\n\n3,138\n583\n5,348\n540\n1,883\n\n785\n3,027\n5,343\n529\n2,047\n534\n\n10,788\n\n3,015\n2,090\n381\n\n437\n441\n8,348\n503\n9,950\n575\n597\n15,944\n1,818\n1,568\n\n1,487\n1,624\n\n602\n6,662\n10,623\n566\n621\n15,360\n1,549\n2,726\n\n746\n1,696\n\n1,928\n\n805\n1,638\n\n2,602\n305\n1,959\n2,138\n2,519\n706\n\n3,562\n2,080\n725\n\n2,970\n503\n2,195\n\n2,447\n2,685\n\n2,350\n3,582\n\n1,853\n5,807\n646\n\n143\n\n108\n\n184,394\n\n14,357\n\n6,409\n511\n2,210\n686\n355\n\n287\n437\n600\n1,328\n\n2,132\n4,251\n797\n\n.. 184,184\n\n462\n612\n\n705\n2,895\n\n20,622\n714\n268\n490\n\n1,974\n3,819\n823\n\n145\n\n478\n640\n14,682\n1,606\n1,634\n\n412\n7,125\n491\n10,232\n\n1,200\n4,184\n5,673\n\n21,627\n225\n424\n\n2,290\n3,259\n\n1,429\n3,645\n299\n\n10,970\n427\n\n5,451\n2,610\n2,693\n1,113\n835\n\n4,781\n627\n1,200\n1 ,067\n723\n1,097\n\n24,602\n\n2,406\n1,697\n302\n2,107\n2,699\n\n1,287\n463\n2,540\n193\n\n450\n436\n6,984\n\nNATIONAL\n\n1935\n\n2,477\n1,007\n\n475\n574\n9,602\n\n659\n5,545\n114\n\n54\n1,040\n257\n2,996\n128\n\n1,029\n1 ,976\n141\n139\n\n159,922\n\n154,377\n\n955\n\n31, 1931-38*\n\n9,756\n\n882\n791\n1,070\n689\n22,556\n19,542\n•894 2,115\n1,751\n2,372\n2,635\n21,224\n23,381\n281\n393\n670\n892\n1,032\n1,582\n1,689\n3 , 066\n2,312\n347\n1,992\n3 , 400\n\n1,655\n488\n14,775\n3,274\n\nTHE\n\n9,111\n4,614\n2,646\n2,303\n784\n1,034\n\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\n\nT exas .\nUtah .\nVermont .\nVirginia .\nWashington .\n\n800\n\n8,450\n4,731\n2,936\n\n669\n358\n8,111\n527\n8,631\n\nPennsylvania .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\n\n732\n\n8,308\n5,645\n3,332\n3,025\n1,287\n619\n\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\n\n...\n\n1934\n\n1,380\n914\n870\n1,064\n501\n\n3,625\n482\n786\n2,733\n2,034\n\n1933\n\n1,717\n949\n1,499\n1,439\n597\n\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\n\n. ..\n\nInformation\n\nREPORT\n\n904\n1,630\n\n. ..\n\nand\n\n1,845\n5,923\n629\n\n20,273\n211\n516\n\n1,579\n6,208\n659\n\n3,221\n2,474\n\n2,976\n866\n598\n5,712\n2,012\n652\n420\n592\n6,464\n11,435\n758\n642\n16,722\n1,503\n3,406\n206\n19,998\n646\n720\n\n3,715\n\n1,938\n1 ,446\n1,320\n3 , 753\n8,455\n946\n2,810\n5,826\n509\n723\n1,947\n\n443\n7,690\n560\n23,616\n1,292\n621\n17,237\n1,379\n2,176\n233\n21,097\n1,108\n740\n\n1,665\n\n1,782\n\n607\n3,060\n2,604\n2,336\n\n760\n3,242\n2,683\n\n4,292\n\n2,710\n4,076\n\n1,724\n6,433\n620\n\n1,665\n630\n6,303\n\n263\n\n296\n\n2,160\n214\n140\n\n219\n1,321\n95\n2,506\n91\n\n1,383\n164\n2,546\n142\n\n1,370\n158\n2,594\n\n160,883\n\n165,448\n\n181,228\n\n137\n195,605\n\n114\n2,081\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 volumes previous to 1937 were as of December 31 and included both “paid”\nand “unpaid” members. The May 31 figures given above are for “paid” memberships only.\n\n"}
{"page": 962, "printed_page": null, "text": "956\n\nNational\n\nTHE\n\nEIGHTEENTH\n\nEducation\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nDelegates who attended the seventy-sixth annual meeting of the National Education Association\nin New York City, June 26 to 30, 1938. The classification of positions includes (1) classroom teachers\n1132; (2) principals and assistant principals — 230; (3) city and county superintendents and assistant\nsuperintendents— 182; (4) directors and supervisors — 55; (5) state education association staff mem¬\nbers — 32, including 22 state secretaries; (6) state superintendents and assistants — 22; (.7) college\nand normal school administrators— 8; (8) librarians — 3; and (9) ex-officio members — 11.\nALABAMA\nAbercrombie, John W. (Supervisor), State De¬\npartment of Education, Montgomery; Alabama\nEducation Association.\nAdams, Mrs. May Landers (Supervisor), Fayette;\nAlabama Education Association.\nBanks, L. Frazer (N. E. A. State Director),\nAssistant City Superintendent, Birmingham;\nAlabama Education Association.\nChurch, Louise (Teacher), 1704 South Cullom\nSt., Birmingham; Birmingham Teachers Asso¬\nciation.\nDale, Hugh (Teacher), Y. M. C. A., Birmingham;\nBirmingham Teachers Association.\nGrove, Frank L. (Secretary), Alabama Education\nAssociation, Montgomery; Alabama Educa¬\ntion Association.\nKennedy, Elcie (Teacher), 304 Poinciana Drive,\nBirmingham; Birmingham Teachers Associa¬\ntion.\nMcGehee, Laura (Teacher), 1526 West Eighth\nAve., Birmingham; Birmingham Teachers\nAssociation.\nWilliams, H. E. (County Superintendent),\nFlorence; Alabama Education Association.\nWilliams, J. D. (Principal), 5707 Sixth Ave.,\nSouth, Birmingham; Alabama Education\nAssociation.\nWright, Theodore S. (Principal), 1116 Princeton\nAve., Birmingham; Birmingham Teachers\nAssociation.\nARIZONA\nAnderson, Kenneth D. (Principal), Route 4, Box\n539, Tucson; Tucson Education Association.\nBoehringer, Louise (Director of Elementary Edu¬\ncation), State Department, Phoenix; Arizona\nEducation Association.\nHendrix, H. E. (State Superintendent), Phoenix;\nArizona Education Association.\nHolmes, Alta (Principal), Franklin School, Phoe¬\nnix; Arizona Education Association.\nLoper, John D. (Superintendent), Phoenix;\nPhoenix Teachers’ Mutual Benefit Association.\nNelson, Lafe (Superintendent), Safford; Arizona\nEducation Association.\nRogers, Wilbur (Teacher), Glendale; Arizona\nEducation Association.\nRollo, Clint (Teacher), 730 North Norton Ave.,\nTucson; Tucson Education Association.\nRosenfeld, Harriett (Teacher), 446 South Third\nAve., Tucson; Tucson Education Association.\nSmith, Harold W. (N. E. A. State Director),\nSuperintendent, Glendale; Arizona Education\nAssociation.\nTwining, Mrs. Lou (Teacher), Phoenix; Phoenix\nTeachers’ Mutual Benefit Association.\nWilson, Rose (Principal), Grand Canyon; Arizona\nEducation Association.\nWyman, H. B. (Dean), Junior College, 1133 W.\nPortland, Phoenix; Arizona Education Asso¬\nciation.\nARKANSAS\nHall, W. F. (State Supervisor), 1901 North\nArthur, Little Rock; Arkansas Education\nAssociation.\nMcCuistion, Ed (Director of Education), State\nDepartment of Education, Little Rock; Arkan¬\nsas Education Association.\nPahotski, Minnie (Supervisor), 1000 South\nTwenty-third, Fort Smith; Arkansas Educa¬\ntion Association.\nPhipps, Mrs. W. E. (Teacher), P. O. Box 13,\nNorth Little Rock; Arkansas Education Asso¬\nciation.\n\nPipkin, John G. business Manager), 800\nLouisiana, Little Rock; Arkansas Education\nAssociation.\nCALIFORNIA\nAvey, Helen (.Teacher), 3212 West SeventyEighth St., Los Angeles; California Teachers\nAssociation.\nBall, Mary A. (Assistant Secretary), California\nTeachers Association, San Francisco; Cali¬\nfornia Teachers Association.\nBatdorf,\nLucile\n(Teacher''\n, 470Association.\nChetwood St.\nOakland;\nOakland\nTeachers\nBeebe, Jessie V. (Teacher), 710 North Angeleno\nAve., Burbank; Burbank City Teachers Asso¬\nciation.\nBeswetherick, Dorothy C. (Teacher), 1140 G St.,\nSan Bernardino; California Teachers Associa¬\ntion.\nBewley, Fred W. (Teacher), 648 East Palm St..\nOrange; Elementary Education Association of\nOrange County.\nBewley, Mrs. Fred W. (Teacher), 648 East Palm\nSt., Orange; Elementary Education Associa¬\ntion of Orange County.\nBever, Louise W. (Teacher), Hotel Durant,\nBerkeley; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nBlythe, Lota E. (Teacher), 230 North Grand,\nOrange; California Teachers Association.\nBowman, Leonard L. (Vice Principal), 402 Stan¬\nley Drive, Santa Barbara; California Teachers\nAssociation.\nBovlan, Dorothy A. (Teacher), 1717 Lee St.,\nModesto; Stanislaus County Teachers Associa¬\ntion.\nBrady, John F. (Deputy Superintendent), Civic\nAuditorium, San Francisco; San Francisco\nClassroom Teachers Association.\nBriant, Ethel M. (Teacher), 1543 West Twelfth\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nBritton, Norma L. (Teacher), 750 Warfield Ave.,\nOakland; Oakland Teachers Association.\nBrunner, Elsie F. (Teacher), 3816 Brighton. Oak¬\nland; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nCalder, Jessie (Principal), 1026 Second Ave.,\nOakland; Oakland Teachers Association.\nCalkins, Helen (Teacher), High School, Santa\nCruz; California Teachers Association.\nCampbell, H. Ward (Principal), 3877 Greenwood,\nOakland; Oakland Teachers Association.\nChasteen, Evlyn, (Ex Officio), 536 Thirty-Second\nSt., Oakland.\nCherry, Donald L. (Teacher), Sequoia Union\nHigh School, Redwood City; Bay Section,\nClassroom Department, California Teachers\nAssociation.\nClayton, Mrs. Rose C. (Principal), 1821 Pepper\nSt., Alhambra; Alhambra City Teachers Club.\nCline, Glen E. (Teacher), Pasadena Junior Col¬\nlege, Pasadena; Pasadena Teachers Associa¬\ntion.\nCloud, Roy W. (Executive Secretary) ? California\nTeachers Association, San Francisco; Cali¬\nfornia Teachers Association.\nCollis, Alma A. (Principal), 4730 Fleming Ave.,\nOakland; Oakland Teachers Association.\nColton, Albert S. (Principal), 5936 Chabolyn Ter¬\ntion.\nrace, Oakland; California Teachers Associa¬\nCooney, Agnes C. (Teacher), 406 South Van Ness\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club.\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nRecords\n\nCorey, Arthur F. ''Assistant Superintendent),\nOrange County, Court House Annex, Santa\nAna; California Teachers Association.\nCotton,\nJ. S.Association.\n('Principal;, Fort Bragg;\nTeachers\n\nCalifornia\n\nCouch, Edward B. (Teacher;, 1133 North Everett,\nGlendale; Los Angeles High School Teachers\nAssociationCouch, Mrs. Florence L. P. Teacher;, 1133 North\nEverett St., Glendale; California Teachers\nAssociation.\nCraig, Ethel B. Teachery, 3618 Homeland Drive,\nLos Angeles; High School Teachers Associa¬\ntion.\nCrawford, Esther Teacher), 737 Pine St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\nDailey, Helen Teacher;, 700 East Twenty-fourth\nSt., Oakland; Oakland Teachers Association.\nDavisson, Mrs. May E. Teacher), 141 “B” St.,\nVallejo; Calif omia Teachers Association.\nDennis, Robert G. (County Superintendent;,\nYreka; California Teachers Association.\nDenton, Vera E. ^Librarian;, 6235 Ascot Drive,\nOakland; Oakland Teachers Association.\nDickison, Clarence Anson ^Principal), 1 1 Q South\nSanta Fe, Compton; Los Angeles High School\nPrincipals Association.\nDysart, Dora L Teacher;, 1002 North Mariposa,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club.\nElmott, Charlotte D. ^Director of Child Guid¬\nance;, 1705 Mission Canyon Road, Santa\nBarbara; Santa Barbara City Teachers Club.\nEvans, Marian (Director of Visual Education),\nSan Diego; San Diego Principals and Super¬\nvisors Club.\nFacto, Leo R. Teacher;, 2140 Glen, Pasadena;\nPasadena Teachers Association.\nFisher, Catherine E. Teacher), 1024 Tenth St.,\nSanta Monica; Santa Monica Classroom\nTeachers Association.\nFlorcken, Herbert G. Teacher), Junior College,\nModesto; California Teachers Association.\nFlynn, Mrs. Mary C. 'Principal;, 2219 Venice\nBlvd., Los Angeles; Los Angeles Elementary\nPrincipals Club.\nFrederiksen, Elda S. (Teacher;, 2641 Flower St.,\nHuntington Park; Los Angeles Elementary\nTeachers Club.\nFrederiksen, Frederik (Teacher,, 2640 Flower\nSt., Huntington Park; High School Teachers\nAssociation.\nFrench, Nancy (Teacher), 3503 Ray St., San\nDiego; San Diego Teachers Association.\nFrick, Mary E. Teacher), 517 North Edinburgh\nLos Angeles; High School Teachers Associa¬\ntion.\nGamble, Mrs. Leo May Principal), 3838 South\nHobart, Los Angeles; Los Angeles Elementary\nPrincipals Club.\nGardner, James N. (Teacher;, 2766 Fourth Ave.,\nSacramento; California Teachers Association,\nGildersleeve, Mrs. Mary Louise Teacher j, 510\nMandana Blvd., Oakland; Bay Section, Class¬\nroom Department, California Teachers Asso¬\nciation.\nGoesch, A1 Teacher;, Oakland High School,\nOakland; Alameda County Educational Asso¬\nciation.\nGoff, Francis W. Teacher), 4141 Eleventh Ave.,\nSacramento; Sacramento City Teachers Asso¬\nciation.\nGray, Marion G. Teacher , Hotel Buffum, Long\nBeach; City Teachers Club of Long Beach.\nGregg, Callie A. (Teacher;, 2050 Dracena Drive,\nL03 Angeles; Los Angeles Kindergarten Club.\nHadley, Olin C. District Superintendent), 337\nN. Rosanna St., Gilroy; California Teachers\nAssociation,\nHammond, Mrs. Gertrude Best (Principal), 7316\nCrenshaw Blvd., Los Angeles ; Los Angeles Ele¬\nmentary Principals Club,\n\nand\n\nInformation\n\n957\n\nHansen, Mrs. Fay J. (Teacher), 796 Santa Ray\nAve., Oakland; Oakland Teachers Association.\nHansen, Jennie C. Teacher), 5308 Bryant Ave.,\nOakland; Oakland Teachers Association.\nHarris, Marjorie (Teacher), 470 Chetwood St.,\nOakland; Oakland Teachers Association.\nHarrison, J. Hilda (Teacher), 1531 East Third\nSt., Long Beach; Los Angeles Elementary\nTeachers Club.\nHarrison, June (Teacher), 1531 East Third St.,\nLong Beach; Southern Section of the Depart¬\nment of Classroom Teachers, California Teach¬\ners Association.\nHendricks, Robert (Teacher), 130 North Angus,\nFresno; Fresno City Council of Education.\nHewitt, Sherman (Teacher), 1485 Echo Ave.,\nFresno; Fresno City Council of Education.\nHoffman, Mrs. Howardine (Supervising Prin¬\ncipal), Chino; Southern Section, California Ele¬\nmentary School Principals Association.\nHoffman, Mark J. (Principal), Chino; California\nElementary School Principals Association.\nHolen, C. E. (Teacher), Roseville High School,\nRoseville; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nHolt, Helen F. (N.E.A. State Director), Teacher,\n1543-B Santa Clara Ave., Alameda; Bay Sec¬\ntion, Classroom Department, California Teach¬\ners Association.\nHoward, Mrs. Gertrude (Principal), Crozier\nSchool, Inglewood; California Elementary\nSchool Principals Association.\nHoyt, Helen E. (Teacher), 6131 Ruby Place,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club.\nHughes, Harold (Teacher), 430 N. Van Ness,\nFresno; Fresno City Council of Education.\nHulen, Mrs. Annette (Teacher), Placerville; Bay\nSection, Classroom Department, California\nTeachers Association.\nHussey, Gertrude (Teacher), 2726 Dwight Way,\nBerkeley; Berkeley Teachers Association. * i\nIrish, Clarence W. (Teacher), Route 1, Box 100,\nSebastopol; California Teachers Association.\nJenkins, Anna Irene (Teacher), 344 S. Boyle\nAve., Los Angeles; California Teachers Asso¬\nciation.\nJohnson, Charlotte N. (Teacher), North Pomona;\nCalifornia Teachers Association.\nJohnson, Lottiellen (Teacher), 2315 T St., A,\nSacramento; Northern Section of Department\nof Classroom Teachers, California Teachers\nAssociation.\nJolley, Louise (Teacher), Alameda High School,\nAlameda; Alameda County Educational Asso¬\nciation.\nJones, Arthur D. (Teacher), 2201 East Thirtythird St., Oakland; Oakland Teachers Associa¬\ntion.\n\nJones, Eugenia West (Teacher), 318 South\nBenton Way, Los Angeles; Los Angeles Ele¬\nmentary T eachers Club.\nJordan, Genevieve I. (Teacher), 72 Central Ave.,\nSan Francisco; California Teachers Association\nKirkland, Adele (Teacher), 145 Fir St., Fort\nBragg; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nKnezevich, Mrs. Laurel Olson (Teacher), 847\nSouth Grand Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nKoford, Caroline (Teacher), 2661 Virginia,\nBerkeley; Berkeley Teachers Association.\nLarwood, Donald (Teacher), 324 Princeton,\nFresno; Fresno City Council of Education.\nLawrence, William D. (Teacher), 2760 Twentysixth Ave., Oakland; Oakland Teachers Asso¬\nciation.\n\nLawyer, Harriet Rose (Teacher), 1151 Shattuck\nAve., Berkeley; Bay Section, Classroom De¬\npartment, California Teachers Association.\nLeach, Helen M. (Teacher), 275 Park View\nTerrace, Oakland; Bay Section, Classroom De¬\npartment, California Teachers Association.\nLefevre, Ora L. (Teacher), 3962 Michigan Ave.\nLos Angeles; High School Teachers Associa¬\ntion.\n\n"}
{"page": 964, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nLichty, R. R. (Teacher), Box 673, Isleton; Sacra¬\nmento County Teachers Association.\nLyons, William J. (Teacher), 4422 Alabama St.,\nSan Diego; San Diego Teachers Association.\nMcAllaster, David J. (Teacher), 10504 Ayres\nAve., Los Angeles; Beverly Hills Teachers\nClub.\nMcGlothlin, Marjorie (Teacher), Muir Technical\nHigh School, Pasadena; Pasadena Teachers\nAssociation\nMacKenzie, Mabelle (Teacher), 1250 Sixth\nAve.,\ntion. San Diego; San Diego Teachers Associa¬\nMacLaurin, Clara F. (Teacher), 35 Alboni PI.,\nLong Beach; City Teachers Club of Long\nBeach.\nMaguire, S. Edna (Principal), 165 Elm Ave.\nMill Valley; California Teachers Association.\nMallory, Gertrude (Teacher), 1518 Ardendale\nAve., San Gabriel; Los Angeles High School\nTeachers Association.\nMayberry, Alice (Teacher), High School, Pacific\nGrove; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nMeagher, W. M. (Teacher), 55 El Toro, Morgan\nHill; Santa Clara County Teachers Associa¬\ntion.\nMeline, Eva (Teacher), 146 Eighteenth Ave.,\nSan Francisco; Bay Section, Classroom De¬\npartment, California Teachers Association.\nMeline, Virginia (Teacher), 146 Eighteenth Ave.,\nSan Francisco; Bay Section, Classroom De¬\npartment, California Teachers Association.\nMerchant, Frances C. (Student), Stanford Uni¬\nversity; Southern Section, Classroom Depart¬\nment, California Teachers Association.\nMerchant, Pauline (Teacher), Garden Grove;\nSouthern Section, Classroom Department,\nCalifornia Teachers Association.\nMerrill, Hattiebelle (Teacher), 2220 Chestnut\nAve., Long Beach; City Teachers Club of Long\nBeach.\nMitchell, Evelyn (Teacher), Alexander Hamilton\nJunior High School, Oakland; Alameda\nCounty Educational Association.\nMontgomery, Etta L. (Teacher), 833 South\nFlower St., Los Angeles; California Classroom\nTeachers Federation.\nMontgomery, Kenneth (Teacher), Glendale City\nTeachers Club, 1825 Colina Drive, Glendale;\nGlendale City Teachers Club.\nMontgomery, Loie (Teacher), Box 147, Calipatria;\nCalifornia Teachers Association.\nMorris, Mary Virginia (Teacher), 4160 Rosewood\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club.\nMullen, Mary (Principal), Fremont School,\nAlhambra; California Teachers Association.\nMurphy, Malcolm P. (Teacher), McClatchy High\nSchool, Freeport Blvd., Sacramento; Cali¬\nfornia Teachers Association.\nNeely, Charlotte (Supervisor), 727 College Circle,\nPomona; California Teachers Association.\nNewcomb, Adeline B. (Teacher), 1779 West\nTwenty-fifth St., Los Angeles; High School\nTeachers Association.\nNewman, Norma H. (Teacher), 507 West Fifth\nSt., Los Angeles; High School Teachers Asso¬\nciation.\nNourse, Joseph (Superintendent), Civic Audi¬\ntorium, San Francisco; San Francisco Class¬\nroom Teachers Association.\nOlson, Harold (Principal), Delano; California\nTeachers Association\nPatterson, Lucile N. (Teacher), 3734 Reklaw\nDrive, North Hollywood; Los Angeles Ele¬\nmentary Teachers Club.\nPeters, Forrest W. (Teacher), 667 Los Altos\nAve., Long Beach; City Teachers Club of Long\nBeach.\nPeters, Samuel E. (Teacher), 667 Los Altos\nAve., Long Beach; City Teachers Club of Long\nBeach.\nPeterson, Ada C. (Teacher), 229 N. Washington\nAve., Whittier; California Teachers Associa¬\ntion.\n\nAssociation\n\nPheley, Gordon E. (Teacher), 220 Alexander St.,\nSan Fernando; High School Teachers Asso¬\nciation.\nPowell, Emma R. (Teacher), 3816 Brighton, Oak¬\nland; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nRackem, Ruth (Teacher), 1152 East First St.,\nLong Beach; City Teachers Club of Long\nBeach.\nRaisner, Wilbur W. (Teacher), 419 Munich St.,\nSan Francisco; Bay Section, Classroom De¬\npartment, California Teachers Association.\nReddick, Helen F. (Teacher), 5522 Mullen Ave.,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club.\nReeves, Frances Mae (Teacher), Route 2, Box\n107, Brawley; Imperial County Teachers Asso¬\nciation.\nRobison, Eleanor (Teacher), Elizabeth Sherman\nSchool, Oakland; California Association for\nChildhood Education.\nSaiz, Clive M. (Teacher), Jefferson Union High\nSchool, Daly City; San Mateo County Teachers\nAssociation.\nScandrett, Hazel V. (Teacher), Emery High\nSchool, Emeryville; Alameda County Educa¬\ntional Association.\nSchmitz, Marguerite (Teacher), 3515 Sixtyfourth Avenue PL, Oakland; Alameda County\nEducational Association.\nSexson, John A. (Superintendent), Pasadena;\nCalifornia Teachers Association.\nSexton, J. M. (District Superintendent), 1120\nEast Main St., Ventura; Bay Section, Class¬\nroom Department, California Teachers Associ¬\nation.\nShaw, Albert M. (Teacher), Box 885, Arcade\nAnnex, Los Angeles; California Teachers Asso¬\nciation.\nShea, Mrs. Martha McC. (Teacher), 845 Brookwood Rd., Oakland; Oakland Teachers Asso¬\nciation.\nSherman, Mrs. Louise G. (Teacher), 678 Wala\nVista Ave., Oakland; Oakland Teachers Asso¬\nciation.\nShotwell, Caroline E. (Teacher), 831 Atlantic\nAve., Long Beach; City Teachers Club of\nLong Beach.\nSmallenburg, Harry (Teacher), 1920 Clark St.,\nBurbank; Southern Section, Classroom De¬\npartment, California Teachers Association.\nSmith, Elizabeth (Teacher), 737 Pine St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\nSmith, Helen E. (Teacher), Altadena Elementary\nSchool, Pasadena; Pasadena Teachers Asso¬\nciation.\nSmith, Ina V. (Teacher), 997 Minaret Ave.,\nTurlock; Stanislaus County Teachers Associa¬\ntion.\nSmith, John Allan (Editor), Los Angeles School\nJournal, 847 South Grand Ave., Los Angeles;\nCalifornia Teachers Association.\nSmith, Lazelle (Teacher), 8330 Allison Ave.,\nLa Mesa; San Diego County Teachers Asso¬\nciation.\nSmith, Marian Root (Teacher), 622 Nebraska\nAve., Long Beach; City Teachers Club of Long\nBeach.\nSoule, Elinor (Teacher), Pepper Drive, El Cajon;\nSan Diego Teachers Association.\nSwenson, Clarence R. (Principal), 3610 Amaryllis\nDrive, San Diego; California Teachers Associ¬\nation.\nTarr, Floyd L. (Supervisor), Oroville; California\nTeachers Association.\nThomas, Mrs. Daisie (Teacher), 854 Laurel St.,\nOakland; Oakland Teachers Association.\nThompson, Stewart (Teacher), 1401 Barrett Ave.,\nRichmond; Richmond Teachers Association.\nTrutner, Herman, Jr. (Teacher), 860 Leo Way,\nOakland; Oakland Teachers Association.\nVan de Goorberg, Wilhelmina (Teacher), 1606\nNorth Avenue Fifty-five, Los Angeles; Los\nAngeles Elementary Teachers Club.\n\n"}
{"page": 965, "printed_page": null, "text": "Associational\n\nRecords\n\nVorheis, C. R. (Principal), 2874 Florida St., Oak¬\nland; Oakland Teachers Association.\nWalsh, Mrs. Elizabeth C. (Teacher), State Col¬\nlege, San Jose; California Teachers Associa¬\ntion.\nWeyman, Vivian L. (Teacher), 1231 North\nMonroe St., Stockton; Stockton Elementary\nTeachers Association.\nWhinnery, Rose (Teacher), 3111 Eton St.,\nBerkeley; Berkeley Teachers Association.\nWhite, Mrs. Helen H. (Librarian), 1556 Broad¬\nway, Oakland; Bay Section, Classroom De¬\npartment, California Teachers Association.\nWhitehead, Frances E. (Teacher), Pacific Grove\nHigh School, Pacific Grove; California Teach¬\ners Association.\nWilkins, John (Teacher), 136 Twentieth St.,\nMerced; California Teachers Association.\nWinegardner, J. H. (Teacher), 5727 Amy Drive,\nOakland; Bay Section, Classroom Department,\nCalifornia Teachers Association.\nWinkler, Lucy Rice (Teacher), 927 South Ogden\nDrive, Los Angeles; High School Teachers\nAssociation.\nWorkman, Mrs. Myrtle R. (Teacher), 4320 Iowa\nSt., San Diego; San Diego Teachers Associa¬\ntion.\nYoung, Sarah L. (Principal), 2451 Seminary Ave.,\nOakland; California Elementary School Prin¬\ncipals Association.\nCOLORADO\nAsfahl, W. D. (Superintendent), Delta; Colorado\nEducation Association.\nBarkley, Grace E. (Teacher), 301 Maple St.,\nFort Morgan; Colorado Education Association.\nBradley, Allen E. (Superintendent), Littleton;\nColorado Education Association.\nBrannan, Eda S. (Teacher), 318 Birch St., Den¬\nver; Denver Classroom Teachers Association.\nBuchannan, James H. (Superintendent), Lamar;\nColorado Education Association.\nBush, Norris F. (Teacher), 1208 South Elizabeth\nSt., Denver; Colorado Education Association.\nByrne, Helen C. (Teacher), 726 South York,\nDenver; Department of Classroom Teachers,\nColorado Education Association.\nChristensen, Janet (Teacher), 1400 Gilpin St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nCroasdale, Dorothy (Teacher), 1574 York St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nDalbey, Hazel (Teacher), 1411 Twelfth Ave.,\nGreeley; Greeley Classroom Teachers Associa¬\ntion.\nDegitz, Dorothy (Teacher), Gunnison; Depart¬\nment of Classroom Teachers, Colorado Edu¬\ncation Association.\nFisher, Mrs. Zoe C. (Teacher), 216 East Evans,\nPueblo; Pueblo Classroom Teachers Associa¬\ntion.\nForce, Anna Laura (Principal), 2254 Lowell Blvd.,\nDenver; Colorado Education Association.\nGreer, Ethel L. (Teacher), 3434 Federal Blvd.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nHarrington, Mary L. (Teacher), 1251 Clarkson,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nHill, Lucille M. (Teacher), 515 South High St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nHolmes, Gordon A. (Teacher), 746 Corona St.,\nDenver; Colorado Education Association.\nHorn, Carrie Lee (Teacher), 602 Walnut St.,\nTrinidad; Trinidad Classroom Teachers Asso¬\nciation.\nKelly, E. T. (Teacher), 3009 High St., Pueblo;\nColorado Education Association.\nKenehan, Grace (Teacher), 5700 Montview\nBlvd., Denver; Denver Classroom Teachers\nAssociation.\n\nand\n\nInformation\n\n959\n\nKlein, Carolyn (Teacher), 712 Harrison St.,\nDenver; Department of Classroom Teachers,\nColorado Education Association.\nMcFadden, Doris (Teacher), 640 Dodge, Delta;\nDepartment of Classroom Teachers, Colorado\nEducation Association.\nNorton, Irene A. (Teacher), Jordan Apartments,\nPueblo; Educational Association of School\nDistrict No. 1.\nOlson, Arthur R. (Teacher), 1250 Kalamath St.,\nDenver; Denver Classroom Teachers Associa¬\ntion.\nPhilpott, Sarah A. (Teacher), 836 East Fourteenth\nAve., Denver; Denver Classroom Teachers\nAssociation.\nRehm, Mrs. Mabel B. (Teacher), 29 Ramona\nAve., Colorado Springs; Colorado Springs\nTeachers Association.\nReiva, James T. (Teacher), 614 Ogden, Denver;\nDenver Classroom Teachers Association.\nRhen, Edna A. (Teacher), 4033 East Seventeenth\nAve., Denver; Denver Classroom Teachers\nAssociation.\nRoe, Mrs. Myrtle A. (Principal), 116 Phelps,\nSterling; Sterling Federated Teachers’ Club.\nScott, Delia Dee (Teacher), Acacia Hotel, Colo¬\nrado Springs; Colorado Springs Teachers Asso¬\nciation.\nSmith, Henry B. (Teacher), 3434 East Seven¬\nteenth Ave., Denver; Denver Classroom\nTeachers Association.\nSmith, Mrs. Margaret Mendenhall (Principal),\n1560 Ogden St., Denver; Denver Teachers\nClub.\nStoddard, A. J. (Superintendent), Denver;\nColorado Education Association.\nStone, Gertrude (Teacher), 809 Euclid Ave.,\nPueblo; Pueblo Classroom Teachers Associa¬\ntion.\nWhitlow, C. M. (Superintendent), County High\nSchools, Cheyenne Wells; Colorado Education\nAssociation.\nWilson, James H. (Superintendent), Rocky Ford;\nColorado Education Association.\nWorley, Vivienne S. (Teacher), 1591 South\nFranklin, Denver; Denver Classroom Teachers\nAssociation.\nCONNECTICUT\nAherne, Mrs. Vina (Teacher), 149 Grafton St.,\nNew Haven; New Haven Teachers League.\nAshe, Margaret K. (Teacher), 43 Newberry St.,\nHartford; Hartford Teachers League.\nBeschel, Margaret E. (Teacher), 327 Edgewood\nAve., New Haven; Hamden Teachers League.\nCollins, Helen T. (N. E. A. State Director),\nPrincipal, 41 Fifth St., New Haven; Connecticut\nState Teachers Association.\nGoyette, Imelda (Teacher), 40 Kings College PL,\nStratford; Stratford Teachers Association.\nGray, Margaret O. (Teacher), 188 Four Mile Rd.,\nWest Hartford; Hartford Teachers League.\nHannum, Dorothy E. (Teacher), 209 Summer St.,\nBristol; Connecticut State Teachers Associa¬\ntion.\nJeffords, H. M. (Superintendent), Wallingford;\nConnecticut State Teachers Association.\nKelley, Mrs. Elizabeth (Teacher), Edwards\nSchool, New Haven; New Haven Teachers\nLeague.\nLewis, Mrs. Eleanor K. (Teacher), Eastford;\nConnecticut State Teachers Association.\nLord, Daisy (Ex Officio), Teacher, 1027 West\nMain St., Waterbury.\nMurray, George S. (Teacher), Commercial High\nSchool, New Haven; New Haven Teachers\nLeague.\nNutter, Carl N. (Teacher), 164 Knickerbocher\nAve., Stamford; Connecticut State Teachers\nAssociation.\nPorter, Alfred E. (Teacher), New Haven High\nSchool, New Haven; New Haven Teachers\nLeague.\nRobinson, Mrs. Olive (Teacher), Canterbury;\nConnecticut State Teachers Association.\n\n"}
{"page": 966, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nRoth, Friedrich G. (Teacher), 133 Palm St.,\nBridgeport; Bridgeport Teachers Association.\nSnow, Marjorie E. (Teacher), Stafford Springs;\nConnecticut State Teachers Association.\nDELAWARE\nBrown, Virginia M. (Teacher), 604 Hillcrest Ave.,\nHillcrest; Wilmington Teachers Association.\nFeagan, Archie A. (Teacher), Harrington; Dela¬\nware State Education Association.\nGreen, Ruth L. (Teacher), Bayard School, Clay¬\nton and Linden St., Wilmington; Wilmington\nTeachers Association.\nGroves, Norman A. (Teacher), 2918 Harrison St.,\nWilmington; Delaware State Education Asso¬\nciation.\nJackson, C. Louise (Teacher), 224 West Twentythird St., Wilmington; Delaware State Educa¬\ntion Association.\nMcTernan, Mrs. Rebecca W. (Teacher), Rehoboth; Delaware State Education Association.\nTurner, T. Russell (Teacher), 2913 Franklin St.,\nWilmington; Delaware State Education Asso¬\nciation.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nChambliss, Mrs. E. H. (Teacher), McKinley\nHigh School, Washington; High School Teach¬\ners Association.\nDenecke, Marie G. (Teacher), 714 Bonifant St.,\nSilver Spring, Md.; Education Association of\nthe District of Columbia.\nFletcher, John (Teacher), Paul Junior High\nSchool, Washington; Education Association of\nthe District of Columbia.\nGivens, Willard E. (Ex Officio), Washington.\nGrubbs, Mrs. Ethel Harris (Head, Department of\nMathematics), 751 Fairmont St., N. W., Wash¬\nington; Columbian Educational Association.\nHopkins, Margery (Teacher), Janney School,\nWashington; Education Association of the\nDistrict of Columbia.\nJudge, Florence T. (Teacher), Woodrow Wilson\nHigh School, Washington; Education Associa¬\ntion of the District of Columbia.\nMcGuire, Mrs. Ava (Teacher), Francis Scott Key\nSchool, Washington; Elementary Classroom\nTeachers Association of the District of Colum¬\nbia.\nMoore, Myrtle E. (Teacher), 706 Quackenbos\nSt., Washington; Junior High School Teachers\nAssociation.\nMoser, Karl J. (Teacher), Eliot Junior High\nSchool, Washington; Education Association of\nthe District of Columbia.\nO’Neil, Miss M. E. (Teacher), Fairbrother\nSchool, Washington; Education Association of\nthe District of Columbia.\nOwens, Mrs. Edna T. (Teacher), 1724 Second\nSt., N. W., Washington; Columbian Educa¬\ntional Association.\nWalker, Beatrice L. (Teacher), 504 T St.,\nN. W., Washington; Columbian Educational\nAssociation.\nWhite, Emilie Margaret (Teacher), Central High\nSchool, Washington; High School Teachers\nAssociation.\nWilkinson, Garnet C. (First Assistant Superin¬\ntendent), 406 You St., N. W., Washington;\nColumbian Educational Association.\nFLORIDA\nBailey, T. D. (Principal), DeFuniak Springs;\nFlorida Education Association.\nBennett, Catherine E. (Teacher), 1003 Southwest\nFifteenth Ave., Miami; Dade County Class¬\nroom Teachers Association.\nDavis, Mrs. Jane (Teacher), 1013 Horatio St.,\nTampa; Florida Education Association.\nDavis, Marion (Teacher), Tuttle Hotel, Miami;\nDade County Classroom Teachers Association.\nDawson, Irene (Teacher), South Bay; Florida\nEducation Association.\n\nAssociation\n\nEdmondson, Elizabeth (Teacher), 628 Southwest\nEighth St., Miami; Dade County Classroom\nTeachers Association.\nGilday, Abigail (Principal), 85 Northeast Fortysixth St., Miami; Dade County Classroom\nTeachers Association.\nGilday, Margaret (Teacher), 85 Northeast Fortysixth St., Miami; Dade County Classroom\nTeachers Association.\nGray, C. H. (Superintendent), Quincy; Florida\nEducation Association.\nHough, Lillian (Teacher), University of Florida,\nGainesville; Florida Education Association.\nHudgins, Louise Gwynn (Teacher), 2810 Morri¬\nson Ave., Tampa; Tampa Teachers Club.\nLangston, Mrs. Margaret (Teacher), Seminole\nSchool, Tampa; Florida Education Association.\nMatteson, J. Harold (Teacher), 3160 Southwest\nSecond Street, Miami; Dade County Class¬\nroom Teachers Association.\nRickards, James S. (N. E. A. State Director),\nExecutive Secretary, Florida Education Asso¬\nciation, Tallahassee; Florida Education Asso¬\nciation.\nWilder, Mrs. Margaret (Teacher), 2608 Second\nAve.,\nNorth, St. Petersburg; Florida Educa¬\ntion Association.\nGEORGIA\nAndrews, W. J. (Superintendent), Stevens\nCounty Schools, Toccoa; Georgia Education\nAssociation.\nAvery, Andrew (Ex Officio), County\ntendent, Bainbridge.\n\nSuperin¬\n\nCollins, M. D. (N. E. A. State Director), Superin¬\ntion.\ntendent, Atlanta; Georgia Education Associa¬\nJarrard, H. G. (State Supervisor), Gainesville;\nGeorgia Education Association.\nRamsey, R. L. (Secretary), Georgia Education\nAssociation,\nAtlanta; Georgia Education Asso¬\nciation.\nRhodes, Maude (Principal), 185 Westminster\nDrive, Atlanta; Georgia Education Association.\nSutton, Willis A. (Superintendent), Atlanta;\nGeorgia Education Association.\nIDAHO\nBrown, Bess (Principal), 207 South Hayes, Poca¬\ntello; Pocatello Educational Association.\nBurnham,\nLouise (Teacher), Salmon; Idaho Edu¬\ncation Association.\nCondie, John W. (State Superintendent), Boise;\nIdaho Education Association.\nHillman, John I. (Executive Secretary), Idaho\nEducation Association, Boise; Idaho Education\nAssociation.\nJohnson, Anna (Teacher), Hotel Idaho, Idaho\nFalls; Idaho Falls Education Association.\nNichols, John R. (Dean), Southern Branch,\nUniversity of Idaho, Pocatello; Idaho Educa¬\ntion Association.\nVincent, W. D. (N. E. A. State Director), Super¬\nintendent, Boise; Idaho Education Association.\nILLINOIS\nAbbe, Mary M. (Teacher), 6619 LaFayette Ave.,\nChicago; Chicago Teachers Federation.\nAmbrose, Curtis E. (Principal), 700 South Range\nSt., Oblong; Southeastern Division, Illinois\nEducation Association.\nAnderson, Luella (Teacher), 10437 South Bell\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nAnderson, Norman D. (Principal), 10437 South\nBell Ave., Chicago; Chicago Division, Illinois\nEducation Association.\nApt, Chris S. (County Superintendent), Oquawka;\ntion.\nWestern Division, Illinois Education Associa¬\nBarr, George (Superintendent),\nIsland County Teachers Club.\n\nSilvis; Rock\n\n"}
{"page": 967, "printed_page": null, "text": "Associationae\n\nRecords\n\nand\n\nInformation\n961\n\nBarrett, Ella V. (Teacher), 2535 Eastwood Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nBenjamin, Edith (Teacher), 6414 Wayne Ave.,\nChicago; Chicago Division, Illinois Education\n\nAssociation\n\nBlack, Martha (Teacher), 614 Second St.,\nWaukegan; Lake Shore Division, Illinois Edu¬\ncation Association.\nBlake, Ada H. (Teacher), 472 South Sigel,\nDecatur; Decatur Public School Teachers\nAssociation.\nBlakeway, H. N. (Principal), 8525 South Carpen¬\nter St., Chicago; Chicago Division, Illinois\nEducation Association.\nBothino, Louis F. (Superintendent), Braidwood;\nIllinois Education Association.\nBrett, Charlotte M. (Teacher), 4343 Grand Ave.,\nWestern Springs; Lake Shore Division, Illinois\nEducation Association.\nBrett, Will (Teacher), 522 East Park Blvd., Villa\nPark; DuPage Valley Division, Illinois Educa¬\ntion Association.\nBright, O. T., Jr. (Superintendent), 6049 Kimbark, Chicago; Illinois Education Association.\nBrown, Hattie C. (Assistant Principal), 7710\nEuclid Ave., Chicago; Chicago Association of\nAssistant Principals.\nCalhoun, George B. (Teacher), 2835 North\nSeventy-seventh Court, Elmwood Park; Lake\nShore Division, Illinois Education Association.\nCartwright, R. S. (Teacher), Elgin High School,\nElgin; Illinois Education Association.\nCassidy, E. N. (Superintendent), Brookfield;\nLake Shore Division, Illinois Education Asso¬\nciation.\nCavanagh, Ella T. (Teacher), 6035 Dorchester\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nClement, J. A. (Professor), 705 South Busey,\nUrbana; East Central Division, Illinois Educa¬\ntion Association.\nCox, Josie (Teacher), 20 North Mayfield Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nDarnell, J. D. (Principal), 420 West First St.,\nGeneseo; Blackhawk Division, Illinois Educa¬\ntion Association.\nDavis, Roy E. (Teacher), East High School,\nAurora; Northeastern Division, Illinois Educa¬\ntion Association.\nDecker, Mrs. Beryl (Teacher), 2511 Hastings\nAve., Evanston; Evanston Teachers Club.\nDenison, S. A. (Superintendent), Glen Ellyn;\nIllinois Education Association.\nDyer, H. L. (County Superintendent), Eureka;\nIllinois Education Association.\nEades, Roscoe (Principal), Box 436, Sterling;\nIllinois Education Association.\nEater, John W., Jr. (Teacher), 225 South Nine¬\nteenth St., Mt. Vernon; Illinois Education\nAssociation.\nEchols, O. S. (Principal), Lacon; Illinois Valley\nDivision, Illinois Education Association.\nEich, Dorothy (Teacher), 224 Pleasant St., Oak\nPark; Chicago Public School KindergartenPrimary Association.\nEnglish, Nan (Teacher), 5507 Haddon Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nEwing, P. L. (Superintendent), Highland; South¬\nwestern Division, Illinois Education Associa¬\ntion.\nFahy, Mildred (Principal), 1101 Pratt Blvd.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nFinnegan, Margaret (Teacher), 4829 Sipp St.,\nChicago; Chicago Teachers Federation.\nFisher, E. C. (Superintendent), Peoria; Peoria\nDivision, Illinois Education Association.\nFogelson, Ida (Teacher), 1755 East Fifty-fifth St.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nFosse, Frances (Assistant Principal), 1721 North\nChurch St., Rockford; Rockford Teachers\nClub.\n\nFrench, Floyd (County' Superintendent), Bureau\nCounty, Princeton; Illinois Valley Division,\nIllinois Education Association.\nFrye, E. K. (Professor), 103 Alice Ave., Peoria;\nPeoria Division, Illinois Education Association.\nGibbons, R. O. (Principal), 1706)^ Broadway,\nQuincy; Mississippi Valley Division, Illinois\nEducation Association.\nGilligan, Mrs. Lena Belle (Teacher), 5918 North\nKnox Ave., Chicago; Chicago Division, Illinois\nEducation Association.\nGirhard, H. R. (Principal), Greenfield Community\nHigh School, Greenfield; Southwestern Divi¬\nsion, Illinois Education Association.\nGlasow, F. F. (Supervisor), 1708 College Ave.,\nEast\nSt. Louis; East St. Louis Teachers Asso¬\nciation.\nGriffith, B. I. (Director, Public Relations), Illinois\nEducation Association, 100 East Edwards St.,\nSpringfield; Illinois Education Association.\nGrimm, Lester R. (Research Director), Illinois\nEducation Association, 100 East Edwards St.,\nSpringfield; Illinois Education Association.\nHammack, J. H. (County Superintendent),\nPinckney ville; Illinois Education Association.\nHammer, Nina Gertrude (Principal), 903 Broad¬\nway, Pekin; Pekin Teachers Club.\nHansen, Herbert C. (Principal), 6631 Bosworth\nAve., Chicago; Chicago Principals Club.\nHoadley, Grace (Teacher), 112 South West St.,\nCambridge; Blackhawk Division, Illinois\nEducation Association.\nHolmgren, C. W. (Teacher), 1721 Seventeenth\nSt., Moline; Illinois Education Association.\nHowland, Mary (Teacher), 83 East 155th St.,\nHarvey; Chicago Division, Illinois Education\nAssociation.\nHuber, Edward (Principal), 1450 Norwood Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nHultgren, R. H. (Principal), New Windsor;\nBlackhawk Division, Illinois Education Asso¬\nciation.\nJeter, Jessie (Teacher), 3424 Grand Blvd., Brook¬\nfield; Chicago Division, Illinois Education\nAssociation.\nJohnson, Homer (County Superintendent), Pitts¬\nfield; Illinois Education Association.\nJohnson, Jennie C. (Teacher), 4215 Monroe St.,\nChicago; Chicago Teachers Federation.\nJohnson, Venette (Teacher), 531 Sixteenth Ave.,\nMoline; Rock Island County Teachers Club.\nKeenan, Mrs. Ann M. (Teacher), 2465 East\nSeventy-fourth PI., Chicago; Chicago Division,\nIllinois Education Association.\nKeenan, Robert C. (Principal), 2465 East\nSeventy-fourth PI., Chicago; Illinois Education\nAssociation.\nKenney, Mary (Teacher), 5839 Midway Park,\nChicago; Chicago Division, Illinois Education\nAssociation.\nKent, Harold (Teacher), 228 North La Salle St.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nKinsey, Ruth (Teacher), 610 Thirty-ninth St.,\nRock Island; Blackhawk Division, Illinois\nEducation Association.\nKiser, Laura M. (Teacher), 409 South New St.,\nSpringfield ; Springfield Association of Elemen¬\ntary Classroom Teachers.\nKloos, George (Assistant Principal), Freeport\nSenior High School, Freeport; Northwestern\nDivision, Illinois Education Association.\nLagron, Gabrielle (Teacher), 338 Callender Ave.,\nPeoria; Peoria Teachers Association.\nLarkin, Mrs. Sara (Teacher), 6603 Greenview\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nLewis, Lillian (Teacher), 1325 Wilson Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nLynch, Susanne (Teacher), 2515}^ North Clark\nSt., Chicago; Chicago Division, Illinois Educa¬\ntion Association.\n\n"}
{"page": 968, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nAssociation\n\nMcCannon, Roland (Superintendent), Algonquin;\nNortheastern Division, Illinois Education Asso¬\nciation.\nMacCarthy, Elinore (Teacher), 111 East Pearson\nSt., Chicago; Chicago Division, Illinois Educa¬\ntion Association.\nMcDonald, Maud\n(Teacher), 343 Menard,\nChicago; Chicago Division, Illinois Education\nAssociation.\nMcKee, Lucille (Teacher), Toulon; Illinois Edu¬\ncation Association.\nMcQuade, Mary B. (County Superintendent),\n690 Methodist St., Carlyle; Southwestern\nDivision, Illinois Education Association.\nMalan, W. R. (Superintendent), Harrisburg;\nSouthern Division, Illinois Education Asso¬\nciation.\n\nPuffer, Noble J. (County Superintendent), 160\nNorth LaSalle St., Room 939, Chicago; Lake\nShore Division, Illinois Education Association.\nReed, Ethel May (Teacher), 906 Belden Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nReynick, Margaret (Teacher), 18 South Menard,\nChicago; Chicago Division, Illinois Education\nAssociation.\nRichison, W. E. (County Superintendent) ,\nWatseka; Illinois Education Association.\nRoach, Mary Margaret (Principal), Roach School,\nDecatur; South Central Division, Illinois\nEducation Association.\nRobb, Ralph (Principal), 313 South Elm St.,\nClinton; Central Division, Illinois Education\nAssociation.\n\nMann, J. A. (Superintendent), Shelbyville; East¬\nern Division, Illinois Education Association.\nMathews, Winifred (Teacher), 1325 Wilson Ave.,\nChicago; Chicago Teachers Federation.\nMeyer, Frank (Teacher), 430 Dickens Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nMiller, P. H. (Superintendent), Plano; North¬\neastern Division, Illinois Education Associa¬\ntion.\n\nRyan, Mattie (Teacher), 1630 North Shore Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nSchertz, Ray J. (Principal), Metamora; Peoria\nDivision, Illinois Education Association.\nScully, Susan (Teacher), 6410 Woodlawn,\nChicago; Illinois Education Association.\nShafer, B. F. (Superintendent), Freeport; Illinois\nEducation Association.\nShort, Harry C. (Teacher), 8 North Sleight St.,\nNaperville; DuPage Valley Division, Illinois\nEducation Association.\nSlade, Katherine (Teacher), 527 College Ave.,\nRockford; Northwestern Division, Illinois\nEducation Association.\nSmallwood, Paul (Teacher), 1383 West Sunset,\nDecatur; Decatur Public School Teachers\nAssociation.\nStemm, Josephine (Teacher), 309 South Bourland, Peoria; Peoria Teachers Association.\nStephens, J. B. (Teacher), Thornton Township\nHigh School, Harvey; Lake Shore Division,\nIllinois Education Association.\nStoops, R. O. (Superintendent), Jacksonville;\nIllinois Education Association.\nStutzman, G. C. (Superintendent), Hanover; Illi¬\nnois Education Association.\nSullivan, S. B. (Principal), West Frankfort; Illi¬\nnois Education Association.\nSylla, Ben A. (Superintendent), Chicago Heights;\nIllinois Education Association.\nTaggart, C. C. (Assistant Superintendent),\nProviso Township High School, Maywood;\nLake Shore Division, Illinois Education Asso¬\nciation.\nTansey, Eugenia (Teacher), 3219 State St., East\nSt. Louis; East St. Louis Grade Teachers\nFellowship Society.\nThalman, John W. (N. E. A. State Director),\nSuperintendent, Township Secondary Schools,\nWaukegan; Lake Shore Division, Illinois\nEducation Association.\nTillinghast, Beatrice (Teacher), 5307 Hyde Park\nBlvd., Chicago; Chicago Division, Illinois\nEducation Association.\n\nMitchell, Ethelyn L. (Teacher), 5535 Kenmore\nAve., Chicago; Chicago Public School Kinder¬\ngarten-Primary Association.\nMoore, Robert C. (Executive Secretary), Illinois\nEducation Association, Springfield; Illinois\nEducation Association.\nMoynihan, Laura (Teacher), 626 South Kenil¬\nworth Ave., Oak Park; Chicago Division, Illi¬\nnois Education Association.\nMurphy, Joseph (Principal), 121 Rebecca PI.,\nPeoria; Peoria Teachers Association.\nNagel, Mrs. Violet (Teacher), 1145 Farwell Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nNaset, Alma H. (Teacher), 1000 Maine St.,\nEvanston; Lake Shore Division, Illinois Edu¬\ncation Association.\nNichelson, Arthur M. (Principal), 7740 Ingleside\nAve., Chicago; Chicago Principals Club.\nNickell, V. L. (Superintendent), Champaign;\nIllinois Education Association.\nObye, Katharine H. (Teacher), 619 Lafayette\nAve., Rockford; Rockford Teachers Club.\nOndesco, Anna L. (County Superintendent),\nMorris; Illinois Education Association.\nO’Neill, Jeanette (Teacher), 4645 Greenwood\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nO’Rourke, Catherine (Teacher), 3057 West\nJackson Blvd., Chicago; Chicago Division, Illi¬\nnois Education Association.\nPage, William J. (Principal), 5350 North St. Louis\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nPandolfi, Dominic (Teacher), 5732 Blackstone\nAve., Chicago; Chicago Heights Teachers\nCouncil.\nParkinson, Ethel M. (Teacher), 835 West Forest,\nDecatur; Decatur Public School Teachers\nAssociation.\nPearson, Irving F. (County Superintendent),\nRockford; Illinois Education Association.\nPerrin, Yvonne (Teacher), 533 Highland Ave.,\nOak Park; Chicago Division, Illinois Educa¬\ntion Association.\nPeterson, Geraldine (Teacher), 1449 Foster Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nPetty, W. C. (County Superintendent), Wauke¬\ngan; Lake Shore Division, Illinois Education\nAssociation.\nPittenger, Willis E. (Principal), 505 South Frank¬\nlin St., Polo; Rock River Division, Illinois\nEducation Association.\nPorter, May (County Superintendent), Clinton;\nIllinois Education Association.\nPreble, F. Blanche (Teacher), 10855 Vernon Ave.,\nChicago; Chicago Teachers Federation.\n\nTucker, E. B. (County Superintendent), Effing¬\nham; Illinois Education Association.\nTurley, Katherine (Teacher), New Boston;\nBlackhawk Division, Illinois Education Asso¬\nciation.\nTwohig, Eva I. (Teacher), 970 West Cuyler Ave.,\nChicago; Chicago Teachers Federation.\nVan Antwerp, Fidelia A. (Teacher), 109 Second\nAve., Joliet; Joliet Township High School\nTeachers Association.\nVaughn, Mary (Teacher), 4050 Monroe St.\nChicago; Chicago Division, Illinois Education\nAssociation.\nVoas, William (Teacher), 544 Chestnut St.,\nWinnetka; Lake Shore Division, Illinois Edu¬\ncation Association.\nWatne, T. A. (Superintendent), Shabbona; Rock\nRiver Division, Illinois Education Association.\nWilliams, Esther (Teacher), 102 South Liberty\nSt., Elgin; Elgin Council of Education.\nWilson, Irvin A. (Principal), 437 South Stone\nAve., La Grange; Chicago Division, Illinois\nEducation Association.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational\n\nRecords\n\nWilt, Margaret L. (Teacher), 5857 Winthrop\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nWinship, Harriet (Teacher), 6633 Lafayette Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nZahnow, W. J. (Superintendent), 427 South\nChurch St., Waterloo; Southwestern Division,\nIllinois Education Association.\nINDIANA\nAldred, Meredith C. (Teacher), 1354 Horne Ave.,\nFort Wayne; Fort Wayne Teachers Associa¬\ntion.\nBishop, Maude (Teacher), 1707 South Ninth,\nTerre Haute; Terre Haute Teachers Federa¬\ntion.\nBlanchard, H. H. (Teacher), 319 North Taylor\nSt., South Bend; South Bend Teachers Federa¬\ntion.\nBoggs, Rose E. (Teacher), 2009 South “E” St.,\nRichmond; Indiana State Teachers Association.\nBorn, Glen (Teacher), 715 North Weinbach,\nEvansville; Federation of Evansville Public\nSchool Teachers.\nBroman, Roy A. (Teacher), 1311 East Third St.,\nMishawaka; Northern Indiana Teachers Fed¬\neration.\nBuck, L. T. (Teacher), 719 Lombard Ave.,\nEvansville; Federation of Evansville Public\nSchool Teachers.\nBurnett, Howard R. (Teacher), 815 Hart St.,\nVincennes; Vincennes Teachers Federation.\nCallis, C. D. (Principal), High School, Greentown; Indiana State Teachers Association.\nCassady, Minnie (Teacher), 3510 North Meridian\nSt., Indianapolis; Indianapolis Grade Teachers\nAssociation.\nChance, Mildred (Teacher), 703 East Drive,\nWoodruff Place, Indianapolis; Indianapolis\nGrade Teachers Association.\nChipman, Helen (Teacher), 2060 North Dela¬\nware, Indianapolis; Indianapolis Grade Teach¬\ners Association.\nColeman, C. T. (Teacher), Hammond\nHigh\nSchool, Hammond; Hammond Teachers Asso¬\nciation.\nCondon, Bernice (Teacher), Dunkirk; Indiana\nState Teachers Association.\nDeLong, James W. (Teacher), 1104 East Black¬\nford Ave., Evansville; Federation of Evansville\nPublic School Teachers.\nDerek, Charlotte (Teacher), 1655 North Alabama\nSt., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nDigel, Blanche (Teacher), 1011 South Anderson,\nElwood; Indiana State Teachers Association.\nDuShane, Donald (Superintendent), Columbus;\nNorthern Indiana Teachers Federation.\nFinkbiner, Mildred (Teacher), 2525 Brookside,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nFrazier, Jesse (Principal), Kennard; Indiana\nState Teachers Association.\nGossett, W. Harold (Principal), 630 East Fiftyfirst St., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nGould, E. S. (Teacher), 3306 Indiana Ave., Fort\nWayne; Fort Wayne Teachers Association.\nHagedorn, Lois (Teacher), 725 North Penn St.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nHargrave, E. B. (Assistant Principal), 339 Lesley,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nHartley, Paul A. (Teacher), 1003 West Wash¬\nington St., Muncie; Muncie Teachers Federa¬\ntion.\nHawbaker, M. O. (Teacher), R. R. #6, South\nBend; South Bend Teachers Federation.\nHenderson, C. F. (Superintendent), Bloomfield;\nIndiana State Teachers Association.\nHofer, Kathryn (Teacher), 627 Sycamore St.,\nColumbus; Columbus Federation of Public\nSchool Teachers.\n\nand\n\nInformation\n\n963\n\nHorne, Leunice H. (Teacher), 1637 Central\nAve., Indianapolis; Indianapolis Grade Teach¬\ners Association.\nHougham, Robert B. (Secretary), Retirement\nFund, 334 State House, Indianapolis; Indiana\nState Teachers Association.\nJardine, Alexander (Director, Visual Education),\n701 East Chandler, Evansville; Federation of\nEvansville Public School Teachers.\nJohnson, Pauline (Teacher), 4244 North Capitol,\nIndianapolis ; Federation of Indianapolis Public\nSchool Teachers.\nJohnson, Wanda (Teacher), 4244 North Capitol,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nJohnson, W. B. (Principal), 1261 King Ave.,\nIndianapolis; Federation of Indianapolis Pub¬\nlic School Teachers.\nJulian, Roy B. (Superintendent), Valparaiso;\nIndiana State Teachers Association.\nKidwell, Gladys (Teacher), 1816 W. Jackson St.,\nMuncie; Muncie Teachers Federation.\nKinnaird, Virginia (Teacher), 2410 South Harri¬\nson,\nFort Wayne; Fort Wayne Teachers Asso¬\nciation.\nKirkpatrick, E. O. (Principal), Crawfordsville;\nIndiana State Teachers Association.\nKitson, Mary Alice (Teacher), 733 Cottage Grove,\nSouth Bend; South Bend Teachers Federation.\nMcClurg, R. R. (Teacher), 3961 Guilford, In¬\ndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nMaehling, Hilda (Teacher), 1357 Third Avenue,\nTerre Haute; Bloomington Public School\nTeachers Association.\nMaehling, J. J. (Principal), Junior High School,\nTerre Haute; Terre Haute Teachers Federa¬\ntion.\nMarshall, Lois (Teacher), Morning Side Hotel,\nSouth Bend; South Bend Teachers Federation.\nNelson, Bertha F. (Teacher), 719 Union St.,\nFort Wayne; Indiana School Women’s Club.\nNewhouse, Florence M. (Teacher), 4515 East\nWashington, Indianapolis; Federation of Indi¬\nanapolis Public School Teachers.\nNichols, Sallie (Teacher), 503 West Walnut,\nKokomo; Kokomo Teachers Association.\nNicholson, Guy (Teacher), 1010 East Chandler,\nEvansville; Federation of Evansville Public\nSchool Teachers.\nPhillips, L. V. (Principal), 221 North Sixth St.,\nVincennes; Indiana State Teachers Associa¬\ntion.\nPressler, M. Sherman (Teacher), 205 North\nSeminole, Fort Wayne; Fort Wayne Teachers\nAssociation.\nPusey, Catherine (Teacher), 921 North Anthony\nBlvd., Fort Wayne; Indiana State Teachers\nAssociation.\nRankin, Mrs. Vivian S. (Principal), 2551 North\nDelaware, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nRentschler, Mrs. Cora (Teacher), 5158 North\nIllinois, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nSharp, Guy G. (Principal), Francesville; Indiana\nState Teachers Association.\nSmith, Aurelia LaVergne (Teacher), 249 South\nTemple, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nSmith, H. L. (Dean), School of Education,\nIndiana University, Bloomington; Indiana\nState Teachers Association.\nSnapp, C. Ross (Principal), 1814 Oliver St.,\nWhiting; First District of Indiana Teachers\nAssociation\nStafford,\nLawrence\nT. (Principal), 245 West\nMaple Rd., Indianapolis; Federation of Indi¬\nanapolis Public School Teachers.\nSwarens, C. J. (Superintendent), Milltown;\nIndiana State Teachers Association.\nThornton, Ernest E. (Teacher), 170 Simpson\nSt., Elkhart; Elkhhrt Teachers Association.\nTroyer, Russell R. (Teacher), East Coolspring\nAve., Michigan City; Michigan City Teachers\nFederation.\n\n"}
{"page": 970, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nWeeks, Ora E. (Teacher), 1304 South Fourth\nSt., Terre Haute; Terre Haute Teachers\nFederation.\nWeiland, Ann (Teacher), Crow Point; Indiana\nState Teachers Association.\nWright, Wendell W. (Professor), University of\nIndiana, Bloomington; Indiana State Teachers\nAssociation\nWilliams, Charles O. (N.E.A. State Director),\nSecretary, Indiana State Teachers Association,\n203 Hotel Lincoln, Indianapolis; Indiana State\nTeachers Association.\nWyatt, Robert H. (Teacher), 233 East Jefferson,\nFort\ntion. Wayne; Fort Wayne Teachers Associa¬\nIOWA\nBair, Lois (Teacher), 1200 North Second St.,\nClinton; Clinton Teachers Association.\nBingaman, Grace (Teacher), 1519 Jackson, Sioux\nCity; Sioux City Teachers Club.\nBrakke, Louise (Teacher), 521 Ninth St., Sioux\nCity; Sioux City Teachers Club.\nCram, Fred (N.E.A. State Director), Iowa State\nTeachers College, Cedar Falls; Iowa State\nTeachers Association.\nCranny, T. T. (Principal), Grinnell; Iowa State\nTeachers Association.\nDeamer, Arthur (Superintendent), Cedar Rapids;\nIowa State Teachers Association.\nElwood, Lois (Teacher), 2416 Twenty-fourth St.,\nDes Moines; Des Moines Teachers Federation.\nFreund, Mrs. Carrie (Teacher), 3032 Fair Ave.,\nDavenport; Scott County Teachers Associa¬\ntion.\nHanigan, Jennette (Principal), 615 Benton St.,\nCouncil Bluffs; Iowa State Teachers Associ¬\nation.\nHawk, R. A. (Superintendent), Grinnell; Iowa\nState Teachers Association.\nJordan, Mary S. (Teacher), Sydney Apartments,\nSioux City; Sioux City Teachers Club.\nKintzinger, Helen J. (Teacher), 563 West\nEleventh St., Dubuque; Dubuque Teachers\nAssociation\nMcBride, Sara E. (Teacher), 2018 York St.,\nDes Moines; Des Moines Teachers Federa¬\ntion.\nMcDowell, C. L. (Superintendent), Eagle Grove;\nIowa State Teachers Association.\nMcFarland, W. H. (Superintendent), Mount Ayr;\nIowa State Teachers Association.\nMorse, Nelle (Teacher), Kirchbaum Apartments,\nSioux City; Sioux City Teachers Club.\nOberg, Erma (Teacher), 1746 First Ave., Cedar\nRapids; Cedar Rapids Classroom Teachers\nAssociation.\nPeters, Maud L. (Principal), 420 North Fourth\nSt., Burlington; Burlington Teachers Associa¬\ntion.\nPierce, Wendel (Teacher), 620 West Eleventh\nSt., Waterloo; West Waterloo Teachers Asso¬\nciation.\nPotter, George L. (Teacher), 1410 East High St.,\nDavenport; Scott County Teachers Associ¬\nation.\nPye, Charles T. (Secretary), Iowa State Teachers\nAssociation, Des Moines; Iowa State Teachers\nAssociation.\nSkovlin, Mrs. Blanche Dean (Principal), 16K\nSouth Adams Ave., Mason City; Mason City\nGrade Teachers Association.\nSmith, K. C. (Superintendent), West Liberty;\nIowa State Teachers Association.\nStone, Myrtle M. (Assistant Professor), 1113\nWest Twenty-third St., Cedar Falls; Iowa\nState Teachers College Faculty.\nThom, Rosalie (Teacher), Ashton; Iowa State\nTeachers Association.\nThompson, Helen May (Teacher), 124 West\nThirteenth St., Davenport; Scott County\nTeachers Association.\nWestby, George (Superintendent), Greenfield;\nIowa State Teachers Association.\n\nAssociation\n\nKANSAS\nCurl, H. G. (Teacher), 310 South Western,\nChanute; Chanute Teachers Association.\nEspenlaub,\nDorothy (Teacher), Library Building,\nr ciation.\nKansas City; Kansas State Teachers AssoGoff, Regina M. (Teacher), 1200 Washington\nBlvd., Kansas City; Dubois Teachers Club.\nGruver, May Belle (Teacher), Augusta; Kansas\nState Teachers Association.\nHunter, Mrs. Lottchen (Teacher), 1706 North\nMarket, Wichita; Wichita City Teachers Asso¬\nciation.\nJacobs, Esther (Teacher), 1118 Haskell Ave.,\nKansas\nCity; Kansas City Grade Teachers\nClub.\nLamb, Clara S. (Principal), Stanley School,\nKansas City; Elementary Principals Club.\nLewallen, Ethel (Teacher), 2919 Garfield Ave.,\nKansas City; Kansas City Grade Teachers\nClub.\nLoomis, Robert H. (Teacher), 1322 Medford,\nTopeka; Topeka Classroom Teachers Club.\nMcCoy, Frank A. (Teacher), 1127 MacVicar\nAve., Topeka; Topeka Teachers Association.\nMarkham, W.\nT. (State Superintendent),\nTopeka; Kansas State Teachers Association.\nMartin, Minnie (Principal), 1118 Haskell, Kansas\nCity; Kansas State Teachers Association.\nMiller, Elizabeth (Principal), Library Building,\nKansas City; Kansas State Teachers Associa¬\ntion.\nPierce, Gladys (Teacher), Grund Hotel, Kansas\nCity; Kansas State Teachers Association.\nRaida, Wanneta (Teacher), 546 North Roosevelt,\nWichita; Wichita City Teachers Association.\nSappington, Virginia (Teacher), Chetopa; Kansas\nState Teachers Association.\nSchlagle, F. L. (N.E.A. State Director), Super¬\nintendent, Kansas City; Kansas State Teachers\nAssociation.\nSmith, Jessica (Teacher), 307 North Green,\nWichita; Wichita City Teachers Association.\nTomlinson, Bernice (Teacher'), 627 North Bluff,\nWichita; Wichita City Tesch^rs Association.\nUngar, Esther (Teacher), 1044 Rowland Ave.,\nKansas City ; Kansas City Grade Teachers Club.\nWelch, Elizabeth (Teacher), 1616 University,\nWichita; Wichita City Teachers Association.\nWine, E. C. (Principal), 1147 Perry, Wichita;\nWichita City Teachers Association.\nWright, C. O. (Assistant Secretary), Kansas\nState Teachers Association, Topeka; Kansas\nState Teachers Association.\nKENTUCKY\nBertram, Anna L. (Superintendent), Lewis\nCounty Schools, Vanceburg; Kentucky Edu¬\ncation Association.\nClark, William E. (Teacher), 1416 South Third,\nLouisville; Louisville Classroom Teachers As¬\nsociation.\nFaulkner, Hattie M. (Principal), 2765 Carter\nAve., Ashland; Kentucky Education Associa¬\ntion.\nFouse, W. H. (Principal), North Upper St., Lex¬\nington; Lexington Association for Teachers in\nColored Schools.\nJaggers, R. E. (Director of Teacher Training),\nState Department of Education, Frankfort;\nKentucky Education Association.\nJones, W. C. (Director of Summer Session),\nEastern State Teachers College, Richmond;\nKentucky Education Association.\nMeade, Mrs. Nellie Marie (Teacher), 331 Twentyeighth St., Ashland; Kentucky Education Asso¬\nciation.\nMullins, Corrine (Teacher), Falmouth; Pendle¬\nton County Teachers Association.\nOliver, T. W. (City Superintendent), Pikeville;\nKentucky Education Association.\nSnapp, C. V. (City Superintendent), Jenkins;\nKentucky Education Association.\n\n"}
{"page": 971, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nand\n\n965\n\nInformation\n\nTempel, H. B. (Principal), Henry Clay High\nSchool, Shelbyville; Kentucky Education Asso¬\nciation.\n\nSmith, Lvndall (Principal), Junior High School,\nSkowhegan;\nSomerset County Teachers Asso¬\nciation.\n\nLOUISIANA\n\nTurner, Fred (Teacher), Cony High School,\nAugusta; Kennebec County Teachers Associa¬\ntion.\n\nEmmons, S. R. ('Principal), Minden High School,\nMinden; Louisiana Teachers Association.\nFerguson, L. W.\n(Principal), Haynesville;\nLouisiana Teachers Association.\nGardberg, Naomi (Teacher), 2617 Peniston, New\nOrleans; New Orleans Public School Teachers\nAssociation.\nGriffith, P. H. (Director), General Extension\nDivision, Louisiana State University, Univer¬\nsity; Louisiana Vocational Association.\nHanchey, K. R. (Superintendent), Beauregard\nParish, De Ridder; Louisiana Teachers Asso¬\nciation.\nHanley, Agnes (Principal), 8015 Plum St., New\nOrleans; New Orleans Principals Association.\nKeelen, Mrs. F. A. (Teacher), Zwolle High\nSchool, Zwolle; Louisiana Teachers Associa¬\ntion.\nLively, Mrs. Emery C. (Teacher), 2900 Prytania\nSt., New Orleans; New Orleans High School\nTeachers Association.\nPoche, J. N. (N.E.A. State Director), Teacher,\nSamuel J. Peters High School, New Orleans;\nLouisiana Teachers Association.\nPugh, T. B. (Principal), Independence; Louisiana\nTeachers Association.\nRusheon, L. B. (Principal), Greenwood; Louisi¬\nana Teachers Association.\nWright, H. W. (Superintendent), Catahoula\nParish Schools, Jonesville; Louisiana Teachers\nAssociation.\n\nTurner, Perley S. (Principal), 164 Davis Ave.,\nAuburn; Maine Teachers Association.\nWoodman, Orlando C. (Principal), 145 Dresden\nSt., Gardiner; Maine Teachers Association.\nWright, Maynard (Superintendent), Alfred; York\nCounty Teachers Association.\nMARYLAND\nBeachley, Catherine (Dean of Girls), Hagers¬\ntown High School, Hagerstown; Maryland\nState Teachers Association.\nBlansky, Lulu (Principal), 407 Valley St., Cum¬\nberland; Maryland State Teachers Associa¬\ntion.\nBrady, Angella (Teacher), Frostburg; Maryland\nState Teachers Association.\nBready, Mrs. Helen P. (Principal), Leland Junior\nHigh School, Chevy Chase; Montgomery\nCounty Teachers Association.\nCompton, Carolyn V. (Principal), 106 East “A”\nSt., Brunswick; Maryland State Teachers\nAssociation.\nNorth, Mrs. Frances D.\nHigh School, Baltimore;\nTeachers Association.\n\n(Teacher), Western\nEastern Commercial\n\nPruitt, Eugene (N. E. A. State Director), County\nSuperintendent, Frederick; Maryland State\nTeachers Association.\nZentmyer, John D. (Principal), High School,\nHagerstown;\nMaryland State Teachers Asso¬\nciation.\n\nMAINE\n\nMASSACHUSETTS\n\nAdams, Franklin P. (Teacher), 3 Court St.,\nBelfast; Waldo County Teachers Association.\nAdditon, Loring R. (Principal), Ellsworth;\nMaine Teachers Association.\nAikens, Frederick H. (Superintendent), Wind¬\nham; Cumberland County Teachers Associa¬\ntion.\n\nBenson, Mrs. Elma (Teacher), 116 Dickerman\nRd., Newton Highlands; Newton Teachers\nFederation.\n\nBessey, Elwood G. (Principal), 11 Shepley St.,\nPortland; Cumberland County Teachers Asso¬\nciation.\nBither, Roy (Teacher), Elm St., Houlton; Aroos, took County Teachers Association.\nBlake, Harry A. (Principal), 228 Main St.,\nDexter; Penobscot County Teachers Associa¬\ntion.\nChase, Bertha W. (Teacher), 538 Brighton Ave.,\nPortland; Portland Teachers Association.\nCumming, George J. (Superintendent), Lincoln\nSt., Rockland; Knox County Teachers Associa¬\ntion.\nDole, Florence M. (Teacher), 48 Fessenden St.,\nPortland; Portland Teachers Association.\nHarthom, Drew T. (Teacher), State Normal\nSchool, Machias; Maine Teachers Association.\nHayes, Roy M. (Principal), 21 High, Houlton;\nMaine Teachers Association.\nJellerson, Howard (Teacher), Presque Isle;\nAroostook County Teachers Association.\nMcCausland, Ina M. (Teacher), 71 Read, Port¬\nland; Cumberland County Teachers Associa¬\ntion.\nMclntire, Paul ('Principal), 190 Coyle, Portland;\nCumberland County Teachers Association.\nMcKenney, Marjorie E. (Teacher), 177 Mussey,\nSouth Portland; Cumberland County Teachers\nAssociation.\nMitchell, Byron L. (Teacher), 31 Berkeley St.,\nPortland; Portland Teachers Association.\nMurphy, Julia L. (Teacher), 11 Knox Street,\nRumford; Maine Teachers Association.\nPierce, Florence (Teacher), Brewer High School,\nBrewer; Maine Teachers Association.\nRoss, Mary E. (Teacher), 419 Cumberland Ave.,\nPortland; Portland Teachers Association.\nShibles, Perry F. (Superintendent), DoverFoxcroft; Maine Teachers Association.\n\nBoyden, George H. (Principal), Church St., Boylston; Worcester County Teachers Association.\nBryant, Mary L. (Teacher), 41 Mason St., Somer¬\nville; Massachusetts Teachers Federation.\nBurkhard, Russell V. (Principal), 1376 Walnut\nSt., Newton; Massachusetts Teachers Federa¬\ntion.\nChase, Sara E. (Principal), Washington School,\nSpringfield; Massachusetts Elementary Prin¬\ncipals Association.\nColeman, Ethel R. (Teacher), 407 Springfield St.,\nChicopee; Massachusetts Teachers Federa¬\ntion.\nDoonan, Caroline (Teacher), 135 Weston Rd.,\nWellesley; Newton Teachers Federation.\nGould, Alice A. (Teacher), 21 Tufts St., Malden;\nMalden Teachers Association.\nHempel, E. C. (Superintendent), 59 Winter St.,\nOrange; Franklin County Teachers Associa¬\ntion.\nHickey, Mary A. (Head, Bookkeeping and Arith¬\nmetic Departments), 55 Kenmere Rd., Med¬\nford; Somerville Teachers Club.\nHolt, Frank E. (Superintendent), 911 Washington\nSt., Whitman; Plymouth County Teachers\nAssociation.\nHoughton, Mrs. Fernell B. (Teacher), 284 Grove\nSt., Melrose; Middlesex County Teachers\nAssociation.\nLewis, Celina H. (Teacher), 90 Harvard Ave.,\nBrookline; Brookline Teachers Club.\nMacArthur, Chase (Superintendent), Foxboro;\nNorfolk County Teachers Association.\nMcIntosh, Everett J. (Teacher), 62 Front St.,\nWeymouth; Massachusetts Teachers Federa¬\ntion.\nMatheson, Mrs. Abbie J. (Teacher), 24 Pine Rd.,\nSharon; Norfolk County Teachers Association.\nMasterson, Anna J. (Teacher), 14 Oakland St.,\nLowell; Massachusetts Teachers Federation.\nNixon, Hugh (Secretary), Massachusetts Teach¬\ners Federation, Bostonj’Massachusetts Teach¬\ners Federation.\n\n"}
{"page": 972, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nO’Connell, Anna A. (Teacher), 17 Bigelow St.,\nCambridge; Cambridge Teachers Club.\nO’Connor, Deborah F. (Teacher), 3 Wayne Ter¬\nrace,\nciation.Worcester; Worcester Teachers Asso¬\nO’Connor, Eillen (Teacher), Governor Bradstreet\nSchool, Revere; Middlesex County Teachers\nAssociation.\nO’Connor, Mary Elizabeth (Supervisor), Elemen¬\ntary Schools, Arlington; Middlesex County\nTeachers Association.\nO’Neill, Elizabeth I. (Head, Modern Languages),\nBrighton High School, Boston; Boston Teach¬\ners Club.\nShipman, Wayne M. (Principal), 156 A Sandwick\nSt., Plymouth; Plymouth County Teachers\nAssociation.\nSmith, Edgar B. (Principal), 120 High St., Green¬\nfield; Massachusetts Teachers Federation.\nSnell, Bertha A. (Teacher), 170 Maskwonicut St.,\nSharon; Massachusetts Teachers Federation.\nStrong, Catherine M. (Teacher), 153 Greenacre\nAve., Longmeadow; Springfield Teachers\nEconomic Association.\nSullivan, Julia E. (Supervisor), 9 Marion St.,\nCharlestown; Massachusetts Teachers Feder¬\nation.\nWhitney, Alfred G. (Teacher), 185 Melrose St.,\nMelrose; Melrose Teachers Club.\nWilkinson, Mrs. Flora V. (Teacher), 648 Ham¬\nmond St., Brookline; Brookline Teachers Club.\nWillis, N. Eliot (Ex Officio), Principal, 171\nWoodside Ave., Winthrop.\nWoodbury, Charles H. (Principal), Lakecroft\nCourt, Melrose; Middlesex County Teachers\nAssociation.\nWoodbury, Mrs. Grace 1. (Teacher), 4 Lakecroft\nCourt, Melrose; Massachusetts Teachers Fed¬\neration.\nWoodward, Annie C. (N. E. A. State Director),\nHead, Commerce and Industry, High School,\nSomerville; Massachusetts Teachers Federa¬\ntion.\nMICHIGAN\nBabcock, Thomas A. (Teacher), 23 Byron Court,\nMt. Clemens; Michigan Education Associa¬\ntion.\nBailey, Fred C. (Principal), Palmer School,\nGrand Rapids; Michigan Education Associa¬\ntion.\nBailey, Perry (Teacher), East Intermediate\nSchool, Jackson; Michigan Education Associa¬\ntion.\nBellairs, Hugh (Teacher), 1010 Blanchard, Flint;\nFlint Teachers Club.\nBenjamin, Anne (Teacher), 46 Elmhurst, High¬\nland Park; Michigan Education Association.\nBerger, William R. (Teacher), 5335 Martin,\nDetroit; Detroit Teachers Association.\nBiernacki, Stanley (Assistant Superintendent),\nHamtramck; Michigan Education Association.\nBoyle, Dona C. (Teacher), 155 Highland, High¬\nland Park; Classroom Teachers Association of\nHighland Park Public Schools.\nCampbell, Hazel (Teacher), 22224 Garrison Ave.,\nDearborn; West Dearborn Teachers Club.\nChristen, Ralph S. (Teacher), 5255 South Claren¬\ndon Ave., Detroit; Detroit Teachers Associa¬\ntion.\nClifford, J. M. (Secretary), Michigan Teachers\nRetirement Fund, 935 North Washington Ave.,\nLansing; Michigan Education Association.\nCody, Frank (Superintendent), Detroit; Detroit\nTeachers Association.\nDacey, Cecile (Teacher), 9374 Wildemere,\nDetroit; Michigan Education Association.\nDacey, Rosemary (Teacher), 12921 Wadsworth,\nDetroit; Detroit Teachers Association.\nDeMeyer, Hazel (Teacher), 210 West Eleventh\nSt., Holland ; Michigan Education Association.\nDeYoe, Frank (Teacher), 66 West Dale Ave.,\nMuskegon; Muskegon Teachers Club.\nDombrowski, Pauline (Teacher), 7603 Kentucky,\nEast Dearborn; Fordson Teachers Club.\n\nAssociation\n\nDotten, Mrs. Roberta (Teacher), 3030 Fairview,\nDetroit; Detroit Teachers Association.\nDucq, Marguerite (.Teacher), 3811 Cicotte,\nDetroit; Detroit Teachers Association.\nDyer, George (Teacher), 315 Hamilton Court,\nRoyal Oak; Michigan Education Association.\nEngel, Dorothea (Teacher), 6230 Grand River,\nDetroit; Detroit Teachers Association.\nFair, E. Venit (Teacher), 8411 Sylvester, Detroit;\nDetroit Teachers Association.\nFerguson, Edward (Teacher), Lincoln High\nSchool, Ferndale; Ferndale Teachers Club.\nFuller, Burns (Principal), 4410 Porter, Detroit;\nDetroit Teachers Association.\nGerardo, Josephine (Teacher), 3811 Cicotte,\nDetroit; Detroit Teachers Association.\nGleason, Minnie (Teacher), 401 Dickerson,\nDetroit; Detroit Teachers Association.\nGleason, Walter (Teacher), 5034 Grayton,\nDetroit; Detroit Teachers Association.\nGoodman, Blanch (Teacher), 2297 Buena Vista,\nDetroit; Detroit Teachers Association.\nGrant, Margaret (Teacher), 5525 Martin, Detroit;\nMichigan Education Association.\nGreening, Nina (Teacher), 12121 Broadstreet,\nDetroit; Detroit Teachers Association.\nGregory, Arnold (Principal), Raupp School,\nLincoln Park; Michigan Education Association.\nGriffith, Elwood B. (Teacher), 773 West Main\nSt., Kalamazoo; Michigan Education Associa¬\ntion.\nHaist, A. B. (Principal), Webber School, Saginaw;\nSaginaw Teachers Club.\nHatcher, Harry E. (Teacher), 318 East Univer¬\nsity, Royal Park; Classroom Teachers Associa¬\ntion of Highland Park Public Schools.\nHilderink, Dorothy (Teacher), 13141 Twelfth St.,\nDetroit; Detroit Teachers Association.\nHoltsclaw, James L. (Teacher), 2330 Grand River\nAve., Detroit; Detroit Teachers Association.\nHope, Dorothy (Teacher), 615 West End South,\nDetroit; Detroit Teachers Association.\nHutchinson, Lillian (Teacher), 8950 St. Cyril,\nDetroit; Detroit Teachers Association.\nIngalls, Mary (Teacher), 6920 Sylvester, Detroit;\nDetroit Teachers Association.\nKane, Kathleen (Teacher), 15531 Linwood,\nDetroit; Detroit Teachers Association.\nLaing, Earl (Principal), 16165 Westmorland,\nDetroit; Michigan Education Association.\nLewis, James (Principal), High School, Dowagiac;\nMichigan Education Association.\nLockwood, Ida (Teacher), 14450 Burt Rd.,\nDetroit; Detroit Teachers Association.\nLuccock, Natalie (Teacher), 4841 Cass, Detroit;\nDetroit Teachers Association.\nMcDermott, Marie (Teacher), 409 Cherry St.,\nGrand Rapids; Grand Rapids Teachers Club.\nMcGuinness, J. P. (Teacher), 6788 Vinewood,\nDetroit; Detroit Teachers Association.\nMacKay, Jean A. (Teacher), 121 Highland Ave.,\nHighland Park; Classroom Teachers Associa¬\ntion of Highland Park Public Schools.\nMcKibben, F. H. (Superintendent), Ithaca;\nMichigan Education Association.\nMcKinney, Jessie (Teacher), 3918 Montclair,\nDetroit; Detroit Teachers Association.\nMahan, Grace (Teacher), 10027 Woodmont,\nDetroit; Detroit Teachers Association.\nMalik, Frances (Teacher), John Moore School,\nSaginaw; Michigan Education Association.\nMaples, Joyce (Teacher), 950 Selden, Detroit;\nDetroit Teachers Association.\nMustonen, Mable (Teacher), 13120 Wildemere,\nDetroit; Detroit Teachers Association.\nO’Gara, Queen (Teacher), 11526 Lindwood,\nDetroit; Detroit Teachers Association.\nPeacock, Marion A. (Teacher), 1304 Cleveland\nAve., Lincoln Park; Michigan Education Asso¬\nciation.\nPeters,\nGrace\n(Teacher'),\n2750 Linden,\nDetroit;Marie\nDetroit\nTeachers\nAssociation.\nPhelps, Grace (Teacher), 947 Seward Ave.,\nDetroit; Detroit Teachers Association,\n\n"}
{"page": 973, "printed_page": null, "text": "Associatioxal\n\nRecords\n\nPhillips, A. J. (\"Executive Secretary), Michigan\nEducation Association, Lansing; Michigan\nEducation Association.\nPick, Sara Ruth (Teacher), 401 Dickerson,\nDetroit; Detroit Teachers Association.\nPrice, Mrs. Sara (\"Teacher;, Route 2, St. Charles;\nSaginaw County Teachers Club.\nReed, Mary 'Teacher;, 417 Ninth St., Royal Oak;\nMichigan Education Association.\nReese, Dora W. (Teacher), 317 East Fulton,\nGrand Rapids; Grand Rapids Teachers Club.\nRice, A. H. (Editor;, 935 North Washington,\nLansing; Michigan Education Association.\nSchaffer,\n(\"Teacher),\n8411 Northfield,\nDetroit; Catherine\nDetroit Teachers\nAssociation.\nSchulz,\nMary (\"Assistant\nPrincipal),\n16025 Whit¬\nlock, Detroit;\nDetroit Teachers\nAssociation.\nShaefer, Dorothea (Teacher;, 11775 American,\nDetroit; Detroit Teachers Association.\nSheehan, Stella (Teacher;, 4311 Avery, Detroit;\nDetroit Teachers Association.\nSpargo,\n(\"Teacher),\n6006 Seneca, Detroit;\nDetroit Mary\nTeachers\nAssociation.\nSterling, Gladys E. (Teacher), 396 Elmhurst,\nHighland Park; CLassroom Teachers Associa¬\ntion of Highland Park Public Schools.\nStout, Grover (N. E. A. State Director), Principal,\n1851 West Grand Blvd., Detroit; Michigan\nEducation Association.\nTurrell, Mrs. Celia (Teacher;, 7725 Sherwood\nAve., Detroit; Detroit Teachers Association.\nVan Buskirk, D. A. (Superintendent), Hastings;\nBarry County District, Michigan Education\nAssociation.\nWiese, Albert ('Assistant Principal), Royal\nSenior High School, Royal Oak; Royal Oak\nTeachers Club.\nWilson, Lenore (Teacher), 6921 West Fort,\nDetroit; Detroit Teachers Association.\nMINNESOTA\nAdams, F. R. (Superintendent), Marshall;\nMinnesota Education Association.\nAndrews, W. A. (Superintendent), Lake City;\nMinnesota Education Association.\nBlaisdell, Helen (Teacher), 2014 West Twentyfirst St., Minneapolis; Minneapolis Teachers\nLeague.\nBrown, Daisy ^N. E. A. State Director), Teacher,\n407 South Sixth St., Stillwater; Minnesota\nEducation Association.\nByrnes, Mary (Teacher), 4312 Linden Hills\nBlvd., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nCotton, Anna L. (Teacher), Leamington Hotel,\nMinneapolis; Minneapolis Division, Minnesota\nEducation Association.\nDahl, Myrtle Hooper (Teacher), R. F. D. %2,\nMound; Minnesota Education Association.\nDeLaHunt, Lois G. (Teacher;, 912 Thirtieth Ave.,\nNorth, Minneapolis; Minneapolis Teachers\nLeague.\nDoyle, Mary C. (Teacher), 2165 Fairmount, St.\nPaul; St. Paul Division, Minnesota Education\nAssociation.\nDunlop, Mrs. Carrie (Teacher), 3625 Bryant Ave.,\nSouth, Minneapolis; Minneapolis Teachers\nLeague.\nEddy, R. L. Teacher), 711 Harrison, Eveleth;\nNortheast Division, Minnesota Education Asso¬\nciation.\nEngluna, Walter E. (Secretary), Minnesota\nEducation Association, St. Paul; Minnesota\nEducation Association.\nEvenson, Obert Teacher), Patrick Henry Junior\nHigh School, Minneapolis; Minneapolis Teach¬\ners League.\nFlathers, Ila (\"Teacher), Lincoln Junior High\nSchool, Mankato; Minnesota Education Asso¬\nciation.\nGabrielsen, Milton (Teacher), 305 Tenth St.,\nSoutheast, Rochester; Rochester Education\nAssociation.\nHenderson, Lettisha (Supervisor), 136 North\nWestern Ave., St. Paul; St. Paul Division,\nMinnesota Education Association.\n\nand\n\nInformation\n\n967\n\nHill, Ruth H. (Teacher), 3348 Emerson Ave.,\nSouth, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nHollister, C. D. (Superintendent), Roseau;\nNorthern Minnesota Education Association.\nHolt, Elsie (Teacher), 3052 Elliot Ave., Minne¬\napolis; Minneapolis Division, Minnesota Edu¬\ncation Association.\nHull, Mrs. May W. (Teacher), 2217 Girard Ave.,\nSouth, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nJerde, O. J. (Teacher), Teachers College, St.\nCloud; Minnesota Education Association.\nJohnson, Mabel O. (Teacher), 3613 Pleasant\nAve., Minneapolis; Minneapolis Teachers\nLeague.\nJohnson, Margaret I. (Teacher), 3611 Portland\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nLarson, Mrs. Ruth B. (Teacher), 5124 Kerxes\nAve.,\nSouth, Minneapolis; Minneapolis Teach¬\ners League.\nLeonard, Alice E. (Teacher), 628 Southeast\nFourth St., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nLichtenberger, James F. (Principal), 4839 Colfax\nAve., South, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nLinehan, Agnes (Teacher), 1343 Goodrich, St.\nPaul;\nciation. Minneapolis Classroom Teachers Asso¬\nLinehan, Lenore R. (Teacher), 1343 Goodrich\nAve., St. Paul; St. Paul Division, Minnesota\nEducation Association.\nMcGough, Mary E. (Principal), 1701 James St.,\nSt. Paul ; St. Paul Division, Minnesota Educa¬\ntion Association.\nMcNeil, Frances (Teacher), 2310 Harriet Ave.,\nMinneapolis; Minneapolis Division, Minne¬\nsota Education Association.\nMielke, M. M. (Teacher), Robbinsdale; Min¬\nneapolis Division, Minnesota Education Asso¬\nciation.\nMuehr, Alice H. (Teacher), Route 6, Box 588,\nDuluth; Duluth Teachers Association.\nMurray, L. C. (Superintendent), Aitkin; Min¬\nnesota Education Association.\nO’Neill, M. Evelyne (Teacher), 308J^ North\nThird\nciation.Ave., Virginia; Virginia Education Asso¬\nPeterson, Herbert R. (Teacher), East Junior\nHigh School, Duluth; Northeast Division,\nMinnesota Education Association.\nPeterson, Irma (Teacher), 325 Sixth Ave., South¬\neast, Minneapolis; Minneapolis Teachers\nLeague.\nPettengill, Georgia (Teacher), 2637 Fremont\nAve., South, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nQuigley, Ruth (Teacher), Hibbing; Minnesota\nEducation Association.\nRay, Charlotte D. (Teacher), 9C0 Fourth Ave.,\nSouth, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nRingdahl, N. Robert (Principal), 3220 Tenth Ave.,\nSouth, Minneapolis ; Minneapolis Division,\nMinnesota Education Association.\nRoberts, Parry B. (Teacher), Leamington Hotel,\nMinneapolis; Minneapolis Division, Minnesota\nEducation Association.\nRusinko, John (Teacher), 624 Southeast Erie St.,\nMinneapolis; Minneapolis Teachers League.\nRussell, Martha C. (Teacher), Leamington Hotel,\nMinneapolis; Minneapolis Teachers League.\nSchenck, Maud E. (Teacher), 707 Southeast Fifth\nSt., Minneapolis; Minneapolis Teachers\nLeague.\nWheeler, Eva J. (Teacher), South High School,\nMinneapolis; Minneapolis Division, Minne¬\nsota Education Association.\nMISSISSIPPI\nHouston, Gabriel (Principal), Oakhurst School,\nClarksdale; Mississippi Education Association.\nHouston, Mattie (Principal), 701 North Lamar,\nGreenville; Mississippi Education Association.\n\n"}
{"page": 974, "printed_page": null, "text": "%8\n\nNational\n\nEducation\n\nHutchinson, Mrs. Mary (Head, Demonstration\nSchool), Mississippi State College for Women,\nColumbus; Mississippi Education Association.\nRay, Clara N. (Principal), 909 Franklin, Corinth;\nMississippi Education Association.\nSpaulding, Mary Lou (Teacher), Canton; Mis¬\nsissippi Education Association.\nTaylor, W. N. (Secretary), Mississippi Educa¬\ntion Association, Jackson; Mississippi Educa¬\ntion Association.\nMISSOURI\nAdams, Arvol (Superintendent), Albany; North¬\nwest Missouri Teachers Association.\nBrisbin, R. R. (Teacher), 3642 Humphrey, St.\nLouis; Missouri State Teachers Association.\nBrowdy, Dorothy (Teacher), 5008 Walnut, Kan¬\nsas City; Kansas City Association of High\nSchool Women.\nBruckner, Marie (Teacher), 5719 Maple, St.\nLouis; St. Louis Grade Teachers Association.\nClay, Lillian M. (Teacher), 6233 Columbia Ave.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nCody, Mary A. (Teacher), 3723 Humphrey, St.\nLouis; St. Louis Grade Teachers Association.\nCollum, Geraldine (Teacher), 6132 Waterman\nAve., St. Louis; St. Louis District Teachers\nAssociation.\nCunningham, Marie C. (Teacher), 2209 Missouri\nAve., St. Louis; St. Louis District Teachers\nAssociation.\nDice, Ray W. (Rural Supervisor), State Depart¬\nment, Maryville; Missouri State Teachers\nAssociation.\nDille, G. E. (Superintendent), Maplewood; Mis¬\nsouri State Teachers Association.\nEdie, John W. (Superintendent), Maysville;\nMissouri State Teachers Association.\nEvans, Ray T. (Teacher), Eldorado Springs;\nMissouri State Teachers Association.\nFarnum, Frances (Teacher), 6 West Thirtyseventh St., Kansas City; Kansas City Teach¬\ners Club.\nFauss, Augusta (Teacher), 2017 Linwood, Kansas\nCity; Kansas City Teachers Club.\nFerrenbach, Edward A. (President), Board of\nEducation, 705 Olive St., St. Louis; Missouri\nState Teachers Association.\nGerling, Henry J. (Superintendent), St. Louis;\nMissouri State Teachers Association.\nGoslin, Willard E. (Superintendent), Webster\nGroves; Missouri State Teachers Association.\nHageman, Hilda A. (Teacher), 4475 West Pine,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nHeadlee, Elmer (Teacher), Smith Cotton High\nSchool, Sedalia; Sedalia Community Teachers\nAssociation\nHensel, Bertha (Teacher), 3600 North Spring,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nHollister, Mrs. Mary (Teacher), 520 West\nFortieth St., Kansas City; Kansas City Teach¬\ners Club.\nHuffman, Beulah (Teacher), 1212 Linwood,\nKansas City; Kansas City Teachers Club.\nHuntington, Albert H. (Principal), 736 Fairview\nAve., Webster Groves; St. Louis District\nTeachers Association.\nKetchum, Annie L. (Teacher), Hotel Kingsway,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nKing, Lloyd W. (State Superintendent), Jefferson\nCity; Missouri State Teachers Association.\nKite, Ila Maude (Teacher), 1021 Linwood, Kan¬\nsas City; Kansas City Association of High\nSchool Women.\nLamkin, Uel W. (President), Northwest Missouri\nState Teachers College, Maryville; Missouri\nState Teachers Association.\nLetton, Mildred C. (Teacher), 5641 Euclid, Kan¬\nsas City; Kansas City Teachers Club.\nManuel, Dessa (County Superintendent), Boli¬\nvar; Southwest Missouri Teachers Associa¬\ntion.\n\nAssociation\n\nMurphy, Mattie B. (Teacher), 1336 North Union\nBlvd., St. Louis; St. Louis District Teachers\nAssociation.\nO’Bryne, Catherine (Teacher), 3824 East Ninth\nSt., Kansas City; Kansas City Teachers Club.\nPaulette, Leonone (Teacher), 6319 Virginia Ave.,\nSt. Louis; St. Louis District Teachers Associa¬\ntion.\nRalls, Mary C. (Teacher), 6529 Jefferson, Kansas\nCity; Kansas City Teachers Club.\nRice, Elizabeth G. (Teacher), 1919 South Grand\nBlvd., St. Louis; St. Louis District Teachers\nAssociation.\nScobee, Russell T. (Superintendent), Jefferson\nCity; Missouri State Teachers Association.\nStaed, Agnes (Teacher), 5900 McPherson, St.\nLouis; St. Louis Grade Teachers Association.\nStucki, Mrs. Margaret (Teacher), 418 Carrswold\nDrive, Clayton; St. Louis District Teachers\nAssociation.\nStudy, H. P. (Superintendent), Springfield; Mis¬\nsouri State Teachers Association.\nThompson, C. K. (Superintendent), Pattonsburg;\nMissouri State Teachers Association.\nUtz, Nellie (Teacher), 1001 North Twenty-fifth\nSt., St. Joseph; St. Joseph District No. 8, Mis¬\nsouri State Teachers Association.\nWalker, Thomas J. (N. E. A. State Director),\nSecretary, Missouri State Teachers Associa¬\ntion, Columbia; Missouri State Teachers Asso¬\nciation.\nWallace, Neva (Teacher), 1022 North Twentieth\nSt., St. Joseph; Missouri State Teachers\nAssociation.\nMONTANA\nBjork, Ray (Superintendent), Glendive; Mon¬\ntana Education Association.\nKrieman, Lucy (Teacher), 432 Clark, Helena;\nMontana Education Association.\nMoe, Harriet (Teacher), 432 Clark, Helena;\nMontana Education Association.\nNutterville, Catherine (Teacher), 111 North\nMontana St., Butte; Montana Education\nAssociation.\nTobias, Edna (Teacher), Hardin;\ncation Association.\n\nMontana\n\nEdu¬\n\nNEBRASKA\nAdee, C. H. (Superintendent), Randolph; Ne¬\nbraska State Teachers Association.\nAnderson, Homer W. (Superintendent), Omaha;\nNebraska State Teachers Association.\nBloom, W. C. (Superintendent), Dawson County\nSchools, Lexington; Nebraska State Teachers\nAssociation.\nBratt, Wesley R. (Superintendent), Wood River;\nNebraska State Teachers Association.\nBrooker, Florence (Principal), 4529 South Nine¬\nteenth St., Omaha; Omaha Teachers Forum.\nBuchanan, Elma (Librarian), 1526 “K” St.,\nLincoln; Lincoln Teachers Association.\nDonoho, Pearl (Teacher), 3306 Burt, Omaha;\nOmaha Teachers Forum.\nEllett, Virginia (Principal), 4814 Webster St.,\nOmaha; Omaha Teachers Forum.\nEverett, Mabel (Teacher), 903 West Twentysecond\nciation. St., Kearney; Kearney Teachers Asso¬\nHenderson, L. E. (Principal), Senior High School,\nBeatrice;\nNebraska State Teachers Associa¬\ntion.\nJacobson, Conrad (Superintendent), Holdrege;\nNebraska State Teachers Association.\nMardis, Mrs. Dagmar B. (Teacher), 813 South\nThirty-eighth St., Omaha; Omaha Teachers\nForum.\nPetersen, Bertha (Principal), 114 South Thirtyeighth St., Omaha; Omaha Teachers Forum.\nReynolds, Florence B. (Teacher), 6820 North\nTwenty-fourth St., Omaha; Omaha Teachers\nForum.\nRobinson, Alice M. (N. E. A. State Director),\nInstructor, Nebraska State Teachers College,\ntion.\nKearney; Nebraska State Teachers Associa¬\n\n"}
{"page": 975, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n969\n\nStarn, Bertha (Supervisor), 1023 Lincoln St.,\nBeatrice;\nNebraska Women’s Educational\nClub.\n\nDevonald, William M. (Teacher), 11 Hillcrest\ntion.\nRd., Maplewood; Newark Teachers Associa¬\n\nTompsett, Ruth R. (Teacher), 5632 Jones St.,\nOmaha; Omaha Teachers Forum.\nWiemers, L. A. (Superintendent), Potter;\nNebraska State Teachers Association.\nWirt, Lula E. (Professor), Nebraska State Teach¬\ners College, Kearney; Faculty Group of the\nNebraska State Teachers College.\n\nDilks, Elizabeth R. (Teacher), 14 Broad St.,\nClayton; New Jersey State Teachers Associa¬\ntion.\nDonegan, Madeline A. (Teacher), 221 Hale St.,\nNew Brunswick; New Brunswick Teachers\nClub.\nDoremus, Mattie (Teacher), 365 Twelfth Ave.,\nPaterson; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nFoss, Herman M. (Teacher), 778 Quinton Ave.,\nTrenton; Trenton Teachers Association.\nGierman, Norman (Teacher), Myrtle Avenue\nSchool, Irvington; Irvington Teachers Associa¬\ntion.\nGood, Luther O. (Teacher), 7 South Wissahickon\nAve., Ventnor; Atlantic City Teachers Asso¬\nciation.\n\nNEVADA\nClarke, M. J. (Superintendent), Ely; Nevada\nState Education Association.\nEvasovic, Nellie (Teacher), Box 248, Ruth;\nNevada State Education Association.\nGalbraith, C. Layton (N. E. A. State Director),\nSuperintendent, McGill; Nevada State Educa¬\ntion Association.\nSummers, Louise E. (Teacher), Carlin; Nevada\nState Education Association.\nThurston, Paul (Superintendent), District No. 1,\nOverton; Nevada State Education Association.\nNEW\n\nHAMPSHIRE\n\nBoyd, James A. (Headmaster), 5 Beech St.,\nNewmarket; Rockingham County Teachers\nAssociation.\nBrown, Anne (Teacher), 18 South, Salmon Falls;.\nStrafford County Teachers Association.\nEwing, Lyle Wilson (N. E. A. State Director),\nHead, English Department, Bible Hill, Clare¬\nmont; New Hampshire State Teachers Asso¬\nciation.\nMacLean, Daniel W. (Headmaster), High School,\nBerlin; New Hampshire State Teachers Asso¬\nciation.\nParkinson, Everton H. (Headmaster), 115 Cen¬\ntral St., Farmington; New Hampshire State\nTeachers Association.\nThompson, Laurence O. (Superintendent),\nKeene; New Hampshire State Teachers Asso¬\nciation.\nNEW JERSEY\nAdams, A. Virginia (Principal), Cunningham\nSchool, Vineland; New Jersey State Teachers\nAssociation.\nBaker, Margaret L. (Teacher), 9 Blackburn Rd.,\nSummit; Summit Teachers Association.\nBarnes, Mrs. Mary D. (Teacher), 223 Summit\nRd., Elizabeth; Classroom Teachers of the\nDepartment of Elementary Education of New\nJersey.\nBastian, Ruth S. (Teacher), Brighton Avenue\nSchool, Atlantic City; New Jersey State Teach¬\ners Association.\nBates, Jennie (Teacher), 605 White Horse Pike,\nAudubon; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nBormann, Senta A. (Teacher), Maple Avenue\nSchool, Newark; New Jersey State Teachers\nAssociation.\nBrown, Anna C. (Teacher), 75 Paterson Ave.,\nPaterson; Passaic Teachers Association.\nBrown, Lelia O. (Teacher), Summer Avenue\nSchool, Newark; New Jersey State Teachers\nAssociation.\nCamwell, S. Gladyce (Teacher), 300 East Fortyfirst St., Paterson; Paterson Teachers Asso¬\nciation.\nCole, Lewis F. (Teacher), Fort Lee High School,\nFort Lee; New Jersey State Teachers Associa¬\ntion.\nCowperthwait, Elizabeth R. (Teacher), Medford;\nNew Jersey State Teachers Association.\nCuddihy, Mary E. (Teacher), Public School No. 6,\nHoboken; New Jersey State Teachers Asso¬\nciation.\nCunningham, John T. (Teacher), 516 East State\nSt., Trenton; Middlesex County Teachers\nAssociation.\nDavis, Adelaide E. (Teacher), Newton Street\nSchool, Newark; New Jersey State Teachers\nAssociation.\n\nGoodfellow, Raymond C. (Director of Business\nEducation), Board of Education, Newark;\nEastern Commercial Teachers Association.\nHagaman, Adaline P. (Teacher), 289 West Sum¬\nmit St., Somerville; New Jersey State Teach¬\ners Association.\nHardester, Mildred (Teacher), 169 North Arling¬\nton Ave., East Orange; Classroom Teachers of\nthe Department of Elementary Education of\nNew Jersey.\nHawley, Arja M. (Teacher), 417 Chilton St.,\nElizabeth; Elizabeth Teachers Association.\nHeckel, Marie (Teacher), School Number Three,\nLittle Ferry; Bergen County Teachers Asso¬\nciation.\nHeisler, Eleanor (Teacher), 39 North Twelfth\nSt., Haledon; Classroom Teachers of the\nDepartment of Elementary Education of New\nJersey.\nHeisterkamp, Jeanne (Teacher), 517 Garden St.,\nHoboken; Bergen County Teachers Associa¬\ntion.\nHenry, Lillian (Teacher), 406 East Main St.,\nMillville; Cumberland County Teachers Asso¬\nciation.\nHopkins, Mary (Teacher), 440 Jersey Ave.,\nElizabeth; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nHuntington, Elizabeth A. (Teacher), Livingston\nSchool, Union; New Jersey State Teachers\nAssociation.\nHutchison, A. Seeley (Supervising Principal),\nMendham Schools, Mendham; New Jersey\nState Teachers Association.\nJohnson, Lowell F. (Physical Director), 306 Mt.\nView Terrace, Dunellen; Middlesex County\nTeachers Association.\nKirsinger, Elsa (Teacher), 256 Liberty St.,\nPaterson; Paterson Teachers Association.\nKleinfelter, Claude B. (Teacher), 101 Columbia\nAvenue, Trenton; Trenton Teachers Associa¬\ntion.\nKnight, Russell (Supervising Principal), Dela¬\nware Township Schools, Merchantville; New\nJersey State Teachers Association.\nKoerner, Grace E. (Principal), 101 North Grove\nSt., East Orange; South Orange-Maplewood\nTeachers Association.\nLeeds, Albert M. (Supervising Principal),\nFranklinville ; Gloucester County Teachers\nAssociation.\nLord, Lucy A. (Teacher), Franklin Inn, Atlantic\nCity; Atlantic City Teachers Association.\nMacCormack, Edith (Teacher), 319 South\nEuclid Ave., Westfield; Linden Teachers\nAssociation.\nMacHenry, H. Scott (Teacher), North Hacken¬\nsack; Hackensack Teachers Association.\nMcNeal, Rose C. (Teacher), 425 Henry St.,\nSouth Amboy; Middlesex County Teachers\nAssociation.\nManship, Helen (Teacher), 524 Jersey Ave.,\nElizabeth; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\n\n"}
{"page": 976, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nMelenric, Rudolph (Principal), School Number\nOne, Linden; New Jersey State Teachers\nAssociation.\nMerchant, Louisa P. (Teacher), 378 Rutledge\nAve., East Orange; East Orange Teachers\nAssociation.\nMiller, Mary T. (Teacher), 105 Second Ave.,\nPitman; Camden City Teachers Association.\nMoffett, Marcella G. (Teacher), Washington\nSchool, Trenton; New Jersey State Teachers\nAssociation.\nMorrison, Howard D. (County Superintendent),\nTrenton; Mercer County Teachers Association,\nMorton, Gertrude G. (Acting Principal), 675\nHighland Ave., Newark; Newark Teachers\nAssociation.\nMoss, Mildred B. (Principal), 236 Woodbridge\nAve., Metuchen; Middlesex County Teachers\nAssociation.\nOakley, Justus A. (Teacher), Central High\nSchool, Paterson; New Jersey State Teachers\nAssociation.\nPage, Mrs. Grace (Teacher), Boonton; Morris\nCounty Teachers Association.\nPerkins, Anna (Teacher), 11 Albion PL, Passaic;\nPassaic Teachers Association.\nPierson, J. Dean (Teacher), River Street School,\nRed Bank; New Jersey State Teachers Asso¬\nciation.\nPoelstra, Julia (Teacher), 405 East Eighteenth\nSt., Paterson; Classroom Teachers of the De¬\npartment of Elementary Education of New\nJersey.\nPorreca, Lena (Teacher), 70 Johnson Ave.,\nHackensack; Classroom Teachers of the De¬\npartment of Elementary Education of New\n\nJersey,\nPurbeck, Marion (Teacher), 39 Ward St., Hack¬\nensack; Hackensack Teachers Association.\nRace, Stuart R. (Supervising Principal), 22 Iona\nPlace, Glen Rock; Bergen County Teachers\nAssociation.\nRich, D. Homer (Teacher), 26 Park Ave., Maple¬\nwood; Newark Teachers Association.\nRoche, Juliet (Teacher), 280 Von Nostrand Ave.,\nJersey City; Classroom Teachers of the De¬\npartment of Elementary Education of New\nJersey.\nRyerson, Helen (Teacher), Oakland Ave., Oak¬\nland; Bergen County Teachers Association.\nScott, Edith W. (Teacher), 26 Leslie St., Newark;\nHigh School Women of Newark.\nSears, Sadie W. (Teacher), 501 Pine St., Cam¬\nden; Camden City Teachers Association.\nSiess, Marie (Teacher), 616 Livingston Rd.,\nElizabeth; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nSkillman, Gladys (Teacher), 39 Carr Ave.,\nTrenton; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nSolomon, Rosita (Teacher), 120 Valentine St.,\nHighland Park; Middlesex County Teachers\nAssociation.\nSwanson, Harry (Teacher), Chancillor Avenue\nSchool, Irvington; Irvington Teachers Asso¬\nciation.\nTalbot, Margaret (Teacher), 1503 Hamilton Ave.,\nTrenton; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nTeague, Mrs. Anna (Teacher), 325 Monroe St.,\nBoonton; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nThomas, Ruth H. (Teacher), Lafayette Ave.,\nPassaic; Passaic Teachers Association.\nToft, Richard J. (Teacher), 733 Stuyvesant Ave.,\nTrenton; Trenton Teachers Association.\nTotten, Harriet (Teacher), 68 Ashwood Ave.,\nSummit; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey.\nWhite, Winton J. (Superintendent), Morrow\nHigh School, Englewood; New Jersey State\nTeachers Association.\nWhitlock, Sarah O. (Principal), Lincoln School,\nNew Brunswick; New Jersey State Teachers\nAssociation.\n\nAssociation\n\nWille, Ethel M. (Teacher), 159 North Seven¬\nteenth St., East Orange; Newark Teachers\nAssociation.\nWood, Mrs. Anna (Teacher), 24 South Martindale Ave., Ventnor; Classroom Teachers of the\nDepartment of Elementary Education of New\nJersey.\nWood, Edna (Teacher), Long Branch; Classroom\nTeachers of the Department of Elementary\nEducation of New Jersey.\nWorrall, Lillie (Principal), 621 Kings Highway,\nSwedesboro; Gloucester County Teachers As¬\nsociation.\nNEW MEXICO\nGrissom, R. H. (Educational Budget Auditor),\nState Capital Building, Santa Fe; New Mexico\nEducational Association.\nHuff, Raymond (Superintendent), Clayton; New\nMexico Educational Association.\nKennedy, Margaret J. (President), New Mexico\nEducational Association, New Mexico Normal\nUniversity, Las Vegas; New Mexico Educa¬\ntional Association.\nMiller, J. Cloyd (Superintendent), Lordsburg;\nNew Mexico Educational Association.\nMullins, R. J. (Executive Secretary), New\nMexico Educational Association, Santa Fe;\nNew Mexico Educational Association.\nNEW\n\nYORK\n\nAltholz, Nathaniel (Director of Business Educa¬\ntion), Board of Education, New York; Eastern\nCommercial Teachers Association.\nAmson, Emily (Teacher), 161 West Seventy-fifth\nSt., New York; Kindergarten-6B Teachers As¬\nsociation, Inc.\nAnderson, Ida A. (Teacher), 916 Greene Ave.,\nBrooklyn; Seventh, Eighth, and Ninth Year\nWomen Teachers Organization.\nAnderson, Rachel Evans (Teacher), Andrew\nJackson High School, St. Albans, Long Island;\nHigh City.\nSchool Teachers Association of New\nYork\nAnkenbrand, William (Superintendent), Yonkers;\nWestchester County Teachers.\nArmitage, Edith E. (Teacher), 28 Howard St.,\nAuburn; New York State Teachers Association.\nArning, Alexander L. (Principal), 240 Halstead\nAve., Harrison; Westchester County Teachers\nAssociation.\nArnold, Fred C. (Teacher), Evander Childs High\nSchool, Bronx; High School Teachers Associa¬\ntion of New York City.\nArnold, Mrs. Marie M. (First Assistant), Eastern\nDistrict High School, Brooklyn; High School\nTeachers Association of New York City.\nAschenbach, Ethel R. (Teacher), 253 Cumberland\nSt., Brooklyn;\nsociation,\nInc. Kindergarten-6B Teachers As¬\nAsensio, Mrs. Jessica (Teacher), Lindenwood\nRd., Staten Island, New York; Staten Island\nTeachers Association.\nAungst, Henry G. (Teacher), 45 Pansy Ave.,\nFloral Park; Sewanhaka Classroom Teachers\nAssociation.\nBabcock, Mildred (Teacher), 118 Metropolitan\nAve., Kew Gardens; New York State Teachers\nWelfare League.\nBaine, Harold L. (Dean of Boys), 708 Badger\nAve., Endicott; Endicott Teachers Association.\nBalfrey, Daisy (Teacher), 804 James St., Syra¬\ncuse; Syracuse Teachers Association.\nBanta, Kate A. (Principal), Wesley Manor, Port\nChester; Port Chester Teachers Association.\nBarclay, Thelma H. (Teacher), Senior High\nSchool, Theresa; Watertown Teachers Associ¬\nation.\nBarrett, Agnes Duffy (Teacher), Woodside;\nQueensboro Teachers Association.\nBarrett, Arthur J. (First Assistant), High School\nof Music and Art, New York; High School\nTeachers Association of New York City.\nBates, Fronia E. (Teacher), Harvey E. Alter\nSchool, Rome; New York State Teachers As¬\nsociation.\n\n"}
{"page": 977, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n971\nBeach, Melissa C. (Teacher), 8 Old Wood Rd.,\nEdgewater, New Jersey; Kindergarten-6B\nTeachers Association, Inc.\nBeard, Ellen Meek (Teacher), 141 Burns Terrace,\nPenn Yan; Penn Yan Teachers Association.\nBeirne, Agnes (Teacher), 2326 Loring PL,\nBronx; Kindergarten-6B Teachers Associa¬\ntion, Inc.\nBennett, Isabel P. (Teacher), 143-13 Beach Ave.,\nFlushing; Kindergarten-6B Teachers Associa¬\ntion, Inc.\nBird, Charles A. (Teacher), 309 East 119th St.,\nNew York; New York City Teachers Associa¬\ntion.\nBlau, Minna (Teacher), 375 Riverside Drive,\nNew York; Kindergarten-6B Teachers Asso¬\nciation, Inc.\nBreining, Melva (Teacher), 300 Gramatan Ave.,\nMt. Vernon; New York State Teachers Asso¬\nciation.\nBriggs, Pearl A. (Teacher), 1718 Seneca St.,\nBuffalo; New York State Teachers Welfare\nLeague.\nBrockway, David McK. (Teacher), Isaac E.\nYoung Junior High School, New Rochelle;\nNew Rochelle Teachers Club.\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers; Yonkers Teachers Association.\nBrome, Mrs. Sarah W. (Teacher), 95 Beekman\nAve., North Tarrytown; North Tarrytown\nTeachers Association.\nBush, Jeannette (Teacher), 2095 Union St.,\nBrooklyn; Teachers Welfare League of New\nYork City.\nButts, Franklin A. (Principal), Violet Avenue,\nPoughkeepsie; Poughkeepsie Public School\nTeachers Association.\nCahill, Genevieve (Teacher), Junior High School,\nAuburn; Auburn Teachers Association.\nCaine, Louis (Teacher), Abraham Lincoln High\nSchool, Brooklyn; High School Teachers\nAssociation of New York City.\nCameron, Ethel S. (Teacher), 34 Wellington\nCourt, Brooklyn; Kindergarten-6B Teachers\nA ccAristinu\n\nTnf*\n\nCampbell, Etha Margaret (Teacher), 4529 Car¬\npenter Ave., Bronx; Kindergarten-6B Teachers\nAssociation, Inc.\nCarey, Hazel F. (Teacher), 63 Richmond Drive,\nOld Greenwick, Conn.; Pelham Teachers\nAssociation.\nCarolan, Dolores (Teacher), 602 Kirkpatrick St.,\nSyracuse; New York State Teachers Associa¬\ntion.\nCarroll, Francis A. (Principal), Hollis; Queens¬\nboro Teachers Association.\nCarson, Martha S. (Teacher), Wilson Junior\nHigh School, Mt. Vernon; New York State\nTeachers Association.\nCaughey, Emmett J. (Teacher), Post Road\nSchool, White Plains; White Plains Teachers\nAssociation.\nCawston, Annie C. (Teacher), 413 North Wash¬\nington St., Rome; Rome Teachers Association.\nChadbourne, Evangeline (Teacher), 1640 West\nGenesee St., Syracuse; Syracuse Teachers\nAssociation.\nCleary, John R. (Teacher), Brooklyn High School\nfor Specialty Trade, Brooklyn; High School\nTeachers Association of New York City.\nCleveland, Marion S. (Teacher), 300 Hayward\nAve., Mt. Vernon; Westchester County Teach¬\ners Association.\nConlan, Anne (Teacher), 2720 Creston Ave.,\nBronx; Kindergarten-6B Teachers Association,\nInc.\nConnolly, Mary (Teacher), Queens, Jackson\nHeights; Queensboro Teachers Association.\nCook, Mildred (Teacher), DeWitt Clinton\nSchool, Mt. Vernon; New York State Teachers\nAssociation.\nCoons, F. Loretta (Vice-principal), Senior High\nSchool, New Rochelle; New Rochelle Teachers\nClub.\nCort, Ambrose^iPrincipal), 29 Lafayette PL,\nWoodmen; Morrison Affiliated Association.\n\nCrehan, Margaret 'A. (Teacher), 19 Rainbow\nAve., Staten Island, New York; Kindergarten66 Teachers Association, Inc.\nDewey, Pearle Z. (Teacher), 45 Meredith Ave.,\nRochester; Friday Night Club.\nDexter, Carolyn F. (Teacher), 216 Pemberton\nRd., Rochester; Rochester Teachers Associa¬\ntion.\nDobberstein, William F. (Teacher), 319 Sullivan\nSt., Elmira; Elmira Educational Association.\nDrake, Mrs. Elizabeth (Director), 439 Vestal Rd.,\nBinghamton; Binghamton Teachers Associa¬\ntion.\nEberlin, Harry W. (Teacher), Queens Village;\nQueensboro Teachers Association.\nEldridge, Celia M. (Teacher), 356 West Water\nSt., Elmira; New York State Teachers Asso¬\nciation.\nEvans, May (Teacher), 175 West 93rd St., New\nYork; Kindergarten-6B Teachers Association,\nInc.\nFagel, Esther L. (Teacher), Mont Pleasant High\nSchool, Schenectady; Schenectady Teachers\nAssociation.\nFahey, Sara H. (Teacher), 801 Park Place,\nBrooklyn; High School Teachers Association\nof New York City.\nFahy, Genevieve M. (Teacher), 5 Rundel,\nRochester; Rochester Teachers Association.\nFarrell, James E. (Principal), 16 West Oakwood\nPL, Buffalo; Buffalo Teachers Federation.\nFarrelly, Mary R. (Teacher), 447 Beach 132nd\nSt., Rockaway Beach; Kindergarten-6B Teach¬\ners Association, Inc.\nFerguson, Ruth O. (Teacher), 8 North Ninth\nAve., Mt. Vernon; Mt. Vernon Teachers\nAssociation\nFlood, Katherine (Teacher), 28 East 129th St.,\nBronx;\nTeachers Welfare League of New\nYork City.\nFlowers, Rachael (Teacher), Benjamin Franklin\nApartment, White Plains; Second District\nTeachers Association of Westchester County.\nFoster, Jane (Teacher), Center Mariches, Long\nIsland;\nCounty. Second Supervising District of Suffolk\nFranko, Alfred (Teacher), Nichols Junior High\nSchool, Mt. Vernon; New York State Teachers\nAssociation.\nFriend, Constance (Teacher), 127 West Seventyninth St., New York; Kindergarten-6B Teach¬\ners Association, Inc.\nGalena, Margaret V. (Teacher), Long Island,\nNew York; Queensboro Teachers Association.\nGarvey, John J. (Principal), 129 Attorney St.,\nNew York; New York City Teachers Associa¬\ntion.\nGilligan, James T. (Teacher), 20 Sherman Ave.,\nYonkers; New York State Teachers Associa¬\ntion.\nGoff, John (Superintendent), Tuckahoe; Tuckahoe Teachers Association.\nGoldhammer, I. (Teacher), James Monroe High\nSchool, Bronx; High School Teachers Associa¬\ntion of New York City.\nGoodrich, Blanche (Teacher), Mechanicville,\nStillwater; New York State Teachers Associa¬\ntion.\nGouldin, Henry (Principal), 760 Ostrom Ave.,\nSyracuse; New York State Teachers Associa¬\ntion.\nGraham, Minnie (Teacher), DeWitt Clinton\nJunior High School, Mt. Vernon; Westchester\nCounty Teachers Association.\nGrahl, Marie W. (Teacher), 237-37-Thirty-fourth\nAve., Douglas Manor, Long Island; Kindergarten-6B Teachers Association, Inc.\nGranger, Mrs. Sara D. (Teacher), Horace\nGreeley School, Chappaqua; New York State\nTeachers Association.\nGreene, LeRoy M. (Teacher), Isaac E. Young\nJunior High School, New Rochelle; New\nRochelle Teachers Club.\nGrimshaw, Russel (Teacher), 187 Crowell Ave.,\nStaten Island, New York; Staten Island Teach¬\ners Association.\n\n"}
{"page": 978, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nGrove, E. Viola (Teacher), Caroline Ave., Pough¬\nkeepsie; Poughkeepsie Public School Teachers\nAssociation.\nHadd, Eugenie C. I. (Teacher), 45 Prospect PL,\nNew York; Kinder gar ten-6B Teachers Asso¬\nciation, Inc.\nHager, Bessie (Teacher), 29 Sixth Ave., Gloversville; New York State Teachers Association.\nHall, Frederica C. (Teacher), 301 North George\nSt., Rome; New York State Teachers Associa¬\ntion.\nHall, Lolabel (First Assistant), Bay Ridge High\nSchool, Brooklyn; High School Teachers\nAssociation of New York City.\nHannon, Mrs. Mary (Teacher), 89 Mason Ave.,\nBinghamton; Binghamton Teachers Associa¬\ntion.\nHardy, H. Claude (Ex Officio), Superintendent,\nWliite Plains.\nHarney, Laura B. (Teacher), 7 North Ninth Ave.,\nMt. Vernon; Mt. Vernon Teachers Association.\nHartnett, Margaret C. (Teacher), Menands\nSchool, Menands, Albany; New York State\nTeachers Association.\nHastings, Elinor I. (Teacher), Washington Irving\nHigh School, New York; High School Teachers\nAssociation of New York City.\nHatch, E. Grace (Teacher), 299 Hancock St.,\nBrooklyn; Teachers Welfare League of New\nYork City.\nHatch, Lillian A. (Teacher), 299 Hancock St.,\nBrooklyn; Kindergarten-6B Teachers Associa¬\ntion, Inc.\nHayes, Frieda L. (Teacher), 156 Tremper Ave.,\nKingston; New York State Teachers Welfare\nLeague.\nHayes, Grace (Teacher), 3622 Avenue J., Brook¬\nlyn; Kindergarten-6B Teachers Association,\nInc.\nHayes, Raymond W. (Teacher), 40 Wildwood\nAve., Mt. Vernon; Mt. Vernon Teachers Asso¬\nciation.\nHelin, Irene (Teacher), 45 Langdon Blvd., Rock¬\nville Centre; Malverne Teachers Association.\nHine, Elizabeth M. (Advertising Manager),\nNew York State Education, 152 Washington\nAve., Albany; New York State Teachers Asso¬\nciation.\nHogan, Margaret E. (Teacher), 96 Oak St.,\nPlattsburg; New York State Teachers Associa¬\ntion.\nHohns, May E. (Teacher), 826 Fifty-fifth St.,\nBrooklyn; Kindergarten-6B Teachers Associa¬\ntion, Inc.\nHollister, Harold E. (Teacher), Rye High School,\nRye; Westchester County Teachers Associa¬\ntion.\nHolmes, William H. (Superintendent), Mt.\nVernon; Mt. Vernon Teachers Association.\nHolt, Keith G. (Teacher), Ridgeway, White\nPlains; Westchester County Teachers Associa¬\ntion.\nHopf, John F., Jr. (Teacher), Post Road School,\nWhite Plains; White Plains Teachers Associa¬\ntion.\nHunt, Herold C. (Superintendent), New Rochelle;\nWestchester County Teachers Association.\nHurst, Alma (Teacher), 4500 South Salina St.,\nSyracuse; New York State Teachers Associa¬\ntion.\nJacobs, Mrs. Helen (Teacher), 10 Roosevelt Ave.,\nBinghamton; Binghamton Teachers Associa¬\ntion.\nJennings, Harold (Superintendent), Mt. Kisco;\nWestchester County Teachers Association.\nJohnson, Eleanor (Teacher), 108 Union St.,\nSchenectady; Schenectady City Teachers As¬\nsociation.\nJohnson, Etta M. (Teacher), 115 North Grove\nSt., Freeport; Freeport Teachers Association.\nJohnson, Herbert F. (Principal), 416 Dyckman\nSt., Peekskil; Westchester County Teachers\nAssociation.\nJohnson, Mrs. Sarah (Dean of Girls), Edgemont\nDrive, Syracuse; New York State Teachers\nAssociation.\n\nAssociation\n\nJones, Evan E. (Superintendent), Port Chester;\nWestchester County Teachers Association.\nJones, Ralph W. (Director, Health and Physical\nEducation), Ithaca Public Schools, 108 West\nCourt St., Ithaca; New York State Teachers\nAssociation.\nKeller, Elizabeth B. (Teacher), 19 Alliance Ave.,\nRochester; Friday Night Club.\nKelley, Marian D. (Teacher), Fifth Ave. and\nNinth St., New York; Seventh, Eighth, and\nNinth Year Women Teachers Organization.\nKershaw, George A. (Head of Mathematics),\nSouth Side, Oneonta; Oneonta Public School\nTeachers Association.\nKreuser, Eleanor (Teacher), 195 Claremont\nAve., New York; Kindergarten-6B Teachers\nAssociation, Inc.\nKroner, Albert J. (Head, Science Department),\n114 Valentine St., Mt. Vernon; Westchester\nCounty Teachers Association.\nKroner, Mrs. Frances W. (Teacher), A. B. Davis\nHigh School, Mt. Vernon; New York State\nTeachers Association.\nKuhnert, Julius E. (Supervisor), 35 Vernon\nParkway, Mt. Vernon; Mt. Vernon Teachers\nAssociation.\nKulp, C. L. (Superintendent), Ithaca; New York\nState Teachers Association.\nLaird, Mrs. Charles (Teacher), 316 West Thomas\nSt., Rome; New York State Teachers Asso¬\nciation.\nLangham, Olive (Teacher), 290 West Seneca\nTurnpike, Syracuse; New York State Teachers\nWelfare League.\nLangworthy, Harry W. (Superintendent), Gloversville; New York State Teachers Association.\nLaw, Frederick Houk (N.E.A. State Director),\nFirst Assistant, Stuyvesant High School, 345\nEast Fifteenth St., New York; High School\nTeachers Association of New York City.\nLefkowitz, Abraham (First Assistant), 10414\nTwenty-seventh Ave., East Elmhurst; New\nYork Teachers Guild.\nLevenson, Samuel M. (Principal), Queens,\nJamaica; Queensboro Teachers Association.\nLewis, Ernest D. (First Assistant), Evander\nChilds High School, New York; High School\nTeachers Association of New York City.\nLewis, Frederick Z. (Teacher), 139 Center St.,\nNew York;\nYork\nCity. Teachers Welfare League of New\nLicht, Carl (Supervisor), 60 South Third Ave.,\nMt. Vernon; New York State Teachers Asso¬\nciation.\nLindgren, Helen (Teacher), 1164 East Thirteenth\nSt., Brooklyn; Teachers Welfare League of\nNew York City.\nLindlof, Mrs. Johanna M. (Commissioner of\nEducation), 500 Park Ave., New York; Kindergarten-6B Teachers Association, Inc.\nLocke, Mrs. Mabel Eggleston (Teacher), 272\nSouth Broadway, Yonkers; Westchester County\nTeachers Association.\nMcCabe, Anna (Teacher), 434 West 120th St.,\nNew York;\nciation,\nInc. Kindergarten-6B Teachers Asso¬\nMacDonald, Douglas (Principal), 122 Brambrich\nRd., East Chester; Westchester County Teach¬\ners Association.\nMcGill, James V. (First Assistant), John Adams\nHigh School, Ozone Park, Long Island; High\nCity.\nSchool Teachers Association of New York\nMcHugh, Patrick (Teacher), Saunders Trade\nSchool, Yonkers; New York State Teachers\nAssociation.\nMcNicholl, Anna (Teacher), 323 East Mosholu\nParkway, Bronx; Kindergarten-6B Teachers\nAssociation, Inc.\nMac Williams, Ethelea (Teacher), Central High\nSchool, Syracuse; Syracuse Teachers Associa¬\ntion.\nMaloney, Onna M. (Teacher), 1350 South Salina\nSt., Syracuse; New York State Teachers Wel¬\nfare League.\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nRecords\n\nMars, Helen H. (First Assistant), Seward Park\nHigh School, New York; High School Teachers\nAssociation of New York City.\nMartin, William (Assistant Superintendent), 42\nVernon Parkway, Mt. Vernon; New York State\nTeachers Association.\nMason, Frederick J. (Principal), Queens, Whitestone; Queensboro Teachers Association.\nMead, Mrs. Elizabeth (Teacher), 130 Hawley\nSt., Binghamton; Binghamton Teachers Asso¬\nciation.\nMeade, Helen (Teacher), Broad St., Stapleton,\nStaten Island; Staten Island Teachers Associ¬\nation.\nMeade, Katherine S. (Teacher), New Dorp High\nSchool, New Dorp, Staten Island; High School\nTeachers Association of New York City.\nMeikle, Jean B. (Director, Intermediate Grades),\nAdministration Building, Yonkers; New York\nState Teachers Association.\nMelofsky, Sylvia A. (Teacher), 71 Moore Ave.,\nMt. Kisco; Westchester County Teachers As¬\nsociation.\nMiller, Grace Helene (Teacher), 154 East Sixtyeighth St., New York; High School Teachers\nAssociation of New York City.\nMiller, Marshall L. (Teacher), 36 Daffodil Ave.,\nFranklin Square; Second Supervisory District\nTeachers Association of Nassau County.\nMilligan, Annette W. (Teacher), Washington\nJunior High School, Mt. Vernon; New York\nState Teachers Association.\nMilligan, Grace L. B. (Principal), Edison School,\nMt. Vernon; New York State Teachers Asso¬\nciation.\nMilo, Edith (Teacher), 32 William St., Ossining;\nOssining Teachers Association.\nMilos, John F. (Teacher), Memorial High School,\nPelham; Westchester County Teachers Asso¬\nciation.\nMoran, Helen (Teacher), 42-60 Bowne St.,\nFlushing; New York City Chapter No. 1 of the\nInternational Council for the Education of\nExceptional Children.\nMuckenhoupt, Adelaide (Teacher), 5 West 124th\nSt., New York; Kindergarten-6B Teachers\nAssociation, Inc.\nMurphy, George S. (Teacher), 25J6 Seminary\nSt., Auburn; New York State Teachers Welfare\nLeague.\nMurphy, H. H. (Teacher), DeWitt Clinton\nSchool, Mt. Vernon; New York State Teachers\nAssociation.\nMurray, Mrs. Kate (Teacher), 715 Sumner Ave.,\nSyracuse; New York State Teachers Associa¬\ntion.\nNelson, Bertha I. (Teacher), 1316 Pacific St.,\nBrooklyn; Seventh, Eighth, and Ninth Year\nWomen Teachers Organization.\nNicol, Lucille (Assistant Superintendent), Forest\nHills Inn, Forest Hills; Queensboro Teachers\nAssociation.\nNorbury, Anna L. (Teacher), 9748 105th St.,\nWoodhaven, Long Island; Kindergarten-6B\nTeachers Association, Inc.\nOdell, Georgia (Teacher), 8 East Fourth St.,\nMt. Vernon; New York State Teachers Asso¬\nciation.\nOrfall, Ethel (Teacher), 134 Harrison Ave.,\nBaldwin; Second Supervisory District Teachers\nAssociation of Nassau County.\nPease, Mrs. Harriet F. (Teacher), Mont Pleas¬\nant High School, Schenectady; Schenectady\nTeachers Association.\nPeixotto, Bridget C. (Principal), Ozone Park,\nLong Island; Queensboro Teachers Associa¬\ntion.\nPeterson, Hamitt (Teacher), West Lake Road,\nAuburn; Auburn Teachers Association.\nPhelps, Margaret (Supervisor), 526 Ostrom\nAve., Syracuse; Syracuse Teachers Associa¬\ntion.\nPlunkett, Mary K. (Teacher), North Junior\nHigh School, Watertown; New York State\nTeachers Association.\n\nand\n\nInformation\n\n973\n\nPowesland, Walter (Principal), 214 Parkway\nDrive, Syracuse; New York State Teachers\nAssociation.\nPursell, Helen V. (Teacher), 291 North Main St.,\nGloversville; Gloversville Teachers Associa¬\ntion.\nRadenhausen, Paul (Teacher), Brooklyn Tech¬\nnical High School, Brooklyn; High School\nTeachers Association of New York City.\nRafkind, Mrs. Rose (Teacher), 507 Lincoln PI.,\nBrooklyn;\nYork\nCity. Teachers Welfare League of New\nRange, Edward (Teacher), 41 Robbins Ave.,\nAmity ville; New York State Teachers Welfare\nLeague.\nRauch, Edith (Teacher), 602 Kirkpatrick St.,\nSyracuse; New York State Teachers Associa¬\ntion.\n\nReed, Clinton A. (Supervisor), State Department\nof Education, Albany; Eastern Commercial\nTeachers Association.\nRees, Mabel L. (Teacher), 39 Winthrop St.,\nBrooklyn; Teachers Welfare League of New\nYork City.\nReis, Gertrude C. (Teacher), 89-35 120th St.,\nRichmond Hill; Seventh, Eighth, and Ninth\nYear Women Teachers Organization.\nRescigno, Mrs. Rocco (Teacher), 23 Cumberland\nDrive, Yonkers; New York State Teachers\nAssociation.\nReynolds, John J. (Teacher), Saunders Trades\nSchool, Yonkers; Westchester County Teach¬\ners Association.\nRhodes, Catharine I. (Teacher), A. B. Davis\nHigh School, Mt. Vernon; New York State\nTeachers Association.\nRice, Louis A. (Principal), 253 Lexington Ave.,\nNew York; Eastern Commercial Teachers As¬\nsociation.\nRitchie, Janie K. (Teacher), 410 West 24th St.,\nNew York; Kindergarten-6B Teachers Associ¬\nation, Inc.\nRitter, Irving (Principal), Forest Hills; Queens¬\nboro Teachers Association.\nRoberts, John (Councilor), 22 Campbell Rd.,\nBinghamton; Binghamton Teachers Associa¬\ntion.\nRockwell, Rena (Teacher), 364 West Clinton St.\nElmira; New York State Teachers Welfare\nLeague.\nRogers, Mrs. Margaret S. (Teacher), 114 Stevens\nAve., Mt. Vernon; Association of Home\nMaking Teachers, New York City.\nRooney, Mrs. Alice Levi (Principal), 334 Wash¬\nburn St., Lockport; Lockport City Teachers\nAssociation.\nRooney, Mary (Teacher), 3 Chapel PL, Bing¬\nhamton; Binghamton Teachers Association.\nRose, Anne B. (Teacher), 2507 East Main St.,\nEndicott; Endicott Local Teachers Association!\nRose, Mrs. Charlotte A. (Teacher), 114 East\nNinetieth St., New York; Ungraded Class\nTeachers Association.\nRothschild, Elizabeth (Teacher), 315 West\nEighty-sixth St., New York; Kindergarten-6B\nTeachers Association, Inc.\nRouget, Lorraine (Teacher), Tecumseh Ave.,\nMt. Vernon; New York State Teachers Asso¬\nciation.\nSabin, Willard A. (Principal), 170 Barrington St.,\nRochester; Rochester Teachers Association.\nScott, Margaret (Teacher), 409 North Madison\nSt., Rome; New York State Teachers Associa¬\ntion.\nSeufer, Marie (Teacher), Mapke Parkway and\nWalloon St., Staten Island; Staten Island\nTeachers Association.\nSherrard, J. P. (Principal), School 44, Buffalo;\nNew York State Teachers Association.\nShimko, Sophie (Teacher), Girls Commercial\nHigh School, Brooklyn; High School Teachers\nAssociation of New York City.\nShoemaker, Cecile (Teacher), 301 North George\nSt., Rome; New York State Teachers Associa¬\ntion.\n\n"}
{"page": 980, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nShroder, Ruth B. (Teacher), College Point;\nQueensboro Teachers Association.\nSiegel, Fred (Administrative Assistant), Samuel\nGompers High School, Bronx; High School\nTeachers Association of New York City.\nSimpson, A. D. (Assistant Commissioner for\nFinance), State Education Department, Al¬\nbany; New York State Teachers Association.\nSloat, Clara M. (Teacher), Senior High School,\nWatertown; New York State Teachers Asso¬\nciation.\nSmall, William J. (Deputy Superintendent),\nNiagara Falls; New York State Teachers\nAssociation.\nSmallheiser, Albert Lee (Teacher), 1412 Ocean\nAve., Brooklyn; New York Teachers Guild.\nSmith, Beatrice V. (Teacher), 223 North Elm St.,\nSchenectady; Scotia Teachers Association.\nSnyder, Ray P. (Director, Division of School\nAdministrative Services), State Education\nDepartment, Albany; New York State Teach¬\ners Association.\nStark, Sadie (Teacher), 2130 Broadway, New\nYork; Kindergarten-6B Teachers Association,\nInc.\nStauterman, Eda (Teacher), 418 West First St.,\nElmira; Elmira Women Classroom Teachers\nAssociation.\nStaver, Mrs. Edith F. (First Assistant), Newton\nHigh School, Elmhurst, Long Island; High\nSchool Teachers Association of New York\nCity.\n\nAssociation\n\nWarren, Clara (Teacher), 140 Claremont Ave.,\nNew York; Kindergarten-6B Teachers Asso¬\nciation, Inc.\nWeisenberg, Mrs. Mina (Teacher), DeWitt\nClinton High School, Bronx; High School\nTeachers Association of New York City.\nWelch, Mrs. Marguerite (Teacher), 165 Searlwyn\nRd., Syracuse; Syracuse Teachers Association.\nWest, Charlotte M. (Supervisor), 237 East Main\nSt., Mt. Kisco; Westchester County Teachers\nAssociation.\nWhipple, Mrs. Lulu (Teacher), Wenga Farm,\nArmonk; Westchester County Teachers Asso¬\nciation.\nWhite, Fred C. (First Assistant), Morris High\nSchool, Bronx; High School Teachers Associa¬\ntion of New York City.\nWicks, Mrs. Ascenath (Teacher), 183 Homecroft\nRd., Syracuse; New York State Teachers\nAssociation.\nWilson, E. Rosannah (Teacher), 184 High St.,\nGeneva; Geneva Teachers Association.\nWilson, John C. (Teacher), White Plains High\nSchool, White Plains; Westchester County\nTeachers Association.\nWilson, Martin (First Assistant), 130 West Fortysecond St., New York; High School Teachers\nAssociation of New York City.\nZerban, Alexander H. W. (Teacher), Textile High\nSchool, New York; High School Teashers\nAssociation of New York City.\nNORTH\n\nSteidie, Melba (Teacher), 46 Moran St., Roches¬\nter; Rochester Teachers Association.\nStewart, Hugh H. (Teacher), A. B. Davis High\nSchool, Mt. Vernon; New York State Teachers\nAssociation.\nStone, F. L. (Teacher), 1441 South Salina St.,\nSyracuse; New York State Teachers Associa¬\ntion.\nSullivan, Marie (Teacher), Hotel George Wash¬\nington, New York; Kindergarten-6B Teachers\nAssociation, Inc.\nSwartz, David J. (Teacher), Haaren High School,\nNew York; High School Teachers Association\nof New York City.\nTarbell, Emily (Teacher), 235 Glenwood Ave.,\nSyracuse; Syracuse Teachers Association.\nThew, Mrs. Ada H. (Teacher), 555 Decatur St.,\nBrooklyn; Teachers Welfare League of New\nYork City.\nThomas, D. R. (Principal), Barringer School,\nRome; New York State Teachers Association.\nThomas, Mrs. Irma (Teacher), 263 Forest Hills\nDrive, Syracuse; New York State Teachers\nAssociation.\nThompson, Helen B. (Teacher), Flushing;\nQueensboro Teachers Association.\nTraphagen, Martin (Principal), No. 6 School,\nMt. Vernon; Westchester County Teachers\nAssociation.\nTreis, Charles (Teacher), 59 Fenimore Rd.,\nMamaroneck; Harrison Teachers Association.\nTurek, Mrs. Catherine (Teacher), 135 Beekman\nAve., North Tarrytown; Westchester County\nTeachers Association.\nTurek, James (Teacher), 135 Beekman Ave.,\nNorth Tarrytown; Westchester County Teach¬\ners Association.\nUnderhill, Mrs. Janet B. (Psychologist), 1080\nWarburton Ave., Yonkers; Yonkers Teachers\nAssociation.\nVan Brederode, J. A. (Supervisor), Bay Avenue,\nBayport; Second Supervisory District Teachers\nAssociation of Suffolk County.\nVan Hall, Carl (Teacher), 150 Parkway Drive,\nSyracuse; Syracuse Teachers Association.\nVon Kokeritz, Elizabeth (Teacher), 376 Hay\nWard Ave., Mt. Vernon; New York State\nTeachers Association.\nWagner, Thomas J. (District Superintendent),\nCounty Office Building, White Plains; Second\nDistrict Teachers Association of Westchester\nCounty.\n\nCAROLINA\n\nAlexander, Margery (Teacher), Derita, (Route 2) ;\nCharlotte Classroom Teachers Association.\nButler, Mrs. Lacy (Teacher), 537 Arbor Rd.,\nWinston-Salem; Winston-Salem Classroom\nTeachers Association.\nCuthberson, Daisy (Teacher), 600 North College,\nCharlotte; North Carolina Education Associa¬\ntion.\nHerring, Sarah (Teacher), 806 West Nash St.,\nWilson; North Carolina Education Association.\nIsaacs, Mrs. W. B. (Teacher), Trinity Ave., Dur¬\nham; Durham Classroom Teachers Associa¬\ntion.\nMcDonald, Agnes (Teacher), 719 West Main St.,\nWashington; North Carolina Education Asso¬\nciation.\nParker, Mrs. Rosa B. (Principal), Albemarle;\nNorth Carolina Education Association.\nRogers, Maude (Teacher), 403 Oakwood Ave.,\nDurham; Durham Classroom Teachers Asso¬\nciation.\nSchrock, Anna (Teacher), 508 South Fulton St.,\nSalisbury; North Carolina Education Associa¬\ntion.\nSmith, B. L. (Superintendent), Greensboro;\nNorth Carolina Education Association.\nStrother, Eura (Teacher), 809 Watts St., Dur¬\nham; Durham Classroom Teachers Associa¬\ntion.\nSwindell, Mrs. E. S. (Teacher), 1408 Mangum\nSt., Durham; Durham Classroom Teachers\nAssociation.\nWhitley, Pauline (Teacher), 529 Pee Dee Ave.,\nAlbemarle; Classroom Teachers Association\nof Albemarle and Stanly County.\nWilson, Mrs. A. R. (Principal), Lakewood School,\nDurham;\nNorth Carolina Education Associa¬\ntion.\nNORTH\n\nDAKOTA\n\nJohnson, Ina R. (Head, English Department),\n901 Ninth St., South, Fargo; North Dakota\nEducation Association.\nKremer, Catherine June (Teacher), Sykeston;\nNorth Dakota Education Association.\nSifritt, Grant (Teacher), 1522 Fourth Ave.,\nSouth, Fargo; North Dakota Education Asso¬\nciation.\nSkewes, George (Teacher), State Teachers Col¬\nlege, Mayville; North Dakota Education Asso¬\nciation.\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nTighe, B. C. (Ex Officio), Principal, Senior High\nSchool, Fargo.\nWaller, A. M. (County Superintendent), Minot;\nNorth Dakota Education Association.\nOHIO\nAiken, Georgia (Teacher;, Alms Hotel, Cincin¬\nnati; Cincinnati Teachers Association.\nAnderson, Clara Belle (Teacher), Box 296, Fairlawn; Ohio Education Association.\nAnderson, R. G. (Teacher;, 112 Hamilton, Akron;\nAkron Teachers Association.\nBarss, Margaret (Teacher;, 810 Walnut St.,\nCoshocton; Lucas County Education Associa¬\ntion.\nBlatt, N. P. (Superintendent;, New Lexington;\nOhio Education Association.\nBliss, Walton B. (Executive Secretary), 1221\nBeggs Bldg., Columbus; Ohio Education Asso¬\nciation.\nBopp, Earl F. (Teacher), 928 Roanoke Rd.,\nCleveland Heights; Cleveland Teachers Feder¬\nation.\nBowen, Minnie L. (Teacher), 211 East Hunter\nSt., Logan; Ohio Education Association.\nBoyd, Margaret (Teacher), 1229 Stanton Blvd.,\nSteubenville; Ohio Education Association.\nBradley, Helen (Teacher), 2349 Ashland Ave.,\nCincinnati; Ohio Education Association.\nBright, J. A. (Teacher), Hicksville; Ohio Educa¬\ntion Association.\nBudd, Frances M. (Teacher;, 1245 McGregor\nAve., Northwest, Canton; Ohio Education As¬\nsociation.\nBurke, Lillian M. (Teacher), 1700 Preyer Rd.,\nCleveland Heights; Ohio Education Associa¬\ntion.\nButterfield, E. E. (Principal), 3277 East Overlook\nRd., Cleveland Heights; Ohio Education Asso¬\nciation.\nCadwallader, R. W. (Assistant Principal), 3631\nBrentwood, Cincinnati; Cincinnati Teachers\nAssociation.\nCampbell, Bess (Principal), 3375 Glenwood Ave.,\nToledo; Toledo Teachers Association.\nCarlisle, Floyd L. (Teacher), 123 West California\nAve., Columbus; Columbus Teachers Feder¬\nation.\nCoats, O. C. (Principal), 824 Holmes Ave., Lima;\nLima Teachers Association.\nCooper, Margaret (Teacher), 1981 Indianola\nAve., Columbus; Columbus Teachers Federa¬\ntion.\nCourtier, Frances (Teacher), 937 Bryden Rd.,\nColumbus; Ohio Education Association.\nCulp, Vernon S. (Teacher), 837 Berwyn St.,\nAkron; Ohio Education Association.\nDeering, Dorothy (Teacher), 2931 Somerton Rd.,\nCleveland Heights; Cleveland Heights Teach¬\ners Association.\nDisher, L. L. (Teacher), 2364 Glenwood, Toledo;\nOhio Education Association.\nEdwards, Margaret E. (Head, English Depart¬\nment), 320 Tenth St., Elyria; Elyria Education\nAssociation.\nFifer, Madaline (Teacher), 846 Hazel St., Akron;\nAkron Teachers Association.\nFortman, Velma (Teacher), 3835 Cass, Cincin¬\nnati; Cincinnati Teachers Association.\nFreeh, J. L. (Superintendent), Sardinia; Ohio\nEducation Association.\nFreshwater, Harold (Teacher), 769 Lakeside,\nLorain; Lorain Teachers Club.\nGayman, L. E. (Teacher), 131 West McCreight\nAve., Springfield; Springfield Teachers Asso¬\nciation.\nGerber, Amy (Teacher), 3316 Fairfield, Cin¬\ncinnati; Norwood Teachers Association.\nGibbs, Helen (Teacher), 377 West First St.,\nDayton; Ohio Education Association.\nHayes, L. E. (Superintendent), North Olmsted;\nCuyahoga County Education Association.\nHeineman, Alma (Teacher), 3511 Stacey, Cin¬\ncinnati; Cincinnati Teachers Association.\nHerrick, John H. (Teacher), 2681 East 130,\nCleveland; Ohio Education Association.\n\nand\n\nInformation\n\n975\n\nHolliday, Leonore (Teacher), 3611 Middleton\nAve., Cincinnati; Ohio Education Association.\nHoward, Zelmah (Teacher), 551 Courtland Ave.,\nMarion; Marion Education Association.\nHutton, O. C. (Assistant Superintendent), Akron;\nAkron Teachers Association.\nJohnston, L. X. (County Superintendent), Car¬\nrollton; Ohio Education Association.\nKittredge, Mrs. Lois (Teacher), 183 Wilbeth Rd.,\nAkron; Akron Teachers Association.\nKnieling, Marion E. (Teacher), 1895 East Ninetyseventh St., Cleveland; Cleveland Teachers\nFederation.\nKratz, Harriet J. (Teacher), 476 South Fourth\nSt., Columbus; Ohio Education Association.\nLawrence, D. D. (Teacher), 215 Park Ave.,\nFindlay; Ohio Education Association.\nLayton, C. M. (Superintendent), Wooster; Ohio\nEducation Association.\nLehmiller, Ruth (Teacher), 822 Market Ave.,\nNorth, Canton; Ohio Education Association.\nLeidy, E. E. (Superintendent), North Baltimore;\nWood County Teachers Association.\nLindsley, Evangeline (Teacher), 1507 Grand\nAve., Dayton; Dayton Classroom Teachers\nAssociation.\nLocke, John F. (Teacher), 324 Probasco, Cin¬\ncinnati; Cincinnati Teachers Association.\nLucal, Ira D. (Executive Secretary), Cleveland\nTeachers Federation, 1254 Leader Bldg.,\nCleveland; Cleveland Teachers Federation.\nLutz, Stanley (Teacher), 141 East Broadway,\nAlliance; Ohio Education Association.\nMcCowen, E. O. (County Superintendent), Ports¬\nmouth; Ohio Education Association.\nMcLaughlin, F. R. (Teacher), 42 Riverside Drive,\nRossford; Ohio Education Association.\nMattoon, A. L. (Dean of Boys), 411 Locust St.,\nFindlay; Findlay Education Association.\nMiller, Florence Brooks (Teacher), 3295 Avalon\nRd., Shaker Heights; Shaker Heights Teachers\nAssociation\nMilner, Marie (Teacher), 2061 Cornell Rd.,\nCleveland; Cleveland Heights Teachers Asso¬\nciation.\nMinter, Irene (Teacher), 846 Harvard St.,\nAkron; Akron Teachers Association.\nMorrison, S. H. (Teacher), 51 North Burgess\nAve., Columbus; Ohio Education Association.\nOffenhauer, R. E. (Ex Officio), President, Bowl¬\ning Green State University; Bowling Green.\nPenn, Ella M. (Teacher), 439 Clinton Heights,\nColumbus; Columbus Teachers Federation.\nReese, Lloyd W. (Superintendent), Washington\nCourt House; Ohio Education Association.\nRoberson, H. C. (Teacher), 958 Richie, Lima;\nOhio Education Association.\nRoudebush, Ernestine (Teacher), 201 Baltimore\nSt., Middletown; Ohio Education Association.\nRunyan, Ruth (Teacher), 146 Woolper, Cincin¬\nnati; Cincinnati Teachers Association.\nRyder, H. E. (County Superintendent), Fremont;\nSandusky County Teachers Association.\nSaurer, Howard D. (Teacher), 2245 Fourth St.,\nCuyahoga Falls; Ohio Education Association.\nSchulz, Louise (Teacher), 901 Pennsylvania Ave.,\nColumbus; Columbus Teachers Federation.\nSeitz, M. F. (Teacher), 806 East Vine St., Lima;\nLima Teachers Association.\nSenger, Harry S. (Assistant Principal), 347\nWarren Ave., Cincinnati Teachers Association.\nShoemaker, Donald (Teacher), 2704 Kennedy\nAve., Dayton; Dayton Classroom Teachers\nAssociation.\nSloan, Catharine M. (Teacher), 250J^ East\nChurch St., Marion; Marion Education Asso¬\nciation.\nSmeltz, E. E. (Teacher), 3407 Superior Park\nDrive, Cleveland ; Ohio Education Association.\nSmith, John H. (Principal), 3847 Drakewood\nDrive, Cincinnati; Cincinnati Schoolmasters\nClub.\nSnyder, Belle (Principal), 1813 Oak Hill Ave.,\nYoungstown; Youngstown Education Associa¬\ntion.\n\n"}
{"page": 982, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nStanton, B. F. (N.E.A. State Director), Superin¬\ntendent, Alliance; Ohio Education Association.\nThomas, Alma (Teacher), 3028 Somerton Rd.,\nCleveland Heights; Ohio Education Associa¬\ntion.\nThomas, Mrs. Katharine (Teacher), 24 Liberty\nSt., Dayton; Dayton Classroom Teachers Asso¬\nciation.\nTrumper, Bess (Principal), 124 East First St.,\nLondon; Ohio Education Association.\nTurpen, Dorothy (Teacher), 1315 Paxton Rd.,\nCincinnati; Cincinnati Teachers Association.\nVan Tassel, C. D. (Teacher), 812 Dunwood\nCourt, Toledo; Ohio Education Association.\nWaterhouse, Ralph H. (Superintendent), Akron;\nAkron\n\nTeachers\n\nAssociation.\n\nWenner, W. E. (Superintendent), Ashtabula;\nOhio Education Association.\nWest, Verona M. (Teacher), R. R. 1, Harrod;\nLima Teachers Association.\nZiska, Agnes L. (Teacher), 3344 Meadowbrook\nBlvd., Cleveland Heights; Ohio Education\nAssociation.\nZook, David B. (Teacher), 807 North Howard St.,\nAkron; Ohio Education Association.\nOKLAHOMA\nAllen, Ruth (Teacher), 621 South Boston, Tulsa;\nTulsa Classroom Teachers Association.\nBlack, E. H. (Superintendent), Bristow; Okla¬\nhoma Education Association.\nBlack, Mrs. E. H. (Teacher), Bristow; Okla¬\nhoma Education Association.\nBrooks, Martha (Teacher), 1735 West Twentyeighth, Oklahoma City; Department of Class¬\nroom Teachers, Oklahoma Education Associa¬\ntion.\nCulp, Ruby Lee (Teacher), 1228 South Elwood,\nTulsa; Department of Classroom Teachers,\nOklahoma Education Association.\nDavis, Lavon (Teacher), 1611 East Okmulgee,\nMuskogee; Northeast District Classroom\nTeachers Association.\nDuncan, Elizabeth (Teacher), 2725 West Four¬\nteenth; Oklahoma City; Department of Class¬\nroom Teachers, Oklahoma Education Associa¬\ntion.\nEvans, Hazel (Teacher), 222 South Tenth,\nClinton; Oklahoma Education Association.\nFrank, Anna (Teacher), Hotel Tulsa, Tulsa;\nDepartment of Classroom Teachers, Oklahoma\nEducation Association.\nFrank, Kate (N. E. A. State Director), Teacher,\n605 Dayton, Muskogee; Department of Class¬\nroom Teachers, Oklahoma Education Associa¬\ntion.\nHamilton, Kate (Principal), Ward\nSchool,\nShawnee; Oklahoma Education Association.\nHuggins, Ruth (Teacher), 2725 West Fourteenth,\nOklahoma City; Department of Classroom\nTeachers, Oklahoma Education Association.\nHughes, Mildred (Teacher), 1308 South Main,\nTulsa; Department of Classroom Teachers,\nOklahoma Education Association.\nJohnson-Westbrook, Harriette (Teacher), 701\nNorth Grand Ave., Okmulgee; Oklahoma\nEducation Association.\nKing, Violet E. (Teacher), Box 562, Sand Springs;\nDepartment of Classroom Teachers, Oklahoma\nEducation Association.\nLightfoot, Elizabeth (Teacher), 1844 Northwest\nFifteenth, Oklahoma City; Oklahoma City\nClassroom Teachers Association.\nManley, B. M. (Principal), 1720 East Fourteenth,\nTulsa; Department of Classroom Teachers,\nOklahoma Education Association.\nNelson, Adelaide (Teacher), 1942 South Evan¬\nston, Tulsa; Department of Classroom Teach¬\ners, Oklahoma Education Association.\nProbst, Faye (Teacher), 402 North Fifteenth St.,\nMuskogee; Department of Classroom Teach¬\ners, Oklahoma Education Association.\nPropps, J. J. (Teacher), 1940 West Fortieth St.,\nTulsa; Tulsa Classroom Teachers Association.\n\nAssociation\n\nRaines, Ona C. (Teacher), 1631 East Fourth,\nTulsa; Department of Classroom Teachers,\n* Oklahoma Education Association.\nRatcliff e, Elizabeth (Teacher), Broadway Apart¬\nments,\nciation. Muskogee; Muskogee Teachers Asso¬\nScott, Elia Mai (Teacher), 1023 West Broadway,\nMuskogee; Northeast District Classroom\nTeachers Association.\nSimmons, Louise B. (Teacher), Springdale\nSchool, Tulsa; Tulsa Education Association.\nSmith, Annette (Teacher), 2408 West Broadway,\nMuskogee; Department of Classroom Teach¬\ners, Oklahoma Education Association.\nSouthard, Elizabeth (Teacher), 115 North Col¬\nlege, Tulsa; Tulsa Classroom Teachers Asso¬\nciation.\nSterling, Dorothy (Teacher), 113 North Sixteenth,\nMuskogee; Northeast District Classroom\nTeachers Association.\nTapp, Mrs. Marjorie D. (Teacher), 315 West\nHighland, Shawnee; Department of Class¬\nroom\ntion. Teachers, Oklahoma Education Associa¬\nTemple, D. E. (Teacher), Albany Hotel, Tulsa;\nTulsa Classroom Teachers Association.\nTomlinson, Bernice (Teacher), 1157 Cherry,\nMuskogee; Northeast District Classroom\nTeachers Association.\nTotten, Callie (Teacher), Riverview School,\nTulsa; Tulsa Education Association.\nVenable, E. Clay (Teacher), 1112 Northwest\nThirtieth, Oklahoma City; Oklahoma City\nClassroom Teachers Association.\nVirgin, Mary (Teacher), 1206 South Denver,\nTulsa; Tulsa Classroom Teachers Association.\nWade, Robbie Lucile (Supervisor), 1317 North\nBeard, Shawnee; Oklahoma Education Asso¬\nciation.\nWallace, Armenta (Teacher), 1915 Northwest\nThirteenth, Oklahoma City; Department of\nClassroom Teachers, Oklahoma Education\nAssociation.\nWhite, Naomi John (Teacher), Broadway Apart¬\nments, Muskogee; Muskogee Teachers Asso¬\nciation.\nOREGON\nBowman, C. R. (N. E. A. State Director), County\nSuperintendent, Court House, Medford;\nOregon State Teachers Association.\nCarroll, Maurine (Teacher), Medford; Oregon\nState Teachers Association.\nDammon, Edna (Teacher), 2306 Northeast\nSiskiyou, Portland; Portland Grade Teachers\nAssociation.\nDeArmond, Helen (Teacher), 2306 Northeast\nSiskiyou, Portland; Portland Grade Teachers\nAssociation.\nDegermark, Carin (Teacher), Senior High School,\nMedford; Oregon State Teachers Association.\nElmer, Frances (Teacher), Southwest Corona\nAve., Portland; Portland High School Teachers\nAssociation.\nFarmer, Mrs. Ada (Teacher), 1623 Southeast\nLadd Ave., Portland; Portland Grade Teachers\nAssociation\nHays, O. W. (Principal), 3006 Northeast Twentyninth Ave., Portland; Oregon State Teachers\nAssociation.\nLaber, Maurine (Teacher), 3716 Southwest Mt.\nAdams Drive, Portland; Portland High School\nTeachers Association.\nLessing, Marie A. (Teacher), 5764 Northeast\nGarfield, Portland; Portland Grade Teachers\nAssociation.\nMacCracken, Elliott (Teacher), Hargardine St.,\nAshland; Oregon State Teachers Association.\nSmith, Elphe K. (Teacher), Route 1, Box 22,\nTigard; Portland Grade Teachers Association.\nStauffer, Ida M. (Teacher), Mallory Hotel,\nPortland; Portland Grade Teachers Associa¬\ntion.\nThompson, Anna (Principal), 2336 Northeast\nTwenty-third Ave., Portland; Oregon State\nTeachers Association.\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nRecords\n\nWetherell, Alvia (Teacher), 1058 West Second\nSt., Roseburg; Oregon State Teachers Asso¬\nciation.\nWetherell, Helen (Teacher), 1058 West Second\nSt., Roseburg; Oregon State Teachers Asso¬\nciation.\nPENNSYLVANIA\nBoone,\nJane G. (Teacher),\n704 South'T'ortyninth Mrs.\nSt., Philadelphia;\nPhiladelphia\nTeachers\nAssociation.\nBradbury, Robert (Teacher), 3464 West Queen\nLane, Philadelphia; Philadelphia Teachers\nAssociation.\nBraucher, William E. (Teacher), 563 Franklin\nAve., Palmerton; Pennsylvania State Educa¬\ntion Association.\nBraun, Laura M. (Teacher), 4909 Sciota St.,\nPittsburgh; Pennsylvania State Education\nAssociation.\nBroome, Edwin C. (Retired Superintendent),\nPhiladelphia; Pennsylvania State Education\nAssociation\nBurger, Florence (Teacher), 817 West Tenth,\nErie; Erie Teachers Association.\nByers, Ben H. (Supervising Principal), 264\nCenter Ave., Elizabeth; Pennsylvania State\nEducation Association.\nCasey, Lilly W. (Teacher), 5528 Locust St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nClark, Robert Wayne (Teacher), Central High\nSchool, Philadelphia; Pennsylvania State\nEducation Association.\nClauss, Edwin D. (Teacher), 2310 Tilghman St.,\nAllentown; Allentown Education Association.\nCober, W. H. (Retired Superintendent), Rostraver Township Schools, Belle Vernon; Penn¬\nsylvania State Education Association.\nCockerille, Clara E. (Teacher), 1228 Seventeenth\nAve., Altoona; Pennsylvania State Education\nAssociation\nComerford, Mary (Teacher), 4742 Pine St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nCondon, Mrs. Grace (Teacher), 125 West Sharpnack St., Philadelphia ;, Philadelphia Teachers\nAssociation\nCostello, Helen M. (Principal), 3601 Powelton\nAve., Philadelphia; Philadelphia Teachers\nAssociation.\nCox, Carolyn (Teacher), Altoona; Altoona Edu¬\ncation Association.\nDouthett, Walter R. (Superintendent), Darby;\nPennsylvania State Education Association.\nEarhart, L. B. (Teacher), 709 Shadeland Ave.,\nDrexel Hill; Philadelphia Teachers Association.\nEbersole, Clarence M. (Teacher), 224 Lancaster\nAve., Lancaster; Lancaster Branch of the\nPennsylvania State Education Association.\nEldridge, Sophie (Teacher), 4921 Royal St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nFarley, Jeannette A. (Teacher), 7489 Briar Rd.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nFaust, J. Frank (Principal), High School, Chambersburg; Pennsylvania State Education Asso¬\nciation.\nFerguson, Arthur W. (District Superintendent),\nYork; Pennsylvania State Education Associa¬\ntion.\nFerster, E. E. (Teacher), Richfield; Snyder\nCounty of the P. S. E. A. and N. E. A.\nFord, Ida R. (Teacher), 1806 Church Lane, Phila¬\ndelphia; Philadelphia Teachers Association.\nForgie, Raymond (Teacher), Stoyestown; Penn¬\nsylvania State Education Association.\nForsyth, Joseph W. (Teacher), 1424 Comly St.,\nPhiladelphia; Pennsylvania State Education\nAssociation.\nFoster, Blanche (Teacher), 178 Franklin St.,\nWoodbury, New Jersey; Philadelphia4Teachers\nAssociation.\n\nand\n\n977\n\nInformation\n\nGardner, Margaret (Teacher), 811 Washington\nAve., Carnegie; Pennsylvania State Education\nAssociation.\nGoll, Reinhold (Principal), 1830 West Lindley\nAve., Philadelphia; Philadelphia Teachers As¬\nsociation.\nGoodman, Mrs. Clara G. (Teacher), 1141 Fairmount Ave., Philadelphia; Philadelphia Teach¬\ners Association.\nGray, Jessie (Teacher), 1210 Filmore St., Frankford, Philadelphia; Philadelphia Teachers As¬\nsociation.\nGreger, Elizabeth (Teacher), 4560 Baker St.,\nPhiladelphia; Philadelphia Teachers Associ¬\nation.\nGrove, L. C. (Teacher), 577 West Market St.,\nYork; York City Education Association.\nHaas, Anna Pike (Teacher), 2450 Seventy-sixth\nAve., Philadelphia; Philadelphia Teachers As¬\nsociation.\nHagerty, Jean (Principal), 1244 Christian St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\n\nHarlin, Olive (Teacher), Altoona; Altoona\nEducation Association.\nHealy, Mary (Teacher), Altoona; Altoona Edu¬\ncation Association.\nHenke, Frederick G. (Teacher), Allegheny Col¬\nlege, Meadville; Pennsylvania State Educa¬\ntion Association.\nHess, Mary L. (Teacher), 194 Main St., Hellertown; Pennsylvania State Education Associa¬\ntion.\nHitner, John W. (Principal), 4677 Adams Ave.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nHokman, William J. (Teacher), Box 106, Beaver;\nPennsylvania State Education Association.\nHummel, Wilhelmine E. (Teacher), 7205 Elm¬\nwood Ave., Philadelphia; Pennsylvania State\nEducation Association.\nHuplits, Woodman E., Jr. (Teacher), 1911 E.\nAllegheny Ave., Philadelphia; Pennsylvania\nState Education Association.\nItzel, Magdalen L. (Teacher), 510 Mifflin Ave.,\nPittsburgh; Pittsburgh Teachers Association.\nJames, Aelfric, Sr. (Teacher), 801 Spring Garden\nSt., Easton; Easton Teachers Association.\nJenkins, Leon V. (Principal), 720 Bierman Ave.,\nYork; York City Education Association.\nKelley, J. Herbert (N.E.A. State Director),\nExecutive Secretary, Pennsylvania State Edu¬\ncation Association, Harrisburg; Pennsylvania\nState Education Association.\nKline, Sarah V. (Teacher), Abington; Pennsyl¬\nvania State Education Association.\nKlingaman, Dorothy May (Teacher), 37 East\nMaple St., York; York City Education Associa¬\ntion.\nLandis, John F. (Teacher), 2867 Chartiers Ave.,\nPittsburgh; Pittsburgh Teachers Association.\nLenhart, Lewis R. (Assistant Superintendent),\nCentre County, Belief onte; Pennsylvania State\nEducation Association.\nLewis, Victor E. (Supervising Principal), 1815\nGreen St., Edwardsville; Pennsylvania State\nEducation Association.\nLynch, Clyde A. (President), Lebanon Valley\nCollege, Annville; Pennsylvania State Educa¬\ntion Association.\nMcConnell, Mrs. Ella F. (Teacher), 172 Madison\nSt., Wilkes-Barre; Pennsylvania State Edu¬\ncation Association.\nMcGuire, Edward F. (Supervising Principal),\nWilmore; Pennsylvania State Education Asso¬\nciation.\nMalloy, Charles P. (Teacher), 4508 Sansom St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nManley, Mrs. Beula (Teacher), 730 Pearl St.,\nWilliamsport; Pennsylvania State Education\n\nAssociation.\nMasterson, Grace (Teacher),\nEducation Association.\n\nAltoona;\n\nAltoona\n\n"}
{"page": 984, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nMaxwell, Charles F. (County Superintendent),\nCourt House, Greensburg; Pennsylvania State\nEducation Association.\nMaxwell, Helen A. (Teacher), 2411 Highland\nAve., New Castle; Pennsylvania State Educa¬\ntion Association.\nMaxwell, Homer H. (Teacher), 556 Franklin St.,\nFreeport;\nPennsylvania State Education Asso¬\nciation.\nMidlen, Lillie H. (Teacher), 4524 Regent St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nMiller, Charles S. (President), State Teachers\nCollege, Slippery Rock; Pennsylvania State\nEducation Association.\nMorgan, Harriet W. (Teacher), Bellefield Voca¬\ntional High School, Pittsburgh; Pennsylvania\nState Education Association.\nMyers, Edward T. (Principal), 5143 Oakland St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nNeff, J. H. (County Superintendent), Hunting¬\ndon; Pennsylvania State Education Associa¬\ntion.\nNeville, Charles E. (Principal), 14 West Lodges\nLane, Bala-Cynwyd; Philadelphia Teachers\nAssociation.\nNitrauer, Harvey L. (Supervising Principal), 22\nRace St., Highspire; Pennsylvania State Edu¬\ncation Association.\nNorton, Albert C. (Teacher), 5629 Thomas Ave.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nObermeyer, Bertha (Teacher), Altoona; Altoona\nEducation Association.\nO’Dea, Katherine (Supervisor), 169 South Main\nSt., Scranton; Pennsylvania State Education\nAssociation.\nO’Rourke, Veronica (Teacher), 818 West Third\nSt., Chester; Chester Teachers Association.\nParry, Samuel L. (Supervising Principal), 541\nPelham Rd., Philadelphia; Philadelphia Teach¬\ners Institute.\nPearce, Milton O. (Principal), 5004 Griscom St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nPerkins, L. W. (Teacher), 129 St. Paul’s Rd.,\nArdmore; Pennsylvania State Education Asso¬\nciation.\nPetty, Natalie Anne (Teacher), 221 Park Ave.,\nBellevue Station, Pittsburgh; Pittsburgh\nTeachers Association.\nPitcairn, Cora (Teacher), 549 Miller Ave., Clairton; Pennsylvania State Education Association.\nPratt, Willis E. (Superintendent), Erie County,\nErie ; Pennsylvania State Education Association.\nPrey, Stanley (Teacher), 826 Lincoln St., Read¬\ning; Reading Teachers Association.\nPrutzman, Stuart E. (Superintendent), Carbon\nCounty, Mauch Chunk; Pennsylvania State\nEducation Association.\nQuigley, J.Wynn (Teacher), 321 Apsley St., Phila¬\ndelphia; Philadelphia Teachers Association.\nRaker, William (Teacher), State Teachers Col¬\nlege, Kutztown; Pennsylvania State Education\nAssociation.\nRiffle, Harry B. (Supervising Principal), New\nGeneva; Pennsylvania State Education Asso¬\nciation.\nSchmehl, Kermit H. (Teacher), 207 North Frank¬\nlin St., Fleetwood; Muhlenberg Township\nBranch of the P. S. E. A.\nScott, Jessie M. (Teacher), 2655 Perrysville Ave.,\nPittsburgh; Pittsburgh Teachers Association.\nSeyler, Harry E. (Teacher), 249 East Princess St.,\nYork; York City Education Association.\nShaw, Reuben T. (Head, Science Department),\nNortheast High School, 1329 Real Estate Trust\nBldg., Philadelphia; Philadelphia Teachers As¬\nsociation.\n\nShenton, Mrs. Clara A. (Teacher), 244 Beech,\nPottstown; Pottstown Teachers Association.\nShoemaker, N. Eugene (Teacher), 261 North\nMain St., Red Lion; Pennsylvania State Edu¬\ncation Association.\n\nAssociation\n\nShowalter, Alice (Teacher), 1044 Victoria Ave.,\nNew Kensington; New Kensington Teachers\nAssociation.\nSmay, Ella Mae (Teacher), 551 Rosedale St.,\nPittsburgh; Pittsburgh Teachers Association.\nSohl, Charles E. (Director of Guidance), 5436\nOakland St., Philadelphia; Abington Township\nTeachers Association.\nSpeidel, Harold O. (Supervising Principal), 12\nMaple St., Pine Grove; Pennsylvania State\nEducation Association.\nStevens, Willard M. (Teacher), 111 Center Ave.,\nMount Pleasant; Pennsylvania State Educa¬\ntion Association.\nStudebaker, Mabel (Teacher), 426 East Tenth,\nErie; Erie Teachers Association.\nWatson, Mary O. (Assistant Principal), 1044\nVictoria Ave., New Kensington, New Kensing¬\nton Teachers Association.\nWerner, J. C. (Assistant Superintendent), Alle¬\ngheny County, Coraopolis; Pennsylvania State\nEducation Association.\nWeschler, Florence (Teacher), 4625 Highview\nBlvd., Erie; Erie Teachers Association.\nWilson, Helen Eloise (Teacher), 28 Lincoln Ave.,\nCrafton; Pittsburgh Teachers Association.\nWoodason, Caroline (Teacher), Harrison and\nOxford Sts., Philadelphia; Philadelphia Teach¬\ners Association.\nWoods, Mary K. (Teacher), 149 East Sixth St.,\nErie;\ntion. Pennsylvania State Education Associa¬\nYoung, Victor V. (Teacher), 41 South Grandview\nAve., Crafton; Pennsylvania State Education\nAssociation\nZahn, D. Willard (Principal), 6531 North Park\nAve., Philadelphia; Philadelphia Teachers\nAssociation.\nRHODE\nISLAND\nAnnable, Charles W. (Teacher), 30 Hoppin Ave.,\nRiverside; Rhode Island Institute of Instruc¬\ntion.\nRockett, James F. (N. E. A. State Director),\nDirector of Education, State House, Provi¬\ndence; Rhode Island Institute of Instruction.\nSOUTH\n\nCAROLINA\n\nAnderson, Jesse T. (County Superintendent),\nFlorence; South Carolina Education Associa¬\ntion.\nBrockman, M. E. (City Superintendent), Chester;\nSouth Carolina Education Association.\nHarman, H. Odelle (County Superintendent),\nLexington;\nSouth Carolina Education Associa¬\ntion.\nRushton, E. W. (City Superintendent), Batesburg; South Carolina Education Association.\nThomas, Mrs. Ruth (Teacher), Walterboro; South\nCarolina Education Association.\nWatts, Mrs. Kathleen (County Superintendent),\nCamden; South Carolina Education Associa¬\ntion.\nSOUTH DAKOTA\nHunt, R. L. (Ex Officio), Superintendent, Madi¬\nson.\nKorb, Bertha (Teacher), Scotland; South Dakota\nEducation Association.\nNissen, S. B. (N. E. A. State Director), Editor,\nSouth Dakota Education Association Jour¬\nnal, Sioux Falls; South Dakota Education Asso¬\nciation.\nSherman, Ruth S. (Teacher), 400 East Sixteenth\nSt., Yankton; South Dakota Education Asso¬\nciation.\nWhittaker, Mrs. Elizabeth (Teacher), 516 South\nFirst Ave., Sioux Falls; Sioux Falls Public\nSchool Teachers Association.\nTENNESSEE\nBateman, Mrs. Hugh (Teacher), 1423 Eastland\nAve., Nashville; Tennessee Education Associa¬\ntion.\n\n"}
{"page": 985, "printed_page": null, "text": "979\nAssociational\n\nRecords\n\nBrown, Mrs. Josephine L. (Teacher), 633 Clearview, Knoxville; Knoxville City Teachers\nLeague.\nBurke, Lottie C. (Principal), 2715 Lombardy\nAve., Memphis; Tennessee Education Asso¬\nciation.\nBurgess, Nelya (Teacher), Parkview Hotel\nApartments, Memphis; Memphis Education\nAssociation.\nCallis, P. E. (Principal), Treadwell Junior High\nSchool, Germantown; Tennessee Education\nAssociation.\nClark, Harry (City Superintendent), Knoxville;\nTennessee Education Association.\nFarr, Lilia Mae (Teacher), 1143 Faxon Ave.,\nMemphis; Tennessee Education Association.\nFisher, Mary (Teacher), 443 Angelas, Memphis;\nMemphis Education Association.\nJones, Pauline (Teacher), 901 Meda St., Mem¬\nphis; Memphis Education Association.\nKirk, Daisy (Teacher), 2036 Oliver, Memphis;\nMemphis Education Association.\nRagsdale, S. L. (N. E. A. State Director), 1429\nFaxon Ave., Memphis; Tennessee Education\nAssociation.\nRobinson, Lyde (Teacher), 765 Leash, Memphis;\nTennessee Education Association.\nTalley, Lucile E. (Principal), 1904 Fatherland,\nNashville; Davidson County Education Asso¬\nciation.\n\nTEXAS\n\nAdams, Jacqueline (Teacher), Uvalde; Texas\nState Teachers Association.\nAndrews, Kate (Teacher), 432 Fulton Ave., San\nAntonio; San Antonio Teachers Council.\nBrister, R. H. (Superintendent), Waco; Texas\nState Teachers Association.\nCaldwell, Rush M. (N. E. A. State Director),\nTeacher, 2527 Ross Ave., Dallas; Texas State\nTeachers Association.\nCollins, Mrs. Belle W. (Teacher), 4005 Swiss\nAve., Dallas; Dallas High School Teachers\nAssociation\nEdge, Altha (Teacher), 909 North Sixteenth St.\nWaco; Texas State Teachers Association.\nGaskill, Sarah (Teacher), 1711 Stuart, Houston;\nHouston Teachers Association.\nGentry, George H. (Principal), Big Spring;\nTexas State Teachers Association.\nHigginbotham, Lorine (Teacher), 4036H Haw¬\nthorne, Dallas; Dallas High School Teachers\nAssociation.\nJames, W. A. (Principal), Ball High School,\nGalveston; Texas State Teachers Association.\nLade, O. R. (Teacher), 3000 North Thirty-third\nSt., Waco; Waco Classroom Teachers Associa¬\ntion.\nMiller, C. C. (Teacher), 233 North Brighton,\nDallas; Dallas High School Teachers Associa¬\ntion.\nMock, Lula (Teacher), 1921 Park Ave., Dallas;\nDallas Grade Teachers Council.\nNation, R. W. (Teacher), 786 Haynes St., Fort\nWorth; Fort Worth Classroom Teachers Asso¬\nciation.\nOppe, Greta (Head, Science Department), 1609\nAvenue K, Galveston; Galveston City Teachers\nAssociation.\nPainter, Mary (Teacher), 3002 Knight, Dallas;\nDallas Grade Teachers Council.\nPresley, Crauf (Teacher), 5907 Richmond,\nDallas; Dallas Grade Teachers Council.\nRed, H. Lei (Teacher), 817 Caroline, Houston;\nHouston Teachers Association.\nRoberson, Avis K. (Teacher), 2224 Wetherbee,\nFort Worth; Fort Worth Classroom Teachers\nAssociation.\nSansing, Bess (Teacher), 5208 Tremont, Dallas;\nDallas Grade Teachers Council.\nSpangler, Lillie Mae (Teacher), 321 East Tenth,\nDallas; Dallas Grade Teachers Council.\nStrong, Vera (Teacher), 1922 Blodgett Ave.,\nHouston; Texas State Teachers Association.\nTaylor, Ida Belle (Teacher), 622 North Clinton,\nDallas; DalJag Grade Teach§rs Council,\n\nand\n\nInformation\n\nThomas, Mrs. Alma (Teacher), Midland; Texas\nState Teachers Association.\nVidrine, George (Teacher), 327 Hot Wells Blvd.,\nSan Antonio; Texas State Teachers Associa¬\ntion.\nWare, Charles S. (Teacher), 245 Princeton, San\nAntonio; San Antonio Teachers Council.\nWeinberg, Helen (Teacher), 3345 Palm, Hous¬\nton; Houston Teachers Association.\nWillis, Sallie (Teacher), 1302 Pennsylvania, Fort\nWorth; Texas State Teachers Association.\nWillmon, Mary Aim (Teacher), 405 North Clin¬\nton, Dallas; Dallas High School Teachers\nAssociation.\nWilson, Josephine (Teacher), 3315 West Jeffer¬\nson, Dallas; Dallas Grade Teachers Council.\nUTAH\nAlleman, Jane (Teacher), 45 East First North,\nSalt Lake City; Salt Lake City Teachers Asso¬\nciation.\nBennion, Mrs. Lucille (Teacher), 720 Ashton\nAve., Salt Lake City; Granite Teachers Asso¬\nciation.\nBrady, Kenneth (Teacher), Sandy; Jordan\nTeachers Association.\nChipman, R. S. (Principal), Ferron; Utah Educa¬\ntion Association.\nFrye, Clifford L. (Principal), Brigham City; Utah\nEducation Association.\nFrye, Julia M. (Teacher), Brigham City; Box\nElder Teachers Association.\nGardner, Charles C. (Teacher), Bountiful; Utah\nEducation Association.\nGreen, E. Carl (Teacher), R. F. D. No. 1, Box\n222, Ogden; Weber County Education Asso¬\nciation.\nGubler, John G. (Principal), 1229 Whitlock Ave.,\nSalt Lake City; Utah Education Association.\nHaslam, James E. (Teacher), 1665 Harvard Ave.,\nSalt Lake City; Utah Education Association.\nHollands, Estelle (Teacher), 1453 Capitol,\nOgden; Ogden City Teachers Association.\nKilburn, H. Parley (Principal), 160 West Fourth\nSouth, Logan; Logan Teachers Association.\nKnowlton, George Q. (Principal), Farmington;\nDavis County Teachers Association.\nParratt, J. Easton (Director of Research), 1566\nKensington Ave., Salt Lake City; Utah Educa¬\ntion Association.\nTaylor, Milton B. (Executive Secretary), Utah\nEducation Association, Salt Lake City; Utah\nEducation Association.\nUtermann, Auguste (Teacher), Hotel Moxum,\nSalt Lake City; Salt Lake City Teachers Asso¬\nciation.\nWiggins, Francis T. (Principal), 2240 Grant Ave.,\nOgden; Utah Education Association.\nWood, Julian C. (Teacher), 148 North First East,\nTooele; Tooele County Teachers Association.\nWorlton, J. T. (Assistant Superintendent), 313\nCity and County Bldg., Salt Lake City; Utah\nEducation Association.\nVERMONT\nAdams, Mrs. Nelle A. (Professor), University\nof Vermont, Burlington; Champlain Valley\nTeachers Association.\nBailey, Francis L. (State Commissioner), Mont¬\npelier; Vermont Education Association.\nBaldwin, Mrs. Daisy (Principal), 2 Broad St.,\nLyndonville; Northeastern Tri-County Teach¬\ners Association.\nGallagher, Walter D. (Principal), 56 Carnarvon\nSt., Fair Haven; Rutland Tri-County Teachers\nAssociation\nHewitt, Mrs. Ruth R. (Teacher), State Normal\nSchool, Castleton; Vermont Education Asso¬\nciation.\nHunt, Homer E. (Superintendent), St. Albans;\nVermont Education Association.\nKincaid, William A. (Superintendent), Mont¬\npelier; Vermont Education Association.\nMarkham, Mary (Teacher), State Normal School,\nCastleton; Vermont Education Association.\n\n"}
{"page": 986, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nPowers, Guy W. (Superintendent), Athens;\nSoutheastern Vermont Teachers Association.\nSullivan, Teresa F. (Teacher), 16 Edward,\nSt. Albans; Franklin County Teachers Asso¬\nciation.\nTrombly, Gladys (Teacher), 35 Summer St., Rut¬\nland; Rutland Tri-County Teachers Associa¬\ntion.\nVachon, Edmond J. (Principal), Cabot; Winooski\nValley Teachers Association.\nWiggin, Joseph A. (N.E.A. State Director), Prin¬\ncipal, High School, Brattleboro; Vermont Edu¬\ncation Association.\nWoodruff, Caroline S. (Ex Officio), Principal,\nState Normal School, Castleton.\nVIRGINIA\nAdair, Cornelia S (Principal), 3208 Hawthorne\nAve., Richmond; League of Richmond\nTeachers.\nBailey, W. D. (Teacher), Chuckatuck; Nansemond County Teachers Association.\nBell, Mrs. Andrew (Teacher), 108 Handley Blvd.,\nWinchester; Winchester Education Associa¬\ntion.\nClarke, Mrs. W. L. (Teacher), 403 Mountain\nAve., Southwest, Roanoke; Roanoke City\nEducation Association.\nClore, Frankie (Teacher), Criglersville; Virginia\nEducation Association.\nCook, Roland E. (Superintendent), Roanoke\nCounty Schools, Salem; Virginia Education\nAssociation.\nDashiell, Katharine N. (Teacher), 207 London\nSt., Portsmouth; Portsmouth Education Asso¬\nciation.\nFarris, Frankie Lou (Teacher), 518 Greenwood\nRd., Roanoke; Roanoke City Education Asso¬\nciation.\nHammond, E. Kyle (Teacher), 114 Cherry Ave.,\nHampton; Newport News Education Asso¬\nciation.\nHancock, Annie (Principal), 153 Broad St.,\nSalem; Virginia Education Association.\nHarrison, Ruth (Teacher), 6 Bybee Apartment,\nColonial Ave., Norfolk; Norfolk Education As¬\nsociation.\nHeatwole, C. J. (Executive Secretary), Virginia\nEducation Association, Richmond; Virginia\nEducation Association.\nHerndon, Mrs. Louise Burgess (Teacher), 4306\nNewport Ave., Richmond; League of Richmond\nTeachers.\nJohnson, Lillian M. (Principal), 404 Chestnut St.,\nNorfolk; Norfolk Teachers Association.\nJones, Celeste (Teacher), 3313 Floyd Ave., Rich¬\nmond; League of Richmond Teachers.\nJoynes, Mrs. Edith B. (N.E.A. State Director),\nPrincipal, Washington-Gatewood Schools, Nor¬\nfolk; Norfolk Education Association.\nMitchell, Nora (Teacher), 705 Redgate Ave.,\nNorfolk; Norfolk Education Association.\nMorton, Marion (Teacher), 3603 Hawthorne\nAve., Richmond; League of Richmond Teach¬\ners.\nMoseley, Mrs. Iva N. (Teacher), La Crosse; Vir¬\nginia Education Association.\nNesbit, Marion (Teacher), 2832 Monument Ave.,\nRichmond; League of Richmond Teachers.\nPayne, Anne D. (Teacher), 410 North Allen Ave.,\nRichmond; League of Richmond Teachers.\nReames, Rebecca (Teacher), 17 Pear St., New¬\nport News; Newport News Education Associa¬\ntion.\nRowlett, Mrs. Eleanor P. (Teacher), 4828 West\nSeminary Ave., Richmond; League of Rich¬\nmond Teachers.\nSaunders, Joseph H. (Superintendent), Newport\nNews; Virginia Education Association.\nWolfe, Josephine (Teacher), Dryden; Virginia\nEducation Association.\nWASHINGTON\nAlderson, Vera (Teacher), 4331 Twelfth North¬\neast, Seattle; Seattle Grade Teachers Club.\n\nAssociation\n\nBlankenhorn, John (Teacher), 1801 Hudson St.,\nLongview; Washington Education Association.\nBudde, Charles A. (Principal), 3049 East Ninetyfourth, Seattle; Seattle Principals Association.\nByrne, L. Thad (Teacher), North 4214 Wash¬\nington,\nSpokane; Spokane High School Teach¬\ners Association.\nCanfield, D. R. (Teacher), Route No. 3, Yakima;\nWashington Education Association.\nCowgill, Mrs. Jennie (Teacher), Millwood;\nWashington Education Association.\nCrofoot, Mentha (Teacher), 716 Pennsylvania\nAve.,\nciation.Bremerton; Washington Education Asso¬\nCurran,\n(Principal), Walker Apart¬\nGroup. Margaret\nments,\nTacoma; Tacoma Administrative\nEdwards, Helen (Teacher), 2913 North Four¬\nteenth, Tacoma; Tacoma Association of Class¬\nroom Teachers.\nElder, Roger E. (Teacher), 621 South Yakima,\nTacoma; Tacoma Association of Classroom\nTeachers.\nGarlick, Lillian (Teacher), South 720 Ivory St.,\nSpokane; Spokane Grade Teachers Associa¬\ntion.\nHackett, Bertha (Teacher), 1211 Sixth Ave.,\nSpokane; Spokane Grade Teachers Associa¬\ntion.\nHill, Mrs. Bertha W. (Teacher), Ephrata; Wash¬\nington Education Association.\nHix, Ernest L. (Teacher), 1716 Holliston Rd.,\nSpokane; Spokane High School Teachers\nAssociation.\nHummel, Floy (Teacher), Altadena Apartments,\nSpokane; Washington Education Association.\nKroetch, Gertrude M. (Teacher), East 1013\nMission Ave., Spokane; Spokane Grade\nTeachers Association.\nLainhart, Porter (Teacher), Woodland; Wash¬\nington Education Association.\nLanderholm, Carl (Teacher), Route No. 3, Box\n23 C, Vancouver; Washington Education Asso¬\nciation.\nLaw, Martha (Teacher), 1102 Eighth Ave.,\nSeattle; Seattle Association of Classroom\nTeachers.\nMacDonald, Alice (Teacher), 803 Twenty-first\nAve., Seattle; Seattle Grade Teachers Club.\nMcEwen, Elizabeth (Teacher), Bellingham Hotel,\nBellingham; Bellingham Classroom Teachers\nLeague.\nMaxwell, Evelyn (Teacher), 601 North Naches,\nYakima; Washington Education Association.\nMeehan, Grace (Teacher), 307 Sixteenth Ave.,\nSpokane; Spokane Grade Teachers Association.\nMiller, Julia (Teacher), 1562 Olive Way, Seattle;\nSeattle Grade Teachers Club.\nMortenson, Martha (Teacher), Benjamin Frank¬\nlin Hotel, Seattle; Seattle Grade Teachers\nAssociation.\nOleson, Cora (N.E.A. State Director), Teacher,\nRidpath Hotel, Spokane; Washington Educa¬\ntion Association.\nOlsen, Margaret (Teacher), 403 Terry, Seattle;\nSeattle Grade Teachers Club.\nParker, Isabel (Principal), South 180 Cannon,\nSpokane; Washington Education Association.\nPowell, James H. (Teacher), 1620 North Fortyfifth, Seattle; Seattle Association of Classroom\nTeachers.\nPratt, Orville C. (Ex Officio), Superintendent,\nSpokane.\nSchuster, Ethyl M. (Teacher), 2913 North Fourteenth, Tacoma; Tacoma Association of Class¬\nroom Teachers.\nShields, Edith M. (Teacher), 1111 Boren Ave.,\nSeattle; Seattle Grade Teachers Club.\nTellier, Belle (Teacher), 1630 Boylston, Seattle;\nSeattle Grade Teachers Club.\nTramm, Merel E. (Teacher), Odessa; Washing¬\nton Education Association.\nTurner, Claude F. (Teacher), East Sixty-eighth\nand Ravenna Blvd., Seattle; Seattle Associa¬\ntion of Classroom Teachers.\n\n*\n\n"}
{"page": 987, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n981\nWEST\n\nVIRGINIA\n\nAber, Irene ('Dean of Girls), 312 Tenth Ave.,\nHuntington; Cabell County Teachers Associa¬\ntion.\nArcher, C. H. (County Superintendent;, Mercer\nCounty, Princeton; West Virginia State Educa¬\ntion Association.\nBrawley, Harry M. (Teacher;, 4011 Noyes Ave.,\nCharleston; Kanawha County Teachers Asso¬\nciation.\nCochran, Clyde (Teacher;, 1215 Elmwood Ave.,\nCharleston; Kanawha County Teachers Asso¬\nciation.\nJackson, Mrs. C. W. (College Instructor), 122\nWalnut St., Bluefield; Mercer County Teachers\nAssociation.\nMcCue,\nE. B. ''Principal;,\nThorpe; West Virginia\nState Education\nAssociation.\nMarsh, J. Frank (President;, Concord State\nTeachers College, Athens; West Virginia\nState Education Association.\nRoberts, Gertrude (Teacher;, Huntington; West\nVirginia State Education Association,\nRoberts, J. V. (Field Representative), West\nVirginia State Education Association, Charles¬\nton; West Virginia State Education Association.\nRosier, Joseph (President;, State Teachers Col¬\nlege, Fairmont; Monongahela Valley Teachers\nRound Table.\nShaffer, Kenneth W. (Assistant Superintendent),\nKingwood; Preston County Teachers Associa¬\ntion.\nTaylor, Grace ''Principal), Montrose; Randolph\nCounty Teachers Association.\nThrockmorton, H. E. (Teacher;, Milton; Cabell\nCounty Teachers Association.\nTrent, W. W. (N. E. A. State Director), State\nSuperintendent, Charleston; West Virginia\nState Education Association.\nWalls, Ruth (Teacher;, 129 Jackson St., Kingwood; West Virginia State Education Associa¬\ntion.\nWhite, Frank S. (Professor), State Teachers\nCollege, Fairmont; Monongahela Valley Teach¬\ners Round Table.\nWright, Juliette ''Teacher;, 2438 Dudley Ave.,\nParkersburg; Wood County Teachers Associa¬\ntion.\nWISCONSIN\nAmundson, Frances (Teacher), Elk Mound;\nWisconsin Education Association.\nBarney, Evelyn M. (Teacher), Route No. 5,\nChippewa Falls; Wisconsin Education Associa¬\ntion.\nBeaton, Margaret (Teacher), 603 Court St.,\nJanesville; Janesville Education Association.\nBennett, Bertha (Teacher), 1962 North Prospect\nAve., Milwaukee; Milwaukee Teachers Asso¬\nciation.\nChapel, J. C. (Teacher), 7939 Twenty-sixth Ave.,\nKenosha; Kenosha Education Association.\nClark, John A. (Principal), 4504 West Montana\nSt., Milwaukee; Milwaukee Public School\nAdministrators and Supervisors Association.\nDanielson, Marie (Teacher), 806 Lake Ave.,\nRacine; Racine Teachers Association.\nGallogly, Georgiana (Teacher;, 1109 North Cass\nSt., Milwaukee; Milwaukee Teachers Associa¬\ntion.\nHake, F. H. (Principal), County Normal School,\nAlma; Wisconsin Education Association.\nHanson, Alvin H. (Teacher;, 3009 North Bartlett\nAve., Milwaukee; Wisconsin Education Asso¬\nciation.\nHatfield, C. A. (City Superintendent), Park Falls;\nWisconsin Education Association.\nHealy, Hazel M. (Teacher), 2750 North Fortyfifth St., Milwaukee; Milwaukee JuniorSenior High School Teachers Association.\nHippaka, Thomas A. (Supervisor), 301 Highland\nAve., Madison; Madison Education Associa¬\ntion.\nJelinek, Frances (Teacher), Wisconsin Hotel,\nMilwaukee; Wisconsin Education Association.\n\nKeyser, Ruth (Teacher), 302 Morris St., Fond du\nLac; Wisconsin Education Association.\nKrieger, Frida (Teacher), 3950 North Farwell,\nMilwaukee; Milwaukee Teachers Association.\nLarson, Nellie (Teacher), 603 Court St., Janes¬\nville; Wisconsin Education Association.\nMcCormick, Elizabeth R. (Principal), Horne\nSchool, Superior; Superior Classroom Teachers\nAssociation.\nMargoles, Ruth K. (Teacher), 1720 East Capitol\nDrive, Milwaukee; Milwaukee Teachers\nAssociation.\nMay, Ernest A. (Teacher), 3924 North Cramer\nSt., Milwaukee; Wisconsin Education Associa¬\ntion.\nMeisnest, Doris (Teacher), Marinette; Wiscon¬\nsin Education Association.\nMetze, Gertrude (Supervisor), Training Depart¬\nment, Teachers College, Oshkosh; Wisconsin\nEducation Association.\nMichi, Marguerite (Teacher), 4222 West Spauld¬\ning PL, Milwaukee; Milwaukee Teachers\nAssociation.\nMoore, W. E, (County Superintendent), Wausau;\nWisconsin Education Association.\nNedry, M. D. (Principal), High School, Loyal;\nWisconsin Education Association.\nPerry, Charles W. (Teacher), 1512 North Warren\nAve., Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association.\nPlenzke, O. H. (Secretary), Wisconsin Education\nAssociation, Madison; Wisconsin Education\nAssociation.\nProdoehl, A. L. (Teacher), 5204 West Wells St.,\nMilwaukee; Milwaukee Junior-Senior High\nSchool Teachers Association.\nQualle, Ida M. (Teacher), Ellsworth; Wisconsin\nSupervising Teachers Association.\nRankin, George R. (Teacher), 3746 West Fred¬\nerica PL, Milwaukee; Milwaukee JuniorSenior High School Teachers Association.\nRonda, Teckla (Teacher), 703 Hubbard St.,\nRacine; Wisconsin Education Association.\nSanford, Autie Curry (County Superintendent),\nLadysmith; Wisconsin Education Association.\nSchneider, Marcella (Teacher), 3035 West Wis¬\nconsin Ave., Milwaukee; Milwaukee Teachers\nAssociation.\nSchoeller, Arthur (Teacher), 1315 Jackson St.,\nBeloit; Beloit Education Association.\nSchuette, Amanda (N. E. A. State Director),\nSupervisor, 220 South Van Buren St., Green\nBay; Green Bay Teachers Association.\nTaras, Theodora (Teacher), 1803 King St., La\nCrosse; La Crosse Teachers Club.\nWall, Erwin (Teacher), 726 Orchard St., Racine;\nRacine Teachers Association,\nWarner, Eugene E. (Teacher), 4646 West Town¬\nsend, Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association.\nWilkins, R. C. (Teacher), 809 North Nineteenth\ntion.\nSt., Superior; Wisconsin Education Associa¬\nWilliams, Elizabeth (Teacher), 1329 Carlisle\nAve., Racine; Racine Teachers Association.\nWittkop, Norman L. (Teacher), 2013 North\nForty-seventh St., Milwaukee; Milwaukee\nJunior-Senior High School Teachers Associa¬\ntion.\n\nWYOMING\nBrodney,\nLaramie\n\nMrs.\nCounty\n\nF.\n\nL.\n\n(Teacher),\n\nTeachers\n\nCheyenne;\n\nAssociation.\n\nBurgoon, A. L. (Superintendent), Diamond ville ;\nWyoming Education Association.\nCarter, C. D. (Superintendent), Torrington;\nWyoming Education Association.\nDodds, B. L. (Principal), Superior; Wyoming\nEducation Association.\nDolph, A. H. (Superintendent), Lander; Wyoming\nEducation Association.\nMoyer, H. H. (N. E. A. State Director), Principal,\nHigh School, Rawlins; Wyoming Education\nAssociation.\n\n"}
{"page": 988, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nALASKA\nErickson, Everett R. (N.E.A. State Director),\nAssistant Professor, University of Alaska, Col¬\nlege; Alaska Education Association.\nGordon, John G. (Teacher), Newhalen; Alaska\nEducation Association.\nMcLaughlin, Mary (Teacher), Wrangell; Alaska\nEducation Association.\nHAWAII\nAkwai, Clarence (Teacher), Kalakaua Inter¬\nmediate School, Honolulu; Hawaii Education\nAssociation.\nAnderson, Mrs. Isabel C. (Teacher), Lihue,\nKauai; Kauai Education Association.\nBrunk, D. Elmer (Teacher), 2115 Armstrong St.,\nHonolulu; Oahu Education Association.\nBrunk, Mrs. Hazel (Teacher), 2115 Armstrong\nSt., Honolulu; Oahu Education Association.\nBuck, Mrs. Sarah A. K. (Teacher), Wailuku Ele¬\nmentary School, Wailuku Maui; Hawaii Edu¬\ncation Association.\nCooper, Mrs. Anita (Teacher), 14 Wood St.,\nHonolulu; Oahu Education Association.\nDotts, Cecil K. (Principal), Pahala, Kau, Hawaii;\nHilo Teachers Union.\nFeirer, Mrs. Gladys (Teacher), Farrington High\nSchool, Honolulu; Hawaii Education Associa¬\ntion.\nFraser, Mrs. Florence B. (Teacher), Kohala High\nand Grammar School, Kohala, Hawaii; Hawaii\nEducation Association.\nFreitas, Nora Y. (Teacher), Middle St., Honolulu;\nTeachers Council Territory of Hawaii.\nGaspar, Mrs. Cecilia (Teacher), Waihee, Maui;\nMaui Teachers Association.\nGasper, Louis (Principal), Waihee, Maui; Maui\nTeachers Association.\nHamamoto, Marguerite (Teacher), 1215 Alex¬\nander St., Honolulu; Oahu Education Associa¬\ntion.\nHeen, Elizabeth Lulu (Principal), Waipahu,\nOahu; Oahu Education Association.\nHobby, Mrs. Eleanor (Principal), Eleele School,\nEleele Kauai; Hawaii Education Association.\nIrwin, Mrs. Maude (Teacher), Waialua, Oahu;\nOahu Education Association.\n\nAssociation\n\nKekahio, Mrs. Lily (Teacher), 1367 Seventh Ave.,\nHonolulu; Oahu Education Association.\nKellogg, Eleanor (Principal), Ewa School, Ewa,\nOahu; Hawaii Education Association.\nLeong, Mrs. Dorothy C. C. (Teacher), Wailuku,\nMaui; Maui Teachers Association.\nLum, Mrs. Mary A. (Teacher), Puuhale School,\nHonolulu; Hawaii Education Association.\nMcCabe, Catherine (Teacher), 62 Wyllie St.,\nHonolulu; Oahu Education Association.\nMatsumoto, Chieno Peggy (Teacher), 631 Tenth\nAve., Honolulu; Oahu Education Association.\nMoore, Mrs. Moehau M. (Teacher), 1316 Matlock\nation. Ave., Honolulu; Oahu Education Associ¬\nNimsger, Clara (Teacher), Aiea School, Oahu;\nTeachers Council Territory of Hawaii.\nPeet, Mrs. Jessie S. (Teacher), Hilo Hotel,\nHilo, Hawaii; Hilo Teachers Union.\nPowers, Charlotte A. (Teacher), Courtland Hotel,\nHonolulu; Oahu Education Association.\nReis, Palmyra L. (Teacher), Kaahumanu School,\nHonolulu; Teachers Council of the Territory of\nHawaii.\nRichardson, Nellie (Teacher), Kehei, Maui;\nTeachers Council Territory of Hawaii.\nRudd, Sara G. (Teacher), Hilo High School, Hilo,\nHawaii; Hilo Teachers Union.\nShintani, Patsy S. (T eacher) , Koloa, Kauai ; Kauai\nEducation Association.\nSoong, Callie (Teacher), 2048 Coyne St., Hono¬\nlulu; Oahu Education Association.\nTanaka, Mrs. Miyo (Teacher), Kaahumanu\nSchool, Honolulu; Oahu Education Associa¬\ntion.\nVaughn, Mrs. Inger (Teacher), Fernhurst, Hono¬\nlulu; Oahu Education Association.\nWade, Herbert A. (Principal), Haiku School,\nHaiku, Maui; Hawaii Education Association.\nYong, Patsy (Teacher), Waipahu School,\nWaipahu, Oahu; Hawaii Education Associa¬\ntion.\nPUERTO\n\nRICO\n\nRodriguez-Bou, Ismael (Assistant Superinten¬\ndent), Orocovis; Puerto Rico Teachers Asso¬\nciation.\n\n"}
{"page": 989, "printed_page": null, "text": "INDEX1\n\nAcademic freedom, Report of committee on\n(Henry Lester Smith), 814\nAccidents and the national health (Herbert J.\nStack), 162\nAct of incorporation of the National Education\nAssociation, 653\nAdair, Cornelia S. Report of committee on by¬\nlaws and rules, 821\nAddress (Hon. Bruce Barton), 397; (Hon. Fiorello\nH. La Guardia), 90; (Hon. Franklin Delano\nRoosevelt), 102\nAddress of welcome (Frank Pierrepont Graves),\n29; (Hon. Fiorello H. La Guardia), 27; (Hon.\nHerbert H. Lehman), 25; (James Marshall), 31\nAdjusting secondary education to the needs of\nrural youth (M. R. Trabue), 503\nAdministrative women in education, National\ncouncil of. See National council of administra¬\ntive women in education\nAdministrator looks to the home economics\nteacher, The (Dewitt Morgan), 457\nAdapting instruction in reading and language in\nrural schools (Eva M. Griffith), 494\nAdult education, department of, 363; historical\nnote, 364; president’s report, 365; report of the\nsecretary, 375; constitution of, 376\nAdult education (Edmund deS. Brunner), 371; in\npublic schools (Gertrude E. Sinclair), 461\nAdvisory committee on education, Report of the,\nand\nimpending legislation — a\ndiscussion\n(George F. Zook), 141, 147; (Jesse H. Newlon),\n143; (Uel W. Lamkin), 144; (Frank P. Graham)\n145; (Edmund deS. Brunner), 146; (Margaret\nKiely), 144\nAfter naturalization — what (G. L. Maxwell), 371\nAherne, Mrs. Vina M. In memoriam, 17; report\nof committee on necrology, 885\nAiton, Maude E. President’s report (depart¬\nment of adult education), 365\nAllen, Richard D. Forum on youth problems,\n240\nAllyn, Harriett M. Raising professional stand¬\nards, 621\nAmerican association for health, physical educa¬\ntion, and recreation, a department of the\nN. E. A., 153; historical note, 154; secretary’s\nreport, 164; the program of the, 171\nAmerican association of school administrators,\na department of the N. E. A., 175; historical\nnote, 176; ceremonial opening of the exhibits\n(Charles B. Glenn), 177; presentation of gavel\n(Arthur S. Chenoweth), 188; presentation of\nhonorary life membership to Charles H. Judd\n(Payson Smith),\nresolutions,\n280 205; secretary’s minutes, 277;\nAmerican association of teachers colleges, a\ndepartment of the N. E. A., 283; historical\nnote, 284; report of the secretary, 324; list of\ncommittee officers, 335; list of accredited\ninstitutions, 336\nAmerican educational research association, a\ndepartment of the N. E. A., 341; historical\n\nnote, 342; secretary’s minutes, 352; report of\nsecretary-treasurer, for 1937, 353; report of\njoint committee with department of classroom\nteachers, 356; plan for affiliation of local educa¬\ntional research organizations, 357; report of\ncommittee on awards, 358\nAmerica’s largest city school system, (Harold G.\nCampbell), 32\nAmerican library association, Report of joint\ncommittee of the National Education Associa¬\ntion and the (Margaret R. Greer), 868\nAmerican teachers association, Report of com¬\nmittee to cooperate with the (N. C. Newbold),\n821\nAmidon, Edna P. Underlying factor in the\ndevelopment of home economics in vocational\neducation, 456\n\nAnderson, Homer\nblems, 241\nAndersson, Ester.\n\nW.\nHome\n\nForum\n\non\n\neconomics\n\nyouth\n\npro¬\n\ndiscussion,\n\n463\nAndrews,\nBenjamin. Consumer purchasing as\nworld building, 463\nAndrus, Ruth. The unmet needs of children, 469\nAngell, James Rowland. Radio — the educator,\n56\nAnother teacher heroine (J. W. Crabtree), 128\nAppraisal of newer practices in selected public\nschools (J. Wayne Wrightstone), 345\nArt, and music in the rural school (Elizabeth\nBard Van Sant), 509; and world citizenship,\n(Thomas Munro), 65\nArt education, A national program for (Clara\nMacGowan), 381\nArt education, department of, 379; historical\nnote, 380; secretary's\n387\nAssociational\nrecords andminutes,\ninformation,\n651\nAssociation, The (Caroline S. Woodruff), 127\nAuditors, Report of, 787\nBache, Elizabeth Dubois. Home economics:\nelementary-school level, 459\nBarton, Hon. Bruce. Address, 397\nBasic considerations in adjusting the business\neducation curriculum to conditions today\n(Harl R. Douglass), 394\nBell, Margaret. The program of the association,\n171\nBennett, A. L. A program\nvision in Virginia, 516\n\nfor county\n\nsuper¬\n\nBildersee, Dorothy. The curriculum in transi¬\ntion — panel discussion, 431\nBliven, Bruce. Propaganda and democracy, 408\nBoard of directors, Members, 1937-38, 676;\n1938-39, 682; of trustees, members, 1937-38,\n676;\n1938-39, 681. Also see respective board\nheadings\nBoas, Belle. The preparation of the art teacher,\n384\nBradford, Mrs. Mary C. C., A tribute to (Mrs.\nInez Johnson Lewis), 17\nBrennan, Grace. National conference on distrib¬\nutive education — a discussion, 401\nBrisco, Norris A. National conference on distrib¬\nutive education— a discussion, 402\nBrunner, Edmund deS. Adult education, 371;\nreport of the advisory committee on education\nand impending legislation, 146; the school as a\nrecreational center for rural areas, 167\nBuck, Pearl S. Literature and life, 73\nBuckley, Mary M. Trends in home economics\nin public school education, 455\nBudget committee, Report of (Helen T. Collins),\n805\nBusiness education, department of, 389; historical\nnote, 390; president’s address, 391; secretary’s\nreport, 402\nBylaws of National Education Association, 658;\nreport of committee on, and rules (Cornelia\nS. Adair), 821\nByrd, Rear Admiral Richard Evelyn (facsimile of\nscroll presented to), 276\nCalendar of meetings of National Education\nAssociation, 674\nCampbell,\nHarold\nschool system,\n32 G. America’s largest city\nCanty, Mary F. Social studies material in the\nelementary reading program, 645\nCarmichael, O. C. Education and the individual,\n160\nCarmichael, Vernal. Secretarial section — group\ndiscussion, 398\nCarney, Mary V. Report on recommendations\nfor certification of teachers of lip reading, 482\nChallenge of teaching, The (Willard E. Givens),\n155\n\n1 All addresses are listed by titles and authors’ names. The\nings, which, together with authors’ names, are set in bold face.\n\n[ 983 ]\n\nbook\n\nis also indexed\n\nby subject head\n\n"}
{"page": 990, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nChallenge of the slow pupil, The (Harry Eisner),\n543\nChallenge to complacency, The (Alexander J.\nStoddard), 189\nChallenge to democracy, A (James Marshall), 644\nChallenge to teachers of young children, A\n(Robert K. Speer), 470\nChambers, M. M. Issues in educational law, 349\nCharter of National Education Association, 653\nChase, Mrs. Bertha W. Discussion (department\nof lip reading), 478\nChenoweth, Arthur S. Presentation of gavel, 188\nClark, John A. Some aids to reflective thinking,\n532\nClassroom teachers, department of, 403; histori¬\ncal note, 404; report of president, 405; secre¬\ntary’s minutes,\ndations\n1938, 419417; platform and recommen¬\nCloseup and a long view, A (Edgar Dale), 604\nCollegian's point of view on the role of the\nstudent in achieving world citizenship, A\n(Mary Jeanne McKay), 100\nCollins, Helen T. Report of budget committee,\n805\nCommittees, department. See respective depart¬\nment headings\nCommittees, N. E. A., list of members, 687.\nAlso see respective committee headings\nCommunity cooperation in the development of\ninstructional programs (Glenn Kendall), 594\nComposition, a live activity (Helen Lydia\nRidgaway), 386\nCompton, Mrs. Wilson. Forum on youth prob¬\nlems, 242\nConroy, John F. The curriculum in transition —\npanel discussion, 431\nConsumer purchasing as world building (Ben¬\njamin Andrews), 463\nContribution of home economics to effective\ncitizenship, The —\ndiscussion (Benjamin\nAndrews), 463; (Henry C. Sherman), 461;\n(Mrs. Leila Bunce Smith, chairman), 461;\n(A. L. Threlkeld), 462; (Mrs. Chase Going\nWoodhouse), 462\nCook, Mrs. Katherine M. Newer developments\nin special education, 570\nCooperation of art teachers in other courses and\nactivities of the secondary school, The (Paul\nB. Diederich), 382\nCooperatives, Report of committee on (Albert\nM. Shaw), 822\nCost of education compared with other govern¬\nmental costs (Wayne W. Soper), 347\nCounty recreation commission program, A\n(Charles B. Cranford), 168\nCourtis, S. A. Technics of cooperation, 595\nCrabtree, J. W. Another teacher heroine, 128\nCranford, Charles B. A county recreation com¬\nmission program, 168\nCredit unions, Report of committee on (James E.\nMoran), 852\nCurrent literature (Blanche Colton Williams), 633\nCurriculum, adjustments for small rural schools\n(Edwin Kent), 497; basic considerations in\nadjusting the business education, to conditions\ntoday (Harl R. Douglass), 394; the, in tran¬\nsition — panel discussion (Dorothy Bildersee),\n431; (John F. Conroy), 431; (Mrs. Eudora\nFletcher), 431; (Benedict Fox), 431; (Ruth\nGillette Hardy), 431; (Louis Kornfeld), 431;\n(Margaret A. Lindquist), 431; (C. F. Pertsch),\n431; what is the essential nature of an evolving,\nof a teachers college (E. S. Evenden), 285\nDale, Edgar. A closeup and a long view, 604;\nthe place of sound pictures in education, 97\nDavis, Lillian B. Functions of the health\nteacher, 169\nDawson, Howard A. Is a strong centralized\ncounty or similar unit of rural school adminis¬\ntration essential to an efficient program of\nrural education, 504\nDay, Dorothy S. Readjustments in the teaching\nof home economics to meet the needs of the\nbrilliant, non-academic, and other groups, 458\n\nAssociation\n\nDeans of women, National association of. See\nNational association of deans of women\nDelegates to the eighteenth representative\nassembly, 955\nDennis, L. H. The scope of a vocational pro¬\ngram, 614\nDepartments of the association, 151; introduction,\n152; officers of, 1937-38. 678; officers of, 1938ings\n39, 683. Also see respective department head¬\nDe\n\nSaint-Quentin, Count Doynel. Greetings,\n105\nDeveloping the training program for the distribu¬\ntive trades (Jack Milligan), 613\nDeveloping youth in promoting world citizenship\n— thru the school program (James Marshall),\n\nDevelopment\nof co-recreational activities, The.\n57\n(Marion G. Smith), 173\nDictatorship or cooperation (R. Bruce Raup), 581\nDiederich, Paul B. The cooperation of art\nteachers in other courses and activities of the\nsecondary school, 382\nDirectors, Board of, members of 1937-38, 676;\nof 1938-39, 682; minutes of meetings of, 759\nDistributive education (B. Frank Kyker), 617\nDix, Lester. Esthetic experience and growth as\nan essential part of life and education, 385;\nhow can we evaluate the new education, 343\nDonovan, H. L. What is the essential nature of\na teachers college administrative staff, 309\nDoudna, E. G. Implementing democratic proc¬\nesses and perfecting democratic technics thru\nthe American public school, 137\nDouglass, Harl R. Basic considerations in\nadjusting the business education curriculum\nto conditions today, 394\nDull normal child, The (Arthur F. Hopper), 615\nDuShane, Donald. Report of committee on\ntenure, 904\nEarhart, Will. What music contributes to world\ncitizenship, 85\nEconomic status of the rural teacher, Report of\ncommittee on (Kate V. Wofford). 853\nEducate our youth to live and also to earn a\nliving (R. O. Small), 611\nEducational\npolicies commission, Report of\n854\nprogress on the work of the (John A. Sexson),\nEducational research association, American.\nSee American educational research association\nEducation, and the individual (O. C. Carmichael),\n160; for family living (A. L. Threlkeld), 462;\nof Negro children (Garnet C. Wilkinson), 94;\nthe, of the intellectually gifted (Benjamin B.\nGreenberg), 95\nEisner, Harry. The challenge of the slow pupil,\n543\nElementary school principals, department of, 423;\nhistorical\nnote, 424;\n445 on\nElsbree,\nWillard\nS. secretary's\nReport of report,\ncommittee\nsalaries, 901\nEmphasis of the science program shall be placed\non principles. The (Philip G. Johnson) 535\nEnders, Joseph J. Special education: its contri¬\nbution to better citizenship, 567\nEqual opportunity, report of committee on\n(Gertrude Mallory), 859\nEssential likenesses and differences in teaching\nlip. reading to the deaf and the hard of hearing,\nThe (Clara E. Newlee), 479\nEssential nature of a teachers college student\nbody, The (M. E. Townsend), 320\nEsthetic experience and growth as an essential\npart of life and education (Lester Dix), 385\nEthical standards in high-school instruction\n(Edmund A. Walsh), 541\nEvenden, E. S. What is the essential nature of\nan evolving curriculum of a teachers college,\n285\nEwing, Mabel. What type of home economic\nprogram would attract the brilliant student,\nExecutive\ncommittee, members of 1937-38, 676;\n458\nof 1938-39, 681; minutes of the meetings of, 765\n\n"}
{"page": 991, "printed_page": null, "text": "Index\n\nExperimental, program in elementary education,\nAn (Ada E. Valentine), 522; the, use of visual\naids in teaching beginning reading (Alexander\nJardine), 601; ventures in a school health\nprogram (Dorothy B. Nyswander), 158\nFacing the future (Charles H. Judd), 207\nFactors affecting country life in the United States\nCD. W. Pittman), 489\nFallgatter, Florence. Home economics discus¬\nsion, 464\nFarnsworth, Edna A. Home economics: voca¬\ntional school level, 460\nFederal aid — address (Hon. Noah M. Mason),\n129; address (Hon. Franklin Delano Roosevelt),\n102; for education (Hon. Elbert D. Thomas), 50\nFederal relations to education (Floyd W. Reeves),\n199\nFilm production in the schools (Hardy Finch), 603\nFinancial report 1937-38 of board of trustees, 784\nFinch, Hardy. Film production in the schools,\n603\nFletcher, Mrs. Eudora. The curriculum in\ntransition — panel discussion, 431\nForkner, Hamden L. National conference on\ndistributive education — a discussion, 399\nForgotten pupil, The (Max Lieberman), 549\nFor such a day as this (Rev. Joseph R. Sizoo), 18\nFox, Benedict. The curriculum in transition —\npanel discussion, 431\nFraser, Mowat G. New methods needed in\nstudying the significance of trends, 346\nFreegard, Ruth. State plans for use of the\nGeorge-Dean funds in developing home\neconomics, 456\nFunctional geographic education in high schools\n(Clara M. Shryock), 545\nFunctions, of the health teacher (Lillian B.\nDavis), 169; of the nurse — a problem in school\nhealth administration (Marie Swanson), 170;\nof the nutritionist in school health administra¬\ntion (Harriet Stone), 170\nGauders, Harry S. Implementing democratic\nprocesses and perfecting democratic technics\nthru the American public school, 140\nGeneral language — an appreciation course in the\nstudy of foreign languages (James B. Tharp),\n546\nGivens, Willard E. Annual report of the secre¬\ntary (National Education Association), 919;\nthe challenge of teaching, 155\nGlenn, Charles B. Ceremonial opening of the\nexhibits, 177\nGoodykoontz, Bess. Report of committee on\nsupply, preparation, and certification of teach¬\ners, 902\nGraham, Frank P. Report of the advisory com¬\nmittee on education and impending legislation,\n145\nGraves, Frank Pierrepont. Address of welcome\n29\nGreen, Mrs. Anna G. Promoting vocationa\neducation, 456\nGreenberg, Benjamin B. The education of the\nintellectually gifted, 95\nGreer, Margaret R. Report of joint committee\nof the National Education Association and the\nAmerican library association, 868\nGreetings (E. A. Hardy), 38; (Senor Don Miguel\nLopez Pumarejo), 108; (Count Doynel de\nSaint-Quentin), 105; (James Sunter), 35\nGriffith, Eva M. Adapting instruction in reading\nand language in rural schools, 494\nGuidance, Individual (Edwin A. Lee), 62; the, of\nyoung children’s art expression (Nellie H.\nMacLennan), 386\nHall, Sidney B. Report of the legislative com¬\nmission, 871\nHandicapped children (William Blake Jack), 93\nHardy, E. A. Greetings, 38\nHardy, Ruth Gillette. The curriculum in transi¬\ntion — panel discussion, 431\nHarman, A. F. Our debt to democracy, 161\nHeadquarters staff, National Education Associa¬\ntion, 678\n\n985\n\nHealth, Accidents and the national (Herbert J.\nStack), 162; functions of the, teacher (Lillian\nB. Davis), 169; problems in education, report\nof joint committee on (Thomas D. Wood), 867\nHealth, physical education, and recreation,\nAmerican association for. See American asso¬\nciation for health, physical education, and\nrecreation\nHerrick, Mrs. Elinore M. Women’s new oppor¬\ntunities and responsibilities in public life, 637\nHerrington, Evelyn. Integrating home economics 455\nHill, Patty Smith. The right of the young child\nto security in an insecure world, 467\nHjelte, George. The part of recreation in world\ncitizenship, 58\nHome economics, among the nations — discussion\n(Ester Andersson), 463; (Florence Fallgatter),\n464; (Taoi Wai King Chik), 463; (Chieno\nPeggy Masumoto), 463; education — discussion\n(Edna P. Amidon), 456; (Mary M. Buckley),\n455; (Ruth Freegard), 456; (Anna G. Green),\n456; (Evelyn Herrington), 455; (Dewitt Mor¬\ngan), 457; (Marion S. Van Liew), 457; (Emma\nWetzel), 455; for the handicapped pupil\n(Elise H. Martens), 458; the role of, in\ndeveloping effective citizenship: on various\nlevels — discussion (Elizabeth Dubois Bache),\n459; (Edna A. Farnsworth), 460; (Pliny H.\nPowers), 460; (Gertrude E. Sinclair), 461\nHome economics, department of, 453; historical\nnote, 454; report of president, 464\nHome economist in consumer service, The (Mrs.\nChase Going Woodhouse), 462\nHopper, Arthur F. The dull normal child, 615\nrural school attacking\nHoppock, Anne. A\nproblems of instructional improvement, 500\nHorace Mann centennial, Report of committee\non the (Payson Smith), 861\nHow can we evaluate the new education (Lester\nDix), 343\n\nFrederick M.\nHunter,\ncan education, 251\n\nThe\n\nnext step in Ameri¬\n\nHutchins, Robert M. The organization and\nsubjectmatter of general education, 553\nImplementing democratic processes and perfect¬\ning democratic technics thru the American\npublic school — a discussion (John A. Sexson),\n133, 140; (A. L. Threlkeld), 136; (E. G.\nDoudna), 137; (Joseph H. Saunders), 138;\n(Albert M. Shaw), 138; (Mrs. Ruth Runyan),\n139; (Emily Tarbell), 139; (Willis A. Sutton),\n139; (Harry S. Gauders), 140; (Alonzo F.\nMyers), 137\nImproving illustrative material in textbooks (S. B.\nZisman), 602\nIndividual guidance, (Edwin A. Lee), 62; report\nof committee on (Herbert R. Stolz), 865\nIndustrial education (John A. McCarthy), 616\nIntegrating home economics (Evelyn Herring¬\nton), 455\nInternational program (Mrs. Franklin D. Roose¬\nvelt, presiding), 101\nInternational relations, Report of committee on\n(Annie C. Woodward), 866\nInto one great educational brotherhood (Caroline\nS. Woodruff), 40\nIntroduction of the new president of the National\nEducation Association (Caroline S. Woodruff),\n122\nIs a strong centralized county or similar unit of\nrural school administration essential to an\nefficient program of rural education (Howard\nA. Dawson), 504\nIs guidance a racket (Mrs. Anna Y. Reed) , 625\nIssues in educational law (M. M. Chambers), 349\nJack, William Blake. Handicapped children, 93\nJames, Mrs. Arthur. Language arts and the\nsocial studies, 507\nJardine, Alexander. The experimental use of\nvisual aids in eaching beginning reading, 601\n\n"}
{"page": 992, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nJohnson, Philip G. The emphasis of the science\nprogram shall be placed on principles, 535\nJohnson, William H. Science in the Chicago\npublic schools, 529\nJudd, Charles H. Facing the future, 207; pres¬\nentation of honorary life membership in\nA.A.S.A. to (Payson Smith), 205; specializa¬\ntion, the bane of secondary education, 559\nJuvenile delinquents (Hon. Camille Kelley), 96\nKauffman, Treva E. The role of home economics\nin developing effective citizenship — on various\nlevels, 459\nKeller, Helen. A word on education, 219\nKelley, Hon. Camille. Juvenile delinquents, 96\nKendall, Glenn. Community cooperation in the\ndevelopment of instructional programs, 594\nKent, Edwin. Curriculum adjustments for small\nrural schools, 497\nKibby, Ira W. National conference on distribu¬\ntive education — a discussion, 400\nKiely, Margaret. Report of the advisory com¬\nmittee\non education and impending legislation,\n144\nKindergarten-primary education, department of,\n4o5; historical note, 466; bylaws, 471; secre¬\ntary’s minutes, 474\nKing Chik, Taoi Wai. Home economics discus¬\nsion, 463\nKornfeld, Louis. The curriculum in transition —\npanel discussion, 431\nKyker, B. Frank. Distributive education, 617;\nnational conference on distributive education —\na discussion, 400\nLa Guardia, Hon. Fiorello H. Address, 90;\naddress of welcome, 27\nLamkin, Uel W. Report of the advisory com¬\nmittee\non education and impending legislation,\n144\nLanguage arts and the social studies (Mrs.\nArthur James), 507\nLawrence, Richard W. A message from busi¬\nness, 391\nLawton, F. B. National conference on distribu¬\ntive education — a discussion, 401\nLee, Edwin A. Forum on youth problems, 244;\nindividual guidance, 62; occupational adjust¬\nment. 232\nLefkowitz, Abraham. Supervision in education,\n414\nLegislative commission, Report of the (Sidney B.\nHall), S71\nLehman,\nHon. Herbert H. Address of welcome,\n25\nLewis, Mrs. Inez Johnson. A tribute to Mrs.\nMary C. C. Bradford, 17\nLieberman, Max. The forgotten pupil, 549\nLife membership dinner, 125; historical note, 126;\ntenth annual (T. D. Martin), 127\nLindquist, Margaret A. The curriculum in\ntransition — panel discussion, 431\nLip reading, department of. 475; historical note,\n476; discussion, 478, 481; secretary’s minutes,\n482\nLip reading, report on recommendations for\ncertification of teachers of (Mary V. Carney),\n482\nLip reading. Discussion (Mrs. Bertha W.\nChase), 478; (J. Cayce Morrison), 478; (Ena\nG. MacXutt). 481\nLiterature and life (Pearl S. Buck), 73\nLord, Everett W. The school and business\nethics, 393\nLorette, Robert. The new spirit of our planet, 99\nLorge, Irving. Principles and technics in the\nappraisal of newer practices in elementary and\nsecondary education, 344\nMcCarthy, John A. Industrial education, 616\nMcCloy, C. H. What price progress, 156\nMcCooey, Margaret J. Special education for\nhandicapped children in New York City, 575\nMacGow’an, Clara. A national program for art\neducation; a challenge to art educators, 381\nMcKay,\nJeanne.\ncollegian’s\npoint of\nview onMary\nthe role\nof theA student\nin achieving\nworld citizenship, 100\n\nAssociation\n\nMaclean,\nLola. President’s\n(depart¬\nment of business\neducation), address\n391\nMacLennan, Nellie H. The guidance of young\nchildren’s art expression, 386\nMacNutt, Ena G. Discussion (department of\nlip reading), 481\nMallory, Gertrude. Report of committee on\nequal opportunity, 859\nMarshall, James. A challenge to democracy,\n644; address of welcome, 31; developing youth\nin promoting world citizenship — thru the\nschool program, 57\nMartens, Elise H. Home economics for the\nhandicapped pupil, 458\nMartin, T. D. Tenth annual life membership\ndinner, 127\nMason,\nHon. from\nNoah Capitol\nM. A Hill,\nteacher’s\neducation\n129 viewpoint of\nMasumoto, Chieno Peggy. Home economics\ndiscussion, 463\nMathewson, Franklin T. Specialized general\nscience in the junior high school, 548\nMaxwell, G. L. After naturalization — what, 371\nMeeting the vocational needs of the forgotten\npupil in the junior and senior high school\n(Louis V. Newkirk), 611\nMembership report of the National Education\nAssociation, 982\nMemoriam, In (Mrs. Vina M. Aherne), 17\n391\nMessage\nfrom business, A (Richard W. Lawrence),\nMethods in junior high school to reach varying\ntypes of pupils (Bernice V. Wall), 542\nMill, Alice. Teachers in the cooperative develop¬\nment of instructional programs, 593\nMilligan, Jack. Developing the training pro¬\ngram for the distributive trades, 613\nMinutes, of board of directors meetings, 759;\nboard of trustees meetings, 780; executive\ncommittee meetings, 765; the eighteenth\nrepresentative assembly, 708\nMisner, Paul J. The place of cooperation in the\ndevelopment of instruction, 586\nMitchell, E. D. Secretary’s report (American\nassociation for health, physical education, and\nrecreation), 164\nMonroe, Paul. Tokyo conference of the world\nfederation of education associations, 649;\nwhat can formal education contribute to the\nsolution of world conflicts, 114; report of\nworld federation of education associations, 917\nMoran, James E. Report of committee on\ncredit unions, 852\nMorgan, Dewitt. The administrator looks to\nthe home economics teacher, 457\nMorrison, J. Cayce. Discussion (department of\nlip reading), 478\nMotion\npictures\neducation,\n97 — the place of sound pictures in\nMunro, Thomas. Art and world citizenship, 65\nMusic and the forgotten pupil in the high school\n(Alexander Richter), 547\nMusic education, department of, 485; historical\nnote, 486\nMyers, Alonzo F. Implementing democratic\nprocesses and perfecting democratic technics\nthru the American public school, 137\nNational association of deans of women, a depart¬\nment of the N. E. A., 619; historical note, 620\nNational conference on distributive education —\ndiscussion (Hamden L. Forkner), 399; (Fred¬\nerick G. Nichols), 400; (B. Frank Kyker), 400;\n(Ira W. Kibby), 400; (Grace Brennan), 401;\n(F. B. Lawton), 401; (Norris A. Brisco), 402\nNational council for the social studies, a depart¬\nment of the N. E. A., 641; historical note, 642\nNational council of administrative women in\neducation, a department of the N. E. A., 631;\nhistoricalcouncil\nnote, 632;\nsecretary’s 131;\nminutes,\n640\nNational\nof education,\nhistorical\nnote, 132;\nsecretary’s\n148 a challenge\nNational\nprogram\nfor artminutes,\neducation:\nto art educators, A (Clara MacGowan), 381\nNational congress of parents and teachers,\nReport of joint committee of the National\n\n"}
{"page": 993, "printed_page": null, "text": "Index\n\nEducation Association and the (Mrs. J. K.\nPettengill), 869\nNational Education Association, Act of incorpora¬\ntion, 653; board of directors, members of 193738, 676; of 1938-39, 682; board of trustees,\nmeirfbcrs of 1937-38, 676; of 1938-39, 681;\nbylaws, 658; calendar of meetings, 674;\ncharter, 653; committees, members of 1937-38,\n687; delegates to eighteenth representative\nassembly, 955; executive committee, members\nof 1937-38, 676; of 1938-39, 681; headquarters\nstaff, 678; life directors, 1937-38, 677; of 193839, 682; minutes of the eighteenth representa¬\ntive assembly, 708; officers, 1937-38, 676;\n1938-39, 681; standing rules, 669; state direc¬\ntors, 1937-38, 677; 1938-39, 682\nNecrology, Report of committee on (Mrs. Vina\nM. Aherne), 885\nNeeds of American youth: what the American\nyouth commission has found, The (Homer P.\nRainey), 350\nNewbold, N. C. Report of committee to cooper¬\nate with the American teachers association, 821\nNewer developments in special education (Mrs.\nKatherine M. Cook), 570\nNewkirk, Louis V. Meeting the vocational\nneeds of the forgotten pupil in the junior and\nsenior high school, 611\nNewlee, Clara E. The essential likenesses and\ndifferences in teaching lip reading to the deaf\nand the hard of hearing, 479\nNewlon, Jesse H. Report of the advisory com¬\nmittee on education and impending legislation,\n143\nNew methods needed in studying the significance\nof trends (Mowat G. Fraser), 346\nNew spirit of our planet, The (Robert Lorette), 99\nNext step in American education, The (Frederick\nM. Hunter), 251\nNichols, Frederick G. National conference on\ndistributive education — a discussion, 400\nNyswander, Dorothy B. Experimental ventures\nin a school health program, 158\nOberholtzer, E. E. Forum on youth problems,\n243; youth education today, 225\nOccupational adjustment (Edwin A. Lee), 232\nOffenhauer, R. C. Report of treasurer, 803\nOfficers of National Education Association\n1937-38, 676; 1938-39, 681\nOrganization and subjectmatter of general edu¬\ncation, The (Robert M. Hutchins), 553\nOur children — their attitudes (Daniel Prescott),\n63\nOur children: their intelligence (George D.\nStoddard), 61\nOur debt to democracy (A. F. Harmon), 161\nPart of recreation in world citizenship, The\n(George Hjelte), 58\nPertsch, C. F. The curriculum in transition —\npanel discussion, 431\nPeters, D. W. A state program of curriculum\ndevelopment and the rural schools, 490\nPettengill, Mrs. J. K. Report of joint com¬\nmittee of the N. E. A. and the N. C. P. T.,\n869; teacher participation thru the parentteacher association, 425\nPhelps, William Lyon. Truth and poetry, 179\nPittman, Marvin S. Factors affecting country\nlife in the United States, 489\nPlace of cooperation in the development of\ninstruction, The (Paul J. Misner), 586\nPlace of sound pictures in education, The (Edgar\nDale), 97\nPogue, George M. Report of national council\non teacher retirement, 900\nPoison, Robert A. Problems in the promotion\nand organization of recreation in the rural\nareas, 167\nPowers, J. Orin. Report of committee on reso¬\nlutions, 894\nPowers, Pliny H. Home economics: secondaryschool level, 460\nPreparation of the art teacher, The (Belle Boas),\n384\n\n987\n\nPrescott, Daniel. Our children — their attitudes,\n63\nPresentation of life membership key to Mrs.\nRoosevelt (Caroline S. Woodruff), 122\nPrinciples and technics in the appraisal of newer\npractices in elementary and secondary edu¬\ncation (Irving Lorge), 344\nProblems in the promotion and organization of\nrecreation in the rural areas (Robert A.\nPoison), 167\nProcedures used in building philosophy of home\neconomics education, An example of (Emma\nWetzel), 455\nProgram, for county supervision in Illinois, A\n(L. A. Tuggle), 514; a, for county supervision\nin Virginia (A. L. Bennett), 516; a, of county\nsupervision in New York state (A. Winfield\nTrainor), 518\nProgress,\nman’s 47distinctive mark alone (Mary\nE. Woolley),\nPropaganda and democracy (Bruce Bliven), 408\nPublic relations (John A. Sexson), 268\nPumarejo, Senor Don Miguel Lopez. Greetings,\n108\nRadio — the educator (James Rowland Angell), 56\nRainey, Homer P. Forum on youth problems,\n239; the needs of American youth: what the\nAmerican youth commission has found, 350\nRaising professional standards (Harriett M.\nAllyn), 621\nRaup, R. Bruce. Dictatorship or cooperation,\n581\nReading, social studies material in the ele¬\nmentary, program (Mary F\\ Canty), 645; the\nexperimental use of visual aids in teaching\nbeginning (Alexander Jardine), 601\nReadjustments in the teaching of home eco¬\nnomics to meet the needs of the brilliant,\nnon-academic, and other groups — discussion\n(Mabel Ewing), 458; (Elise H. Martens), 458;\n(Dorothy S. Day), 458\nRedl, Fritz. Some important factors in per¬\nsonality development, 428\nReed, Mrs. Anna Y. Is guidance a racket, 625\nReeves, Floyd W. Federal relations to educa¬\ntion, 199\nRelation of nutrition to optimal health, The\n(Henry C. Sherman), 461\nReports of committees, National Education\nAssociation. See respective committee head¬\nings. For department committees see respec ¬\ntive department headings.\nRepresentative assembly, delegates to, 955;\nminutes of meetings of, 708\nResolutions, Report of committee on (J. Orin\nPowers), 894\nResponse to welcome (Emily A. Tarbell), 34\nRetirement, Report of national council on teacher\n(George M. Pogue), 900\nReynolds, James J. What New York City\nschools are doing for children with impaired\nhearing, 477\nRichter, Alexander. Music and the forgotten\npupil in the high school, 547\nRidgaway, Helen Lydia. Composition, a live\nactivity, 386\nRight of the young child to security in an insecure\nworld. The (Patty Smith Hill), 467\nRole, of home economics in developing effective\ncitizenship: on various levels, The (Treva E.\nKauffman), 459; the, of the teacher- training\ninstitution in developing the field of special\neducation (Hugh Grant Rowell), 573\nRoosevelt, Hon. Franklin Delano. Address, 102\nRoosevelt, Mrs. Franklin D. (International pro¬\ngram, presiding), 101; presentation of life\nmembership key to (Caroline S. Woodruff), 122\nRowell, Hugh Grant. The role of the teacher¬\ntraining institution in developing the field of\nspecial education, 573\nRunyan, Mrs. Ruth. Implementing democratic\nprocesses and perfecting democratic technics\nthru the American public school, 139\nRural areas. Problems in the promotion and\norganization of recreation in the (Robert A.\n\n"}
{"page": 994, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nPoison), 167; the school as a recreational center\nfor (Edmund deS. Brunner), 167\nRural education, department of, 487; historical\nnote, 488; on\nsecretary’s\nminutes,\n523; report of\ncommittee\nresolutions,\n525\nRural school administration, Is a strong central¬\nized county or similar unit of, essential to an\nefficient program of rural education (Howard\nA. Dawson,) 504\nRural school, as a community center for recrea¬\ntion, The (H. C. Whiteside), 513; a, attacking\nproblems of instructional improvement (Anne\nHoppock), 500\n\nRussell, John\n\nDale.\n\nWhat\n\nis the\n\nessential\n\nnature of a teachers college instructional staff,\n295\n\nSalaries, Report\n\nof Committee\n\non (Willard S.\n\nElsbree), 901\nSappington, Virginia. Another\n(J. W. Crabtree), 128\n\nSaunders, Joseph H.\n\nteacher\n\nheroine\n\nAssociation\n\nSocial studies, National\n\nSoper, Wayne\n\nW.\n\nSchool administrators, American\n\ndemocratic\ntechnics\n\nassociation of.\n\nSee American association of school admin¬\nistrators\nSchool, and business ethics, The (Everett W.\nLord), 393; the, as a coordinating agency for\nleisure-time activities (Harry A. Scott), 172;\nthe, as a recreational center for rural areas\n(Edmund deS. Brunner), 167\nScience in the Chicago public schools (William\nH. Johnson), 529\n\nSpeer, Robert\nyoung\n\nK.\n\nhealth, 162\nStanding rules, 669\nState, plans for use of the George-Deen funds in\ndeveloping home economics (Ruth Freegard),\n456; a, program of curriculum development\nand the rural schools (D. W. Peters), 490\n\nStoddard, Alexander J. The challenge to com¬\nplacency,\n\n189\n\nStoddard, George D.\ngence, 61; what\nyoung\n\n(L. H.\n\nThe school as a coordinating\n\nfor leisure-time activities, 172\n\neducation, department\n\nof, 539; his¬\n\ntorical note, 540; secretary’s minutes, 549\n\nSecondary school principals, department\nhistorical note, 552\n\nannual\n\nNational\n\nof, 551;\n\ndiscussion (Vernal H.\n\nEducation\n\nAssociation,\n\nreport of the (Willard E. Givens), 919\n\nSexson,\n\nJohn\n\nA.\n\nImplementing\n\ndemocratic\n\ntechnics thru the American public school, 133,\n140; public relations, 268; report of progress on\nthe work of the educational policies commis¬\nsion, 854\nShall the people control their schools (George D.\nStrayer), 260\n\nShaw,\n\nAlbert M.\n\nCommittee\n\non cooperatives,\n\n822; implementing democratic processes and\nperfecting democratic technics thru the Ameri¬\ncan public school, 138\nShaw, Reuben T. Introduction of the new presi¬\ndent of the National Education Association\n(Caroline S. Woodruff), 122\n\nSherman,\n\nHenry\n\nto optimal\n\nC.\n\nThe\n\nhealth, 461\n\nSheffield, Alfred D.\nbetween\n\nrelation of nutrition\n\nTechnics\n\ncommunity\n\nof cooperation\n\ngroups and the school, 592\n\nShryock, Clara M.\n\nFunctional geographic edu¬\n\nSinclair, Gertrude E.\n\nAdult education in public\n\ncation in high schools, 545\nschools, 461\n\nSizoo, Rev. Joseph R. For such a day as this, 18\nSmall, R. O. Educate our youth to live and\nalso to earn a living, 611\n\nSmith, Henry Lester.\nacademic\n\nSmith,\n\nfreedom,\n\nMarion\n\nrecreational\n\nG.\n\nReport of committee\n\n814\n\nThe\n\nSmith, Mrs. Leila Bunce.\nhome\n\ndevelopment\n\nactivities, 173\n\non\n\nof co-\n\nThe contribution of\n\neconomics\n\nto effective citizenship, 461\n\nSmith, Payson.\n\nPresentation of honorary\n\nlife\n\nmembership in American association of school\nadministrators to Charles H. Judd, 205; report\nof committee on the Horace Mann centennial,\n861\nSocial studies material in the elementary reading\nprogram (Mary F. Canty), 645\n\nOur children: their intelli¬\n\nwe\n\nknow\n\nabout\n\nchildren, 468\n\nStolz, Herbert\nindividual\n\nR.\n\nReport\n\nguidance,\n\n865\n\nStrayer, George\n\nSecretary,\n\nA challenge to teachers of\n\nchildren, 470\n\nnote, 528; secretary’s minutes, 537\nScope of a vocational program, The\nDennis), 614\n\nSecretarial section — group\nCarmichael), 398\n\nof, 565; historical\n\nnote, 566\nSpecial education, for handicapped children in\nNew York City (Margaret J. McCooey), 575;\nits contribution to better citizenship (Joseph J.\nEnders), 567\nSpecialization, the bane of secondary education\n(Charles H. Judd), 559\nSpecialized general science in the junior high\nschool (Franklin T. Mathewson), 548\n\nStone, Harriet.\n\nSecondary\n\ncosts, 347\n\nSpecial education, department\n\nScience instruction, department of, 527; historical\n\nagency\n\nCost of education compared\n\nwith other governmental\n\nStack, Herbert J. Accidents and the national\n\nImplementing\n\nprocesses and perfecting democratic\nthru the American public school, 138\n\nScott, Harry A.\n\ncouncil for the. See\n\nNational council for the social studies\nSome, aids to reflective thinking (John A. Clark),\n532; important factors in personality develop¬\nment (Fritz Redl), 428\n\nFunctions\n\nof committee\n\nlems, 236\n\nJohn W.\n\nSunter, James.\n\n170\n\nShall the people control\n\ntheir schools, 260\n\nStudebaker,\n\non\n\nof the nutritionist\n\nin school health administration,\n\nD.\n\nthe needs of\n\nForum\n\non youth prob¬\n\nGreetings, 35\n\nSuperintendence, department of. See American\nAssociation of School Administrators\nSupervision in education (Abraham Lefkowitz),\n414\nSupervisors\nand directors of instruction, depart¬\nment of, 579; historical note, 580; secretary’s\nminutes, 597\n\nSupply, preparation, and certification of teachers,\nReport\n902\n\nSutton,\n\nof committee\n\nWillis A.\n\non (Bess Goodykoontz),\n\nImplementing\n\ndemocratic\n\nprocesses and perfecting democratic technics\nthru the American public school, 139\n\nSwanson,\n\nproblem\n\nMarie.\n\nFunctions\n\nof the nurse — a\n\nImplementing\n\ndemocratic proc¬\n\ncolleges, American\n\nassociation of.\n\nin school health administration,\n\nTarbell, Emily.\n\n170\n\nesses and perfecting democratic technics thru\nthe American public school, 139; report of\npresident (department of classroom teachers),\n405; response to welcome, 34\nTeacher, looks to the administrator, The (Marion\nS. Van Liew), 457; participation thru the\nparent-teacher association (Mrs. J. K. Pettengill), 425; retirement, report of national\ncouncil on (George M. Pogue), 900\n\nTeachers\n\nSee American association of teachers colleges\nTeachers in the cooperative development of\ninstructional programs (Alice Mill), 593\nTeacher’s viewpoint of education from capitol\nhill, A (Hon. Noah M. Mason), 129\nTeaching of the history of education in secondary\neducation, The (Richard E. Thursfield), 643\nTechnics, of cooperation (S. A. Courtis), 595; of\ncooperation between community groups and\nthe school (Alfred D. Sheffield), 592\n\nTenure,\n\nReport\n\nDuShane),\n\n904\n\nTharp, James\n\nB.\n\nof\n\ncommittee\n\non\n\n(Donald\n\nGeneral language— an appre¬\n\nciation course in the study of foreign languages,\n546\n\nThomas,\n\ntion, 50\n\nHon. Elbert D.\n\nThrelkeld, A. L.\n\nFederal aid for educa¬\n\nEducation\n\n462; implementing\n\nfor family living,\n\ndemocratic\n\nprocesses\n\nand\n\n"}
{"page": 995, "printed_page": null, "text": "Index\n\nperfecting technics\nschool, 136\n\nThursfield, Richard\n\nthru the American\n\nE.\n\nThe\n\npublic\n\nteaching of the\n\nhistory of education in secondary schools, 643\nTokyo conference of the world federation of\neducation associations (Paul Monroe), 649\n\nTownsend,\n\nM.\n\nE.\n\nThe\n\nessential nature of a\n\nteachers college student body, 320\n\nTrabue, M. R.\n\nAdjusting secondary education\n\nto the needs of rural youth, 503\n\nTrainor, A. Winfield.\nsupervision\n\nin New\n\nA\n\nprogram\n\nYork\n\nstate, 518\n\nof county\n\n989\n\nWhat music contributes\n(Will Earhart), 85\n\n477 price progress (C. H. McCloy),\nWhat\n\n458\nWhat we know about the needs of young\ndren (George D. Stoddard), 468\n\nThe rural school as a com¬\n\nWilkinson,\ndren, 94 Garnet C.\n\nEducation of Negro chil¬\n\nColton.\n\nTrustees, board of, financial report, 784; minutes\n\nWinning, Freda G.\n\nHome\n\nof meetings, 780; members of 1937-38, 676;\nof 1938-39, 681\nTruth and poetry (William Lyon Phelps), 179\n\nWofford,\n455\n\nReport\n\nA program for county supervision\n\nin Illinois, 514\nUnderlying factor in the development of home\neconomics in vocational education (Edna P.\nAmidon), 456\nUnmet needs of children, The (Ruth Andrus),\n469\nUses of community resources as curriculum\nmaterials in a rural school (Julia Weber), 512\n\nValentine, Ada E.\nelementary\n\nAn experimental program\n\neducation,\n\nVan Liew, Marion\nadministrator,\n\nVan\n\nS.\n\nin\n\n522\n\nThe teacher looks to the\n\n457\n\nSant, Elizabeth Bard.\n\nArt and music in\n\nthe rural school, 509\n\nVisual instruction, department\n\nof, 599; historical\n\nnote, 600;605\npresident’s address, 604; secretary’s\nminutes,\n\nVocational education, department\n\nof, 609; histori¬\n\ncal note, 610; secretary’s minutes, 618\nVocational education, Promoting (Mrs. Anna\nGreen), 456\n\nWall, Bernice V.\n\nMethods\n\nto reach varying\n\nWalsh, Edmund\n\nG.\n\nin junior high school\n\ntypes of pupils, 542\n\nA.\n\nEthical standards in high-\n\nschool instruction, 541\n\nWatson,\n\nGoodwin.\n\n238; promoting\nrelations, 59\n\nWeber,\n\nForum\n\non youth problems,\n\nwrorld citizenship thru social\n\nJulia. Uses of community\n\ncurriculum\n\nresources as\n\nmaterials in a rural school, 512\n\nWeglein, David E.\n237\n\nWetzel, Emma.\n\nForum\n\non youth problems,\n\nAn example of procedures used\n\nin building philosophy of home economics\neducation, 455\nWhat can formal education contribute to the solu¬\ntion of world conflicts (Paul Monroe), 114\nWhat is the essential nature of an evolving curri¬\nculum of a teachers college (E. S. Evenden), 285\nWhat is the essential nature of a teachers college\nadministrative staff (H. L. Donovan), 309\nWhat is the essential nature of a teachers college\ninstructional staff (John Dale Russell), 295\n\nchil¬\n\ncenter for recreation, 513\n\nWilliams, Blanche\n\nTuggle, L. A.\n\n156\n\nWhat type of h'ome economic program would\nattract the brilliant student (Mabel Ewing),\n\nmunity\n\nTrends in home economics in public school educa¬\ntion (Mary M. Buckley), 455\nTribute to Mrs. Mary C. C. Bradford, A (Mrs.\nInez Johnson Lewis), 17\n\ncitizenship\n\nWhat New York City schools are doing for chil¬\ndren with impaired hearing (James J. Reynolds)\n\nWhiteside, H. C.\n\nTreasurer, Report of (R. E. Offenhauer), 803\n\nto world\n\n633\n\nKate\n\neconomic\n\nV.\n\nCurrent\n\nliterature,\n\neconomics education,\nof committee\n\non\n\nstatus of the rural teacher, 853\n\nWomen’s new opportunities and responsibilities\nin public life (Mrs. Elinore M. Herrick), 637\n\nWood,\n\nThomas\n\nD.\n\nReport of joint committee\n\non health problems\n\nWoodhouse,\n\nMrs.\n\neconomist\n\nin education,\n\nChase\n\nin consumer\n\nWoodruff,\n\nCaroline S.\n\nWoodward,\n\nAnnie C.\n\n867\n\nGoing.\n\nservice, 462\n\nThe\n\nhome\n\nInto one great educa¬\n\ntional brotherhood, 40; introduction of the\nnew president of the National Education Asso¬\nciation, 122; presentation of life membership\nkey to Mrs. Roosevelt, 122; the association, 127\ninternational\n\nReport of committee\n\nrelations, 866\n\non\n\nWoolley,\nMary 47E.\nmark alone,\n\nProgress, man’s distinctive\n\nWord\n\nA (Helen Keller), 219\n\non education,\n\nWorld\ncitizenship,\ncollegian’s\npoint of view\non\nthe role\nof the astudent\nin achieving\n(Mary\nJeanne McKay), 100; address (Paul Monroe),\n114; address (Senor Don Miguel Lopez\nPumarejo), 108; art and (Thomas Munro), 65;\ndeveloping youth in promoting, thru the\nschool program (James Marshall), 57; pro¬\nmoting thru social relations (Goodwin Watson),\n59; the part of recreation in (George Hjelte),\n58; what music contributes to (Will Earhart),\n85\n\nWorld federation of education associations, 647;\nhistorical note, 648; president’s address, (Paul\nMonroe), 649; report of (Paul Monroe), 917\n\nWrightstone,\n\nJ. Wayne.\n\nAppraisal\n\nof newer\n\npractices in selected public schools, 345\nYouth, education today (E. E. Oberholtzer), 225;\nproblems — forum on (Richard D. Allen), 240;\n(Homer W. Anderson), 241; (Mrs. Wilson\nCompton), 242; (Edwin A. Lee), 244; (E. E.\nOberholtzer), 243; (Homer P. Rainey), 239;\n(John W. Studebaker), 236; (Goodwin Watson)\n238; (David E. Weglein), 237\n\nZisman, S. B.\nin textbooks,\n\nImproving\n\n602\n\nZook, George F.\n\nillustrative material\n\nReport of the advisory com¬\n\nmittee on education\n141, 147\n\nand impending\n\nlegislation,\n\n"}
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