{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": "f\n\n"}
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{"page": 4, "printed_page": null, "text": "i\n\n/\n\n"}
{"page": 5, "printed_page": null, "text": "(\n\n\\Proceedings\nRational\n\nEducation\n1 939\n\nof the\n^Association\n\n"}
{"page": 6, "printed_page": null, "text": "Courtesy\n\nWorcester\n\nMuseum\n\nThis year , 1939 , marks the one-hundredth anniversary of the\nfounding of the first state normal school at Lexington , Massachusetts.\nThe\n\nillustration pictures the old building that was leased for the first\n\nth ree years of its existence. Today there are nearly two hundred fouryear teachers colleges. The entire teaching profession has joined in\ncelebration of this notable anniversary .\n\n"}
{"page": 7, "printed_page": null, "text": "NATIONAL\nOF\n\nEDUCATION\nTHE\n\nASSOCIATION\n\nUNITED\n\nPROC\n\nSTATES\n\nDING\nOF\n\nTHE\n\nSEVENTY-SEVENTH\nHELD\n\nIN SAN\n\nANNUAL\n\nMEETING\n\nFRANCISCO\n\nJULY\n\n2-6\n\n1939\n\nVOLUME\n\nNATIONAL\nOF\n\nEDUCATION\nTHE\n\nUNITED\n\nWASHINGTON,\n\n77\n\nASSOCIATION\nSTATES\nD. C.\n\n"}
{"page": 8, "printed_page": null, "text": "-\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\nThis\n\nbook\n\ncomprises\n\nthe seventy-seventh\n\nannual\n\nvolume\n\nof Addresses and Proceedings of the National Education\nAssociation of the United States. It contains the papers\ndelivered at the meetings of the Association and its de¬\npartments in 1939 and the official records of the Asso¬\nciation for the year 1938—39.\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 Index.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nVESPER\nA Tribute\n\nSERVICE\n\nto the Late R. E. Offenhauer\n\nof Ohio .\n\nA Tribute to the Late Charles O. Williams of Indiana .\nA Tribute to All Departed Members .\nThe Tower of the Sun .\nPROFESSIONAL\n\nEDUCATIONAL\n\n— Saunders\n\n.\n\n— Mooney .\n— James .\n— Brother Leo. ..\n\n19\n22\n21\n20\n\nORGANIZATIONS\n\nFinancing the National Education Association .\nReport of an N.E.A. Department .\nWork of an N.E.A. Committee .\nThe Educational Policies Commission .\n\n— Saunders .\n— Fahy .\n— DuShane .\n— Carr .\n\nPlanning N.E.A. Programs for State and Local Meetings..\nAll-Inclusive Membership .\nLocal Affiliated Associations .\nWork of a State Classroom Teachers Association .\n\n— Thalman .\n— Gayman .\n— Joynes .\n— V an Winkle...\n\nProgram and Problems of a State Association .\nUse of N.E.A. Exhibits .\n\n— McIntosh .\n— Barnes .\n\n42\n41\n40\n\nTeachers Associations... — Remy .\nTeachers Associations. . . . — Dial .\nTeachers Associations ... . — Batdorf .\nAssembly .\n— Shaw .\n\n44\n45\n46\n\nPrograms and\nPrograms and\nPrograms and\nThe Work of\n\nProblems of Local\nProblems of Local\nProblems of Local\nthe Representative\n\nGENERAL\n\n— Rossi .\n— Dexter .\n\nGreetings\n\n— Brady\n\n.\n\n.\n\nAddress of Welcome .\n*.\n— Caulfield .\nResponse .\n— Dahl .\nResponsibilities of Our Profession .\n— Shaw .\nRecognition of Secretaries of State Education Associations. — Givens .\nIt Is Happening Here .\n— Mason .\nAre We Going To Lose Our Heritage of Civil Liberties. . . . — Thomas .\nEstimates of Lincoln — A Son of American Democracy .\nEducation for Democracy .\nThe Motion Picture in Education .\nPresentation of Award to Caroline S. Woodruff .\n\n— Campbell .\n— Conklin .\n— Hays .\n— Shaw .\n\nAddress\n\n— Hinrichs\n\nPresident .\nMORNING\n\nBringing\n\nthe World\n\n36\n34\n37\n\nSESSIONS\n\nGreetings .\nAddress of Welcome .\n\nby the New\n\n26\n28\n32\n30\n33\n\n.\n\n48\n49\n50\n53\n52\n51\n63\n67\n61\n72\n80\n76\n86\n87\n\nASSEMBLIES\n\n88\n\ninto the Classroom .\n\nIntelligence — Its Nature and Nurture: A Symposium\nIntelligence — Its Nature and Nurture .\nRelationships in Mental Development .\nProblems of Presentday Youth\nVocational Guidance and Education .\nYouth in a Changing World .\nCareer Training for American Youth .\n. .\nDISCUSSION\nCivic Education for a Democracy\nSocial Justice .\nSocial Activity .\n\n[7]\n\n— Freeman\n— Jones ...\n— Rutledge\n— Reeves\n— Williams\n\n89\n90\n92\n91\n95\n\nGROUPS\n\n— Knezevich\n— Jones ....\n\n97\n98\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nAssociation\n\nEducation\n\nNational\n\n— ■Tighe .\n■Thurston .\n—\n\n.\n\n99\n100\n101\n\n•Hunt\n\n.\n\n103\n104\n105\n\n— ■Avery\n\n.\n\n107\n\nLife .\n\n— -Pence\n\nService .\n\n-Adams\n—\n\n.\n.\n\n108\n109\n\n— -Coolidge .\n-Bauer .\n—\n\n110\n112\n113\n114\n\nCritical Judgment .\nTolerance as a Factor in Civic Education .\nSocial Applications of Science .\n\n-Rodes\n\n—\n— ■Woodruff .\n— ■Aseltine .\n\nWorld Citizenship .\nLaw Observance .\n\n—\n\nEconomic Literacy .\nDevotion to Democracy .\n\nSocial Services and the Schools\n\nof Educational\n\nSphere\n\nThe\n\nin American\n\nServices\n\nSocial\n\nCommunity Library Service .\nSchool Health Program .\n\n-Cohn\n\nWelfare Program of the Schools .\n—\nGeneral Policies in the Administration of Social Services— -Allen\n\nCooperation\n\nin the Improvement\n\nCooperation\n\nWork\n\nof Teacher\n\nin the Improvement\n\nProjects Administration\n\nEducation\n\nof Teacher\n\nEducation\n\n.\n.\n\nEducation— -Bigelow\n\n.\n\n115\n\n-Alderman\n\n.\n\n117\n\nProgram\n\nResponsibilities of the Public School for Adult EducationPublic School Action in Providing Opportunities for\n— -Putnam\nAdults .\n\nCan\n\nAmerica\nMust\n\nAfford\n\nTo Educate\n\nStates Choose\n\nbetween\n\nHer\n\nSchools\n\nfor Youth\n\nand\n\nShall\n\nIndependent\n\nBe\n\nBoards of Education\nOther Governmental\nHow\n\nImportant\n\n— -Larson\n\n.\n\n119\n\n— -Morgan\n\n.\n\n122\n\n- -Muller\n\n.\n\n124\n\nPen¬\n\nUrban\n\nBudgets\n\n118\n\nChildren\n\nsions for the Aged .\nReducing the Financial Inequalities between\nRural Schools .\nSchool\n\n.\n\nDetermined\n\nby\n\nand\n\nor Shall They Be Submitted\nBodies? .\n\nIs the Safeguarding\n\nof Local\n\nto\n\nInitiative\n\n-Samuelson\n\nin the Whole Program of Financing Education? .\nWhat Federal Aid Means for Public Education .\n\nCooperatives\nCurrent\n\nand\n\nCredit\n\nLegal\n\nand\n\nWork\n\nThe\n\nNationwide\n\nEstimating\nThe\n\nLegislative\n\nProblems\n\nEconomic\n\nTrends\n\nin Cooperative\n- -Taylor\n\n-Stout\n\n.\n.\n\n130\n131\n\nHearing\n\nThe\n\nTenure\n\nof Teacher\n\nCredit\n\n-Davis\n\n.\n\n133\n\nSchedule- -McTaggart\n\nUnions .\n\n-\n\nStatus of Teachers\nSalary\n\nSituation .\n\nthe Cost of a Proposed\n\nSingle-Salary\n\nTenure\n\n.... 126\n.\n127\n\nUnions\n\n.\n\nOperating\n\nSalaries and\n\n-Dawson\n-\n\nSchedule\n\nProgram\n\nin New\n\nNew\n\n-\n\nSalary\n\n.\n\n-\n\nYork\n\n-\n\nState .\n\n-Baxter\n\n.\n\n... 134\n137\n\n-Weeks\n\n.\n\n138\n\nThe Tenure Situation in Pennsylvania .\nProblems in California .\n\n- -Ferguson .\n- -Everett .\n\nThe\n\nTenure\n\nProblems\n\n- -Snyder\n\nThe\n\nStatus\n\nof Tenure\n\nThat\n\nIdaho\n\n140\n141\n\n.\n142\n—Harrington\n.\n.\n.\n143\n-\n\nFaces .\n\nin Connecticut .\n\nRetirement\nWhat\n\nConstitutes\n\nWhat\n\nPart\n\nRetirement\n\nShould\n\na Good\n\nTeachers\n\nLegislation\n\nWhat Is the Teacher’s\nSystem ?\nWhat\n\nIs\n\nTeacher\nTake\n\nRetirement\n\nin a Campaign\n\nResponsibility\n\nin a Retirement\nin\n\nEvaluation of Secondary Schools by the Methods\nerative Study of Secondary School Standards\n\na\n\n—Brown\n\n.\n\n145\n\n- —Hayes\n\n.\n\n146\n\nfor\n\n.\n\nthe State’s Responsibility\nSystem? .\n\nFrom\nFrom\n\nLaw?.\n\nRetirement\n\n- —Merchant\n- —Helms\n\n.\n\n147\n\n.\n\n148\n\n- —Jensen .\n- —Southworth\n\n149\n... 150\n\nof the Coop¬\n\nthe Point of View of a Large High School .\nthe Point of View of a Classroom Teacher .\n\n"}
{"page": 13, "printed_page": null, "text": "9\n\nContents\n\nFrom\n\nthe Point of View\n\nof an Accrediting\n\nAssociation\n\nFrom the Point of View of a State Department\ncation .\n\nMORNING\n\nEnlightened Public Support\nResponsibility\nEnlightened\nsional\n\nPublic\n\nResponsibility\n\n.\n\n152\n\nof Edu¬\n— Emerson\n\n.\n\n153\n\n— Hunter\n\n.\n\n155\n\nASSEMBLIES\n\nfor Education\n\nSupport\n\n. — Moe\n\nas a Professional\n\nfor Education\n\nas a Profes¬\n\n.\n\nSupport of Education: A Professional Responsibility.. — Samuelson\nEnlightened Public Support for Education as a Profes¬\nsional Responsibility\n\n.\n\n— Sears .\n\nRelationships with Central and South American\nThe\n\nRole of Education\n\nTrade\n\nThe\n\nRelationships\n\nUse of Motion\nThe\n\nUse\n\nPictures\n\nHistorical\n\nNote\n\nEleventh\n\nAnnual\n\nProgress\n\nthru\n\nRelations — Cherrington\n\n. . . 160\n\n— Mears\n\n.\n\n164\n\nin Forming\n\nAttitudes\n\n— May\n\n.\n\n165\n\nof\n\nDINNER\n\n.\nLife Membership\n\nTeacher\n\nNote\n\n168\n\nDinner .\n\n169\n\nEducation .\nCOUNCIL\n\nOF\n\n— Woodruff\n\n.\n\nProgress\n\nThe\n\nand\n\nduring\n\n176\n\n1938 .\n\nthe State in American\n\n169\n\nEDUCATION\n\n.\n\nEducational\nSchool\n\n159\n\nAttitudes of Children\n\nMEMBERSHIP\n\nNATIONAL\nHistorical\n\nCultural\n\n.\nLIFE\n\n158\n\nCountries\n\n.\n\nPictures in Forming\n\nof Motion\n\nChildren\n\nin International\n\n...\n\n— Good\n\nDemocracy .\n\n.\n\n— Counts\n\n177\n\n.\n\nThe School and the State in American Democracy .\n— Kilpatrick\nReport of Advisory Committee on Education and Impending\nLegislation .\nReport of Advisory Committee on Education\n\n178\n....\n\n180\n\n— Reeves\n\n.\n\n182\n\n— Stray er\n\n.\n\n183\n\nThe Responsibility of Education to the State and to Democracy — Burton\nWhat Shall Be the Relation of the School to the State in\n\n.\n\n184\n\nLegislation\n\nDemocracy?\n\nThe\n\nRelation\n\nof the Teacher\n\nThe\n\nRelation of the Teacher to America’s\nnomic Pattern .\nMinutes\n\n.\nto America’s\n\nWhy\nSome\n\nNote\n\n— W eersing\n\nChanging\n\nPattern — Phelps\n\nChanging\n\n.\n\n187\n\n.\n\n189\n\n.\n\n190\n\nEco¬\n— Frasier\n\n.\nADULT\n\nHistorical\n\nImpending\n\n.\n\nAmerican\n\nSecretary’s\n\nand\n\n191\n\nEDUCATION\n\n.\n\nAdult Education .\nNew Directions in Adult Education .\n\n.\n\n198\n\n— Alderman\n\n.\n\n199\n\nOrganization of Education for Literacy .\nSelection of Teaching Personnel for Adult Classes..\n\n— Cartwright . . . 200\n— Wiese .\n203\n— Travers .\n204\n\nProgram of Counseling for Young Adults .\nThe Place of Consumer Education .\n\n— Griffin .\n— Snyder .\n\n206\n207\n\n— A it on\n\n208\n\nCommittee\n\nReport\n\nof Legislative\n\nReport\n\nof Consumer\n\nReport\n\nof the Committee\n\n.\n\nCommittee .\n.\non Resolutions .\n\nEducation\n\n.\n\n— Buckhart\n\n.\n\n.\n\n209\n\n210\n\n"}
{"page": 14, "printed_page": null, "text": "10\n\nNational\n\nAMERICAN\nHistorical\n\nEducation\n\nAssociation\n\nASSOCIATION\nFOR HEALTH,\nPHYSICAL\nAND\nRECREATION\n\nNote\n\n212\n\n.\n\nPresident’s Message .\nYouth in a Democratic State .\nIn the Front-Line\nThe\n\nEDUCATION,\n\nChallenge\n\nTrenches\n\nin School\n\nHealth\n\nWork .\n\nof Recreation .\n\n— Cozens . . .\n— Williams\n\n213\n\n— Nyswandcr\n\n214\n215\n217\n\n— Romney\n\nRecreation, the Municipality’s Responsibility .\nFacts and Fancies about the Dance in Education .\nCriteria of Success .\n\n— Lloyd. ....\n— Shelly\n— Scott .\n\nSocial Hygiene Education — Discussion .\nThe Administration of Health Education .\n\n— Shankland\n\nScientific Principles\n\nunderlying\n\nInstruction\n\nin Health,\n\nReport\n\nASSOCIATION\n\nHistorical\n\nNote\n\nA\n\nProfession\n\nAmerican\n\nand\n\nand\n\nYouth\n\n227\n228\n\nOF\n\n229\n\nSCHOOL\n\nADMINISTRATORS\n232\n233\n\n.\n\nResources\n\nConservation\n\n225\n\n— Cureton\n— Samuelson\n\n.\n\n— Givens\n\nChanging Conceptions of Educational Administration .\nThe Relation of Administration to Instruction .\nHuman\n\n224\n\n.\n\nAMERICAN\n\nUnited\n\n221\n223\n\nPhysi¬\n\ncal Education, and Recreation .\nThe Responsibility of the Schools for Recreation .\nSecretary’s\n\n219\n\nTheir\n\n238\n\n— Strayer . . .\n. — Hall ....\n\nDevelopment .\n\n248\n252\n\n— McAndrew\n\nDemocracy .\nLooks\n\n...\n\nat Its Future .\n\n— Ickes\n\n....\n\n— Day\n\n.\n\n260\n269\n276\n\nGreetings .\nPresentation of the Yearbook .\n\n— Shavu .\n— Corning\n\nThe\n\nVillage\n\n.\n\n— Hatch\n\n. . .\n\n287\n\nThe\n\nDilemma\n\nof Democracy .\n\n— Masaryk\n\n.\n\n307\n\nRevue\n\n279\n\nSecretary’s Minutes .\nResolutions .\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\n315\n319\n\nTEACHERS\n\nHistorical\n\nNote\n\nA Century\nCommittee\n\nof Teacher Education .\nReports .\n\n.\n\nAMERICAN\n\nThe\n\nNote\n\nStanford\n\nEDUCATIONAL\n\n324\n\n— Smith\n\nReport of the Secretary .\nList of Accredited Institutions — 1939-40\n\nHistorical\n\nCOLLEGES\n\n325\n334\n357\n\n— Hunt\n\nRESEARCH\n\n370\n\nASSOCIATION\n\n.\n\nSocial Education\n\n376\n\nInvestigation .\n\nHearing: An Educational Problem .\nScience Education and Pupil Prejudice .\n\n— Quillen\n\n377\n\n— Spencer\n— Gilbert\n\n386\n381\n\nComparisons between Classmates’ Estimates and Self-Esti¬\nmates of Personality during Adolescence .\n— Tryon\n\n387\n388\n\nSecretary’s Report .\nReport of the Auditing Committee .\nBrief Report\n\nof the Committee\n\nART\nHistorical\n\nNote\n\n395\n395\n\non Awards .\nEDUCATION\n\n398\n\n.\n\nCreative Design in Bauhaus\nThe Function of the Museum\n\nEducation .\nin the New Art Education\n\n— Moholy-Nagy\n— Munro .\n\nThe\n\nthe Community.\n\n— Myers\n\nYoung\n\nArt\n\nTeacher\n\nand\n\n.\n\n.\n\n. .\n\n399\n400\n401\n\n"}
{"page": 15, "printed_page": null, "text": "11\n\nContents\n\n402\nArt\n\nat Greeley,\n\nColorado,\n\nState College\n\nof Education .\n\nArt\n\namong\n\nthe Liberal\n\nArts .\n\n— Pepper\n\nPresentday\n\nTendencies\n\nin Elementary\n\n— Glenn\n\nArt\n\n— Baker\n\nEducation .\n\nTraining Tomorrow’s Art Teacher .\nArt in the Village .\nBUSINESS\nHistorical\n\nNote\n\nOpening\n\nAddress\n\n405\n406\n\n— Poore .\n— Church\n\n408\n\nEDUCATION\n\n.\nof Business\n\nConsumers\n\nMake\n\nEducation .\n\nBetter\n\nin the Merchandising\n\n409\n\n— DeBrum\n\nFrauds and the Consumer .\nWill the Pieces Make a Pattern in Consumer\nTrends\n\n404\n\n.\n\nSocial Responsibilities\n\nEducated\n\n403\n\n— Kyker\n\n....\n\n— Tsvetkoff\n. — Cassels . . .\n\nEducation?.\n\nCitizens .\n\n— Montgomery\n\nCurriculum .\n\n— Kenealy\n\n...\n\nVocabulary Building for Secretarial Students .\n— O'Leary\nIllustrations and Hints on Making Secretarial Practice Equip¬\nment Where None Is Available .\n— Seale .\nAn Integrated Program of Distributive Education: Its Social\nand\nThe\n\nEconomic\n\nTeaching\n\nSignificance .\n\n— Shaw\n\nof Transcription .\n\n..\n\n— Sundwall\n— Clevenger\n— Slaughter\n— Jones .\n\nWhat’s Ahead in Business Education .\nBusiness Education on the Junior Level .\n\n— Blackstone\n— Travis . . .\n\nTesting\n\n— George\n\nSecretary’s\n\nGrading\nReport\n\n.\n\nHistorical\n\nNote\n\nReport\n\n— Rockwell\n\nMinutes\n\nAcademic\n\nReport\n\nNote\n\nof 1939\n\n420\n420\n421\n421\n\n425\n428\n431\n\nFreedom .\n\n431\n432\n\n.\nELEMENTARY\n\nHistorical\n\n419\n\n424\n— Dahl ..\n— Graham\n\non\n\n419\n\nTEACHERS\n\n.\n\nof the Committee\n\n418\n419\n\n421\n\nPresident’s Report and Recommendations .\nAnalyzing Propaganda .\nRural Teacher Honored .\n.\n\nSecretary’s\n\n. . .\n\n.\nCLASSROOM\n\n413\n415\n\n417\n\nSpecial Class Projects in Shorthand .\nNonvocational Aspects of High-School Bookkeeping .\nLost Horizons and Business Education .\nThe Voice of Business in Education .\n\nand\n\n413\n\n416\n\n.\n\n— Bowman\n\n412\n411\n411\n\n.\n\nEditorial\n\nSCHOOL\n\nPRINCIPALS\n\n:.\n\nCommittee .\n\n444\n445\n446\n\n— Fertsch\n\nA Philosophy for Elementary Education .\n— Heffernan\nSocial Interaction and Implications for the Elementary\nSchool\nThe\n\n.\n\nCrisis of World\n\n— McSwain\n\nAffairs .\n\n— Silver\n\nDemocratic Living — A Program for Schools .\nReorganization of the Elementary School To Meet\nNeeds\nAccent\n\non\n\nof\n\nChildren\n\nArt\n\n.\n\nWhat the Teacher\nment Program\n\n— Zyve\nthe\n\n.\n\nExpects of the Principal\n.\n\n. . .\n\n— Betts\n\n454\n\n— Samuelson\n\n457\n\nin the Enrich¬\n— Graham\n\nLeisure Time of Girls and Boys .\nUse of the Elementary-School Auditorium .\n\n— O'Connor\n— Brimskill\n\nOne\n\n— Smith\n\nBoard\n\nWay\n\nTo\n\nBuild\n\nof Health,\n\nCharacter .\n\nSchool, and\n\nCommunity\n\nRelationships .\n\nChildren’s Voices: A Reader\nAddress .\n\nfor Children by Children .\n.\n\nSecretary’s\n\n.\n\nMinutes\n\n.\n\n447\n452\n449\n\n— Davidson\n— Convery .\n— Fairbanks\n\n459\n461\n462\n463\n464\n466\n466\n470\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nHOME\nHistorical\nHome\nSome\n\nNote\n\nAssociation\n\nECONOMICS\n\n.\n\n478\n\nEconomics, an Essential in Education .\nSuggestions for Correlating and Integrating\n\nEconomics with Other Subjects .\nTrends in the Basic Curriculum in the Secondary\n\n— Greer\n\n— Milligan\n\nImplications\n\nBoys\n\nand\n\nMen\n\nMorale\n\nHomemaking\n\non Various\n\nin Family\n\nHistorical\n\nof\n\nSchool\n\nNote\n\n482\n\n— Stark\n\n.\n\n483\n\n— Smith\n\n.\n\n484\n\n— Elliott\n\n.\n\n486\n\n— Ldovs\n\n.\n\n487\n\nEdu¬\n\nEducation\n\nfor\n\nLevels .\n\nLife .\n\nKINDERGARTEN-PRIMARY\n.\n\n.\n\n480\n481\n\nSchool\n\nLevels .\nDifferentiation in Materials and Technics in Consumer\ncation for the Several Schools .\nand\n\n479\n\nHome\n\n— Winning .\nSchools. . . — Rice .\n\nHome Economics in the Basic Course .\nObjectives of Consumer Education for the Several\n\nPractices\n\n.\n\nEDUCATION\n490\n\nReading and Language and Failures .\nCharacter Building To Prevent Failures .\nContribution of Esthetics to Prevention of Failure .\n\n— Bonsall ..\n— Warren\n— Porter . .\n\n491\n491\n494\n\nWhat Kindergarten and Primary Teachers Can Do To Pre¬\nvent Failures in the Middle Grades — An Attempt at\nSolution .\n— Samuelson\n\n495\n\nRecent Research and Its Implications\ncation .\n\n498\n499\n\nWe\n\nLook\n\nAbout\n\nSecretary’s\n\nListen,\n\nof Mr.\n\nand\n\n502\n\nDoyle’s\n\n— Doyle .\n— Erickson\n— Duckies\n— Yockey\n— Hester\n.\n\nLearn .\n\nPaper .\n\nDeveloping\n\nCivic Responsibility\n\nthru Lip Reading\n\nDeveloping\n\nCivic Responsibility\n\nthru Lip Reading\n\nSecretary’s\n\nMinutes\n\n— Scriver\n\nNote\n\n510\nEDUCATION\n\nGeneral\n\nSemantics\n\nNATIONAL\nNote\n\nASSOCIATION\n\n.\n\nin the Position\n\nOF\n\nDEANS\n\nOF\n\nof Dean\n\nof Women\n\nin Education,\n\nOF\n\n514\n\nand Dean\n\nCounseling,\n\nASSOCIATION\n\nand\n\nof Girls — Strang\n\nTherapy.\n\n.\n\n. — Campbell\n\nSECONDARY-SCHOOL\n\n515\n.\n\nCOUNCIL\n\n526\n\nFOR\n\nTHE\n\nHistorical\n\nNote\n\nProblems\n\nof the Pacific .\n\nSOCIAL\n\n— Russell .\n— Bacon .\n\nSocial Studies\n\nof the Social\nCourses\n\nTo\n\n527\n534\n\nSTUDIES\n\n.\nFunction\n\n518\n\nPRINCIPALS\n\n.\n\nNATIONAL\n\nGuidance\n\nWOMEN\n\n. .\n\nEducation for Democracy .\nThe Purposes and Policies of the Planning Committee .\n\nBuilding\n\n508\n508\n\n512\n\nTrends\n\nThe\n\n505\n507\n507\n\nNote\nNATIONAL\n\nHistorical\n\n503\n\n.\nMUSIC\n\nHistorical\n\n499\n\nREADING\n\nDiscussion of Mr. Doyle’s Paper .\nDeveloping Civic Responsibility thru Lip Reading\n\nHistorical\n\n. . . .\n\n— Reynolds\n\n.\n\nChildren — Look,\nDiscussion\n\n— Moss\n\n.\nLIP\n\nNote\n\nEdu¬\n\nUs .\n\nMinutes\n\nHistorical\n\nfor Elementary\n\n542\nStudies .\n\nMeet\n\nPupil Needs .\n\n— Lasker\n\n.\n\n543\n\n— Chaffee\n\n.\n\n548\n\n— Stelter\n\n.\n\n548\n\n"}
{"page": 17, "printed_page": null, "text": "13\nContents\n\nTeaching\n\nDevices\n\nNeeds\n\nand\n\nEnrichment\n\nof Adolescents\n\nSecretary’s\n\nMinutes\n\nNATIONAL\n\nMaterials\n\nfor Meeting\n\nthe\n\n.\n\n— Chapman\n\n.\n\nCOUNCIL\n\nOF\n\nPlace\n\nADMINISTRATIVE\n\nWOMEN\n\nSecretary’s\n\nMinutes\n\nWorld\n\nRURAL\nNote\n\nThe\n\nof Tomorrow\n\nSchool\n\nEDUCATION\n552\n\n— G oodykoontz\n— Field .\n\n.\n\nHistorical\n\nIN\n.\n\nin a Changing\n\n.\n\n557\n\n— Young\n\n562\n\nEDUCATION\n\n.\n\nof Rural\n\nEconomy — Process\n\nSchool\n\nand\n\nDistricts\n\nResults\n\nfor Efficiency\n\nand\n\nin Ohio .\n\n563\n\n-Shanks\n- -Vaster\n\n564\n565\n\nReorganization of Rural Districts in West Virginia .\n- -B\nyers\nResponsibilities of the Supervisor Providing for Teacher\nGrowth in Service .\nthe Curriculum\n\nto the Needs\n\nand\n\nExperiences\n\nof\n\n568\n\n-H cffcrnan\n\n569\n\nChildren in Rural Communities thru Organization .\nAdapting the Curriculum to the Needs and Experiences of\nChildren in Rural Communities in Organization and -Mclntire\nContent — The Physically\nEducation for the Physically\n\nChildren\n\n570\n\nHandicapped .\n■\nHandicapped Child in an Ohio\n\nCounty .\nAdapting the Curriculum to the Needs\nRural\n\nfor Behavior\n\n- -Coffeen\nand\n\nExperiences\n\nof\n\n. .\n\n-Hyson\n\nTransportation — General Plan as Used in Alabama .\nTransportation: General Plan as Used in Wisconsin .\nUse\n\nof the\n\nMaterial\n\nCommunity\n\nin the\n\nNew\n\nas\n\na\n\nSource\n\nProvidence\n\nof\n\nInstructional\n\nSchool,\n\nMontgomery\n\nCounty, Tennessee .\nThe Use of Community Resources in the Essex\nThe Status of the Rural Teacher .\nRural\n\nSchools\n\nat Work\n\nTo\n\nImprove\n\nSchool .\n\nthe Quality\n\nof Country\n\nLife — The Fallbrook Union High School .\nRural Schools at Work To Improve the Quality of Country\nThe\n\nLife: Music Program in Placer County, California .\nLand Is the Textbook .\n\nRural\n\nSchools\n\nat Work\n\nLife: Developing\n\nTo\n\nImprove\n\nGood\n\nTaste\n\nThe\n\nNote\n\nTeaching\nScience\n\nMeets\n\nA\n\nUse\n\nLand\n\nof\n\nthe\n\nNational\n\nProgram\n\nof Boys\n\nand\n\nfor the Senior\n\n583\n581\n584\n586\n\n588\n590\n\n— Potter\n\n591\n\n-Flood\n\n593\n595\n\n-Raymond\n\n. .\n\n597\n598\n602\n604\n\n.\n\nINSTRUCTION\n608\nCommittee\n\non\n\nScience\n\n.\nthe Needs\n\n579\n\n■— IV ennerb\nerg\n•— Robinson\n\n.\n\nOrganization\n\n576\n\n-Fite .\n\nof Country — Moore\nat Silverhill, Alabama..\n\nSCIENCE\nHistorical\n\ns\n-Callahan\n\nthe Quality\n\nSecretary’s Minutes .\nReport of the Committee on Resolutions.,\n\n571\n573\n\n- -Wofford\n\nProblems .\n\nCommunity Resources in Rural Schools .\n■\nTransportation — General Plan of Operation in the State of -Morphet\nFlorida .\n■ -Collins .\n-Clifton\nSchool Bus Transportation in Georgia .\n■\nPupil Transportation in California .\n-M eadovu\n\nThe\n\n. . 553\n555\n\n.\n\nReorganization\n\nAdapting\n\n549\n550\n\nHistorical Note .\nWomen in Education .\nWoman’s\n\n.\n\n— Davis\n\n.\n\n609\n\nGirls .\n\n— Oberholtzer\n\n... 613\n\nHigh\n\n— Strong\n\nSchool .\n\n.\n\n614\n\n"}
{"page": 18, "printed_page": null, "text": "14\n\nNational\n\nEducation\n\nAssociation\n\nTeaching the Scientific Attitude in the Junior College .\nConservation Functions in a School System .\n\n614\n\n— Conley\n— Rowan\n\n615\n615\n\nResponsibility of Science in Social Attitudes .\n— Tracy\nHow Science Fulfils the Needs of Boys and Girls in the Chi¬\ncago\n\nSchools\n\n.\n\nSecretary’s\n\nMinutes\n\nHistorical\n\nNote\n\n— Johnson\n\n.\n\nSECONDARY\n.\n\nCore\n\nthe Problems\n\nSignificance\n\nof the Study\n\n620\n\nof\n— Leonard\n\nCurriculum .\n\nProblems of Integration and Correlation\nSchool Level .\nThe\n\n618\n\nTEACHERS\n\nUnifying the Secondary Curriculum around\nYouth\n.\nThe\n\n616\n\n.\n\n621\n\n— Sparhawk\nat the Secondary-\n\n623\n— W ahlquist\n\nof International\n\nRelations.\n\n. . — IV inter\n\n625\n627\n628\n\nThe Departmental Placement of Junior College Geography. — Shrode .\nMusical Experiences Appropriate to a Program of Integration — Hawkinson\nSecretary’s\n\nMinutes\n\n629\n\n.\n630\nSPECIAL\n\nHistorical\nThe\n\nNote\n\nCalifornia\n\nEDUCATION\n\n.\nProgram\n\nof Special\n\n634\n\nEducation .\n\nSome New Steps in the Field of Special Education .\nThe Federal Government Must Assume Responsibility\nAiding the Education of Physically\ndren .\nThe\n\nPersonality\n\nof the Special Class\n\nHandicapped\n\n— Hicker\n\n.\n\n635\n\n— Horn\n\n.\n\n636\n\nfor\n\nChil¬\n— Lee\n\nChild .\n\n.\n\n637\n\n— Richmond\n\n.\n\nThe Emotional Factor and the Problems of Children .\n— Pfister .\nA Special Educational Service for Homebound, Physically\nHandicapped\n\nElementary\n\nYouth .\n\n— Darlington\n\nSight-Saving for Every Child .\nParents and Special Education .\n.\nSecretary’s\n\nMinutes\n\n— Blend\n— Laws\n\n.... 640\n\n.\n.\n\n642\n642\n\n.\n\nSUPERVISORS\n\nAND\n\n638\n639\n\n645\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\n— Hosic\n\n. . 648\n\n.\n\n. . 649\n\n— Lamorcaux\n— Dale .\n\nUsing\n\n. . .. 656\n. . 659\n. . 663\n\nVISUAL\n\nINSTRUCTION\n. . 666\n\n— Edwards . . . . . . 667\n— Lake .\n. . 668\n— Hart .\n. . 671\n— Elliott .\n— Lichtman\n\n. . 671\n\n. . . . . 672\n. . 674\n\nSecretary’s\nVOCATIONAL\nHistorical\n\nPart-Time\n\nNote\n\nEDUCATION\n\n— IV right .\n— Beeman .\n— Clover .\n,— Milligan\n\n. . 676\n. . 677\n. . 678\n. . 679\n\n. . . . . . 680\n\n"}
{"page": 19, "printed_page": null, "text": "15\nContents\n\nA\n\nNational\n\nViewpoint\n\nA\n\nCommunity\n\non\n\nProgram\n\nGuidance .\n\nof Vocational\n\nEducation\n\n— Jager\n\n....\n\nin Operation — McClure\n\nIndustry’s Responsibility for Training .\nThe California Plan for Trade and Industrial Education.\n\n— Wells . . . .\n. — Beswick\n\nVocational Education and the Community Agencies .\nA Program of Job-Finding and Student Placement .\nCurriculum Values in Vocational Education .\n\n— Mallary ..\n— Benbow . .\n— Rutledge .\n\nWORLD\nHistorical\n\nNote\n\nThe\n\nWorld\n\n1939\n\nFEDERATION\n\nOF\n\nEDUCATION\n\n681\n\n.\n\n682\n681\n683\n685\n\n686\n686\n\nASSOCIATIONS\n\n690\n\n.\nFederation\n\nCruise .\n\nASSOCIATIONAL\nAct\n\nRECORDS\n\nCharter\n\nand\n\nBylaws\n\n.\n\n— Monroe\n\nAND\n\n..\n\n691\n\nINFORMATION\n697\n\nof Incorporation .\n\n701\n712\n\nStanding Rules .\nCalendar of Meetings .\nOfficers— 1938-39 .\n\n717\n719\n725\n\nOfficers — 1939-40 .\nHeadquarters Staff .\nCommittees,\n\nCommissions,\n\n731\n732\n\nCouncils .\nAssembly .\n\n770\n\nof Directors .\n\n809\n\nof the Meetings of the Executive Committee .\nof the Meetings of the Board of Trustees .\n\n817\n\nMinutes\n\nof the Nineteenth\n\nMinutes\n\nof the Meetings\n\nMinutes\nMinutes\nFinancial\n\nand\n\nReport\n\nRepresentative\n\nof the Board\n\n841\n\n1938-39 .\n\nBudget Committee Report .\nSummary of Reports of Committees, Commissions,\nNational Council of Education .\nAcademic\n\n837\n\nFreedom\n\nand\n\n— Collins\nCouncils\n— Pechstein\n\n861\n\n— Smith\n\n872\n\n.\n\n870\n\n.\n\nAll-Inclusive Membership .\nAmerican Legion and Other Service Organizations .\n\n— Gayman\n.\n— Dienst ....\n\n873\n874\n\nAmerican\nAmerican\n\nLibrary Association. .\nTeachers Association .\n\n— Parks .\n— Smith ....\n\n875\n876\n\nAppraisal\n\nCommittee\n\n— Pratt\n\nBylaws\n\nand\n\n.\n\nRules .\n\n878\n\n.\n\n— Adair\n\nCooperatives .\nCredit Unions .\n\n— Shaw .\n— Moran\n. .\n\nEconomic\n\n— Robinson\n\nStatus\n\nEducational\n\nof the Rural\n\nPolicies\n\nTeacher .\n\nCommission .\n\nEqual Opportunity .\nEthics .\nHealth Problems in Education .\nIndividual\n\nGuidance\n\nInternational\n\n.\n\nRelations\n\n.\n\n— Carr\n\n..\n\n.\n\n— Bradley\n— ‘King\n— Wilson\n— Stolz\n\n. .\n\n— W oodward\n\n— James\n— Hall\n\nSupply, Preparation, and Certification\nTax Education .\nTenure\n\nof Teachers .\n\n.\n\nAnnual Report of the Secretary .\nThe Nineteenth Representative Assembly .\nIndex .\n. . . .\n. .\n\n— J aggers\n— Wilson\n— DuShane\n— Givens\n\n885\n885\n887\n\n888\n889\n899\n900\n\n.\n\n— Elsbree\n\n880\n882\n883\n884\n\n— Hall\nLegislative Commission .\n— Pettengill\nNational Congress of Parents and Teachers .\nNational Council on Teacher Retirement of the N.E.A. . . — Hougham\n\nNecrology .\nResolutions .\nSalaries .\n\n879\n879\n\n. .\n\n901\n910\n916\n916\n918\n920\n922\n983\n959\n\n"}
{"page": 20, "printed_page": null, "text": "The work\n\non this volume , including the gathering of\n\nmaterials, editing, proofreading, and makeup, has been\ndone under the direction of Lyle W. Ashby, assistant\ndirector of the Division of Publications, with the assist¬\nance of Ruth Hirst, Jessie M. Robbins, and Marjorie\nStarr.\nJoy\n\nElmer\n\nMorgan,\n\nDirector\n\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 22, "printed_page": null, "text": ""}
{"page": 23, "printed_page": null, "text": "VESPERS\nA TRIBUTE\nJOSEPH\n\nH.\n\nTO\n\nTHE\n\nLATE\n\nR. E. OFFENHAUER\n\nOF\n\nSAUNDERS, CHAIRMAN,\nBOARD OF TRUSTEES,' AND\nTENDENT\nOF SCHOOLS, NEWPORT\nNEWS, VA.\n\nOHIO\nSUPERIN¬\n\ntreasurer of the National Education Association since\noffenhauer,\nRe.o 1934,\ndied on December 29, 1938, as a result of injuries sustained in\n\nan automobile accident.\nMr.\n\nOffenhauer\n\nwas born in Montezuma,\n\nMercer\n\nCounty, Ohio, on\n\nAugust 10, 1881, graduated from Otterbein College in 1905, and took post¬\ngraduate work at Columbia and Harvard Universities. He became president\nof Bowling Green State University, August 25, 1937, after serving nineteen\nyears in the Lima, Ohio, public schools, six years as principal of Central High\nSchool, and thirteen years as superintendent of schools. Previously he had\nbeen superintendent of the Erie County schools and principal in Sandusky\nand Mt. Vernon. As principal of the Sandusky High School, he served\nunder Superintendent H. B. Williams who became the first president of\nBowling Green State University at the time Mr. Offenhauer was doing\ngraduate work at Harvard.\nMr. Offenhauer was a member of many educational groups, and in addi¬\ntion was a member of the Masonic Lodge at Lima, the Shawnee Commandery, the Toledo Consistory, the Scottish Rite; also the Torch Club of\nToledo and Lima, the Kiwanis Club, and the Chamber of Commerce. He\nwas prominent in many affairs of the city. He was chairman of the Com¬\nmunity Chest, a member of the Methodist Church and its Sunday school\nsuperintendent for many years.\nDuring his term as president of Bowling Green University, the student\nenrolment increased 18 percent, to nearly 1900, and he was directing an\nextensive construction program for which the state and the PWA provided\nnearly a million dollars. He personally created a vast amount of goodwill\nthru his sincere understanding and appreciation of human nature and atten¬\ntive ear to the problems of students and friends of the institution.\nTho president of Bowling Green University for but a year and a half,\nthree new buildings, a new athletic field, and a new spirit which came thru\nhis leadership are left as monuments. He was a gentleman, a scholar, an\nadministrator, and executive, loved and esteemed by all for his considerate\nmethods.\nFor four and one-half years, Mr. Offenhauer was treasurer of the National\nEducation Association, and as such, a member of the Executive Committee.\nHis accounts were accurately and meticulously kept and, governed by his\nhigh ideals, his voice and his vote were always used to further those con¬\nstructive and progressive measures which, in his judgment, would advance\nthe cause of education in the nation.\n[19]\n\n"}
{"page": 24, "printed_page": null, "text": "National\n\n20\n\nEducation\n\nAssociation\n\n1 knew him only a short while, as time goes, but only a short while was\nsufficient to admire his comprehension, his breadth of view, his toleration, his\nkindly and generous spirit, and his uniform courtesy to those with views\ndifferent from his own. He never raised his voice in anger, and his reproof,\nif occasion required it, was as mild and gentle as that of a kindly father to a\nwell-beloved son.\nHe was a sincere friend. His friendship was of the type I like to call\ndisinterested. He loved not because of one’s virtues but in spite of one’s faults.\nSuch friendship requires magnanimity and generosity, faith in oneself and\nfaith in one’s fellowman. Such friendship is the rarest and greatest of human\nvirtues. Its essence is loyalty which Mr. Offenhauer possessed in the highest\ndegree. He won the admiration and esteem of all who knew him. “None\nknew him but to love him, none named him but to praise.” Pessimists would\nhave us believe that our public and private life is full of duplicity, lack of\nstamina, and want of character. The lives of such men as R. E. Offenhauer\ndeny the truth of such an assertion and give us hope, faith, and courage for\nthe future of mankind. Despite any apparent evidence to the contrary, the\nspirit of Christ as exemplified by Mr. Offenhauer is still the most potent\nforce in the world today in creating that respect for the opinions of mankind\nwhich mold the individual, community, and national life of civilized people\neverywhere.\nMr. Offenhauer was a man who will be missed in the councils of this\nAssociation, by the community he served, by a myriad of friends everywhere,\nand by the family to whom he was a devoted husband and a loving father.\nMay the peace of God which passeth all understanding\nevermore.\nHis life was\nSo mix’d\nAnd\n\nA TRIBUTE\n\nW.\n\nB. MOONEY,\n\ngentle, and\n\nthe elements\n\nin him that Nature\n\nmight\n\nsay to all the world, “This\n\nTO\n\nstand up\n\nwas\n\na man!”\n\nTHE LATE CHARLES\nOF INDIANA\n\nEXECLTTIVE\n\nSECRETARY,\nDENVER,\n\nabide with him for¬\n\nCOLORADO\n\nO. WILLIAMS\n\nEDUCATION\n\nASSOCIATION,\n\nCOLO.\n\nCharles Otis Williams was born on a farm in Wayne County, Indiana,\nSeptember 19, 1874. He died at his home in Indianapolis on September 13,\n1938. Mr. Williams secured his early training in the public schools of his\nnative county and later graduated from Valparaiso University. He studied\nlaw and was admitted to the bar in the states of Indiana, Illinois, and Ken¬\ntucky. However, he selected the profession of teaching rather than that of\nlaw, and for a period of more than forty years Charley Williams devoted\nhis life to the cause of training children for more complete living. That he\nnever repented this choice of human service is evidenced by the fact that his\nepitaph, selected by himself, and carved in stone on his tomb, reads:\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n21\n\nA School Teacher\nCharles Otis Williams\n\n1874-1938\n\nObviously, it would\n\nbe difficult to agree upon all the items by which we\n\nmay measure the success of a man’s life. However, we venture to say that\nmost of us will agree that one has lived a successful life who has been a suc¬\ncessful parent, who has been a good neighbor, a good friend of those with\nwhom he has lived his life, and who has contributed something to the social\nwelfare and progress of his time. The lives of his three sons, the great con¬\nfidence and affection of his fellow workers in Indiana and his associates in\nthe work of the National Education Association, the services he rendered\nthe several communities in which he lived and taught and especially his\nservices as county superintendent of Wayne County, Indiana, and his serv¬\nices as executive secretary of the Indiana State Teachers Association speak\nfor themselves and in a loud voice pronounce\nliams a success.\n\nthe life of Charles Otis Wil¬\n\nIn one of his sermons Dwight L. Moody once said: “Some day you will\nread in the papers that Dwight L. Moody is dead. Don’t you believe a word\nof it.” Last September we read in the papers that Charles O. Williams had\ndied. We do not believe a word of it. Because of the life he lived, Charles\nO. Williams will live among us for uncounted years to come.\nA TRIBUTE\nWILLIAM\n\nALONZO\n\nTO\n\nJAMES,\n\nPRINCIPAL,\n\nALL\n\nDEPARTED\n\nCHAIRMAN,\n\nBALL\n\nHIGH\n\nCOMMITTEE\n\nSCHOOL,\n\nMEMBERS\nON\n\nGALVESTON,\n\nNECROLOGY;\n\nAND\n\nTEXAS\n\nHow fitting that we first assemble here in vespers for “The Hour of\nRemembrance.” Since this Association met in annual session a year ago\nmore than two thousand members of our profession have passed to the Great\nBeyond. These have been taken from every section of our nation and from\nevery rank of service. Teachers of little children, teachers of jmuth, college\ninstructors, great leaders in educational thought have all alike laid down\ntheir burdens to join the ranks of the immortal. It is to the living to carry\non the work of these noble souls.\nThe names of these have been collected and listed by the Committee on\nNecrology and will be written into the permanent records of the Association\nand filed in the archives of the national headquarters building in Wash¬\nington.\nYou have just heard a special tribute to two of these great men ; but, since\nit is not practical to speak individually of each of all the rest, let us, now,\ntherefore, pay general, yet sincere, tribute to them all. In appreciation of\nall our departed fellow teachers and in gratitude to them for the lives they\nhave lived, may we, in recognition of their many virtues, stand for a moment\nwith heads bowed in silent meditation.\n(The Necrology List will be found on page 901 of this volume.)\n\n"}
{"page": 26, "printed_page": null, "text": "National\n\n22\n\nTHE\nBROTHER\n\nIt would\n\nLEO,\n\nPROFESSOR\n\nEducation\n\nTOWER\nOF\n\nOF\n\nAssociation\n\nTHE\n\nLITERATURE,\n\nSUN\n\nST. MARY’S\n\nCOLLEGE,\n\nCALIF.\n\nbe a pleasant experience for the strangers within our gates\n\nwhom we greet in a spiritual vein, and it would be likewise a happier re¬\nmembrance to those of us who, we think, are favored by living here perma¬\nnently, if all of us could go some evening to Treasure Island which, as the\nPresident of the United States said on the day of its official dedication, rep¬\nresents one territorial acquisition in the modern world that is not the result\nof bloodshed and aggression. Treasure Island, which literally was pumped\nfrom the bottom of the Bay and labored upon by all manner of experts in\ntheir trades and professions, came thru the months to be a dream city, fair\nto look upon and lovely to explore. Here we have, not precisely in copious\nplenty, for we of the West believe in nothing of excess, just as the ancient\nGreeks did, if not everything the world supplies, manifestations of human\ningenuity and human enterprise and human idealism, the latest develop¬\nments in machinery, in agriculture, in business life and procedure; and not\nonly the latest, for to be interested solely in the latest is a sure mark of\nvulgarity.\nWe have likewise samples, at least, of the best that the past has handed\nto us in the transmission of our intellectual and artistic and spiritual in¬\nheritance. And these things are there that we who guide the steps of the\nyoung and the young who are guided by us may not forget that the essence\nof civilization is not wearing clothes, is not eating cooked food, or is it\nreading newspapers and pounding typewriters. But they are there to remind\nus and those whom we direct and mold and form and stimulate that civiliza¬\ntion is basically a transmission of human experience.\nIn all ages it may be said, whether we like it or not, for the truth has\nnothing to do with our likes, most men have been failures; in all ages most\nmen have possessed extremely limited vision ; in all ages, most men have\nbeen characterized by greed and sensuality and vanity and, in general, the\nseven deadly sins; in all ages, there have been blunders and confusions and\nperplexities and a dread lack of security; and in all ages the thoughtful have\narisen, lifted their heads above the mass, and have cried out to the patient\nstars, “Watchman, what of the night?”\nAnd those few in each age have garnered some precious fruits of human\nthought and human living, some imperfect reflection of the image of human\nbeauty, and these things they have transmitted to other ages, and succeeding\nages, building from that precious transmission, enriching it with increments\nof their own, have so handed the torch to us. So on Treasure Island we can\nsee something of the transmission of the torch, but the significant thing is\nthe thing we cannot help seeing.\nA world’s fair has obviously many elements. There are cafes and there\nare those institutions correctly known as hotdog stands. The Fair has its\nvast buildings, its elephant trains; it has its other means of locomotion; it\nhas its illumination, a marvel of modern science and a marvel, let me add\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nnot less definitely, of modern art. It has all these. But above all these there\ntowers a symbol which, like all symbols of worth, is intrinsically beautiful\nbut derives its value from that which it represents, the Tower of the Sun.\nWe who pause in convention assembled during these days might allow our\nminds and our thoughts to cross the little stretch of water to Treasure\nIsland and consider the Tower of the Sun.\nFrom more than one hill in this city of hills, you can gaze out at night,\nwhen the lights shine in all their splendor, and you will find above the base\nline of the exposition the tower rising, the phoenix at its top, and in the\ndaytime or in the night-time, if you explore the island itself, you will find\nthat all paths on Treasure Island lead to the Tower of the Sun.\nIs not that in a sense the process of education? It was said of Thomas\nCarlyle, who manufactured something of a personal philosophy of life, that\nhe was like Moses; he led the people into the wilderness and left them there.\nPerhaps, accurately, that does not apply to Moses, perhaps it does not apply\nto Carlyle, but it does most emphatically apply to a good many modern\nprophets, and you, I know, particularly prophets in the domain of educa¬\ntion and particularly prophets who bear the appellation of college professor.\nIs not modern education in some respects and in some of its manifesta¬\ntions a tendency to follow the false prophet, to lead a whole generation into\nthe wilderness and leave them there, everlastingly to experiment on fifty\nmillion guinea pigs for the glory of the experimenter? The true prophet in\neducation and in life is not one who leads into the wilderness, but one who\nfinds a path or makes a path that leads to light and sanity. And the external\nfact that the Tower of the Sun is the point to which all paths lead should\ngive us renewed courage in our recognition that there are central points in\neducation, too, to which all paths lead, and the value of the paths is deter¬\nmined by the degree and the extent to which they lead to those culminating\ncenters.\nBut, more than that, the Tower of the Sun stands for you and for me as\na symbol of two things without which civilization as we know it cannot\nendure. Those two things are our American standards and our recognition\nof spiritual values.\nThis afternoon I am an American speaking to Americans. We are not\nconcerned at the moment with peoples of other cultures, with peoples of\nother national allegiance. We as Americans are the only persons who can\nrightly understand our American standards and who can rightly live in\naccordance with those American standards. We do not know it all. We\nhave made frequent mistakes. We can beat our breasts and say, \"Mea\nculpa,” and sometimes “Mea maxima culpa,” but this is clear: We do not\nneed and we do not want advice from abroad. We do not want any kind\nof propaganda from abroad, be it from the party of the left or from the\nparty of the right. We do not want it from any kind of aggressors, either\nthose who are now striving to expand at the expense of others, or those who\nin the nineteenth and preceding centuries expanded at the expense of others.\nYou can call some of them democracies and you can call some of them\n\n"}
{"page": 28, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n24-\n\ndictatorships, but they are all tarred with the same brush, and essentially\nand basically their way is not the American way, their standards of democ¬\nracy are not the American standards of democracy. If we would save our\nsoul, it may well be that we first have to isolate our soul.\nThe second thing for which the tower stands is our recognition of spiritual\nvalues. Centuries ago the great Dante Alighieri drew the distinction be¬\ntween material and spiritual things. Let me paraphrase the explanation he\ngives in “The Purgatorio.” If I have a loaf of bread, and I meet a hungry\nman and break that loaf in two and give him half a loaf, obviously I have\nonly half a loaf left. That is clear, because a loaf of bread is a material\nthing. There is an old legend dating from the early centuries of our era\nwhich I think should be a part of the intellectual inheritance of all our\nchildren. It tells of the great St. Martin of Tours. As a young man he was\nan officer in the Roman army, and one bitterly cold day, clad in his great\nscarlet Roman cloak, he was entering the gate of a city when he saw an\nill-clad beggar shivering in the cold. Martin took the cloak from his shoulder,\nwith his sword cut it in half and gave half the cloak to the beggar. That\nnight, according to the beautiful story, Christ appeared to Martin in sleep,\nwearing the half cloak that Martin had given to Christ’s poor, and said,\n“Whatsoever you do for the least of these, my brethren, you do it to me.”\nThe legend is beautiful and timely, but the point I wish to call your\nattention to is this: When he gave away half his cloak he had only half a\ncloak left, because a cloak is a material thing. In other words, wherever you\nhave a material thing you have the element of quantity entering it. But\nspiritual things are otherwise, and in the spiritual domain no element of\nquantity occurs. For example, that little story of St. Martin, with its beau¬\ntiful application, is not a material thing; it is a spiritual thing. Coming\nhere today, it was mine. I give it to you. Some of you may have never heard\nit before. Each one has it to the extent of his capacity and willingness to\nabsorb, but those of us who had it before have not lost it. The story is as\nmuch mine as it ever was, and even if there were fifty or one hundred\npeople in this audience to whom that story has come for the first time, their\npossession and enjoyment of it does not detract in the least from the posses¬\nsion and enjoyment of those who have had it for months or for years.\nAny system of education, any philosophy of education, any attitude toward\neducation which overemphasizes the material is misleading and pernicious.\nThere is a material element in our life. Most of us wear shoes, some of\nus wear trousers, others wear skirts. We all need bread and we all feel\nthe necessity of economic security, and when we get a raise in salary we\nare not particularly displeased. But not by these things only can we endure.\nIf our children, our students, our pupils learn merely to recognize the\nmaterial concomitants of life, the necessity of preparing for a job, of doing\nmaterial work in the world, of developing their material powers usually\nby overdeveloping their muscles, then the system which has brought them\ninto being has been tried and found wanting.\nOur great privilege, our great opportunity, and surely our great incen¬\ntive and inspiration is to realize that we are part of that transmission of\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n\n25\n\ncivilization of which I spoke earlier ; that into our hands, however intrin¬\nsically unworthy and weak, have been placed the precious increments of\npreceding\n\ntrials and sufferings and heroisms\n\nthe part of men\nwe. This\n\nand women,\n\nmany\n\nof them\n\nand perceptions of beauty on\nwiser far and better far than\n\nflaming torch, the spirit, has been placed in your hands\n\nand in\n\nmine, not merely for our personal satisfaction and aggrandizement\n\nbut in\n\norder that we\n\nin turn may\n\nto those more\n\nreceptive than we, to those who\n\ndo in the world\n\na greater and more important\n\nMany\n\ntransmit\n\nthe torch to those younger\n\nof you have read the biography\n\nperchance\n\nwork\n\nthan we,\n\nare destined to\n\nthan ours.\n\nof William\n\nLyon\n\nPhelps of Yale.\n\nNothing in that book is more impressive than his statements: “As a teacher\nI have tried to make my students, from every point of view, better than\nI am. I want\nmore\n\nthem\n\ncharacter\n\nto have more\n\nbrains than I have, I want\n\nthan I have, I want\n\nthem\n\nto have more\n\nthem\n\nto have\n\nhappiness than I\n\nhave, and I want them to do a bigger work than I have done.” There spoke\na true teacher, a teacher possessed of the ancient and immemorial and every\nnecessary natural virtue of magnanimity,\n\nbigness of soul. How\n\nmagnanimity,\n\nstudents\n\nhow\n\ncan\n\nwe\n\nprepare\n\nand finer and nobler than we\nWith\n\nour\n\nare if we\n\ncan we instil\n\nto be bigger and\n\nbetter\n\ndo not stress the spiritual values?\n\nthe material values only, we are lost.\n\nEurope\n\ntoday has to a large extent turned her back upon\n\nand you see the result. You\nyears ago by the English\nvalues, when\n\nsee the result that was\npoet Kipling, a man\n\nin the great “Recessional”\nFor heathen\n\nspiritual values,\n\nprophesied nearly fifty\n\nwho\n\ndid respect spiritual\n\nhe wrote:\n\nheart, who\n\nputs her trust\n\nIn reeking tube and iron shard,\nAll valiant\nAnd\n\ndust that builds on dust,\n\nguarding,\n\ncalls not Thee\n\nto guard.\n\nLook at the turmoils and confusions and alarms of Europe today. Every¬\nwhere, except in a few isolated spots, such as Switzerland and Ireland, you\nsee the fulfilment of that prophecy, for great poets — and Kipling, in a meas¬\nure, was a great poet — are likewise great prophets, and it is unfortunate\nthat too often they are Cassandras telling the truth, the tragic truth, but\nnot receiving credence.\nThe\n\nworld\n\nis made\n\nnation is made\n\nup\n\nof the individuals\n\nup of the individuals\n\ncomposing\n\ncomposing\n\nthe world.\n\nthe nation, and\n\nmorality never rises higher than individual morality. This may\n\nThe\n\nnational\n\nbe criticism\n\nor eulogy when I say that we get the government we deserve, we get the\nleaders we deserve, and we get the support we deserve. You cannot have\na high-minded\nminded\n\nnation\n\nunless you have\n\n; not all of them\n\nindividual\n\ncitizens who\n\nare high-\n\nof course — that is asking too much\n\nof human\n\nnature — but enough to have an influence, enough to turn\nevents, and especially enough to lift their faces to the stars.\nI like to think that thru the months\nI return\n\nrefreshed and invigorated\n\nof Treasure\n\nIsland and\n\nthe current\n\nand thru the years, when\n\nto our professional work,\n\nespecially the memory\n\nof the Tower\n\nof\n\nyou and\n\nthe memory\nof the Sun\n\nwill remain with us as a fruitful, quiet, steadying, and constructive influence.\n\n"}
{"page": 30, "printed_page": null, "text": "National\n\n26\n\nEducation\n\nAssociation\n\nEvery mind and every character in our classroom is a potential Treasure\nIsland. We pump the mud of human nature out of infancy, out of ado¬\nlescence, and we make something of it. Thanks to our enthusiasm, our\nknowledge, and our cooperation, in every mind there appears some kind\nof a world’s fair. And then we fill that island as best we can with beauty\nand with light, and we encourage the possessor of it to adorn that mag¬\nnificent conception with everything that is fine and sweet and high and\nglorious. Therefore, we teach science, for science has its wonders; and\ntherefore we teach art, for art is a vision of beauty ; and therefore we teach\nliterature, because in literature is recorded the heart throbs of humanity\nthru all the centuries; and therefore we teach patriotism and therefore\nwe teach morality and therefore we teach religion and therefore we teach\nall that ministers to our perception of spiritual reality.\nWe differ about details. Sometimes we fight about details, and while\nthat is unfortunate at least it is significant of this truth that we think\nenough about them to lose our temper over them. But beneath those surface\nirritations lies this profound truth, that in every age of the world the\ngreatest men have been believers in and devotees to spiritual reality.\nOnce said the great Goethe, “Those ages of the world that we now call\nthe great ages have been ages characterized by robust and dynamic faith,\nand those ages of the world that we recognize as ages of retrogression are\nages of spiritual decadence.”\nThe Tower of the Sun!\nSay not that beauty is an idle thing\nAnd gathered lightly as the wayside flower\nThat on the trembling verges of the spring\nKnows but the sweet survival of an hour.\nFor ’tis not so. Through dedicated days\nAnd foiled adventure of deliberate nights\nWe lose and find and stumble in the ways\nThat lead to the far confluence of delights.\nNot with the earthy eye and fleshly ear,\nBut lifted far above mortality.\nWe see at last the eternal hills, and hear\nThe sighing of the universal sea ;\nAnd kneeling breathless in the holy place\nWe know immortal Beauty face to face.\n\nThe Tower\n\nof the Sun!\n\nPROFESSIONAL\nFINANCING\nJOSEPH\n\nH.\n\nTHE\n\nEDUCATIONAL\nNATIONAL\n\nORGANIZATIONS\n\nEDUCATION\n\nASSOCIATION\n\nSAUNDERS, CHAIRMAN,\nBOARD OF TRUSTEES; AND\nINTENDENT\nOF SCHOOLS, NEWPORT\nNEWS, VA.\n\nSUPER¬\n\nThe problem of financing any organization, institution, or business\ndepends on the size of the organization, its invested capital, its products,\nand the services which it renders.\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nSessions\n27\n\nThe National Education Association consists of over 200,000 members\nand maintains a highly competent professional staff of 135, consisting of\nan executive secretary, directors of divisions and departments, assistants,\nstenographers, clerks, and building maintenance personnel.\nIts products consist of:\n1. A monthly journal distributed to all its members\n2. Research bulletins dealing with all phases of education, organization and ad¬\nministration, finance, salaries, legislation, professional standards, accrediting, tenure,\nhealth, safety, etc., which are distributed to certain classes of members and sold at a\nnominal cost to all others who desire them\n3. Committee studies, investigations, and reports freely circulated to its members\n4. News and informational bulletins freely circulated to interested groups\n5. Six national weekly radio programs\n6. Press releases to stimulate public thought and action\n7. An\n\nannual\n\nvolume\n\nof\n\nProceedings,\n\nPolicies Commission, and the yearbooks\nprofession and to the public.\n\nthe\n\npronouncements\n\nof\n\nissued by the departments\n\nthe\n\nEducational\n\nand sold to the\n\nIts services rendered consist of:\n1. The production and distribution of the above-mentioned publications\n2. A legislative service at Washington which carefully examines all bills affecting\neducation introduced in the Congress of the United States, promoting such proposed\nlaws when they would advance the cause of education or the welfare of our pro¬\nfession and opposing such bills if they adversely affect such interests\n3. Statistical and other documentary aid similarly furnished the state association\nto aid in their state legislative campaigns\n4. A field service that stimulates the growth of a unified educational association\nin the nation as a whole\n5. Two\n\ngreat conventions\n\nannually\n\nat which\n\nit brings together for consultation,\n\nadvice, inspiration, and dissemination of new discoveries and new\ncedure the leaders in education, government, and religion.\n\nTo\n\nmethods\n\nof pro¬\n\nfinance our organization and its services for the past year the sum\n\nof $547,078 was required. Our income was $554,266. •\nOur net equity in our headquarters and other real estate in W ashington\namounts to $565,000 and we own cash and bonds valued at $149,000,\nmaking our total net assets in our permanent fund $714,000, which earned\nfor us last year $46,238, or nearly 6^2 percent.\nThere is a pressing and a constantly increasing demand thruout the\ncountry from individual teachers and from local and state associations\nfor an extension and enlargement of the services now being rendered by\nthe National Education Association and for additional services. If this\nMacedonian cry is to be met, there is but one way to do it. We must\nincrease our membership. Under present economic conditions all of our\nsources of income are practically at a maximum except membership fees.\nWe will not consider increasing the fee; therefore we must have more\nmembers. We have 200,000 members, the largest educational organization\nin the world, but we enrol only one teacher out of every five. At the least,\nwe should enrol one-half of all the teachers. If each of us will make the\neffort to secure one new member, we can double our membership in one\nyear and thereby secure sufficient funds to enlarge and increase our services\nto meet the urgent demands pressing upon us from all sections of the nation.\n\n"}
{"page": 32, "printed_page": null, "text": "National\n\n28\n\nREPORT\nMILDRED\n\nFAHY,\n\nOF\n\nPRESIDENT,\n\nPRINCIPAL,\n\nPEIRCE\n\nEducation\n\nAssociation\n\nAN\n\nDEPARTMENT\n\nN.E.A.\n\nDEPARTMENT\n\nOF\n\nSCIENCE\n\nELEMENTARY\n\nSCHOOL,\n\nINSTRUCTION\n\nCHICAGO,\n\n; AND\n\nILL.\n\nThe Department of Science Instruction of the National Education Asso¬\nciation was organized in 1895 at its summer convention in Denver. The\ngreat parent organization, the National Education Association, stands as a\nfriend and champion of the teacher no matter whether in a one-room schoolhouse, of which America still has 130,000, or in a large school in a modern\nmetropolis.\nSubjectmatter is a significant part of the school program. Thru its\ndepartments, the National Education Association appeals to those interested\nin particular fields of subjectmatter or certain phases of supervision and\nadministration. The best thought regarding special fields is what the depart¬\nment should be providing for its members. Bibliographies of the latest\nmaterials published should be furnished. The finest in methods, economyin practice, and professional growth and development should be demon¬\nstrated and encouraged by the Department. So much activity should be pro¬\nvided by the Department that people not primarily interested in that field\nwill be attracted to it. This emphasis of subjectmatter has reached a fine\nclimax in the Department of Science Instruction.\nUnder the able leadership of President Ira C. Davis, the Department\nbegan to fulfil one of the duties a department should have. Proceedings\nwere printed in 1935 for the first time. Contacting the members in this\nconcrete manner was very desirable. These little books have carried the\nexcellent ideas of the leaders in science who have spoken at the conventions.\nGroup meetings and discussions were possible at many places distant from\nthe convention city. The many members of the Department were thus\nbenefited whether they attended the convention or not and were made\ncognizant of the progress in science teaching.\nThru teaching its own members, the Department proved a valuable means\nof widening the scope of the N.E.A. This should definitely be the work\nof each and every department of the Association. Each branch derives its\nstrength from the integrity of the trunk.\nScience teachers everywhere\n\nbecame\n\nimpressed with the need of a great\n\nnational investigation into what science could do for the schools. A fourteenyear program in which science is taught from kindergarten thru junior\ncollege is one of the special aims of the Department. Science is seeping\ndownward thru the schools and it must be handled wisely and with a sense\nof the special needs of the pupils at the various levels. The social signifi¬\ncance of science is overwhelming, and both the beneficial effects as well\nas the terrible aspects need to be understood better. For many reasons, the\nofficers of the Department petitioned the Executive Committee of the\nNational Education Association in February 1938 for a sum\nthe basis of such a study.\n\nof money\n\nfor\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\nSessions\n\n29\n\nThe financial part of such a nationwide movement is the most important\nphase. The Department had a membership of several thousand but its small\nmembership fee only printed its proceedings. Very generously and with\nunderstanding the Executive Committee expressed approval of such a\ncommittee.\nAfter the core committee was assured of life, all the national groups of\nscience teachers were invited to cooperate. Nine organizations have sent a\ndelegate to the committee. For the best results, a small committee is neces¬\nsary. For dissemination of information and exchange of ideas, a large group\nrepresentative of a wide number of people and places is most important.\nThere are now 150 consultants at various places scattered thruout the\ncountry. It is certain that about 50,000 teachers of science can be easily\nreached thru the ramifications and contacts of the main committee and its\nconsultants.\nThe\n\nfirst committee\n\nmeeting, held in Cleveland, February\n\n23 and 24,\n\n1939, was principally devoted to enlisting affiliated organizations and to\ngeneral considerations of what the divisions of the group should be. On\nMay 12 and 13, the National Committee on Science Teaching met again.\nAt this meeting progress began to be made as the consultants and com¬\nmittees divided into five major sections and serious consideration was given\nto their individual problems. One group studying “The Philosophy of\nScience Teaching,” with Nathan A. Neal as chairman, is attempting to\ndiscover whether boys and girls thru their experiences in science classes\nachieve desirable attitudes for living in a democracy which they could\nnot achieve otherwise. It is using the work of the Educational Policies\nCommission as a starting basis. W. C. Croxton and his subcommittee on\n“Personal and Social Needs of Children” are sending questionnaires to\nteachers everywhere to determine desirable functional outcomes and useful\nprocedures in science teaching. “Evaluation of Materials, Methods, and\nResults,” under the direction of C. E. Preston, has an enormous task. This\ngroup must discover the minimum requirements at various levels in atti¬\ntudes and habits of thought, and other mental operations for which science\nis responsible.\n“Teacher Training” is the paramount issue in the schools of tomorrow.\nS. R. Powers and his associates are discussing whether specialization is\nnecessary for science teachers. What are the best practices in teacher educa¬\ntion ? The work of this subcommittee will be most significant.\n“Administration of the Science Program” at all levels is being considered\nby Ira C. Davis and his subcommittee. Science holds in its possession the\nopportunity to make a vast contribution to the ideal democratic school\nadministration. Clear and unbiased thinking after gathering all the per¬\ntinent facts, careful checking of all results, and the maintaining of an\nopen-minded attitude on all debatable questions are vital factors in the\nscientific method. This method of thinking which we are attempting to\ndevelop in students of science should be utilized in all fields of adminis-\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\ntration. This scientific method\n\nAssociation\n\ncan be applied at such times as those when\n\nteachers and pupils are cooperatively planning their activities, when prin¬\ncipal and teachers are planning building procedures and large units of work,\nor when all are working together to write a course of study or to select refer¬\nence books or equipment.\nIn the schools of tomorrow\nreport of the National\n\nscience will become\n\nCommittee\n\non\n\na significant factor. The\n\nScience Teaching\n\nwill bring the\n\nbest in philosophy and practice to the teachers of America\nthe fine support of the N.E.A. to one of its departments.\n\nWORK\nDONALD\n\nDUSHANE,\n\nCommittee\n\nAN\n\nCHAIRMAN,\nENT\n\nThe\n\nOF\n\nOF\n\nN.E.A.\n\nCOMMITTEE\n\nTENURE\n\nSCHOOLS,\n\non Tenure\n\nby virtue of\n\nCOMMITTEE;\n\nCOLUMBUS,\n\nis composed\n\nAND\n\nSUPERINTEND¬\n\nIND.\n\nof about one hundred\n\nresident in practically all of the states and some\n\nmembers\n\nof the territories. This\n\nis\n\na very large committee and is a consulting committee. The actual, intensive\nwork is carried on by an executive committee composed of six members,\nincluding the chairman.\nHistorically, the work of the Committee consisted of study and investi¬\ngation of tenure. The National Education Association has maintained a\nTenure\n\nCommittee\n\nfor many\n\nyears, and numerous\n\nbeen studied during that time. Publications\nthe N.E.A.,\nexistence.\nThe\n\nwhich\n\nform\n\nperhaps\n\nstudies of the Committee\n\nphases of tenure have\n\non tenure have been issued by\n\nthe finest body\n\nof tenure\n\nmaterial\n\nin\n\nhave been carried on very largely thru the\n\nResearch\n\nDivision of the N.E.A.\n\nThe\n\nCommittee\n\nis constantly confronted\n\nwith new\n\nproblems. It studies them, outlines them, and, if possible, secures\n\nthe cooperation of the Research Division in carrying out its investiga¬\ntions. These investigations are not confined strictly to tenure, but to studies\ninvolving questions of effective minimum\n\nwage laws and the different types ;\n\nschoolboard rules and their effects; teachers’ contracts, their weaknesses and\nstrong points and changes that are needed ; as well as studies of various\ntenure laws.\nThe\n\noriginal program\n\nof the Tenure\n\nCommittee\n\nhad quite an expansion\n\nin 1933. In 1929 the great depression swept over the country and brought\nwith it the dismissal of thousands upon thousands of teachers in almost\nall states. That\nthe Tenure\n\ntremendous\n\nCommittee\n\ncrisis which\n\nto extend\n\nconfronted\n\nthe schools compelled\n\nits activities, and it was\n\nabout\n\n1933 that\n\nthe Tenure Committee began to do more than study tenure. It began ac¬\ntively to advocate the passage of tenure laws in the various states and to\noffer advice and services to the different states interested. That\nsisted of criticizing the various proposed\nthe Committee,\nhow\n\nbills that the states passed on to\n\nadvising the various tenure committees\n\nto secure legislation, and how\n\nadvice con¬\n\nas to how\n\nto proceed,\n\nto get the professional backing for tenure.\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n31\n\nFortunately, the executive committee\n\nof the Tenure\n\nCommittee\n\nhas stayed\n\nintact during these years, and a great deal of information has been accumu¬\nlated in regard to the value of different tenure devices and in regard to the\nmethods\n\nof securing professional and\n\nlegislative support. That\n\nadvice is\n\navailable to any state organization that asks for it. For about two and onehalf years after 1933, it was found that just the assistance to states and\nstate organizations\nmany\n\nwas\n\nnot enough.\n\nThere\n\ncame\n\nbefore the Committee\n\nso\n\nalarming, shocking cases of the dismissal of teachers and, at the same\n\ntime, there came\n\nstatements\n\nto the effect that “tenure\n\nis not needed\n\nin our\n\nstate,” or “tenure is not needed in our city,” that it seemed necessary that\nthe entire Committee go out and make investigations to find out whether\nteachers were\n\nreally being unjustly treated and, if possible, secure\n\nthose\n\nteachers’ jobs for them again where they had been unjustly treated.\nIn about 1935-36, the Tenure Committee, after full authorization by the\ndelegate body, began investigations of the discharge of teachers. Such cases\nas those at Highland\n\nPark, Michigan,\n\nOklahoma\n\nCity, and San Antonio,\n\nTexas, are significant and definite proofs of the need of tenure. (See report\nof the Committee\nThe\nWe\n\non Tenure\n\nelsewhere\n\nin this volume.)\n\nneed for investigation is far beyond\n\nare all members\n\nthe capacity of the Committee.\n\nof the teaching profession actively engaged, and we steal\n\nwhat time we can week-ends and vacations to do what investigating is pos¬\nsible. We must select a few of the most appealing, the most important, and\nthe most significant from\n\na professional standpoint.\n\nThis field of investigation is new\nopinion, none\n\ntoo soon. The\n\nin the N.E.A.,\n\ntime is here when\n\nbut it was begun, in my\n\nthe N.E.A.\n\nmust\n\ndo more\n\nthan study and make reports. It must go out in the field actively and support\nteachers and help them when need arises. We are merely teachers and have\nno particular distinction, but the name\nauthority when\nwhich\n\nwe\n\nof the N.E.A.\n\ngo into communities.\n\nThe\n\nback of us gives us real\n\nN.E.A.\n\nhas potential power\n\nit can turn loose for the protection and the building of the teaching\n\nprofession, and I hope that power\n\nwill be increasingly used. If we\n\nare to\n\nhave a teaching profession, we must depend upon organization. We must be¬\ncome more closely and more fully organized, and then we must not be\nafraid to take a stand against the enemies\nschools. The\nenemies\n\nTenure\n\nCommittee\n\nof teachers and\n\nis one vehicle for that opposition to the\n\nof the schools ; there are many\n\nothers. I am\n\nsole function of the N.E.A., but it is an important\nrender direct and needed\n\nof the public\n\nand a growing\n\nassistance to those worthy\n\nunjustly treated in the various communities\n\nnot saying that is the\nfunction to\n\nteachers who\n\nare being\n\nof this country.\n\nIt is our hope that very soon every state will have an effective tenure law.\nWhen\n\nthat time comes, the work\n\nof the Committee\n\nis our hope, also, that every state will have a tenure\nmaking\n\ninvestigations of unjust treatment\n\nwill not be needed.\ncommittee\n\nIt\n\nof its own,\n\nof teachers, because we\n\nare abso¬\n\nlutely inadequate to cover forty-eight states. We hope this pioneer move¬\nment will spread, so that the N.E.A. may back up and help the various local\ntenure committees of each state in the Union.\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNational\n\nTHE\nWILLIAM\n\nEducation\n\nEDUCATIONAL\nG. CARR,\n\nEXECUTIVE\n\nCOMMISSION,\n\nI would\n\nPOLICIES\n\nThis\n\nEDUCATIONAL\n\nWASHINGTON,\n\nis the project which\n\nPOLICIES\n\nD. C.\n\nproject of the Educational\ninvolves a nationwide\n\nfield of civic education, an effort to improve\npublic schools create in young\n\nCOMMISSION\n\nSECRETARY,\n\nlike to tell you about a new\n\nCommission.\n\nAssociation\n\nPolicies\n\neffort in the\n\nthe efficiency with which\n\nour\n\npeople an abiding, intelligent, active, and\n\nappreciative loyalty to democracy — nothing else. Thru the generosity of the\nGeneral Education Board, which finances all of the work of the Edu¬\ncational Policies Commission as far as cash outlay is concerned, we have\nbeen allocated an additional grant of $20,000,\nnight, and to run for twelve months\nwhich\n\nthe Educational\n\nto improve\neducation.\nThe\n\nPolicies Commission\n\nsay, altho they have drawn\nits staff and\nThe\n\nnew\n\non\n\nbeen\n\neffort in\n\nschools in the field of citizenship\n\nof the plan involves the preparation\n\nhave\n\nThe\n\nin a sense hothouse\n\nof a case book\n\nprevious publications\nproducts;\n\nthat is to\n\non the wide experience of the Commission\n\nresearch, they have been written\n\neffort is an attempt\n\nlast\n\nwill try to give leadership\n\nof successful practices in citizenship education.\nof the Commission\n\nat midnight\n\nthereafter, for a nationwide\n\nthe efficiency of American\n\nessential element\n\nbeginning\n\nand\n\nin philosophical terms.\n\nto translate into the best practice available\n\nsome of the principles laid down in the Commission’s previous publications.\nIt will involve an intensive study of forty or fifty school systems by a\ncompetent\n\nstaff of five or six people, including sociologists, psychologists,\n\nschool administrators, teachers, and experts in the social studies. These peo¬\nple will visit the selected effective school systems. They will ask a number\nof questions. They will try to find out why these school systems are doing\nthese effective things in citizenship education. They will try to find out\nwhy\n\nthey became\n\nhad to encounter\n\ninterested in doing these things, what\n\nresistance they\n\nin doing them, and how\n\nthat resistance,\n\nthey overcame\n\nwhat their problems are now and how they plan to overcome\nwill confer with teachers, administrators, parents, and pupils.\nAfter they have thus thoroly examined\n\nthem. They\n\nthese forty or fifty schools they\n\nwill prepare, each of these experts from his own angle, a description of\nwhat the school is doing. This description will be concise. We want to\nput in this case book the very heart of the best things that are being done\nin American education today for citizenship education.\nIf the Commission\nin the development\n\nis successful in this enterprise, if it is able to encourage\nof our schools a real program\n\nof citizenship education,\n\nit will be necessary to have the support of all the teaching profession. There\nis one thing that each one of you can do now\ncan make a mental or written memorandum\na couple of sentences\n\nnaming\n\nto help in that project. You\nto send to the Commission\n\na school which, in your opinion, is doing an\n\neffective job in citizenship education; and I do not mean\nI include student government.\n\nName\n\nyour\n\njust social studies,\n\nschool, tell the name\n\nof the\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nprincipal and\n\nthe address\n\nSessions\n\n33\n\nof the school, and give a sentence\n\nor two\n\nof\n\ndescription as to why\n\nyou think that school is doing a good job. Send that\nin to the officers of the Educational Policies Commission in Washington.\nIt will be extremely helpful. Certainly if the Commission is going to move\n\nthe inertia of this great public school system of ours on to finer things in\ncivic education, it will have to have the cooperation of all of you.\nPLANNING\n\nJOHN\n\nW.\n\nN.E.A.\n\nTHALMAN,\n\nWAUKEGAN\n\nIf this were\n\nPROGRAMS\nFOR\nMEETINGS\nSTATE\n\nTOWNSHIP\n\na meeting\n\nof half a dozen\n\nN.E.A.\n\nDIRECTOR;\n\nSECONDARY\n\nof doctors or attorneys\n\nor members\n\nof any one\n\nwe\n\nmy\n\npart of this program\n\nin their local groups\n\nas teachers seem\n\none can be a member\n\nto neither the state nor\n\nSUPERINTENDENT,\nILL.\n\nin their national groups. There\n\nprofessions about which\n\nLOCAL\n\nWAUKEGAN,\n\nbe eliminated. In their case, membership\n\norganization,\n\nAND\n\nAND\n\nSCHOOLS,\n\nother professional groups,\n\ncarries membership\n\nSTATE\n\nautomatically\n\nis a solidarity in their\n\nto know\n\nnothing at all. In our\n\nof a local teachers group\n\nnational association. Why\n\ncould\n\nand belong\n\nthe difference between\n\nthose groups and ours? Is it because they are more interested in their pro¬\nfessions, or more loyal, or could it be because their standards are more\nnearly uniform?\nto our\n\nPerhaps\n\nsituation. We\n\nwith cities, and even\nin one\nOne\n\nthis last question can help us to find a solution\n\nall know\n\nwith small districts. One\n\nsection of the country\n\nmight\n\nthat teacher standards\n\nand\n\nrefused\n\nmight\n\nvary\n\nwith\n\nbe licensed to teach\n\na license to teach in another.\n\nbe licensed to teach in a certain type of school and\n\nlicense to teach in another\n\ntype of school. In other words,\n\ninterests are not always the same\n\nPresident\n\nShaw\n\nrefused a\n\nour\n\nand because of that it will mean\n\nviewpoints concerning the possibility of automatic\nand national organizations.\nUndoubtedly\n\nhad some\n\nstates,\n\nmembership\n\nsuch idea in mind\n\nteacher\ndifferent\n\nin our state\n\nwhen\n\nhe spent\n\npractically this entire past year in going from place to place, from ocean\nto ocean, and from the Great Lakes to the Gulf, in setting forth the\nadvantages\n\naccruing to teachers in belonging\n\nand in setting forth the advantages\nprofession. No\n\ndoubt\n\none of my\n\nown\n\nwhat\n\nand varied experiences during this\n\nthose experiences have been ; I do know\n\nexperiences that will indicate the lack of interest or perhaps\n\nthe lack of knowledge\nIn the month\n\ngained by unity and solidarity in our\n\nhe has had many\n\npast year. I do not know\n\nto our national organization,\n\non the part of teachers of our organization.\n\nof June\n\ncertain superintendent\n\nnot so many\n\nintroduced\n\nto a\n\nin a certain state and after a general discussion of\n\nthe topics of the day, he asked me what\nvacation. I responded\n\nyears ago, I was\n\nthat I was\n\nI intended\n\nto do during the summer\n\ngoing to attend the N.E.A.\n\nconvention.\n\nHe said: “N.E.A.? What’s that?’’ This is not an isolated case. This\noccurred in a metropolitan area where everyone should know our organ¬\nization.\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNational\n\nWho\n\nEducation\n\nAssociation\n\nis at fault for the existence of conditions\n\nSurely superintendents\nSuperintendents\n\nshould know\n\nsuch as I mentioned\n\nof the National\n\nEducation\n\nshould be the leaders to aid in the education\n\nteaching staff. Does\n\nnot the responsibility rest upon\n\n?\n\nAssociation.\n\nof the general\n\nthose who\n\nwould\n\nbe\n\nleaders? Do not we who have caught the vision of the necessity of cooper¬\nation and coordination have the responsibility of passing this information\nalong and of asking others to join with us in a more\nof teachers?\nRegretfully\nWe\n\nadmit\n\nthat Illinois cannot\n\nboast of great success.\n\nhave been trying hard and have been using every means\n\nbut with\n\nall our\n\nthe Victory\nwe\n\nI must\n\nperfect organization\n\nefforts you\n\nHonor\n\nwill note that Illinois was\n\nRoll this year. However,\n\nare doing to bring about\n\nother words, we\nyear we\n\norganization\n\nare trying to sell the N.E.A.\n\nappear\n\non many\n\nunable\n\nthere are many\n\ncloser cooperation\n\nhave been very fortunate\n\nat our disposal,\n\namong\n\nour\n\nto reach\n\nthings that\nteachers. In\n\nto our members.\n\nThis past\n\nin having the president of our national\n\nof our programs,\n\nnot only the regular state\n\nprograms but also division and local programs.\nvidual teacher groups and everywhere he went\n\nIn fact, he met with indi¬\na seed was sown even tho\n\nit did not always fall upon\n\nfertile ground.\n\nAnother\n\nthing we did that we\n\nbelieve will do much to gain the interest of our teachers was to arrange\nto furnish at our division meetings the first three reports of the Educational\nPolicies Commission\nof pamphlets\n\nfor the nominal\n\ndescribing the work\n\nprice of $1. We\n\ndone\n\nalso had\n\nby the various\n\nexhibits\n\ncommittees,\n\nnot\n\nonly of the state but also of the national association. At Springfield during\nthe Christmas\n\nmeeting\n\nof the state association, we\n\nagain had\n\nan exhibit\n\nof the national association which created much interest during our three-day\nsession. Crowds constantly gathered around the exhibit to inspect the various\npamphlets\n\nand publications.\n\nThe harvest this year may not seem so plentiful, but I am sure the right\nkind of seed has been sown and I believe that in the near future the results\nwill justify the efforts.\n\nALL-INCLUSIVE\nHARVEY\n\nE. GAYMAN,\n\nPENNSYLVANIA\n\nJohn W.\n\nSTATE\nSTATE\n\nStudebaker,\n\narticle “If Teachers\nparagraph :\n\nN.E.A.\n\nDIRECTOR;\n\nEDUCATION\n\nUnited\n\nWere\n\nMEMBERSHIP\nAND\n\nEXECUTIVE\n\nASSOCIATION,\n\nStates Commissioner\n\nBricklayers”\n\nconcludes\n\nSECRETARY,\n\nHARRISBURG,\n\nof Education,\nwith\n\nPA.\n\nin an\n\nthis significant\n\nIf teachers are ever to achieve the goals for which they are working, they must\nlearn the art of organized cooperation, and if they are ever to secure a fully organ¬\nized profession a plan of simplified enlistment facilitating the enrolment of every\nteacher quickly and easily will be one of the factors in its achievement. . . . What\nan irresistible force for the welfare of the nation this great army of one million\npicked people might exert if they were enrolled 100 percent in vigorous local, state,\nand national associations.\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\nSessions\n\n35\n\nNo one questions the need of enlarging the scope of professional organ¬\nizations, of making such organizations more effective, or of increasing their\nmembership.\nthat may\n\nTrue\n\nit is that local associations have programs\n\nnot at times command\n\nand\n\nissues\n\nthe attention of either the state or the\n\nnational professional organization.\n\nLikewise,\n\nstate professional associations\n\nat times will deal with particular issues that may\n\nnot be either national\n\nor local in their significance. But certainly it is a truism that as the function\nand processes\n\nof education\n\nin our democracy\n\nbecome\n\nmore\n\nand\n\nmore\n\nof\n\nnational significance, issues and problems in education present themselves\nthat are of concern to educational workers nationwide. The solution of\nthese lies only in a unified and coordinated national organization, sup¬\nported in turn by state professional organizations, supported in turn by\nlocal organizations, each in its individual way\nThis\n\nconcept\n\nof organization\n\nof the three organizations\n\nmaking\n\nspecific contributions.\n\nis not that of the submergence\n\nto the control or domination\n\nOne\n\nof the symbols used was\n\nto symbolize\n\norganizations\n\nthis relationship.\n\nthat of the three links typifying the union of\n\nthe local, state, and national. Still another\neducation\n\none\n\nof the other. It is\n\nrather organic functioning of the local, state, and national\ninto planned, directed, and unified cooperative effort.\nIn recent years attempts have been made\n\nof any\n\nassociations are holding\n\nis that of the triangle in which\n\naloft the torch of education\n\nsupported\n\non the base by the national association, on the right by the state associations,\nand on the left by the local associations.\nI desire to direct your attention to a third symbolism. It is not inappro¬\npriate that on a Sunday evening we should select words from one of the\nwise Hebrew\n\nprophets, “Enlarge\n\nthe place of thy tent, lengthen thy cords,\n\nand strengthen thy stakes.” In this symbol it seems that without any great\nstretch of the imagination we can find elements that are inherent also in\nthe effective coordination\n\nand\n\nextension\n\nof professional education\n\nassocia¬\n\ntions. “Enlarge the place of thy tent” naturally can signify an expansion\nof both members and function. “Lengthen thy cords” implies extension of\nsupporting arms, whether these be the arms of the state or of the local\nassociation. “Strengthen thy stakes” could well mean such increase in mem¬\nbership or integration of activities as is necessary to uphold and expand\nthe program\nThe\n\nof professional organizations.\n\nissue then is clear, Do\n\nwe\n\ncare enough\n\nas members\n\nto “enlarge the place of our tent,” “to lengthen\n\nof a profession\n\nthe cords”\n\nthat bind us\n\nwithin our profession, and “to strengthen those stakes” which have been\ndriven for the well-being of ourselves, our families, the children, the com¬\nmunity in which we live, and of our local, state, and national life?\nDo\ngroup\n\nwe\n\ncare enough\n\nto work\n\ncapable of generating\n\nas members\n\nof a unified and cooperating\n\nand directing power\n\nfar beyond\n\nthe possibility\n\nof any individual, of any local or state association, or of divided segments\nof a larger organization? Do we care enough to promote a very simple\nidea which seems to have inherent in it unlimited possibilities of unification\nand enlargement\n\nof our professional organizations?\n\nCan\n\nwe become\n\nenthu-\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nsiastic about coinclusive membership — the actual active identification of\nevery member of the teaching profession with the local, state, and national\nprofessional organizations?\nIf we, as leaders within the respective states, can attain these enthusiasms,\nwe wull demand and accept a simplified method of enrolment so that every\nteacher quickly and easily may join at one and the same\nstate, and national professional education associations.\n\ntime the local,\n\nAn all-inclusive professional enrolment card has been designed to supply\nsuch a simplified method of enrolment. Likewise there has been specially\ndesigned for the member an all-inclusive membership\nby him as a receipt and identification record.\n\ncard to be retained\n\nCertainly it is not the desire of the national office or of the Committee\non Coinclusive\n\nMembership\n\nto impose this method\n\nin any instance where\n\nthere are local or state objections to the plan. However,\nstates where\n\nsimilar methods\n\npossibilities. We\n\nthe experience in\n\nhave been used demonstrates\n\nask that you\n\ntrial so that as each member\n\nexperiment\n\nwith\n\nconclusively its\n\nit and that you\n\nof the profession has an opportunity\n\nthe local or state association, he has at the same\n\nMRS.\n\nEDITH\n\nALLILIATED\n\nB. JOYNES,\n\nSTATE\n\nAffiliation is a continuous\n\nto\n\nEducation\n\nASSOCIATIONS\n\nN.E.A.\n\nWASHINGTON-GATEWOOD\n\nto join\n\ntime an opportune\n\ndrive a stake in the big tent of the profession, the National\nAssociation.\nLOCAL\n\ngive it a\n\nDIRECTOR;\n\nSCHOOLS,\n\nAND\n\nNORFOLK,\n\nrelationship which\n\nPRINCIPAL,\nVA.\n\ndoes not require renewal\n\nfrom year to year as membership does. When the local association applies\nto the national for affiliation and is accepted, a charter is granted signifying\nthat the group has become a local unit in the National Education Associa¬\ntion, which entitles them to all rights and privileges guaranteed by the\ncharter and bylaws of the national association. They\nelect delegates to the Representative\n\nAssembly\n\nalso have a right to\n\nof the N.E.A.\n\nThe\n\nnumber\n\nof delegates is based on the individual membership of the local association —\none representative for every one hundred of its members, or major fraction\nthereof (51 N.E.A.\n\nmembers).\n\nthe great national organization\ntaking part in forming\nTeachers,\n\nmore\n\nThe\n\nlocal association becomes\n\nin being represented\n\nin the Assembly,\n\nthus\n\nthe policies of the N.E.A.\n\nthan any other professional group,\n\nservice, but up to the present time, the majority\ngrowth\n\na part of\n\nof the profession but in their own\n\ncontinue\n\nto grow\n\nin\n\nare not interested in the\n\nindividual growth.\n\nLeaders\n\nin\n\neducation have failed to create a group consciousness, and individual mem¬\nbers of a local association are unable to see this group growth which is\nnecessary and is brought\n\nabout only by being a member\n\nof the local, state,\n\nand national associations and by having the local association affiliated.\nThe individual teacher receives the Journal but the affiliated association\nreceives not only the Journal\n\nbut also the Research\n\nBulletin, the annual\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\nSessions\n\n37\n\nvolume of Proceedings, the News Bulletin of the Department of Class¬\nroom Teachers, and other helpful material. This material should be made\navailable to all local members.\nMembership\n\nin any organization\n\ndoes not mean\n\nbe forced to think alike, but membership\n\nthat all members\n\nin a group\n\nwill\n\nthat has a common\n\ninterest tends to shape and strengthen one’s convictions. As a result of\ncooperative effort, the entire group is able to present a united front to a\nlarge society of which\nAn\n\neducated\n\nall are members.\n\nand\n\nenlightened\n\ncitizenry is absolutely\n\nThere\n\nis no better way\n\nessential to the\n\nfunctioning\n\nof a democracy.\n\nenlightened\n\nthan thru the official publications of the N.E.A.\n\nhas material prepared\n\nwhich\n\nIts Research\n\nis constantly preparing\n\nDivision\n\nfor teachers to be\n\nis impossible to obtain from\nnew\n\nThe\n\nN.E.A.\n\nany other source.\n\nbulletins setting forth\n\nthe facts which relate to the many problems of our profession. This Re¬\nsearch Division renders a service worth far more to each teacher than what\nhe pays in dues, but the majority of teachers does not know that this\nmaterial is available. Last week an association asked me where a collection\nof report cards could\n\nbe obtained, as they were\n\nplanning\n\nform of theirs. I suggested that they write to the Department\nSchool\n\nPrincipals for its collection. This\n\nto change\n\nthe\n\nof Elementary\n\nassociation, after receiving the\n\nmaterial, has been able to increase its membership.\nThe\n\nteachers as well as the public need to be enlightened,\n\nbut if one\n\nportion of our group informs the public one way and another group\nanother way, confusion is the result. This can be avoided as accurate,\nup-to-the-minute\n\ninformation\n\nis available thru the Research\n\nthe twenty-four\n\ndepartments\n\nof the National\n\nPROGRAMS\n\nAND\n\nPROBLEMS\n\nTEACHERS\nEDITH\n\nVAN\n\nWINKLE,\n\nFEDERATION\n\nOF\n\nand\n\nEducation\n\nAssociation.\n\nA\n\nCLASSROOM\n\nSTATE\n\nASSOCIATION\n\nTEACHER;\n\nPUBLIC\n\nOF\n\nDivision\n\nAND\n\nSCHOOL\n\nPRESIDENT,\n\nTEACHERS,\n\nINDIANA\n\nTERRE\n\nSTATE\n\nHAUTE,\n\nIND.\n\nSince I am not familiar with any great number of state teachers organiza¬\ntions, I shall limit this brief discussion to the problems of the Indiana State\nFederation of Public School Teachers.\nThe word “federation” in our name is sometimes misconstrued. Our\nstate classroom teachers organization is merely a federation of local organ¬\nizations and has no trade-union affiliations. The machinery of our organi¬\nzation is rather simple. An organized local group offers itself as an affiliate\nand\n\nsends the required\n\namount\n\nof dues for each of its members\n\nto the\n\nstate treasurer. Each local member thereby becomes a member of both\nthe local and state associations. Our members must be active classroom\nteachers in order to serve on committees\nelect delegates who\nstate governing\n\nserve as members\n\nboards and committees.\n\nor hold office. The\n\nlocal groups\n\nof the representative body and other\nAny\n\nmember\n\nmay\n\nattend any meet-\n\n"}
{"page": 42, "printed_page": null, "text": "National\n\n38\n\nEducation\n\ning and speak on any subject under\nwe have only classroom\n\ndiscussion. Only\n\nteachers in our organization\n\nity over another’s teaching position, we\nization.\nThe\n\nIndiana\n\nAssociation\n\nState Federation\n\nof Public School Teachers\n\nserve as a clearinghouse\n\n3. To\n\nwas\n\norgan¬\n\norganized\n\nto do several things. These\n\n1. To assist in securing legislation that would\nproblems that were statewide in scope\nand national educational\n\nand no one has author¬\n\nhave a thoroly democratic\n\nby leaders of local teacher organizations\nsince become our aims:\n\n2. To\n\ndelegates vote. Since\n\nhave\n\nsolve certain educational\n\nfor information\n\ndealing with local, state,\n\nproblems\n\nfurther the growth\n\nof local organizations\n\n4. To raise the status of the teaching profession in the eyes of the mem¬\nbers and the public.\nTo\n\naccomplish\n\nthese ends the federation has had committees,\n\nthe members\n\nof which represent all geographic sections of the state. The Legislative Com¬\nmittee is one of the important committees. Thru the years it has had both\na defensive and offensive program.\nand retirement\ncommittee\n\nParticularly in relation to our\n\ntenure\n\nsystems we have found that eternal vigilance is needed. This\n\nmeets\n\nand forms a tentative program,\n\nwhich\n\nis sent to the local\n\ngroups to be discussed and ratified or rejected. The\n\ndecision of the majority\n\nis accepted and sent out to all local groups. They\n\nthen set about educating\n\nprospective legislators. All this is done\n\nbefore the primary\n\nelections are\n\nheld, and for the past several years the prospective candidates\nglad to be informed\n\non needs in educational\n\nexception the legislators from\n\ncommunities\n\nhave been\n\nlegislation. Almost\n\nwhere\n\nwithout\n\nlocal teachers are organ¬\n\nized, and where the materials and suggestions sent out by the state federa¬\ntion have been used, have been 100 percent in favor of our legislative\nprogram. During the recent session of our state legislature the state federa¬\ntion sponsored a legislative luncheon to which eight hundred teachers came\nfrom all parts of the state to sit with their legislators and hear our profes¬\nsional problems ably discussed by Myrtle Hooper Dahl, our national\nclassroom president.\nI dwell\ncommon\n\non\n\nthis legislative work\n\nto all states. We\n\nbecause\n\nI know\n\nhave several educational\n\nit is one\n\norganizations\n\nbut it is thru the activities of the local organizations,\n\nin Indiana\n\nplus the unifying\n\ncapacity of the state federation, that our tenure laws, retirement\nuniform\n\ncontract law, minimum\n\nhave been secured. During\n\nwage\n\nlaw, and other valuable\n\nfrom\n\nsystem,\n\nlegislation\n\nthe recent session our local groups had machinery\n\nset up for reaching every building in the organization\nafter a call came\n\nproblem\n\nwithin ten minutes\n\nthe state federation legislative workers\n\non duty in\n\nthe state house. We used it twice during the session. The state organiza¬\ntion and the local are interdependent; neither could secure great results\nalone.\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\nOn\n\nour second issue, that of extending\n\ndeal. Before\n\nour organization\n\nand the minutes\n\nmembership,\n\nwe have done a great\n\nin 1915, the state executive\n\nof the meeting\n\nof ideas for local groups\n\n39\n\nSessions\n\nboard\n\nmeeting\n\nsent out served as our only disseminators\n\nin securing sick leave, pay days, salary adjust¬\n\nments, group insurance, credit unions, and professional and cultural meet¬\nings. Since 1938 we have had a state magazine to carry discussions of all\nthese and other problems. This is most important\ntorate is the basis on which democracy rests.\nThe\n\nstate federation\n\nyears. We\n\nnow\n\nMembership\n\nhave in Indiana\n\n20,000 teachers as members.\nlarly among rural teachers.\nThe\n\nCommittee\n\nsince an informed\n\nhas labored well thru the\n\nabout eighty local units and 12,000 of our\n\nThe\n\npast year saw\n\na great increase, particu¬\n\nthird issue, raising the status of the profession, is in a way\n\nconcomitant\n\nvalue of the other activities. But\n\nwe\n\nalso have\n\na program\n\nnational basis. During\ncommittee,\n\nfor encouraging\n\nthe past year, under\n\nour membership\n\na\n\nkeep driving away\n\nteacher ethics and pride in our profession thru our\nmeans at hand.\nWe\n\nelec¬\n\nmagazine\n\nprofessional\n\nat\n\nand by any\n\nactivity on\n\na\n\nthe supervision of our N.E.A.\n\nin that organization\n\nincreased greatly; indeed,\n\nthe N.E.A. director for Indiana quite frankly calls attention to the fact\nthat wherever teachers have a local affiliated federation, the membership\nin N.E.A.\n\nis increased many\n\ntimes over unorganized\n\ndistricts. During\n\nthe\n\npast year at the suggestion of the state federation, our local groups con¬\ntributed the sum of $256 to the World Federation of Education Associations\nto carry\n\non\n\nthe goodwill\n\nprogram\n\nwith\n\nthe South\n\nAmerican\n\nrepublics.\n\nThis money was raised in response to Mr. Shaw’s “nickel drive.”\nThere is one more activity now being undertaken in Indiana by our\nfederation, which I should like to mention. We have in Indiana a serious\ngovernmental\n\nproblem\n\ncaused\n\nby an antiquated\n\ntownship\n\nsystem\n\nof rural\n\ngovernment and rural schools. Being a carry-over from pioneer days it is\ndeeply imbedded in our political system. Our teachers organization is\ndeeply concerned\n\nbecause\n\nmismanagement\n\nof school\n\nfunds\n\nin certain of\n\nthese districts and the poverty of certain submarginal land districts com¬\nbines to present a situation wherein school corporations are delinquent\nin payment\n\nof teachers salaries many\n\nmonths\n\nor even years. The\n\nboard of the state federation a week\n\nago authorized\n\nthe services of a firm of accountants\n\nto survey\n\na committee\n\nexecutive\nto employ\n\nthe records of the school\n\nofficials in order that recommendations may be made for changes in admin¬\nistering our state school support money. In doing this we have the sanction\nand support of the state department\nTruly\n\nthere are endless problems\n\nbe mapped\nwhen\n\nby any state classroom\n\nall the problems\n\nofficials.\n\nto be solved and dynamic\n\nteacher organization. The\n\nprograms\n\nto\n\nday has passed\n\nof our profession could be left to the administrators.\n\nIt takes intelligent cooperation\nproblems,\n\nof education\n\nand the instrument\n\nis brought to bear where\n\nof all teachers to successfully solve our\n\nby which\n\nthe unified power\n\nneeded is the state classroom\n\nof all teachers\n\nteachers organization.\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nPROGRAM\n\nAND\n\nE. J. MCINTOSH,\n\nThe\n\nEducation\n\nPROBLEMS\n\nTEACHER;\n\nAssociation\n\nOF\n\nA\n\nSTATE\n\nAND\n\nPRESIDENT,\n\nFEDERATION,\n\nWEYMOUTH,\n\ntime allotted me\n\nASSOCIATION\n\nMASSACHUSETTS\n\nTEACHERS\n\nMASS.\n\nis short, so it will be impossible to do more\n\ntouch briefly on a few of the problems\n\nwhich\n\nwould\n\nnaturally come\n\nAre\n\nfigureheads;\n\nthan\nunder\n\nthe topic assigned me.\nI wish\n\nfirst of all to stress functionalism.\n\nfunction? Are we\neducation ?\n\nwe\n\ntoo dignified to fight for the fundamentals\n\ndo we\n\nof American\n\nThe teaching profession has a twofold obligation : first toward the chil¬\ndren, and second toward making clear the needs of the schools to the adult\ncitizens of today. Therefore,\n\nthe training of children and adults for proper\n\nsharing in the responsibilities of future citizenship rests largely upon\nschools. What\n\npart does our state organization\n\nthe\n\nplay in this?\n\nI sometimes like to contemplate how it would feel to belong to an organ¬\nization of teachers with 100 percent enrolment in local, state, and national\nassociations with every teacher at work on the problems of the profession —\nwhat a setting for achieving things really worthwhile. Not until every\nteacher is enrolled should we lessen our efforts at enlistment. Enlistment\nmeans\n\nsomething\n\nmore\n\nthan merely getting members.\n\nprofession to an entirely new\nMembers\n\nIt means\n\nlifting the\n\nplane of dedication and service.\n\nof the profession should\n\nbe fully aroused\n\nto take a deserved\n\npride in the responsibilities of the teaching profession and its place in democ¬\nracy. One is constantly impressed with statements by teachers that thru the\nassociation they have found\n\nthemselves\n\nteaching really is. If this dream\n\nand have caught a vision of what\n\ncould be realized then every teacher ought\n\nto be not only an instructor of children but a participant in the great work\nof adult education.\nAnother\n\nmatter\n\nupon\n\nwhich\n\nI feel strongly is that we\n\nbenefit of legal advice, not only in important\nof money,\n\nbut someone\n\narise in an organization\n\nmatters\n\navailable for the many\nof this size. Towns\n\nshould\n\nhave the\n\ninvolving large sums\n\ntechnical matters\n\nhave their town\n\nbound\n\nto\n\ncounsel; cor¬\n\nporations are never without their legal advisers. I hope to see such a depart¬\nment established in our Massachusetts Teachers Federation before the close\nof this year. A teachers organization\nbattle for its members.\nAnother\n\nimportant\n\nshould always be ready to do honest\n\nfactor in the success of our organization\n\nis in making\n\nour aims and ideals known. Does the press know enough of our educa¬\ntional world? Are we keeping the parents well informed thru the various\nnational parent groups?\n\nTo\n\nbe sure, we\n\nnow\n\nreleases, and personal contacts with newspaper\nmagazine\n\nwriters. All this is important\n\nhave radio broadcasts, press\neditors, correspondents,\n\nbut I truly feel we\n\nand\n\nneed to do more\n\nto make our aims and objectives known.\nLet us make all teachers feel that the state association is theirs. It will\nhave a greater value by their participation in statewide programs\n\nand\n\nby\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\njoining men\n\nand women\n\nwho\n\nfor more\n\ntheir best efforts into the improvement\nIn conclusion, I quote John W.\n\n41\n\nSessions\n\nthan half a century have poured\n\nof public education.\n\nStudebaker,\n\nUnited\n\nStates Commissioner\n\nof Education: “We need to develop a national association which has its\nroots in the local communities and which has as its branches, strong, vigor¬\nous state associations ; a national association which is democratic from top\nto bottom, in which\n\nall members\n\nfor effective service ; an\n\nof the profession may\n\norganization\n\nwhich\n\nfind opportunities\n\nis strong in its unity, but\n\ndiverse in its interests and in its activities; an organization\nwith\n\na single voice for the profession; but an organization\n\nevery teacher in the nation and which gives each member\nwork\n\nwhich\n\npersonally upon the specific problems\nUSE\n\nMRS.\n\nOF\n\nN.E.A.\n\ncan speak\n\nwhich\n\nserves\n\nan opportunity\n\nto\n\nof his greatest interest/’\n\nEXHIBITS\n\nMARY\nD. BARNES, TEACHER,* AND EASTERN\nREGIONAL DIRECTOR,\nDEPARTMENT\nOF CLASSROOM\nTEACHERS\nOF THE N.E.A.,\nELIZABETH,\n\nN.\n\nJ.\n\nThe exhibit in our day is indeed an independent social force. By present¬\ning ideas in an interesting way, and a way readily grasped by the ordinary\nindividual, it has become\n\nan effective means\n\nof putting the results of re¬\n\nsearch into the hands of all, and more quickly. I wonder if our great na¬\ntional organization is using that force enough to lift it to that higher plane.\nWhy have exhibits, just for something to show or just because space\nhas been offered? Of course, an exhibit should be something to show and it\nshould occupy space, just as a speech can be made to occupy space or to\nfill the air with sound. But the exhibit is quite worthless unless there is a\npurpose\nmatter.\n\nbehind\n\nthe planning\n\nof it, a purpose\n\nin exhibiting the subject-\n\nWhat can we hope to accomplish by an N.E.A. exhibit? It can get\nthe attention of those indifferent members of the profession. Perhaps the\nmaterial\n\nwill grip their imagination,\n\nasking questions about\n\nset them\n\nit, and, finally, we\n\nto thinking, to talking, to\n\nhope, make\n\ntheir convictions\n\nregister. It can be used to promote sales of publications, to increase mem¬\nbership. It was that purpose we had in mind in Elizabeth, New Jersey,\nin setting up this very simple N.E.A.\n\nexhibit. Our\n\nthe interest of our local teachers in the N.E.A.\nmind\n\nan N.E.A.\n\nmembership\n\ndrive. May\n\npurpose\n\nwas\n\nto awaken\n\nParticularly, we\n\nhad\n\nI say that that drive immediately\n\nfollowing the exhibit resulted in a 120 percent increase in N.E.A.\nbership in Elizabeth?\nAgain, why\n\nhave an exhibit? Can\n\nwe\n\nin\n\nnot accomplish\n\nthru lecturing, thru printed reports, or thru magazine\n\nthe same\n\nmem¬\n\npurpose\n\narticles? Again, an\n\nexhibit can be so striking as to get the attention of those teachers who\nwill not go to a lecture or read a report or otherwise get information\nthe particular subjectmatter\n\nthat is illustrated in the exhibit.\n\nabout\n\n"}
{"page": 46, "printed_page": null, "text": "National\n\n42\n\nIt is very important\ninexperienced\nmatter\n\nEducation\n\nAssociation\n\nthat any exhibit not be left in the hands of untrained,\n\npeople who\n\nknow\n\nexhibited, and become\n\nvery little or nothing\n\nabout\n\nthe subject-\n\nmerely caretakers. Interpretation\n\nof the ex¬\n\nhibit is most essential. Of course, any exhibit may be and should be selfexplanatory and should carry its own message, but a person there gives that\nadded value of personal contact.\nLet the N.E.A.\n\nbuild up an exhibit program.\n\nsetup such as this, there might\n\nbe added\n\ntwo\n\nIn addition to a simple\n\nsix-foot posters. I want\n\nto\n\nemphasize the six feet, because the little ones are not attention-getting.\nOne might present the obligations of the teaching profession as compared\nwith\n\nthe obligations of other professions. Another\n\nof professional teacher organizations\norganizations.\nOur N.E.A.\n\nJournal\n\nas compared\n\nmight\n\nshow\n\nthe dues\n\nwith the dues of other\n\nis designed to reach all the teachers of the nation,\n\nbut it reaches only the dues-paying members. But an exhibit, the sight of\npublications, the evidence of the activities of the N.E.A. concentrated in\none spot, can make\nPROGRAMS\n\nvery real to a teacher some\n\nof the work\n\nAND\n\nLOCAL\n\nPROBLEMS\n\nOF\n\nof the N.E.A.\n\nTEACHERS\n\nASSOCIATIONS\nKATHORA\n\nREMY,\n\nTEACHER;\n\nAND\n\nCOUNCIL,\n\nThe\n\nPRESIDENT,\n\nSAN\n\nANTONIO,\n\nTEXAS\n\nSAN\n\nrecent report of the National\n\nEducation\n\nANTONIO\n\nAssociation\n\nand responsibilities of local, state, and national education\nlines a splendid program for each of these organizations.\nIt would\n\nbe well for each of us to check\n\non the duties\n\nassociations out¬\n\nto see if we, in our local\n\norganizations, are fulfilling our duties and responsibilities. The\nTeachers\nmaking\n\nCouncil\n\nhas many\n\nTEACHERS\n\nSan Antonio\n\nthings yet to do. For example, we are at present\n\na study of cooperative\n\ngroup\n\nhospitalization plans with\n\nof putting one into effect next year. We are anxious\nizations that already have such plans in operation.\n\nthe idea\n\nto hear from\n\norgan¬\n\nThe main problem that faces us — a pertinent one in all organizations —\nis securing the active interest of each member. I do not mean merely\nthe payment\n\nof dues, for in San Antonio\n\nteachers pay membership\n\npractically 100 percent\n\nto our organization. We\n\nhave also increased mem¬\n\nberships in both state and national organizations\ninclusive membership budget payment plan.\nWe\n\nmust\n\nfind some\n\nway\n\nto convince\n\ntheir professional organizations\n\nare more\n\nof our\n\nby establishing an\n\nall-\n\nteachers that their obligations to\nthan mere\n\npayment\n\nof dues. I\n\nbelieve that this is largely the responsibility of our local associations, for\nwe have teachers together in relatively small groups\nticipation can be developed.\n\nwhere\n\nindividual par¬\n\nInterest in our organization was increased last year by having repre¬\nsentatives from the various schools on our committees, by keeping all\nmembers\n\ninformed\n\nof our\n\nactivities, and by getting their reactions on all\n\n"}
{"page": 47, "printed_page": null, "text": "plans and problems.\nschools ; two\n\nWe\n\nSessions\n\nsponsored\n\nseveral professional meetings\n\nof particular interest were\n\non organizations\n\ncirculating library of professional books was\n\nmost\n\nattendance at our general meetings by making\nand more efficient.\nA\n\nmore\n\n43\n\nGeneral\n\nprofessional attitude toward\n\nin the\n\nand ethics. Our\n\nsuccessful. We\n\nincreased\n\nthe order of business shorter\n\nteaching will come\n\nhave better salary schedules, higher standards\nretirement.\n\nwhen\n\nwe\n\nall\n\nof certification, tenure, and\n\nThe National Education Association is doing a fine piece of work in giv¬\ning us the tools with which to work. The plans that have been made this\nyear to establish an all-inclusive membership plan and to revise the national\ncode of ethics will be particularly beneficial to local organizations.\nEvery teacher has a responsibility toward\n\nhis profession whether\n\nit be of\n\nlocal, state, or national nature. We\n\nhave only one profession — the teaching\n\nprofession — with\n\nnational\n\nlocal, state, and\n\nbranches.\n\nWe\n\nneed\n\nonly one\n\nmembership card. The work of the local associations could be more bene¬\nficial to the teachers if they were more closely coordinated with that of the\nstate and national associations. Let us see how\nthe formation of a national code of ethics:\n\nsuch a plan could work\n\nin\n\n1. There would be committees on codes of ethics in local, state, and\nnational associations. A central committee from the national association\nwould\n\nfurnish a general working\n\n2. The\n\nplan of points to be considered.\n\nduty of the committee\n\nin the local associations would\n\nencourage all of its members to contribute\nsummarized and sent to the state committee.\n3. The\n\nstate committee\n\nwould\n\nbe composed\n\ncommittees with the duty of combining\nthe national committee.\n4. The\n\nnational\n\ncommittee\n\nsuggestions. These\n\nwould\n\nof members\n\nthe reports and\n\nbe made\n\nup\n\nstate committee with the duty of further combining\ngestions sent in from the state committee.\nThus\n\nwe\n\nwould\n\nested in adhering\n\nwould\n\nfrom\n\nsending\n\nof members\n\nthe local\nthem\n\nto\n\nfrom\n\nthe\n\nbe inter¬\n\nbe truly theirs.\n\nThis plan is merely a suggestion. It would\nfor all of our problems\n\nbe\n\nand refining the sug¬\n\nhave a code of ethics that all teachers would\nto, for it would\n\nbe to\n\nnot be applicable in all cases\n\nare not of local, state, and national interest. It may\n\nnot be necessary even in forming a code of ethics to carry the work thru\nthe state committees but rather to have the connection between the local\nand national organizations. There\n\nare many\n\nlegislative matters\n\nbe carried only thru the local and state organizations.\nshould be to coordinate\nIn the merging\n\nour work\n\nas much\n\nThe\n\nthat should\ngeneral plan\n\nas possible.\n\nof our organizations, we\n\nshould be careful to keep them\n\ndemocratic\n\nso that we will not lose sight of the interests of their individual\n\nmembers.\n\nIt is this, the active interest of each individual, the real reason\n\nfor our\n\norganization,\n\nthat will make\n\nfurther the splendid program\nciation.\n\noutlined\n\nus more\n\npowerful\n\nby the National\n\nand\n\nhelp us to\n\nEducation\n\nAsso¬\n\n"}
{"page": 48, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n44-\n\nPROGRAMS\n\nAND\n\nPROBLEMS\n\nOF\n\nLOCAL\n\nTEACHERS\n\nASSOCIATIONS\nWILLIS\n\nA.\n\nSCHOOL;\n\nDIAL,\nAND\n\nHEAD,\n\nMECHANICAL\n\nPRESIDENT,\n\nLOGAN\n\nARTS\n\nDEPARTMENT,\n\nJUNIOR\n\nTEACHERS\n\nASSOCIATION,\n\nLOGAN,\n\nHIGH\nUTAH\n\nIn launching a local association program, it is necessary to set up cer¬\ntain objectives and then take the members along with you. We plan too\nmuch\n\nto say and too little to do. Members\n\nif they have made\n\na financial contribution\n\nis to get 100 percent\nnational. The\n\nare most likely to be interested\nto the cause. The\n\nparticipation in payment\n\nsaying, “Where\n\nfirst step then\n\nof dues — local, state, and\n\nyour treasure is there will your heart be\n\nalso,” applies to teachers as well as to others. The problem of membership\nis most easily solved by having the local group place in the yearly contract\na clause permitting deduction\nA\n\nof these dues.\n\ncopy of a tentative yearly program\n\nset up at the opening\n\nof school\n\nsummarizing association activities and policies, as well as membership privi¬\nleges, should be made available for all teachers. The social program should\nprovide opportunity\nmay\n\nhave proper\n\nfor the membership\n\nacquaintance\n\nto meet\n\nmonthly\n\nin order that they\n\nwith the association officers and with\n\neach\n\nother as well as participate in general meetings, outings, parties, and other\nsuitable functions.\nIn cooperation with the board of education, the association can formu¬\nlate a sick and hospital benefit plan ; a loan fund may be set up to aid in\nfinancial emergencies;\n\nit should\n\nsupport\n\nsome\n\nmeasure,\n\nstate or local, for\n\ndeath benefits and old-age and disability retirement ; during legislative years\nsend to the legislatures those men who are school-minded and then keep\nthem advised on school matters so that association interests will not be\nsidetracked.\nAn expansive program is most successful when a division of responsi¬\nbility brings many members into service. To reach this end it is well to\nhave a constitution and bylaws setting forth the name, objectives, and\nmembership of the association, and the duties of the different officers and\ncommittees.\n\nThe\n\nfollowing\n\ncommittees\n\nresponsibilities assigned : Executive,\nofficers and\nand\n\nrepresentatives\n\nFinance,\n\nTeachers\n\nfrom\n\nWelfare,\n\nshould\n\nbe included\n\ncomposed\n\nwith\n\nof the general\n\nassociation\n\nthe different schools or units, Auditing\nSocials and\n\nEntertainment,\n\nResearch,\n\nLegislative, Public Relations, Elections, and any other committees,\nrary or standing, which may be needed as occasion arises.\nKeep\n\nyour\n\nmembers\n\ndefinite\n\nwell informed\n\nif you\n\ntempo¬\n\nexpect their support. Thru\n\nthe regular monthly meetings of the executive committee the several fac¬\nulties may be kept informed by their building representatives. Group\nmeetings\n\nof the association provide opportunity\n\nfor the discussion of edu¬\n\ncational trends and for the formulation of a local's policy. When\ninexpedient to hold conferences a mimeographed sheet summarizing\neducational developments\nlieu thereof.\n\nand\n\noutlining local procedures\n\nmay\n\nit is\nnew\n\nbe sent in\n\n"}
{"page": 49, "printed_page": null, "text": "45\nGeneral\n\nSessions\n\nThere is yet another angle to the smooth operation of a local associa¬\ntion. You must take the public with you. Certainly the schools and teachers\nare woefully\n\nhandicapped\n\nunless the representatives\n\nof the public — the\n\nsuperintendent, the clerk, and the board of education — are cooperatively\nsympathetic to educational progress. Antagonisms, feudal or political, must\nbe avoided\n\nand certainly teachers must\n\nhope that is within\n\nthem\n\nand desirable working\nare free to function\n\nbe able to give good reason for the\n\nbefore they can expect increased financial outlay\n\nrelationship with\n\nthis group. These\n\nrepresentatives\n\nonly as their constituents, the people, are rationally\n\ninformed on pertinent issues. The parent-teacher organizations will fight\nyour battle if you have evidence that the thing you are attempting is for\nthe good\n\nof the child ; it, therefore, becomes\n\nnecessary\n\nfor the public\n\nrelations committee to use the newspapers, radio, and other means\nvidual contact to mold public opinion for school welfare.\nIn summary,\n\nif the leadership is alive and democratic\n\nare well planned, there will be a spirit of confidence\nup in the association and with the public which\nan effective working\n\nrelationship. Thru\n\nof indi¬\n\nand the programs\n\nand cooperation\n\nbuilt\n\nwill foster goodwill\n\nand\n\nenlightenment\n\nwe\n\nwill reach our\n\ngoal and not thru the use of dictatorial methods.\nPROGRAMS\n\nAND\n\nPROBLEMS\n\nOF\n\nLOCAL\n\nTEACHERS\n\nASSOCIATIONS\nLUCILE\n\nBATDORF,\n\nTEACHER,* AND PRESIDENT, OAKLAND\nASSOCIATION, OAKLAND,\nCALIF.\n\nTEACHERS\n\nWe consider our type of association the most democratic because it is allinclusive. That means every certified employee in the Oakland public\nschools is eligible for membership — superintendents, supervisors, nurses,\nand principals, as well as classroom teachers. Ours is not one of the large\nsystems. We\n\nof that 1847, 1840\n\nare\n\nmembers of our local association, 1698 are members of the N.E.A.,\nover 1600 are members of the California Teachers Association.\n\nand\n\nThis\n\nhave\n\n1847\n\nloyalty to and\n\ncertified members.\n\nbelief in professional\n\nhappen but is the result of a combination\nof three superintendents\n\norganizations\n\nof circumstances:\n\nin the past eighteen years who\n\nsuch teacher organizations;\nhas encouraged\n\nOut\n\n(b) a nonpolitical board\n\nin a concrete, material way\n\nand attitude in the teaching force; and\nwe\n\n(a) a succession\n\nsincerely believe in\nof education\n\nwhich\n\nthe high professional standard\n\n(c) the teachers themselves\n\nhave learned thru experience that unity and cooperation\nAs for our organization,\n\ndid not just\n\nwho\n\nare the best policy.\n\nhave the usual legislative council, number¬\n\ning about eighty-seven. Every school sends one representative to that coun¬\ncil. We have the usual executive board of directors elected by the member¬\nship at large, numbering ten, one from the kindergarten ; one from the first,\nsecond, and third grades; one from\n\nthe fourth, fifth, and sixth; two\n\nfrom\n\nthe junior high, two from the senior high, one elementary-school principal,\none secondary principal, and in alternative terms a supervisor and a nurse.\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nAs our association is all-inclusive, there are three features which I would\nlike to describe briefly. First, because of the variety of educational fields\nrepresented, we have oriented the interests of our members by organizing\nsections, each with its own constitution or set of bylaws, and its officers.\nAt present, we have these sections: kindergarten-primary, classroom teach¬\ners section, elementary-secondary counselors, home economics, industrial\narts, library, music, principals, supervisors, and sick benefit section. The\nsecond feature is that a classroom teacher, elected by the membership at\nlarge, is the official representative to the board of education and super¬\nintendents council. The third feature is the superintendents council num¬\nbering twenty-eight and composed of the superintendent’s staff, the teacher\nrepresentative, the president of the Oakland Teachers Association, and the\npresidents of the twelve sections. This council meets monthly and acts as a\nclearinghouse for problems which are of vital concern to child and teacher\nwelfare, our educational program, and our public relations.\nAs for our program itself, we are fortunate in having a single-salary\nschedule, a group health and accident insurance, and cumulative sick leave\nwith pay. We pay a death benefit of $75. We maintain an emergency loan\nfund, and thru our sick benefit section we pay a sick benefit. We have rec¬\nommended a hospitalization plan to our members, altho we do not carry\nthat on ourselves. We have no credit union of our own because the county\nemployees’ credit union was\nvantage of that.\n\nalready established and we\n\nhave taken ad¬\n\nOur professional study committee has helped to work out our present\ninstitute plan of theaters, lectures, and concerts during the year. Our\nretirement committee is working on a district retirement plan at the present\ntime. Our tenure and legislative committees work with the state com¬\nmittees and watch developments in those fields very closely. We have a\nrecreation committee which provides for bridge, golf, swimming, dancing,\nhorseback riding, and all types of recreation.\nWe send our full quota of delegates to the N.E.A. convention every year,\n\npaying about two-thirds of their expenses, and we have just adopted a new\nset of bylaws providing for four of the delegates to repeat every year, so that\nwe will have continuity of service. Our program is not unusual, but we are\nproud of the spirit of consideration, cooperation, and harmony which\nexists among the teachers, the board of education, and the superintendents.\nTHE\n\nWORK\n\nOF\n\nREUBEN\n\nT. SHAW,\n\nTHE\n\nREPRESENTATIVE\nPRESIDENT\n\nOF\n\nTHE\n\nASSEMBLY\n\nASSOCIATION\n\nWe have been discussing various angles that lead up in various ways\nto what I want to keep before you as the theme of the convention, the\nresponsibilities of the teaching profession, and how, in terms of the Presi¬\ndent of the United States, it unquestionably is the most important profes¬\nsion in the preservation of democracy.\nIn my discussion of the work of the Representative Assembly, I want\nto call your attention to certain considerations. At the close of the con-\n\n"}
{"page": 51, "printed_page": null, "text": "47\nGeneral\n\nSessions\n\nvention in New York, we sent out from headquarters a joint letter re¬\nquesting the delegates who had been there to make suggestions on various\nthings that might be used to improve\n\nour procedures\n\nI received many\n\ntoward\n\nsuggestions\n\nintelligent proceedings\n\naimed\n\nin the Representative\n\nthen outlined\n\na plan by which\n\nRepresentative\n\nAssembly.)\n\nAll that I have in mind\nwill recognize\n\nand\n\nbring the N.E.A.\n\nmore\n\nhe hoped\n\nof the convention,\nefficient handling,\n\nAssembly.\n\nmeans\n\ncan that be accomplished?\n\nThere\n\nare various ways. Some\n\nway\nThat\n\nwill work\n\nShaw\n\nto expedite the business of the\n\ncloser to the individual\n\nwhat\n\nmore\n\n(President\n\ncenters about the first fact which\n\nshare, that in some\n\nand\n\nsomething\n\nmust\n\nI know\n\nyou\n\nbe done\n\nto\n\nteacher. The\n\nquestion\n\nis the problem\n\nto help decide.\n\nwell in some\n\nis, By\n\nplaces and the same\n\nparticular procedures will not work so well in other places. Part of the\nanswer lies in the attitude of the local association. More and more I am\nconvinced\n\nthat the state and the national association will need to work\n\nmore\n\nfully into an appreciation of local association problems, and the local asso¬\nciation will in turn need to work into an appreciation of their problems.\nThis year, for the first time, there is the very definite, concrete proposal\nmade\n\nthat we\n\nchange the honorary\n\nand\n\nstop there, except\n\nto add\n\nassistants to the president. My\nhonorary\n\nvicepresidents\n\nvicepresidents to regional vicepresidents\n\nthe general term\n\nthat they shall serve\n\nas\n\npersonal wish\n\nhope is to convert\n\nthe\n\nand\n\ninto regional vicepresidents,\n\nassistants to the president, to be used in whatever\n\nand\n\nway\n\nor the executive secretary may\n\nhave\n\nCommittee,\n\nwhatever\n\nextent they may find it possible to give support. Someone\n\nfind desirable, and to\nhas said\n\nof the state directors. I wish to emphasize\n\nthat if these regional vicepresidents\nsuch a remark\n\nas\n\nthe president, the\n\nExecutive\n\nthis may interfere with the work\n\nthem\n\nare to be assistants to the president,\n\nis practically an affront to the president, whoever\n\nhe may\n\nbe, for I cannot conceive of any president trying to make use of a vicepresident in any way that would interfere with a director. If we approach\nthose problems on that sort of basis, we will be in a position to under¬\nstand and to act accordingly. You may disagree with me, but I want you\nto face the facts as they are. The\nthe individual.\nAnother\n\nmatter\n\npurpose is to bring the N.E.A.\n\nis being considered.\n\ncloser to\n\nIt is carrying out the idea of the\n\nresponsibility of the local to the state and to the national, and the reverse,\nto make all the moves we can, to appreciate the fact that we are members\nof the profession, local, state, and\n\nnational, whether\n\nassociations or not, and just as rapidly as we\n\ncan we\n\nwe\n\nbelong to those\n\nshould wipe out those\n\nboundary lines, except so far as they are absolutely necessary for carrying\nout certain specific projects.\nAt\n\nthe present\n\ntime, in certain localities when\n\nit comes\n\nto deciding\n\nwhether they are going to join the local, state, or national association, they\ncut out the most expensive. In my own state that happens to be the national.\nI say they cut that out, and yet we have carried for a number\nlargest paid enrolment\nyear by New\n\nYork.\n\nof any state in the Union,\n\nexceeded\n\nof years the\n\nonly in the last\n\nIn other states they will cut out or try to cut out a\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nlocal or a state association, wherever\nof those cases, if we\n\nAssociation\n\nthe dues happen\n\nto be higher. In any\n\ncan get to the place of lumping\n\nas other professions do, pay one lump\n\nsum\n\nthose together and do\n\nto cover the whole\n\nthe all-inclusive membership proposal, or something\nme that would be most desirable.\n\nthing under\n\nsimilar, it seems\n\nto\n\nAfter all, the biggest thing that confronts us in such a possible achieve¬\nment is understanding what the other two groups are doing ; if you are\ntalking in terms of local, what the state and the national are doing.\nWe have had some discussion about affiliated associations. Under\nbylaws, what\nhave\n\ndo we\n\ndo under\n\naffiliations? We\n\nthe right to elect delegates, and\n\nwe\n\nour\n\npay affiliation dues. We\n\nget certain literature. Almost\n\nall the other responsibilities of affiliation are neglected, except that those\nwho\n\ncome\n\nas delegates look after it for one year, of course, but then 75\n\npercent of them\n\ndo not appear the next year.\n\nIn connection\n\nwith this problem,\n\nI should\n\nlike to stress as a practical\n\nmeasure of procedure the difference between coinclusive enrolment and allinclusive membership. I have found a good many who confuse those two\nterms. I have found those who say they have an all-inclusive card, when it\nreally is a coinclusive enrolment where the individual may join all three\nseparately, altho at the same time, and receive three cards. The all-inclusive\nmembership card, when we have completed a design that is satisfactory to\nat least a majority of the states, is desired by a number\n\nof localities where\n\nthey are already 100 percent local, state, and national. It is not necessary to\nlimit it to them.\ncard. Again\n\nAnyone\n\nI found\n\nwho\n\nin some\n\nis a member\n\nof all three may\n\nhave\n\nthat\n\nof the letters that have been coming\n\nback\n\nthat officers of state or local associations are confused\nor another\n\nit must\n\nbe adopted\n\nthe associations. There\n\nand forced upon\n\nis no such thought\n\nand feel in some\n\nway\n\nall the other members\n\nas that in mind.\n\nof\n\nIt is merely\n\nfor those who are now ready to have their membership all-inclusive that\nthis card is designed and those who may be persuaded to approach it\nthat way.\n\n.\n\nFIRST\n\nGENERAL\n\nSESSION\n\nGREETINGS\nHONORABLE\n\nANGELO\n\nJ. ROSSI,\n\nMAYOR\n\nOF\n\nSAN\n\nFRANCISCO\n\nIt is indeed a pleasure for me to be here as mayor of this great city and\nextend to each and every one of you a. most cordial greeting.\nIn the fire of 1906 most of our schools in San Francisco\nand while we thought at that time the fire was\n\nwere\n\ndestroyed,\n\na great catastrophe, it really\n\nproved to be a blessing in disguise. Today,\n\nall of our school buildings are\n\nfireproof and modern\n\nwithin\n\nimmediately\n\nin every detail. Only\n\nafter the fire, a bond\n\nissue was\n\nthe last twenty\n\npresented to the people. May\n\nI also say, in passing, that the people of San Francisco\ndown\n\nyears,\n\na bond issue for schools. In the last ten years, twenty\n\nhave never\nnew\n\nturned\n\nschools have\n\n"}
{"page": 53, "printed_page": null, "text": "49\nGeneral\n\nSessions\n\nbeen erected, and at the present moment\n\nthere is a five million dollar program\n\nbeing carried out.\nOur\n\nsetup here, so far as the board of education\n\nunique.\nown\n\nIt is nonpolitical, nonpartisan,\n\nbudget. I do not know\n\nhow\n\nmany\n\nand\n\nnonsectarian.\n\nup its budget\n\nis rather\n\nIt makes\n\nof you do that in your own\n\nlegislative body, as well as the administrative\nIt simply makes\n\nis concerned,\n\ntowns. The\n\nbody, has nothing\n\nand presents it to us, and we\n\nits\n\nto say.\n\nhave to take\n\nit whether we like it or not. At any rate, I want to say that setup is to keep\nanyone from interfering with its functions, and is so set up that the board\nof education\n\ncould be independent\n\nand aristocratic, but I want\n\nthat is not the case here in San Francisco. The\n\nmembers\n\nyou to know\n\nare working\n\npublic.\nWe are fortunate indeed in having such enthusiastic mothers\n\nfor the\n\nwho\n\nbelong\n\nto the parent-teacher association. When the teachers find the mothers are\ninterested in their children, I am sure it makes their responsibility a great\ndeal more pleasant.\nThe\n\nmayor\n\nof a city nominates\n\nor appoints members\n\nof the board\n\nof\n\neducation, but their names are submitted to the people of our city for rati¬\nfication. No member has ever been rejected.\nDuring\n\nyour stay here I hope you will take time out to visit some points of\n\ninterest in San Francisco. We\n\nare in a rebuilt city with new\n\nplaygrounds,\n\nparks, and public buildings. Incidentally, I think I had better mention\nwe\n\nare having a world’s exposition here. We\n\nthat\n\nare celebrating the completion\n\nof the world’s two greatest bridges. The San Francisco-Oakland Bay Bridge\nis the longest bridge ever attempted or designed by man, and the Golden\nGate Bridge has the greatest span, over 4200\nThere\n\nare many\n\nconventions\n\nfeet.\n\ntaking place in San Francisco\n\nthere is none that is more important\n\nthis year, but\n\nthan this. If the school department\n\nfailed\n\nany place in the United States, it would mean the very foundation of Ameri¬\ncanism would fail, because you lay the foundation for good citizenship. That\nis why I say I am sure there will be no more\nin San Francisco than this particular one.\nI hope you will enjoy every moment\nand when you return home\nvisit.\n\nWALTER\n\nF.\n\nOF\n\nDEXTER,\n\ntake place\n\nof your stay here in San Francisco,\nof your\n\nWELCOME\nOF\n\nPUBLIC\n\nhappy to bring greetings to you on behalf of the 45,000\n\nteachers,\n\nINSTRUCTION,\n\nI am\n\nconvention\n\nthat you will take back pleasant memories\n\nADDRESS\nHONORABLE\n\nimportant\n\nSTATE\n\nSUPERINTENDENT\n\nSACRAMENTO,\n\nCALIF.\n\n10,000 members of the boards of education, and 18,000 uncertified em¬\nployees of the educational system of the state of California. We are pleased\nto have you here upon\nWe\n“The\n\nrespond\n\nwith\n\nthis delightful occasion.\ntremendous\n\nResponsibilities of Our\n\nfeeling to the motto\n\nProfession.”\n\nof this convention,\n\nIn California\n\nwe\n\nbelieve there\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNational\n\nEducation\n\nare three challenges in this field. We\n\nAssociation\n\nbelieve we\n\nhave come\n\ntogether as\n\ndelegates to this great national convention in order that we might dis¬\ncover truth or learn facts. We believe we have come for the purpose of\npromoting freedom and for the purpose of preserving representative gov¬\nernment. As we come then, we believe we shall discover truth in order\nthat we\n\nmight\n\nassimilate facts, in order that we\n\ninto principles, in order that we\n\nmight\n\nbuild these facts\n\nmight return to our homes\n\nand test these\n\nprinciples by human\n\nexperience. After having done that, we\n\nare concerned\n\nwith\n\nof freedom,\n\nthe promotion\n\nand I do not believe there is a group\n\nin\n\nAmerica today more concerned with the preservation of academic freedom\nthan are the delegates to this great convention. But if we are to preserve\nacademic\n\nfreedom\n\nin the United\n\nbelieve that that freedom\n\nStates of America,\n\ncarries with\n\nwe\n\nmust\n\nit the assumption\n\nfirst of all\n\nof a reasonable\n\nresponsibility on the part of each and every member of this great Asso¬\nciation. We believe that when we assume responsibility we develop the spirit\nof self-restraint and self-reliance, which not only gives to the profession of\neducation a philosophy of ordered freedom, but that gives to the United\nStates the basis of good government.\nthe promotion\nand\n\nof freedom\n\nFor that reason, we\n\nbecause out of it comes\n\nare concerned\n\nin\n\nsuccessful constitutional\n\nrepresentative government.\n\nSo we\n\nare delighted to have you as delegates to this great convention\n\nthis splendid city of San Francisco\n\nfor the purpose\n\npromoting\nernment.\n\nrepresentative\n\nYou\n\nfreedom,\n\nmeet\n\nand preserving\n\nof discovering\n\nmuch\n\ntruth,\n\nand constitutional gov¬\n\ntoday in a relationship to the federal bureau\n\nthe national government,\n\nin\n\nas the California\n\nof education\n\nTeachers\n\nand\n\nAssociation\n\nmeets from time to time in its relationship to the state department of edu¬\ncation and the state government of California. Those of us who are charged\nwith some responsibility here in this commonwealth deeply appreciate the\nremarkable contribution of the state teachers association, and I am sure\nthe national\n\nofficials appreciate\n\ndegree the fine contribution\n\nin the same\n\nway\n\nthat the National\n\nand\n\nto even\n\nEducation\n\na larger\n\nAssociation\n\nis\n\nmaking to the welfare of the people of the United States of America.\nWith these thoughts in mind then, we give you a very cordial welcome\nto the city of San Francisco\n\nand to the state of California. We\n\nhope you\n\nwill have a good time, and we hope you will allow us to have a good time\nby helping you during the convention.\nGREETINGS\nHONORABLE\n\nJOHN\n\nASSOCIATION\n\nF. BRADY,\n; DEPUTY\nSAN\n\nYour\n\nchairman\n\nfeel quite honored\n\nPRESIDENT,\n\nSUPERINTENDENT\n\nFRANCISCO,\n\nhas introduced\n\nCALIFORNIA\n\nme\n\nOF\n\nTEACHERS\n\nSCHOOLS,\n\nCALIF.\n\nas the Honorable\n\nJohn\n\nF. Brady-\n\n1\n\nat that. I really should have been the first one called on,\n\nbecause I think the old proverb is that “the last shall be first.” But it has not\nalways been thus in California, because there is a story to the effect that in\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n\n51\nthe old days of San Francisco, when\n\na sailing vessel came into port or a stage\n\ncoach came across the country with its cargo, school immediately disbanded.\nThat was for two reasons. First, the students immediately ran out, and\nsecond, the schoolmaster\nthey thought\nhanging\n\nwas\n\nthe official greeter on such occasions. Possibly\n\nthe schoolmaster\n\naround\n\nSan\n\nFrancisco\n\nofficial greeter. It became\nwere, to welcome\n\nhad\n\nmore\n\nat that time, so he was\n\nas the\n\nthe newcomers\n\nto California, and try to find for them\n\ntheir relatives and friends in the Mother\ntime, to pick up tidings of news\n\nof the people\n\ndesignated\n\nhis duty to go to the place where\n\nthem, greet them\n\nLode\n\ncountry\n\nand, at the same\n\nfrom all of the far corners\n\nhe might in turn be able to give his news\nthe next cargo came\n\nsense than most\n\nto people who\n\nof America,\n\nso\n\nmight ask before\n\nin.\n\nSo you see this habit California has of being glad to see folks can be traced\nright back to the days of the Argonauts. We teachers of California are par¬\nticularly pleased to see you folks here for many reasons, but most particularly\nbecause you are teachers and, true to the example\n\nof the old pioneer teacher,\n\nwe hope to learn a good deal from you.\nEvery teacher who\n\nhails from California is anxious to be of service to you,\n\nand the 39,000 members\n\nof the California\n\nTeachers\n\nAssociation\n\nhope that\n\nevery moment of your stay in California will be happy and fruitful. They\nhope that from the deliberations of this convention will come plans and\npolicies of an educational\neducational\n\nnature\n\nideals and our national ideals, and at the same\n\nto meet the unquestioned\nare immediately\n\nperil to public education\n\nC.\n\nHAROLD\n\nOF\n\nCAULFIELD,\nSAN\n\nMay\n\ntime be adequate\n\nthat lies in these days that\n\nahead of us.\nADDRESS\n\nHONORABLE\n\nthat will at once be true to our ideals, our\n\nWELCOME\nPRESIDENT,\n\nFRANCISCO,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nCALIF.\n\nI have the pleasure of addressing you as I address the teachers of\n\nour own department in Institute, as my fellow workers in the cause of\neducation? In San Francisco we like to think that the board of education\nand its members are truly co-workers\nin this most noble of works.\nMay\n\nI add my\n\nwith\n\nthe teachers in the classroom\n\nshort but very sincere words\n\nof welcome\n\nalready been said and say to you that San Francisco\n\nto what\n\nopens its arms\n\nhas\n\nand its\n\nhearts to you, the builders of America’s future. We welcome you to the\nhome of teacher tenure, and we welcome you to a city that pays its\nteachers the third highest salary rate of all the teachers in the United\nWe do not look upon\nfor work well done.\nWe\n\nStates.\n\nthat as a high salary schedule, but as a fair schedule\n\nask you, during your\n\nshort stay here, to rest between\n\nthe arduous\n\nsessions of the convention by turning your eyes upon the beauteous scen¬\nery with which the Creator has endowed this region of the country, or\nif you tire of the natural\nfellow men\n\nscenes and\n\nhave done, look upon\n\nwant\n\nto take pride in what\n\nyour\n\na city rebuilt in the past thirty years; look\n\n"}
{"page": 56, "printed_page": null, "text": "National\n\n52\n\nupon\n\nEducation\n\nour bridges, our Treasure\n\nAssociation\n\nIsland — our newest\n\ninsular possession, so\n\ntermed by our president — or attend some other of our sessions and look upon\nthe work our teachers have accomplished in the classroom. We feel that\nwe have plenty here to educate you, to train you, and\nalready full store of knowledge.\nWe\n\nhope you are impressed\n\nto add\n\nto your\n\nby what you see and find in San Francisco\n\nand, knowing of your interest in education, that you may in the future deem\nit advisable to visit us oftener than once in fifteen years.\nIn closing, may I merely repeat the words\n\nof the Irish bard :\n\nCome in the evening\nOr come in the morning;\nCome when you’re looked for,\nOr come without warning.\nAnd the oftener you come\nThe\n\nmore\n\nwe’ll adore you.\n\nRESPONSE\nMRS.\n\nMYRTLE\n\nCLASSROOM\n\nHOOPER\n\nDAHL,\n\nTEACHERS\n\nOF\n\nTEACHER;\nTHE\n\nAND\n\nPRESIDENT,\n\nDEPARTMENT\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION,\n\nMINNEAPOLIS,\n\nOF\n\nMINN.\n\nWe, the teachers of the nation, want to express to you our sincere appre¬\nciation for these cordial words of welcome but, more than all, for the\ncordial evidences of welcome which have been ours on every side since we\narrived in San Francisco, in fact since we arrived in California.\nThe\n\ngold rush to California\n\nmorning,\n\nbecause\n\nthe nugget\n\nis not over, as this audience\n\nwill prove this\n\nof gold in this great state has been to the\n\nteachers of the nation the nugget of sincere friendship, the nugget of cor¬\ndiality, the nugget of real leadership, for from the state of California to the\nteachers of the nation have been sent repeatedly leaders that were out¬\nstanding in their enthusiasm and in their understanding. But even so, we\nmay\n\nbe very enthusiastic about the things we\n\nthink are right, but I was\n\nreared on an axiom which said, “Actions speak louder than words.” It is\nthe actions of the leaders from California and the actions of those leaders in\ntheir own\n\nstates in actually accomplishing\n\nthe things about which\n\nso enthusiastic that has led the rest of us to see the way\n\nthey were\n\nthings can be done\n\nwhich have a sincere motive and a true aim. So these gold nuggets have led\nall of us on the trail back to California where we knew we would receive\nthe same\nWe,\n\ninspiration we have always had.\n\nthe teachers of America,\n\nto assume\n\nhave a true responsibility. We\n\nthat responsibility, but the world\n\nhas moved\n\nare willing\n\nlong since the first\n\nteacher began 100 years ago, the first training of the teachers 100 years ago,\nand because the world has moved so swiftly we find today that the problem\nof the teacher is the universal problem. The\n\nteacher today includes not only\n\nthe educators of the nation but also the parents and the boards of education,\nand we\n\nhave worked\n\nhave come\n\nmore\n\nto understand\n\nclosely than we\n\nthat the word\n\nhave ever worked\n\n“teacher”\n\nmeans\n\nbefore and\n\neveryone,\n\nthat the\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nboys and girls of our American\nfather, the mother,\nteachers. Whether\nor whether\n\nwe\n\nlife grow\n\nthe neighbor,\n\n53\n\nSessions\n\nevery single minute, and that the\n\nthe teacher, and\n\nwe are superintendents,\n\nare principals, it makes\n\nwhether\n\nthe educator\n\nwe\n\nare all\n\nare in the classroom,\n\nno difference; we\n\nand the schools are for the boys and the girls in whom\nfine citizens of tomorrow.\n\nare teachers all,\n\nwe\n\nhope to see the\n\nIn our News Bulletin we carry a column called “Between Bells.” It is\nwritten by Naomi John White of Oklahoma. She had an idea in her last\nissue of the Bulletin\n\nthat I would\n\nlike to pass on. As we\n\nlook at these\n\nfriendly people on the platform, as we pick up our papers every day and see\nthe fine things that are being done\n\nby outstanding\n\nmen\n\nand\n\noutstanding\n\nwomen over this nation, Miss White’s suggestion was that when the picture\nappeared in the paper how nice it would be if down underneath it said,\nbeside the place where\n\nit says “Photo\n\nby Jones Bros.” it could say, “Taught\n\nby Mary Eleanor Jones,” or “Taught by Superintendent Nurz.” That is\njust a mere suggestion, but you might think it over, because really that is\nthe joy of our profession. Sitting somewhere\nvery sure there is a teacher who\ntinguished guests.\nI would\n\nis most\n\nlike to say once more, we\n\nFrancisco\n\nproud\n\ntoday, I am\n\nof every one\n\nof our dis¬\n\nare grateful to you, the people of San\n\nand California, for making\n\nyour warm\n\nin the audience\n\nthis a most\n\nsuccessful convention\n\nby\n\nhospitality and your sincere friendship.\nRESPONSIBILITIES\n\nREUBEN\n\nT. SHAW,\n\nOF\n\nPRESIDENT,\n\nOUR\n\nNATIONAL\n\nPROFESSION\nEDUCATION\n\nASSOCIATION\n\nThis general session officially opens the seventy-seventh annual convention\nof the largest organization of teachers in the world and finds us directing\nour attention primarily to the study of the responsibilities of our profession\nin American democracy. I need not give specific quotations from Washing¬\nton, Jefferson, and others who participated in drafting our Bill of Rights\nand the Declaration\n\nof Independence.\n\nfor us to constantly keep in mind\nof government\n\nthat all those who\n\nit is necessary\n\ndeveloped\n\nstress the fact that only thru an educated\n\ncitizenry could democracy\nAs we\n\nI do believe, however,\n\nour scheme\n\nand enlightened\n\nfunction.\n\nproceed to the discussion of the responsibilities of our profession\n\nit is important\n\nfor us to bear in mind\n\nthe generally accepted criteria of a\n\nprofession. While opinions and comments differ, almost all of the profes¬\nsions recognize that a profession is distinguished from other occupations by\nthe following:\n1. The “call,” which may be defined in this connection as the strong desire to give\none’s life to a particular field of endeavor.\n2. It requires broad general training.\n3. It requires training in specialized fields of knowledge.\n4. It exalts service above gain.\n5. It requires continuous study and growth.\n6. It stimulates the growth of pride in the service rendered.\n7. It develops a well-knit professional organization.\n\n"}
{"page": 58, "printed_page": null, "text": "National\n\n54\n\nEducation\n\nAssociation\n\nOther professions have found it possible to move forward in their stand¬\ning among the other occupations of the world by raising the requirements\nfor admission\n\nand by developing\n\nteaching profession should work\n\ncodes of ethics within the profession. The\nin a similar direction. If we\n\nare to elevate\n\nthe profession of teaching it is highly important that we do everything pos¬\nsible to make our profession measure up well in the light of each of the\ncriteria named above.\n1. The\n\ncall — While\n\nour\n\nprofession has advanced\n\ngreatly in the last\n\ntwenty-five years in practically all the criterial directions mentioned above,\nwe still have hundreds and thousands who make use of the teaching position\nas steppingstones\n\nor stopgaps in the activities of their lives. These\n\nare used largely because of the attempt\nThey\n\noccur\n\nto get into more\n\nalso because of our standards\n\ntrue that our standards\n\nstopgaps\n\ngainful occupations.\n\nfor admission.\n\nWhile\n\nit is quite\n\nfor certain fields in the teaching profession are high\n\nenough to require not only evidence of a real desire to enter the profession\nbut also to require a broad general background.\n2. Broad general training — Equal in all respects to that required for\nentrance to other professions our small school systems and our rural schools\nin many states permit teaching by those who\nschool education.\n3. Training\n\nhave had less than a high-\n\nin specialized fields of knowledge — Here\n\nstates, and in a large measure\n\nagain some\n\nof our\n\nour cities, require for entrance into the teach¬\n\ning profession certain advanced training in specialized subjects, skills, meth¬\nods that compare favorably with those required in other professions. Here\nagain, also our\nstandards.\n\nsmaller\n\nschools and\n\nschool systems\n\nare not held to such\n\n4. Service above gain — It has been an outstanding characteristic of the\nteaching profession to make the service rendered much more important than\nthe gain received for that service. That\n\nattitude is so common\n\nthat the public\n\ngenerally expects teachers to be satisfied with a small amount\na none too large amount\n\nof gain and\n\nof appreciation for service.\n\n5. Continuous growth and study — The teaching profession measures\nwell with other professions in preparation and continued study. Many state\nlaws require periodic attendance at college or university as a necessary pre¬\nrequisite to advancement on the salary scale or to continue at a salary then\nachieved.\n6. Pride in service rendered — Many\n\nteachers are proud of their calling.\n\nMany, however, especially those who have come into the profession pri¬\nmarily on a steppingstone basis, have continued without seeing the next\nplace to step. Instead of an increasing pride they have developed\nfaction with their profession.\n\na dissatis¬\n\n7. Professional organization — Organizations within the teaching pro¬\nfession have gradually evolved as the demand from time to time arose. The\noriginal organizations\n\nalmost always were built upon\n\nsome local aspect, such\n\nas science teaching, English teaching, or such associations that would\nnarrow\n\ngeographical\n\nboundaries.\n\nMore\n\nand\n\nmore, however,\n\nfind\n\nas rules and\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nSessions\n\n55\nregulations and laws were developed in the various states and communities,\nteachers have found it desirable to form associations on a statewide basis.\nOnly\n\nin recent years has it become\n\napparent\n\nto any considerable proportion\n\nof the teachers how important it is to link together the activities of all edu¬\ncational associations, especially those that were organized on a geographic\nbasis. There is much to be done in the way of perfecting our professional\norganizations so that the local, state, and national associations more\ncooperate with each other.\nWe\n\nhave good reason\n\ntoward\n\nto be proud\n\nfully\n\nof the progress that has been made\n\nthe professionalization of teaching. We\n\nhave much\n\ning profession has a unique function in the American\ngram to build future voting citizens.\n\nto do. The\n\ndemocracy\n\nteach¬\n\nin its pro¬\n\nPromoting education in the United States — Our teachers have thruout\nall time taught subjectmatter in the schools in a more or less effective way.\nRelatively few\nwhich\n\nwe\n\nteachers, however,\n\nhave measured\n\nup to those possibilities\n\ndesire in the teaching of subjectmatter\n\nand in all of those other\n\nphases of school life which contribute to an educated and enlightened citi¬\nzenry. Relatively few teachers recognize that one of their responsibilities\nis that of becoming\n\nthoroly acquainted\n\nthe profession itself. Few\n\nclassroom\n\nwith many\n\nfields of endeavor\n\nteachers know\n\nmuch\n\nwithin\n\nabout the prob¬\n\nlems that must be faced by principals and superintendents. Principals grad¬\nually slip into the position of handling their own particular job in a way\ndesigned to please the superintendent and to avoid friction with the teachers\nand\n\nthey endeavor\n\nto arrive at a satisfactory solution of their problem\n\nwithout knowing either the teacher’s job or the superintendent’s relationship\nto the school system and the public. The superintendent is often so busy with\nthe problems\n\nof meeting\n\nfarther away\n\nfrom\n\nhis board and his public that he gets farther and\n\nthe problems\n\nto take positive steps to remedy\nTeachers\n\nmust find ways\n\nthe needs of their own\n\nof the teacher and the principal. We\n\nneed\n\nthat sort of thing.\n\nand means\n\nof presenting to their public not only\n\nschool but also the needs of the whole\n\nschool system\n\nin the city or county, as well as the needs of the school sj^stem of the state\nand the needs of an effective school system that covers the entire nation.\nTeachers have already been loaded with tasks involving records and pro¬\ncedures that often become handicaps to the process for which they were\nprimarily\n\nemployed,\n\nnamely,\n\nthat of developing\n\nthe youth\n\nwithin\n\ntheir\n\nclassrooms. By carefully planning the teacher can become more closely\nacquainted with that for which the organization should stand in the local\ncommunity,\nThe\n\nthe state, and the nation.\n\nresponsibilities of the classroom\n\nteacher in this connection\n\nclassify themselves\n\nas (a) those concerning\n\nin the classroom;\n\n(b) the support\n\nreadily\n\nthe particular subject or grade\n\ngiven by the public in that particular\n\ncommunity to that school or school system; (c) the general program of\neducation within that state; and (d) the extent to which the aims and\npurposes\n\nof education\n\nin democracy\n\nare being carried out thruout the nation.\n\nResponsibility of the administrator — The responsibilities of the adminis¬\ntrator differ only slightly from those of the classroom teacher, the differences\n\n"}
{"page": 60, "printed_page": null, "text": "National\n\n56\n\nEducation\n\nAssociation\n\nbeing largely those of the grouping of activities. The administrator will not\nhave as much time as the teacher must give to the classroom, but he will\nhave more\n\ntime and energy which\n\nneeds of the school community,\n\nhe can give to the problems\n\nrelated to the\n\nthe state, and the nation. It is a part of his\n\nresponsibility to assist the teacher\n\nto become\n\nmore\n\nacquainted\n\nwith\n\nthe\n\npublic relations side of the responsibilities of the profession.\nTwo years ago the President of the United States brought into existence\na special committee of leading citizens in many walks of life who made a\nthoro and exhaustive study of this matter of equality of educational oppor¬\ntunity. They brought out the fact that we were far from the achievement\nof those ends which\n\nwe had so proudly set up as our ideals. The\n\nbrought out that (a) 800,000 children in America\nand\n\nbetween\n\ncommittee\n\nthe ages of seven\n\nthirteen are not going to school because schools are not available to\n\nthem; and (b) three and one-half million youth of high-school age are not\nattending school because schools are either not available at all or do not\nprovide the courses in which\n\nthese youth would\n\nbe interested and by which\n\nthey could profit. Another striking figure in the report of the Advisory Com¬\nmittee on Education was the fact that a million and a half handicapped\nchildren were not being provided with\nwhich to make them useful citizens.\n\nthe educational\n\nopportunity\n\nwith\n\nCrime and education — During the last ten years the teaching profession\nhas given gradual increased attention to the matter of character education\nin the schools. During this same ten-year period we have seen other organ¬\nized groups of citizens give attention to the matter of crime. Our own\nUnited\n\nStates is cited as having a larger amount\n\nthan any other nation in the world. Four\nfingerprints are recorded\n\nworkers\n\ncosts two\n\nstatistical\n\ncosts fifteen billion dollars per year,\n\nand one-half billions. Prison wardens\n\nand social\n\ngenerally have repeatedly expressed the opinion that education\n\nthe right sort at the right time would\ntherefore the cost of crime.\nAbout\n\nout of five of the criminals whose\n\nare either illiterate or nearly so. The\n\nevidence reveals that crime in America\nwhile education\n\nof crime proportionately\n\nfour years ago there was\n\nof\n\ngreatly reduce the extent of crime and\ncreated a bureau\n\nof crime prevention\n\nsponsored by certain members of the judiciary and supported by the At¬\ntorney General and governors of various states. This organization has\nendeavored\n\nto secure agreements\n\nor compacts\n\nbetween\n\nthe states providing\n\nfor remedying the evil of state boundary protection for criminals by greater\nuniformity of juvenile parole. This bureau has joined with the American\nBar\n\nAssociation,\n\nthe National\n\nEducation\n\nAssociation, and\n\nLegion in developing courses for character education\nWhile\n\ndevelopment\n\nof courses\n\nof character\n\nthe American\n\nin the schools.\n\neducation\n\nin our\n\nexisting\n\nschools will undoubtedly be of great advantage in the prevention of crime,\nwe must not lose sight of the fact that large numbers are not in school at all.\nThis, of course, applies to the 800,000 youth between\nthirteen years that the recent study showed\nTwo\n\nyears ago the President\n\nwere\n\nof the United\n\nthe ages of seven and\n\nnot in school.\n\nStates appointed a committee\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n\n57\nto study the responsibilities of the national government\nThis committee\n\nrepresented\n\neducation.\n\nalmost all our leading walks of life, including\n\na small minority of educators. This committee\nthe federal government\n\ntoward\n\nmust\n\ngive some\n\nschools in order that equal educational\nevery boy and girl in America\n\nin its report pointed out that\n\nfinancial support\n\nopportunity\n\nand thereby make\n\nmight\n\nto the public\n\nbe provided\n\nfor\n\npossible that educated\n\nand\n\nenlightened citizenry so necessary for the functioning of our democracy.\nThe Senate of the United States thru its official committee on education\nprepared\n\nand introduced\n\nthe committee.\n\na bill in conformity\n\nIn the preparation\n\nwith the recommendations\n\nof this bill the American\n\nof\n\nCouncil\n\non\n\nEducation and the National Education Association gave their full coopera¬\ntion. A hearing was held early in March of this year, and opportunity was\ngiven to everyone who desired to speak. After the hearing the Senate com¬\nmittee voted unanimously, save one, in favor of its passage. The bill was\nthen placed upon\nSenate.\n\nthe calendar, and there it waits appropriate\n\naction by the\n\nAnti-Americanism — While many of our publicists disagree upon the\nexact meaning of Americanism, almost anyone who has lived a part of his\nlife in some\nmeant\n\nother country\n\nby Americanism.\n\nbe, the fact remains\n\nand then a part in America\n\nNo\n\nmatter\n\nwhat\n\nthat whenever\n\nappreciates what\n\nis\n\nthose definitions or concepts may\n\nthey are investigated and\n\nbrought\n\nto\n\nlight the same comment can be made ; namely, that the particular antiAmericanism, attitude, thought, or ism develops only in a soil of ignorance\nfertilized with poverty, fear, or irreligion. The\n\ndefinition of democracy\n\nwhich appeals to me most is this: “Democracy is intelligent compromise.”\nEach of the two words needs to be equally emphasized.\nThousands\n\nof citizens attain the voting power\n\npractically no education\nare not well informed\n\nat all. Many\n\nconcerning\n\nignorant\n\nand partially educated\n\ncountry\n\nagainst its foes from\n\neach year who\n\nof those who\n\nattended\n\nschool\n\nof government.\n\nThese\n\nasset in defending\n\ntheir\n\nthe fundamentals\ncitizens are no\n\nother lands. We\n\nhave\n\nhave had\n\nknow\n\nthat ignorance\n\nperils\n\ndemocracy. We know that millions of American children are denied educa¬\ntional opportunities. Many members of the teaching profession have made\nefforts to bring these facts to the attention of the public but we\n\nhave been\n\nweakly\n\nway\n\naffected. We\n\nhave not achieved\n\nwould give just cause for pride.\nSince the charter of this Association\neffect its purposes,\n\nsuccess in a nationwide\nwas\n\nthere has been a gradual\n\nframed,\n\nthat\n\nin order to carry into\n\nevolution\n\nof development\n\nin\n\nthree special directions:\n1. The\n\ncreation of committees\n\nas needed\n\nfrom time to time\n\n2. The creation of departments having specialized common interests and continuing\nfrom year to year to work upon those interests under bylaws and officers of their own\n3. The creation and development of a headquarters staff, organized into divisions\nof specialists.\n\nFrom approximately 300 members in 1857, the National Education As¬\nsociation has grown until it now has over 200,000 members representing\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nstate associations which\n\nEducation\n\nAssociation\n\nin turn have over 800,000\n\nmembers.\n\nThe\n\nAssocia¬\n\ntion now has twenty-eight committees at work, twenty-four departments,\nand a full-time staff organized into seven divisions.\nThe Committee on Taxation and Tax Education — All over the United\nStates we\n\nhave\n\nreduction\n\nof taxation. Almost\n\nschools. Those\n\nfound\nwho\n\nefforts more\n\nthis point of view would\n\nmatter\n\nand\n\nof taxation. We\n\nis aimed\n\nat the\n\ncriticize the schools them¬\n\nsay they are costing too much.\n\nUndoubtedly\n\nnot get far were it not for the fact that the forces\n\nthe cause of education\n\ntimes of economic\n\nin the direction of\n\nalways the effort to reduce\n\nfoster these efforts seldom\n\nselves adversely, but merely\nsupporting\n\nor less organized\n\nhave not been effectively organized.\n\nsocial changes\n\nit is highly important\n\nask for the answers\n\nto the following\n\nIn\n\nto study the\nquestions:\n\n1. What portion of the cost of maintenance\nlocal community?\n\nof the schools should be borne by the\n\n2. What\nstate ?\n\nportion of the cost of maintenance\n\nof the schools should be borne by the\n\n3. What\nnation ?\n\nportion of the cost of maintenance\n\nof the schools should be borne by the\n\nAs soon as we raise these questions a second question immediately con¬\nfronts us, namely, What are the current practices in regard to these items?\nA\n\ncasual survey brings out the fact that there is a great variety in the\n\nvarious\n\nstates. Undoubtedly\n\nthese various practices and\n\nexperiences\n\nwill\n\nhave great bearing upon determining the proper answers to the above ques¬\ntions. No intelligent approach to this problem could be made without\nmaking\n\nconsiderable\n\nResearch\n\nresearch. This is an excellent illustration of where\n\nthe\n\nDivision stands ready to assist this and all other committees.\n\nThe Committee\ncation Association\nthat committee\n\non Code of Ethics — Several years ago the National Edu¬\ncreated a Committee on Code of Ethics. The report of\n\nwas\n\naccepted and adopted as a suggested code of ethics for\n\nthe teaching profession of America.\n\nSeveral states have worked\n\nlines, but worked\n\nindependently.\n\nin large measure\n\nof the profession are aware\n\nalong similar\n\nRelatively few members\n\nof the existence of such codes. Yet, twenty-eight\n\nstates have separate codes of ethics, including eighty-five different items, of\nwhich\n\nnot more\n\nthan thirty-three are found in any one state code.\n\nPractically all professions regard a code of ethics as essential to the well¬\nbeing of that profession. With this in mind we have again brought into\nexistence a committee with the hope that we can build a code of ethics\nwhich can be accepted as the code for the teaching profession thruout\nUnited States.\n\nthe\n\nA Committee on All-Inclusive Membership Cards — Many workers in\nthe field of our professional organizations discovered long ago that the\ninterests of the local and state associations had much in common with each\nother and much\nin mind\n\nmany\n\nfor membership\n\nin common\n\nwith\n\nlocalities developed\n\nthe national association. With\n\nthis fact\n\nand carried thru simultaneous\n\ncampaigns\n\nin their local, state, and national associations. Several state\n\nassociations developed statewide professional organization\npaigns and called them coinclusive enrolment.\n\nmembership\n\ncam¬\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\n59\n\nSessions\n\nA Committee on Affiliated Associations and Relationships — While the\nNational Education Association is chartered as a separate and distinct pro¬\nfessional organization, it has in its own bylaws and with the authority of\nthat charter set up as a governing body a representative assembly made up\nalmost entirely of delegates elected from and by other corporations or asso¬\nciations which are known as affiliated state and local associations. For all\npractical purposes, the National\n\nEducation\n\nAssociation might be referred to\n\nas a federation of state and local associations. Up\n\nto the present, little has\n\nbeen done to develop a clear understanding of the privileges and responsi¬\nbilities of affiliation, except so far as it has concerned itself with the selection\nof delegates, the privilege of receiving the Proceedings\nand the payment of rather nominal affiliation dues.\nMany\n\nof our\n\nN.E.A.\n\ndepartments\n\nhave\n\nand certain bulletins,\n\ncorresponding\n\ndepartments\n\nin\n\nstate and local associations. Practically nothing has been done to bring out\nand develop affiliated relationships in these corresponding\nnational departments.\n\nAt\n\nstate and\n\nlocal, state, and\n\ndistrict association meetings\n\nlittle has\n\nbeen done to bring out the aims and purposes, the achievements, and the\ncurrent endeavors of the national and local associations. We are therefore\nbringing\n\ninto existence at the San Francisco\n\nAffiliated Associations\nIf our National\nmembers\nwork\n\nof the departments\n\nits bylaws\n\nfrom\n\nand many\n\noperates under\n\nits own\n\nhave their own\n\non\n\neffective, individual\nbe mindful\n\nof the\n\nto bear in mind\n\nbylaws and is free to change\n\nthey are not in conflict with\n\nThe\n\ndepartments\n\nare free to call upon\n\nof them\n\ndo so. The\n\ndepartments\n\nreceive certain financial assistance from\nthem\n\nis to be made\n\nof the Association. It is important\n\ntime to time provided\n\nbylaws of the N.E.A.\nDivision\n\nAssociation\n\nespecially local associations should\n\nthat each department\n\na Committee\n\nand Relationships.\n\nEducation\n\nand more\n\nconvention\n\nthe Research\n\napply for and usually\n\nthe general association. Many\n\ndues to help carry on their own\n\nthe\n\nof\n\nactivity.\n\nDuring the current year the Department of Science Instruction has inau¬\ngurated a thoro study of the science curriculum looking toward revision\nof that curriculum from\nrent year the Department\nhas led in an\n\nGrades I to XII, inclusive. During the cur¬\nof Health, Physical Education, and Recreation\n\neffort to coordinate\n\nand\n\ncorrelate the work\n\nof the many\n\nagencies that are interested in and which are working toward health improve¬\nment in the schools. If the work of these departments is to become really\neffective in the schools, the local and state affiliated associations should\nthoroly familiar with the work\nIn general, the purpose\n\nof the national departments.\n\nof this Committee\n\nRelationships shall be to foster and encourage\nand among\n\nbe\n\non Affiliated Associations\n\nand\n\na closer relationship between\n\nthe local, state, and national divisions of our profession, with\n\nparticular reference\nences.\n\nto committees,\n\ndepartments,\n\nconventions,\n\nand\n\nconfer¬\n\nEducational Policies Commission — Every member of the teaching pro¬\nfession should regard it a professional duty to become thoroly familiar\nwith\n\nthe work\n\nof our Educational\n\nPolicies Commission.\n\nIts three major\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\npublications to date are: The\n\nUnique\n\nAssociation\n\nFunction\n\nof Education\n\nin Ameri¬\n\ncan Democracy t The Structure and Administration of Education in Ameri¬\ncan Democracy, and The Purposes of Education in American Democracy.\nIt would be ineffective to cite contents of any of these splendid pronounce¬\nments. 1 should like, however, to see every local association in the teaching\nprofession of the United\n\nStates take as a special theme\n\nstate conferences\n\nfor the coming\n\npronouncements,\ncracy.\n\nnamely,\n\nThe\n\nfor all local and\n\nyear the third of the above-mentioned\n\nPurposes\n\nof Education\n\nin American\n\nDemo¬\n\nInternational relations — In 1923 this Association helped to bring into\nexistence the World Federation of Education Associations. During this\nperiod of sixteen years it has continuously\n\ngiven support. Like many\n\nassociations, it has been subject to much\n\ncriticism, but it has continued\n\ngrow.\nThe year 1938 witnessed\n\na most\n\nsignificant development\n\nyoung\nto\n\nin this matter\n\nof education taking its proper place in the affairs of the nations of the world.\nFor the first time we have seen created in the State Department a division\nof cultural relations. You\n\nwill remember\n\nthat the State Department\n\nis\n\nthat department of our government which is responsible for the preparation\nof treaties with other nations of the world. Most of these treaties in the\npast have been founded\nbefore have we\nemphasize\n\nupon trade agreements\n\nspecifically set up in that department\n\nthe importance\n\nof democracy\n\nof one sort or another. Never\n\nof proceeding\n\nand education\n\nhas grown\n\nin the way\n\na division that would\nin which\n\nour concept\n\nup in our school systems.\n\nSummary — The teaching profession of America has a great responsibility\nto raise the standards of admission to the profession along the lower levels.\nThe\n\nteaching profession has a great responsibility to promote\n\neducation\n\nby properly presenting it to the public. The\n\nthe cause of\n\nteaching profession\n\nhas great responsibilities in the field of becoming more fully informed con¬\ncerning the basis of our international relations and the methods by which\nbetter understanding\n\namong\n\nthe peoples of all nations\n\nmay\n\nbe brought\n\nabout. Undoubtedly, the greatest responsibility which lies before the pro¬\nfession of teaching in America is to so perfect its organization that these\npreviously named\n\nresponsibilities may be carried in a more\n\neffective manner.\n\nPride in the profession — In looking back over the history of education in\nAmerica let us remember that regardless of our own particular interests\nin the school system, that after all, it includes every phase of education\nfrom kindergarten\n\nto university, and that we\n\ninclude within the profession\n\npublic and private institutions, city and rural teachers, superintendents,\nuniversity professors; and that each and all of us have our own particular\ncontributions\n\nto make\n\nand our responsibility to carry. We\n\nhave a right to\n\nthink that we are entitled to an income upon which we can live in a reason¬\nable manner. That will be readily provided if we present to the public in\nan effective way the needs of education.\nAppreciation — I deeply appreciate the many opportunities that have been\ngiven to me during the past year. I cannot find words to express my\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n61\n\nappreciation\n\nfor the constructive\n\nof so many\n\nmembers\n\nthose who\n\nI have\n\nreceived on the part\n\nof the profession in general and\n\nrepresent the organized\n\nparticipation and\n\nsuggestions\n\nmore\n\nparticularly\n\nportion of our great Association.\n\nsplendid cooperation\n\nhave\n\nActive\n\nbeen given to the president\n\nby members of our profession and our professional organizations every¬\nwhere. Every member of our headquarters staff has given prompt and\nunsolicited assistance at all times thruout\n\nthe year. In those great sections\n\nwherein I have been especially interested — taxation, code of ethics, allinclusive membership card, new local affiliation, affiliated association rela¬\ntionships, citizenship, international relations, science instruction — I feel\ndeeply indebted to all who have helped to make these advances.\n\nSECOND\nThe\n\nSecond\n\nMemorial\n\nGeneral\n\nOpera\n\nthe Oakland\n\nGENERAL\n\nSession was\n\nHouse.\n\nSESSION\n\nheld Monday\n\nevening\n\nAfter music by the Saturday\n\npublic schools and an invocation\n\nin the War\n\nMorning\n\nby the Reverend\n\nChoir\nW.\n\nof\n\nPaul\n\nReagor, a pageant, “Span of Gold,” depicting the major events in the\ndevelopment of the West, was given. Between episodes there were musical\nselections by an\nschools.\n\naugmented\n\norchestra\n\nTHIRD\n\nGENERAL\n\nRECOGNITION\n\nOF\n\nfrom\n\nSECRETARIES\n\nall the San\n\nFrancisco\n\nhigh\n\nSESSION\nOF\n\nSTATE\n\nEDUCATION\n\nASSOCIATIONS\nWILLARD\n\nE. GIVENS,\n\nEXECUTIVE\n\nSECRETARY,\n\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nThis year we\n\nare celebrating the thirtieth anniversary\n\nof the employment\n\nof the first full-time paid secretary of a state teachers association. The first\nstate teachers association that employed a secretary was California, and the\nfirst secretary took his office in the city in which\n\nare now\n\nmeeting. If\n\nany of you want\n\nto see that first secretary he is still very much\n\nalive, very\n\nwide-awake,\n\none\n\nand\n\nof the able educators\n\nwe\n\nof the western\n\npart of the\n\nUnited States. If you will go into the American Book Company’s exhibit\nin the main auditorium and ask for LeRoy Armstrong, the West Coast man¬\nager of the American Book Company, you will see in person the first full¬\ntime paid secretary of a state teachers association in the United States.\nPrevious to 1919, seven state education associations employed full-time\nsecretaries. They were: California, 1909; New York, 1910; Illinois, 1913;\nKansas,\n\n1914;\n\nMissouri,\n\n1915;\n\nand\n\nIowa\n\nand\n\nthe next ten years, twenty-seven\n\nadditional\n\nthe present time forty states and\nsecretaries.\n\nthe Territory\n\nThe\n\nexecutive\n\nOklahoma,\n\nstates employed\nof Hawaii\n\nsecretaryship is one of the most\n\nof state educational\n\n1918. During\n\npositions. It gives almost\n\nthem, and\n\nhave full-time\n\nstrategic and\n\nunlimited\n\nat\n\nimportant\n\nopportunity\n\nfor\n\n"}
{"page": 66, "printed_page": null, "text": "National\n\n62\n\nleadership\nThe\n\nand\n\nexecutive\n\nEducation\n\nrequires unusual\n\nAssociation\n\nvision, vigor, courage,\n\nsecretary is an employee\n\ndiplomacy.\n\nof practically all of the teachers\n\nof his state and, therefore, their servant, yet he must\nthose qualities of leadership which\n\nand\n\npossess and exercise\n\nwill enable him to represent effectively\n\nin the eyes of the public the great profession of teaching.\nThe early full-time secretaries were pioneers. They blazed the trails\nwhich their successors have followed. Some, like E. M. Carter of Missouri\nand Charles\nto which\n\nO. Williams\n\nthey gave full strength and devotion.\n\nvesper service Sunday\nO. Williams.\nhis own\n\nof Indiana, died in action, martyrs\n\nafternoon\n\nwhen\n\nSome\n\nto the cause\n\nof you were\n\na tribute was paid to the late Charles\n\nAfter having given his life to the cause of education\n\nepitaph, which\n\nreads, “A\n\nat the\n\nSchool Teacher,\n\nCharles\n\nhe wrote\n\nO. Williams,\n\n1874-1938.” He was still proud of the fact that he served the cause of edu¬\ncation. Others, like Arthur Chamberlain, who for many years served the\nCalifornia\n\nTeachers\n\nAssociation\n\nRobert\n\nC. Moore\n\nIowa;\n\nE. T. Cameron\n\nReynolds\n\nand is still in this city of San Francisco;\n\nof Illinois, who\nof Michigan;\n\nof Ohio ; and J. Herbert\n\nhas just retired ; Charles\nC. G. Schultz\n\nF. Pye\n\nof Minnesota;\n\nKelley of Pennsylvania\n\nhave\n\nof\n\nF. E.\nretired\n\nhonorably after years of distinguished service, yielding their responsibilities\nof office to men and women of a younger generation.\nThe state secretaries are as follows:\n1916\n1921\n1922\n\n1923\n\nKansas\nMississippi\nWashington\nNorth Carolina\nVirginia\nNorth Dakota\nOklahoma\n\n1925\n1926\n\nSouth\n\nCarolina\n\nColorado\nIdaho\nOregon\n\n1927\n1928\n1929\n\nCalifornia\nAlabama\nFlorida\n\n1930\n\nMassachusetts\n\n1933\n\nNew York\nConnecticut\nKentucky\n\n1935\n1936\n\nW.\n\nN. Taylor\n\nA. L. Marsh\nJ. B. Warren\nC. J. Heatwole\nM. E. McCurdy\nC. M.\n\nHowell\n\nJ. P. Coates\nW. B. Mooney\nJ. I. Hillman\nE. F. Carleton\nR. W. Cloud\nF. L. Grove\nJ. S. Rickards\nH. Nixon\nArvie Eldred\nF. E. Harrington\nW. P. King\n\nMontana\n\nM.\n\nWisconsin\nArkansas\nOhio\n\n0. H. Plenzke\nMiss Willie Lawson\n\nGeorgia\nLouisiana\nMichigan\n\n1937\n\nF. L. Pinet\n\nP. Moe\n\nW. B. Bliss\nR. L. Ramsey\nSpencer\n\nPhillips\n\nMinnesota\n\nA. J. Phillips\nW. E. Englund\n\nTennessee\nTexas\n\nAndy Holt\nB. B. Cobb\n\nUtah\nHawaii\n\nM. B. Taylor\nE. L. McTaggart\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\n1938\n\nArizona\n\nN. D. Pulliam\n\nIllinois\nIndiana\nIowa\n\nI. F. Pearson\nRobert Wyatt\nAgnes\n\nMissouri\nNew\n\nThe\n\nSamuelson\n\nT. J. Walker\nA. L. Burnham\n\nNebraska\n\n1939\n\n63\n\nSessions\n\nMexico\n\nWest Virginia\nWyoming\n\nR. J. Mullins\nR. B. Marston\nO. C. Kerney\n\nPennsylvania\nSouth Dakota\n\nH. E. Gayman\nS. B. Nissen\n\nteaching profession in America\n\nowes\n\na great debt to these loyal\n\nleaders who during the past thirty years have contributed so largely to the\nprogress which our profession has made and it now looks to those who hold\nthese important\n\noffices for continued\n\nleadership. They\n\nare the heirs of a\n\ngreat tradition and the bearers of a large responsibility.\nIT\nHONORABLE\nMEMBER\n\nNOAH\nOF\n\nIS HAPPENING\n\nMASON,\n\nTHE\n\nDIES\n\nMEMBER\nCOMMITTEE\n\nOF\n\nHERE\n\nCONGRESS\nON\n\nFROM\n\nILLINOIS;\n\nUN-AMERICAN\n\nAND\n\nACTIVITIES\n\nI have heard, and I think practically all of you have heard\n\nduring the\n\nlast few years, the statement, “It can’t happen here.” Perhaps a great many\nof you people have made that statement. I have been buttonholed by\nleaders of the American\n\nLegion and by leaders of the Catholic\n\nhave been urged to do something\n\nabout the Red\n\nmenace.\n\nChurch\n\nand\n\nI have shrugged\n\nmy shoulders and said: “That is very much magnified; it can’t happen\nhere. It might happen in Russia where 90 percent of the people are illiter¬\nate, but it just can’t happen here.” But during this past year, as a member\nof the Dies Committee listening to the sworn testimony and the written\nevidence that would\nmy\n\nmind.\n\nI now\n\nbe acceptable in any court in the land, I have changed\n\napologize to the leaders of the American\n\nthe leaders of the Catholic Church\nseveral years over\nnow\n\nsay with\n\nhere.”\nOne\n\nthe progress\n\nall the emphasis\n\nof the chief witnesses\n\n“Communism\n\nhas made\n\nmore\n\nwho\n\nmade\n\nhave been alarmed\nby communism\n\nI have at my\n\ncommand,\n\nLegion\n\nand to\n\nduring the last\n\nin this country.\n\nI\n\n“It is happening\n\nbefore our Committee\n\nmade\n\nthis statement,\n\nprogress in the United\n\nStates during the last\n\nfive years than it had made in the fifty-year period previous to that time.”\nWhen J. B. Matthews, who was the chief witness, was asked how he ac¬\ncounted for this rapid spread of communism during the last five years, he\ngave four reasons which\n\nI want\n\nto give to you.\n\nFirst, this so-called depression has lasted so long that it has brought about\nor created mass discontent, and mass discontent makes fertile soil for com¬\nmunistic crops.\nSecond, high government officials, thru speeches, radio addresses, and\nwritten statements, have created or engendered class hatred, and class\nhatred makes\n\nan excellent seedbed for communistic\n\ncrops.\n\n"}
{"page": 68, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\nClass hatred is a twin brother of religious hatred and prejudice, of race\nhatred and prejudice, and where\n\none is created the other is bound\n\nto follow.\n\nOur investigators all over this nation report an up-surge of hatred and\nprejudice such as this country has never known before. When we sow the\nwind, we\n\nmay\n\nexpect to reap the whirlwind.\n\nThird, high government officials have not only encouraged but they\nhave sympathized with communist leaders in their activities in this country.\nAs an example\n\nof sympathy\n\nactivities of communist\n\nand encouragement\n\nleaders by government\n\nhaving been given to the\nofficials I cite the case of\n\nHarry Bridges and his communistic activities on the West Coast in con¬\nnection with the maritime unions. Altho an alien and a communist, he has\nbeen protected and deportation proceedings have been delayed and post¬\nponed by Secretary of Labor Perkins. As a further excellent example of\nsympathy\n\nand encouragement\n\ners by government\nnor of Michigan\n\nofficials we\n\nbeing given to activities of communist\n\nlead¬\n\ncite the attitude and action of the ex-gover¬\n\nin the various sit-down strikes that took place in his state.\n\nSit-down strikes were first practiced in France by communist leaders of\nthe popular front. The sit-down strike technic was so successful in France\nthat the communist leaders of the CIO adopted the plan and put it into\neffect in this country. Miss\n\nPerkins, when\n\nasked for a statement\n\non the sit-\n\ndown strike, replied that the legality or illegality of it had not been deter¬\nmined by the courts as yet. The Supreme Court has since settled that point.\nFourth, federal funds — your tax money and my tax money — has been\ngenerously used to advance the cause of communism in the United States.\nA good example of federal funds being used to advance the cause of com¬\nmunism is found in the WPA\nFederal Theater Project in New York\nCity, where\n\nmillions of dollars of federal funds, appropriated\n\nhave been spent and\nEvidence\nshowed\n\npresented\n\nare now\nduring\n\nbeing spent to produce\n\ntwo\n\nmembers\n\ntestimony\n\nplays.\n\nbefore our Committee\n\nProject of New\n\nYork\n\nCity is dominated\n\nand\n\nthat its work\n\nof the Workers\n\nAlliance\n\nactivities are controlled and directed by communist\nThe\n\ncommunistic\n\ndays of testimony\n\nthat the Federal Theater\n\nby communist\n\nfor relief,\n\nbefore our Committee,\n\nand\n\nleaders.\n\nwith written\n\nevidence\n\nto back it\n\nup, proved conclusively to me\n\nthat the slimy trail of communism\n\nfound entering and permeating\n\nfour different phases of American\n\nis to be\n\nlife.\n\nWe have had testimony from many college professors as to the pene¬\ntration of communism in their own colleges and as to communist activities\non their own\nThen\n\nwe\n\nwould\n\nexpect\n\ncampuses\n\nand what\n\nfind it in the churches\n\nthey are trying to do to eliminate\nof the nation, the last place where\n\nto find communism.\n\nAccording\n\nto the testimony\n\nit.\nyou\n\nof Earl\n\nBrowder, the leading communist in the United States, we have many or¬\ndained preachers occupying pulpits in America who are trying to preach\ncommunistic\n\nprinciples alongside of Christian principles. You\n\nthe two any more than you can mix\nit is being done in the United States.\nWe\n\nhad the testimony\n\nFederation\n\nof John\n\noil and water.\n\ncannot\n\nmix\n\nIt is impossible — but\n\nP. Frey, viccpresident of the American\n\nof Labor, as to the spread of communism\n\nin the A. F. of L. units\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nand what\n\nthey are trying to do to get rid of it. His testimony\n\nfact that more\n\nthan\n\npayroll of the CIO\nThe\n\n65\n\nSessions\n\none\n\nhundred\n\nwell-known\n\nincluded\n\nthe\n\nare\n\non\n\nthe\n\nis in the departments\n\nof\n\ncommunists\n\ntoday as organizers.\n\nfourth place where\n\ncommunism\n\nis found\n\nour federal government, particularly in the Labor Department, the Na¬\ntional Labor Relations Board, and the Wage and Hours Board. The\nstrategy\n\nused\n\nis what\n\nhas been\n\nknown\n\nas the Trojan\n\nHorse\n\nstrategy.\n\nThe greatest indictment that has ever been brought out against the com¬\nmunists, against their methods, and against their objectives was brought\nout by none\nWorkers\nNo.\n\nother than John\n\nof America\n\nL. Lewis\n\nin 1924, which\n\nin a report of the United\n\nhas now\n\nMine\n\nbeen made\n\nSenate Document\n\n14 in the Sixty-Eighth\n\nCongress.\n\nIn that document\n\nyou will find the\n\nstrongest, the most damning\n\nindictment\n\nof the communists\n\nand their boring-\n\nfrom-within program, and yet that same John L. Lewis today, fifteen years\nlater, has on his payroll some of the very leaders that he indicts in that\ndocument.\nThey\n\nThat\n\nis the spread of communism\n\nhave discarded the Trojan\n\none. Their\n\nnew\n\nprogram\n\nlegitimate organizations\n\nHorse\n\nmethod\n\nis this: They\n\nwith wonderful\n\nin the labor ranks of America.\n\nhave\n\nand have adopted a new\n\nset up\n\nwhat\n\nis known\n\nobjectives, for bay window\n\nas\n\ndress¬\n\ning, to attract the innocents, but inside each of these legitimate organiza¬\ntions is a small holding company or illegal organization which dominates\nand controls and works\nthe situation. There\nin the United\nand\n\nStalin became\n\nare one hundred\n\nIt was\n\nalarmed\n\norganized\n\nof those types of organizations\n\nMussolini\n\nup Manchuria\n\nfelt inevitably there\n\nin 1933.\n\nis the League\n\nIt came\n\nabout\n\nat the rise of fascism in Europe.\n\nin Germany.\n\nhad gobbled\n\nthis beautiful front of objectives. That\n\nStates today, the chief one of which\n\nDemocracy.\n\ninto power\n\nbehind\n\nwas\nmade\n\nbe\n\na death\n\nwould\n\na puppet\n\nlisted\n\nfor Peace\n\nin this way:\n\nHitler had come\n\nrattling the sword\n\nand\n\nin Italy. Japan\n\nstate of it, and\n\nstruggle\n\nis\n\ncome\n\nabout\n\nStalin\n\nbetween\n\nfascism, on the one hand, and communism on the other, and he called the\nExecutive Committee of the Internationale in Moscow to talk over the\nt\n\nsituation. At\n\n*\n\nthis conference\n\nthey decided\n\nthey must\n\nhave\n\nallies in that\n\ncoming struggle, and the program was to organize the loyalist front govern¬\nment in France, which is the present French government with which\nDaladier\n\nhas had so much\n\nSpain, which\nthe United\n\nwas\n\ntrouble, and\n\nthe government\n\nStates, Canada,\n\nready for what\nto be brought\n\nwas known\n\nand\n\nthe loyalist front government\n\nof Spain until it was\nAustralia\n\nand\n\noverthrown.\n\nother countries\n\nas the popular front government.\n\nin\nBut\n\nwere\n\nnot\n\nSo they were\n\ninto line gradually by these united front organizations.\n\nEarl Browder was our representative — if you want to say “our” — at\nthis Moscow conference. Stalin gave Browder orders to come back to\nAmerica\nAmerican\n\nand\n\nset up\n\nLeague\n\nand\n\nagainst War\n\ngave J. B. Matthews\nand\n\nwas\n\nWar\n\nand Fascism\n\nestablish what\nand\n\na commission\n\nwas\n\nFascism.\n\ncan League\n\nfor Peace\n\nchanged\nand\n\nat that time as the\n\nBrowder\n\ncame\n\nto set that up. Matthews\n\nits president until late in 1935. The\nwas\n\nknown\n\nAmerican\n\nback\n\nand\n\norganized\n\nLeague\n\nit\n\nagainst\n\nabout a year and a half ago to the Ameri¬\n\nDemocracy — a better sounding\n\nname.\n\nIt has\n\n"}
{"page": 70, "printed_page": null, "text": "National\n\n66\n\nfour classes of members.\nthe work\n\nand occupy\n\nTravelers,\nis known\n\nOne\n\nis the active communists\n\nin every\n\nmembership\n\nvalue. They\nmeetings\n\nnames\n\ndo most\n\nother, known\n\nsense of the word,\n\nbut do not take\nthird group\ngroup\n\npeople in university life, in church\nhave\n\ngreat drawing\n\nare invited to speak at some\n\nof\n\nas Fellow\n\nas stooges, decoys, or dupes. This\n\nare important\n\npolitical life, whose\n\nwho\n\ncard, for strategic reasons. The\n\nby the communists\n\npeculiar. They\n\nAssociation\n\nthe strategic positions. The\n\nare communists\n\nout a communist\n\nEducation\n\npower\n\nand\n\nis\n\nlife, in\n\nadvertising\n\nof the united front organization\n\nto give prestige and standing to those meetings\n\nand\n\nto further\n\ngather in the innocents.\nThe League for Peace and Democracy has more than 4,000,000 mem¬\nbers according to its own testimony, 98 or 99 percent of whom are\nabsolutely innocent of what is going on behind this great, magnificent\nfront of objectives. Everybody is for peace; everybody is against war; so\nthat is the strategy of the communists.\nWhat\n\nis their objective? The\n\nthemselves,\n\nis this: Overthrow\n\nThat\n\nis what\n\nthey are doing now.\n\nobjective, as testified to by the communists\nthe party in power.\n\nThat\n\nis the Demo¬\n\ncratic Party. How are they going to do that? By driving a wedge in be¬\ntween the right wing and the left wing, and that wedge is more than\nhalf way\n\nthru now.\n\nWe\n\nrealize that on Capitol\n\nHill. That\n\nwedge\n\nhas\n\nbeen given great impetus by the President’s purge program, unintentionally\nof course. After overthrowing the party in power, what next? They will\nset up and establish the Farmer Labor Party. Why? Because the com¬\nmunists hold and occupy strategic positions in that party. As soon as they\nget the Farmer\n\nLabor\n\nthey will overthrow\ncommunism,\n\nParty in power\n\nand can control and\n\ndominate\n\ncapitalism, which\n\nof course is the main\n\nobjective of\n\nand also bankrupt\n\nbring about the necessary\n\nthe nation. Why\n\ncondition\n\nbankrupt\n\nit,\n\nthe nation? To\n\nof chaos so that a receiver will take\n\nover, and the receiver will naturally and logically be this well-organized,\nmilitant, powerful, small group known as the American Communists.\nAnd what then ? There will be heaven on earth as they have in Russia.\nThat is their idea. God save us from that kind of heaven here !\nThat\nwhat\n\nis the program.\n\nIt sounds\n\nthey are undertaking\n\nfantastic. Nevertheless,\n\nto do and\n\nthat is exactly\n\nthat is exactly what\n\nare all to bring about. That is their program.\nWhat should be done about it? I have been\n\ntheir moves\n\nasked what\n\nwe\n\nshould\n\ndo about it, what good is the Dies Committee, and what can be accom¬\nplished by bringing these facts to the public? Bring communism out into\nthe open\nworry\n\nand into the daylight of public opinion and you do not need to\n\nabout it. That\n\nI have\n\nis how\n\nsaid if I had\n\nand transport him\n\nmy\n\nwe\n\nwant\n\nway\n\nyou to help.\n\nI would\n\ncommunist\n\nleader\n\nto Russia and give him a dose of three to five years of\n\ncommunism as it operates there. Communism\nmunism in actual effect is hell on earth.\nLet us do what\n\ntake every\n\nwe\n\ncan\n\nunder\n\nas an ideal is heavenly;\n\nour Constitution\n\ndiscontent, to put these 10 or 12,000,000\n\nto remove\n\npeople back to work.\n\ncom¬\n\nthis mass\n\nRemove\n\nthe\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\nSessions\n67\n\nfertile soil, and you do not need to worry\n\nabout communistic\n\nstop this preaching of class hatred, which\n\nengenders\n\nan\n\nexcellent seedbed\n\nthat, and we\n\nought\n\nfor communistic\n\nseed. We\n\ncrops. Let us\n\nother kinds and makes\n\nought\n\nto be able to do\n\nto be able to bring about a little better distribution\n\nof the products of labor.\nTo you school teachers I offer this thought: I have had taught in the\nschools over which I had charge for the past fifteen years the following\npoem called “The Patriot’s Creed,” containing the essence of Americanism,\nto which every school child in America should be exposed.\nIf I knew\n\na better land in\n\nThis glorious world\n\nof ours,\n\nWhere a man gets bigger money\nOr is working shorter hours;\nIf the Briton or the Frenchman\nHad\n\nan easier life than mine,\n\nI’d pack my goods this minute\nAnd I’d sail across the brine.\nBut I notice when an alien\nWants\n\na land of hope and cheer\n\nAnd a future for his children,\nHe comes out and settles here.\nHere’s the glorious land of freedom,\nHere’s the milk-and-honey goal\nFor the peasant out of Russia,\nFor the long subjected Pole.\nIt is here the sons of Italy\nAnd the men of Austria turn\nFor the comfort\n\nof their bodies\n\nAnd the wages they can earn.\nAnd with all that men complain of\nAnd with all that goes amiss,\nThere’s no happier, better nation\nOn the world’s broad face than\n\nWhen\n\nI listen to the wails of discontent\n\nthis.\n\nas some\n\ncommunist\n\nagitator\n\nspreads his evil sentiments, I think that these enemies\n\nof freedom\n\nwho\n\nspreading\nfrom\n\nsin and shame\n\nwhence\n\npoor, who\nARE\n\nin this glorious land of freedom\n\nthey came.\n\nare\n\nshould go back\n\nI hold that it is the duty of every man,\n\nrich or\n\nenjoys this country’s blessings, to be all American.\n\nWE\n\nHONORABLE\n\nGOING\n\nELBERT\n\nTO\n\nD. THOMAS,\n\nCOMMITTEE\n\nON\n\nEDUCATION\n\nMEMBER\n\nOF\n\nTHE\n\nIt is not a mere\n\nLOSE OUR\nLIBERTIES?\n\nLA\n\nSENATOR\n\nAND\n\nFOLLETTE\n\ncoincidence\n\nLABOR,\n\nHERITAGE\n\nFROM\n\nUTAH,\n\nUNITED\n\nCOMMITTEE\n\nCIVIL\n\nCHAIRMAN\n\nSTATES\nON\n\nOF\n\nCIVIL\n\nSENATE;\n\nOF\n\nTHE\n\nAND\n\nLIBERTIES\n\nthat brings me, one of the Committee\n\nthat\n\nfor the past three years has carried on the civil liberties investigations, to\ntalk for the first time on this subject to the teachers of our country.\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nI like to hold that the American\nfor the purpose\n\nAssociation\n\ngovernment\n\nof giving liberty to the world\n\nwas\n\nestablished primarily\n\nand perpetuating\n\non earth a\n\nsystem of government which will allow a development of the individual\ncitizen in the fullest in those characteristics that will make of him in every\nsense a free man.\ndeductions.\nthe realm\n\nDo\n\nI shall attempt\nnot think from\n\nto be philosophical and analytical in my\nthat statement\n\nI am\n\ngoing to remain\n\nof cold logic. Logic is an artificiality set up to defend\n\nproposition.\n\nWhile\n\nregard to man\n\nthe American\n\na given\n\naccepts certain premises in\n\nand his nature, never once has the defense of those premises\n\nbeen left to the realm\nof government\nobjectives.\n\ngovernment\n\nin\n\nof logic. They\n\ndeliberately and\n\nThe\n\nare guaranteed\n\nsuccess and\n\nare now\n\ndefinitely planned\n\nthe perpetuation\n\nin the plan rest upon\n\ntraining, and ability of the American\nputs its faith in its continuation\n\nincorporated\n\nin a scheme\n\nto accomplish\n\ncertain\n\nof these objectives as they\n\na faith in the patriotism, loyalty,\nteacher, for the American\n\nin the good judgment\n\nRepublic\n\nof a trained citizenry.\n\nThe educational development of that citizenry is left to the school, the\nchurch, and the home. The church furnishes the bond which links the\ncitizen to things that were\ninto life by making\n\nand things that will be, thus putting purpose\n\nit part of a greater\n\nscheme.\n\nThe\n\nhome\n\ndeals with\n\n“oughts” and “shoulds,” aiding to make each person’s life not only in ac¬\ncord with our nation’s mores but also in accord with the morals and char¬\nacter of our\n\nnation’s paragons.\n\nThe\n\n“are’s,” that our citizen’s life may\nThe\n\nteaches the “is’s” and\n\nbe based upon\n\ncitizen’s training, thus, in a way\n\ntions, as our government’s\n\nschool\ncomes\n\nfrom\n\nthe\n\ntruth, fact, and science.\nthree coordinate\n\nauthority is vested in three coordinate\n\ninstitu¬\n\nbranches.\n\nThe citizen’s training, like his government’s activities, functions best when\nthe three are complementary and contribute to a unity rather than func¬\ntion in three separate grooves or in antagonistic conflict.\nSince upon\ngovernment\nI should\n\nthe teacher rests the responsibility of teaching the facts of\n\nand\n\ncome\n\nthe rights and obligations of a citizen, it is proper\n\nbefore you and talk about what\n\nto do with attempting\nmind\n\nto overcome\n\nand the reason why\n\nWhat\n\nwe\n\nis a civil liberty?\n\nindividual.\n\nThe\n\nteach our Constitution.\n\ntake our tasks so seriously.\nIt is a right which\n\nright, they do not seem\n\nstudy them\n\nBut\n\nto amount\n\nthe state guarantees\n\nof are listed\n\nand teach them when\n\nyou study and\n\nlegal concept\n\nto much\n\nor an\n\nactual legal\n\nto the average\n\nAmerican\n\nenjoyed these rights and liberties. The\n\ncitizen generally, as a result of these rights, is free to come\n\ngo, to buy and sell, to own\n\nand to dispose, to think, worship,\n\nloyalties are multiple and they reflect the complex\nMan,\n\nnature\n\nand\n\nand write\n\nas he sees fit; he is free to join or not join a given organization.\nhis being.\n\nan\n\nare ordinarily thought\n\nas a mere\n\ncitizen because he has unconsciously\nAmerican\n\nhave had\n\ncertain ills within our country have in\n\ncivil liberties which\n\nin our bill of rights. You\n\nthose of us who\n\nthat\n\nHis\n\nof his life and\n\nand therefore the citizen, is not just a single thing; he\n\nis many\n\nthings. He\n\nis a citizen of his nation, a citizen of his state, a\n\nmember\n\nof his church, a member\n\nof his lodge ; he belongs to a political\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nparty, to half a dozen\nis an owner\n\n69\n\nSessions\n\nfraternities, he is an officer in a corporation, or he\n\nof a business. He\n\nis a father, a son, and a brother — all at the\n\nsame time. If he is hampered in any one of these activities or relation¬\nships, he is not a full man in the sense that the American government\nexpects its citizens to be.\nWe\n\nfind no eloquent defense\n\nfor democracy\n\nof the thinkers of our time. Jefferson comes\n\nas such put forth by any\n\ncloser than anyone\n\nhad faith that his four great freedoms — the freedom\n\nelse. He\n\nof property, of mind,\n\nof soul, and of body — would not produce complete anarchy\nindividual restraint and because he accepted the fundamental\n\nbecause of\nthesis that\n\nthe nature of man was good. The marvel of history is that our experi¬\nment has worked as well as it has. So well has it worked that we can\nsay that the theories on which\nto the welfare\nenlargement\n\nof human\n\nbeings the world\n\nof the standard\n\nlife itself to millions more.\nremarkable\n\nour American\n\nsystem\nover\n\nrests have contributed\n\nand\n\nhave\n\nresulted in an\n\nof life for millions, and\n\nthe enlargement\n\nCan\n\nso little? It is so\n\nthat it must be viewed\n\nso much\n\nrest upon\n\nas the outstanding\n\nof\n\nmiracle of social evolu¬\n\ntion. Take away from the American government the civil liberties guar¬\nanteed its citizens, and we destroy the greatest blessings ever given to men\nin the history of all time. Can any task be more important to a congres¬\nsional committee than that of preserving the essence of American liberty?\nLiberty under\n\nour Constitution\n\nhas a definite American\n\nmeaning.\n\nIn\n\nthe old Oriental philosophies the value of the individual\n\nin the sense that\n\nhe had rights was\n\nfor a life without\n\nnever conceived.\n\nHe\n\nhad a hankering\n\nrestraint, and one of the poets gave us this great gem\nand hundreds\n\nof freedom\n\nhundreds\n\nof years ago :\nWork, work, from the rising sun\nTill sunset comes and the day is done.\nO plough the sod,\nAnd harrow the clod,\n\nBut no one saw\n\nAnd\n\nmeat\n\nand\n\ndrink\n\nboth come\n\nAh!\n\nwhat\n\ncare I for the powers\n\nthe point that the poet made\n\nto me,\nthat be.\n\na free soul but always inter¬\n\npreted the poem to reflect the husbandman’s position as a slave to his work.\nRegardless of any philosophy or of any theory, man, being a human\nindividual, can have no liberty if his actions are prescribed by ill health, a\nbroken\nThe\n\nbody, by poverty, or by any other physical or economic\n\nright to buy and sell is worth\n\nnothing to buy with. Freedom\nmust,\n\nnothing if there is nothing to sell and\n\nto go and come\n\nno place to go. Liberty is a matter\n\nhindrance.\n\nmeans\n\nnothing if you have\n\nof degree and will ever be. Government\n\ntherefore, see that there are physical, cultural, educational,\n\neconomic\nfreedom.\n\nopportunities\n\nand\n\nfor its citizens if they are to have joy in their\n\nBut let us consider the concept of liberty as we use it under our Con¬\nstitution. What is it? In a sense it is all those rights, privileges, advantages,\nhopes, freedoms,\n\naspirations, longings, and\n\nhas determined\n\nby law\n\nto preserve\n\nrelationships that government\n\nfor the individual.\n\nIf government\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\ndenies the individual the right to assemble\n\nwith his fellows, if government\n\nfails in protecting his property, if government\n\ninsists that he subscribe to a\n\ncertain political or religious tenet, that individual\n\nis curbed\n\nin his life.\n\nHe is not the well-rounded, complex, social animal that Aristotle thought\nhim to be, to say nothing of what I have called the Jeffersonian concept of\nman whose nature is good.\nHere\n\nwe\n\nmay\n\nask, Dare\n\nwe\n\naccept the consequences\n\nliberty as it exists in the American\n\ndemocracy?\n\nOnce\n\nof the theory of\nmoney\n\nand used with liberty, as the ancients did in Lydia where\nused generally, we\nof money.\neconomic\n\nhave the troubles that follow\n\nSad as that fact is we\ndemocracy,\n\nand\n\nwe\n\nis invented\n\nmoney\n\nin the wake\n\nwas\n\nof the use\n\ncan have no political democracy\n\ncan have\n\nno\n\neconomic\n\nfirst\n\nwithout\n\ndemocracy\n\nwithout\n\nmoney. If we are going to accept the theory of the freedom of the indi¬\nvidual we must accept the consequences of that freedom. If man is to\nbe free to own he must be free to own even an automobile. Grant him an\nautomobile and the freedom to go and come and there may be dire conse¬\nquences. But with a little knowledge of the physical fact that two bodies\ncannot\n\noccupy\n\nThere\n\nthe same\n\nspace at the same\n\nare three great consequences\n\ntime, much\n\nof the danger is gone.\n\nof democracy:\n\n(a) Democracy\n\nis\n\nweak; it hangs on the thin thread of common consent, (b) The govern¬\nment in a democracy will always be against itself, (c) In a democracy\nwhere\n\nliberty is its aim the individual\n\nway.\n\n(d) Putting our finger on the ultimate\n\ndemocracy\n\ncitizen will seldom\n\nis indeed a hard task. The\n\nhave\n\nhis own\n\nauthority in the American\n\npreamble\n\nto our Constitution\n\nstarts\n\nwith the words: “We, the people” and our textbooks tell us we have\npopular sovereignty in America. Our great Chief Justice at the 1 50th\nbirthday of our Congress\ngenerally get.” But\nabsurdity.\nDare\nman\n\nwe\n\n130,000,000\n\nof teaching?\n\nwith his grandchildren\nhim\n\nHe\n\nwhat\n\nthe people really want,\n\npeople getting what\n\nrisk the consequences\n\nteach a doctrine that may\n\nfreedom\nfound\n\nsaid, “And\n\nthey\n\neach wants\n\nof our four freedoms?\n\nWill\n\nis an\n\nnot some\n\nactually destroy this liberty if we\n\nmay.\n\nOne\n\nin the White\n\nday while Jefferson was\n\nHouse\n\non the floor, his grandchildren\n\nallow\nplaying\n\na visitor called on him\n\nand\n\nriding on his back. That\n\ndid\n\nnot astonish the visitor, for all great men enjoy playing with their grand¬\nchildren. But on the table were pamphlets bearing untruths, pamphlets\nwhich\n\nattacked\n\nJefferson unmercifully.\n\nand he asked Jefferson, “Do\n\n5rour house?”\n\nyou\n\nThen\n\nwas\n\nthe visitor surprised,\n\nallow these terrible things to come\n\ninto\n\nJefferson said, “Yes, I not only allow them to come but I\n\nread them when they do come.”\nThe American system of trial and error and freedom\nprove itself to make\n\na much\n\nmore\n\nof expression will\n\nstable society in the long run\n\nthan a\n\nsystem where only those things are taught which the teachers have as¬\nsumed are for the good of those taught. You cannot preserve a democracy,\nyou cannot\n\npreserve freedom\n\npress, and freedom\n\nof speech, freedom\n\nof worship, freedom\n\nof the person by force because the instrument\n\nof the\n\nof preser-\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\nvation there actually becomes the instrument of destruction. While the\nconsequences of political liberty and freedom carry with them the elements\nof their own destruction, they cannot be preserved by being denied.\nBut if there are in freedom and liberty the elements which will destroy\nboth freedom and liberty, there are also in them the elements of their own\nperpetuation. That man can commit suicide does not mean that all men\ndo commit suicide. Here again we must respect degree, or I shall find\nmyself a victim of my own deductions.\nSome of you are asking, “But why should the Civil Liberties Committee\nspend so much time on a study of industrial and labor abuses?” It is, of\ncourse, true that a study of society anywhere results in the study of all\nsorts of abuses, but something was occurring in our American industrial\nlife which had all the seeds of the destruction of American fundamental\nrights. In the first place, the federal government passed a given law.\nThat law was challenged as being unconstitutional by great lawyers. To\nchallenge an act of government is one of the people’s rights. We had no\ncriticism of the fact that men wanted to test this law in the courts, but\ncertain of these lawyers actually advised their clients that they need not\nobey the law because the lawyers deemed the law unconstitutional. The\nlawyers thereby, in a sense, took over a prerogative which we have recog¬\nnized as belonging to the Supreme Court of the United States. Even that\nwould not have been particularly bad under the American legal process\nbut some industrialists attempted to overcome what they considered a\nnatural resultant of the law by attempting to destroy certain rights in indi¬\nviduals that were part of their rights as citizens. The industrial spy was\nemployed and was used to such an extent that men lost faith in one another.\nSociety itself cannot exist without trust. No social or economic activity is\npossible. Fear takes the place of faith in the ordinary activities of man.\nWhen public police officers were hired, as they were, to do a given job\nfor one part of the public against another part, they ceased to be public\nofficers and became representatives not of the public, which is the arbiter\nfor the disputing parts in the body politic, but actually partisans of one side.\nWhen arms and gas were used for industrial purposes, we had the elements\nof a civil war. When spy hookers and missionaries were used to create\ndisturbances, their employers turned loose upon society the seeds of riot\nand civil disturbance. Thus, it was not in any vindictive spirit to punish\nor to crush that these investigations were carried on. In spite of the\ncriticism we have received, our purposes were not to punish but to correct.\nAnd as time goes on, corrected industry will be just as happy over the\nreforms as society itself will be.\nThe result of our investigations into wrongdoing is constructive legisla¬\ntion. I firmly believe that civil rights cannot be maintained in our nation\nunless those who have the power to destroy one of those rights in a citizen\nshall desist and restrain themselves from destroying it. While I know that\nwfe have created a feeling on the part of thousands of American citizens\nthat our Congress is interested in preserving the rights of the weak, the\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\ndowntrodden,\n\nand\n\nreceived from\n\nthese years of hard work\n\nAssociation\n\nthe oppressed, the satisfaction which\n\nas a result of that work\n\nis the satisfaction of knowing\n\nthere is presented to the Congress,\n\nfor the benefit of the people of the United\nwhich\n\nI as a legislator\n\nwill, I firmly believe, prevent\n\nand therefore\n\nStates, constructive\n\na repetition of some\n\nthat\n\nlegislation\n\nof the abuses,\n\nkillings, and sufferings, but mainly the stifling of the personal liberties of\nmany of our people in the past.\nIf on the shoulders of the teachers of our land rests the responsibility of\npreserving our republic, as teachers will you not grant to Senator LaFollette,\nour associates, and myself, after you have examined our thirty-four volumes\nof research and investigation, the compliment which all students like to\nreceive, “That\n\nwhich\n\nyou\n\nhave\n\ndone\n\nyou\n\nhave\n\ndone\n\nafter painstaking\n\nresearch of the highest order. ” I will say of the work of my associates what\nmany a scholar who has studied this work has already said, that the reports\npreserve\n\nthe best characteristics of American\n\nscholarship. Can\n\nI not say,\n\nas one teacher to another, that this investigation, its reports, and the pro¬\njected legislation reflect the methods which scholars call good ? The scien¬\ntific method calls for action and deduction only after investigation. This\nmethod\n\nwe have followed.\n\nMay\n\nFOURTH\nESTIMATES\n\nWILLARD\n\nOF\n\ngood result from\n\nGENERAL\n\nWEST\n\nLothrop\n\nMotley,\n\neminent\n\n“I venerate Abraham\n\nLincoln\n\nAmerican\n\ndemocracy.”\n\nBancroft,\n\nAMERICAN\n\nHIGH\n\nSCHOOL,\n\nPA.\n\nhistorian, wrote\n\n2, 1864:\n\nGeorge\n\nOF\n\nPHILADELPHIA\n\nPHILADELPHIA,\n\nJohn\n\nSESSION\n\nLINCOLN— A SON\nDEMOCRACY\n\nS. CAMPBELL,\n\nour studies!\n\nto his mother\n\nAugust\n\nexactly as the true, honest type of\nin his memorial\n\naddress\n\nbefore\n\nCongress, said: “Lincoln took to heart the eternal truths of liberty, obeyed\nthem as the commands of providence, and accepted the human race as the\njudge of his fidelity.”\nHenri Matan, French historian, said: “Lincoln will stand out in the\ntraditions of his country and of the world as an incarnation of the people\nand of modern democracy itself.”\nOn June 3, 1903, Theodore Roosevelt,\n\nthen President\n\nof the LTnited\n\nStates, declared: “Great tho we regard Abraham Lincoln, the future will\nput him on an even higher pinnacle than we have put him. In all history\nI do not think there will be found\nenduringly\n\nan orator whose\n\nspeeches will last as\n\nas certain of the speeches of Lincoln, and\n\nin all history, with\n\nthe sole exception of the man\nthere will be found\n\nwho\n\nfounded\n\nanother statesman\n\nthis republic, I do not believe\n\nat once so great and so single-hearted\n\nin his devotion to the weal of his people. We cannot too highly honor him.”\nTo quote William Howard Taft: “One cannot read of Abraham Lin¬\ncoln without loving him; one cannot study his efforts, his conscientious\n\n"}
{"page": 77, "printed_page": null, "text": "73\nGeneral\n\nwork,\n\nhis heroism,\n\ncalumny\n\nunder\n\nSessions\n\nhis patriotism, and\n\nwhich\n\nthe burden\n\nof bitter attack and\n\nhe suffered, and think of the place he now\n\nin the history of this country,\n\nwithout\n\nstirring and intense character.”\nOn July 3, 1938, President Franklin\n\na moral\n\noccupies\n\ninspiration of the most\n\nD. Roosevelt, at the unveiling of\n\nthe Peace Monument at Gettysburg, said : “The fullness of the stature\nof Lincoln’s nature and the fundamental conflicts which events forced\nupon his administration invite us ever to turn to him for help. He was\nCommander-in-Chief\n\nin this battle. He\n\nwanted,\n\nabove\n\nCommander-in-Chief of the new peace.”\nMay our love for Lincoln, great son of democracy,\nfor which\n\nhe stood be deepened\n\nof his, words\n\ntonight as we\n\nwoman,\n\nor child thruout\n\nand\n\nfor the ideals\n\nrapidly recall immortal\n\nthat, coupled with his deeds, may\n\nindividual man,\n\nall things, to be\n\nwords\n\nwell mightily inspire every\n\nthis wide, wide\n\nworld.\n\nHis first political speech: “Fellow citizens, I presume you all know who\nI am. I am humble Abraham Lincoln. I have been solicited by my friends\nto become\n\na candidate\n\nlike the old woman’s\n\nfor the legislature. My\n\npolitics are short and sweet,\n\ndance.\n\n“I am in favor of a national bank. I am in favor of the internal improve¬\nment system and a high protective tariff. These are my sentiments and\npolitical principles. If elected, I shall be thankful;\n\nif not, it will be all\n\nthe same.”\nIn a law lecture he said: “Let any young man choosing the law for a\ncalling yield not to the popular belief that lawyers are necessarily dishonest.\nResolve\n\nto be honest at all events, and if in your own\n\nbe an honest lawyer, resolve to be honest without\n\njudgment\n\nyou cannot\n\nbeing a lawyer. Choose\n\nsome other profession rather than one in the choosing\nin advance consent to be a knave.\n\nof which\n\nyou do\n\n“Discourage litigation, persuade your neighbors to compromise when¬\never possible. Point out to them how the nominal winner is often a real\nloser in fees, expenses\n\nand\n\nhas a superior opportunity\n\nwaste\n\nof time. As\n\na peacemaker,\n\nthe lawyer\n\nof being a good man.\n\n“Never stir up litigation. A worse man can scarcely be found than one\nwho does this. Who could be more nearly a fiend than he who habitually\noverhauls\n\nthe register of deeds in search of defects of titles whereon\n\nup strife and put money\n\nin his pocket? A moral\n\nto stir\n\ntone ought to be infused\n\ninto the profession which would drive such men out of it.”\nLincoln may well be an inspiration in matters of temperance.\n\nHe\n\nsaid\n\nwhen' a young man: “Whether or not the world would be vastly benefited\nby a total and final banishment from it of all intoxicating drinks seems to\nme not now an open question. Three-fourths of mankind acknowledge\nthe affirmative with their tongues, and I think all the rest acknowledge\nit in their hearts.”\nWe who are in the teaching profession may\nwords\nwork\n\nof Lincoln:\nwhich\n\nwe\n\nwell be inspired by these\n\n“I can only say that education\n\nas a people can be engaged\n\nin.”\n\nis the most\n\nimportant\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nIn reply to Douglas,\nit, of self-government\n\nwho\n\nEducation\n\nAssociation\n\nhad pleaded for the sacred right, as he called\n\nfor Kansas\n\nand\n\nNebraska,\n\neven\n\ntho it violated the\n\nMissouri Compromise, Lincoln said: “The doctrine of self-government is\nright, absolutely and eternally right, but it has no just application as here\nattempted,\n\nor perhaps I should\n\nor not depends\n\nupon\n\nwhether\n\nrather say whether\n\nit has such application\n\na negro is not or is a man.\n\nIf the negro is\n\nnot a man, then he who is a man may, as a mere matter of self-government,\ndo with him just as he pleases. But if the negro is a man, is it not to that\nextent a total destruction of the doctrine of self-government\ntoo, shall not govern himself ?\n“When the white man\nwhen he governs himself\n\nto say that he,\n\ngoverns himself, that is self-government, but\nand also governs another man, that is more\n\nthan self-government; that is despotism. If the negro is a man, why, then,\nmy ancient faith teaches me that all men are created equal, and that there\ncan be no moral right in connection with one man’s\nanother. No man is good enough to govern another\nother’s consent. This\n\nmaking a slave of\nman without that\n\nis the leading principle, the sheet anchor\n\nof our\n\nAmerican republicanism.”\nIn 1858 he said: “I know\nand slavery. I see the storm\n\nthere is a God and that He hates injustice\ncoming, and I know His hand is in it. If\n\nHe\n\nfor me, I think I am\n\nhas a place and\n\na work\n\nready. I am\n\nnothing,\n\nbut truth is everything.\n“I have told them\n\nthat a house divided against itself cannot\n\nstand, and\n\nthey will find it so. Douglas doesn’t care whether slavery is voted up or\nvoted down, but God cares, and humanity cares, and I care, and with His\nhelp I cannot fail.”\nIn Philadelphia, on the night of February\n\n21, in response to the mayor,\n\nhe spoke of the teachings of the Declaration\n\nof Independence\n\nand the Con¬\n\nstitution of the Lnited States. He said: “May my right arm forget its\ncunning and my tongue cleave to the roof of my mouth if I ever prove\nfalse to those teachings.”\nLincoln’s speech at Gettysburg, November 19, 1863, it seems\nthe grandest speech ever uttered by mortal man.\n\nto me, is\n\nLincoln’s sense of humor was for him a saving grace. Lincoln loved the\nsoldiers, paying special attention to the extra tall ones. One day, review¬\ning the troops, he stood before a man who was six feet, seven inches tall.\nHe\n\nstood for some\n\nand\n\nfrom\n\nbetween\n\ntime looking up at his head, and then down\n\nhis feet to his head\n\nas if contemplating\n\nat his feet,\n\nthe immense\n\nthe two, then stepped up to the soldier, warmly\n\ndistance\n\ngrasped his hand,\n\nand said: “Comrade, does your head know when your feet get cold?”\nA visitor once asked him how many men the Rebels had in the army.\n“Twelve hundred thousand, according to the best authorities.”\n“Great heavens,” ejaculated the visitor.\n“Yes, sir, twelve hundred thousand; no doubt about it. You see, it is\nlike this: When any of my generals get whipped, they claim the enemy\noutnumbers them three or five to one, and I must believe them. Now we\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\nhave\n\nfour hundred\n\nthousand\n\nSessions\n\n75\n\nin the field, and\n\ntwelve, don’t you see?”\nOne day a delegation of hank presidents came\n\nthree times\n\nto Lincoln\n\nit was not time to give up thoughts of saving the Union.\nthis story:\n\nfour makes\n\narguing whether\n\nLincoln\n\ntold them\n\n“When I was a young man in Illinois, I boarded for a time with an\nelder of the Presbyterian Church. One night I was roused from my slum¬\nber by a loud\n\nrapping\n\nat the door, and\n\nthe elder exclaiming,\n\n‘Arise,\n\nAbraham, arise; the day of judgment has come.’ I sprang from my bed,\nran to the window, and saw stars falling in great showers. Looking back\nof them\n\nin the heavens\n\nI saw the grand old constellations, fixed and true in\n\ntheir places. Gentlemen,\nthe Union\n\nthe world\n\ndid not come\n\nto an end then, nor will\n\nnow.”\n\nJust a portion of the second inaugural: “Fondly do we hope, fervently\ndo we pray that this mighty scourge of war may speedily pass away. Yet, if\nGod wills that it continue until all the wealth piled by the bondsmen’s\ntwo hundred and fifty years of unrequited toil shall be sunk, and until\nevery drop of blood drawn\n\nwith the lash shall be paid by another\n\ndrawn\n\nwith the sword, as was said three thousand years ago, so still it must be said :\n‘The judgments\n\nof the Lord\n\nare true and\n\nrighteous altogether.’\n\n“With malice toward none, with charity for all, with firmness in the\nright, as God gives us to see the right, let us strive on to finish the work\nwe are in, to bind up the nation’s wounds, to care for him who shall have\nborne the battle, and for his widow and his orphan ; to do all which may\nachieve and cherish a just and lasting peace among\nnations.”\nEdwin\n“There\n\nStanton, looking down\nlies the most\n\nourselves and with all\n\nat the face of his dead\n\nperfect ruler of men\n\nPresident, said,\n\nwho\n\never lived.”\n\nOliver Wendell Holmes: “Our best loved, we\nEmerson : “He was a man without vices.”\nWhittier :\n\nsurrender.”\n\n“Stand in thy place and testify\nTo coming ages long,\n\nWalt\n\nWhitman\n\n“O\n\nCaptain!\n\nThe\nThe\n\nThe\n\ntruth is mightier than a lie,\n\nAnd\n\nrighteousness than wrong.”\n\nin “O\n\nCaptain!\n\nmy Captain!\n\nMy\n\nCaptain!”\n\nour fearful trip is done,\n\nship has weather’d every rack, the prize we sought is won,\nport is near, the bells I hear, the people all exulting,\n\nWhile follow eyes the steady keel, the vessel grim and daring;\nBut O heart! heart! heart!\nO\n\nthe bleeding drops of red,\nWhere on the deck my Captain\nFallen cold and dead. . .\n\nlies,\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nLowell:\n\n“Wise, steadfast in the strength of God, and true.”\nTheodore Tilton summed up his life work in eight words: “He\nthe nation and unbound the slave.”\nPhillips Brooks: “The shepherd of his people.”\nJohn Drinkwater: “The world emancipator.”\nTheodore Roosevelt: “If ever was a man who\n\nbound\n\npractically applied the\n\nteachings of our churches, it was Abraham Lincoln.”\nJohn Hay: “Lincoln is the greatest character since Christ.”\nEDUCATION\nEDWIN\nAND\n\nG. CONKLIN,\n\nWELL-KNOWN\n\nFor more\n\nFOR\n\nVICEPRESIDENT,\nPRINCETON\n\nDEMOCRACY\n\nAMERICAN\n\nUNIVERSITY\n\nPHILOSOPHICAL\n\nSCIENTIST,\n\nSOCIETY;\n\nPRINCETON,\n\nN.\n\nJ.\n\nthan fifty-five years I have been a teacher, beginning in a\n\none-room “district school” where I taught everything from the alphabet\nto algebra and was also janitor, as well as judge, jury, and executioner,\nand for nearly fifty years I have been a professor of biology in colleges\nand universities. This experience has influenced my views of human nature\nand its development, of the influences of heredity, environment, and educa¬\ntion on the development of the bodies, minds, and morals of young persons,\nand it has also caused me to re-examine the aims and methods of education\nand of democracy.\nAll development,\n\nwhether\n\nof animals or of men,\n\nconsists in progress\n\nfrom a relatively simple to a more complex condition by means of increas¬\ning differentiation. Development occurs only in response to stimuli. Ex¬\ntrinsic stimuli are found in food substances, proper temperature, moisture,\nin the surrounding environment; intrinsic stimuli are found in the constitu¬\ntional or inherited needs and satisfactions of the organism. But develop¬\nment depends also upon the appropriate response of the organism, and this\nis limited by its heredity. No combination of stimuli can cause a hen’s egg\nto develop into a duck and no amount of educational stimuli can convert\na born fool into a wise man. The possible control of development is limited\nlargely to the environmental stimuli since there is no way of changing bad\nheredity into good. Education is an internal transformation and not an\nexternal accumulation of information or experience. Only as these environ¬\nmental conditions cause internal responses and transformations are they\ntruly educative.\nAmong germinal elements of the mind are differential sensitivity , capac¬\nity of responding differently to different stimuli; organic memory, reten¬\ntion of the effects of previous stimuli; tropisms and reflexes, inherited\nmethods of response to stimuli ; instincts, chains of reflexes usually leading\nto beneficial ends; conditioned reflexes and habits, established by oft-repeated\nstimuli and responses. As development progresses, differential sensitivity\ngives rise to special senses; reflexes and tropisms to instincts and habits;\norganic memory to associative memory and the ability to learn; seeking\nsatisfaction by the process of trial and error together with associative\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\nSessions\n\n77\n\nmemory leads to intelligence; conflicting stimuli and selective responses, to\ninhibition, choice, and will ; intelligence, memory, and will, to freedom,\npurpose, and self-consciousness and all of the preceding to specific types of\nbehavior, conduct, and character.\nIn general this process is a gradual progression from the relatively simple\nto the more complex, but there are certain critical stages when it seems to\njump from a lower to a higher level. One of the most striking of these is\nthe period of birth. Another is when organic memory becomes associative\nmemory, and learning becomes possible. Another is when remembered results\nof experience or learning becomes intelligence; another when intelligence\nregarding specific things leads to generalizations and reasoning; another\nwhen intelligence and reason become factors in shaping behavior, and so\nfreedom and purpose are born. Finally the highest level of human develop¬\nment is attained when freedom and purpose, joined to social emotions, train¬\ning, and habits, shape behavior not only for personal but also for social\nsatisfactions ; thus ethics is born and man becomes a free moral agent.\nThis scientific view of the development of the body, mind, and morals of\nman is apparently in sharp contrast to the traditional view of their super¬\nnatural origin, but it is not really such. For while all these processes of\ndevelopment are according to nature there is here no explanation of nature.\nFor all science knows to the contrary, there may be in the whole of nature,\nfrom sands to stars, from germ cells to geniuses, a mental, moral, spiritual\nsubstratum in which all development occurs. This is the view of many\nscientists and philosophers as well as of great religious leaders.\nEducation is the attempt to direct development into beneficial channels\nby means of proper stimuli. All the teacher can do is to stimulate the\npupil and by the choice of appropriate stimuli seek to bring forth the\ndesired response. Such responses, oft repeated, become habits. Within the\nlimits which heredity fixes, a vast variety of responses are possible and when\nsuch responses become\nsonality.\n\nhabits, they largely determine\n\ncharacter and per¬\n\nIf the acquiring of information is the chief aim of education, it is a dismal\nfailure as measured by its lasting results. I am continually surprised when\nformer students tell me of the things which most impressed them in my\nteaching. They tell of words, deeds, ideas, and ideals which have deeply\ninfluenced them and of which I usually have no remembrance. It makes\nme think of the scriptural warning, “Every idle word that men shall speak,\nthey shall give account thereof in the day of judgment.” Evidently my\nexample has had a more lasting effect on my students than all the informa¬\ntion I labored to impart.\nWhat then are the enduring effects of education? Perhaps the only\nlasting ones are the formation of good habits of body, mind, and morals.\nIt is the paramount duty of teachers to help pupils acquire good habits\nand avoid bad ones. By proper stimuli, example, inspiration, we can help\npupils develop good habits of body — health instead of invalidism, skill\ninstead of bungling, industry instead of sloth. We can help them acquire\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\n£ood mental habits — accuracy instead of inaccuracy, zeal instead of in¬\ndifference, success instead of failure. We can stimulate them to develop good\nsocial and moral habits — sincerity instead of pretense, sympathy instead of\nhate, tolerance instead of bigotry, peace instead of war.\nfhe bearing of all this on education for democracy is not far to seek.\nDemocracy holds that every person is born with the right to live; society\nmay take it from him because he has become a danger to society. He is\nborn with the right to liberty but he may lose that right by misbehavior.\nHe is born with the right to the pursuit of happiness, but this also must be\nlimited by the needs and satisfactions of society. These rights are relative,\nnot absolute, and the differences between democracy and autocracy are in\nthe emphasis placed on these rights.\nEverywhere in a society liberty must be balanced by responsibility,\nequality by capacity, individual happiness by social welfare. But within\nthese necessary limits, ideal democracy stands for the greatest possible\nliberty, equality, and happiness of individuals in society, and it leaves the\ndetermination of these limits to the will of the majority, whereas autocracy\nleaves all such regulations to the will of a dictator.\nBut while these differences between democracy and autocracy are rela¬\ntive, they are worldwide, ages long, and oceans deep. It is only necessary\nto contrast the Bill of Rights, incorporated in the Constitution of the\nUnited States, with the theories and practices of the totalitarian states\nto appreciate these differences.\nIn this country we are often discouraged by some local and temporary in¬\nfraction of our Bill of Rights. These departures from the democratic\nsystem can be corrected by peaceful means.\nIt is profoundly disturbing to see the many evidences of the loss of social\nmorale, the pressure groups that force thru legislatures selfish programs in\nutter disregard of the general welfare; the failures of justice where lawyers\nand witnesses, juries and judges may be bought; the mob violence en¬\ngendered by the deliberate cultivation of hate of certain races and religions\nand social ideals; the gangsters and racketeers who are often beyond the\nreach of justice — these and a hundred other violations of democratic prin¬\nciples are a cause of serious concern to all thoughtful citizens.\nThe quick and easy way to remedy these evils is by way of dictatorships\nand force. But while dictatorships may for a time reduce some of these evils\nthey greatly increase others and they afford no permanent remedy.\nDemocracy is not merely a form of government but a way of life, a set of\nsocial habits, a code of ethics. It concerns not only the organization and\nfunctions of government, but also the rights and duties of industry, capital,\nand labor, possession and use of property, and the health, happiness, per¬\npetuation, education, and improvement of the general population. Most\nimportant of all are the democratic habits of the people, the balancing of\nindividual freedom by social responsibility, the control of emotions by\nintelligence, compliance with the will of the majority, and reliance on\neducation other than force to sway public opinion.\n\n"}
{"page": 83, "printed_page": null, "text": "79\nGeneral\n\nHow\n\ncan America\n\nSessions\n\nbe made safe for democracy?\n\nIs there any other way\n\nthan that of education — education in the ideals and habits of democracy,\neducation for freedom and responsibility, education for order and social\nwelfare, education for eugenics and euthenics, education for ethics and\ncharacter? This means education for discipline rather than for information.\nThe protest against disciplinary education is widespread and in some\ninstances justified. Where discipline is interpreted as punishment and dis¬\nciplinary studies and examinations are exacted in order to break the will of\nthe student, or where stupid pedagogs put the infinite variety of human\nmaterial that comes to them thru the only mill they know without regard\nto the individual capacities, needs, and satisfactions of the student, my\nsympathies are with the students. But on the other hand, if we look upon\neducation as habit-formation, certain bad habits must be overcome and other\ngood ones cultivated if education is to succeed.\nTo be fit for life in society there are certain habits of fair play, respect\nfor the rights of others, defense of one’s own rights that must be learned\non the playing field or in association with other children. There are\ncertain subjects which must be mastered by everyone who expects to take\nany vital part in society, such as reading, writing, and arithmetic. There\nare others important in the cultivation of habits of accuracy, reality, and\nrationality, such as the natural sciences. There are others that enrich\nand enlarge one’s influence and enjoyment, such as languages and literature,\nhistory, biography, and the fine arts.\nMore important than scholarly culture are the habits by which we live\nand by which we hope to perpetuate and improve the race. Habits are\nformed by repeated responses to particular stimuli and these stimuli are not\nfurnished exclusively from the study of a few chosen subjects. Sports\ncultivate in those who take an active part habits of intense effort, of team\nwork, of fair play often in striking contrast to the habits of inattention,\ndawdling, and failure acquired in some classes. Success or failure are habits\nand many students acquire more bad habits than good ones in college.\nEvery student should acquire the habit of hard work. There is no royal\nroad to learning. Happy is he who is compelled to work, thrice happy he\nwho has learned to compel himself !\nThis is education for discipline and this is also education for democracy.\nIf our democracy is to survive and prosper, it must be based on decent\ninstincts and democratic habits acquired in the course of education. It must\ncultivate and respect the individual’s liberty so far as this does not interfere\nwith the liberty of society. It must defend the rights of the common man as\noutlined in our Bill of Rights. It must resist tyranny, whether of capital\nor of labor, of economic royalists or of union dictators. Education for\ndemocracy must cultivate habits of sympathy, cooperation, and goodwill ; of\nservice and sacrifice for the common good ; of joy and pride in good work¬\nmanship. While accepting majority rule as expressed in free elections, it\nmust defend the rights of minorities to try to change majority opinion by\npeaceful methods of criticism, persuasion, and education.\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nAll these habits of democracy are acquired in the course of individual\ndevelopment; they are the products not merely of the formal education\nof the schools but the informal education that comes from the multitudinous\nexperiences of life. More\n\nimportant than any subject of study in shaping\n\nour habits and characters are the personalities that surround us. Phe per¬\nsonality of the teacher counts for more in shaping the habits of pupils\nthan any formal instruction. Almost every great man has acknow ledged his\nindebtedness to some inspiring teacher. I pon the teachers of America\nrests to a large extent the opportunity and responsibility of making America\nsafe for democracy. In the presence of the downfall of democracies thruout\nthe world it is the duty of the teachers of America to highly resolve that\n“government\n\nof the people, by the people, for the people shall not perish\nfrom the earth. \"\nTHE\n\nWILL\n\nH.\n\nHAYS,\n\nFIFTH\n\nGENERAL\n\nMOTION\n\nPICTURE\n\nPRESIDENT.\n\nMOTION\nOF\n\nSESSION\n\nIN\n\nPICTURE\n\nAMERICA,\n\nEDUCATION\n\nPRODUCERS\n\nAND\n\nDISTRIBUTORS\n\nINC.\n\nSeventeen years ago today it was my privilege to address your convention\nin Boston. It was in that year, 1922, that our association was formed. It\nwas natural then that I shared with you certain hopes which 1 cherished\nas realizable purposes of the Motion Picture Producers and Distributors\nof America.\nIn discussing with you the progress of the early years of the motion\npicture's growth, no one could foresee its subsequent weekly world audi¬\nence, now consisting of 250,000,000 people, its acquisition of voice and\ncolor; or those other technical improvements which with an increasing\nmastery of composition and design have brought the American motion\npicture international recognition as a distinctive and mature art. Nor would\nyou have then believed a commitment to the moral and artistic standards\nof our present Production Code possible of realization. Yet by increasingly\neffective self-discipline during the past seventeen years the pictures of our\nmember companies and the established American and foreign producers\nof motion pictures have been brought into conformity with the require¬\nments of our Production Code. This code requires that all pictures pro¬\nduced measure up to the accepted moral standards. It also requires that\ncrime, wrongdoing, evil, or sin shall not he made attractive ; that correct\nstandards of life shall be presented ; that law, natural or human, shall not\nbe ridiculed, or sympathy created for its violation. Neither could you then\nhave foreseen that the interest of many of your members in securing pic¬\ntures for use in their classrooms — pictures made for theaters in accordance\nwith these standards — would seventeen years after become the reason for\nthis second visit.\nThat educators and motion picture producers have certain specialized\nand mutual interests in the motion picture as a purveyor of ideas and\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n\nmotivator of activities even the layman\n\nhas come\n\n81\n\nto realize. Undertaking\n\nto explore them together to the advantage of tomorrow’s citizens will\nseem to the public, our common employer, natural and desirable.\nDuring the past seventeen years our association has steadfastly endeav¬\nored to carry out that clause in our charter which commits us to develop\nthe educational as well as the entertainment value of the motion picture.\nI should like to record and review here some of these activities. From the\nstandpoint of education they fall into two main groups: first, those looking\ntoward the production of instructional films as distinguished from enter¬\ntainment films; and, second, those looking toward the exploration of the\npedagogic value of films made for the theater. I will speak first of those\nlooking toward the development of classroom instructional films.\nFollowing the convention in 1922, the National Education Association\nappointed a committee, with Charles H. Judd as chairman, to conduct a\nstudy in cooperation with our association on the possibilities of the use of\nmotion pictures in pedagogy. The research then begun was important for\nits own results, but even more as the stimulus to the many subsequent\nstudies which ensued, and particularly for the pioneer interest of the late\nGeorge Eastman in the production of teaching films.\nIn 1928, in cooperation with the American College of Surgeons, George\nEastman, and a group of distinguished physicians, it was our privilege to\nhelp develop a series of films for instruction in surgical technic. These have\nproved singularly successful in giving to medical students everywhere first¬\nhand opportunity to observe the operating methods of the masters of their\nprofession.\nIn 1929, with the help of R. S. Woodworth of Columbia University,\nthe association organized a direct inquiry and subsequently collated the\nopinions of the leading educators of six hundred and seventy-three colleges\nand universities in the United States concerning the utility of the sound\nmotion picture for teaching. All predicted its wide usefulness. Hardly a\nsubject of the conventional school curriculum was left unmentioned as a\nfertile field for visual presentation abetted by verbal commentary.\nIn March 1932, when the National Academy of Visual Instruction\nmerged with the Department of Visual Instruction of the National Edu¬\ncation Association, the Motion Picture Producers and Distributors of\nAmerica made possible by its support a new study and summation of the\nuse of motion pictures in education. F. Dean McClusky, then head of the\nNational Academy, called this exhaustive treatise “Visual Education, Its\nValue and Its Needs.”\nTo the pictures which had been made for classroom use, the Yale\nChronicles of American History and others, were added Eastman Teaching\nFilms and Erpi Classroom Films, produced by members of our association.\nIn the former, the library which Thomas Finegan pioneered, there are\nnow 240 pedagogic films. In the Erpi Classroom Films catalog, just com¬\ning from the press, there will be listed more than 115 sound pedagogic\nfilms.\n, .\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\nWith the availability of these pedagogic films and their use in classrooms\ncame new light on their value for instruction. Specific research studies\non the merit of visual presentation, combined with oral and textbook in¬\nstruction for the purpose of determining the use of films in teaching\neffectively certain subjects in the curriculum, are both numerous and im¬\npressive. The conclusions of these studies, many of which have been assisted\nby our association, are universally favorable to the films.\nTwo conclusions seem to me important: first, that films have been used\nwith some degree of success in all branches of education and at all grade\nlevels; and second, that they have been used with outstanding success wi th\ndull and backward\n\npupils. There\n\ncan be hut one explanation — that the\n\napparent retardedness was a consequence of lack of skill in the three R’s,\nespecially reading, rather than any inherent incapacity to learn.\nDuring the decade 1922 to 1932, our joint efforts with education were\nalong the lines that I have just indicated, improving the quality and extend¬\ning the scope of classroom instructional films. This work is now well\nunder way and will be carried forward as an integral part of our future\nefforts to cooperate with education. The pedagogical film retains all the\nvirtues with which our own early optimism endowed it. 'The use of the¬\natrical motion pictures, if they prove to be of exceptional value in meet¬\ning the more recent demands on education, must supplement and not sup¬\nplant the films made with the sole objective of subjectmatter instruction.\nThe decade following the close of the World War saw important de¬\nvelopments in the field of education which indicated corresponding new\ndevelopments in the type of film that schools seemed to require. In the\nfirst place, the curriculum of the public school, and notably the high school,\nwas enormously expanded. In the second place, vocational education came\nforward with new demands for teaching films. In the third place, new\nfunctions were assumed by the school for such matters as health educa¬\ntion, safety education, and education for citizenship. These and other new\ndevelopments in education brought with them corresponding new demands\nfor teaching materials and for methods of presentation.\nAs these changes were taking place in education, the theatrical motion\npicture had also been rapidly changing. With the establishment of the\nProduction Code and with the improvement in the technical aspects of the\nmotion picture, there began to appear in the theaters pictures which seemed\nto the educators to possess great potential pedagogic value. It was in\nresponse to repeated requests from educators that some of these films he\nmade available for experimental use at school that we began our second\ngroup of educational activities — that of exploring with educators the pos¬\nsible uses of these theatrical materials.\nThe activities of our association have centered around three major proj¬\nects: first, that of the development of study guides for photoplay apprecia¬\ntion groups in high schools; second, that of excerpting certain sections of\nfeatures, first for use in connection with character education and later in\nconnection with education along the lines of human relations and social\nadjustments; and the third project has been that of exploring the educa-\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\nSessions\n\n83\n\ntional possibility of noncurrent theatrical short subjects. I shall now de¬\nscribe each of these three projects.\nBeginning five years ago the National Council of Teachers of English\nsponsored courses of study which they called photoplay appreciation. These\nteachers saw at once the educational possibilities inherent in such classics as\n“David Copperfield,” “A Tale of Two Cities,” and the dramas of Shake¬\nspeare. These courses have multiplied until today hundreds of high schools\nhave incorporated them in their regular curriculums. It is the belief of\nour educational advisers that this part of the program of cooperation should\nbe broadly extended. It is more than a hope with us that you will find the¬\naters everywhere ready to assist you. Our companies are anxious to learn\nhow the study guides and research exhibits provided as collaterals may be\nimproved, what other types of material might be valuable to you, and what\nclassics of literature, what biography, and what episodes of history you may\nwish produced.\nAnd I need not remind you that the photoplay versions have removed\nthe stigma of drudgery from the study of the classics of literature into which\nthey have breathed a new spirit of adventure. Motion picture appreciation\nmay best be taught in its natural setting, the motion picture theater.\nIn one way then the name “motion picture appreciation” incompletely\ndescribes these courses. They are rather courses in discrimination, in good\ntaste, and not of the photoplay art alone or of the literature on which it is\nbased, but discrimination in matters of conduct and custom, morals and\nethics. How important the ability to discriminate has become is apparent\nwhen you reflect that we may no longer look upon the school as the sole,\nor for that matter, the major source of knowledge.\nIn my annual report to our board of directors in March of this year, I\nmade the following observations: With the cooperation of our companies,\nthe Commission on Human Relations of the Progressive Education Asso¬\nciation has continued to produce human relations short subjects in the form\nof excerpts from existing noncurrent photoplays. On December 1, fifty-four\nof these short subjects had been adapted from thirty-seven photoplays. By\nJuly 1, 1939, the Commission expects to have completed seventy-five human\nrelations short subjects.\nThe general studies made by the Commission prior to this experiment indi¬\ncate that an American youth passing from childhood thru adolescence to\nadult development has to adapt himself to some 175 difficult human rela¬\ntions situations. Out of these 175 critical situations, it is believed that ap¬\nproximately 100 can best be approached and understood thru the film\ndiscussion method which was developed by the Commission.\nThis project is an endeavor to take into the school a preview and prac¬\ntice of life itself, a rehearsal for conduct both now and after graduation.\nI know of no other method than the hazardous and costly one of experience\nitself for developing a body of common habits and attitudes in the areas\nof morals and ethics which are so essential to the functioning of democracy.\nOur member companies have agreed to permit the Commission on\nHuman Relations to extend the use of these pictures on 16 mm. film to a\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\ngreater number of schools than we included in the original experiment.\nOur member companies have agreed to provide additional films from\nwhich the Commission will prepare excerpts to cover the human relations\nproblems that have been selected for treatment by this method.\nIn 1936, after the projects that I have just described were well under\nway, it seemed that the time was ripe to explore further the educational\nuses of noncurrent theatrical films. After consulting several educational\nleaders concerning possible next steps, I invited Mark A. May, director\nof the Institute of Human Relations of Yale University, to make a study\nand lay out a program for our future guidance. It was he who suggested\nthat an advisory committee be organized and invited its present members\nto join him in the further development of the program. The members of\nthis committee are: Mark A. May, director, Institute of Human Relations,\nYale University, chairman; Frederick H. Bair, superintendent of schools,\nBronxville, N. Y. ; Isaiah Bowman, president, Johns Hopkins Univer¬\nsity, Baltimore, Aid. ; Karl T. Compton, president, Alassachusetts Insti¬\ntute of Technology, Cambridge, Mass. ; Edmund E. Day, president, Cor¬\nnell University, Ithaca, N. Y. ; Royal B. Farnum, executive vicepresident,\nRhode Island School of Design, Providence, R. I. ; Willard E. Givens,\nexecutive secretary, National Education Association, Washington, D. C. ;\nand Jay B. Nash, professor of education, New York Universitv, New\nYork, N. Y.\nAfter giving careful consideration to the preliminary report prepared by\nMr. May, the committee recommended that it be permitted to examine the\nnoncurrent theatrical short subjects for the purpose of ascertaining the\nextent and nature of their possible uses for classroom work. Our member\ncompanies accepted this recommendation. They opened their vaults which\ncontained approximately 15,000 noncurrent short subjects. The Advisory\nCommittee appointed seven reviewing panels composed of educators who\nexamined 1254 of these theatrical short subjects which had been selected\nfor review. Of this number, the panels recommended\nable for classroom use in their present form.\n\n590 as being suit¬\n\nThe Committee submitted to the association the following recommenda¬\ntions: first, that a catalog containing descriptions and brief evaluations of\nthe pictures selected by the panels and approved by the Committee be pub¬\nlished for the information of teachers and school administrators; second,\nthat the owners of the selected pictures make them available to schools for\nan experimental period of three years under terms and conditions accept¬\nable to the schools and to the industry; third, that the process of reviewing\nnoncurrent theatrical short subjects be continued for the purpose of select¬\ning for school use additional films as they become noncurrent ; fourth, that\nthe industry provide for a detailed study and analysis of the data concerning\nthese noncurrent short subjects which were collected and turned in by the\nreviewing panels, and that further provision be made for the necessary\neducational research on the extent and nature of the possible school uses\nof this type of motion picture material.\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\nSessions\n\n85\n\nWe have complied with all these recommendations. The reviewing of\nshort subjects has been continued; an analysis has been made of the data\ncollected by the reviewing panels; the catalog has been printed. For your\nconvenience the Advisory Committee has incorporated teaching film cus¬\ntodians who supervise the distribution of the pictures, and appointed as its\ntrustees your executive secretary, Willard E. Givens; the president emeritus\nof Yale University, James R. Angell; and the secretary of our association,\nCarl E. Milliken. The pictures included in this catalog have been made\navailable on 16 mm. film for an experimental period of three years under\nthe most favorable possible terms, without any financial return to the\nowners.\nThe committees and educational groups with which we have worked\nout these plans have assured us that all of the noncurrent theatrical short\nsubjects which we have placed at their disposal will be used exclusively for\nbona fide educational purposes during school hours and that no admissions\nin any form will be charged to those who see them.\nThere are, no doubt, many limitations on the side of education. One is\nthe cost of projection equipment and the purchase or rental of an adequate\nlibrary of films. Another, I am told, is the lack of teachers trained in the\nuse of the motion picture as an educational medium. These and many\nother limiting conditions have been brought out in our various discussions\nwith educators. Previous experience warrants our faith that all these\nobstacles will be overcome as we proceed.\nIn addition to the limiting factors which are inherent in the structure\nof the motion picture business on the one hand and the organization and\nadministration of education on the other, there is another very important\nfactor which requires that cooperating arrangements between education\nand the motion picture industry must always be flexible. That is the fact\nthat both the industry and education are constantly changing.\nThere is no doubt that schools will increasingly wish to avail themselves\nof the new implements of education to meet the challenge of the modern\nworld. As these implements are further developed commercially, new\nformulas for their utilization will be required. Foresight in the commercial\ndevelopment of the motion picture here resulted in its present excellence\nas an art form and its technical superiority as a conveyor of ideas. For\nthese reasons it has become a tremendous influence in conditioning the\nthoughts of men everywhere ; for these reasons you want it to use in your\nclassrooms, particularly in those fields where it can supply vicarious ex¬\nperience — the best available substitute for actual experience.\nSuppose you were an administrator or a stockholder in a private business\nenterprise of equal significance, a business enterprise thru whose resource¬\nfulness American public education had been financed and enabled to achieve\nits present enviable status. Suppose further that this enterprise was de¬\npendent for its success on the knowledge and skill your graduates could\nbring to it, knowledge of the significance of the individual’s inalienable\nright to life, liberty, and the pursuit of happiness. Would you not want the\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\neducators of the country to meet occasionally with representatives of the\nmanagement and consider with them just what this great organization,\nAmerican business, was attempting to do, and how it could secure the\ngreatest success? Your future as well as ours depends upon our joint\nsuccess in maintaining the opportunity for the individual to follow pursuits\nof his own choosing, motivated by his anticipation of just reward for his\nprivate enterprise, limited only by such minimum restrictions as the com¬\nmon good requires; in short, in maintaining the American way of life.\n\nPRESENTATION\nOF PAST PRESIDENT’S\nCAROLINE\nS. WOODRUFF\nREUBEN\n\nT. SHAW,\n\nPRESIDENT\n\nOF\n\nTHE\n\nAWARD\n\nTO\n\nASSOCIATION\n\nMany of you are closely familiar with our bylaws, which provide that\nthe president of the Association shall become the first vicepresident. For\nseveral years there has been considerable discussion of a suitable past presi¬\ndent’s award and a suitable time to present it. It has been our conclusion\nthat the suitable time to present it was when the ex-officio character of the\npresidency also was completed, at the end, therefore, of the year in which\nthe president served as first vicepresident. It becomes my privilege tonight\nto present for the first time the past president’s award. I can add nothing\nexcept merely to report to you my own experience.\nYou have all known Caroline S. Woodruff. You have known her to\nadmire her as a president ; you have learned to love her as a personality. I\ncan only say to you that the work of her year as president was a constant\nsource of inspiration to me, and during the year she has served as first vicepresident she has been so helpful at all times, someone I could always look\nto for advice, for encouragement, and for all of that which goes to help\nmake things move as a president.\nI am sorry I cannot make it possible for each and all to see this, but I shall\nread it to you :\nCaroline\n\nSalome\n\nWoodruff,\n\nPresident, National\n\nUnited States, 1937-38.\nThis testimonial is presented\nAssociation.\nWashington,\n\nEducation\n\nAssociation\n\nin recognition of distinguished\n\nof the\n\nservice to the\n\nD. C., July 6, 1939.\nWillard E. Givens,\nExecutive Secretary.\n\nThe official seal of the Association is affixed.\nPast\n\nPresident\n\nWoodruff:\n\nThis\n\naward\n\nwill symbolize\n\nto me\n\na trust,\n\na great responsibility, a profound and solemn obligation, yes, a consecration\nthat became mine when, at Detroit, the gavel was passed on to me which\nproclaimed me as the official representative of this great Association for\nthe year 1937-38. I am receiving this at your hands with deep appreciation\nfor its significance.\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\n87\n\nSessions\n\nADDRESS\nBY THE NEW\nPRESIDENT\nOF THE\nNATIONAL\nEDUCATION\nASSOCIATION\nAMY\n\nH.\n\nHINRICHS,\n\nPRESIDENT\n\nOF\n\nTHE\n\nASSOCIATION,\n\n1939-40\n\nIt would be untrue if I should try to say that I am not happy tonight\nI feel suffused, as it were, with happiness when I realize that the privilege\nof leading the teachers of America in the coming year is to be mine. The\nrealization of your friendship and gratitude that I have friends all the\nlength and breadth of this land, I think, are the chief thoughts that have\nbeen with me in these last few days.\nH owever, there is another feeling that I have. I am almost overcome,\noverwhelmed, when I realize the terrific responsibility that I shall have in\nthis coming year, but I should not have submitted myself to the possi¬\nbility of having such a responsibility if I had not been sure you were going\nto help me bear it.\nThere is work to be done, work for the children of America and their\nteachers, and when I say teachers I mean all of us in whatever division\nof our schoolwork; there is work to be done, and we must do it. Lay\npeople, however friendly to the cause of education, are really not in a\nposition to do it.\nThe various officers, committees, commissions of this organization, and\nthe organization itself as a whole, have done much to elevate the standards\nof our profession and the conditions under which we work. We admit\nthat, like all other human beings, we want the best possible conditions\nunder which to live and work, but we are just as sincere when we say\nthat we want in the sections of the country where we perhaps do not yet\nhave them, or all of them, tenure, retirement, academic freedom, and all\nthe other conditions of the good life for teachers, because by our having\nthem the children of America are best served. The less worry there is in a\nteacher’s life, the more room for joy in accomplishing his task, which,\nputting it in simplest terms, is guiding the child in accordance with the\nbest that human culture has evolved thru the ages.\n“A child grows up but once,” said one of our leaders when the depression\nwas deepest, or at least in its beginning. It was Dorothy Canfield Fisher\nto whom\n\nthat remark is credited. “A child grows up but once,” and there¬\n\nfore it is in the years of that child’s growing that we must supply the\nconditions that will make fullest development possible. A few years later\nwe cannot educate that child in that particular phase of development\nwhich he may have missed or have lived thru inadequately. We must im¬\nprove and equalize the educational opportunities of our American children.\nI pledge myself with all the fervor I can summon to work with you for\na continuation of the great cause in which we have worked for many\nyears and whose consummation we envision, namely, federal aid for educa¬\ntion, the whole point of which is equalization of educational opportunity.\nI pledge myself to assist you in guarding what we have already accom¬\nplished in every field of our endeavor and going forward into greater\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\naccomplishment regarding all of these things — tenure, retirement, salary\nstandards, academic freedom — all of the things for which we have been\nworking. To get these things done, to hold and advance, we must have\nincreased cooperation and increased membership on the part of our col¬\nleagues back home.\nI also wish, regarding our national conventions, that some magic carpet\nor Aladdin’s lamp, or something or other of that sort, might make it pos¬\nsible for the folks who did not come to realize the inspiration of a con¬\nvention and the bigness and significance of this Association. We cannot\nafford to go home and forget it. We must talk about it, emphasize it, inter¬\npret it, and be missionaries for participation in our great national organiza¬\ntion. As you talk about it, be so vivid that you will make your nonmember\ncolleagues curious, jealous, and eager to affiliate. Be so vivid that you will\nmake your non-convention-going fellow members curious, jealous, and\neager to participate.\nI said I am happy tonight. I am, yet human emotions are always so mixed\nthat I am sad, too, as is our Louisiana delegation, in the loss by sudden\ndeath early this morning of one of our members, Miriam Cohen, a lady who\nhad been in my intimate circle of friends since our high-school days. As you\nhave also heard, we have lost Secretary Heatwole of the Virginia Educa¬\ntion Association by similar sudden passing in the night. I have counted him\namong my friends since the Minneapolis convention of 1928. I could not\nrefrain from mentioning the feeling I have as I think of the loss of those\ntwo friends. It is consoling, however, to contemplate lives well lived in the\nservice of education and to hope that we may be privileged to live similarly\nuntil our call comes.\nAgain, I thank you one and all, and I beg of you that thruout the year\nyou will, by suggestion and request and help in every way, help me to\nmake this an outstanding year in the history of our Association.\n\nMORNING\n\nASSEMBLIES\n\nTuesday, July 4\n\nBringing\n\nthe World\n\ninto the Classroom\n\nThe assembly entitled “Bringing the World into the Classroom” was\nbroadcast from the High School of Commerce Auditorium. After pre¬\nliminary remarks by Belmont Farley, publicity director of the Associa¬\ntion, Florence Hale related briefly the history of educational broadcasting\nfor the past eight years and described the purpose of the program to follow.\nThe first part consisted of a skit on aviation, “Kitty Hawk to Corrigan,”\nadapted from “Story of Aviation” in “Ideas That Came True,” a popular\nseries of schoolroom broadcasts made by the National Broadcasting Com¬\npany during the school year 1938-39. The dramatization included conver¬\nsation between pilots in Clipper ships and mechanics at their airdrome.\nWorld-renowned\n\naviators participated in the presentation. The\n\npart of the program\n\nentitled “Crisis in Czechoslovakia,”\n\nsecond\n\none of a series of\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\n89\n\nSessions\n\nprograms called “This Living World,” re-enacted critical moments follow¬\ning the World War. It was sponsored by the Columbia Broadcasting Com¬\npany under the management of Sterling Fisher.\nFollowing these broadcasts, a class in the social sciences from the Girls\nHigh School in San Francisco demonstrated its use as a supplementary\ndevice in teaching. Following this demonstration a panel, led by Belmont\nFarley, chairman, discussed the various technics of the studio and the class¬\nroom. Participants on the panel consisted of Sterling Fisher, educational\ndirector, Columbia Broadcasting System, New York, N. Y. ; Arthur Gould,\ndeputy superintendent of instruction, Los Angeles, Calif. ; Alice V. Keliher,\nassistant director, American Film Center, New York, N. Y. ; and Pauline\nWinner, coordinator of radio activities, Los Angeles, Calif.\n\nIntelligence — Its Nature\n\nand Nurture:\n\nINTELLIGENCE— ITS\n\nNATURE\n\nFRANK\n\nN.\n\nFREEMAN,\n\nDEAN,\n\nSCHOOL\n\nCALIFORNIA,\n\nThe\n\nsubject of the symposium\n\nOF\n\nA Symposium\n\nAND\n\nEDUCATION,\n\nBERKELEY,\n\nNURTURE\nUNIVERSITY\n\nOF\n\nCALIF.\n\nis important since intelligence is a vital\n\nfactor in the life of the modern world. The possibility of improving intelli¬\ngence is therefore one of the chief questions which should be determined in\nplanning a system of education. If it is possible to improve intelligence, e'very\nmeans should be taken to accomplish this end.\nThe scientific problem of whether intelligence can be improved is a puz¬\nzling one because of the apparently opposite findings and conclusions found\nby the different investigators. Part of the apparent contradiction may be due\nto a difference in definition. Obviously, if we define intelligence as mere\ncapacity for performing intelligent acts, the question is answered in the\ndefinition itself. However, if we define intelligence in functional terms as\nthe ability of the individual to adapt his behavior to the demands of the\nsituation, particularly when the situation is a new one, we leave open the\ndecision whether this ability can be improved. It is necessary then to make\nexperiments and discover whether actually intelligence can or cannot be\nimproved by education.\nEven the evidence on this point seems to be conflicting. The measure of\nintelligence which is usually employed is the intelligence test. We thus\nassume that the test is a satisfactory measure of adaptive ability. This as¬\nsumption can be accepted as roughly true altho the tests are not by any means\nentirely adequate measures of various types of adaptations.\nWhether education and other environmental conditions can bring about\na genuine alteration in an individual’s score on the test when allowance is\nmade for differences in age, investigators do not agree. The evidence from\nstudies of which I am personally acquainted indicates that large differences\nin intelligence may be ascribed to hereditary differences. This is shown\npartly by the much closer resemblance between identical twins than between\n\n"}
{"page": 94, "printed_page": null, "text": "%\n\nNational\n\nfraternal twins. On\n\nEducation\n\nAssociation\n\nthe other hand, substantial differences in intelligence\n\nmay be brought about by differences in education. This is shown by the\ngreater divergence in the intelligence of identical twins who have been\nbrought up apart than of those who have been reared together. It is also\nshown by the correspondence between the amount of difference in school\nand the amount of difference in intelligence which is found in identical\ntwins reared apart, the correlation being .79. Evidence then indicates that\nboth inheritance and environment are important factors in intelligence. It\nseems likely that differences in heredity bring about greater differences\namong persons of the same general culture than do those of environment,\nbut environment is substantially an important factor.\nThe implications for education are twofold. Because of the native differ¬\nences in ability between pupils it is necessary to distinguish between them\nin their programs of work, in methods of instruction, rate of progress, and\nin educational and vocational guidance. On the other hand, because educa¬\ntion influences intelligence it is the duty of the school to use methods which\nemphasize thinking and reasoning rather than merely routine forms of learn¬\ning. The understanding of human life and the ability and disposition to\nform sound judgments should be in the forefront of the aims of education.\n\nRELATIONSHIPS\nHAROLD\n.\n\nK. JONES,\n\nIN MENTAL\n\nPROFESSOR\n\nCALIFORNIA,\n\nOF\n\nDEVELOPMENT\n\nPSYCHOLOGY,\n\nBERKELEY,\n\nUNIVERSITY\n\nOF\n\nCALIF.\n\nStudies of the relationship of physical and mental characteristics have\nusually indicated a positive but quite small relation. It is well known that\nupper grade children tend to be taller and heavier than children of the\nsame age in lower grades. Various types of physical defect also show a\ngreater incidence among those who are retarded in school and among those\nof lower intelligence. When physical and mental growth rates are ex¬\namined. a slight but by no means universal tendency is found for preadoles¬\ncent children who are growing faster mentally to show faster-than-average\ngrowth in various physical indexes. It is not well established, however,\nthat the physical growth spurt characteristic of the pubertal period is ac¬\ncompanied by corresponding changes in mental development. Within the\nrange of conditions such as are found in this country, it cannot be readily\nshown that malnutrition, poor physiological status, or health factors such\nas are represented by tonsillar infection have any directly inhibiting effect\nupon mental development. There is, however, a somewhat greater tendency\nfor health handicaps of this nature to be associated with poor scholarship.\nW here superior health or superior physique are correlated with superior\nintelligence, we cannot infer that the former cause the latter. It is more\nprobable that the two aspects of development are related thru common fac¬\ntors, which act in ways that we do not as yet completely understand. These\ncommon factors may be partly biological, as where a superior organic he¬\nredity is expressed both in the brain and in other tissues. The common\nfactors may be partly environmental, as where a superior home may influence\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\nSessions\n91\n\nphysical development (thru nutrition) and also mental development (thru\nstimulation and exercise).\nEvidence as to the relationship of intelligence and the home environment\nis clear in showing higher average IQ’s for children from homes of higher\nsocio-economic status. The interpretation if this is, however, not simple ;\ntwo alternatives can be proposed: (a) parents with greater economic re¬\nsources and a superior cultural background tend to promote superior IQ’s\nin their children thru superior home training, and (b) parents in the higher\noccupational levels are themselves more intelligent. They have demon¬\nstrated this in their own lives thru what they have achieved, and they trans¬\nmit better IQ’s thru better germ plasm.\nEach of these propositions is probably in some measure correct, but after\nmany years of surveys and experimentation we still lack crucial evidence\nin the matter. The inconclusive character of the evidence is dependent\npartly upon the fact that the relative influence of hereditary and environ¬\nmental factors upon individual differences is not a fixed ratio but may vary\nwidely in different populations according to the level and variability of the\nvarious factors involved.\nIn conclusion, a summary was given of several studies at the Institute\nof Child Welfare on the course of mental growth of children from two\nto ten years of age. Growth curves were found to show relatively little\nstability before the age of four years, but the constancy of the IQ and the\npower to predict later IQ’s increases markedly thereafter. It was not pos¬\nsible to isolate specific educational factors which could be shown to be\nrelated to upward trends in mental development; thus, a study of several\ngroups of nursery school children, compared with controls who did not\nattend nursery school but who participated in a similar test program, re¬\nvealed no differences between the groups which could be attributed to this\nfactor.\n\nProblems\n\nof Presentday\n\nYouth\n\nVOCATIONAL\nGUIDANCE\nAND VOCATIONAL\nEDUCA¬\nTION FOR YOUTH\nIN THE SAN FRANCISCO\nBAY AREA\nR.\n\nE. RUTLEDGE,\n\nDIRECTOR,\n\nOAKLAND\n\nOAKLAND,\n\nVOCATIONAL\n\nSCHOOLS,\n\nCALIF.\n\nMany agencies contribute to the solution of the youth problem in this\narea. High schools and junior colleges provide a haven for unemployed\nyouth but have little articulation with vocational life. Post-high-school\ntraining in special vocational schools offers a flexible program leading to an\neasy transition from school to work. Extension training cares for the de¬\nmands of those trying for promotion. College offerings are rich and acces¬\nsible. Ample funds are available for a universal system of education. No\none knows what formal education, if any, should be offered youth who will\nenter manual labor and factory type jobs.\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nThe WPA\n\nEducation\n\nAssociation\n\nhas provided some jobs but for youth has delayed entrance to\n\nprivate employment by paying wages suitable to highly qualified, experi¬\nenced workers. The CCC spends three times as much per trainee as a good\nvocational school and yet trains chiefly for manual labor. It is probably\njustified for its work accomplishment and morale building but not for its\nvocational education program. The NYA has been of inestimable value\nand should be more liberally supported. Its cost per youth is less than onefourth of that of the CCC. Fine as public recreation is, it is no answer\nto the problem of those who need work. The need of youth is work, and\nplay facilities are a mockery when unemployment is so prevalent.\nBusiness in the San Francisco Bay area is annually solving more youth\nproblems than all other agencies combined. Each year it absorbs thousands\nof youths and, thru well-staffed personnel offices, directs the in-service\ntraining of its enrollees. Training supervisors are found in many firms.\nOrganized labor, too, comes to our vocational schools; it, also, is business.\nIn those fields where labor is organized, the schools bring together labor and\nemployer representatives and, jointly, the three plan the vocational train¬\ning program. Where the union is as yet too immature, or too much engaged\nin organizational problems to sponsor the vocational program, the public\nschools decline to offer training.\nYOUTH\nFLOYD\n\nW.\n\nREEVES,\n\nIN\n\nA\n\nCHAIRMAN,\nEDUCATION,\n\nCHANGING\n\nWORLD\n\nPRESIDENT’S ADVISORY\nWASHINGTON,\nD. C.\n\nCOMMITTEE\n\nON\n\nIn discussing these problems I am presenting my personal views and not\nspeaking either for the President’s Advisory Committee\nfor the American Youth Commission.\nYouth\n\nemployment\n\nand\n\non Education\n\nunemployment — It has only slowly come\n\nor\n\nto be\n\nrealized that there is a special problem of youth unemployment. Unem¬\nployed young people are usually not segregated in the general statistics of\nunemployment. Definite proof was furnished by the 1937 census of unem¬\nployment. That census happened to be taken almost at the peak of business\nactivity following the worst years of the depression, but it found almost\n11,000,000 workers who were wholly unemployed except for emergency\nwork. Of the 11,000,000, almost 4,000,000 were between the ages of fifteen\nand twenty-four, inclusive. The unemployment rate was over 40 percent\nfor the group of available workers between fifteen and twenty years of\nage, altho under 20 percent for every age group above twenty-five. No age\ngroup, even that comprising adults over sixty-five, is more difficult to place,\naccording to the records of the United States Employment Service.\nMany forces have been at work to increase the enrolment of youth in\nschool. Probably the most powerful has been the changing character of the\neconomic life of the country. The occupations which were and are easiest\nto enter at an early age, such as farming, have declined in relative im¬\nportance. An increasing share of all employment is controlled by large\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\n93\n\nSessions\n\nindustrial and commercial organizations. For many years large industry\nhas become progressively less willing to employ inexperienced young people\nbelow the age of eighteen or twenty.\nUntil about 1930, the trend toward reduced employment of youth\nin industry was counterbalanced by the enrolment of more youth in the\nschools. With the drastic reduction in employment which has taken place\nsince 1930, the schools have been compelled to accept several million addi¬\ntional pupils who in previous years would not have continued in school.\nIn spite of these increased enrolments, we have had a piling up of unem¬\nployed out-of-school youth.\nFour groups\n\nnow\n\nof youth — For convenience\n\nprevails, we\n\nin discussing the situation which\n\nmay distinguish four groups of youth, two\n\nof them\n\nin\n\nschool and two out of school. The first in-school group consists of the youth\nwho appear to be gaining some profit from formal instruction. The second\nin-school group consists of the youth who lack interest or aptitude for the\nschool program, particularly so far as formal instruction is concerned.\nThe first out-of-school group consists of the youth who are partially or\nwholly unemployed, or are employed in the CCC, NYA, WPA, or other\nemergency work programs. The second out-of-school group consists of the\nyouth who have full-time employment or other normal occupations.\nEmployed youth have many problems and needs. Some of the jobs are\nprecarious. The younger employed youth especially are likely to slip back\nat any time into the unemployed group. Some of the jobs even tho full\ntime do not pay an adult wage, which may be defined for present purposes\nas a wage high enough to permit self-maintenance, marriage, and the estab¬\nlishment of a home away from the parental roof. Almost all of the em¬\nployed youth need further training if they are to advance.\nThe in-school youth who appear to be profiting from their academic\nschool activities also have many problems and needs. The school program\nmay be much too narrow to give the breadth of training needed under\nmodern conditions. The content of the courses of study, the methods of\ninstruction, and the entire curriculum may be archaic. The provision for\nschool health and recreational services may be inadequate. The services of\nguidance and counseling are almost certain to be inadequate. But for the\ntime being, the successful in-school 5^outh are being cared for by a going\nsocial institution. The most acute problems are presented by the other two\ngroups, the unsuccessful in-school youth and the unemployed\n\nout-of-school\n\nyouth.\nOn the other hand we have the even larger group of unemployed youth\nwho have left school. Possibly half of these youth have withdrawn without\nhaving completed even the eighth grade, some of them have dropped out\nfor purely economic reasons, some because schools, particularly high schools,\nwere not accessible to them, others because they failed to find interest or\nbenefit in the courses of study which were made available to them, and at\nleast a few because they rebelled completely at the whole attitude and\natmosphere of the school as they experienced it.\n\n"}
{"page": 98, "printed_page": null, "text": "National\n\n94\n\nA nonschool\n\nEducation\n\nAssociation\n\nyouth supervisory agency — Some\n\nyears ago a committee\n\nof\n\nthe National Association of Secondary-School Principals, under the chair¬\nmanship of Thomas L. Briggs, gave extensive consideration to the problem\nof the youth who stay on in school even tho the present type of high school\nis not well adapted to their needs. The Committee in its report, Issues of the\nSecondary\n\nEducation,\n\nstressed the desirability of adapting the schools to the\n\npupils.\nThe Committee\n\nalso had in mind the problem of the boys and girls who\nhave not completed even the elementary grades. In the end the Committee\ncame to the conclusion that “the conservation of youth can no longer be\nleft to random effort or to individual initiative. . . . And the fact that the\nschools cannot undertake the necessary conservation without seriously im¬\npairing their educational efficiency leaves no wise course open but to estab¬\nlish some separate organization specially entrusted with the task.” In other\nwords, it was to be a general social welfare agency for youth, distinct from\nbut supplementary to the school.\nReport\n\non secondary\n\neducation\n\nby Harl\n\nR. Douglass — About\n\nthe time\n\nthe Briggs Committee was completing its report, the American Youth Com¬\nmission was organized and began its work. It commissioned Harl R.\nDouglass, then at the University of Minnesota, to prepare recommenda¬\ntions concerning secondary education. In his report to the Commission,\npublished in 1937, he pointed out that it is not certain that we can develop\na full-time school program that would interest the type of boy or girl who\ndoes not now continue in school beyond the age of sixteen. He proposed\nthat instead of seeking universal full-time school attendance to the age of\neighteen, we should promote full-time attendance until the age of sixteen\nand half-time attendance until twenty or twenty-one.\nIf this proposal were adopted, the question would then arise as to what\nshould be done with the other half of the young person’s time. Mr. Douglass\nmade a number of proposals for experimentation but was evidently not\ncompletely convinced of the efficacy of any one of them for general adop¬\ntion. He referred to the nonschool work supervisory agency proposed by\nthe Briggs Committee as a subject worthy of further study and endorsed\nit for trial on a limited and experimental basis. He appeared to be most\nfavorable to a plan of work and study based on the cooperation of private\nemployers with the schools, as far as such cooperation could be secured.\nThe cooperative work-study\n\nplan — The\n\nso-called cooperative plan, under\n\nwhich pupils in secondary schools and higher institutions divide their time\nin equal periods between school and employment, has been used on a limited\nscale since the pioneering work of the University of Cincinnati many years\nago. Where competently administered the plan has worked well. Student\nworkers can obtain benefits from it which are exceedingly difficult to provide\nin any other way. This cooperative plan is spreading, but slowly. Most em¬\nployers find it expensive to arrange a special working schedule for the benefit\nof inexperienced young workers. The result is a tendency to cut below\nnormal wage rates, followed by difficulty in determining a fair wage rate.\n\n"}
{"page": 99, "printed_page": null, "text": "95\nGeneral\n\nCAREER\nAUBREY\n\nW.\n\nTRAINING\n\nWILLIAMS,\n\nCensus\n\nof 1930\n\nFOR\n\nAMERICAN\n\nADMINISTRATOR,\n\nTRATION,\n\nThe\n\nSessions\n\nNATIONAL\n\nWASHINGTON,\n\nshowed\n\nD.\n\nthat there were\n\nYOUTH\nYOUTH\n\nADMINIS¬\n\nC.\n\nin the United\n\nStates\n\n20,127,794 young people sixteen to twenty-four years of age. Fifty-six per¬\ncent of these twenty million youth were employed. Nineteen percent were in\nschools or colleges. This leaves 25 percent to be accounted for. Some of\nthose unaccounted for were married women at home and not seeking em¬\nployment, but the great majority were seeking employment and could not\nfind openings. It has been variously estimated that between four and five\nmillion make up the total of those not in school and unemployed.\nThis fact, that there are between 4,000,000 and 6,000,000 young people\nunemployed, out of school, and seeking employment, does not seem to be\nfully realized. Indeed, we have been acting during the last few years\nas tho the situation were purely temporary and sure to pass when the depres¬\nsion is over. As a people we have been reluctant to recognize that the con¬\ndition existed in 1930 before the depression showed its effects and that it\nhas been gradually coming on us for decades prior to 1930. An examina¬\ntion of the figures in census returns for earlier periods makes it perfectly\nclear that unemployment of young people is something that results from\nsocial and economic conditions which have apparently come to stay.\nIt would seem to be the most natural thing for any educational insti¬\ntution in which 75 percent of the pupils came from families with an\nannual income of less than $125 a month to become acutely aware of the\nproblems of young people who grow up in families living on that sum of\nmoney. It would seem to be even more likely that an institution, in which\none out of every four pupils comes from a family whose parents were unem¬\nployed, be acutely conscious of the conditions brought about by the necessity\nof living on relief or subject to the uncertainty of government-made\nor without income at all.\nThere\n\nis evidence that some\n\nof the teachers -of America\n\nwork\n\nare aware\n\nof\n\nthe new conditions and are attempting by all the means at their dis¬\nposal to face them and to reorient the schools to this new situation. Every¬\nwhere leaders in education accept the help available thru the NYA, the\n4-H Clubs, and the CCC with eagerness. But there has developed a vast\nsocial lag in which millions of our people are caught struggling des¬\nperately, pitifully, helplessly — with\nthem closed.\n\nall gates of opportunity\n\nvisible to\n\nIt may be that in order to do all that needs to be done in educating\nyoung people we must agree to an extension of the years which we are\nprepared to have a young person spend in securing his education. View¬\ning the whole situation, including the labor market, with special reference\nto the fact that persons in the middle of life’s span have and undoubtedly\nshould have first call upon all available employment, there is every good\nreason why we should extend the years devoted to instruction and the\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nsecuring of a rounded out education. Part of this extension should be\ndevoted to the development of the disciplines we ordinarily call work.\nFor while it is economically and socially undesirable that young people\nshould enter the already crowded labor market, it is extremely desirable\nthat they have the discipline which comes from manual work as well as\nfrom mental effort. A sixteen-, seventeen-, or eighteen-year-old boy should\nhave the training that comes from concentrated physical effort. It is wrong\nto allow young people to grow up without the discipline that comes from\nimposing exacting hours and tasks requiring completion.\nAnother difficulty confronting young people results from the fact that\nmodern conditions have not only curtailed employment among them and\ntheir elders but have also denied them access to money. Lack of pocket\nmoney becomes and is one of the major social factors in current so-called\nyouth problems.\nThe young people of the last seven or eight years have found themselves\nin a much tougher and more difficult situation than that which confronted\ntheir grandfathers. When their grandfathers found that they were caught\nin eastern cities and city slums with low wages, desperate labor conditions,\nand great unemployment not dissimilar from what exists now, they could\ngo out and find opportunity on the land. The grandchildren of the pio¬\nneers — young people of the present on-coming generation — cannot go out\nand find new opportunities on unoccupied land. They have to stay at home\nand take it.\nIf the schools are to be of more help to the young people in the years\nimmediately following school, then it is important that they understand\nwhat young people are experiencing after leaving school and what they\nthink of the facts they learned while in school. Four extensive studies have\nrecently been made. The Regents’ Inquiry of New York State secured\nevidence thru tests and school records on 53,091 youths who left school\neither by withdrawal or graduation during the year 1938. This Inquiry\ninterviewed about 2000 young people who were out of school and unem¬\nployed. The American Youth Commission of the American Council on\nEducation interviewed 13,528 youths in Maryland who were out of school.\nThe U. S. Office of Education has collected facts in a number of recently\nreported studies from a number of sections of the country. An elaborate\nstudy made by the NYA and WPA\nis based on 30,000 detailed work\nhistories obtained from young people in eight representative cities. All of\nthe youths interviewed had left school. What happened to these 30,000\nyoung men and women may be said to be typical of what happened to the\nwhole body of American young people leaving school during these years.\nWhat these work histories show in general is a picture of striving youth\nseeking to secure employment, not too easily discouraged, believing in and\nretaining faith in the American system of industry, but finding the\ngoing tough.\nSome facts of social import stand out: Ninety-five percent of all young\nmen and women interviewed have been in the labor market at some time\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\n97\n\nSessions\n\nsince leaving school, and 77 percent of all youth were\nat the time they were\n\ninterviewed,\n\nin the labor market\n\nand being in the labor market\n\nwas\n\nde¬\n\nfined as “actually employed or actively seeking employment.” Few of these\nyouths indicated that while they were in school they expected to encounter\ndifficulties in getting work. Few, indeed, gave any thought to actual prep¬\naration for vocations according to their statements. They believed that they\nwould be able to get jobs of some sort after leaving school and were con¬\nfident that they would be able to work up to something better in a few\nyears. These\n\nbeliefs were held not only by young\n\nmarket\n\nprior to 1933\n\nmarket\n\nin 1933 and in the years immediately\n\nThe\n\naverage\n\nbut by 83 percent\n\nyouth entered\n\npeople entering the labor\n\nof those who\n\nentered\n\nthe labor\n\nfollowing.\n\nthe labor market\n\nat eighteen years of age.\n\nThere was the all too well-known lag, an average, as the Maryland study\nshowed, of three years between leaving school and becoming adjusted to the\nlabor market.\n\nFifteen out of every hundred\n\nof the 1929 group had not been\n\nable eight years later to secure even part-time employment, while twentyseven out of every hundred of the 1933 group, four years later, that is in\n1937, had failed to find any employment.\nIn closing, I want\n\nto express my\n\nschool administrators,\nAdministration.\n\nappreciation for the fine cooperation the\n\nofficers, and teachers have given the National\n\nI want\n\nto pay superintendents,\n\nYouth\n\nprincipals, and teachers the\n\nhighest tribute I can for the high integrity and intelligent and unselfish way\nthey have administered the millions of dollars of student aid funds and work\nwithout a major defalcation. This public service rendered without cost to\nthe government — and without even so much as a written agreement — con¬\nstitutes one of the most inspiring chapters of the discharge of a public trust\nin the history of government.\n\nDISCUSSION\n\nGROUPS\n\nWednesday,\n\nCivic Education\nSOCIAL\nMRS.\n\nLAUREL\n\nKNEZEVICH,\n\nTEACHER,\n\nCANFIELD\n\nJuly 5\n\nfor a Democracy\nJUSTICE\n\nVICEPRESIDENT\nAVENUE\n\nSCHOOL,\n\nOF\n\nTHE\n\nLOS\n\nASSOCIATION;\n\nANGELES,\n\nAND\n\nCALIF.\n\nThat our capacity as a nation to produce is idling along at half speed is\naxiomatic. That millions of the people in the United States are in actual\nwant\n\nis also axiomatic.\n\nWhen\n\nthese two\n\ntheir relationship to each other we\nare ever to see the day when\nsupplying\n\nthe wants\n\nconditions\n\nshall have achieved social justice. If we\n\nour full productive\n\nof the needy, we\n\nhomely American virtue — common\nDuring our economic troubles\n\nhave been adjusted in\n\ncapacity is being used in\n\nare going to have to revert to that\n\nsense.\nextending\n\nover\n\nthe past several years,\n\ntwo schools of thought have developed, each of which\n\nwants\n\nto furnish the\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nprescription for social justice. In our own national thinking there are those\nof us who are willing to scrap our American economic system. Those\npersons believe that defects exist in our political structure and that we must\nhave a new one to cure the faults of the old. There are also those who\nstick to the status quo and insist that since we have survived\nthe iniquities of our own way of doing business thus far, no harm can\ncome from enduring them a while longer.\nstubbornly\n\nThe “have nots” among us are, for the most part, the ones most in¬\nsistent on revolutionary changes in our economic structure. Armed with\nintolerance, emotion, and muddled thinking, they are striving for what\nthey consider social justice. The other part of our divided people, those\nwho have, are tenaciously clinging to outworn customs and procedures that\nhave helped them gather unto themselves\ngoods at the expense of their fellow men.\n\nlarge portions of this world’s\n\nAs a consequence of this blind bickering, we find ourselves still far re¬\nmoved from the economic prosperity and social justice that might he ours\nif we called in common sense to chart our course. John Dewey once said,\n“Playing a piano is not merely hitting at the keys.” Finding social justice is\nnot merely arguing, wishing, or wondering; it is planning. To plan for\nsocial justice, we have a simple formula — use common\nSocial justice is of course not confined to matters\neducational\n\nsense.\nof economics.\n\nEqual\n\nopportunities for all children, the right of free speech, freedom\n\nof the press, freedom of worship, and the inalienable rights of all Ameri¬\ncans to the pursuit of life, liberty, and happiness are component parts of\nsocial justice. But while we\nmillions are unemployed\n\nare in the midst of a period in our lives when\n\nand where\n\nother millions are struggling for the\n\nbare necessities of life, it is vitally important\nproblems\n\nthat we\n\nstraighten out the\n\nof society that have to do with food, clothing, and shelter.\n\nBy only a sane, common sense program of cooperative work can we hope\nto succeed in solving the social problems with which we are confronted.\nAs teachers we\n\nhave\n\nsome\n\ninfluence in our\n\nrespective communities.\n\nWe\n\nhave the solemn responsibility of molding the minds of youth. It is pur op¬\nportunity to use common sense in our own decisions and in our influence\non others.\nSOCIAL\nMINNIEMAE\n\nJONES,\n\nACTIVITY\n\nPRESIDENT,\n\nASSOCIATION,\n\nLOCAL\n\nPUBLIC\n\nLEAVENWORTH,\n\nSCHOOL\n\nTEACHERS\n\nKANS.\n\nIf that objective of civic responsibility, social activity, could be realized,\nwe should have heaven on earth. If our democracy\nprofession must\nOur\n\ndouble its efforts in developing a spirit of humanitarianism.\n\nstudents should be taught to be interested in the welfare of one another\n\nand in the general welfare. Our\nfrom\n\nis to survive, the teaching\n\na social viewpoint\n\nseniors are very much\ngent interest shown\n\nwhich\n\nstudents must\nis achieved\n\nin group\n\ninterested in contemporary\nin a public forum\n\nbe taught to judge values\n\nconducted\n\nactivity. High-school\n\nproblems. Keen\n\nand intelli¬\n\nevery spring by the inter-\n\n"}
{"page": 103, "printed_page": null, "text": "99\nGeneral\n\nSessions\n\nnational relations class of our high school is excellent proof of the student’s\ninterest. Unemployment is a favorite topic for discussion.\nAdult\n\neducation\n\nchanging\n\nshould be given so that parents can keep abreast of our\n\nviews. European\n\nnations are ahead of ours in offering educational\n\nopportunity\n\nfor older members\n\nof social groups. The\n\nCommission\n\nreports in The\n\nUnique\n\nFunction\n\nDemocracy\n\nthat education\n\nfaces new\n\nEducational\n\nof Education\n\nPolicies\n\nin American\n\nresponsibility for the education\n\nof\n\nadults. The period of youth is prolonged by no jobs and the high tempo of\nindustry leads to the discard of men and women at or near the close of\nmiddle life.\nThe art of getting along with one another is also a popular subject for dis¬\ncussion. Students realize the need of intelligent compromise and appreciate\nthe fact that their success as well as their happiness\n\ndepends\n\nability to get along. As every teacher knows, extracurriculum\nsent a situation for training in civic attitude.\nCRITICAL\nB. C. B. TIGHE,\n\nVICEPRESIDENT\nSENIOR\n\nIn a free country\nshould\nThe\n\nbe taught\n\nAmerican\n\nviewed\n\nHIGH\n\nOF\n\nupon\n\ntheir\n\nactivities pre¬\n\nJUDGMENT\nTHE\n\nSCHOOL,\n\nASSOCIATION;\nFARGO,\n\nsuch as ours with\n\nPRINCIPAL,\n\nN. DAK.\n\nfree, dynamic\n\nthe basic principles underlying\n\nconcept of evolving government\n\nAND\n\nsane\n\ninstitutions, youth\ncritical judgment.\n\nrequires that change must be\n\ncritically but not necessarily negatively. This process of analytical\n\nand\n\nsynthetic thinking\n\nmind\n\nof youth that calls for expression not from\n\nintelligence divorced\n\ninvolves the development\n\nas completely\n\nof an awareness\n\nin the\n\nits prejudices but with an\n\nas possible from\n\ntraditional provincial\n\ninfluences of birth, breeding, and environment.\nThe\n\nvast and widespread\n\ncalls for a new\nnormally\nhuman\n\ncontemporary\n\nexistence of subversive propaganda\n\ninterpretive level of life on which\n\nfunction. This\n\nbehavior\n\nIf democracy\n\nnow\n\nlevel will be above\n\nlargely manifests\n\nis to become\n\ndirective force of a sound\n\nthe mind\n\nand reason shall\n\nthe emotive\n\nplane on which\n\nitself.\n\nincreasingly popular\n\nand\n\nefficient thru the\n\nand rational public opinion, our schools have as\n\nyet an unfulfilled obligation to train American\nimpartially the political, economic,\n\nyouth to view critically but\n\nand social ideology of its time. To\n\nthis effectively youth will need to be taught a scientific method\n\ndo\n\nof procedure\n\ninvolving a knowledge of much historical data to be analyzed and synthe¬\nsized. Thru a knowledge of inductive methods, youth can test with at least\nsome\n\ndegree of accuracy\n\nThe\n\npower\n\nthe social pronouncements\n\nof its contemporaries.\n\nto think in abstractions, dissociated from\n\npurposes, must be an educational\n\nendowment\n\nselfish or unworthy\n\nof our children and our chil¬\n\ndren’s children before society can succeed in the slow process of govern¬\nmental purification and general social reconstruction. The ability to reason\nfrom clear concepts and valid premises to logical conclusions\nthe educational\n\npossession of all normal\n\nshould become\n\nyouth. For instance, the question\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\nat present regarding the\ndesirability of a third term for President Roosevelt is not one to be settled\non the basis of our political predilections or affiliations but rather on the\nengages the attention of so many\n\nwhich\n\nAmericans\n\nfor and\n\nfuture. Points\n\npresent and\n\nthe general welfare, both\n\nupon\n\nbasis of the influence of such a departure\n\nidea must\n\nagainst the third term\n\nbe\n\ncritically and intelligently judged. Irrelevant and extraneous statements\nmust be excluded and the remaining arguments must be considered from the\nstandpoint of their effectiveness and scientific value. When\n\ncan develop\n\nwe\n\nimpassionately and rationally, we can justly assume that our civic education has suc¬\nceeded in elevating the level of American citizenship to a new high record\nof political and social efficiency.\n\na generation capable and willing to view the affairs of democracy\n\nTOLERANCE\nPAUL\n\nAS\n\nTHURSTON,\n\nSUPERINTENDENT,\n\nA\n\nFACTOR\n\nVICEPRESIDENT\nSCHOOL\n\nIN\n\nCIVIC\n\nEDUCATION\n\nOF\n\nTHE\n\nASSOCIATION\n\n; AND\n\nDISTRICT\n\nNO.\n\n1, OVERTON,\n\nNEV.\n\nTolerance plays a great part in the success of democratic government.\nIn America tolerance means that the people of the country hold respect for\nthe opinions of others. It is the patient forbearance\nwho\n\nin our relations with those\n\ndiffer with us not only in politics but also in our personal opinions,\n\nsocial habits, form of worship, color, race, and culture. However,\nimplies more\n\nthan forbearance.\n\nProperly\n\ntolerance\n\nconceived, it is the positive and\n\ncordial effort to understand another’s beliefs, practices, and habits without\nnecessarily sharing or accepting them.\nOne\n\ndoes not necessarily need to become\n\ntolerant. The\n\nword\n\n“tolerance”\n\na weak\n\ndoes not mean\n\ncharacter\n\nto be truly\n\nthat everything\n\nis support¬\n\nable and that any amount of deviation is allowable. It is suggested that one’s\nprinciples and standards should be tempered with patience and with a readi¬\nness to subject them to conditions thru practical and intelligent tests, but\nit does not suggest one should have no principles or standards.\nThere are at least three things that we Americans cannot tolerate: (a)\nWe cannot tolerate continued malicious and intentional violation of the\nlaws and standards of our country, (b) We\nof foreign powers\ngross and prolonged\nTolerance,\n\nto overthrow\n\ncannot\n\nour government,\n\ntolerate serious attempts\n(c) We\n\ncannot\n\nignorance on the part of the American\n\npeople.\n\nthen, is a view to be tempered\n\ntolerate\n\nby intelligence. Much\n\nsound\n\njudgment is required by the people of a democracy in exercising true tol¬\nerance, for it is not made easy at any time these days to determine who are\nviolating the rules, who\n\nare intentionally and\n\nour form\n\nor who\n\nof government,\n\nmaliciously out to destroy\n\nare the ignorant. This is the reason\n\nI believe tolerance should be a factor in civic education.\n\nwhy\n\nBigotry and intol¬\n\nerance are the inevitable earmarks of ignorance, while the first fruits of edu¬\ncation are sympathy and understanding. Tolerance is learned largely by\nunconscious absorption from examples of others in the home, classroom,\nathletic field, street, store, and office.\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nSessions\n\n101\n\nFree public discussion is the only genuine American\ndifferences in a democratic\n\nrepublic, and when\n\nway\n\nof solving our\n\npeople moved\n\nby conflicting\n\nemotions gather to discuss an important public question they owe it to them¬\nselves as well as to the spirit of the Constitution of their country to listen\nto all sides with equal attention and courtesy. Discussion\nare required to find the more\n\nand deliberation\n\nsatisfactory course of action. The\n\ntical and urgent the problem, the more\nedness.\n\nmore\n\nprac¬\n\nneed for discussion and open-mind¬\n\nOur school children should learn that the minority groups are the neces¬\nsary checks and balances on people holding public offices or parties in power,\nand they wield a necessary corrective influence in the protection against\nthe rights of the people. In regard to tolerance and human\n\nweaknesses,\n\nthe\n\nfollowing might be good material for study: “One cannot pass judgment\non another person’s actions until he knows what the man’s x is. A man’s\nx is an unknowm quantity that lies behind his character, his opinions, man¬\nners, and actions which are generally different from others.”\nChildren can be made more tolerant by teaching them how\n\nto deal with\n\npropaganda. Propaganda is nothing more or less than opinion which is in¬\ntended to influence the actions and opinions of others to some predetermined\nend.\nConsidering the crisis which our country is facing today and the impor¬\ntance of true tolerance in the success of a democratic government such as\nours, the crying need for tolerance is seen in a hundred\n\ndepartments\n\nof our\n\nsocial order today. We must not be content to admire tolerance in the ab¬\nstract. True tolerance is needed in the home, in government, in business,\nand\n\nin every\n\nmaking\n\nactivity of human\n\nAmerica\n\nmore\n\nendeavor.\n\nnearly the home\n\nProgress\n\ncan be made\n\nof tolerance\n\nif more\n\ntoward\n\nemphasis\n\nis\n\nplaced upon this principle as an essential factor in civic education.\nSOCIAL\nLESTER\n\nA. RODES,\n\nAPPLICATIONS\n\nVICEPRESIDENT\n\nPRINCIPAL\n\nOF\n\nOF\n\nTHE\n\nSCHOOLS,\n\nIf we accept the pronouncements\n\nOF\n\nSCIENCE\n\nASSOCIATION;\n\nSOUTH\n\nRIVER,\n\nof the Educational\n\nAND\n\nSUPERVISING\n\nN. J.\n\nPolicies Commission\n\nthat the “objectives of our schools are a form of social policy” and that “the\nsocial policy of America is democracy,” we must also accept the principle\nthat the advance of science must be measured by its contribution to the\ngeneral welfare\n\nor the common\n\ngood. The\n\nexpression, “social applications\n\nof science,” implies there are other than social applications, that there are\nsome applications that are not for the common good which do not build\ndemocracy.\n\nScience both builds and destroys, it prolongs life and shortens\n\nlife, it creates wealth\ninstruments\n\nas well as poverty, it builds instruments\n\nof peace and\n\nof war, it rehabilitates those crippled and maims\n\nthose whole\n\nof body, it brings us joy and brings us sorrow.\n\nIn short, science can be a\n\ncompassionate benefactor to our general welfare\nate, ruthless, and cruel Frankenstein.\n\nor it can be an impassion-\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNational\n\nFor a century\n\nEducation\n\nand a half education\n\nscientist’s viewpoint. Perhaps education\ncontrol. Nevertheless, education must\nserve democracy\nthat now exist.\n\nAssociation\n\nin America\n\nwas\n\nslow to grasp the\n\nis to blame for science getting out of\ncontrol the applications if it is to\n\nand is to reduce the economic, political, and social tensions\n\nScience and invention must be made to serve humanity. Inventions de¬\nsigned to reduce labor, speed up production, and lower costs inevitably lead\nto unemployment,\n\noccupational\n\ndiseases, and poverty for the masses. These\n\nare the ineluctable byproducts\n\nof the race between\n\na science of material\n\nprogress and a socially controlled culture. When the art of living succumbs\nto the material march of science, social control is lost and humanity suffers.\nThe\n\nonly way\n\nto remove\n\nthis threat to democracy\n\nis for education\n\nto regain\n\ncontrol by using the efficiency of technology to free mankind from his\nshackles and make science serve the ideals of democracy in a free industrial\nculture. The\n\nscientist must\n\nbe made\n\nto think and act altruistically, just as\n\nthe teacher, the artist, and the religionist would\n\nact. Science should take its\n\nplace among the other fields of education in seeking knowledge for humanity’s\nsake and increasing the common culture of man thru the dissemination of\ntruth and goodwill. Science has known\nof democracy\n\naided by the stimulation\n\nIf science is to serve humanity\nbroadening\n\nits viewpoint,\n\nopen\n\nits greatest growth\n\nin the freedom\n\nof education.\n\nand democracy\n\nit must\n\naccept the task of\n\nup its mysteries to all, and\n\nacquaint\n\nour\n\ncitizenry with its purposes and methods. Thus only will a common under¬\nstanding be created so essential to the common welfare. If our people are to\nhave a sympathetic\n\nattitude toward\n\nscience, if they are to intelligently use\n\nthe inventions of science, they must be taught to think in terms\n\nof science.\n\nThey must be led to make the correct applications and evaluation of scien¬\ntific facts, and they must understand the new social and economic problems\ncaused by technical advance\n\nso that they may\n\nsociety and government.\n\nconsumership\n\nWise\n\nhelp in the readjustment\n\ndepends upon\n\na modicum\n\nof\n\nof sci¬\n\nentific intelligence. To continue to exist science must depend upon the con¬\nsuming masses and must accept the responsibility of disseminating scientific\nknowledge.\n\nThis\n\nis a legitimate contribution\n\nof science for as our people\n\nlearn to think critically and scientifically, greater social, economic,\nlitical stability will be attained.\n\nand po¬\n\nScience must concern itself more and more with the physical well-being\nof man. Here again our schools lead the way in providing thru medical\nscience physical examinations,\n\nmedication,\n\nphysiological\n\ncorrections, and\n\npathological treatments. Few schools today ignore the obligation of correct¬\ning physical defects. Most of them furnish immunization against diseases.\nClinics are provided in many\nis greatly improved.\n\ncommunities\n\nand the health of school children\n\nScience has played a big part in the extension\n\nof our\n\nlife span in America. Some would say that in our program we are propa¬\ngating socialized medicine. I prefer to call it social application of medical\nscience. If our public health program\n\ndemands\n\nlet us have it. Industry and state governments\n\nsocialized or state medicine,\n\nhave accepted the responsibility\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\n103\n\nSessions\n\nquite fully for the health and physical well-being of their employees and\nwards. Science has done much to eliminate accidents and disease. Better\nhousing\n\nand\n\nrecreational\n\nfacilities for our\n\ncitizens are being created\n\nscience at the instigation of our democratic\nFinally, democracy\n\nby\n\ninstitutions.\n\nrequires that science serve the social order of today.\n\nIf science is so vital a factor in the peace of a people, if it can create or\ndestroy economic\n\nand social standards, if it can turn love into hate, then\n\nonly those social applications of science that are peace\n\nmaking,\n\ncreative,\n\nand uplifting can be tolerated. In the area of personal relationships science\nis charged with the responsibility of assisting education\n\nin making\n\nsuch\n\nraces, break\n\nmoods\n\nand\n\nattitudes as remove\n\nprejudice and intolerance, and promote\nWORLD\nCAROLINE\nAND\n\nS. WOODRUFF,\n\nSUPERVISING\n\namong\n\nthe brotherhood\n\ndown\n\nof man.\n\nCITIZENSHIP\n\nFIRST\n\nPRINCIPAL,\n\nhatreds\n\npossible\n\nVICEPRESIDENT\n\nSTATE\n\nEarly in the year a questionnaire\n\nwas\n\nNORMAL\n\nOF\n\nTHE\n\nSCHOOL,\n\nASSOCIATION\n\nCASTLETON,\n\nsent out to thousands\n\nof men\n\n;\n\nVT.\n\nand\n\nwomen, leaders in various fields of thought, representing conflicting opin¬\nions, but always friends of education. It went to leading citizens in the\ngreat countries on every continent, asking their concepts of world\nand the part that education\nThe\nmust\n\ncitizenship\n\nshould play in building it.\n\nhost of replies, reflecting deep thought and conviction that education\nplay a significant part in this great world\n\nand tabulated. These are powerful,\nA few of the replies follow:\n\nprogram,\n\nthought-provoking,\n\nwere\n\nassembled\n\naction-stimulating.\n\nBabson, Roger, statistician — Ultimately, world citizenship means being the citizen\nof a nation which is a member of a powerful League of Nations — for the time being,\nit means one who loves his neighbor as himself, irrespective of race, color, or creed.\n. . . A spiritual awakening must accompany an intellectual awakening.\nBeard, Charles A., retired professor of history, Columbia University — Partly by\nacquiring knowledge of other peoples and partly by nourishing the spirit of humanism\none may develop sympathy with the struggles of all mankind for a nobler life.\nCubberley, Ellwood P., dean emeritus, school of education, Stanford University —\nWorld citizenship . . . involves kindness, friendliness, consideration for the rights\nand feelings of others, respect for real manliness under any kind of a skin or creed,\nand a willingness to do one’s mite, as a citizen or a traveler, to promote friendship\nbased on mutual respect, confidence, and devotion to the best things in life.\nGrayson, Cary T., former chairman, American Red Cross — Education can assist\nin developing world citizenship by placing greater emphasis than ever before upon\nthe spiritual rather than upon the material values in life.\nKennedy, Charles R., dramatist — Positive practical insistence upon the brotherhood\nof man and the fatherhood of God.\nNajera, Francisco Castillo, Ambassador from Mexico — . . . through public educa¬\ntion, an atmosphere favorable to world citizenship can be created ; but in every\ncountry, public education is but the reflection of its environment. For that reason\npublic education becomes the effect — never the cause — of the state of things.\nPerkins, Frances, Secretary of Labor — World citizenship, like charity, should\nbegin at home. The qualities of mind, heart, and character which enable men\nand women to become useful citizens of their own community, their own state, and\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\ntheir own nation are those which, if properly developed, will contribute to attain¬\nment of the larger sphere of world citizenship. ... It is possible to become a world\ncitizen without ever crossing a national frontier. . . . We must look to education to\nbreak down the mental barriers which stand between different groups and to develop\nthe qualities of integrity and cooperation\nfor the common welfare. . . .\n\nwhich\n\nenable\n\nindividuals\n\nto work\n\ntogether\n\nSexson, John A., superintendent of schools, Pasadena, California — . . . It involves\nultimately a willingness to extend to all humanity the benefits of those fine human\nattributes that have flowered in the best of home and family life throughout the\nworld.\nWells,\n\nH. G., English\n\nwriter — The\n\ndriving\n\nforce that makes\n\nis engendered where the young are taught. The\nor schoolmaster — is the real maker of history.\n\nMy\n\nconviction at that time is doubled\n\neither peace\n\nteacher — whether\n\nand redoubled\n\nmother,\n\nor war\npriest,\n\ntoday that the great¬\n\nest responsibility upon public education and upon us as educators, in what¬\never field we may be placed, is in finding some contribution to the solution\nof the great world problem.\nif democracy,\n\nIf education\n\nis the bulwark\n\nfully exercised, is the hope of world\n\nus to put our keenest thought\n\nto work\n\nplay in the solution of world\n\nproblems.\n\nupon\n\nof democracy,\n\nand\n\namity, then it is upon\n\nthe part that education\n\nmust\n\nWe had no thought that out of the year’s consideration of education’s\nresponsibility in building world citizenship would come peace between\nnations at war, but we did believe and still believe that the centering of our\nthought upon the responsibility of the members\n\nof our profession in building\n\na concept of world relationships, thru the children and youth who are en¬\ntrusted to us, did stimulate a bigger emphasis in the classroom, thence into\nthe homes. We should continue the gesture in every field of educational\nactivity ; in every classroom we should ally ourselves actively in international\nmovements.\nThe National Education Association has endorsed every movement lead¬\ning to world peace since 1899, when meeting in the state of California at\nLos Angeles\n\nit tendered\n\nin session at the Hague,\n\nofficially its support\n\nto the first peace conferences\n\nand it has so recorded\n\nits attitude by resolutions\n\nyear after year ever since.\nAttainment of world citizenship is a long process. If this generation can\nfurther world relations in any degree thru the process of education this\nmust become an active dynamic thing in all our relationship, and civic edu¬\ncation for a democracy must find in its program world citizenship as a big\nfactor.\nLAW\nJOHN\n\nASELTINE,\n\nPRINCIPAL,\n\nOBSERVANCE\nSAN\n\nDIEGO\n\nHIGH\n\nSCHOOL,\n\nSAN\n\nDIEGO,\n\nCALIF.\n\nLearning to observe the law is a process of growth which begins at\nearliest childhood with the gradual increase in ability to conform to the\nsimple rules of the home and continues thru school and later life. It is largely\nconditioned by two factors: the traditional American attitude toward law\ngenerally and the rapidly changing\nWe\n\nhave continued\n\nclimate of American\n\nliving.\n\nto this day to reflect in our personal attitude toward\n\n"}
{"page": 109, "printed_page": null, "text": "105\nGeneral\n\nall law\n\nthe spirit of our\n\nSessions\n\nrevolutionary\n\nforefathers\n\nwhen\n\nthey jettisoned\n\nvaluable merchandise and manhandled His Majesty’s excisemen because the\ntax laws were deemed unfair and unreasonable. An attitude which was\ndoubtless a virtue in those days when we were struggling to gain our per¬\nsonal liberties, and when rugged individualism was necessary for survival,\nseems today to be among\n\nour most\n\negregious vices and the first task of the\n\nschool is to modify that attitude without\nliberty.\nWe\n\nall agree that we\n\nmust\n\nbecome\n\ntogether happily and comfortably.\nlearn? Some\n\nsay that we\n\nlosing the precious spirit of personal\nmore\n\nThe\n\nlaw abiding if we\n\nare to live\n\nquestion is, How\n\nare we\nWe\n\ngoing to\n\nmust\n\nemphasize\n\nlaw enforcement.\n\nin our schools an unquestioning\n\nobedience\n\nand respect for law and this may\n\nbe done by following\n\nmust\n\nexact\n\nmilitary procedure.\n\nI do not wish to discredit or underemphasize\n\nlaw enforcement,\n\nbut 1 do\n\nwish to stress what I consider the fundamental aspects of effective learning\nof law observance. First, we must provide in our schools from the earliest\nyears those experiences which\nconsciousness.\n\nThey\n\nmust\n\nwill enable our children to develop a social\n\nfeel that they are an important\n\npart in what\n\nis\n\nbeing accomplished and that laws are necessary if they are to be given free¬\ndom to accomplish those things. Second, our children should have those\nexperiences which\n\nwill help them\n\nto understand\n\nthe nature\n\nthe changes in our culture and thus better understand\n\nand courses\n\nof\n\nthe reason for chang¬\n\ning laws and the inadequacy of old laws. We hear much of the Englishman’s\nobservance of the law, yet England a hundred years ago and more, when\nmillions of men\n\nand women\n\nhad lost all security of living, was in as sorry a\n\ntangle as we are today with our overflowing\nenforcing officers.\nMuch\n\nhas been said about developing\n\nprisons and hard-pressed\n\nrespect for the law. We\n\nlaw-\n\nhave been\n\ntold repeatedly that the law must be obeyed because it is the law, and that\nif it is a bad law we must\n\nwait for the processes of government\n\nbut in the meantime\n\nmust\n\nwe\n\nobey it. We\n\nwould\n\nto change it,\n\nagree with that. On\n\nother hand, let us not lose sight of the fact that laws in themselves\nsacred except as they serve the ends of human\nteacher in history has reminded\n\nthe\n\nare not\n\nrights and justice. Every great\n\nus that there is only one law among\n\nhuman¬\n\nkind that is sacred and upon which “all the laws and all the prophets” must\njustify their existence. Our individual well-being and the social good are\ncompletely dependent upon the effectiveness with which we learn to live,\nboth in school and out, in accordance with the Golden Rule. If we learn to\nobserve that law we need have no fear for the future.\nECONOMIC\nR. L. HUNT,\n\nEconomic\n\nVICEPRESIDENT\n\nOF\n\nTHE\n\nLITERACY\nASSOCIATION,\n\nliteracy — the status of being educated\n\nMADISON,\n\nS. DAK.\n\nor learned in the ability\n\nto earn, distribute, and use wealth or income, both public and private — has\nlong since been acknowledged as one of the most important objectives or\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\ngoals of education. This goal, like too many of our educational objectives,\nseems to have been left to accidental learning. The need today is a balanced\ntraining and understanding\nand consumer.\nSince the theme\ndemocracy\n\nof the relative importance\n\nof this discussion centers around\n\nand is addressed\n\nfor a\ncan\n\nthe youth the importance\n\nand necessity\n\nliteracy? Fay and Bagiev, in their book Elements\n\nof Economics ,\n\ngive five advantages\nknowledge\n\ncivic education\n\nto teachers, the natural question is, What\n\nwe, as teachers, do to impress upon\nof economic\n\nof both producer\n\nof studying\n\neconomics,\n\nand our understanding\n\nnamely,\n\n(a) to increase our\n\nof ourselves; (b) to train us in the kind\n\nof thinking we shall be called upon\n\nto do in our daily lives; (c) to help us\n\nin our particular work\n\nus the relations of our work\n\nof those around\n\nby showing\n\nus; (d) to make\n\nus more\n\nto the work\n\nuseful, intelligent citizens; and\n\n(e) to lead us to a store of interesting and useful facts concerning\n\nbusiness\n\nand industrial activities. Every teacher needs to study economics\n\nfor these\n\nreasons if he is to efficiently present these fundamental\n\nfactors to the youth\n\nin his task of training citizens.\nToo\n\noften we\n\nnarrow\n\nbusiness, or science. We\nlabor and\n\nindustry. The\n\nthe scope of economic\n\nproblems\n\noverlook\n\nwhich\n\nthe consumer,\n\nemphasis\n\nhere should\n\ntraining, and acquiring of practical knowledge\nproduction\n\nand consumption\n\nto those of labor,\n\nincludes all phases of\n\nhe upon\n\nthe development,\n\nof the individual. Intelligent\n\nmust go hand in hand. Work\n\nmust he regarded\n\nas something to be sought, enjoyed, and respected rather than as something\nto be avoided, suffered, and despised.\nPerhaps the term “consumer education\" rather than “economic literacy”\nmore nearly expresses our everyday thought. Harap, in the May 1938\nEducation Digest, says that the public is receptive toward consumer educa¬\ntion and that the school ought to assume this added burden or task. The\ncomplexity of economic life, the present economic maladjustments, and the\ncurrent trend in education toward more emphasis upon preparing youth for\nliving in the world today point toward the need for consumer education.\n\nNaturally\n\nthe question arises, Where\n\nwill the teachers get the necessary\n\ntraining and background for this task? The teacher-training institutions\nhave come to their rescue in other fields, just as they are beginning to do\nand will continue to do if we get the vision of our task and responsibility\nin this field, and demand\n\nsuch training.\n\nThe term \"standard of living” is relative. Poverty, which is both cause\nand effect of a low standard of living, is also relative. However, the prob¬\nlems of raising the standard of living for some, and removing poverty for\nothers, must be met, and the schools cannot disregard them even tho much\nof the materials by which these problems can and may be solved must come\nfrom other surgeons. Consumer education is a universal need. Wise con¬\nsumption is just as essentially a part of our American principles of democracy\nfor the upper economic groups as for the lower ones altho the element of\nnecessity is not so pronounced.\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\nANDREW\n\nAVERY,\n\nTENDENT\n\nIn a program\n\nDEVOTION\n\nTO\n\nDEMOCRACY\n\nVICEPRESIDENT\n\nOF\n\nTHE\n\nOF\n\nDECATUR\n\nCOUNTY\n\nof civic education\n\nasset to practical education\nment. The\n\n107\n\nSessions\n\nASSOCIATION;\n\nSCHOOLS,\n\nAND\n\nSUPERIN¬\n\nBAINBRIDGE,\n\ndevotion to democracy\n\nGA.\n\nis an indispensable\n\nand a distinct challenge to curriculum\n\ndevelop¬\n\nfirst lesson of the little citizen should begin with a study of self-\n\ngovernment and each succeeding lesson should be built around duties, privi¬\nleges, and responsibilities of young citizenship. Loyalty to family will be\naccompanied\n\nwith loyalty to society, government,\n\na successful program\nenough\n\nto meet\n\nof civic education\n\nthe peculiar needs\n\nand\n\nreligion. To\n\nthe curriculum\n\nof individual\n\nmust\n\nstudents\n\ninsure\n\nbe practical\nand\n\nadequate\n\nenough to provide a comprehensive program of public education. This pro¬\ngram will take into consideration the social, economic, and legislative forces\nwhich\n\nare bringing universal education\n\ninclude courses in homemaking,\n\nto all youths. This curriculum\n\nshould\n\nhealth, child care, cooking, sewing,\n\nart,\n\nmusic, budget accounting, practical arts, agricultural and industrial educa¬\ntion, literature, radio, visual education, dramatics, play production, news\nreporting, and other fields just as far as community\n\nneeds are evidenced.\n\nIn these courses of study liberty of thought and experiment should be en¬\ncouraged. Such a program should guarantee that every child shall have that\nopportunity which will enable him\nof his intellectual attainments.\nThere\n\nto make\n\nis no justification for annual\n\nsuch progress\n\nexpenditures\n\nas becomes\n\none\n\nfor public education\n\nto range from $19 per pupil in one state to $124 per pupil in another. The\npoorer states are usually forced to pay higher millage in taxation and, yet,\nhave least funds for public education. We often publicize economic condi¬\ntions of industrial sections and minimize domestic problems of agricultural\nareas, but farm\npromotion\n\nlife and rural opportunity\n\nof democracy\n\nin any comprehensive\n\ncome\n\nand, hence, must\n\nprogram\n\nare indispensable\n\nfactors in the\n\nin for full share of benefits\nproper efforts on the\n\nof civic education. With\n\nby equalization\n\npart of state governments\n\nto be supplemented\n\nour national government,\n\nequalization of appropriations\n\nfunds from\n\ncan prevail and we\n\ncan hope to keep interested and qualified teachers in our rural schools and,\nthereby, maintain\n\nthe curriculum\n\nenterprise, civic progress, and\nby character\n\nof manhood\n\nwith\n\ndefinite aim\n\nand purpose. Public\n\nreligious institutions are ever strengthened\n\nand womanhood\n\nof rural areas. With\n\nincreased\n\nrural facilities and opportunities, many of our social, economic, and legisla¬\ntive problems will vanish, and intelligent solutions can be applied to many\nof these that remain. The American public school is the only agency that\ncan or will furnish adequate\nof all the people.\n\neducational\n\nopportunities\n\nto all the children\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNational\n\nSocial\n\nEDITH\n\nEducation\n\nServices\n\nand\n\nAssociation\n\nthe Schools\n\nSOCIAL\n\nSERVICES\n\nIN\n\nE. PENCE,\n\nDIRECTOR\n\nCURRICULUM,\n\nSAN\n\nOF\n\nAMERICAN\n\nFRANCISCO,\n\nLIFE\n\nPUBLIC\n\nSCHOOLS,\n\nCALIF.\n\nAs general economic conditions have changed, extending the serious prob¬\nlems of economic and social welfare to a much larger proportion of our\npopulation than formerly, critical questions have arisen as to what\nsocial services should be provided, who\n\nfurther\n\nshould provide them — the govern¬\n\nment or private agencies — who should be served by them, and on what basis\nnew services should be made available to individuals in need of them.\nIn our educational\n\nsystem we\n\nseek to carry out the basic principle of our\n\ndemocracy — that of giving equal opportunity to all our young people to\ndevelop to the maximum degree possible for each those things that will\nmake\n\nfor satisfactory lives for them\n\nour democratic\n\nsocial order. These\n\nas individuals and as future citizens of\nthings are good physical health, good\n\nmental health and useful mental equipment, sound moral character, eco¬\nnomic equipment along the lines of vocational preparation and occupational\nopportunity, wholesome provision for nonworking hours, and that social un¬\nderstanding which will enable them to take their places successfully in our\nAmerican social order.\nIf the school is to enable its young people to achieve the well-rounded\ndevelopment to which they are entitled and which our democracy needs\nin all its future citizens, it must\n\nwork\n\ncontribute\n\nand to the equalizing of opportunities\n\nto that development\n\nthe extremely\nbetter way\n\nvaried pupil personnel of our schools. Probably\n\nto show\n\nThere\n\nfor\n\nthere is no\n\nthe value of these different services and their definite\n\nrelationship to education\nin connection\n\nclosely with all other services which\n\nand its purposes\n\nwith our program\n\nthan to cite briefly our findings\n\nfor the prevention\n\nof juvenile delinquency.\n\nwas no question but that the cooperation of many\n\ndifferent services,\n\nboth public and private, must be called for. To correct or counteract un¬\nfavorable home conditions there must be assistance from social welfare\nagencies, juvenile and other courts, the public health department,\nparent education groups, the nursery\n\nthe church,\n\nschool, and other public and private\n\nservices. I o remove\n\nor reduce health handicaps, the public health depart¬\nment, health clinic, psychiatric centers, child guidance centers, and various\nsocial welfare agencies must be called upon. To replace harmful forms of\ndiversion and entertainment\ntion was\n\nneeded\n\nfrom\n\nby wholesome\n\nrecreational activities, coopera¬\n\nthe public recreation services, libraries, community\n\ncenters, parent-teacher groups, young people’s clubs, and from the social\nwelfare agencies with their facilities for diversion and recreation. To im¬\nprove the occupational outlook for the older youth assistance was needed not\nonly from such agencies as the junior division of the federal and state em¬\nployment service and from various youth commissions but also from organ-\n\n"}
{"page": 113, "printed_page": null, "text": "109\nGeneral\n\nSessions\n\nizations and individuals in the fields of business and industry. For the de¬\nveloping of a more wholesome community environment it was essential to\nhave the cooperation of parent-teacher groups, of churches, of service clubs,\nand particularly of the coordinating councils with their membership made\nup of representatives of different public services such as the police depart¬\nment, the health department, the recreation department,\nment, and the juvenile court.\nNeither\n\nthe school depart¬\n\nthe school nor any other one of the agencies and services men¬\n\ntioned could develop and carry out alone an effective program\n\nfor the wel¬\n\nfare of youth. This applies to our normal democratic program for the educa¬\ntion and development of youth and adults as well as to any program for the\nprevention of delinquency. Not only is the contribution of each of the\ndifferent services necessary but their activities must be coordinated\nplanned community program.\nTHE\nCHARLES\n\nSPHERE\nA. ADAMS,\n\nEducational\n\nOF\n\nEDUCATIONAL\n\nATTORNEY\n\nAT\n\nservice in its broadest\n\nsphere cannot be circumscribed.\nwhich\n\nand\n\nThere\n\nthe result of, if indeed not dependent\n\nLAW,\n\nSAN\n\nin a well-\n\nSERVICE\nFRANCISCO,\n\nCALIF.\n\nlargest phase is illimitable; its\n\nis no worthwhile\n\nactivity that is not\n\nupon, those qualities in the individual\n\nfurther his mental, moral, and physical development\n\nbeen largely, if not entirely, produced\n\nand which\n\nby instruction and training.\n\nhave\n\nIn this\n\nconcept of the term, “educational service” would necessarily include library,\nrecreational, and health service — indeed every public service contributing\nto the welfare of the community.\nThe educational program provided by the federal government in connec¬\ntion with the relief work being carried on is neither well designed nor well\nadministered. For instance, as is pointed out in the report of the President’s\nAdvisory Committee on Education, the CCC was originally established to\nfurther purposes\n\nof relief and conservation.\n\nWhen,\n\nhowever,\n\nit was\n\nfound\n\nthat 84 percent of the enrollees had not completed high school, that 44 per¬\ncent had left school without having gone thru the elementary grades, and\nthat many\n\nof them\n\nwere\n\ninstructed to organize\nIt is more\n\npractically illiterate, the camp\n\nan educational\n\nthan likely that the work\n\nit may be that the work\nIt is extremely\n\nof the CCC\n\nwill be continued ; and\n\nwill be consolidated\n\nare many\n\nof us who\n\nwith it.\n\nthat state and local authorities will ever\n\nbe given the control or supervision of the educational\nthe federal activities mentioned.\nThere\n\nwere\n\nprogram.\n\nprojects of the NYA\n\ndoubtful, however,\n\ncommanders\n\nprogram\n\nbelieve that the common\n\nof either of\n\nschool program\n\nmight well be extended both horizontally and vertically ; that it should pro¬\nvide for the preschool child and the adult as well as for the youth and the\nadolescent ; and that it should\n\noffer widely\n\ndiversified types of education\n\nsuited to the varying needs and capabilities of those who\nselves of the opportunities offered. But there are more\n\nwould avail them¬\nof us who do not\n\n"}
{"page": 114, "printed_page": null, "text": "National\n\nI 10\n\nEducation\n\nAssociation\n\nso believe. They are fearful that even now what they term “the fundamen¬\ntals” are being neglected because of the introduction into the curriculum of\nwhat they are pleased to call “frills and fads.” It is not strange that there\nshould be this divergence of opinion with respect to the type of education\nthe schools should offer because the dominant factors involved cannot be\nmeasured,\nWith\n\nor otherwise\n\nweighed,\n\nthe changes\n\nAmerican\n\nscientifically evaluated.\n\nin the economic,\n\nlife during the last twenty\n\nof the high-school\n\npopulation\n\nsocial, and\n\nindustrial conditions\n\nof\n\nyears, and with the increased percent\n\nbeing enrolled\n\nin our\n\nsecondary\n\nschools,\n\nchanges have been made in the traditional elementary- and high-school curriculums. Much of the changed curriculums is designed to bring about in\nthe children what is termed “social intelligence” so that as men and women\nthey may work and live together more successfully in the development of an\nenlightened citizenship.\nThe schools that provide vocational courses which fit the pupils to im¬\nmediately enter industry trained in the vocation in which they engage are\nfew and far between ; and that they are sorely needed\n\nis evidenced\n\nby the\n\nstudies and surveys carried on by the American\n\nCommission.\n\nAmong\n\nother facts disclosed were\n\nYouth\n\nthree of especial significance: (a) that approxi¬\n\nmately one-third of all the youth of the land between\n\nthe ages of sixteen\n\nand twenty-five were out of school and unemployed; (b) that three-fourths\nof our young people are out of school at eighteen years of age; and (c) that\nthe curriculums\n\nof the secondary\n\nleast 60 percent\n\nof the pupil enrolment.\n\nSome\n\nway\n\nmust\n\nbe found\n\njobs but also to make\n\nschools are ill suited to the needs of at\n\nto not only adequately\n\ntrain youth\n\nfor their\n\ncertain that the jobs will be available when\n\nthey have\n\nfinished their training. Of course this can never be the work\n\nof the school\n\nalone. There must be a close and willing cooperation\nthe school.\n\nindustry and\n\nbetween\n\nW hile recognizing the need of technical training, there are those who\nbelieve that this should be obtained on the job and not in the schools.\nFurthermore,\n\nit has been said that studies indicate that not more\n\nthan 5\n\npercent of all workers in industry require skilled training and that approxi¬\nmately 95 percent of these are trained on the job under the supervision of a\nforeman. It may be that the ideal program of vocational education will pro¬\nvide for part of the training on the job. Indeed, our public schools may\neventually\nAntioch\n\nadopt\n\nthe cooperative\n\nCollege where\n\neducational\n\nthe student\n\nsystem\n\nwhich\n\ncharacterizes\n\nspends part of his time in school and\n\npart on the job.\nCOMMUNITY\nCO IT COOLIDGE,\n\nLIBRARIAN,\n\nLIBRARY\n\nHAYWARD\n\nPUBLIC\n\nSERVICE\nLIBRARY,\n\nHAYWARD,\n\nCALIF.\n\nLibrarians and teachers are alike in that they want a program of public\neducation that works, a program that can demonstrate results. In a broad\nview of public education\n\nembracing\n\nnot only classroom\n\nteaching but also\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\nguided\n\nleisure-time\n\nactivities and\n\n111\n\nSessions\n\nadult\n\nlibrary service, an integrated program\n\neducation,\n\nwould\n\ntogether\n\nwith\n\npublic\n\nbe highly desirable. In work¬\n\ning out such a plan, it will be found that the library has a definite and dis¬\ntinct contribution. In making it effective, it is important that the members\nof the governing\n\nboard\n\nunderstand\n\nit thoroly and\n\non occasion to interpret it to the community.\na tremendous\n\nresponsibility, and the board\n\nA board\n\nis more\n\nof education\n\nbeing made\n\nhave other activities than board work, the amount\nboard work\n\nthat they be prepared\ncarries\n\nup of laymen\n\nwho\n\nof time each can give to\n\nor less limited. If 90 percent of the budget is directed\n\ntoward classroom teaching, 90 percent of the board member’s attention is\ndirected toward that activity. A librarian meeting with such a board\nwould be a minority interest.\nIt costs much less to run libraries than it does to run schools so that the\npublic library system would\n\nalways be a financial minority. That\n\nlibrarians\n\nare able to take advantage of a natural economy of operation does not, how¬\never, minimize their importance in a program of public education.\nLibraries and schools are alike in that they deal in the same\n\nthing — ideas\n\n— but they differ widely in method. It is the function of libraries, tra¬\nditionally, to store the knowledge of mankind. It is the function of American\npublic libraries to convert these storehouses of human knowledge into power¬\nhouses of ideas ready for use in furthering the education and civilization of\nmankind.\n\nThe\n\nhe must\n\nalso select from\n\npress what\n\nlibrarian must\n\nnot only design and operate this machine\n\nthe mass\n\nof material\n\nthat comes\n\nbut\n\noff the printing\n\nshall go into it.\n\nThere comes then a vision of what I like to call dynamic librarianship —\nthe art of producing the right book for the right person at the right time.\nIt is important\n\nthat the personnel of that democracy\n\nfor most of us, our only view of the outside world\nThe\n\nlibrarian stands at the gate where\n\nsorted. He\n\nmust\n\ndetermine\n\nbeen lit in the minds\na flame of mature\nthe threshold\nmay\n\nmove\n\nthe views of the outside world\n\nfor whom\n\nit would\n\na man\n\nStudents\n\nwhen\n\nthat have\n\nthru life into\n\nthey graduate stand only upon\n\nIf they have been well taught they will have\nmay\n\nobtain knowledge.\n\nthru the libraries of the world\n\nthoughts that the world\n\nare\n\nbe useful.\n\nof pupils so that each spark will grow\n\nof knowledge.\n\nthe tools with which\n\nis that we get thru books.\n\nof librarians to fan the sparks of education\n\nknowledge.\n\nyet\n\nfor each its authority, its readability, and the\n\nparticular persons in the community\nIt is the opportunity\n\nbe kept informed,\n\nOnce\n\nso equipped\n\nwith the best minds\n\nthey\n\nand the best\n\nknows.\n\nLibrarians and schools have much in common. They should have an inte¬\ngrated program. I would suggest that integration might now be tried out by\nuse of a small steering committee made up of representatives of each inde¬\npendent board involved and the chief executive of each activity involved.\nThis committee,\n\nworking\n\nin conjunction\n\nwith the chief executives for each\n\npart, could well map a program of coordinated activity that could be taken\nas a basis for simultaneous action by each board. Each library school should\ninclude in its summer\n\nprogram,\n\ninstitutes, or in-service training activities\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nteacher’s\n\na course designed to give the librarian a perspective of the classroom\nmethod and the classroom teacher’s problem.\nSCHOOL\nWILLIAM\n\nW.\n\nBAUER,\n\nTION,\n\nHEALTH\n\nDIRECTOR,\n\nBUREAU\n\nMEDICAL\n\nAMERICAN\n\nPROGRAM\nOF\n\nAND\n\nHEALTH\n\nASSOCIATION,\n\nINSTRUC¬\n\nPUBLIC\n\nCHICAGO,\n\nILL.\n\nI believe that social services, so far as they necessarily touch\nschools, should be actually incorporated\n\nin the program\n\nupon\n\nof the schools only\n\nto the extent that they are necessary for the following purposes:\nprotection of the school child against hazards\n\nthe\n\n(a) the\n\ninherent in or contributed\n\nto\n\nby compulsory attendance at school; (b) the contribution which they can\nmake to the education of the child ; and (c) the protection of the community\nagainst wasteful expenditure of funds provided for education.\nWhen all children are compelled by law to attend school, it follows that\nan obligation is created on the part of the school to safeguard\n\nthem\n\nagainst\n\nall hazards which are created or in any way contributed to by the environ¬\nment into which public policy forces these children. This means that there\nmust\n\nbe insistence upon\n\nminimum\n\nstandards\n\nof environmental\n\nusing the word sanitation in its broadest sense.\nAmong the essentials for a school health program\n\nI would\n\nsanitation,\n\nplace efforts\n\nto identify so-called defects, any condition which handicaps the child in his\nprocurement of an education. This involves provision for examination of the\nchild at intervals during his school career. I believe it better to provide one\nexamination\nRound-Lip\n\nupon\n\nentrance\n\nExamination\n\ninto school, or just before, such as the Summer\n\nof the National\n\nCongress of Parents and Teachers,\n\nplus two other examinations in the elementary-school life of the child. These\nsubsequent examinations should be spaced differently according to whether\nor not the junior high-school plan is followed in the community. Where\nthere are six elementary grades, the child should have a second examination\nin the second half of the third grade or the first half of the fourth grade,\nand his last examination\neight elementary\n\nduring his year in the sixth grade. If there are\n\ngrades, the second examination\n\nwould\n\ncome\n\nin the fourth\n\nor fifth year and the third in the eighth year.\nWhether school physical examinations should be performed by the\nfamily physician or by the school physician is a question which must be\nsettled locally. To have such examinations\nknows\n\ndone by the family physician who\nthe history and personality of the child and the family is an ideal\n\nwhich is admittedly\ntive standpoint.\nWith\n\ndifficult of achievement,\n\nespecially from the administra¬\n\nrespect to the remedial procedures\n\nrequired, physicians are firm in\n\nthe belief that these should not be provided by the schools and we note con¬\nsiderable agreement in school circles with this opinion. There are several\nreasons: (a) educational\n\nfunds are provided\n\nfor educational\n\nnot for medical purposes; (b) providing treatment\nan educational\n\nexperience which\n\nbadly prepares\n\npurposes\n\nand\n\nby the schools constitutes\nthe student for conditions\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\n113\n\nSessions\n\nsubsequent to school life when he will have to provide treatment for him¬\nself ; and (c) the schools are not equipped and can with difficulty be equipped\nto carry out treatment satisfactorily. It is recognized, of course, that treat¬\nment must be made available for those who cannot pay for treatment out of\ntheir own\n\nresources. This does not mean, however,\n\nthat it must be provided\n\nby the schools, tho it may mean that the schools may have to assist, thru\ntheir nursing or visiting teacher personnel, in guiding the family to sources\nof aid.\nAnother\n\nimportant\n\ninformation\n\nfunction of the school is health education. To\n\nand to arouse\n\nthe desire to utilize it constructively\n\nimpart\n\nfor better\n\nhealth is the greatest contribution the school can make in this field. The\ninculcation of a sane interest in the body and its functions and a desire to\nmaintain them at their best is an educational achievement which educators\nhave recognized\nNothing\nbetween\n\nas the first objective of education.\n\nin this paper is intended\n\nto discourage\n\nthe fullest cooperation\n\nthe schools and social service agencies in the community,\n\nphrase in its broadest significance. The\n\nschools should be aware\n\nusing this\n\nof the work\n\nof relief, welfare, health, recreation, and all other agencies in the com¬\nmunity which may contribute to the health and welfare of the school child,\nand should\n\nmake\n\nthese agencies aware\n\nof the needs and opportunities\n\ntheir services in relation to school children. Most\nthe professional groups in the community\nmedical\n\nof all, I would\n\nbe not overlooked,\n\nfor\n\nplead that\n\nespecially the\n\nand the dental professions. In the last analysis, the health of the\n\nschool child is in the care of his parents and of the family doctor and den¬\ntist. Unless this fact is kept definitely in mind, the school health program\nwill inevitably fail to make its best contribution.\nWELFARE\nSAM\n\nH.\n\nCOHN,\n\nPROGRAM\n\nDEPUTY\n\nOF\n\nSUPERINTENDENT\nSACRAMENTO,\n\nWelfare\n\nservice to youth\n\nTHE\nOF\n\nSCHOOLS\nPUBLIC\n\nINSTRUCTION,\n\nCALIF.\n\nby the schools may\n\nbe discussed\n\nunder\n\nfour\n\ngeneral classifications — physical, economic, occupational, and spiritual. Dur¬\ning the past decade more attention has been focused on problems dealing\nwith the physical well-being of school children than in any other period\nof American education. It is recognized that preventive rather than cura¬\ntive methods during the period of growth will insure a vigorous adult life.\nCloser cooperation\n\nbetween\n\nthe public and private agencies concerned\n\nwith\n\nthe physical well-being of youth and the public schools is needed to meet\nthe increasing strain a complex society places on both youth and age today.\nA\n\nwelfare\n\nprogram\n\nsuccessful, maintain\n\nwhich\n\nconcerns\n\nitself with\n\nproblems\n\nthe integrity of the recipient. The\n\nmost\n\nmust,\n\nto be\n\nserious aspect\n\nof unemployment is the destruction of the individual’s initiative. While\nsecurity is desirable it must not come thru the dole which at best is a form\nof economic\n\nanesthesia. The\n\nacceptance\n\nof gratuities without\n\nsating service is the first step in the destruction\n\na compen¬\n\nof independence.\n\nDemoc-\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\nracy under such circumstances soon gives way to some form of dictatorship.\nThis is the most serious phase of an unconsidered welfare program.\nThe\n\nlack of foresight in training youth for entrance\n\ngainful occupation\n\nis revealed\n\nform\n\nof\n\nby the present plight of youth. Generally\n\nspeaking, there is too elaborate counseling machinery\nproduct. Counselors\n\ninto some\n\nand too little salable\n\nlack vision, experience, and understanding\n\nof employ¬\n\nment needs. The training given youth fails to prepare him to meet chang¬\ning conditions of industrial life.\nThe weakest part of our welfare program is that which concerns itself\nwith the spiritual life of youth. The stress laid on material well-being\nstifles the inner life from which comes social development. There is a\ngrowing\n\ndisposition to escape the responsibilities of day-to-day\n\nliving. The\n\nfeeling that “life is real, life is earnest” seems to have been put aside with\nlong underwear, bustles, and other mid-Victorian styles. We cannot grow\nthru wishful thinking or movie hero worship. A will to do and doing with\na will the commonplace\nGENERAL\n\nduties of life is the training needed by most of us.\n\nPOLICIES\n\nIN\n\nTHE\n\nSOCIAL\nJOHN\n\nJ. ALLEN,\n\nJR.,\n\nADMINISTRATION\n\nOF\n\nSERVICES\n\nMEMBER,\n\nOAKLAND,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nCALIF.\n\nThe importance of planning — Many new services have been created to\nmeet needs which have recently come into being. There has been little or\nno thought given to a general plan of administration which comprehen¬\nsively considers the administration of all services. As a result, some areas\nhave\nwhich\nsome\n\nbeen largely neglected. Various\noverlap and\naction from\n\nties and\n\nmany\nsome\n\nagencies have\n\ntaken\n\nresponsibilities\n\nservices have been duplicated. There\n\nsource\n\nwhich\n\nwould\n\ncoordinate\n\nshould\n\nbe\n\nthe various activi¬\n\nfix the responsibilities of the various agencies involved.\n\nIn most\n\ninstances a group of well-informed, public-spirited citizens should unoffi¬\ncially gather together to start the work of planning and coordination.\nPersonnel — It is obvious that the work of every social service agency must\nbe carried on by a competent and qualified personnel if it is to be effective. A\nspoils system in the discharge and selection of workers\nCivil service systems\n\nare set up for the purpose\n\nand competent\n\nworkers\n\nposition which\n\nit is thought\n\nof introducing\n\ninto service and of giving them\nthey should\n\nis very undesirable.\nqualified\n\nthe security in their\n\nhave. Civil service systems\n\nmay\n\nbecome so impersonal as to carry with them some disadvantages. It is essen¬\ntial that employees should have honesty of purpose, native ability, and\nlikeable human qualities. When civil service laws are established, the official\nwho selects employees\nusually given to him.\n\nshould, in my\n\nopinion, have more\n\ndiscretion than is\n\nPublicity — If cooperation between service agencies and public support\nfor them is to be had the workers in one service must know the status and\nfunctions of the other service and the public at large must be well informed.\n\n"}
{"page": 119, "printed_page": null, "text": "115\nGeneral\n\nSessions\n\nEach agency must publicize itself and must encourage its workers to be\ninformed concerning the others. Cooperation can be advantageous in special\ninstances if an agency which is about to engage in some contemplated activ¬\nity will call upon another agency for technical advice and assistance if a\nspecialized service is involved.\nWritten statements of policy — It is desirable that professional workers\nin various services should have written statements of the respective policies\nof the various agencies so that they may\neach agency\n\nknow\n\nthe scope of the activity of\n\nand its departments.\n\nRecords — The experience of each community should be available to\nguide the actions of other communities. Some system of gathering records\nshould be in effect.\nLarger\n\nunits of administration — There\n\nhas been a sustained feeling that\n\nthere should be larger units of administration\n\nfor service agencies, particu¬\n\nlarly in rural areas. It is probably true that in most instances larger ad¬\nministrative units would make possible better service for the costs involved.\nHowever, great good has come from the fact that control and manage¬\nment of the public schools have been kept close to the homes from which\nthe pupils come. The many governing boards of small districts bring great\nnumbers of citizens into participation in democratic government.\nCommunity councils — A community council may consist of representa¬\ntives of various agencies all being drawn together by some common need.\nAnother type of council is composed of both professional and lay representa¬\ntives which have the effect of bringing to the council the viewpoint of the\nmembers\n\nof the general public.\n\nThe work of a community council is not to do things but rather to get\nthem done. A council can determine what needs exist and can outline the\nmeasures\n\nwhich\n\ninvolved\n\nto an appropriate\n\nArticulation\n\nmay\n\nbe required. It then would\n\nwith\n\nassign the responsibilities\n\nagency.\n\nhome — The\n\nhome\n\nhas the primary\n\nresponsibility for\n\nthe care and well-being of its members. All agencies are now tending to\nweave their activities into the home fabric. Schools are developing parent\neducation\n\nclasses and\n\ninviting home\n\nparticipation in matters\n\nwell-being of children. The preservation and improvement\nlife is one of the important responsibilities of education.\n\nCooperation\nCOOPERATION\n\nKARL\n\nW.\n\nBIGELOW,\n\nAMERICAN\n\nin the Improvement\nIN\n\nTHE\nIMPROVEMENT\nEDUCATION\n\nDIRECTOR,\nCOUNCIL\n\nEarly in 1936 the American\nconsideration\n\nto problems\n\nof Teacher\n\nON\n\nOF\n\nON\n\nTEACHER\n\nEDUCATION,\n\nWASHINGTON,\n\non Education\n\nof teacher education.\n\nof the family\n\nEducation\n\nCOMMISSION\n\nCouncil\n\naffecting the\n\nTEACHER\n\nEDUCATION,\nD. C.\n\nbegan to give particular\n\nExtended\n\ndiscussion by the\n\nProblems and Plans Committee led to the appointment of a special subcom¬\nmittee charged with the responsibility of making recommendations regarding\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\npossible Council\n\nEducation\n\nactivity in this area.\n\nwere\n\nheld for the purpose\n\nwho\n\nwere\n\nconcerned\n\nA\n\nof sampling\n\nAssociation\n\nnumber\n\nof informal\n\nconferences\n\nthe opinion of educational\n\nwith teacher education.\n\nThese\n\nconferences\n\nleaders\nwere\n\nat¬\n\ntended by representatives of teachers colleges, liberal arts colleges, state and\nendowed universities, and secondary schools, by state and city superintend¬\nents, and by officers of various educational associations.\nMeetings of the Commission in June and October 1938 resulted in agree¬\nment with reference to certain working premises and to the nature of the\nprogram\n\nto be launched.\n\nand carrying forward\n1. That\n\nof its activities, were\n\nthe Commission\n\nexisting groups\nof teachers.\n2. That\n\nand\n\nNine premises, to serve as guides for the selection\nshould, so far as possible, work\n\nagencies\n\nthe Commission\n\nadopted :\n\nthat are professionally\n\nshould\n\ndirectly with\n\nconcerned\n\nespecially endeavor\n\nwith\n\nand\n\nthru\n\nthe education\n\nto facilitate the efforts of the\n\nvarious groups and agencies to put into use and test in practice the best available\nknowledge regarding the problems in the field.\n3. That the Commission should concern itself with all the experiences that have\neducational significance for the teacher at any particular time.\n4. That the Commission should concern itself with the education\n\nof teachers\n\nfrom\n\nthe time they determine to enter the profession to the time they withdraw from it.\n5. That the commission should stimulate, in every feasible way, cooperation in\nthe attack upon\n6. That\n\nproblems\n\nof teacher\n\nthe Commission\n\nindividual\n\ngroups\n\nwith\n\nshould\n\nwhich\n\neducation.\n\nnot seek to impose\n\nit may\n\nbe associated.\n\nany\n\nThe\n\nplan or pattern\nCommission\n\non\n\nthe\n\nbelieves\n\nthat\n\nit should help the groups associated with it to become better acquainted with evi¬\ndence pertinent to their problems, to plan consequent action in terms of their own\ncircumstances, and to evaluate outcomes according to their own purposes.\n7. That\n\nthe Commission\n\nshould\n\nencourage\n\neach\n\ngroup\n\nassociated\n\nwith\n\nit to con¬\n\ntinue or enter upon experimental activities related to that group’s own recognized\nneeds and to broaden emphases as new needs become evident and as circumstances\npermit.\n8. That the Commission should, however, be particularly concerned with facili¬\ntating attacks on problems and issues in the field of teacher education that have\nthe widest\n\nand\n\ndeepest\n\nsignificance.\n\n9. That the Commission should encourage continuous evaluation of programs for\nteacher education wherever occurring. It conceives of evaluation as including a\ncritical formulation\nthose\n\naims, and\n\na careful\n\nSimultaneously\nannounced\n\nof aims, a continuous\n\nwith\n\nrecording\n\nand\n\nappraisal\nanalysis\n\nof procedures\n\nof outcomes\n\nin the light of\n\nall along\n\nthe line.\n\nthe publication of these premises the Commission\n\nplans for a first activity, to have to do with\n\nthe education\n\nof\n\nelementary- and secondary-school teachers at both the pre-service and inservice levels. Having weighed various possibilities, the Commission had\ndecided\n\nthat the greatest good to the greatest number\n\nwould\n\nresult from\n\nintensive work with a limited number of higher institutions and school\nsystems engaged in the education of teachers. It was assumed that these\ngroups would\n\nmake\n\ntheir procedures\n\nknown\n\nthe benefit of others with similar problems.\ncooperation of state departments\norganizations should be sought.\nA method\n\nand their findings available for\nIt was\n\nof education\n\nand\n\nalso planned\nvarious\n\nof attack having been selected, the Commission\n\nobtain the cooperation\n\nof an appropriate\n\nthat the\n\nprofessional\nundertook\n\nto\n\nlist of school systems and teacher-\n\n"}
{"page": 121, "printed_page": null, "text": "117\nGeneral\n\neducating\n\nSessions\n\ninstitutions of collegiate rank. It believes that those selected for\n\nclose association with it over the next three and one-half years are highly\nrepresentative and that the problems with which they are dealing include\nthose that are most generally felt to be critical in the field of teacher edu¬\ncation. Each of the cooperating groups has presented evidence of a willingness\nto undertake to make a contribution to the improvement\ntion, not merely locally but as a national enterprise.\n\nWork\n\nProjects\n\nAdministration\n\nRESPONSIBILITIES\n\nOF\n\nTHE\n\nADULT\nL. R. ALDERMAN,\n\nDIRECTOR,\n\nEducation\n\nPUBLIC\n\nof teacher educa¬\n\nProgram\n\nSCHOOL\n\nFOR\n\nEDUCATION\nEDUCATION\n\nADMINISTRATION,\n\nDIVISION,\n\nWASHINGTON,\n\nWORK\n\nPROJECTS\n\nD. C.\n\nI recently made an examination of the programs of the National Educa¬\ntion Association and found very little mention of adult education before the\nyear 1920. After that time I found\n\nthat the term\n\nappears\n\nwith increasing\n\nfrequency. It is interesting to note that in the year 1921 there was established\na Department of Adult Education of the National Education Association.\nThis department was organized by those who were teachers of adult educa¬\ntion, largely in the field of Americanization. If we contrast this program\nwith the program\n\nof ten years ago, we\n\nare struck with the importance\n\ngiven\n\nadult education by this Association. The obvious reason for this new inter¬\nest in adult education of the National Education Association is that this\nAssociation recognizes the importance of an interest in education in the\nwhole life of men and of women. It is now obvious that the education of\nchildren and young\n\npeople is only the beginning. In the field of education\n\nwe must deal with the whole problem without any limitations. All educa¬\ntors are vitally interested in the question of adult education for at least\nthree reasons:\n1. Because we find by experience that the greatest influence in the lives of children\ncomes from their parents and adults in their families and that we cannot be\nsuccessful in children’s education without also getting cooperation from their parents.\n2. Because adults want to learn and can learn and are increasingly making\ndemands\n\non\n\nthe public\n\nschool\n\nto learn.\n\ndemonstrated this fact in every\nthat when they offer educational\nfinancial\n\nsupport\n\nThe\n\nemergency\n\neducation\n\nprogram\n\nhas\n\nstate in fhe Union. School people are discovering\nopportunities to adults that this fact brings greater\n\nfor their schools.\n\n3. Because teachers are discovering that they must broaden the concepts of educa¬\ntion if they are to be employed. Reports show that there are 1,500,000 fewer children\nfrom five to thirteen years of age than there were ten years ago, and that as a result\nattendance\nteaching\n\nthe schools\nReports\n\nin elementary\n\nprofession.\nwould\n\nalso show\n\nThis\n\nneed\n\nschools\n\nis declining.\n\nmeans\n\nthat if we\n\n50,000 fewer\n\nthat there is a much\n\nThis\n\nhas\n\na great\n\nare to count\n\nteachers\n\nnow\n\nlarger percent\n\nthan\n\nsignificance\n\nto the\n\nthirty pupils to a teacher,\nthey did\n\nof persons\n\nten years\n\nover\n\ntwenty\n\nago.\nyears\n\nof age than ever before.\n\nWe\n\nall know\n\nthat there was\n\nthe present time. We\n\nnever\n\na greater need for teaching than at\n\nsee that not more\n\nthan one-third of our population has\n\n"}
{"page": 122, "printed_page": null, "text": "118\n\nNational\n\nelementary\n\nEducation\n\nAssociation\n\neducation, only 7 percent have secondary education, and there are\n\ntwice as many\n\nilliterates as there are college graduates. We\n\nof the American\n\npublic school system, but we\n\nof the education\n\nof our citizens. Our\n\nare all proud\n\nare not proud of the status\n\ngreatest need today is for a greater\n\nunderstanding of the living problems and political problems we face.\nWe all believe that there is no investment that pays better than education,\nso the task of every teacher is to play his part with intelligence in the enor¬\nmous problem we have facing us, mainly the education of American people.\nPUBLIC\n\nREX\n\nSCHOOL\nACTION\nIN PROVIDING\nTUNITIES\nFOR ADULTS\n\nPUTNAM,\n\nSTATE\n\nSUPERINTENDENT\nSALEM,\n\nOF\n\nPUBLIC\n\nOPPOR¬\n\nINSTRUCTION,\n\nORE.\n\nIn discussing this panel topic it seems advisable to consider the worth¬\nwhile accomplishments of the WPA\nadult education program as seen in\nOregon. The first of these is the voluntary attendance in our adult educa¬\ntion classes each month of approximately 16,000 adults. The number in\nitself is not particularly impressive, but when\n\none considers the fact that\n\nthese students have no motive in attending the classes other then selfimprovement one is impressed with the significance of the number.\nApproximately\n\n80 percent of our adult education\n\nmore than high-school\nthe eighth grade. Our\nof those whose\n\nstudents have had not\n\neducation, and 34 percent have not gone beyond\nadult education student body is largely composed\n\ncircumstances\n\ndenied\n\nthe privilege of what\n\nthe average educational\n\nexperience. Our program\n\nto satisfy their hunger\n\nfor self-development.\n\nis considered\n\ngives these people a chance\n\nWhat\n\nour program\n\nhas meant\n\nto this group is difficult to measure, but I am convinced that the effort ex¬\npended in this direction has been justified many times by the improvement\nin morale, increase in vocational\n\nefficiency, and\n\ndevelopment\n\nof sense of\n\ncivic responsibility on the part of the students.\nIn the field of Americanization\n\nthe WPA\n\nadult education\n\nprogram\n\nhas\n\nmade a significant contribution. Unhampered in regard to educational quali¬\nfications for teachers, we have selected Americanization leaders on the\nbasis of their ability to do a specific job.\nto be most successful who\n\nknow\n\nWe\n\nhave found\n\nthose teachers\n\ntheir students intimately. They\n\nassist their\n\nstudents in matters which, to the native-born, are simple and commonplace,\nbut which are exceedingly complex and important to the alien. An average\nof approximately\nthruout\n\n1300\n\naliens have been attending Americanization\n\nthe past year. Thru\n\ntheir attendance\n\nclasses\n\nthey have been able to speed\n\nup the operation of becoming citizens. They have been given an under¬\nstanding of the principles of democracy and of their civic responsibilities.\nThey\n\nhave\n\nbeen\n\nencouraged,\n\nin addition, thru\n\nthe sympathetic\n\nstanding of our teachers to hold an appreciative attitude toward\nernment.\nPrior to WPA\n\nadult education, communities\n\nregarded\n\nunder¬\nthe gov¬\n\npublic school fa-\n\n"}
{"page": 123, "printed_page": null, "text": "119\nGeneral\n\nSessions\n\ncilities as items to be used only six hours a day and five days a week.\ngeneral, the schools have\nsolely for the education\n\nbeen\n\nthought\n\nIn\n\nof as being institutions designed\n\nof children; with the opening of schools for WPA\n\nclasses this attitude is gradually changing. Much\n\nopposition has been raised\n\nby school officials to the use by the public of manual training equip¬\nment. Modest beginnings have been made in Oregon toward eliminating\nthis opposition.\nTraditional teaching technics have been discarded\nthe WPA\n\nadult education\n\ninteresting groups\n\nprogram.\n\nTeachers,\n\nof adults varying\n\nand intelligence have found\n\nto a great extent on\n\nfaced by the necessity of\n\ngreatly in age, interest, background,\n\ntraditional teaching methods\n\ninadequate.\n\nFaced\n\nwith a situation such as this, our teachers have turned to student-centered\nteaching and student participation. Adults who have worked during the\nday do not take kindly to lectures and subject-centered teaching. Whether\nor not it has been recognized as a specific educational technic, it is certain\nthat all our successful adult education\n\nteachers have made\n\na study of their\n\nstudents to learn their interests, their traits, and their backgrounds\nmade\n\nand have\n\nfull use of their findings in their teachings.\n\nIt can be said without hesitation that provision should be made to fur¬\nnish educational opportunity to adults in the fields covered by the WPA\nadult education\n\nprogram,\n\nit is logical to assume\n\nprovided\n\nWPA\n\nassistance is withdrawn.\n\nthat the facilities for such a program\n\navailable thru the public schools, it is not conceivable\n\nWhile\n\ncould be made\n\nin Oregon\n\nthat local\n\nschool districts could assume the operating costs by increasing local taxa¬\ntion. I believe that the public schools would offer no serious opposition to\nmaking their facilities available in the event that a permanent\ntion program were established.\n\nCan\n\nAmerica\n\nAfford\n\nMUST\n\nSTATES\n\nCHOOSE\n\nYOUTH\nEMIL\n\nAND\n\nL. LARSON,\n\nTo\n\nEducate\n\nHer\n\nBETWEEN\n\nPENSIONS\n\nFOR\n\nPROFESSOR\n\nOF\n\nARIZONA,\n\nTUCSON,\n\nIn discussing the question, “Must\n\nadult educa¬\n\nChildren?\n\nSCHOOLS\nTHE\n\nEDUCATION,\n\nFOR\n\nAGED?\n\nUNIVERSITY\n\nOF\n\nARIZ.\n\nthe states choose between\n\nschools for\n\nchildren and pensions for the aged?” it would appear that there is an\nimplied choice between two types of governmental service — education of\nthe young on the theory that they might contribute to the welfare of the\nstate and\n\ncare\n\nof the aged on\n\ndefinite contributions\nspend\n\nthe theory that they have\n\nto society, and\n\nthe social group\n\ntheir declining years in comparative\n\nrather than in public almshouses\n\nas was\n\ncomfort\n\nmust\n\nalready made\nsee that they\n\nin their own\n\nhomes\n\nthe practice a few short years ago.\n\nThere is a further implication that there is necessarily competition be¬\ntween these two services and that it may be possible to provide one or the\nother, but not both.\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nContrary to rather common belief, old-age pensions are not entirely\nnew. In 1935 there were thirty-five states and territories, thirty-three ex¬\ncluding Alaska and Hawaii, with provisions for them. Of the thirty states\nwith old-age pension plans in use in 1934, twenty-four made it manda¬\ntory to provide for them while in six it was optional to provide or to omit\nsuch pension payments if desired. Thus, by 1934 approximately half of the\nstate legislatures had made it mandatory to provide some financial assistance\nfor the aged citizens.\nVarious means were used to provide revenue for the financing of such\npensions in existence in the various states in 1934. Approximately threefourths of the states depended on general appropriations, which of course\nmeant\n\nthat the money\n\nneeded\n\nwas\n\nraised by general taxation. Three\n\nstates\n\nraised the money for financing old-age pensions by means of a state or\ncounty poll tax, two had poor taxes, one a liquor tax alone, and one used\nboth a poll and a liquor tax.\nThe\n\nage which the recipient of an old-age pension should have reached was\n\nsixty-five in fourteen\n\nstates, seventy in fourteen\n\nstates, and sixty-eight in\n\none state. In Alaska the age for eligibility for pensions was\nfor men and sixty for women.\nIn August\n\nof 1935 the federal government\n\nSecurity Bill. As first set up the bill provided\n\nenacted\n\nset at sixty-five\n\ninto law the Social\n\nfor aid to the various states\n\nfor seven activities including nearly $50,000,000\nsum of $94,491,000.\n\nfor old-age assistance, the\n\nWe are primarily concerned here with only the old-age provisions of the\nSocial Security Bill. Until January 1940 the states may make pensioners of\ntheir citizens at either age sixty-five or seventy. After that time the state\nlaw must provide an age limit of not over sixty-five years. The federal\ngovernment will pay not to exceed 50 percent of the total contribution to\nneedy aged pensioners. However, on monthly\nmaximum federal contribution is $15.\n\npayments\n\nin excess of $30 the\n\nFrom 1900 to 1940 the number of people sixty- five years of age has\nincreased from 3,089,000 to 8,311,000 while the proportion which this\ngroup is of the total population\n1950 the total number\n\nhas increased from\n\n4.1 to 6.2 percent. By\n\nin this aged group, as estimated, will be 10,863,000\n\nand the proportion will be 7.7 percent. By 1960 the number over sixty-five\nwill be 13,590,000 and the proportion will be 9.3 percent. These data are\nsufficient to indicate that the old-age\nprominent.\n\ngroup\n\nwill\n\nbecome\n\nincreasingly\n\nEvery state and territory now has an old-age pension or assistance law\nwhich has been approved by the Social Security Board. By May of 1938\nthere were 1,686,000 persons who were being aided in this manner. As oldage pension plans have primarily been designed to help the needy aged this\nnumber\n\nof pensioners represents one-fifth, or 21.6 percent, of the group\nage sixty-five and over.\n\nThe\n\ntotal expenditure\n\n$400,000,000.\n\nThe\n\nof\n\nfor old-age pensions in 1938 was approximately\nexpenditures for this purpose range from one-fifth to\n\n"}
{"page": 125, "printed_page": null, "text": "General\n\nSessions\n\n121\n\none-fourth of the expenditures for education. The expenditures for pensions\nin 1937 were from twelve to fifteen times what they were in 1934.\nSo far we have indicated several definite things. We have noted the in¬\ncreasing demand for governmental services and the increased cost of gov¬\nernment. We have traced briefly the development of old-age pensions and\nhave noted the present situation in regard to old-age assistance. Two im¬\nportant factors which those charged with school finance must consider\nare that (a) . fixed obligations which must be cared for will almost of neces¬\nsity reduce current expenditures, and (b) new means of securing revenue\nwill not make the financing of schools any easier if the schools must de¬\npend on the property tax more than do any other services of government,\na situation that will prevail as long as local communities must bear the\nburden of support of schools.\nAfter the invitation to appear on this program was received, in order to\nsecure definite data so that the statements might not all be unsupported\ntheory, a letter and inquiry blank were sent to each of the state superin¬\ntendents and commissioners of education. Replies were received from about\nthree-fourths, thirty-nine, of the states in time to be of use in preparing\nthis summary. This number is sufficient to indicate certain definite tend¬\nencies.\nOf these thirty-nine states practically all provide for the financing of oldage assistance by means of appropriations from the general revenue funds\nof the state. Old-age assistance has the advantage of profiting from a\nvariety of taxes where such variety exists. Sales and liquor taxes are ear¬\nmarked for old-age assistance. Usually the state property tax levy is smaller\nthan the local property tax levy and is less subject to restriction.\nThe amounts expended for old-age assistance in the various states, both\nstate and federal funds included, range from 5 to 25 percent of the amount\nexpended for schools. The usual expenditure for old-age assistance is 15\nto 20 percent of the expenditure for schools. The monthly allowance for\neach indigent aged person varies by states. If universal old-age pensions were\nprovided for all over sixty-five years of age the cost would equal or exceed\nthe expenditures for schools.\nInformation regarding expenditures for schools for each year from 193435 thru 1938-39 was also made available. In only a few cases have expendi¬\ntures been reduced, a gradual increase usually being noted for each year.\nAltho the writer did not request separate statements of current expendi¬\ntures and expenditures for capital outlay and debt service, it seems safe to\nassume that total school expenditures have not been materially reduced\nduring the past five years.\nIn response to the question as to whether or not old-age pension legisla¬\ntion had increased the difficulty of securing school funds thirteen state\nofficers indicated that old-age pension legislation had militated against ade¬\nquate support for schools. Fourteen stated that there was no difference ap¬\nparent as yet but three of these qualified their replies with statements that\nattempts had been made to reduce school support, that the last legislature\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\nEducation\n\nAssociation\n\nintroduced some difficulties, and that the fixed obligation would introduce\nfuture difficulties. Twelve did not reply to this question.\nThe question was also asked as to the opinion of the state school official\nregarding the advisability of providing old-age pensions. Twenty-five out of\nthirty-nine replied, all indicating that the government should provide both\nold-age assistance and schools. Several indicated that there is a limit to the\nservices that the government can provide and finance altho it approves in\ngeneral the theory of old-age assistance.\nREDUCING\n\nWALTER\nTION,\n\nTHE El NANCI AL INEQUALITIES\nURBAN\nANI) RURAL\nSCHOOLS\n\nE. MORGAN,\nSTATE\n\nASSISTANT\n\nDEPARTMENT\n\nSUPERINTENDENT\nOF\n\nEDUCATION,\n\nOF\n\nBETWEEN\n\nPUBLIC\n\nSACRAMENTO,\n\nINSTRUC¬\nCALIF.\n\nWh at information do we have indicative of inequalities in the financing\nof urban schools as compared with the financing of rural schools? The\npublications of the National Education Association and of the United States\nOffice of Education have made available many of the facts. The following\nare some of the more significant facts indicative of inequalities in the\nfinancing of public education in urban and rural areas in the United States\nas a whole:\n1. Average current expenditures per pupil in rural schools are approximately\n57 percent of those of urban schools.\n2. Median salaries of teachers in rural schools are 40 percent of those paid in\nurban schools.\n3. Teachers in rural schools have received considerably less training than teachers\nin urban schools.\n4. Supervisory service is much more limited in rural schools than in urban schools.\n5. The ratio of pupils to teachers is higher in urban schools than in rural schools,\nbut the grade and age span of pupils is greater in rural school classes than in urban\nschool classes.\n6. The spread of suhjectmatter taught by teachers in rural schools is considerably\ngreater than that taught by urban teachers.\n7. Many educational services available in urban schools are wholly lacking in\nmost rural schools.\nS. Rural schools because of their smaller enrolments afford pupils less opportunity\nfor social adjustment and activity and because of the wider age and grade span\nper teacher afford rural pupils less opportunity for the mastery of the fundamentals\nand much less opportunity for the attainment of desirable personal and social\ngrowth.\n\nThese financial and educational inequalities result from two major de¬\nfects in our state systems of public education, namely, inadequacies in state\nprograms of public school finance and inadequacies in state administrative\norganization. The second of these defects is to an extent related to the first.\nThe principal defects in state plans for public school support are the\nsame as those which obtained twenty years ago. They include :\n1. Too great reliance upon the property tax as a course of revenues\n2. Inadequate state contributions for public school support\n3. Inequalities in local assessment practices\n4. Distribution of state aid on bases other than measures of local educational\n\nneed\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\n123\n\nSessions\n\n5. Lack of constitutional guarantees of state school support\n6. Inadequacy of the taxable wealth available in thousands of our small school\ndistricts to provide the amounts necessary for the support of the schools.\n\nA seventh defect resulting from pressure for larger amounts of state\nschool support is the increasing reliance upon special sources of state school\nsupport, such as tobacco taxes, luxury taxes, the gas tax, and general retail\nsales taxes. Because of the variations in income derived from such taxes, they\nconstitute fluctuating sources of income on the basis of which it is difficult\nto predicate a stable school program supported by a stable income.\nThe inequalities in the financial support of urban and rural schools can¬\nnot be eliminated unless these defects are remedied. The removal of these\ndefects involves the following steps:\n1. Adoption of a budget-deficit plan of state school finance. This includes:\na. Determination of the total cost of a minimum or foundation program\neducation for each district\nb. Imposition of a uniform\n\nminimum\n\ntax upon\n\nof\n\nall districts\n\nc. Provision by the state of the difference between the proceeds of the uni¬\nform district tax and the predetermined cost of the minimum acceptable edu¬\ncational program.\n2. Adoption of a balanced state tax structure which would reserve property pri¬\nmarily for local taxation and provide state revenues from graduated net personal\nincome taxes, retail sales taxes, inheritance taxes, severance taxes, and special taxes\nlevied on persons and corporations for the privilege of conducting business within\nthe state on a regional or statewide basis. Such persons and corporations include\nthose conducting communication, transportation, light and power, banking, insurance,\ngeneral financial, and similar businesses.\n3. State assessment or state equalization of the assessment of local properties\nsubject to local taxation.\n4. Adoption of constitutional guarantees of\na. Minimum state school support\nb. Priority of state school support over all other obligations of the state.\n5. Adoption of legislation guaranteeing a minimum salary for teachers.\n\nNo state has as yet solved the problem of eliminating inequalities in the\nfinancing of urban and rural education. Various states have attacked the\nproblem in various ways. Notable advances have been made by several\ngroups of states in :\n1. Adopting an equalization\nstate aid available\n\nplan for the distribution of a major\n\nportion of the\n\n2. Providing large state school funds and appropriating their state school funds\nin such manner as to guarantee a basic apportionment to each district sufficient to\nfinance a minimum educational program\n3. Adopting minimum salary laws sufficient to provide a living wage to teachers\nand have provided a sufficient amount of state aid to guarantee the payment of the\nminimum salary.\n\nIn most states, however, great inequalities still exist, and the rural schools\nstill remain comparatively underfinanced, with markedly lower salaries,\nlower expenditures, and more meager educational programs than in the\nurban schools.\nWhere\n\nit has proved impossible or unfeasible to attack the basic problems\n\n"}
{"page": 128, "printed_page": null, "text": "National\n\n124\n\nEducation\n\nAssociation\n\nof equalization of public school support fundamentally, efforts have been\nmade, with marked results, to improve the program of the rural schools by\nanother method of attack. This involves recognition of the fact that the\nsmall size and meager financial ability of most rural school districts render\nit impossible to provide adequate educational programs therein without\nalmost complete state support on an equalization basis. This inadequacy of\nlocal units of school administration constitutes the second major defect in\nmost state school systems.\nTwo general procedures have been followed in attempting to improve\nrural school finance and rural education by means of improvement in the\nadequacy of local units of school administration. In approximately one-half\nof the states a reorganization of local units of school administration has\ntaken place; in about one-third of the states a county unit or a modified\ncounty unit has been adopted. In a number of states reorganization has been\nstimulated by the use of a state equalization fund of comparatively small\nsize which has been used to assist in the financing of the costs of transporta¬\ntion and housing of reorganized districts. In many states, as in California,\nrepeated attempts to create more adequate local units of school administra¬\ntion by state legislation have been defeated, largely because of the oppo¬\nsition of, or lack of agreement among, school administrators and school\ntrustees.\nIn a number\n\nof states, as in California, it has been recognized that the\n\ncreation of adequate local units of school administration is a long-term\nproject that may take further decades to accomplish. In these states, as\nalso in many states which have had some success in creating larger school\ndistricts, the attempt has been made to extend and expand the professional\nfunctions of the county as an intermediate unit between the state and local\nschool districts, with a view to improving the educational program\nrural schools.\n\nof the\n\nSHALL SCHOOL\nBUDGETS\nBE DETERMINED\nBY INDE¬\nPENDENT\nBOARDS\nOF EDUCATION\nOR SHALL\nTHEY\nBE SUBMITTED\nTO OTHER\nGOVERNMENTAL\nBODIES?\nEDGAR\n\nE. MULLER,\n\nSUPERINTENDENT\nOAKLAND,\n\nOF\n\nALAMEDA\nCALIF.\n\nCOUNTY\n\nSCHOOLS,\n\nThe answer to the question, “Shall school budgets be determined by inde¬\npendent boards of education or shall they be submitted to other govern¬\nmental bodies?” is that school budgets should be determined by independent\nboards of education and they should not be submitted to other governmental\nbodies. In support of this conclusion there are five fundamental considera¬\ntions worth reviewing:\n1. A schoolboard should be fiscally independent because full administra¬\ntive control usually follows fiscal control. Investigators report that where\n\n"}
{"page": 129, "printed_page": null, "text": "General\n\nSessions\n\n125\n\nthe power to approve or disapprove budgets has been vested in noneducational boards, it has invariably led to dictation in matters of selecting school\nsites, purchasing school supplies, and in some cases, these boards have gone\nso far as to attempt to prescribe the number of teachers necessary for a\nschool. The great number of court cases arising from disputed limits of\nauthority is further evidence that those who have been given a veto power\nfor school budgets have not been content to limit their scope of authority\nto financial affairs. Education as we perceive it, being a function of the\nstate and having a much broader scope than other governmental functions,\nis far better off and much safer when the board of education has both fiscal\nand administrative control.\n2. Greater efficiency is obtained by fiscally independent schoolboards.\nTwo boards, each having different goals, have a tendency to be in constant\nconflict with a resultant loss in efficiency. Competent surveys invariably\nindicate that there is little extravagance in boards of education that enjoy\nfull independence.\n3. Local initiative is stimulated when a schoolboard has fiscal independ¬\nence. Often plans and programs that are the product of careful study are\nsubmitted, and then because another authority does not have a full knowl¬\nedge of the submitted proposal, they are vetoed. As a result, educational\nadministrators become completely discouraged and lose all initiative.\n4. Long-term planning is difficult if not impossible if the educational\nboard is not fiscally independent. Partisan offices change more often than\nschoolboards, and when they do, policies usually change. Generally, even\nwith a change of personnel on a schoolboard, the policies are not altered\nfundamentally. It is not uncommon for schoolboard members to serve un¬\ninterruptedly for fifteen to twenty years. Changes in the personnel or changes\nin policy do not allow continuity. The very character of education and its\nfinancial magnitude make a year-to-year program ineffective. Curriculums\ncannot be articulated or coordinated unless a long-range view is taken.\nNecessary cash balances must be accumulated over a long period of time.\nThe building program, in order to be at all reasonable, must be extended\nover many years in order not to create too great a tax burden in any year.\n5. Public education is of sufficient magnitude and importance and of\nsuch a specialized nature to justify separate treatment. The very magnitude\nof expenditures justifies special attention. Comparing municipal expenditures\nwith those of the school in many localities it will be found, in the majority\nof cases, that school expenditures equal all of the other expenditures com¬\nbined. The invested capital of a school system is usually the largest single\ninvestment that a community has. It is truly a business large enough to\njustify separate and distinct consideration.\nThe fact that the administration of public schools is so highly specialized\nmakes it virtually mandatory that its problems be handled separately. The\nneeds of public education differ from other governmental functions. The\npersonnel, both certificated and noncertificated, must be chosen with re¬\nspect to peculiar responsibilities.\n\n"}
{"page": 130, "printed_page": null, "text": "National\n\n126\n\nEducation\n\nAssociation\n\nIf it is true that it is desirable for the full administrative control to\nremain with school authorities, that greater efficiency is obtained by hav¬\ning authorities always linked with responsibility, that local initiative is\nstimulated when the schoolboard enjoys full financial independence, that\nlong-term planning is essential yet practically impossible when a board of\neducation must submit its budget for final approval to another govern¬\nmental body, and if the size, importance, and specialized character of\npublic education justifies separate attention, then school budgets should\nbe determined by independent boards of education.\nHOW\n\nIMPORTANT\nIS THE SAFEGUARDING\nOF LOCAL\nINITIATIVE IN THE WHOLE\nPROGRAM\nOF\nFINANCING\nEDUCATION?\n\nAGNES\n\nSAMUELSON,\n\nEXECUTIVE\n\nPAST\n\nSECRETARY,\nDES\n\nPRESIDENT\nIOWA\n\nOF\n\nSTATE\n\nMOINES,\n\nTHE\n\nASSOCIATION;\n\nTEACHERS\n\nAND\n\nASSOCIATION,\n\nIOWA\n\nThe issue of control always comes to the top when the matter of federal\naid for education is raised and engenders much debate. While this issue may\nhe used by some as a cloak to hide their opposition to funds for schools, with\nmany others it is genuine. The matter of control is definitely in the picture.\nHow can local control be preserved and financial inequalities be reduced?\nThe importance of safeguarding local initiative is being demonstrated\ntoday as people in large areas in economic distress are surrendering their\nfreedoms for dictatorships, their representative governments for personal\nleaderships, and the war drum for the peace table. All freedoms are repressed.\nConformity and subordination to the will of the state are enforced. Education\nbecomes the instrument of the state for the regimentation of thought.\nIn our American democracy the preservation of freedom of speech and\ndiscussion is an imperative. Therefore, centralization of control in education,\nthe dissemination of propaganda for any group in power at the moment, and\nexternal controls of any nature — be they political, commercial, or religious —\nare resisted.\nThe problem is to hold fast to the imperishable values of local freedom\nand at the same time to move forward in correcting glaring educational\ninequalities which operate to keep many of our citizens from enjoying the\nfruits of education and democracy. The solution does not hinge upon the\nsurrender of basic principles but upon the acquisition of the skills essential\nto our American way of life.\nThe Advisory Committee on Education came to the conclusion that federal\naid was necessary in order to lessen inequalities and that a limited amount\nof control must be provided to assure honest, legal, and efficient expenditure\nof the funds. The Committee asserts that such safeguards are necessary in\norder that the federal government may discharge its responsibility to the\ntaxpayers for the proper expenditure of the funds. These safeguards can be\nset up without trespassing upon local management and control.\n\n"}
{"page": 131, "printed_page": null, "text": "127\nGeneral\n\nThere\n\nappears to be no argument\n\nSessions\n\nas to the need of federal headquarters\n\nfor research purposes, coordination with other federal agencies, encourage¬\nment of experimentation, and other services. It seems to be agreed that it\nshould have no power to regulate or control the content or processes of edu¬\ncation in the schools.\nWe bel ieve that state aids have served a useful purpose in promoting better\nconditions in communities interested in improvement. State aids have also\npointed out the necessity of equalization programs in order to reach the\ncommunities which need help the most. Even then local initiative is necessary\nto help secure legislation and take advantage of it when it is enacted.\nAll of this may not add up to any formula for solving the issue. It is\ncertain that the American people will not vacate the principle of local\ninitiative in government, especially in education. The experience elsewhere\nshows the price to be too severe. They may relinquish it in part in other\nareas, but they will cling to it tenaciously in education. Any program for\nequalization of opportunity must respect this principle.\nWHAT\n\nFEDERAL\n\nAID\n\nMEANS\n\nHOWARD\n\nA. DAWSON,\n\nDIRECTOR\n\nOF\n\nFOR\n\nRURAL\n\nWASHINGTON,\n\nPUBLIC\n\nSERVICE\n\nOF\n\nEDUCATION\nTHE\n\nASSOCIATION,\n\nD. C.\n\nTo those who believe that public education in a representative democracy\nis essential to the perpetuity of our form of government, that the economic\nwell-being of our people depends upon the training of the common people,\nand that the efforts of the national government to raise the social, cultural,\nand economic standards of the masses depend to a large extent upon the\nintellectual level attained by all the children of all the people, it is worth¬\nwhile to present the factual situation regarding public education in these\nUnited States and discuss matters of public policy in the financing of public\neducation.\nThere is now pending in the Congress a bill, S. 1305, based on the report\nof the President’s Advisory Committee on Education, that proposes to\nmake money available to the states for equalizing educational opportunities\nin elementary and secondary schools for the support of adult education,\nlibrary services, rural rehabilitation, educational facilities for children on\nfederal reservations, and for educational research. The enactment of this\nbill would mean a great forward step for public education in this country.\nFederal aid would make it possible to have an eight- or nine-month\nschool term thruout the United States. At the present time the average\nschool term ranges from nearly nine and one-half months in the highest\nstates to barely six and one-half months in the lowest states. On an average,\nrural schools thruout the nation are in session a month less during each\nyear than are urban schools. The average rural pupil in the nation at¬\ntends school less than seven months per year. In seven states with large\nrural populations the average number of days attended per year by rural\npupils is less than six months.\nFederal\n\naid will make\n\nit possible to extend high-school facilities to\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nchildren living in areas now without such facilities or with inadequate\nfacilities. If suitable high schools were available thruout the nation the\nhigh-school enrolment should constitute one-third of the total school en¬\nrolment. At the present time some states have almost that many children\nin high school. On the other hand, in other states we find as low as 10.6\npercent of the total school enrolment in high school. Seven states average\nmore than 27 percent of their total enrolment in high school ; on the other\nhand eight states have less than 15 percent.\nFederal aid will mean the improvement of school facilities in the most\nneglected areas so that the more than 800,000 children of elementaryschool age who are not now enrolled in any school, largely because of lack\nof facilities, will be placed in schools.\nFederal aid for education will enable the states to eliminate illiteracy\nand to guard against it in the future. In the United\n\nStates there are still\n\nmore illiterates than college graduates and about one-half as many illit¬\nerates as high-school graduates. Altho there are approximately 3,600,000\ntotally illiterate persons, there are about 15,000,000 not technically classed\nas illiterate who are so poorly educated that they are unable to read a\ncolumn in a newspaper or write a simple letter.\nFederal aid for education will place in states and communities where\nfinancial resources are meager the funds needed to support the kind of\nschools needed and to pay fair and equitable salaries to their teachers. The\naverage annual expenditure per pupil for current operation for schools now\nrange from $134 in the highest states to less than $15 in the lowest. Nearly\none-fourth of the states exceed an annual expenditure of $90 per pupil\nwhile another one-fourth fall below $45 per pupil.\nIn one state the average annual salary per teacher approaches $2500\nwhile in the lowest it is barely $500. However, in these same two states\nthere are marked differences between the salaries paid to rural and urban\nteachers. In the richest state with an average salary of $2500, the average\nrural teacher receives only $1370.\nIf these inequalities of educational opportunity were due to indifference\nand lack of effort on the part of the state and the rural people it might\nnot be necessary for the federal government to consider entering upon a\nprogram of financial assistance for education. No fact is better established\nthan that the educational inequalities are not due to indifference and lack\nof effort. They are due almost wholly to the lack of financial ability.\nThe amount of taxes per capita which can be raised ranges from $18.39\nin Mississippi to $109.33 in Nevada. Assuming that each state would\nspend an average of $60 per year per weighted pupil for schools, it was found\nthat 96.5 percent of all tax resources in Mississippi would be required to\nmaintain schools, while in Nevada only 16.5 percent of tax resources\nwould be required.\nNot only are the economic resources of many states comparatively low\nand the educational burdens great, but the people of those states in a large\nmeasure do not own or control the economic resources of those states,\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\nThe\n\nnonfarm\n\n129\n\nSessions\n\npopulation of the Northeast\n\nsection of the United\n\nStates\n\nhas only twice as many children of school age as the farmers of the South¬\neast, but they have twenty-one times as much income. The farmers of\nthe Southeast have nearly 14 percent of the nation’s school children but\nthey have only 2 percent of the national income. The farmers for the\nentire nation have 31 percent of the nation’s school children but they\nreceive only 9 percent of the national income. The poorer the community\nor the state in this country, the less are the expenditures for public\nschools and the greater is the number of children. Federal aid would\nmean the creation of educational opportunities supported on a permanent\nbasis for hundreds of thousands of adults who find it necessary to make\noccupational, personal, and civic adjustments to changed conditions which\nhave seriously affected their modes of living.\nThe enactment of the pending federal aid bill will mean the extension\nof library facilities to 45,000,000 more citizens of whom 39,500,000\nlive in rural areas that do not now have access to a public library. It\nwould mean the extension of free public school facilities to the children\nof federal employees now residing on federal reservations and properties\nand at foreign stations of the United States. For the most part the United\nStates government has left the burden of educating the children of their\nemployees to local communities near the location of the federal property\nwhich is always exempt from local taxation. Recent investigations have\nshown that there are approximately 30,000 of these children on more\nthan 800 federal reservations. The pending federal bill in making money\navailable for elementary and secondary schools makes specific provision for\nfunds to pay for school buildings in connection with needed school con¬\nsolidations. One of the chief handicaps in the reorganization of rural school\nunits is the lack of money to pay for new buildings.\n\nThe enactment of the federal aid bill will mean more adequate facili¬\nties for the training of rural teachers. A part of the funds will be made\navailable for the support of teacher-preparation institutions.\nSome persons think that federal aid for education would mean federal\ncontrol of education and the destroying of state and local autonomy in\neducational administration. It is not at all necessary that such a result\nshall follow a policy of federal aid. It should be borne in mind that the\nfederal government really does not aid education as such. Under the Con¬\nstitution the federal government can deal with education only thru\nappropriations to the states and by cooperating with them. The degree\nof control the federal government might have over states in the admin¬\nistration of education depends altogether upon the policy desired by the\nAmerican people.\nSome persons appear to believe that the enactment of the pending fed¬\neral aid bill would result in destroying the traditional policy of separation\nof church and state in the United States. This is a mistaken idea. The\nfederal aid bill now\n\npending in the Senate would\n\nonly to public schools. The\n\nmake\n\nfunds available\n\nterm “public” in connection\n\nwith\n\nschools\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\nNational\n\nEducation\n\nAssociation\n\nhas long and often been defined by the courts as meaning that they are\nfree, open equally to all and under complete public control. Section 12\nof S. 1305 provides that the funds should be made\n\navailable for disburse¬\n\nment by states to “local school jurisdiction” or state educational agencies\nfor all types of current operating and maintenance expense of public\nelementary and secondary schools and their auxiliary services. All other\nprovisions of the bill affecting public elementary and secondary schools\nmust of necessity take their meaning from this specific provision as to\nthe availability and use of the federal appropriations. It is true that some\nstates have authorized the use of public funds to furnish transportation\nservices and textbooks to children attending nonpublic schools. Both state\ncourts and the Supreme Court of the United States have held that the\nprovision of such services is in no way to be construed as financial assist¬\nance to a religious organization. There is nothing that the Congress can\ndo or should do unless the Constitution of the United States should be\namended to prevent the states from following this policy if they so desire.\nEven if it were possible to use federal funds for such purposes, and it is\nquite evident that under S. 1305 it would not be possible, the question\nof the separation of church and state is hardly involved except by a far\nstretch of the imagination.\nFederal aid for education will mean a strengthening of the faith of\nthe American people in democratic institutions. Under a democracy it is\nbelieved that if the doors of opportunity are kept open rewards will then\nbe distributed somewhat according to merit. Equality of reward is a tenet\nof communism but equality of opportunity is the essence of democracy.\n\nCooperatives\nCURRENT\n\nFRANK\n\nTAYLOR,\n\nSTATE\n\nLEGAL AND LEGISLATIVE\nCOOPERATIVE\nWORK\nDIRECTOR,\n\nRELIEF\nTHE\n\nand Credit Unions\n\nSELF-HELP\n\nADMINISTRATION\n\nCOOPERATIVE\n; AND\n\nGOVERNOR’S COMMISSION\nSACRAMENTO,\n\nRESEARCH\n\nTRENDS\n\nSECTION,\n\nIN\n\nCALIFORNIA\n\nASSISTANT\n\nFOR\n\nON RE-EMPLOYMENT,\nCALIF.\n\nOur estimates tell us that from 80,000 to 90,000 current relief clients,\ncoupled with an even larger number of persons on WPA and federal aid\nprograms, are probably only 50 percent of all the people actually unem¬\nployed or employed such a small portion of the time that for all purposes of\nstudy of the problem they may be considered in equal need.\nWe are presented with a continuing group of people who will be\npermanently unemployed, so far as the normal business employment is\nconcerned, for whom the government must create some method of supply¬\ning them with income sufficient to maintain at least a minimum standard\nof decency. At the same time we must keep in mind that altho a new\napproach to relief is needed because the major portion of our citizenry is\nstill involved in the normal processes of the community, any new program\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\nSessions\n\n131\n\nmust not too radically disturb the present economy. Having these concepts\nin mind we have attempted as one of the approaches to the problem to\nutilize the cooperative technic as a portion of our solution. Thru the\nadministration’s legislative program it has been our endeavor to have\npassed, laws which bring California up to date in its incorporating laws,\nwith relation to consumer cooperatives.\nIn this group of bills may be listed a whole series authorizing the relief\nadministrator to issue relief in kind to whole groups of so-called categorical\naids and another series of bills exempting sales either of goods or property\nby the state relief administration or self-help cooperatives from special sales\nand use taxes. Among all these only two bills were actively supported by the\ncooperative movement — one bill being the incorporation, bill which was\npassed by both houses of the legislature and sent on to the governor for\napproval and one bill creating a cooperative authority to administer aid to\ncooperative organizations where such expenditures will aid in the relief\nof hardship and destitution due to unemployment.\nThe administration has attempted to reorganize and revise the adminis¬\ntrative aid to self-help cooperatives being extended by the state relief ad¬\nministration. As this has been possible within the framework of the existing\nlegal authority of the state relief administrator, considerable and extensive\nrevisions of policy have been inaugurated by the new administration. These\nrevisions include a policy of financing self-help cooperatives into planned\nproduction schedules on a basis of repayable loans, rather than gifts or\ngrants. The policy includes joint planning between the self-help cooperative\nrepresentatives and representatives of the state relief administration, thus\neffecting a joint administrative and client control not possible in any direct\nrelief procedure. Policy includes advances to cooperative associations for the\npurpose of current payroll procedure whereby cooperative members are en¬\nabled to draw income at the time and place of their employment. As a\ncorollary of this procedure the cooperative groups have themselves volun¬\ntarily agreed to remove members of the cooperatives from any form of\npublic assistance thereby relieving the taxpayer of the cost of public aid.\nt\n\nOPERATING\nHUGH\n\nPROBLEMS\n\nG. STOUT,\n\nOF\n\nTEACHER\n\nTREASURER-MANAGER\nUNION,\n\nOF\n\nPORTLAND,\n\nCREDIT\n\nPORTLAND\n\nUNIONS\n\nTEACHERS\n\nCREDIT\n\nORE.\n\nI shall take for granted that you are an officer or an informed member\nof some teachers credit union and are sympathetic with the credit union\nmovement as a whole. My connection with this movement started in 1932\nwhen our Portland Teachers Credit LTion was chartered with a total\ncapital of $66. After six and one-half years our capital has grown to\n$176,000; we have made loans totaling $700,000 and have never lost\none cent from failure to repay on any of the money loaned. We have\nmore than 1200 members.\nWe\n\nhave not confined our efforts to merely helping members\n\nand advancing\n\nmoney\n\non loans. We\n\nstudy and attempt\n\nto save\n\nto analyze all\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nproblems affecting the financial well-being of persons eligible to member¬\nship. Our members enjoy meeting in the office and our board, committees,\nand officers continue giving freely of their time and thought. We do not\nbelieve in “rotating offices” and now have most of our original group\nserving for the seventh year.\nThru the credit union we have gone beyond the limitations of our\noffice and have brought the respect of the businessmen in our community\nto the teaching group. The school clerk in Portland recently stated that\n“garnishment of teachers’ salaries has decreased about 90 percent since\nthe credit union has been operating.” Most creditors now get in touch\nwith us before they take any legal action against a school district employee.\nWe have been active in helping to organize other credit unions. We\nare members of our state league and the Credit Union National Asso¬\nciation. Thru the cooperative, Cuna Mutual Society, we protect the\nestates of our borrowers against loss due to death or permanent disability.\nEducational procedure to be followed in a credit union is:\n1. See that the treasurer learns the bylaws and studies the state or federal\nEnabling Act.\n2. Have the president read some good credit union book, such as Cuna Ernerges.\nFrom this he will gain a picture of the duties of each officer and committee member.\n3. Each committee and board member should make an exhaustive study of the\nwork to be done in his position. Each must contribute his part with understanding\nand an appreciation of the trust which has been placed in him thru his election to\noffice by his co-workers.\n4. The matter of educating the member and the potential member should be thru\nsuch means as are available. Thru timely advertising he should be brought to seek\nthe services which the credit union offers.\n\nAs to matters of office technic, the greatest problem is to find a good\ntreasurer-manager and intelligent officers and directors to guide the activi¬\nties of the credit union. Next, decide upon convenient quarters. The\npresident and auditing committee should have the records available at\nall times. It is also important that some definite time be set when the\noffice will be open without fail, a time when all teachers are out of the\nclassroom. The office should be open during vacation months.\nAs to loans and security, this is a local problem. Most people are\nentirely honest. Many people do not plan budgets carefully and are in¬\nclined to overburden themselves with installments, especially teachers.\nThe matter of security should be secondary to necessity. Make a loan\nwhen and where it is beneficial to the borrower. Pay less attention to\nwhether he has saved money in U. S. government bonds which he will\ndeposit for security and more in an analysis of his present obligations, their\npast duration, and his reputation for integrity.\nWatch your borrowers with a helpful hand; assist them to stay within\ntheir income. Be sure the first repayment is made on time and you will\nnot have to form a collection policy. If your passbook has not been audited\nby your supervisory committee in the past year, insist that this be done\nthorolv each year. The mark of success in your credit union is measured\n\n"}
{"page": 137, "printed_page": null, "text": "General\n\nSessions\n\n133\n\nby your receipt of mail. If you receive as much advertising from loan\nagencies after your credit union is operating as before, you may rest\nassured that some o( your fellow workers are still their victims.\n\nSalaries and Economic\nTHE\nHAZEL\n\nDAVIS,\n\nNATIONWIDE\nASSISTANT\n\nDIRECTOR\n\nASSOCIATION,\n\nStatus of Teachers\n\nSALARY\nOF\n\nSITUATION\n\nRESEARCH,\n\nWASHINGTON,\n\nNATIONAL\nD.\n\nEDUCATION\n\nC.\n\nFor the country as a whole, blending together all regional differences,\nthe average annual salary of teachers in the past school year, 1938-39,\nwas $1380. The losses of the depression years have not been overcome\nentirely. By 1940-41, when the Research Division expects to make its\nnext study of salaries, it seems likely the general level of median salaries\nof classroom teachers will be as high as in 1930-31, provided no further\neconomic depression appears. Principals and superintendents have made\nless rapid progress than classroom teachers in returning to predepression\nsalary levels. Nonteaching workers, as represented by clerks, janitors,\nnurses, and attendance officers, are likewise lagging behind the teachers\nin salary recovery.\nThere was an unbroken upward trend in teachers’ salaries from 1920\nat the close of the World War to 1930-31 when the depression reached\nschool revenues. Whether that upward trend will be resumed after 194041 is a question that we can speculate about but cannot answer. We can\nbe sure of one thing, that the economic status of teachers is inseparable\nfrom the economic status of the country as a whole. Any fundamental\nfurther improvement in teachers’ salaries is not likely to occur until there\nis fundamental improvement in the national economy.\nThe salary-schedule situation, as revealed by the type of schedule in\neffect, shows a trend toward more schedules of the single-salary type.\nEight years ago, in 1930-31, every fifth school system reporting on salary\nschedules, in cities above 10,000 in population, was following a schedule\nof the preparation type. B.y 1938-39 this proportion had increased from\none in five to one in three (32.2 percent). In many cities, however, no\nformally adopted schedule is being followed.\nThe depressed condition of rural teachers in nearly all states and of\nNegro teachers in the South tends to lower the standing and effectiveness\nof teaching in general. In 1936 the national average salary for city\nteachers was more than twice as high as the average for country teachers.\nMake all the allowances possible for lower living costs and simpler stand¬\nards of living in rural areas and the fact remains that American teachers\nare paid as tho the teaching of country children is worth much less than\nthe teaching of city children.\nThere are striking differences too in the salaries of white and Negro\nteachers in the seventeen states where Negro pupils are in segregated\n\n"}
{"page": 138, "printed_page": null, "text": "National\n\n134\n\nEducation\n\nAssociation\n\nschools. The average salary of Negro teachers in those states in 1936\nwas 60 percent of the average salary for white teachers.\nState laws to provide state aid and to guarantee minimum-salary sched¬\nules are helping to improve the salaries of rural teachers in a number of\nstates. This past year there were twenty-three states having a guaranteed\nminimum salary. Such state laws where a minimum-salary schedule is\ntied in with a broad plan of state aid for schools mark a desirable line of\nprogress toward improving working conditions for rural teachers. But\nin some of these states the public revenues are so limited that no truly\ndefensible schedule for teachers can be maintained from state and local\nfunds. Unless the federal government adopts some plan of putting the\nnational income at work where it is needed for school support, those\nstates are doomed to partial failure in any effort to set an acceptable\nsalary for teachers.\nThe situation is not discouraging but there are many areas where\nimprovement is needed. Many local schedules need revision upward and\nneed adjustments to provide a wiser use of existing salary funds. State\nleadership is needed to improve salaries of rural and small town teachers.\nFundamental legal and financial reforms are required in many states.\nThere is one basic aspect of the whole salary problem on which all of\nus, everywhere, can work ; that is, to improve the quality of teaching\nand seek to raise the prestige of the profession to the point where public\nopinion will be at one with the teachers in demanding that the salaries\nof all teachers be placed on a professional basis.\nESTIMATING\n\nEARL\n\nL. MC\n\nTHE\n\nTAGGART,\n\nCOST OF A PROPOSED\nSCHEDULE\nEXECUTIVE\n\nASSOCIATION,\n\nSECRETARY,\n\nHONOLULU,\n\nT.\n\nNEW\n\nHAWAII\n\nSALARY\n\nEDUCATION\n\nH.\n\nThe acceptance of a salary schedule in Hawaii is dependent upon the\nterritorial legislature, which is the lawmaking body just as is the legisla¬\nture in your state. In 1932 a so-called single-salary schedule was intro¬\nduced in the legislature but nothing came of it. In 1937 another schedule\nwas introduced, but nothing was done except to refer it to a hold-over\ncommittee for study until the next session in 1939. The legislature was\nunwilling to adopt a new schedule unless it knew what it would cost\nboth at present and in the future. This factor was unknown.\n\nThe Hawaii Teachers Association and the department of public in¬\nstruction finally decided to employ an expert in governmental problems.\nBurton L. Hunter, efficiency engineer in the Bureau of the Budget, Los\nAngeles, and now director of civil service for Los Angeles, was loaned to\nthis committee by the City Council of Los Angeles for a period of some\nnine months with the proviso that he might be kept longer if agreeable\nto both parties. Mr. Hunter arrived in Honolulu in April 1938 and im¬\nmediately went to work. A little later, he was given the task of making\n\n"}
{"page": 139, "printed_page": null, "text": "135\nGeneral\n\nSessions\n\na study of the single-salary schedule introduced in the 1937 session of the\nlegislature.\nThe schedule was based on four classes as follows: Class I, department\ncertificates less than collegiate, or in other words, training represented hy\nless than four years of college work; Class II, collegiate certificate repre¬\nsenting graduation from college or a university; Class III, professional\ncertificate representing five years of teacher-training preparation beyond\nhigh school ; and Class IV, advanced professional certificate representing a\nmaster’s degree. This schedule was called a single-salary schedule. No new\nteachers coming in since 1932 would be in Class I. Therefore all teachers\nin this class had already reached their maximum. In order to give these\nteachers credit for experience they were to be granted an increase of $5\nper month the twenty-first year of teaching to $155 per month, another\n$5 per month the twenty-sixth year, and a third $5 per month the thirtyfirst year. This was due to the fact that some 55 percent of the teachers\nwere in this classification in June 1938.\nCl ass II had a beginning salary of $100 per month and reached $200\nthe seventeenth year. Class III began at $105 per month and reached $215\nper month the seventeenth year, and Class IV started at $105 per month\nand reached $220 the seventeenth year. These salaries would apply in\nwhatever level of teaching the individual was engaged. In all classes in¬\ncreases would be automatic except that there would be none after the\nsixth year unless six credits of approved work were obtained and no in¬\ncreases each three-year period thereafter unless four credits of approved\nwork were obtained.\nTwo features bearing on the schedule were: First, no teacher in service\nwould be placed on the new schedule unless requesting it in writing.\nOtherwise, he would remain on his present schedule. Second, in 1932 all\nteachers in Hawaii received a 10 percent salary cut and in addition all\nautomatic increases were stopped. The cut was replaced in 1936, and the\nautomatic increase started again but without replacement of lost service.\nThis has not been restored to date. This feature has a direct bearing on\nthe transfer from the present to the new schedule.\nIt was necessary for Mr. Hunter to obtain from the department of\npublic instruction data pertinent to the study. Such information as the\nname of each teacher, the age, the number of years of service, the salary\nreceived, the number of new teachers appointed yearly, the number of\nteachers placed in each level of school yearly, the population of the terri¬\ntory over a period of years, and the birth- and death-rates were a few of\nthe factors. In addition, it was necessary to obtain a record of the training\nof each teacher in service, his present classification under the new schedule,\nand his probable placement in the future. This was necessary as many of\nthe teachers in service at present are working afternoons and during sum¬\nmer sessions toward their degrees. This trend is quite pronounced and had\na decided bearing on estimates.\nSample forms for accumulating the desired basic facts were worked\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nout and turned over to the department of public instruction for entry.\nThe compilation of the figures obtained from the department took a period\nof some eight weeks. Following this the results were studied with great\ncare to establish trends having direct bearing on the final outcome. Three\nmonths after the forms were submitted to the department, the report was\ncompleted, turned over to the hold-over committee\nthen released to the press.\n\nof the legislature, and\n\nAll individuals employed as teachers in June 1938, their service, age,\nassignment, and present salary were listed ; and in each individual case\nthe salary was projected under the existing schedule from 1938 thru\neach year to and including 1950-51, based upon the provisions of the pro¬\nposed single-salary schedule and academic attainments of individual teach¬\ners as shown by departmental records.\nAfter the release of the report by the committee, Mr. Hunter was sent\nto all islands of the territory to present it at meetings of teachers and\ninterested people of the community.* The reaction was that the added\nexpense would be too great at this time in view of the rather low price\nof sugar, which is the backbone of financing in the territor)L\nA new schedule, including principals, was then drawn up to more\nnearly approximate present costs. This schedule was a joint effort of the\nteachers council and the Hawaii Education Association. The time to\nreach the maximum was reduced from seventeen to twelve years; starting\nand maximum salaries were reduced. This schedule was drawn up in\nthe form of a bill and introduced in the 1939 session of the legislature.\nDuring the early part of the session Mr. Hunter made a study of it and\nsubmitted an estimate of probable costs. Much of this study was based\non data used for the first study. This estimate showed an eventual cost\nin 1952-53 and thereafter of some $67,000 per year more than the\npresent schedule.\nAt a hearing in the Ways and Means Committee of the senate, it was\ndecided that the only possibility of obtaining such a schedule this year\nwould be to have it apply to new teachers entering service in September\n1939. All teachers now in service would remain on present schedule.\nThe bill was then redrafted and Mr. Hunter was asked to make a study\nand give an estimate of probable costs. His study showed that there\nwould be a saving to the territory during the next biennium due to the\nlower starting salary and that for the next fifteen years there would be\nno added cost over the present schedule. For the first nine years there\nwould be a saving. After fifteen years and thereafter the annual cost\nwould be $43,320 greater than the present schedule. This redrafted bill\nand estimate was presented to the Ways and Means Committee and they\nrecommended its passage. The senate passed it, but a vote of 14 to 14\nin the house stopped it for the 1939 session. Even tho we have failed in\ntwo sessions of the legislature, we are not finished with it and hope that\neventually we will be able to meet on common ground with the legislature\nand have it become law.\n\n"}
{"page": 141, "printed_page": null, "text": "137\nGeneral\n\nTHE\nBERNICE\n\nBAXTER,\n\nSessions\n\nSINGLE-SALARY\n\nDIRECTOR\n\nINSTRUCTION,\n\nOF\n\nELEMENTARY\n\nPUBLIC\n\nSCHOOLS,\n\nSCHEDULE\nAND\n\nJUNIOR\n\nOAKLAND,\n\nHIGH-SCHOOL\n\nCALIF.\n\nThe single-salary schedule is a schedule providing for the payment of\nsalary on the basis of years of professional preparation, degree, or creden¬\ntial held irrespective of grades taught. Under the single-salary plan or\npreparation schedule, as it is commonly called, all teachers receive salaries\naccording to their professional preparation. The idea is not a new one.\nAs early as 1884 Thomas W. Bicknell advocated this plan, but most of\nthe schools adopting this schedule have done so since 1920.\nProponents of the single-schedule plan claim for it that (a) teachers\nare placed in positions for which they have the best preparation, (b)\nthe single-salary schedule guarantees to teachers financial returns for\ntime invested in study and increased preparation, (c) the schedule can\nbe administered with fairness and impartiality and for this reason tends\nto unify rather than divide teaching groups, and (d) the single-salary\nschedule has helped to improve the preparation of elementary teachers\nand has caused them to remain in the elementary school.\nThose opposed to the single-salary schedule contend that the demand\nfor well-trained high-school teachers is greater than that of elementary\nteachers, that there is a greater supply of elementary teachers available\nthan of high-school teachers, and therefore, that salary should be based\non the law of supply and demand. They further state that the highschool teacher must have a broader background in the content subjects\nand must be a more able student than the elementary teacher. They\ndisagree with those who believe that the habits formed in early childhood\nare as important as those formed when the individual is able to evaluate\nhis own conduct. Their contention is that it takes greater understanding\nand a much wider fund of information to stimulate the child approaching\nadulthood than it does to teach the child of six to twelve years of age.\nThe single-salary schedule suffers from the same weakness that all\nsalary schedules seem to include, that is, the difficulty of determining a\nteacher’s true worth. Various plans of evaluating a teacher’s effectiveness\nhave been proposed. These range from measuring with standard tests\nthe results of teaching, jury judgment of several capable supervisors,\nprincipals’ estimates of the community effectiveness of the teacher, and\nevaluation of the teacher’s personality in terms of its influence upon\npupils. If ways and means were available for securing a comprehensive\nevaluation of a teacher’s effectiveness each year, salary increments should\nundoubtedly be based upon the value of a teacher’s services.\nCircular I of the 1939 Biennial Salary Survey of the Educational\nResearch Service of the American Association of School Administrators\nand the Research Division of the National Education Association reports\nupon schedules for classroom teachers in 143 school systems in cities\nhaving\n\na population\n\nin 1938-1939\n\nof from\n\n30,000\n\nto 100,000. This\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\ntabulation shows\n\nthat 59 of the 143 schedules reported, or 41 percent\n\nEducation\n\nAssociation\n\nof the total, are of the single-salary type. In 1930-1931 when 186 cities\nof the same population group reported their salary schedules, 40 cities\nused single-salary schedules. This was 26 percent of the total number\nreporting.\nCircular III of the same survey reports on salary schedule provisions\nfor classroom teachers in 84 school systems in cities of 100,000 popula¬\ntion in 1938-39. This tabulation shows that 27 of the 84 schedules\nreported, or 30 percent of all reporting, are of the single-salary type.\nIn 1930-31 when 82 cities of this same population group reported there\nwere 18 school systems using single-salary schedules, or 22 percent of\nthe number reporting.\nSeveral public school systems have had ten or more years of experience\nnow with the single-salary schedule. The Cincinnati public schools have\nbeen using such a schedule since 1927. In 1930, Denver reported gains\nafter ten years of experience with this schedule.\nMarked improvement in preparation for teaching has resulted from\nthe impetus of the single-salary schedule as shown in the reports of other\ncities having such a schedule. Such reports together with the biennial\nsurveys of the N. E. A. Research Division indicate that more and more\npublic school systems are utilizing some type of the single-salary schedule.\nA salary schedule should result in the attraction of qualified teachers,\nin an incentive for professional growth, in retention of the best teachers\nin service, and in providing teachers with a socially adequate salary.\nOakland’s experience would indicate that the single-salary schedule will\nhave such an effect upon teachers if teachers are selected with extreme\ncare, if thru in-service training a high standard of professional growth\nis held before teachers, if fairness is exhibited in the administration of\nthe salary schedule, and if teachers are taken into the confidence of the\nsuperintendent\nsalaries.\n\nand\n\nthe board\n\nof education\n\non\n\nmatters\n\naffecting their\n\nThe Oakland increment is an automatic increase over a period of nine\nyears. By and large the Oakland teachers teach in an environment free\nfrom personal antagonisms and jealousies over salaries. Altho the salary\nfactor is but one factor that contributes to the well-being and security\nof a teaching group, it is a fundamental one and cannot be relegated to\nsecond place.\n\nTenure\nTHE\nZORAIDA\n\nTENURE\nE. weeks,\n\nPROGRAM\n\nHearing\nIN NEW\n\nASSISTANT EDITOR, New\nALBANY, N. Y.\n\nYORK\nYork\n\nSTATE\n\nState\n\nEducation,\n\nNew York has achieved its present tenure program thru a process of\nevolution rather than revolution. We do not as yet possess statewide tenure.\nTenure exists for two groups: (a) teachers, supervisors, and principals in\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\n139\n\nSessions\n\ncities, and (b) teachers, supervisors, and principals in villages of more than\n4500, employing a superintendent of schools.\nThe law providing tenure in the cities was passed in 1917. By the pro¬\nvisions of the law teachers, supervisors, and principals were to be appointed\nby the board of education on the recommendation of the superintendent of\nschools for a probationary period of from one to three years.\nThose teachers found at the end of the probationary period to be “com¬\npetent, efficient, and satisfactory” were to become permanently employed\n“during good behavior and efficient and competent service, and shall not\nbe removable except for cause after a hearing by the affirmative vote of a\nmajority of the board.” In the event that charges were brought against a\nteacher, the aggrieved person might appeal to the commissioner of education\nor institute certiorari proceedings.\nThe law of 1917 was the first step toward the civil service principle for\nteachers. In 1937 a new law was passed affecting teachers, supervisors, and\nprincipals in villages of more than 4500 employing a superintendent of\nschools. This law provides for a three-year probationary period. Any\nteacher employed continuously for three years preceding the passage of the\nlaw may be permanently appointed after one year by the board of education\non the recommendation of the superintendent of schools. Service may be\ndiscontinued at any time within the probationary period by a majority vote\nof the board of education on the recommendation of the superintendent of\nschools.\nAt the end of the period of probation a written report of the superin¬\ntendent of schools recommends for permanent appointment those found\n“competent, efficient, and satisfactory.” They shall hold their respective\npositions “during good behavior and efficient and competent service, and\nshall not be removed except for any of the following causes: (a) insubordi¬\nnation, immoral character, or conduct unbecoming a teacher ; (b) inefficiency,\nincompetency, physical or mental disability, or neglect of duty.”\nCharges may be preferred only during the interim between the actual\nopening and closing of the school year for which the teacher is employed.\nIf no reply to the charges is made within the allotted time, the board of\neducation may dismiss the teacher by a majority vote. This action is final.\nIf the teacher desires a hearing, the board of education may subpoena\nwitnesses. The hearing may be private or public at the discretion of the\nteacher. The teacher may appeal his case to the tenure commission but\nappeal must be made within ten days or the board’s decision is final.\nThe tenure commission, composed of five members with a five-year term,\nis appointed as follows: two by the governor, one by the commissioner of\neducation, one by the New York State Teachers Association, and one by\nthe New York State School Boards Association.\nThe law of 1937 is now going into effect in some communities.\ntenure commission will function remains to be seen.\n\nHow\n\nthe\n\nThe problem of tenure is not solved. Teachers in the smaller villages\nand in the rural areas are without its protection. The crux of the problem\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nin these areas is that of administration.\n\nAssociation\n\nWho\n\nshall be the recommending\n\nofficer — the school trustee or the district superintendent?\nIt is hoped that as centralization of schools progresses, larger units of\nadministration will provide the machinery essential for the effective operation\nof tenure.\nTHE\nARTHUR\n\nTENURE\nW.\n\nFERGUSON,\n\nSITUATION\n\nIN\n\nSUPERINTENDENT\n\nPENNSYLVANIA\nOF\n\nSCHOOLS,\n\nYORK,\n\nPA.\n\nIn the interval between the adjournment of the 1937 session of the\nlegislature and the next regular meeting of the legislature in 1939 the cause\nof tenure was constantly in review before the citizenry of Pennsylvania.\nThere were numerous court cases with resulting publicity. The Pennsyl¬\nvania School Directors Association, revitalized by reorganization and the\nemplojunent of a full-time executive secretary, trained its guns on certain\nprovisions of the act. The school directors organization centered objections\non the following: (a) the lack of a probationary period; (b) the protec¬\ntion of married women teachers; (c) reduction made in the size of a\nteaching staff, suspension based on seniority alone; (d) the lack of definition\nof the term “incompetency,” one of the causes for dismissal; and (e) the\nmethod of appeal, which was directly to the county courts.\nA bill sponsored by the Pennsylvania School Directors Association was\nintroduced early in the legislative session of 1939. Known as senate bill 45,\nthis measure was stoutly fought by the Pennsylvania State Education\nciation and other teacher organizations, and its proponents were\n\nAsso¬\nnever\n\nable to move the bill out of committee for final action. Finally, four mem¬\nbers of the Pennsylvania senate undertook to frame a tenure act that was\nneither “a school director’s bill nor a teacher’s bill.” These four senators\ninvited representatives of the various teachers organizations to a conference\nfor the purpose of discussing the features of the new proposal. A number of\nchanges were effected in the new bill as a result of this conference.\nProbationary teachers are styled temporary professional employees and\nthey are eligible to all the rights and privileges held by permanent employees,\nexcept tenure rights. Under the new act probationary teachers are to be\nrated at least twice each year and if the final rating at the end of the two\nyears is “satisfactory” the teacher will then be tendered a tenure contract.\nNo probationary teacher may be dropped by a schoolboard unless rated\n“unsatisfactory” by his superintendent.\nThe new Pennsylvania law provides that all teachers are to be rated\nand when it becomes necessary to make suspensions because of a decrease\nin the staff the teachers with the lowest ratings are the ones to be dropped.\nThe rating feature is found in the law in still another connection. To meet\nthe objection that the term “incompetency” was being interpreted in many\ndifferent ways no Pennsylvania teacher may now be dropped for this cause\nunless rated “unsatisfactory.” The\n\nlaw provided that a standard\n\nrating\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\nSessions\n\n141\n\ncard for statewide use should be prepared by a representative committee of\neducators, school directors, and others interested in public education under\nthe direction of the department of public instruction.\nAppeal from the decision of the schoolboard in a tenure case will now be\nmade to the superintendent of public instruction instead of to the county\ncourts as provided in the act of 1937. Teachers may appeal from the de¬\ncision of the superintendent of public instruction to the county court where\nthe procedure may be de novo.\n\nRALPH\n\nEVERETT,\n\nPROBLEMS\n\nIN\n\nCALIFORNIA\n\nSACRAMENTO\n\nJUNIOR\n\nCOLLEGE,\n\nSACRAMENTO,\n\nCALIF.\n\nWhat are our problems? The operation of our law is the basis of most\ncriticism. The great problem within the ranks of the teachers has been to find\na plan by which teachers once under tenure could be removed when they\nbecame objectionable to their community. There are always a few teachers\nwho become obnoxious; at least we find it so in this state. What is to be done\nin these cases? The provisions of the law are that a permanent teacher can\nonly be removed for a cause. These causes are: “immoral or unprofessional\nconduct, aiding or advocating criminal syndicalism, dishonesty, incompetency,\nevident unfitness for service, physical or mental condition unfitting him to\ninstruct and/or associate with children, persistent violation of or refusal to\nobey the school law of California, or reasonable regulations prescribed for\nthe government of the public schools by the state board of education, or\nprescribed by the governing board of the school district, or conviction of a\nfelony or any crime involving moral turpitude.” Under the law of 1921, if\nthe teacher demanded a public hearing by the board, that must be held. The\nteacher could have counsel and cross-examine witnesses. If dismissed by the\nboard the case could then be taken to the courts and tried de novo. Some\ndozen cases were thus tried in the state, the teacher winning in about half\nof them. Needless to say, boards and administrators objected strenuously to\nthis procedure. They claimed that they were on trial, not the teacher ; and\nin several instances it seemed to be the case.\nThe\n\nbugaboo of the incompetent teacher who\n\nis ensconced on the school\n\npayroll until sixty-five years of age has given rise to other problems. Figures\nshow that we do not have trouble with more than one case of incompetence\nin two thousand teachers in any one year. But the fear of this one has been\nused as an excuse by some boards to refuse to grant tenure, discharging all\nteachers at the end of three years. Also, there is the case of the teachers in\nthe small schools.\nThe problem is really this : How can we get a tenure law that will convince\nthe people of California that it is safe for the school system? How can we\nremove unsatisfactory teachers without again making our system the football\nof political favoritism? How can we give to our teachers freedom of action\nand protection against administrative tyranny without enabling a few of them\nto so irritate the community that the whole system becomes unpopular?\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nThe teachers of the state feel that to leave it only to the local board would\nnot he satisfactory, as a dictatorial administrator who had the confidence of\nthe board could make life quite unbearable by reporting adversely against\nany leader whom he wished to get rid of.\nAn attempt was made in 1936 by one group of teachers to set up a rather\nelaborate plan for a state tenure board to hear all cases. Most of the teachers\nfelt the scheme was unworkable and the initiative was voted down by a large\nmajority. Both teachers and trustees are seeking for a plan satisfactory to all\nconcerned.\n\nThe problem of the small school, especially the one-, two-, and threeteacher school, seems insuperable so long as the latter exist as autonomous\nunits. Of the teachers who are willing to spend their lives teaching in this\ntype of school, a relatively large proportion would he unsatisfactory as per¬\nmanent instructors in any one school. A possible solution would lie in larger\nunits of administration, for instance county units. Rural Californians are\nnot as yet prepared for anything so drastic as this.\nIn general, our situation is satisfactory. Teachers, like other citizens,\nshould find that their employment permits them safely to acquire their own\nhomes and cooperate in the upbuilding of the community. They should not\nbe regarded as itinerant laborers hut as responsible members of their locality.\nTHE\n\nTENURE\n\nR.\n\nSNYDER,\n\nH.\n\nPROBLEMS\n\nPRESIDENT,\n\nTHAT\n\nALBION\n\nALBION,\n\nSTATE\n\nIDAHO\n\nFACES\n\nNORMAL\n\nSCHOOL,\n\nIDAHO\n\nThere are 4518 teachers employed in the public elementary and high\nschools of Idaho. Add to these about 320 instructors in the four institutions\nof higher learning and we have 4838 as the total number of teachers in\nthe state. The public schools of Idaho operate under the district system.\nSchool districts are of four kinds — common, independent, rural high, and\nindependent class a. There are 1076 common school districts, with three\ntrustees each; 103 independent and 34 rural high-school districts, with 5\ntrustees for each. Thirty-three of the larger cities are organized under in¬\ndependent class a districts, each governed by 6 trustees. Under this organ¬\nization there are a large number of school trustees, 4248 in all, nearly as\nmany as the total number of teachers in the respective districts.\nAll school trustees are elected from the districts, at large, for three-year\nterms. L nder the Idaho law the trustees are in complete charge of the\nschools under their jurisdiction. The board of trustees hires and dismisses\nteachers, fixes salaries, and directs the work of instruction. Only in the\nlarger centers, independent class A and the larger independent districts, do\nthe trustees delegate the authority of hiring and directing the work of\nteachers.\nIn Idaho the county superintendent has very little authority over the\nhiring and discharging of teachers. He does exercise considerable influence\nin many counties in this respect. But the real authority lies with the local\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\n143\n\nSessions\n\nboard. This limitation of authority is a real handicap to professional prog¬\nress in the state. The turnover of teachers in Idaho stands at an average of\n15 percent annually. The average life of a teacher is seven years. This means\napproximately 600 new teachers in the profession every year.\nIdaho has no tenure law of any kind. Teachers are hired annually, gen¬\nerally in April or May, by action of the local board of trustees. The only\ncontract plan in the public schools exists in the case of the superintendent\nof independent class A districts who may be hired, under contract for a\nterm of three years. In the institutions of higher learning, the university\nand normal school instructors are hired without contract, but placed on\npermanent tenure, unless dismissed for cause by the state board of educa¬\ntion. The state board has absolute power of dismissal in any case.\nThere is little interest in problems of tenure among members of the pro¬\nfession. This lack of interest seems to be due to the presence of more urgent\nproblems of equalization, finance certification, salary schedules, and retire¬\nment that confront teachers.\nMany educators advance the argument that until a retirement law is\nenacted, tenure legislation would be of little value. It is perhaps a debatable\nquestion. Objections raised against tenure and permanent contracts are\nmany. Local boards of education take a vigorous stand on the theory that\nthey should be permitted to hire wThom they wish and dismiss at will. It is\nclaimed by some people that the local school district is the last stand of\nreal western democracy. The argument is advanced that there is no need\nfor tenure in Idaho for the reason that politics and religion do not enter\ninto the hiring of teachers. This is perhaps true. Rare is the case when the\nchange of “politics” can be applied to the dismissal of a teacher in Idaho.\nThere seems to be no prospects for tenure legislation in Idaho in the\nimmediate future. The Idaho Education Association and the leaders of the\nprofession are concerned with more urgent problems of finance, certification,\nand administration.\nTHE\n\nSTATUS\n\nF. E. HARRINGTON,\n\nOF\n\nTENURE\n\nEXECUTIVE\nERS\n\nIN CONNECTICUT\n\nSECRETARY,\n\nASSOCIATION,\n\nCONNECTICUT\n\nHARTFORD,\n\nSTATE\n\nTEACH¬\n\nCONN.\n\nConnecticut has no statewide tenure for teachers. Only two cities have\nlocal provisions, namely, New Haven and Waterbury. In the former city\nthe tenure law is of long standing and has held up well under various court\nactions. The Waterbury tenure provision is of recent origin, having been\npassed by the last session of the Connecticut legislature.\nThe demand for teacher tenure in Connecticut did not become acute until\ncertain injustices arose from the economic conditions of the depression. For\nthe past four years tenure committees have been set up by the state organi¬\nzation and have labored long and faithfully to produce some kind of ade¬\nquate measure. The first such committee proceeded on an entirely scientific\nbasis and laid the groundwork\n\nthru research for the bases for tenure de-\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\nmands. The result of its efforts was a long, complicated bill which was\nwithdrawn from the 1937 session of the Connecticut legislature at the\nteachers’ request.\nA succeeding committee attempted to revise the original bill to overcome\nobjections raised by different teacher groups. The result was a compromise\nproposal still further modified by the action of the association’s assembly.\nOur Representative Assembly tied the hands of the Legislative Committee\nby withholding any power to modify or change the specific provisions as\ncircumstances developed. The Legislative Committee, therefore, found\nitself in no position to accept compromises and revisions that were sug¬\ngested by legislators and others. The failure of the measure to pass was not\na failure of the legislature to heed the teachers. The failure was directly\ntraceable to the action of our own group itself, first, in presenting a complex\nbill ; and, second, in allowing the committee in charge of the legislation no\nlatitude of judgment.\nAs a result of our experience of the last four years it would seem that the\nbest type of tenure legislation that could be proposed in our state would be\na short, simple measure worded something like this: namely, that boards of\neducation of the town or school district shall have the authority to hire such\nteachers as may be necessary, and teachers so employed are under contract\nwhich can be terminated only by action of the schoolboard for cause. Such\nsimple legislation would remove all debate among teacher groups as to what\nshould be specified as causes. Likewise, it would set up the contractual\nrelationship of the teacher with the town and would leave to the proper\ncourts the determination as to what are just causes for teacher dismissals.\nAn example of the ease with which such simple legislation can be passed is\nseen in Waterbury. The Waterbury Teachers Association presented just\nsuch a bill to the 1939 General Assembly of Connecticut, and the bill passed\nwith almost no discussion.\nWe\n\nare facing in Connecticut another problem which will complicate the\n\ntenure situation. Since it is a matter which may\n\nsoon arise in other states,\n\nit is worthy of comment. I refer to the growing interest in civil service under\na merit plan. An enabling act has been set up in Connecticut as applied to\nstate positions, and various branches of the Connecticut Merit System Asso¬\nciation are actively urging the enactment of local civil service measures and\nwould include the teacher groups under the provisions of such local acts.\nIn the legislative session just completed the state teachers association was\nobliged to appear in opposition to as many as a dozen such local measures.\nOur arguments were apparently considered valid by the legislative com¬\nmittees hearing these proposed measures but were not passed. W e could not\ncontinue to be successful in future legislatures, however, by appearing always\non the defensive. We have the task in our state, therefore, of seeing that our\nteachers understand civil service provisions and recognize in specific teacher\ncivil service enactments in the localities the best recognition of merit which\nperhaps can be devised. Civil service and tenure have a definite tie-up and\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\n145\n\nSessions\n\nany future attempts at securing tenure legislation must recognize the corre¬\nlation between the two.\nWe\n\nhave asked that the Committee\n\non Resolutions of the National Educa¬\n\ntion Association present in its recommended resolutions that some atten¬\ntion be given to this extension of civil service interest thruout the country, so\nthat teachers everywhere may be in the unclassified section and that civil\nservice provisions applied to teachers shall be written by school persons and\nadministered by the recognized school authorities, namely, the boards of\neducation of the towns employing such teachers.\n\n• Retirement\nWHAT\n\nDAISY\n\nCONSTITUTES\n\nBROWN,\nSTATE\n\nSUPERVISOR\nTEACHERS\n\nA\n\nOF\n\nGOOD\nLAW?\n\nFIELD\n\nRETIREMENT\n\nAND\n\nTEACHER\n\nRESEARCH\n\nFUND,\n\nRETIREMENT\n\nSERVICE,\n\nMINNEAPOLIS,\n\nMINNESOTA\nMINN.\n\nIn working out a plan for a retirement fund which has definite benefits\nand whose perpetuity is certain, it must be built on sound business prin¬\nciples. There should be contributions by prospective annuitants during\ntheir earning years and equal amounts from the state.\nIn working out such a plan, some idea of the needs of the group\naffected must be known. In a recent study of the various retirement\nfunds in the states of Wisconsin and Minnesota, Arthur G. Hoff of\nLaCrosse Teachers College found that “the amounts of assets acquired\nby teachers (in this study) thruout a lifetime of teaching was relatively\nsmall, on the average amounting to less than the value of a modest home.\nThe median amount of assets was $5500 for the men and $3450 for\nthe women.” This likely is typical of other states, and in itself is good\ncause for a reasonably adequate annuity, running from one-half to twothirds of the active salary with maximum limitations.\nIn order to make this aim as certain as possible, several familiar pro¬\nvisions should be in effect when a new law is enacted :\n1. There should be mutual understanding between the state and the teacher.\n2. Membership should be compulsory for teachers entering the service after a\ncertain age, twenty-five years, for example, and optional for those already em¬\nployed.\n3. Individual accounts for members should be kept.\n4. Refundments with interest should be available when teachers cease to teach\nand are not qualified for retirement.\n5. Teachers savings should be nonassignable.\n6. Borrowing on savings should be discouraged, if not prohibited.\n7. There should be a disability clause, with disability interpreted to mean\ndisability.\n8. Credit should be given for past service.\n\nschool\n\nTeacher retirement annuities should be as nearly adequate to the needs\nof the recipient as possible. Definite and adequate support must be\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nwritten into the law from both teacher and state. What\nbe depends\n\nupon\n\nlocal retirement conditions. Good\n\nthat sum\n\nshall\n\nretirement practice\n\nindicates that teachers’ contributions should not be less than 5 percent\nof the active salary in regular pajnnents with reasonable limitations as to\nthe minimum and maximum amounts to be paid. It seems immaterial\nwhether the state meets its obligations by immediate matching of teachers’\npayments as in the so-called actuarially reserve system, or by positive legis¬\nlation which sets up an amount to match the annuity purchased by the\nteacher’s savings as in the cash disbursement system.\nThe administration of a good retirement fund should be in the hands\nof a board of trustees whose\n\npersonnel is -carefully prescribed by law.\n\nThis board should represent both the public and the teachers. All invest¬\nments should be duly authorized ; legal investments and all securities\nshould be deposited with proper state authorities. In all actions brought\nby or against the retirement board, it should be represented by the proper\nstate authorities.\nThe final mark by which a sound retirement law may be known is good¬\nwill on the part of teachers, administrators, and state. Goodwill is nothing\nmore than the crystallized wisdom over a period of years of all groups\naffected by retirement.\nThe hope behind all teacher retirement laws is to provide an adequate\nand sound annuity for all the teachers of all the states in the Union so that\nour teachers, too, may look forward to a journey over the hill to security\nwhen teaching days are over. The struggle for such retirement laws in\nevery state is not yet over. The significant thing is that it has started.\nWHAT\n\nMRS.\n\nPART SHOULD\nTEACHERS\nTAKE IN A CAMPAIGN\nFOR RETIREMENT\nLEGISLATION?\nESTELLE\n\nPOPE\n\nTEACHERS,\n\nHAYES,\nNEW\n\nPRESIDENT,\n\nMEXICO\n\nDEPARTMENT\n\nEDUCATIONAL\n\nCARLSBAD,\n\nN.\n\nOF\n\nCLASSROOM\n\nASSOCIATION,\n\nMEX.\n\nThe retirement of school teachers is an issue of primary importance at\nthe present time. This issue has been before the American public for more\nthan a quarter of a century, and no doubt at this time has received re¬\nnewed emphasis by the discrimination of the Social Security Act.\nTenure, the legal forerunner of retirement, grants the right of protec¬\ntion, after a period of probation, to teachers against dismissal for political,\nreligious, personal, or other unjust reason. Protection for the present does\nnot meet all the needs. A retirement system is not class legislation. There\nis evidence to confirm that a servant of public education is entitled to a\nreasonable degree of security thru legal tenure and retirement.\nWhat part shall teachers take in a campaign for retirement legislation ?\nMany will decry any political activity on the part of the teacher; how¬\never, the teachers of America are in the battle, holding the front-line\ntrenches, courageous, red-blooded American\n\ncitizens and taxpayers, quali-\n\n"}
{"page": 151, "printed_page": null, "text": "General\n\n147\n\nSessions\n\nfie d by professional training for leadership in a campaign for educational\nlegislation. The teacher must become politically conscious and actively\naware\n\nof the great responsibility in planning\n\nand executing\n\na retirement\n\nsystem to improve the schools in this democracy by helping aged or dis¬\nabled teachers to retire from active service with an assured income for\nlife.\nNone would have teachers play the role of a “ward politician,” but all\nwould have the teacher exercise his full right as an American citizen.\nSince the schools of America were organized and financed thru the public\nsystem by state legislatures, it makes it mandatory that the teachers ap¬\nproach the retirement system thru the state legislature. This approach thru\nteacher organization can function thru local, state, and national teachers\norganizations. Local organizations occupy a strategic position in that they\ncommand a much closer contact to a larger number and from the local\norganizations resolutions may be presented to state and national organi¬\nzations. The local and state organizations should take advantage of the\npublicity, aids, and professional support\ntion in the campaign for retirement.\n\nWHAT\n\nMRS.\n\nTeacher\n\nIS THE\nTEACHER’S\nRETIREMENT\nPAULINE\n\nretirement\n\nMERCHANT,\n\nafforded by the national organiza¬\n\nRESPONSIBILITY\nSYSTEM?\n\nTEACHER,\n\nGARDEN\n\nIN\n\nGROVE,\n\nA\n\nCALIF.\n\nlegislation is still in an early stage of development.\n\nAbout one-half the states and about 35 percent of teachers do not have\nretirement plans. It is generally believed that the state is the best agency\nfor providing retirement for teachers because it offers opportunity for\nteacher exchanges between districts and cities without loss of retirement\nbenefits and enables more efficient and economical administration of the\nsystem.\nThe chief weakness\n\nin pension legislation is that the mass\n\nof teachers\n\nknow little about pensions and care less until they have been in the pro¬\nfession many years and are either in poor health or are nearing retirement\nage. There\n\nshould\n\nbe, in every school, publicity campaigns,\n\nto every teacher what\nIn order\nmay\n\nthe system\n\nto insure passage\n\nmay\n\nprepare\n\nclear\n\ngroup,\n\nwhich\n\ndo for him.\n\nof retirement\n\nbe a teachers association or any\n\nto make\n\nthe sponsoring\n\ngroup\n\nfriendly to teachers, should\n\nreports for the legislators giving complete\n\nplans and\n\ncost of the\n\nproposal. If there is legislative delay, the sponsoring group should re¬\nexamine the measure and make sure it has not suffered by amendments and\nthat it is sound.\nThe\n\nreal justification for sound\n\nretirement\n\nlies in the fact that schools\n\ncan give the public more and better teaching service for the money ex¬\npended for education and result in an actual saving of the cost of education\nand\n\nthus reduce\n\ntaxes when\n\nIn discussing retirement\n\nsound\nit should\n\nretirement\nbe proved\n\nprovisions exist.\nthat the retirement\n\nplan\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nis a staff pension plan designated\n\nAssociation\n\nto promote\n\neconomy\n\nand\n\nefficiency of\n\nservice, and not an old-age pension plan designed to remove poverty in\nold age. Educationally, there is great need to attract and retain and advance\nable people in teaching as a permanent\n\ncareer. A sound, adequate\n\nretirement\n\nlaw tends to attract capable young people into teaching because (a) it com¬\npensates, in a measure, for the lower remuneration that teaching offers\nduring\n\nactive service, and\n\nranks free of those who\nIf a retirement\nand\n\nretirement\n\nboard. There\n\npreserve it. There\n\nshould\n\nbe teacher\n\naccrue from\n\nkeep before\n\nmembers\n\nthe group\n\non\n\nevery\n\nto study and\n\nrepresentatives\n\nthe\n\nteachers pensions.\n\nPeriodic actuarial investigation should be made\ntem to insure members of its financial soundness.\nsuccessful must\n\nuse his influence\n\nshould be in every state a committee\n\npension legislation and\n\nbenefits which\n\nits\n\nare incapacitated by age or disability.\n\nsystem does exist, the teacher should\n\nto defend\nwatch\n\n(b) it dignifies the profession by keeping\n\nof every retirement sys¬\nAny pension plan to be\n\nbe actuarially sound.\n\nWHAT\n\nIS THE\n\nSTATE’S RESPONSIBILITY\nMENT\nSYSTEM?\n\nIN\n\nWALTER\n\nT.\n\nSUPERINTENDENT\n\nRICHMOND,\n\nWe\n\ncannot\n\nHELMS,\n\ndisregard\n\nOF\n\nSCHOOLS,\n\nA\n\nRETIRE¬\n\nthe fact that the topic of retirement\n\nCALIF.\n\nis a very\n\npertinent problem before the country today. Our problem is teacher re¬\ntirement. Cities do retire policemen and firemen on half pay after thirty\nyears of service, whereas\n\nteachers and\n\nadministrators\n\nare usually retired\n\nat a rate bearing no relation to the amount\n\nbeing earned\n\nretirement\n\nrate.\n\nand\n\nmuch\n\nbelow\n\nthe 50 percent\n\nat the time of\n\nIf, as has been so often argued, the retirement salary is a deferred pay¬\nment of a salary earned by the teacher, then it would seem only reasonable\nto pay the teacher his full salary with a requirement that a percentage\nof it shall be invested in an annuity in a recognized insurance company\nwhich\n\nthe government\n\nit does bank\n\nwould\n\nselect and\n\neven\n\nguarantee\n\nthe deposits as\n\ndeposits.\n\nThe other point of view is that a retirement system is a thoroly business¬\nlike arrangement by which the state invests in its teachers, helps them to\nsave their own\n\nmoney,\n\nit after they should\n\ncares for it, and gives it to those who\n\nno longer be earning. This\n\nmay\n\nhave earned\n\nbe paternalism,\n\nbut\n\nexperience shows that the average teacher either cannot or does not pro¬\nvide for the retirement period. This often compels them to remain in\nservice when\n\nthey are no longer capable of rendering\n\nchildren. Another\n\nargument\n\nis that when\n\nefficient service to\n\nthe state gives the teacher security\n\nof position thru tenure, it should also provide for retirement. The very\nnature of the work of the teacher in its relation to the state is such that\nthe state is fully justified not only in controlling the life of the teacher\nbut also in saying who may\nmay continue in service.\n\nenter the profession, when,\n\nand how\n\nlong he\n\n"}
{"page": 153, "printed_page": null, "text": "149\nGeneral\n\nSessions\n\nWith poor conditions prevailing in many sections of our country and\nwith the future of American democracy depending upon teaching and\neducation, it behooves the state to better these conditions. But how can\nthe state control the type of people who shall train its citizens? First,\nthe standard of teaching can only be raised by requiring proper training.\nThere should be for elementary teachers at least four years of training\nbeyond the high school. These teacher-training institutions should make\ncareful selection of entrants. Elimination should take place during the\ntraining period of those who should not be certificated.\nSome of the inducements that will keep well-trained teachers in the\nprofession are the regard in which they are held by the public, the influ¬\nence of associates in the profession, the opportunity offered for professional\ngrowth and advancement, the opportunity to save and provide insurance,\nthe opportunity to establish a home, and the hope of retirement with\nsuitable compensation. All these are factors that the state can control thru\nsalaries. The state also must retain the power to terminate the services\nof its agents. But the state has the right to have and should have a retire¬\nment period because of physical condition or of age. The state should also\nprovide for voluntary retirement after a period of years.\nThe teaching profession, according to statistics, is a poorly paid one.\nExcept in the larger cities, it provides but a meager living. To accumulate\nsufficient money to retire on is impossible. Certainly for such a class\nof public servants the state has a great responsibility to provide and con¬\ntribute to a retirement system that will enable those who can no longer\nserve because of physical condition or age to retire on an annual retirement\nsalary sufficient to care for them.\n\nEvaluation\nFROM\n\nof Secondary Schools by the Methods of the Coopera¬\ntive Study of Secondary School Standards\n\nTHE\n\nGEORGE\n\nPOINT\n\nC. JENSEN,\n\nOF\n\nVIEW\n\nPRINCIPAL,\n\nOF\n\nA LARGE\n\nSACRAMENTO\n\nSACRAMENTO,\n\nHIGH\n\nSENIOR\n\nHIGH\n\nSCHOOL\nSCHOOL,\n\nCALIF.\n\nIn viewing the advantages of the cooperative study from the stand¬\npoint of a large high school, I do not know whether these advantages\ndiffer from those derived by smaller contributing institutions. That the\nbenefits were direct there can be no doubt.\nEducational\n\nphilosophy — Few\n\nlarge high\n\nsize for that matter, tarry long enough\n\nschools, or\n\nschools\n\nof any\n\nto definitely set up philosophies\n\nor guiding lines. And yet, the functions of the schools are far too acci¬\ndental. The cooperative study caused the large school, at least, to seek\nout and develop its philosophy. From every possible angle the guiding\nprinciples of the school were unearthed and brought to light. Where\nnone existed that fact was disclosed.\nThe\n\nstating of the school’s philosophy was\n\nitself a cooperative job\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nNational\n\nEducation\n\nAssociation\n\nand hence had great educational value for the personnel of the institu¬\ntion. The school and its faculty was not, of course, entirely aware of\nits philosophy, but nothing like as thoro a survey of the school’s purposes\nhad ever before been made. Now that the program has been thoroly\ninitiated continual growth in philosophy and in guiding principles is\ncertain.\nPersonnel — The\n\nstudy caused\n\nthe school to make\n\na thoro survey\n\nof its\n\npersonnel. While we had been aware of most of the facts involved our\nknowledge was not thoro. The study disclosed facts which have since\nproved most useful when adding new members to the staff and in setting\nup new school functions. We became conscious of the strengths and weak¬\nnesses of our personnel. That placed the school in a position of advantage.\nWe had acquired a standard which could be used.\nPhysical plant — In the same\n\nsense we\n\nacquired a standard\n\nwhich\n\ncould\n\nbe used for measuring the efficiency of the school plant. The scheme used\nit from all angles as an educational institution. The study not only\noffered the initial occasion for plant analysis, but also permitted a stand¬\nard to be set up which may prove most effective in the future building of\nschool plants.\nThe\n\ncurriculum — A\n\nmost\n\ncareful examination\n\nwas\n\nmade\n\nas to what\n\nactually happened to the pupil under the operative philosophy and func¬\ntions of the institution. Here again, as in all other instances, all factors\nwere isolated and the school measured against each. Strengths\nnesses, as adjudged by national standards, were disclosed.\nenable the school consciously to make needed changes. The\nserved to advise us that in many instances we are abreast of the\nOther\n\nwhich\n\nmeasurements — There\n\nwere\n\nmany\n\nother\n\nand weak¬\nThis will\nstudy also\ntimes.\n\nphases of the study\n\nhave proved of help to the large school. Under\n\ncareful analysis\n\nthere was spread out before us vital matters as student programs, coun¬\nseling, library service, extracurriculum activities, the business operations\nof the school, the budget, and community relationships. To have all of\nthese studied with relation to what probably should happen was most\nuseful and instructive. To have definite measuring rods with which to\nfind one’s school level was encouraging, enlightening, embarrassing, but\nalways constructive and useful.\nFROM\n\nA.\n\nE.\n\nTHE\n\nSOUTHWORTH,\n\nPOINT\n\nOF VIEW\nTEACHER\n\nDISTRICT\n\nHIGH\n\nSCHOOL,\n\nOF\n\nA\n\nSUPERINTENDENT,\nCARPINTERIA,\n\nCLASSROOM\n\nCARPINTERIA\n\nUNION\n\nCALIF.\n\nCarpinteria Union High School has an average daily attendance of\nabout two hundred students. The average economic situation for each\nindividual student and family is high as compared with other high-school\ndistricts in California. Here we find an atmosphere of friendliness on\nthe part of students and staff, and cooperation between staff members\n\n"}
{"page": 155, "printed_page": null, "text": "General\n\nand between\n\nSessions\n\n151\n\nstaff and administrators in the planning and operation of\n\nthe educational program, the low pupil-teacher ratio (there being fifteen\nfull-time teachers and eight or ten interns), the support of the school\nprogram by the school patrons, and the relatively high percent of the\ngraduates who enter college. This year 72 percent of the graduating\nclass plan to enter college or university while several more will enter\ntrade schools. A new factor the last three months is that the sum of\n$5000 a year has become available thru private beneficence for scholar¬\nships for our graduates. This means that with the beginning of the\nschool year 1942, $20,000 will become the annual expenditure for this\npurpose.\nWhat have been teacher reactions to the process of evaluation as set\nup and administered under the Cooperative Study of Secondary School\nStandards? First, while there was a definite effort to secure a cross\nsection of opinion of the staff as to such things as philosophy, purposes,\nand objectives, some of the staff felt that their points of view were some¬\nwhat ignored. Second, our teachers were not convinced that the standard\ntests given to the students at the beginning and end of the year of experi¬\nmentation with the evaluative criteria constituted the very best measures\nof the things they purported to measure.\nA third broad indication pertains to the determination of pupil judg¬\nments on guidance, pupil activities, best and least liked features, and\ntotal experience. The pupils interviewed by the national committee con¬\nstituted a highly selected group of pupils rather than a broad cross\nsection of our pupil society. It was\n\na conservative group, a group\n\nrepre¬\n\nsenting the “have” segment of society rather than the “have not” segment.\nIt was most disturbing to the vanity of some of us to discover that when\nasked which\n\nwere\n\nthe best teachers of the staff, these boys and girls\n\nnamed the conservative die-hards among our teachers rather than any\nof the liberals. I have puzzled over this until just recently. I now offer\nan answer: These boys and girls did not answer the given question thus\nbecause they were primarily of the conservative element of society but\nbecause their experience with conservative teachers meant educational\nsecurity.\nFourth, our teachers have the feeling, perhaps not fully justified, that\ntheir own personalities, said by us to be the most important factors\noperating in our educational program, were not adequately appraised.\nFifth, more adequate consideration of the effects of added teacher\nload resulting from the curriculum programs set up in some of the co¬\noperating schools should have been given by the study.\nLet me suggest a few points of strength as noted by some of our\nteachers. The study represents a worthy change from the cold-blooded\nmeasurement of mastery of facts alone. Whoever, before, had heard of\na nationwide\n\nattempt to measure,\n\ncooperatively, not only the place and\n\ninfluence of the traditional three R’s but also attitudes, beliefs, and\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nNational\n\nEducation\n\nAssociation\n\nappreciations, this cooperation involving administrators, teachers, pupils,\nparents, and experts from without the given local scene?\nA clearer definition of the relative values of various factors affecting\nthe educational program has been made. For example, among the evalu¬\native criteria applied by this study we find a recognition of the principle\nthat not all things can be measured in objective terms, that there is a\nplace in educational measurement for subjective estimates.\nFROM\n\nM.\n\nP.\n\nTHE\n\nPOINT\n\nOF VIEW OF\nASSOCIATION\n\nMOE,\n\nSECRETARY,\n\nMONTANA\n\nHELENA,\n\nAN\n\nACCREDITING\n\nEDUCATION\n\nASSOCIATION,\n\nMONT.\n\nWhat the study will do for the accrediting associations is still in the\nprophecy stage. Even if nothing further were done concerning the study,\nits endeavors to date have already been worth many times the money\nand energy expended. The nationwide stimulation has developed a new\nthinking concerning the purposes and possibilities of secondary education.\nIt is my opinion that there will be continued effort bv all interested\nin secondary education to modify, adjust, and refine the findings wher¬\never possible so as to make the study a still better instrument ; to stimulate\nschools to self-evaluation and self-improvement and to make it a better\nand more convenient instrument to measure the schools. It is my hope\nthat this effort to improve the schools will be continually accompanied\nwith the effort to improve the instruments that have been developed so that\nthey will be able to meet the necessary changes taking place in secondary\neducation.\nIn order to make\n\nthe greatest use of this study I suggest that we\n\nuse\n\ncare and common sense in introducing the use of the manual, the evalu¬\native criteria, and the educational temperatures. We should not try to\nput this whole program into full force and effect at once. We should\nrather lay a solid foundation upon which our successors can continue to\nbuild. If we can introduce this whole program into our schools so as to\nbe in full use in all secondary schools by 1945, we are probably laying\nplans that can be sanely carried out.\nIn suggesting the following plan, it is natural that I should follow\nrather closely the one adopted by the Northwest Association.\nA. Recommended\n1. Encourage\n\ngeneral policies:\n\nall schools to use carefully and systematically the evaluative criteria\n\nfor self-analysis and self-evaluation.\n2. Encourage the use of the manual as a guide in studying one’s school.\n3. Encourage the use of the educational temperatures as a chart from which the\nmembers of the faculty and the people of the community can readily see the position\nof their school with reference to established norms but especially to show growth\nand improvement, from time to time, on various items.\n4. Require all new schools applying for membership to make self-evaluations\nusing the evaluation criteria. This should be followed by an evaluation by a visiting\ncommittee.\n\n"}
{"page": 157, "printed_page": null, "text": "General\n\n5. Require\n\n153\n\nSessions\n\nall schools to be completely evaluated\n\nunder this plan by 1945.\n\n6. Require re-evaluation of an accredited school whenever significant changes\nhave taken place in a school, such as excessive teacher turnover or sudden change\nin administration, otherwise once every five years.\n7. Require regular annual reports from all schools on forms devised to show\ngrowth and deterioration, but should not be more voluminous than the ones now used.\n\nB. Recommendations\n\nregarding evaluative procedures by committees:\n\n1. Require each visiting committee to make a written report including recom¬\nmendations to the school and to file a copy of this report with the state chairman in\nthe state office.\n2. Return\n\nto the school evaluated, a copy of the checks, evaluations, and comments\n\nby the visiting committee. Computations\nby someone qualified to do so.\n\nrequired\n\nin form\n\n“X”\n\nshould\n\nbe made\n\n3. Each of the evaluating committees should include a member of the state com¬\nmittee and in addition, from two to eight members, depending on the size of the\nschool.\n4. The possibility of using superintendents, high-school teachers, college instruc¬\ntors, and specialists in state departments should be considered in forming committees.\n5. All evaluative committees should be selected or at least approved by the state\ncommittee for the given state.\n6. The visiting committee report to the state committee should include a summary\nof the computation forms and the written report with recommendations mentioned\nabove.\n\nC. Implementing\n\nprocedures:\n\n1. Schools evaluated should meet the costs of visitations. Cooperation\nthe faculty, and others is essential to success.\n\nby boards,\n\n2. Competent personnel should be developed within each state for use on evalua¬\ntive committees. This can be done thru leadership training schools in the field or\nduring summer sessions at teacher-training institutions.\n3. A committee should be appointed to analyze and summarize the annual reports\nof progress or improvement which may be required from member schools that have\nbeen evaluated. This might be done under the direction of the state committee.\n4. State committees should probably be enlarged depending upon the amount of\nwork to be done in a state. State committees might also delegate work to qualified\nindividuals not on committees.\n5. If technical computations have been performed by various committees it might\nbe well to have them reviewed by a person who has had special training for this\nkind of work.\n\nThe success of this entire program depends upon the cooperation of\nall concerned : the faculty, the administration, the community, the state\ndepartments of education, and the accrediting associations.\nFROM\n\nTHE\n\nDONALD\n\nA.\n\nPOINT\n\nOF VIEW OF A STATE\nOF EDUCATION\n\nEMERSON,\n\nDIRECTOR\n\nSECONDARY\n\nEDUCATION,\n\nOF\n\nSCHOOL\n\nDEPARTMENT\n\nADMINISTRATION\n\nSTATE\n\nDEPARTMENT\n\nSALEM,\n\nORE.\n\nOF\n\nAND\n\nEDUCATION,\n\nState high-school supervisors see in the new criteria possibilities that\nfar transcend the original purpose of formulating new and better criteria\nfor the benefit of the various accrediting agencies. One\n\nof the most fund a-\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nEducation\n\nAssociation\n\nmental principles that has been recognized in the organization and ap¬\nplication of the new criteria is that “a school can be studied satisfactorily\nand judged fairly only in terms of its own philosophy of education, its\nindividually expressed purposes and objectives, the nature of the pupils\nwith whom it has to deal, the needs of the community which it serves,\nand the nature of the American democracy of which it is a part.” The\nfirst step, the development of a philosophy and a statement of objectives,\nthat must be taken by the principal and the members of his staff, has been\nfound to be one of the most stimulating experiences in the entire evalu¬\native program.\nIn those stages where the state departments of education have under¬\ntaken to direct the evaluation of the high schools of their states by the\nmethods of the cooperative study, they have found themselves confronted\nimmediately with some difficult problems. The first problem is that of\nacquainting the high-school administrators of the state with the criteria\nand methods of use. To accomplish this in the state of Oregon there was\nheld in the spring of 1938 a series of twelve group conferences, one day\nin length, with high-school principals in as many different sections of the\nstate. The school in which the meeting was being held was used as a\nlaboratory in which to demonstrate the methods of using the criteria.\nThe selection of the members of the visiting committee, except for one\nrepresentative from the state department of education, was left entirely\nin the hands of the principal or superintendent of the school to be eval¬\nuated. Since the state department was not in a position to finance the work\nof the visiting committee, this responsibility was assumed also by the school\nto be evaluated. No visiting committee was composed of less than four\nmembers, and the evaluation of the largest school included on our list this\nyear required the work of a committee of eight men for an entire week.\nThe representative of the state department acted as chairman of the com¬\nmittee in each case, and he was generally assisted by a representative from\nthe department or school of education of one of the institutions of higher\nlearning in the state. The other members of the committee were principals\nor superintendents selected by the head of the school that was evaluated.\nCertain dangers and limitations must be recognized. One of the chief\ndangers is that of undue concern about the rating that is given the school\nrather than an analysis of its strong and weak characteristics. The allabsorbing desire on the part of principals and teachers to know the final\nscore and how their school compares with others is frequently blinding to\nthe more important aspects of the evaluation. So much time on the part\nof the staff members in the self-evaluation and the members of the visiting\ncommittee is devoted to computations of scores and percentile ranks that\nthe more significant findings may not be recorded. It is doubtful if the\nvalidity of the scores given a school by a visiting committee, regardless of\nthe care and thoroness of the survey, can be defended more successfully\nthan a grade of 70 or 98^2 percent given a pupil by his teacher.\nAnother great danger that must be recognized by a visiting committee\n\n"}
{"page": 159, "printed_page": null, "text": "155\nGeneral\n\nSessions\n\nis that of evaluating a school in terms of its own\n\nphilosophy instead of\n\nthe philosophy by which the school is administered. Principals and super¬\nintendents feel their own incompetence in attempting evaluations of these\nitems in their schools in spite of their opportunities for observation thru\nthe entire year, but members of a visiting committee whose opportunities\nfor observation are limited to two or three days feel that their attempts\nto evaluate these items are practically futile.\nFrom the viewpoint of a state department of education the immensity\nof the task of directing the evaluation of all of the high schools in the\nstate by the method of the cooperative study causes one to question the\npracticability of the plan. The staffs of most state departments would have\nto be substantially increased if a program of this kind were carried thru\nsuccessfully. Merely measuring and recording scores will of itself be of\nlittle value unless the result of the evaluation is followed by a further\nchecking on the correction of the defects discovered.\nIn spite of the dangers and limitations in the use of these criteria, they\nprovide means of stimulation and improvement that state departments can¬\nnot afford to neglect. Most of the dangers and limitations can be over¬\ncome. Before the evaluation of any school is undertaken, it should be made\nclear that the criteria will not be used as a basis of accreditation by the\nstate and that the final score or percentile rating that the school will be\ngiven is relatively unimportant. The greater the participation of the mem¬\nbers of the teaching staff itself in the evaluation, the more stimulating the\nresults will be. A highly professional attitude on the part of the members\nof the visiting committee must be maintained at all times. It should be kept\nin mind by the principal and the teachers of the school that is being eval¬\nuated that the final conclusions of the evaluating committee are only\nopinions as should be accepted as such. The evaluation should be looked\nupon as an analysis of the characteristics of the school rather than an\ninspection or a rating.\n\nMORNING\n\nASSEMBLIES\n\nThursday,\n\nEnlightened\n\nPublic\n\nJuly 6\n\nSupport for Education\nResponsibility\n\nas a Professional\n\nENLIGHTENED\nPUBLIC SUPPORT\nFOR EDUCATION\nA PROFESSIONAL\nRESPONSIBILITY\nFREDERICK\n\nM.\n\nHUNTER,\n\nEDUCATIONAL\nSTATE\n\nPAST\n\nPOLICIES\nSYSTEM\n\nOF\n\nPRESIDENT\n\nCOMMISSION\nHIGHER\n\nOF\n\nTHE\n\n; AND\n\nASSOCIATION\n\nCHANCELLOR,\n\nEDUCATION,\n\nEUGENE,\n\nAS\n\n; MEMBER,\nOREGON\n\nORE.\n\nClearly a new radiant importance has been given the job of the Amer¬\nican teacher by the present worldwide struggle between democracy and\ndictatorship. The dictators of the totalitarian states have not hesitated\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\nEducation\n\nAssociation\n\nto commandeer the entire educational system for the purpose of making\nyouth abject servants of authoritarianism. Education, science, and the\ndissemination of knowledge\n\nhave all become\n\nthe prostitutes of such pow¬\n\nerful piffle as the doctrines of Ilyin’s primer and the Nazi handbook.\nCoercive propaganda has supplanted the quest for truth and the general\nculture of the good life.\nBut the American teacher recognizes two kinds of indoctrination —\nthe Hitler, Mussolini, Stalin variety, and that consisting of the evolu¬\ntion of intellectual freedom thru democratic family and community\nhabits, the indoctrination of self-government. America’s peculiar synthetic\nbrand of democracy defines the American teacher’s main job. From the\ndays when the Jutes and Angles landed in Britain, self-government has\nbeen precious among the English-speaking peoples of the world. The\nideal inherited from those wild tribes has flourished and borne fruit ; it\nhas become the practice of American life.\nSo completely has American democracy become devoted to the con¬\nceptions of local self-government as our foundational, inherited trait,\nthat even in these disturbing times sharp reversals of public opinion have\noccurred when any national event or movement has offered serious threat\nof too much authoritarianism. Thru all our stages of pioneering and\npeaceful conquest in our absorption of the great domain of these con¬\ntinental United States this ideal has remained. It still limits and defines\nthe job of America’s teachers.\nA major responsibility for all American\n\nteachers is an understanding\n\ncommon to all and related intimately to the American type of life. Only\nwith such implementation can an effective indoctrination of American\nyouth in behalf of democracy\n\nand\n\nagainst dictatorship be maintained.\n\nThis task requires at the outset a clear-cut picture in the teacher’s mind\nof the variable boundary between free choice on the part of the individual\nand a natural impulse to understand and espouse democracy, as over and\nagainst a driving and\n\ncoercive intolerance which\n\nallows\n\nno\n\nchoice.\n\nTeacher and pupil alike must understand and study fully the opposing\ndoctrines in order to compare what is naturally and instinctively the\nfruits of American democratic\ntatorship and tyranny.\nA\n\nliving with the spurious products of dic¬\n\nfurther responsibility concerns\n\nthe adult citizenship of the present\n\nday. The teaching profession is not to be held accountable for a public\nattitude toward adult education as such, but rather for a permanent\nmind-set resistant to spurious solutions of the overwhelming avalanche\nof current economic and social issues. A democratic system cannot protect\nitself properly unless some agency of unique qualifications and strategic\nposition concerns itself with the spread of public information in regard\nto education and its goals, together with an appraisal of the results it is\nnow getting. The only such agency with specialized equipment, insight,\nand widespread organization at all adequate or adaptable for such a\n\n"}
{"page": 161, "printed_page": null, "text": "General\n\n157\n\nSessions\n\npurpose is the teaching profession. Unless\n\nthe teachers of America\n\nare\n\nwilling to assume this as one of their jobs, there appears to be no immedi¬\nate possibility of a widespread understanding of the unique responsibility\nof education for the perpetuation of democratic society. Popular compre¬\nhension of the American educational program is a matter of direct\nnecessity.\nIf an intelligent public opinion is to be always maintained regarding\nthe relationship of education to democratic institutions, accurate facts\nand clear-cut analyses of educational issues and relationships must be\ninstantly available and in easily comprehended popular form. For this\nwork no organization save that of the professional organizations of\nteachers will suffice.\nThe teaching profession must clarify public thought regarding the\neconomic necessity of universal education. The research agencies of\nteachers organizations, and particularly the institutions established for\nthe purpose of training teachers, must be responsible for an effective\nknowledge of the relationship between a prosperous state of democratic\nsociety and a widespread dissemination of a great body of knowledge\nmade available by research. As an agency of the N.E.A., the Educational\nPolicies Commission has undertaken an amplification and interpretation\nof the seven objectives of education. In two of its pronouncements, The\nUnique Function of Education in American Democracy\nture and Administration of Education in American\n\nand The Struc¬\nDemocracy , the\n\nphilosophy of our present national life is reviewed, clarified, and inter¬\npreted, and its implementation in institutional structures is delimited and\napplied. In a third monograph,\nD emocracy,\n\nThe\n\nPurposes of Education\n\nin American\n\nthe teacher is pointed to the origins of American\n\ndemocratic\n\nidealism, the tenets of the Declaration of Independence, the Constitution,\nand the concepts of the founding fathers. The purposes in terms of habits\nand practices for the useful and happy citizen are then elaborated under\nfour captions: self-realization, human relationship, economic efficiency,\nand civic responsibility. The constituent elements of each of these large\ngeneral aims aids us in forming mental pictures of the educated person.\nAs to methods, the key to effective instruction and natural democratic\nindoctrination is a wisdom founded upon accurate knowledge of the\nhuman stuff with which education deals. Outlining an approach to such\nwisdom implies the recognition of certain principles well established by\nboth research and experience:\n1. Each\n\nchild and youth is a separate problem.\n\n2. Effective teaching\n\nrequires as complete\n\na knowledge\n\nof each\n\npossible thru scientific tests, accurate records, familiarity with home\ngrounds, and personal contacts.\n\nas is humanly\nand social back¬\n\n3. A scientific approach to the immediate job will take into consideration ap¬\npraisals of intelligence achievement quotients, canvass of attitudes, and special\ndiagnoses.\n4. In teaching, no judgment\n\nor adjustment\n\nof an individual\n\ncase is ever final.\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\nSUPPORT\n\nAGNES\n\nOF\n\nSAMUELSON,\n\nEXECUTIVE\n\nEducation\n\nAssociation\n\nEDUCATION:\nA PROFESSIONAL\nRESPONSIBILITY\nPAST\n\nSECRETARY,\n\nPRESIDENT\n\nOF\n\nIOWA\n\nTEACHERS\n\nDES\n\nSTATE\n\nMOINES,\n\nTHE\n\nASSOCIATION;\n\nAND\n\nASSOCIATION,\n\nIOWA\n\nA. What can the Educational Policies Commission and the teaching\nprofession in general do to assist the members of our groups toward an\nenlightened understanding of the principal issues in the program of\nAmerican education ?\nThe answers appear to us to lie in the direction of greater implementation\nof present purposes and programs. Much is being done, if the publications\nand conferences of the Educational Policies Commission and the faithful\nwork of the teaching profession are appraised.\nThe suggestions here offered by no means exhaust\nbut they may offer a starting point for the discussion.\n\nthe possibilities,\n\n1. Continue to define the issues — We are apt to get so crowded with\nthe minutiae of our daily work that we hnd ourselves too busy to think\nthru the problems which appear to be rather remote. We are concerned\nbut need to be constantly sensitized to the situation and made aware of\nthe crucial issues and their implications.\n2. Continue to publish pertinent literature and make it available at\nas nominal\n\na cost as possible — This\n\npoint needs hardly any\n\nelaboration.\n\nSuch publications as the Educational Policies Commission should prove\nto be worthy successors to the Common School Journal of Horace M ann\nin carrying forward the same program in terms of today, strengthening\nthe place of public education. Many brief articles for the state journals\nand other professional magazines are also in order. They reach thou¬\nsands of teachers. They should be written in the style of modern\neditorials and not in the language of the technicians.\n3. Continue to call conferences for the discussion of these issues and\nwhat\n\nto do about\n\nthem — These\n\nconferences\n\nmay\n\nbe at any level — local,\n\nstate, regional, and national. They may be called in conjunction with\nanother group such as the state association and the National Congress\nof Parents and Teachers. They should be organized and carried out\nunder the principles of the democracy they are called to conserve.\n4. Continue to provide material for convention and conference exhibits\nand speakers for professional programs — In all these phases of implemen¬\n\ntation, William G. Carr can no doubt offer many figures as to what has\nbeen done in sending out literature and in furnishing speakers. That adds\nup, too, but it should continue on a wider basis until every professional\nmeeting of any consequence is reached. Request each state association to\nhave an exhibit at its convention and a speaker to present the issues and\nto suggest things to be done. Do not forget to include the colleges and\nuniversities in these programs and exhibits.\nB. What\n\ncan your group do thru your conventions, publications, and\n\n"}
{"page": 163, "printed_page": null, "text": "General\n\n159\n\nSessions\n\nlocal units to help us place our recommendations\npeople ?\nAgain the answers lie in augmenting\n\nwhat\n\nbefore the American\n\nis already being done and\n\nextending the implementation to reach lay groups. The educational pro¬\nfession should take leadership in placing definite recommendations before\nthe American people. Before they can do that intelligently they must know\nwhat the issues are and how to meet them.\n1. Continue\n\nto arouse the educational profession to the importance\n\ntaking leadership — The\n\nof\n\npeople have a right to look to us for leadership\n\nin the improvement of schools. We are close to the facts as we give our\nlifetime of service to the cause of education. The service motive is the\ndriving power. We\nschools lag.\n2. Continue\nmendations\n\nmay\n\nsee the inevitable weakening\n\nthe implementation\n\nprogram\n\nof democracy\n\nif the\n\nto the end that proper recom¬\n\nbe placed before the American\n\npeople — There\n\nare many\n\nways to do this. Conferences held jointly with the National Congress of\nParents and Teachers in every state are suggested. Materials such as used\nby the Rotary Clubs last year, “What are the marks of an educated man?”\nwere typical of what can be done with the cooperation of many other\ngroups looking for new programs. Speakers for conventions of farm and\nlabor groups, service clubs, patriotic societies, women’s clubs, business and in¬\ndustry, and other organizations would be acceptable.\nSuch conferences as the Congress on Education for Democracy to be\nheld at Columbia University this August point new ways to get the rela¬\ntionship of democracy and education before leaders in our American life.\nRadio and press releases reach large numbers of people. The movies are\nanother powerful instrument for spreading ideas. Use these great agencies\nwhich play enormous roles in the everyday life of our people. Do not\noverlook the neighborhood forums.\nENLIGHTENED\nPUBLIC SUPPORT\nFOR EDUCATION\nAS A PROFESSIONAL\nRESPONSIBILITY\nJESSE\n\nB. SEARS,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nSTANFORD\n\nUNIVERSITY,\n\nCALIF.\n\nThe task of building a profession of education is not a simple one. The\nrapid turnover in membership, the depressing effect of the grinding demand\nfor a costly preparation with only a modest financial return on the invest¬\nment, and the distance of our great social objectives from our immediate\npersonal interests set many limitations within which we must work for a\nsolution of this problem.\nPerhaps the greatest single difficulty lies in the fact that objectives of\neducation, its processes, and its materials are in continuous process of change.\nDemocracy is not a fixed state of society. It is not something to be taken upon\nshort notice; it has to be achieved. Democracy, the basic goal of education,\nis difficult to understand. There is the further fact that we have not con-\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\nAssociation\n\nsciously connected the teaching of children with the attainment of democracy.\nIn this fact there is a problem for the profession.\nIt is difficult for our profession to gain public support for education: (a)\nbecause the task of finding and maintaining over a million workers of the\nkind required and among whom there is a heavy annual turnover, and of\nwelding them together in terms of the cause they represent is a task of\nimmense difficulty; (b) this difficulty is greatly increased because of the\nvery nature of the ultimate goals of personality and democratic society and\nof the present inadequacy of our pedagogy for bringing our immediate and\nour ultimate goals into alignment. Some of the ways in which these diffi¬\nculties express themselves are already apparent to us and nothing but\nlethargy, indifference, selfishness, and lack of leadership stand in the way of\na solution.\nWe have not learned, taught, or practiced tolerance and critical judgment\nin our profession as we should to attain our objectives. Democracy without\ncritical judgment and tolerance is inconceivable. A real professional relations\nprogram carried on within our ranks is in my opinion an essential part of an\nanswer.\nAnother way in which these weaknesses appear is seen in the fact that the\nschool is becoming isolated. It is not of and for the people as it needs to be\nin a democracy. We have urged efficiency in this efficiency age of ours until\nefficiency has become an end rather than a means. Education is not equally\navailable to all in our democracy and it has become so technical that parents\nfear even to ask questions about it. This isolation is dangerous.\nIf tolerance and critical thinking are to be made larger factors in our\nprofession and if the schools are to be kept close to the people it will be\nbecause our profession exerts itself to these ends. It cannot be said that we\nare without leaders. The N.E.A., thru its many departments, together with\nthe many other professional and scientific societies of educators, provides\nample machinery thru which leadership may be exercised. As to having a\nprogram, also, there is no doubt. Even so, it remains a fact that our profession\ncould be made more united and more aggressive if it would look forward\nas earnestly as it looks about itself and backwards.\nThere is needed also a more vigorous program of public relations within\nthe profession, a program that singles out problems in realistic fashion and\nthat enlists the teachers of the country in a clearly conceived plan for their\nsolution.\n\nRelationships\n\nwith Central and South\n\nTHE\n\nOF EDUCATION\nIN INTERNATIONAL\nCULTURAL\nRELATIONS\n\nBEN\n\nROLE\n\nM.\n\nCHERRINGTON,\nDEPARTMENT\n\nCHIEF,\nOF\n\nDIVISION\n\nSTATE,\n\nOF\n\nAmerican\n\nCountries\n\nCULTURAL\n\nWASHINGTON,\n\nD.\n\nRELATIONS,\nC.\n\nThe people of the Western Hemisphere always have had an intuitive\nsense of their community of interests, but only recently have they become\n\n"}
{"page": 165, "printed_page": null, "text": "General\n\n161\n\nSessions\n\nacutely conscious of the relation of those common\n\ninterests to their future\n\nwell-being and independence. For several decades following the proclama¬\ntion of the Monroe Doctrine in 1823 we were preoccupied with the\ndevelopment of our internal life. We remained for the most part aloof\nfrom the countries to the South of us, nevertheless the era was charac¬\nterized by attitudes of goodwill and friendship. Then came a period in\nour history of which we are not in the least proud. Other expanding\npowers were aggressively reaching out for territory. For a time we too\nbecame expansionist. While vigorously pushing the exports of our goods\nto the other American countries we curtailed the export of their goods\nto us by an ever rising tariff wall. We fought Spain and secured the\nPhilippines and possessions in the Caribbean. “Dollar diplomacy” led in¬\nevitably to outright physical intervention in several countries of the Carib¬\nbean area. What we regarded as a Big Brother policy to Latin Americans\nwas a “Big Bully” policy. The friendly feeling toward the United States,\ncharacteristic of the earlier decades of the nineteenth century, changed to\ndistrust and antagonism.\nBy deeds as well as words we have sought to rectify the mistakes of\nprevious years: the Platt Amendment that gave the United States the\nright of intervention in Cuba has been abrogated; our Marines have long\nsince been withdrawn from occupied territory; treaties have been signed\npledging this country not to interfere in the internal or external affairs\nof the other American republics and reciprocal trade agreements are\nreleasing the flow of commerce between many American states and our¬\nselves. A new era of confidence and cooperation is supplanting the sus¬\npicions and hostilities of the past. What President Roosevelt happily\ndesignated as the Good Neighbor Policy is becoming the established policy\nof the Americas.\nFrom\n\nthe free and frank discussion of the Lima\n\nConference\n\nemerged\n\nthe Declaration of Continental Solidarity, or the “Declaration of Lima”\nas it is called, denoting the unity of the peoples of the Western Hemisphere.\nIt was acknowledged by all at Lima that it is not enough for govern¬\nments in their official relations to follow the Good Neighbor Policy,\nindispensable as that is ; it is necessary that the people themselves shall\nbecome good neighbors. The people of the Americas must know and un¬\nderstand each other: their history, their outlook on life, their ideals and\naspirations, their finest creations of mind and spirit ; these must be shared\nin common.\nOn every hand in the United States is unmistakable evidence of the\neager desire of our people for better knowledge and understanding of\nour neighbors to the South and in turn to be known and understood by\nthem. Anyone who recently has visited the other American countries\nwill testify as to their readiness to share their cultural and intellectual\nattainments with us. In the United States active and effective societies,\nclubs, and organizations promote cultural interchange and sympathetic\nunderstanding of the culture, history, and social institutions of other\n\n"}
{"page": 166, "printed_page": null, "text": "1 02\n\nNation\n\nai. Education\n\nAssociation\n\npeoples. Altho colleges and universities have taken an active part in the\nmovement, they have been handicapped by the lack of an agency in our\ngovernment to stimulate, coordinate, and facilitate their endeavors. To\nmeet this need the Division of Cultural Relations has been created in\nthe Department of State to have “general charge of official international\nactivities of this Department with respect to cultural relations, embrac¬\ning the exchange of professors, teachers, and students; cooperation in\nthe field of music, art, literature, and other intellectual and cultural\nattainments; the formulation and distribution of libraries of representa¬\ntive works of the United States and suitable translations thereof; the\npreparations for the management of the participation by this govern¬\nment in international expositions in this field ; supervision of participation\nby this government in international radio broadcasts; encouragement\nof a closer relationship between unofficial organizations of this and of\nforeign governments engaged in cultural and intellectual activities; and,\ngenerally, the dissemination abroad of the representative intellectual and\ncultural works of the United States and the improvement and broad¬\nening of the scope of our cultural relations with other countries.”\nA primary function of the Division will be to serve as a clearing¬\nhouse and coordinating agency for the activities of private agencies in\nthe field of cultural relations. The efforts of the Division will have\nrelation to nations in all parts of the world, but during the initial phase\nof its program, particular attention will be given to the other American\nrepublics. The Division is serving as a clearing center for activities of\nvarious departments and agencies of the federal government of an inter¬\nnational cultural or intellectual character. It will also aid in the impor¬\ntant work of the Division of Intellectual Cooperation of the Pan-Amer¬\nican Union.\nIn a democracy such as ours the initiative for cultural exchange\nresides with private agencies and institutions and the major function\nof the Division of Cultural Relations will be to make the good offices\nof government available to private enterprise. In doing this education\ninevitably plays a leading role. It is in order to suggest specific projects\nwhich educators will be especially interested in undertaking. The teach¬\ning of languages, quite logically, should be the first subject for con¬\nsideration. Our schools can well give Spanish an important place in the\nprogram of studies, for we must remember that Spanish is one of the\nmost vigorous of living tongues, worldwide in its diffusion, tremen¬\ndously vital in its capacity to expand, and the instrument of expression\nof more than twenty growing nations. Spanish and Spanish-American\nthought, literature, and production contain a wealth of spiritual values\nwhich need to be tapped by the citizens of the United Sates. The teach¬\ning of the Portuguese language is a matter of the greatest importance\nand urgency. For reasons difficult to discover, the Portuguese language\nhas never received adequate attention in this country. Brazil constitutes\ngeographically half of South America and with its forty million people\n\n"}
{"page": 167, "printed_page": null, "text": "163\nGeneral\n\nSessions\n\nis one of the most vital nations of the new world. Its language, Portu¬\nguese, is part and parcel of its cultural heritage. It is time that in the\nUnited States due recognition is given to the importance of the Portu¬\nguese language, rich in literature, energetic, expressive, and resourceful\nin mechanism, the instrument of thought of a remarkable people.\nWe in the United States are unacquainted with the literature of our\nsouthern neighbors; their history, biography, fiction, and poetry remain to\nbe opened to us. As an immediately practical method of correcting the\nsituation their literature might be utilized to a greater extent in the Spanish\nlanguage courses of our high schools and colleges. It is equally true that our\nliterature is little known in the other American republics and that the\nwidespread distribution of our better works would meet with a ready wel¬\ncome in those countries. If books in English on the United States are scarce\nin their libraries, those which have been translated into Spanish or Portu¬\nguese are even more rare. There is in fact no good one-volume history of the\nUnited States available in either language. It is encouraging to note that\nthe American Library Association recently has received a grant from the\nRockefeller Foundation for the promotion of library relations with the\nother American republics. Thru an office to be established in Washington,\nstudies of books and library conditions will be directed, which will serve\nas a basis for increasing the exchange of publications and developing a larger\ndegree of library cooperation.\nAnother project in which many of our communities might participate\nwould be to exchange their teachers of Spanish with teachers of English in\nsome of the Spanish-speaking countries. Each teacher while abroad would\ninstruct in his own language and lecture on the cultural life of his home¬\nland. Educational and informative films, minimizing as they do the barrier\nof language differences, can be utilized as an agency for conveying under¬\nstanding and appreciation of the representative cultures of the American\npeoples.\nEducators certainly will find effective instruments for promoting under¬\nstanding in the fields of art and music. The art of the United States is\nknown only too little outside this country while the artistic productions of\nother American nations reach the people of the United States to a very\nlimited degree. It should be possible to route exhibits of significant art\nachievements of our neighboring countries thru our schools, colleges,\nand communities. Neither are we familiar with the music of the other\nAmericas nor they with ours apart from modern dance music. Concerts by\nvisiting musicians, the use of records of native folk music, visits by individual\nartists — such activities as these would\ncultural understanding.\n\ncontribute notably to international\n\nPerhaps the most effective way to develop understanding and apprecia¬\ntion of other peoples is to travel among them, and the excellent steamship\nand air services now available, combined with good hotel facilities and the\nwarm hospitality that is assured in the other Americas, make a southern trip\nworthy of serious consideration for all citizens of goodwill. It is anticipated\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nthat summer schools will be established at convenient points in the Carib¬\nbean and South American areas to which teachers and students from the\nUnited States may go for short courses. The radio undoubtedly will become\nincreasingly important as an instrument for conveying understanding.\n\nThe year 1940 will present a number of opportunities to focus the atten¬\ntion of the entire American people upon inter-American relationships. It\nwill mark the fiftieth anniversary of the Pan-American Union ; also the\nFourth Centennial of the Explorations of Francisco Vasquez de Coronado\nin the area which now constitutes the southwestern portions of the United\nStates. These events can be utilized in every American community as the\noccasion for a program designed to better acquaint our citizens with the\nculture of the other American countries.\nTRADE\nELIOT\n\nG. MEARS,\n\nRELATIONSHIPS\nGRADUATE\n\nSTANFORD\n\nThe\n\nrelations between\n\nSCHOOL\n\nUNIVERSITY,\n\nthe United\n\nOF\n\nBUSINESS,\n\nCALIF.\n\nStates of America\n\nand the South\n\nAmerican states are becoming more intimate. This is evident in every\nsphere of activity. Evidences of political contact have existed since the\nformulation of the Monroe Doctrine, while the Good Neighbor Policy and\nvarious inter-American conferences, of which the last was the one at Lima,\nare concrete manifestations. In 1823 our stand was in actuality against the\nHoly Alliance of Europe, while at the present time the pressure is directed\nlargely against two aggressive European states plus the Asiatic Empire of\nJapan.\nCultural relations between the Americas have been meager and weak.\nLittle attempt has been made to inculcate our ideas and ideals south of\n*\n\nPanama. Other powers, notably Germany, Italy, and Japan, have seized\nupon this void to spread intensive propaganda programs. The radio, to less\nextent the press, the diplomatic and semidiplomatic missions, and cultural\nlectures usually in Spanish or Portuguese by prominent educators, are im¬\nportant agencies. America and Great Britain are now making significant\nefforts to meet these new manifestations of political and cultural influences\nby similar means. An important step in this direction was the creation last\nyear of the Division of Cultural Relations in our Department of State.\nThe economic relations between the Americas are matters of pressing\nimportance. They are in a marked condition of change. Other countries have\nbeen quick to appreciate the advantages of mutual trading with the countries\nof South America, which are notable for their distinctive raw materials and\nfoodstuffs. Since the most aggressive nations in the world are predomi¬\nnantly the industrial powers, it is logical for them to look there for markets\nas well as for sources of needed industrial materials. Of all countries, Ger¬\nmany is proving the most aggressive and the most formidable. Her barter\nand control methods of trading give her a type of resiliency in dealing with\nindividual countries which democratic nations find it difficult to meet on a\n\n"}
{"page": 169, "printed_page": null, "text": "165\nGeneral\n\nSessions\n\nsatisfactory basis. Our national government as well as individual American\nfirms are well informed regarding current developments. The problem is\nmainly determining the precise nature of desirable tactics of an economic\ncharacter which should be followed. Naturally, the predominantly non-economic factors cannot be disregarded in the pursuit of ways and means to\ndeal with varied trade problems.\nDuring the past three years, Germany has made great commercial ad¬\nvantages in South America, chiefly at the expense of Great Britain. The\nUnited States continues to hold first place in the trade of most of the Ameri¬\ncan republics. It is apparent that we have no intention of surrendering easily\nthe trade position which we have gained by our own individual efforts in\nthe republics of Mexico, Central America, and South America.\n\nTHE\n\nUSE\n\nOF MOTION\nATTITUDES\n\nMARK\n\nA.\n\nDIRECTOR,\n\nMAY,\nYALE\n\nPICTURES\nIN\nOF CHILDREN\n\nINSTITUTE\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nHUMAN\n\nHAVEN,\n\nFORMING\n\nRELATIONS,\n\nCONN.\n\nThe most noteworthy attempt to measure the effect of special films on\nspecial attitudes was made a few years ago by Thurstone of the University\nof Chicago. He constructed a series of scales or instruments for measuring\nattitudes toward race, war, crime, gambling, prohibition, and capital punish¬\nment. He selected certain theatrical feature pictures which were supposed\nto be related to one or more of these attitudes as, for example, war. The\nattitude test on war would then be administered to a group of high-school\nchildren before they saw the picture and again after they saw it. The differ¬\nence between their scores on these two occasions presumably reflected the\ninfluence of the picture on that attitude.\nStudies on attitudes toward gambling, war, and crime showed measur¬\nable changes, but the films selected on prohibition and capital punishment\ndid not produce measurable changes. In all cases, however, where marked\nchanges took place they w^ere permanent for periods of ten weeks to nine¬\nteen months. These studies indicate that some theatrical feature pictures\nwill produce measurable changes in attitudes of high-school children and\nsome will not.\nThurstone and his associates constructed a scale to measure attitudes\ntoward the movies themselves. They did not, however, attempt to use the\nscale to measure the influence of a movie on the attitudes toward movies in\ngeneral. This question is an important one and relevant to our subject on\naccount of the possible influence of theatrical motion pictures on the attitudes\nof high-school students toward their schoolwork, especially high-school\nEnglish. It is commonly believed among teachers of high-school English\nthat the motion picture versions of the great classics such as “David Copperfield,” “Tale of Two Cities,” and the plays of Shakespeare have helped to\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\nmake courses in high-school English more attractive. There is ample evidence\nthat the appearance of “David Copperfield” on the screen greatly increased\nthe demand for library copies of the book. Many teachers of high-school\nEnglish have testified that they have noted marked differences in the atti¬\ntudes of their pupils toward a particular classic when a film version of it\nappears in the local theaters.\nThe chief concern of the school, however, is with the possible or probable\ninfluence of classroom instructional films on the attitudes of pupils. Theat¬\nrical feature pictures are not now available for exhibition in schools. There\nare a few experimental studies that indicate that a certain type of classroom\nfilm motivates pupils to do more reading, to write more- essays, to make\nmore field trips, or to engage in other activities that afford additional\nknowledge about the subject portrayed in the film. Knowlton and Tilton\nin an investigation on the various educational values of the Yale Chronicles\nof America report that pupils in classes in which these films were used for\nthe teaching of history did a greater amount of volunteer reading both in\nand out of class. The films also stimulated more participation in recitation\nand discussion. In an experiment on the influence of certain pictures on\nhealth education, Freeman and Hofer found that the children who saw\nthe films tended to engage in more activities such as bringing in newspaper\nclippings, still pictures, and other materials on the topics portrayed by the\nfilm. They failed to find any measurable difference between the amount of\nvolunteer reading outside of class between those who saw the films and those\nwho did not. This, however, may be attributed to the fact that reading\nmaterials outside of the class were not available.\nEfforts have been made to collect and summarize judgments of teachers\nwho have used films in connection with geography, science, history, and\nother school subjects on the extent to which children are motivated in their\nschoolwork. There seems to be unanimous agreement among teachers that\none of the most important influences of classroom films is that they tend to\nmake schoolwork more interesting and attractive.\nSome of the most recent and most promising experimental work that\nhas been done on the influence of classroom pictures on the attitudes of\nschool children are the projects by the Progressive Education Association\nand the American Council on Education.\n\n"}
{"page": 171, "printed_page": null, "text": "j^ife Membership\n\n^Dinner\n\n"}
{"page": 172, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAs early as 1863 the regulations of the Association provided that a per¬\nson eligible to become an active member might also become a Life Member\nby paying an additional fee. However, comparatively few took advantage\nof the privilege until 1926. In 1884 and again in 1921 special efforts were\nmade to increase the number of Life Members but with little success.\nPrior to 1926 there were less than two hundred Life Members.\nAt the Philadelphia convention in 1926 the officers of the Association\napproved Secretary Crabtree’s recommendation to permit the payment of\nthe Life Membership fee on the instalment plan, ten annual payments of\nten dollars each, with the understanding that these payments would go\ndirectly into the Permanent Fund, a lasting contribution to the work of\nthe Association. This put Life Membership\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. During 1938-39,\n191 Life Memberships were added.\nThe custom of holding a Life Membership Dinner on Monday evening\nof the annual convention was inaugurated at Atlanta, Georgia, in 1929,\nand has been continued each year with growing interest and enthusiasm.\nThe following have presided on these occasions:\n1929\n1930\n1931\n1932\n1933\n1934\n1935\n1936\n1937\n1938\n1939\n\nAtlanta, Georgia, Ucl W. Lamkin\nColumbus, Ohio, E. Ruth Pyrtle\nLos Angeles, California, Carroll G. Pearse\nAtlantic City, New Jersey, Thomas E. Finegan\nChicago, Illinois, Rose A. Pcsta\nWashington, D. C., Frank W. Ballou\nDenver, Colorado, Willis A. Sutton\nPortland, Oregon, C. A. Hozvard\nDetroit, Michigan, Edgar G. Doudna\nNezv York City, Willard E. Givens\nSan Francisco, California, Frederick M. Hunter\n\n[168]\n\n"}
{"page": 173, "printed_page": null, "text": "ELEVENTH\n\nANNUAL\n\nLIFE\n\nMEMBERSHIP\n\nDINNER\n\nTheBallroom\neleventh\nN.E.A. Life Membership Dinner was held in the Gold\nof the Palace Hotel, San Francisco, California, Monday eve¬\nning, July 3, 1939. There were three hundred\nand their friends present.\n\nand forty-five Life Members\n\nFrederick Maurice Hunter, past president of the Association and chan¬\ncellor, Oregon State System of Higher Education, served as toastmaster.\nThe music for the occasion was furnished by Helen Berta, a teacher in the\nSan Francisco schools.\nAmong the special guests of honor present were Ellwood P. Cubberley,\ndean emeritus, school of education, Stanford University, and Mrs. Anna\nKalfus Spero of Berkeley, California, wdio has the distinction of being a\nmember of the Association for sixty-two )ears, a national record.\nThis dinner was dedicated to the founding of the first public teacher¬\ntraining institution in the United States at Lexington, Massachusetts, July\n3, 1839. The address of the evening was given by Caroline S. Woodruff,\npast president of the Association and principal, State Normal\nton, Vermont.\n\nCAROLINE\n\nHer subject was “Progress thru Teacher\n\nPROGRESS\n\nTHRU\n\nS. WOODRUFF,\n\nIMMEDIATE\n\nAND\n\nPRINCIPAL,\n\nSTATE\n\nTEACHER\nPAST\n\nNORMAL\n\nSchool, Castle-\n\nEducation.”\n\nEDUCATION\n\nPRESIDENT\nSCHOOL,\n\nOF\n\nTHE\n\nCASTLETON,\n\nASSOCIATION\n\n;\n\nVT.\n\nLast year on this occasion we centered our thought upon those teachers\nto whom we all owe much of whatever success we have had in the teaching\nprofession. Tonight we are going back of the teacher to the forces that shaped\nhis course.\nThis year, 1939, all over the land the anniversary of a great moment\n\nis\n\nbeing observed — a moment that from Lexington, Massachusetts, 100 years\nago was destined to be recognized all over the world. Those early patriots\nwho in 1775 on Lexington Common “fired the shot heard around the world”\nlittle realized that Lexington Common would be the scene sixty-four years\nlater of a far greater event — a shot fired not from a cannon’s mouth but\nfrom the vision of a great teacher. It wTas a great moment when on Wednes¬\nday, July 3, 1839, three young women, Misses Damon, Smith, and Hawkins,\ncame into the reception room of an old building that had been leased for\nthree years as the home of the first state normal school in America. They had\ncome to be examined and enrolled as the first student body of a state normal\nschool in America. Teacher-training institutions from coast to coast are cele¬\nbrating that moment with significant programs.\nBriefly let me trace the growth and development of the normal school\nidea. There was the period of the Renaissance and the resultant spiritual\nand intellectual awakening. Then came, with the invention of the printing\n[169]\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\npress, the beginning of the Reformation when a new spirit emerges. Priestly\norders organized schools in the sixteenth century, which served as models\nfor teacher-training schools in both Europe and America. The work of these\nleaders was felt directly in the United States and was followed by the mission\nschools established by the Franciscan and other friars among the Indians\nin this very country where we meet. These padres in their cultural and\nreligious teaching trained their brighter students as teachers for others.\nThese were the beginnings of formal teacher training in this country.\nIn this last century the name of Pestalozzi stands out in clear light. It\nwas he who first proclaimed that there is something more to the preparation\nrequired of a teacher than mere knowledge of the subjects he teaches, that\nthere is a technic of diffusing that knowledge. Stimulated by the writings\nof Rousseau, Pestalozzi’s energies and influence rapidly spread to Germany\nand took a firm hold on Froebel and Herbart, his contemporaries in the\nearly nineteenth century. And it was in this period that seminaries for the\ntraining of elementary-school teachers were established in Prussia and other\nGerman states, and a few years later that followers of Pestalozzi inaugurated\nsimilar training schools in England. So we may say that the forebears of the\nnormal schools in America may be traced directly to Switzerland, Germany,\nand England, to whom is due great credit.\nExcept for the work of Pestalozzi, however, all this development in\nEurope was unknown to American educators until about 1820, for we should\nremember that all this was before the coming of the railroads, telegraph, and\ntelephone.\nA Lancastrian model school was established in New York City, attract¬\ning much attention, and particularly that of Governor DeWitt Clinton,\nwho urged that one such school be placed in each county, with the training\nof teachers as one of its functions. This plan never prevailed but academies\nall over the state soon made teacher-training classes required courses, and by\n1834, five years before the event we are celebrating, such courses were organ¬\nized into a concrete system.\nWilliam Russell, too, the first editor of the American Journal of Educa¬\ntion , which we of a later generation associate with the name of Dr. Winship,\nused every available opportunity to stress the importance of a seminary for\nteachers. The spirit seemed to be moving all thru New England, New York,\nand somewhat thruout the East.\nHere let me pay special tribute to another pioneer in teacher training —\nSamuel Reed Hall, an itinerant preacher, who that same year, March 1823,\nstimulated by the activities of his contemporaries, gave a tremendous push\nto the teaching course by opening in his own house and at his own expense\nthe first teacher-training school in America, according to Mr.\nwho states:\n\nCubberly,\n\nThe\n\nfirst teacher-training school in America was established privately, in 1823,\nby the Reverend Samuel R. Hall, who opened a tuition school for the training of\nteachers\n\nat Concord,\n\nVermont.\n\nHe\n\nintroduced\n\na new\n\nstudy\n\ncalled\n\nthe “Art\n\nof\n\nTeaching,” basing it on his own experience as a teacher. To make clearer his ideas\nhe wrote out a series of lectures on school keeping. In 1829 these were published and\n\n"}
{"page": 175, "printed_page": null, "text": "Life\n\nMembership\n\nDinner\n\n171\n\nformed the first book in English on the subject of teaching to be published in this\ncountry. On the site of this old school, a spot hallowed by its century and more of\ntradition, the legislature of that state, on its hundredth anniversary in 1923, erected\na granite shaft bearing a bronze tablet on which are the words:\nThe\n\nState of Vermont\n\nerects this Tablet August 15, 1923\non the site of the\nFIRST\n\nNORMAL\n\nSCHOOL\n\nIN\n\nAMERICA\n\nOpened March 11, 1823, by its Founder\nReverend Samuel Read Hall, LL. D.\noriginator of America’s system of\nteacher training\nAuthor of the First Textbook on Teaching\npublished in America\n\nHall wrote, as Dr. Cubberly substantiates, the first textbook on teaching\never published in America. The eagerness with which it was received is\nshown by the fact that the educational leaders in New York State ordered\nat once ten thousand copies to be placed in the hands of every school district\nin the state, and the Committee on Education in Kentucky recommended\nthat every teacher in that state be given a copy at public expense. Hall wrote\nother books covering almost every field of education known today. The story\nof this teacher-minister is thrilling to read, but time forbids my saying more\nthan that leaving Concord he later established a teachers’ seminary at Ply¬\nmouth, New Hampshire, in what is now the state teachers college, and\nsimilar courses at Phillips-Andover, Massachusetts, the old fitting school of\nwhich he was headmaster. He was also offered the first presidency of\nOberlin College, Ohio, which he had to refuse due to physical infirmity.\nAnother must be mentioned too, one who did much to publicize the nor¬\nmal school movement in America. He was Charles Brooks, who in the sum¬\nmer of 1834 made an exhaustive study of the European systems of teacher\ntraining already in effect. On his return home he called together all the\ninhabitants of Plymouth County to an open-air meeting wdiere he might\nproclaim the plans he was promoting in America. The great audience which\nmet with him on the appointed day was deeply moved and at the close of\nhis appeal, Ichabod Morton, Esq., promised to give $1000 toward the estab¬\nlishment of the first teachers’ seminary.\nBrooks made a powerful impression and refusing any compensation what¬\never, he spent the next two years lecturing on this important subject, riding\nover two thousand miles in his one-horse chaise and appearing before numer¬\nous state legislatures, as well as in the principal cities and towns. These\nefforts of Charles Brooks largely determined the form which normal schools\ntook in this country.\nThe period from 1820 to 1825 has been called the gloomiest period from\nan education standpoint in New England history, but was followed by one\nof spirited educational reform, productive of men and women with wide\nvision, who were sometimes called educational revivalists.\nAmong these are other names known to all students of education, but of\nJames G. Carter, Henry Barnard said: “More than to any other one per¬\nson belongs the credit of having first arrested the attention of the leading\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nminds of Massachusetts to the necessity of the immediate improvement in\nthe system of public schools and of having pointed out the most direct mode\nof procuring this improvement by providing for the training of competent\nteachers for these schools.”\nA firm foundation was being laid and the time seemed ripening for the\nestablishment of the first state normal school. With men like Horace Mann\nand Cyrus Pierce to encourage its development,\nsucceed.\n\nthe cause was bound\n\nto\n\nAs in all new movements, the next step was raising funds to carry on the\nwork. Joy reigned when Edmund Dwight, a wealthy Boston merchant,\nauthorized Horace Mann, then president of the senate, to propose to the\nMassachusetts legislature that $10,000 would be given toward the estab¬\nlishment of the project provided the legislature would give the same amount\nfor the same cause. The bill was introduced, almost unanimously passed\nboth houses, was approved by the governor, Edward Everett, April 19, 1838,\nand one year later on July 3, 1839 — one hundred years ago this very day —\nthe first state normal school in the United States opened its doors at Lex¬\nington, Massachusetts. And the normal school movement was on!\nRev. Cyrus Pierce, a Harvard graduate, who had done conspicuous edu¬\ncational work in Nantucket, was engaged as the first principal. It is written\nof him that during those years “he not only did all the teaching but he was\nhis own janitor. He allowed himself but four hours of sleep. When the\nweather was very cold he would go at eleven or twelve o’clock at night and\nfill up the furnace, and again at three or four in the morning, to insure that\nthe room would be comfortable when school was opened. After he had\nattended to the fires at the later hour, he would sweep the snow from the\nsteps when that was necessary, shovel paths around the house, bring water\nenough from a well nearby to last during the day, and then study till school\n•_\n>>\ntime.\nThe normal school movement spread like wildfire thru Massachusetts.\nIn September of that year a second school was opened at Barre, and the\nfollowing year a third opened at Bridgewater. And the cause was won.\nOther states were quick to follow. Connecticut, in 1850, opened a normal\nschool at New Britain; Rhode Island, one in 1852; IowTa and New Jersey\nin 1855; Illinois in 1857; Pennsylvania in 1859; Minnesota in 1860; among\nthe first, Maine, Vermont, New Hampshire, and North Carolina followed.\nStep by step, year after year, teaching, as a calling, as an art, and as a\nprofession, has been advancing always to higher levels.\nA great step in its development as a profession came eighteen years after\nthe Lexington beginning when in Philadelphia in 1857 a handful of\nteachers — forty-one men and two women from a dozen of the thirty-one\nstates then belonging to the Union — met at Philadelphia for the purpose of\norganizing the teachers of the nation into one great educational brotherhood.\nThat was the birth of the National Education Association, now grown from\na membership of forty-three to nearly a quarter of a million. And along\nwith this tremendous growth of the national Association the teacher-training\nprogram has advanced — in character and in content.\n\n"}
{"page": 177, "printed_page": null, "text": "ion\n\n173\nLife\n\nMembership\n\nDinner\n\nLet us recount. One hundred years ago today there was one state normal\nschool in this country, a one-year course, one instructor, three pupils. That\nwas the picture. Today there are 169 four-year degree-granting teachers\ncolleges, 62 state normal schools of two- and three-year curriculums, with\nmore than 100 students enrolled.\nAnd what of tomorrow? In preparation for this paper, a questionnaire was\nsent to the presidents of one or more teachers colleges in every state in the\nUnion asking their opinions on the next steps in the field of teacher edu¬\ncation. Of the thirty-nine replies came the following most significant ones:\n1. Re-examination and evalution of the unique function of teacher training\n2. Broader academic and cultural background\n3. Broader acquaintance with vital fields of human thought affecting modern\ncivilization\n4. Strengthening the practice of democracy\n5. Training teachers in the spiritual revival which America must face\n6. Training in understanding and appreciation of other peoples and nations for\npeace and goodwill\n7. Developing dynamic leadership\n8. Providing for parent and family-life education\n9. Setting up a philosophy of education understandable\nto the lay public, attainable by all\n\nto the profession and also\n\nYou know the story of all the movements today for making in reality a\nprofession of teaching alongside the professions of medicine, theology, law,\nand the rest — a slow process and every advancing step in the teacher-train¬\ning program of the last one hundred years has been toward this end and its\nfulfilment. All around us we see the awakened consciousness among edu¬\ncators everywhere that, in the expanding program of education itself, the\nresponsibility is upon the teacher-training institutions.\nI turn to the last yearbook of the American Association of Teachers\n\nCol¬\n\nleges and see, under “Next Steps in Teacher Education,'' Mr. Kefauver’s\nfarseeing needs in, and challenges to, teacher education; Air. Bigelow’s re¬\nview of the report of the American Council on Education on major issues in\nteacher education today; Air. Hubbard’s survey of professional and public\nrelationship courses offered in teachers colleges with its implications ; and\nAir. Engleman’s “What Next” in professional relations. I see the work being\ndone in the South and West under the leadership of Chari Ormond AA illiams\n\nof\n\nand its followup by President Shaw', now creeping all over the country thru\nthe institutes of professional relations, thirty-seven of which are being held\nthis summer in colleges and universities from Oregon to the Carolinas. I\nsee an increase in interest and voluntary membership in the great national\ntea\n\nchi\nAssociation,\nand quote Mr.\nng\n.\n\nZook’s significant words:\n\n“We\n\nourselves have\n\nhad too mean or too lowly a conception of the teacher’s function. AYe have\nmade it a craft and have trained people to practice it. AVe must lift\nit to the status of a profession and educate people to follow it.”\nThese are some of the many things that indicate without question an\nadvancing program for the teacher’s college. And now in closing, let me say\nthere was never a time in all history that called more insistently than today\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\nfor clear thinking, for wide-range vision, for balanced judgment, for dy¬\nnamic leadership, for fearless action, for making clear the enduring values\nof democracy in a confused world, and for a rebirth of spiritual values. And\nwe look out into the future confident that the Power which guided those\neducational pioneers one hundred years ago will direct the forces that must\nmeet the needs of tomorrow.\n\n"}
{"page": 179, "printed_page": null, "text": "Rational\n\nCouncil\n\nof Education\n\n"}
{"page": 180, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof education\n\nNOTE\nzuas organized in 1880 , growing\n\nout <of a paper read by Thomas W . Bicknell before the Department of\nSuperintendence. The active membership of the Council consists of 60\nmembers chosen by the Council; 60 chosen by the Board of Directors of\nthe Association ; and three chosen by each of the Departments of the Asso¬\nciation. For constitution and bylaws, see proceedings, 1906: 608-11.\nThe officers of the National Council of Education are: president, L. A.\nPechstein, Dean, Teachers College, University of Cincinnati, Cincinnati,\nOhio; vicepresident, E. G. Doudna, Secretary, Board of Normal School\nRegents, Madison, Wis.; secretary, Margaret Kiely, Dean of Women,\nQueens College, Flushing, N. Y.; executive committee: A. L. Threlkcld, Superintendent of Schools, Montclair, N. J. (term expires 1939) ;\nMrs. Edith B. Joyncs, Principal, Washington-Gatewood Schools, Nor¬\nfolk, V a. (term expires 1939); H. V. Holloway, State Superintendent\nof 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 arc found in earlier volumes of proceedings as follows:\n1880: 90- 94\n1882: 77- 87\n1884 :Pt. 111:1-67\n1885 -.405-551\n1886 :259-331\n1887 :255-328\n1888 :251-321\n1889 -.345-440\n1890 -.287-364\n1891 -275-378\n1892 -.745-806\n189 3:925\n\n1894 -.593-678\n1895 -.430-509\n1896 :393-470\n1897 \\3 17-583\n1898 -.489-588\n1899 -.380-529\n\n1900:297-364\n1901 -.349-499\n1902 -.306-408\n190 3:301-376\n1904 :333-377\n1905 :271-340\n\n1906:607-623\n1901:329-454\n\n1911:129-219\n1918 :135-149\n\n1928:221-262\n1929:229-274\n\n1908 :313-500\n\n1919:675-739\n\n1930 :199-245\n\n1909:331-435\n1910:307-375\n1911:331-476\n1912:499-605\n191 3:355-424\n\n1920 :107-190\n1921 :269-368\n1922 :349-574\n\n1931:275-311\n\n192 3:425-551\n\n1934 :229-262\n1935 :225-248\n\n1914 :293-404\n\n1925:266-336\n\n1915:527-627\n1916:195-287\n\n1926 :281-327\n\n[176]\n\n1924 :350-428\n\n1921:247-292\n\n1932 :221-257\n\n19 33:225-266\n\n1936:137-154\n1931:153-170\n1938:131-150\n\n"}
{"page": 181, "printed_page": null, "text": "EDUCATIONAL\nCARTER\n\nV. GOOD,\n\nPROFESSOR\n\nPROGRESS\nOF\n\nEDUCATION,\n\nCINCINNATI,\n\nDURING\n\n1938 1\n\nUNIVERSITY\n\nOF\n\nCINCINNATI,\n\nOHIO\n\na statistical\nof current\nconditions sum¬\nand\nIf mary\ntoday’sof research\nreport ofnorprogress\nis to survey\nbe neither\na bibliographical\ntrends in education, one major approach remains, namely, to review the\naccomplishments of the past year in terms of large-scale cooperative\nventures and the work of major deliberative committees. This plan was\nfollowed in last year’s report and\ninterests of the Council.\n\nseems\n\nentirely in keeping with\n\nthe\n\nThe national deliberative committees and major projects active during\n1938 include: Committee on the Orientation of Secondary Education;\nCooperative Study of Secondary School Standards; American Youth\nCommission of the American Council on Education ; Commissions of\nthe Progressive Education Association on the Relation of School and\nCollege, on the Secondary School Curriculum, and on Human Relations;\nAdvisory Committee on Education ; Educational Policies Commission of\nthe N.E.A. and of the American Association of School Administrators;\nfive-year study of teacher education by the American Council on Educa¬\ntion ; Pennsylvania Study by the Carnegie Foundation for the Advance¬\nment of Teaching; Board of Regents’ Inquiry into the Character and\nCost of Public Education in the State of New York; Committee on\nModern Languages of the American Council on Education; Joint Com¬\nmission of the Mathematical Association of America and of the National\nCouncil of Mathematics Teachers; Committee on Motion Pictures in\nEducation of the American Council on Education ; Stanford Genetic\nStudies of Genius;\n\nand the educational\n\nyearbooks\n\nof 1938-39.\n\nSuch projects require large financial subsidies and competent super¬\nvision. Much of the financial support has come from the Carnegie\nFoundation for the Advancement of Teaching, General Education\nBoard, and the federal government. Among the coordinating agencies\nare the American Council on Education, National Society for the Study\nof Education, U. S. Office of Education, and Research Division of the\nNational Education Association. The present decade of financial strin¬\ngency has been accompanied by the inauguration of a period of large-scale\ncooperative research in education. Is an explanation to be found in the\nsuggestion that foundations, professional associations, educational institu¬\ntions, many individuals, and at least some governments have come in such\ntimes to recognize that the relatively permanent human values reside in\nthe training of the intellect and in the search for truth?\nThe complexities of the problems in both the social sciences and\nmodern democracies make “rugged individualism” no longer self-sufficient\nfor purposes of either research or government. Today there are many\n1 Paper reprinted in full in School and Society 49: 461-68, April IS, 1939.\n\n[ 177]\n\n"}
{"page": 182, "printed_page": null, "text": "178\n\nNational\n\nEducation\n\nAssociation\n\nother opportunities not yet utilized for coordinating individual effort into\na significant whole of problem solving in the social sciences and for\narticulating individual action into a comprehensive, meaningful pattern\nof group living in a democracy.\nThe National Council of Education is in a strategic position to share\nin the consideration of such studies and problems as have been outlined\nabove. Has any profession, not even excluding medicine, spent a more\nactive, purposeful year in the study of its major problems?\nTHE\n\nSCHOOL\n\nGEORGE\n\nS. COUNTS,\n\nAND THE STATE\nDEMOCRACY\nPROFESSOR\n\nCOLUMBIA\n\nOF\n\nIN\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nAMERICAN\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nThesis I\n1. As a matter of historical fact the relation between\n\nschool and state has varied\n\nfrom epoch to epoch and from social system to social system.\n2. What this relationship should be depends largely upon the ends which a given\nsociety at a given time is bent on achieving.\n3. What this relationship may be in a given society at a given time depends on\nthe balance of social forces.\n4. This balance is not fated by some impersonal historic process but rather is\ndetermined by the interplay of the individual and organized energies and purposes\nof men and women.\n5. This interplay of the individual\n\nand organized\n\nenergies and purposes\n\nof men\n\nand women is in turn influenced by the process and prevailing conceptions of organ¬\nized and unorganized education.\n\nThesis II\n1. Democracy, as a form of government or society, is difficult to define because it\ncannot be identified with any particular set of social institutions or practices.\n2. It is here proposed that democracy be identified with that government or society\nwhich is dedicated to the preservation and realization of the great ethical conceptions\nof the fundamental equality, brotherhood, dignity, and moral worth of all men.\n\nThesis III\n1. These great ethical conceptions have found full expression in no society or\npeople, past or present.\n2. During the past several centuries, and particularly in western Europe and\nAmerica, these conceptions have been on the march and until recently have promise\nof conquering the world.\n3. Today, because of an apparent general incapacity of historic democratic\npolitical institutions to deal effectively with the problems of the age, these conceptions\nare in rapid and even headlong retreat.\n4. The future of democracy in the world may well rest upon the shoulders of the\nAmerican people during the years and decades immediately ahead.\n5. The future of democracy in the United States probably depends upon the ability\nof democratic forces to deal quickly and effectively with the basic problems of\nindustrial society — hesitation or retreat may\n\nmean\n\ndisaster.\n\nThesis IV\n1. The survival of democracy in America requires the launching\nhensive and far-reaching program of defense and offense.\n\nof a compre¬\n\n"}
{"page": 183, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n179\n\nEducation\n\n2. Already American democracy is giving thought to its material defenses; it is\nequally urgent to give thought to its spiritual defenses.\n3. The American people must reassert and reaffirm their devotion to and faith in\ndemocratic ideas, values, and outlooks.\n4. They must strive honestly and effectively to apply these ideas, values, and\noutlooks to their life and institutions, bring economic power under popular control,\nharness the energies of technology to humane purposes, root out every kind of special\nprivilege, promote toleration, understanding, and brotherhood among races, peoples,\nand religions, conduct an unrelenting war on poverty and human misery, prosecute\nthe free and untrammelled search for knowledge in all fields, and engage positively\nin the creation of a civilization of justice, beauty, and humanity.\n\nThesis\n\nV\n\n1. In any program for the defense and advance\nized education must occupy a central place.\n\nof democracy\n\nin America\n\norgan¬\n\n2. The school should frankly reject the conception of social and moral neutrality\nand direct its energies to the defense and strengthening of the democratic tradition\nand way of life.\n3. As a minimum program the school should\na. Organize its own life in accordance with the democratic ideas, values, and\noutlooks mentioned above.\nb. Propagate in the rising generation loyalty to and understanding of these\nideas, values, and outlooks.\nc. Provide as thoro instruction as time permits in the nature and history of\nman, the story of American democracy, the rise of industrial civilization, the\npresent structure of American society, the contradictions and conflicts of the\ncontemporary world, the social ideas, philosophies, and programs now in com¬\npetition, the agencies and methods of propaganda current today, and the per¬\nspectives and potentialities of American democracy.\nd. Give systematic and profound attention to the underlying forces and trends\ntending to destroy democracy, to the cultural resources available for the defense\nof democracy, and to the devising of a practicable program designed to make\ndemocracy work.\ne. Encourage informed and honest criticism of institutions, parties, govern¬\nments, and public persons and officials.\nf. Develop a mentality marked by fair-mindedness, intellectual integrity,\nrespect for truth, faith in the human mind, and loyalty to scientific method and\nspirit.\ng. Develop a mentality marked by enlightened devotion to the common good.\n4. The achievement of such a program requires a school\na. Free from the immediate domination of private persons, minorities, classes,\nparties, churches, and government officials.\nb. Removed from the passions of the moment and dedicated to the long-time\ninterests of children and society.\nc. Sensitive and responsive to the changing conditions and deep trends of the\nsocial order.\nd. Devoted to the transmission, fostering, and enriching of the great tradition\nof intellectual freedom and inquiry.\n5. The function of politics and political institutions in American democracy, so far\nas organized education is concerned, is to set the conditions under which the above\nconception of the school may be realized.\n\nThesis\n\nVI\n\n1. In a democracy, government is something less than the state, and the state\nsomething less than society, society being the most inclusive term applied to the facts\nof human\n\nassociation, the state the fundamental\n\nlegal conceptions and instrumentali-\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nAssociation\n\nties thru which the will of society is expressed, and government the state in action\nat any given time.\n2. In a democracy, whatever may be the incidence of brute power, the individual\nmay claim the moral right to appeal from government to the state, from the state to\nsociety, and even from society to his own conscience.\n3. It is proposed here that the ultimate loyalty of the teacher is neither to political\nadministrations nor to state forms, but to the processes of democracy and science\nand to the welfare of society.\n4. It is maintained here that in the measure that the government or the state seeks\nto prescribe the content of the curriculum or dictate the social beliefs of teachers\nit approaches the totalitarian conception and practice.\n\nThesis\n\nVII\n\n1. This conception will prevail only if there is developed among the American\npeople a clear understanding of the peculiar function of organized education in a\ndemocracy.\n2. In the development of this conception and in all matters pertaining to education\nin a community, state, and nation the organized teaching profession should assume\na position of leadership and responsibility.\n3. This last proposal is made, not as a right of the teacher but as a necessary\ncondition of democratic education.\n4. In order that teachers may discharge their function as here conceived they must\nbecome students of our society, organized thoroly as a profession, work closely with\nall great popular organizations and forces, and become fully sensitive to the vast\nresponsibilities which the current age seems to have thrust upon them.\n\nTHE\n\nWILLIAM\n\nSCHOOL\n\nH.\n\nAND\nTHE\nSTATE\nDEMOCRACY\n\nKILPATRICK,\n\nTEACHERS\nNEW\n\nYORK,\n\nCOLLEGE,\n\nIN\n\nAMERICAN\n\nCOLUMBIA\n\nUNIVERSITY,\n\nN. Y.\n\nSeldom does one find so penetrating and well stated an analysis of this\ntopic as is given in the theses submitted by Professor Counts. If it were\nhelpful it would be easy to spend one’s full quota of time in pointing\nout specific excellencies. It seems, however, better to develop a point which\notherwise may to some seem ambiguous if not erroneous.\nThe specific reference is to a wording under Thesis V : “3. As a min¬\nimum program the school should (a) organize its own life in accordance\nwith the democratic ideals, values, and outlooks mentioned above; and\n(b) propagate in the rising generation loyalty to, and understanding of,\nthese values, ideas, and outlooks.”\nDifferent kinds of school regimes will of necessity educate their jmung\ndifferently as regards social ideals, values, and outlooks. Is all education\nequally a matter of each group’s indoctrinating its young into its peculiar\nviews? The answer given to this question cuts to the bottom of the mean¬\ning and defensibility of democracy.\nBy anticipation the answer returned to this question is “no.” A demo¬\ncratic education need not, and of right must not, use the indoctrinating\nprocedures naturally adopted by the dictatorship school systems. There\nis possible a fundamental difference, and this must be followed if democ¬\nracy means to be true to itself.\n\n"}
{"page": 185, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n181\n\nLet us begin with a study of the world we live in. Among the many\nproblems three concern us: (a) how to establish facts and principles in\nthe realm of natural phenomena, so as to use them to our ends; (b) how\nto decide what to do, especially in relation to our fellow men; and (c)\nwhat kind of government to set up and social theory to accept.\nWhen we further examine our world especially as regards the answers\nreturned to these three problems, we find first of all that historically the\nanswers to these social problems have varied during the ages, and differ¬\nently as regards the three. The first named problem came to the fore later\nthan the other two, but men now agree more readily on the answer to it\nthan to the other two. In very great measure we are socially conditioned\nto be what we are.\nWhen\n\nwe\n\nask how\n\nman\n\nhas made\n\nimprovements\n\nin respect to any of\n\nthese three areas, one general answer seems possible. Teaching has im¬\nproved in respect to science, ethics, or anything else, it appears, by\nstudying actual contrasted procedures and outcomes, so as from these\ncontrasts to derive suggestions of other possible ways to try. Actual trial\nand observation of results have, sooner or later, taught lessons that being\nspread have brought whatever improvements we observe.\nMan has improved by discovering new things. He did this more rapidly\nwhen he began consciously to try to discover, and still more rapidly after\nhe discovered how to discover, namely, by experimentation. During the\nprocess of learning thus how to study ever more consciously, man learned\nthe hurtfulness of prejudices, fixed ideas, and the like, and the helpful¬\nness of certain correlated precautions. Out of this we have come to form\nthe ideal of open-minded and carefully directed study, and of such self¬\nhood or personality as embodies this ideal.\nBut there is another ideal that we need, namely, justice. Man has\nlearned justice by experiencing what has seemed to him injustice and\ncomparing this with more favorable treatment received at other times,\nor by other persons.\nA third ideal will perhaps suffice for our needs. If justice from one\naspect implies equality of treatment, from another it implies “oughtness.”\nJustice “ought” to prevail. In a sense, justice and oughtness are but two\naspects of one and the same thing. We are here concerned with what\nought to prevail in society. For this we put together the two ideals pre¬\nviously developed, the full development of the individual and the equal\ntreatment of all. From this we get the ideal of freedom, proper freedom,\nthat each one’s freedom is limited by the fact of simultaneous equal, but\nnot identical, freedom for all. Man is inherently social. He must live\nwith others in order to be himself. What he ought to do is determined\nthus by what he and the others can do together in society.\nThru the ages ethical leaders have struggled to create an ideal of\nsociety that would give realization to the ideals of free thinking and the\nfull development of personality, of equal justice of treatment, and of\nfreedom for conduct that was fair to all. Democracy is the effort to run\nsociety on the basis of these ideals.\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\nThen as answer to our problem, democratic education must be differ¬\nent from any other kind of education. It will seek to develop in each\ngrowing personality, a loyalty to, and practice of, the ideals of equal\njustice to all, the equal treatment of all, the equal development of all\nto be such free personalities. Democracy thus puts its faith in thinking\nand is willing to change even its own content and procedures as fuller\nand fairer thinking may decide. This dictatorships refuse to do. They\nwish a limited intelligence, and the dictator sets the bounds. Democracy\ntrusts intelligence, and a democratic education must therefore put first\nin importance the building of free intelligence.\nREPORT\n\nFLOYD\n\nW.\n\nOF\n\nADVISORY\nCOMMITTEE\nON\nEDUCATION\nAND IMPENDING\nLEGISLATION\n\nREEVES,\n\nCHAIRMAN,\nEDUCATION,\n\nPRESIDENT’S ADVISORY\nWASHINGTON,\nD. C.\n\nCOMMITTEE\n\nON\n\nThe Congress of the United States is now giving consideration to bills\nbased primarily on the Report of the Advisory Committee on Education.\nThe federal aid to education bill, H. R. 3517, was introduced in the\nHouse of Representatives by Congressman William H. Larrabee of\nIndiana, chairman of the Committee on Education, on January 31, 1939.\nOn February 13, Senator Elbert D. Thomas of Utah, chairman of the\nCommittee on Education and Labor, introduced S. 1305, on behalf of\nSenator Harrison and himself. The Senate bill is similar but not identical\nwith the House bill. Hearings on the Senate bill have been scheduled to\nbegin on March 2.\nBoth bills authorize grants-in-aid to the states for the purposes and\nin the amounts recommended by the Committee. Both are in accord with\nthe intent of the Committee that all funds to elementary and secondary\nschools be expended only thru public agencies. Neither bill permits states\nto expend any of their grants thru private agencies.\nThere are two major points of difference between the Larrabee and\nthe Harrison-Thomas\nproviso :\n\nbills. The\n\nLarrabee\n\nBill includes the following\n\nProvided, That nothing in this Act shall be construed to prohibit any state\nlegislature, if it so desires and under such conditions as it may determine con¬\nsistently with the constitution of such state, or the local school jurisdictions of\nany state under such conditions as the state legislature may determine, from\nmaking available to children legally in attendance at nonpublic schools any\nservices of health, welfare, books, reading materials, or transportation of pupils\nthat may be made available thru expenditure of federal funds for children in\nattendance at public schools.\n\nThis proviso is not included in the Senate bill.\nThe second major point where the two bills differ is in Title VI —\ngrants to the U. S. Office of Education for cooperative educational\nresearch and demonstrations and for administration. The Larrabee Bill\nauthorizes\n\nthe amounts\n\nrecommended\n\nby the Advisory\n\nCommittee — •\n\n"}
{"page": 187, "printed_page": null, "text": "National\n\n$2,000,000\n\nCouncil\n\nof\n\n183\n\nEducation\n\nfor the fiscal year 1940 and $3,000,000\n\nfor each of five years\n\nthereafter. The Harrison-Thomas Bill authorizes appropriations of 3\npercent of the amounts authorized for the respective fiscal years under\nthe other titles of the bill. This is equivalent to an authorization of\nslightly over $2,000,000\n\nfor next year, and\n\nit increases annually to\n\napproximately $6,000,000 for the last of the six-year period.\nNeither the Senate nor the House bill incorporates provisions for\nmajor changes in the administration of federal funds for vocational\neducation, as recommended by the Advisory Committee. The opinion\nhas been expressed by members of both the Senate and the House of\nRepresentatives that amendments of present vocational education acts\nshould be provided for thru separate amendatory legislation.\nIn introducing the federal aid to education bill, Senator Thomas in¬\ncluded a statement which was printed in the Record as a part of his\nremarks. This statement reads in part as follows:\nThe bill as previously introduced has been the subject of intensive discussion\nby citizens all over the country and by most of the groups and organizations\ninterested in public education. Many suggestions for revision were the result of\nthis discussion. . . . The suggestions for revision have been carefully considered\nand the bill has been thoroly redrafted.\nThe purpose of the bill, as set forth in the general statement of policy with\nwhich it begins, is to assist in equalizing educational opportunities without federal\ncontrol over the educational policies of states and localities. The administrative\nfeatures of the bill have been given careful attention with this purpose in mind.\nEvery effort has been made to avoid any necessity or even occasion for the inter¬\nvention of federal administrative officials. After the states have accepted the act,\nor the various parts, which are separable, and have complied with a limited\nnumber of specific provisions, the United States commissioner of education is\ndirected to certify payment of the grants. He is not directed or authorized to\napprove or disapprove any plans of the states for the expenditure of the funds.\nHe is, however, required to audit the expenditures after they are made and to\nmake an annual report setting forth in detail the extent to which each of the\nstates has accomplished the equalization of educational opportunity in comparison\nwith previous years.\n\nThe\n\nHarrison-Thomas\n\nand Larrabee\n\nbills, if enacted into law, would\n\ncarry out many of the major recommendations of the Advisory Com¬\nmittee on Education. Additional legislation and administrative action will\nbe necessary to carry out other recommendations of the Committee.\n\nREPORT\n\nGFORGE\n\nOF\n\nD.\n\nADVISORY\nCOMMITTEE\nON\nEDUCATION\nAND\nIMPENDING\nLEGISLATION\n\nSTRAYER,\n\nTEACHERS\n\nCOLLEGE,\n\nNEW\n\nN.\n\nYORK,\n\nCOLUMBIA\n\nUNIVERSITY,\n\nY.\n\nThe report of the President’s Advisory Committee on Education pre¬\nsents in most convincing fashion the need of further federal support for\npublic education. “Federal aid is the only way in which the difficulties\nin this widespread and complex situation can be adequately corrected.’’\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\nIn line with its conclusions, the report proposes that the federal gov¬\nernment grant money to the several states, taking into consideration the\nfinancial ability of each state and the need for education as measured by\nthe school population. It recommends, as well, that the greater part of\nfederal aid be devoted to the improvement of elementary and secondary\neducation. With these recommendations we can all agree.\nCertain questions having to do with the method employed in the dis¬\ntribution of funds and in the degree of control to be exercised by the\nfederal government remain to be considered. It would seem wise to pro¬\npose that aid be granted in order that a minimum program of education\nmay be made available thruout the nation. This minimum should be\ndefined in terms of the amount of money involved in the maintenance\nof these opportunities. The formula for the distribution of money should\nbe written into the legislation proposing the distribution of moneys to\nthe states. The control, subject only to an audit by the federal govern¬\nment, should be left entirely in the hands of the state and local educational\nauthorities. There are other recommendations in the report which suggest\nthe necessity of having plans developed by the states reviewed by the\nfederal office.\nIt is unwise\n\nto give to the federal government\n\neven the measure\n\nof\n\ncontrol provided by these recommendations. One may admit that mis¬\ntakes will be made if the matter is left to the control and administration\nof state educational authorities, but it is better that such mistakes be made\nthan that we should develop centralized control and a national system of\neducation.\nAnother matter of vital concern has to do with the relation of educa¬\ntion to welfare activities. If we are to maintain state and local control\nof education and to develop our state and local school systems, then it\nwould seem unwise to place federal agencies, such as the CCC, the NYA,\nand the general relief program operating thru the WPA, in a position\nto develop a national system of education. It may be possible that that\nis the direction in which we are moving and that we may find ourselves\nin the not distant future with state and local school systems either com¬\npeting with the national system of education or operating a system of\npublic education less than adequate and always more or less in competition\nwith the national administration.\nTHE\n\nRESPONSIBILITY\nAND\n\nW.\n\nBURTON,\n\nH.\n\nUNIVERSITY\n\nOF EDUCATION\nTO DEMOCRACY\nOF\n\nSOUTHERN\n\nTO\n\nCALIFORNIA,\n\nTHE\n\nSTATE\n\nLOS\n\nANGELES,\n\nCALIF.\n\nTwo important problems confront our society: (a) the solution of the\ndifficult and pressing problems of an emerging industrial society; and (b)\nthe constant re-formulation of the intellectual bases of democracy plus\nthe development of a living faith in those principles. Concerning the first\nof these problems we may ask, Is it possible to achieve a democratic indus-\n\n"}
{"page": 189, "printed_page": null, "text": "185\nNational\n\nCouncil\n\nof\n\nEducation\n\ntrial order thru the will of the people within a society which\n\nis now\n\ndominated by an economic aristocracy? Concerning the second, Is it pos¬\nsible to develop free thinking individuals within an educational system\nwhich deliberately points toward loyalty to democracy without at the\nsame time indoctrinating those individuals with somewhat static beliefs\nin the present social order?\nThe responsibility of education to the difficult task presented by the\nemerging industrial society is not primary in the sense that education will\ndo the job. The question has been asked, “Dare the schools build a new\nsocial order?” The schools should not if they could, and they could not\nif they would. In the first place the schools would not be trusted to do\nthis, and rightly so. The guidance of the emerging economic order is a\ntask calling for the joint effort of educators, scientists, enlightened and\nsocially responsible industrialists, and an informed public.\nThere is another reason why the schools or any other one group cannot\nbe responsible, namely, that the form of the emergent order to come is\nnot known. Education, like every other great social force, must play its\npart. Our part will be to study, do research, derive facts, study trends,\nand then throw them into sharp relief, thru education so that all men\nmay be informed. Contrary to the beliefs of classical economists and of\n\nmany\n\nbusinessmen\n\nthere is no\n\nnatural economic\n\norder. Any\n\neconomic\n\norder is legalistic and state supported. Again we see the enormous impor¬\ntance of education and the amount of it which will be necessary for\nenlightenment if a politically ordered structure is to come into being.\nThe first obligation then of education to the state and to democracy is\nto participate in the enlightenment of the public concerning the history\nand development of the present economic order, concerning the vital and\npressing problems which are current, concerning the experiments in the\nsolution of these problems, concerning trends, concerning, in fact, every¬\nthing which will serve to illuminate the present situation. When we\nturn to the second task, namely, the formulation of the principles of\ndemocracy and the arousing of abiding faith therein, little need be said\nconcerning the principles.\nThe statement that we should educate for democracy immediately\narouses the protest that we will be indoctrinating or imposing democracy.\nHowever, if we are to escape disaster we will have to speed up the process\nof explaining democracy and developing loyalty to it. The following para¬\ngraphs will endeavor to show that education for democracy can be carried\non within the principles of sound education and without the evils of\nindoctrination.\nIndoctrination has a number of perfectly distinct meanings each of\nthem quite legitimate but which are usually not distinguished when used\nin ordinary discourse. We must be explicitly careful in using the word.\nSome procedures now carelessly lumped together under the term “indoc¬\ntrination” may be in fact unavoidable and desirable aspects of the educa¬\ntive process. If these procedures should turn out to be inescapable it\nwould seem the part of wisdom to utilize them in the service of education\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nfor democracy. Properly understood then, some aspects of what we care¬\nlessly call indoctrination may have some guidance for legitimate education.\nIndoctrination may mean:\n1. The dogmatic inculcation or imposition of any cultural product, that is of any\nprinciple, doctrine, theory, or technic\n2. The exposition or elucidation of any principle, doctrine, or theory by an ex¬\npositor who may agree or disagree or be indifferent\n3. The general process by which a culture product is insensibly transmitted to an\nindividual and hence to groups.\n\nWhen indoctrination is discussed carelessly, reference is usually had to\nthe first or dogmatic type of indoctrination. Independent critical thought\nand creativeness are thought to be destroyed by this type of indoctrination.\nThe other two types of indoctrination are seemingly not so evil. Let us\nnow examine the types of things which may be indoctrinated.\n1. Indoctrinated principles may be provisional or they may be final.\nThere must be some provisional indoctrination in the very beginnings of\neducation. There are certain good and necessary beliefs and procedure\nwhich must be imposed upon youngsters before they can possibly under¬\nstand why. Convenience and even the safety of life may demand this.\n2. It goes without saying that a government or a profession of educa¬\ntion which would drill the coming generations in the blind acceptance of\na fixed point of view would be violating all the principles of both democ¬\nracy and of education. Within an education deliberately pointed toward\ndemocracy, there must be preserved the right to protest, respect for\nminority opinions, and opportunity for variation. Democracy will be pre¬\nsented not as a set of formal mechanisms but as a way of life.\nThere is much talk of the necessity of developing open-mindedness and\nof developing the attitude of suspended judgment. The whole concept\ndesignated by the term “scientific attitude\" must be developed. Openmindedness and critical thought are not characteristics of Rousseau’s\nnatural man which will emerge if only the opportunity is given. Each\nof these characteristics of the desirable democratic man must be developed\nand we must educate for them.\nIt is, therefore, clear: (a) that education for democracy does not at\nall mean dogmatic indoctrination; (b) that any explanation of, or social\nconditioning toward, the principles of democracy will be provisional ;\nand (c) a program deliberately pointed toward democracy lies in the\ndevelopment of a secure and truly free profession of education.\nFreedom of teaching does not mean that the state must permit indi¬\nviduals to expound chance doctrines with which those individuals may\nbe enamoured. On the other hand a state or powerful group within the\nstate is in gross error when it attempts to pass upon the validity of the\npronouncements of professional scholars. An autonomous community of\nscholars of recognized competence alone can pass upon the content and\nmethod of education. The existence and security of a free profession of\neducation is the final safeguard for a fearless exposition of the principles\nof democracy and the findings of science.\n\n"}
{"page": 191, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n187\n\nEducation\n\nThe distinctions already made concerning the nature of indoctrination,\nof education, and of democracy should safeguard us from the criticism\nthat the acceptance of the democratic system as basic will inevitably\noperate to close the mind and to inhibit critical evaluation of our current\ninstitutions.\nAll this insures that the democracy which is to be accepted as the basic\nfactor in our education will be a living dynamic, accepting the challenge\nof current conditions in the United States. The general orientation will\nbe toward a future which will be characterized by fairly rapid political,\neconomic, and social change. Education will prepare individuals for this\nchanging world by causing them to look upon social inventions with the\nsame enthusiasm as is now bestowed upon mechanical inventions and to\nlook upon improvements in the economic system with the same enthusiasm\nas they look upon improvements in the products of that system.\nWHAT\n\nSHALL BE THE\nTHE STATE IN\n\nFREDERICK\n\nJ. WEERSING,\nSOUTHERN\n\nRELATION\nAMERICAN\n\nOF THE SCHOOL\nDEMOCRACY?\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCALIFORNIA,\n\nLOS\n\nANGELES,\n\nUNIVERSITY\n\nTO\n\nOF\n\nCALIF.\n\nThe relation of the school to the state in American democracy derives\nits importance from the effects of this relationship upon the progress of\ndemocracy and from its reciprocal effects upon the schools themselves.\nOur ultimate concern as educators is, first of all, with the kind of social\nvalues or the way of life which we desire to promote, and second, the\neffectiveness of organized education as a means for the promotion of this\nway of life.\nReferring to a general revision of the original theses, it seemed that\nphrasing the topic in question form would point the argument somewhat\nmore cogently; hence, I have rephrased the topic in question form, “What\nshall be the relation of the school to the state in American democracy?”\nI have attempted to formulate as here indicated a logical sequence of\ndiscrete propositions to head each of the sets of coordinate statements\nproposed by Mr. Counts. I have expanded the list of main theses from\nseven to ten in number in an effort to present, in the entire series, a com¬\nplete and connected argument or exposition of the question propounded\nin the title.\nThesis I. The relation between school and state is historically dependent upon the\nprevailing conceptions of social values or ends to be achieved.\nThesis II. Democracy, as a form of government or society, represents a particular\nset of social values distinct from other currently accepted life values.\nThesis III. Democracy is not an absolute but an evolving ideal, never completely\nrealized or understood.\nThesis IV. The survival of democracy in America demands an organized leader¬\nship in the continuous redefinition of the democratic ideal and its implementation in\na modern industrial and capitalistic society.\nThesis V. Education is the only process thru which the democratic ideal can be\nrealized because the ends of democracy and the ends of education are identical.\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nThesis VI. The most fundamental problem of organized education today, there¬\nfore, is its relation to government, state, and the larger society.\nThesis VII. Powerful social forces opposed to democracy are likewise opposed\nto such a concept of education.\nThesis VIII. The democratic ideal will prevail only if there is a constantly in¬\ncreasing popular acceptance of the way of life which democracy represents.\nThesis IX. It is therefore the duty of the teacher to assist in the spread of the\ndemocratic ideal and its growing practice as a necessary condition of education\nitself.\nThesis X. To discharge these duties effectively all teachers must increasingly\nbecome students of society and organize professionally to promote the ends and means\nof democratic living everywhere and at all times.\n\nFinally, in the course of my rearrangement and rewording of the theses\nand their supporting statements, I have attempted to change the emphasis\nslightly in two or three instances.\n1. In Thesis I, I have tried to stress the idea that formerly blind\nsocial forces are gradually coming under the control of man, particularly\nthru the conscious direction of organized education in the interest of a\nparticular set of social values.\n2. In Thesis II, I have changed slightly the concept of democracy as\nstated by Mr. Counts. The rewording is designed to place more stress\non the maximum development of the individual thru participation in\nsocial direction, and rather less on the principles of equality, brotherhood,\nand the like, which appear to me as ideals or outcomes to be reached and\nnot as a set of absolutes with which we start out.\n3. In Thesis III, I have tried to change: (a) the tone of the opposition\nto communism, fascism, and naziism; (b) the statement of their rela¬\ntionship or contrast to democracy as a competing ideology; and (c) the\nstatement of the reasons why democracy has apparently failed in many\ncountries.\n4. In Thesis IV, I have made no major changes except to suggest that\nthe real foe of American democracy resides within, rather than beyond,\nour shores. I have tried to keep intact Mr. Counts’ excellent argument\nfor the need of a conscious, purposeful program to preserve and strengthen\ndemocracy in our country.\n\nMy Thesis IX contains Mr. Count’s VII, (3) and (4), with the added\nidea of a democratic development, among teachers, of a philosophy of\nsociety and of education. The original statements appear to lay us open\nto the criticism that a given concept of democracy is to be imposed on\nall teachers by “high-powered” leaders. I have likewise indicated that we\nhave a little housecleaning to do ourselves by way of making our admin¬\nistrative procedure fit our professions of faith in democracy. Finally, in\nmy Thesis X, I have expanded Mr. Counts’ VII, (5), carried further\nthe idea of reform in educational administration and teacher-training,\nand pointed out the practical culmination or, rather, the progressive out¬\ncomes of the entire program of a democratic education in a democratic\nstate.\n\n"}
{"page": 193, "printed_page": null, "text": "189\nNational\n\nTHE\n\nRELATION\n\nSHELTON\n\nThe\n\nCouncil\n\nof\n\nEducation\n\nOF THE TEACHER\nTO\nCHANGING\nPATTERN\n\nPHELPS,\n\nWINTHROP\n\nCOLLEGE,\n\nROCK\n\nAMERICA’S\n\nHILL,\n\nS. C.\n\nassumption that the controlling factor in education, in war, in fact\n\n“of the world,” is economic, of course, is not new. It is said in the discussion\nthat economic factors caused the World War. It is further stated that eco¬\nnomic factors caused the depression. What is objected to is that the discussion\nseems to imply that the economic factors were the controlling cause, almost\nthe sole cause. It is the seemingly sweeping attempt to shift the incidents of\nemphases entirely upon the economic change which is being questioned.\nImplied thruout the discussion is that the remedy for present ills lies in\neconomic controls. If one does not accept the assumption that both cause\nand remedy are one, and that one economic, then at many points the presenta¬\ntion is open to question. To illustrate, if the causes of all difficulties are in\nthe main economic, wherein\n\ncan be found the consistency or the logic of\n\npleading for a teacher “who propagandizes for democracy, liberty, freedom\nof speech and press, etc. ?” Why plead for a teacher who works for health\nand the educational needs of children? These things — democracy, liberty,\nfreedom of speech and press, health, and educational needs — are but indi¬\nrectly economic in nature. In the early years of the history of this country,\ndemocracy and liberty were ideals resting only in an indirect way upon\neconomic bases. Freedom of speech and of press were actuated by ideals\nphilosophical more than economic.\nPerhaps there is need, as stated, for a “science of economics.” It is assumed\nthat it is desired to get economics on more nearly quantitative bases and\nto induce from these bases certain generalizations. One can but remember\nthat a quarter of a century ago education was bending every effort to reduce\neducational principles and beliefs to quantitative bases. Today, however,\neducation is as earnestly working to reduce quantitatively supported prin¬\nciples to their appropriate place in the beliefs of education. Consequently\na real philosophy of education, taking its appropriate rank alongside a science\nof education, meaning a quantitatively supported education, is being rapidly\nrestored to its former prestige.\nNo one would deny that the economic factors of life are basic. The sole\npoint is that they are not alone in being basic. Life and government rest\non several bases. We have besides the economic basis, a system of beliefs by\nwhich we live. We still have ideals which are not necessarily economic.\nTh is discussion pleads for a teacher whose economics is known in the\nperspective of the other factors of control, whose economics is well known\nand well taught, for a teacher by whom it is also known that at many times\nin history these economic controls have been properly outweighed, as they\nshall probably be again outweighed in the future. That control which\nwill be permanent will be a control which considers and coordinates the\nmany\n\ncontrols illustrated by the few just mentioned.\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nN ation\n\nai\n\nEducation\n\nAssociation\n\nTHE\n\nRELATION\nOF\nCHANGING\n\nTHE TEACHER\nTO AMERICA’S\nECONOMIC\nPATTERN\n\nGEORGE\n\nVMM\n\nPRESIDENT,\n\nI.\n\nARP\n\nFRASIER,\n\nEDUCATION,\n\nEducation\nmoney.\n\nCOLORADO\n\nGREELEY,\n\nSTATE\n\nCOLLEGE\n\nOF\n\nCOLO.\n\nis suffering at present because of other urgent\n\ncalls for\n\nIL The most pressing problems of the world are economic in origin.\nIII. The World\n\nWar\n\nwas economic in its origin.\n\nIV, The depression was caused by economic\n\nV.\n\nconditions.\n\nThe President’s plans to end the depression were\neconomic.\n\nVI, Most of the problems facing our government\nVII, Our foreign policy is largely economic.\n\nVIII.\n\nIX,\n\nnow\n\nfundamentally\n\nare economic.\n\nPhis economic problem is very close to the young teacher.\nWe need a science of economics.\n\nX. AW\n\ncan help meet these economic problems.\n\nA. The organized teacher can do much to help.\n1. Make\n\nteaching more attractive economically.\n\nA Make intelligent tenure possible.\n3. Develop a retirement system.\nK. We can combine with parents and help with those problems that\ncondition the teaching process.\n1. Provide better housing for schools.\nA Provide modern equipment.\n3. Provide books and magazines.\nC. Some community\n\nproblems are too big for the teacher.\n\nf. Some\n\nchildren come\n\nmoney\n\nto keep alive.\n\nfrom\n\nrelief families with just enough\n\nA Some children's parents are on the WPA\n3. Some children must go without money\nlife.\nD. 1 am for the teacher who\npropagandizes\n\nlevel of living.\nfor the necessities of\n\nis an efficient propagandist, one who\n\nfor democracy,\n\nliberty, freedom\n\nof speech and\n\npress, fair wages, decent housing, medical care, and security.\nIA 1 am for the teacher who works for desirable legislation.\n1. Someone must look out for the economic, health, and educa¬\ntional needs of childhood.\nF. 1 am for the efficiently organized teacher who speaks out in meet¬\nings and who is not afraid to tight when an important principle\nis at stake.\n\n"}
{"page": 195, "printed_page": null, "text": "National\n\nCouncil\n\nSECRETARY’S\n\nThe\n\nof\n\nMINUTES\n\nCleveland,\n\nOhio\n\nFirst General\n\nSession\n\nfirst session of the National\n\nCouncil\n\n191\n\nEducation\n\nof Education\n\nwas\n\ncalled to order\n\n2 p.m. on February 27, 1939, in the Auditorium of the Brotherhood\nEngineers, Cleveland, Ohio, President Louis A. Pechstein presiding.\nCarter V.\ncooperative\neducational\nparticularly\n\nat\n\nof Locomotive\n\nGood, of the University of Cincinnati, presented, in terms of large-scale\nventures and major deliberative committees, the annual review of\nprogress, characterizing the optimistic summary as the record of a\nactive and profitable study of major professional problems. Following\n\nhis report the meeting was directed to a discussion of the topic, “The School and the\nState in American Democracy,” led by George S. Counts of Teachers College,\nColumbia University, and carried on by the following prepared participants: Wil¬\nliam H. Kilpatrick, Henry W. Holmes, Ernest Horn, Harold Benjamin, A. J. Stod¬\ndard, and Ernest O. Melby.\nSome of these papers are here summarized. The first session adjourned at 4:40 p.m.\nThe second session of the conference convened at 2 p.m. on February 28 at the\nsame auditorium, President Pechstein presiding. In accordance with the formal plan\nof the Council this session was devoted to a final discussion of the revised report of\nthe President’s Advisory Committee on Education and Impending Legislation, pre¬\nsented by Floyd W. Reeves, chairman. This discussion had been introduced at the\nJune 1938 meeting in New York City, at which time a preliminary report was given,\nalso by Mr. Reeves. The participants in the discussion following were George D.\nStrayer, Ben G. Graham, Paul R. Mort, Guy E. Snavely, John Dale Russell, and\nPayson Smith.\nAt the close of the prepared program the Advisory Committee’s report was laid\nopen to discussion from the floor. Speaking in approval of the bill the following\nmembers participated in this general discussion: E. E. Oberholtzer, Harold W. Smith,\nPaul L. Cressman, George F. Zook, Ira T. Chapman, Donald D. Davis, and Ed\nMcCuistion. Mrs. Chester L. Reagan spoke in disapproval of the bill. At the close\nof the discussion period Mr. Reeves summarized the expression of the meeting,\nrecording a practically unanimous agreement on most of the provisions of the bill\nand general approval of the bill as a whole. The meeting adjourned at 5:15 P.M.\nThe business meeting of the Council was called to order at 5:25 P.M. February 28,\nin the same auditorium, by President Pechstein. The president, reporting for the\nspecial committee on the reorganization of the Council, stated that the one hundred\nand two memberships within the jurisdiction of the Council proper had all been\nfilled. Of the forty-eight to be nominated by the state associations, forty-two had been\nnamed. Of the twenty-four open to the departments of the N.E.A., twenty-one had\nbeen completed, with nominations from the three remaining groups promised at an\nearly date.\nAnnouncement was made of the San Francisco meeting in July 1939. In accordance\nwith the regular plan the topic of the February meeting, “The School and the State\nin American Democracy,” was designated as the theme of the July meeting. Details\nof the program were left in the hands of the president.\nThe president was authorized to assemble the opinions of the Council members on\nthe questions relative to the Harrison-Thomas and Larrabee bills and to acquaint\nthe members with the tabulated results of the poll. The vote of the Council, which\naccording to its charter should function as an advisory agent, is to be reported to\nthe parent body, the National Education Association. Without formal vote the Council\napproved the proposal that a Problem Solving Committee be set up within the\nN.E.A. for the purpose of facilitating the administrative work involved in the com¬\npilation of opinions on matters of policy which require an expression of judgment\nfrom the members of the National Council. The meeting was adjourned at 6:20 p.m.\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNational\n\nPROPOSITIONS\n\nEducation\n\nSUBMITTED\n\nCOUNCIL\n1. As public school\n\nAssociation\n\nsystems\n\nOF\n\nand\n\nTO\n\nTHE\n\nNATIONAL\n\nEDUCATION\n\ninstitutions\n\nof higher\n\n1\n\nlearning\n\n(both public and\n\nprivate) are commonly managed in the United States, teachers do not share ade¬\nquately in the making of educational policies; therefore the following propositions\nare submitted:\nA. Definite provision\nwith\n\nadministrative\n\nshould\n\nbe made\n\nofficers and\n\nwhereby\n\nboards\n\nteachers\n\nof education\n\nmay\n\nshare\n\n(or boards\n\nthe making of educational policies. Yes — 98%; No — 2%\nB. The provision for teacher paiticipation contemplated\n\nof trustees)\n\nin the above\n\nlegally defined and safeguarded. Yes — 55%; No — +5%\nC. (1) Teachers should have greater voice than administrative\nboards\n\nof education\n\nthe method\nor\n\nand\n\n(or trustees)\n\ncontent\n\nin determining\n\nof instruction.\n\nshould\n\nin\nbe\n\nofficers and/or\n\nall matters\n\nYes — 8%;\n\neffectively\n\npertaining\n\nto\n\nNo — 92%\n\n(2) Teachers should participate effectively in determining all matters per¬\ntaining to the method and content of instruction. Yes — 95%; No — 5%\n2. A. School administrators should be chosen (and retained in office) jointly, and\non equal terms, by the teachers\n\nand the board\n\nof education\n\n(or board\n\nin the case of a higher institution of learning).\nor\n\nYes — 12%;\n\nB. School\n\nretained\n\nadministrators\n\nshould\n\nbasis of their ability to function\n\nbe chosen\n\n(and\n\neffectively in carrying\n\nof trustees\n\nNo — 88%\n\nin office) solely on the\n\ninto effect the plans and\n\npolicies developed by the lay community, the board of trustees, the teachers, and\nthe associated agencies of education in community, state, and nation. Security\nfor those\n\nin administrative\n\nteachers. Yes — 99%;\n3. A. Salary schedules\n\npositions\n\nNo — 1%\nmay properly\n\nshould\n\nbe\n\nequal\n\nreflect differences\n\nto that provided\n\nof preparation,\n\nfor\n\nlength\n\nof\n\nservice, and satisfactoriness of service. Yes — 99%; No — 1%\nB. (1) But no administrative officer should carry a higher salary than that paid\nto the highest salaried teacher. Yes — 4-%; No — 96%\n(2) Administrative offices should carry such higher salaries as are consonant\nwith the added obligations and responsibilities of educational leadership.\nYes— 100%.\n\nSECRETARY’S\n\nMINUTES\n\nSan Francisco, California\nMorning\nThe\n\nannual\n\nmeeting\n\n9:30 a.m. Sunday,\nLouis\n\npersons\n\nwho\n\nsubstituting\n\nattended\n\nAccording\n\nof the National\n\nJuly 2, at the Palace\n\nA. Pechstein,\n\nas secretary,\n\nSession, July 2-6, 1939\n\npresided\n\nCouncil\n\nof Education\n\nHotel, San Francisco,\n\nover\n\nthe sessions. Chari\n\nfor Margaret\n\nKiely, who\n\nwas\n\nwas\n\ncalled to order\n\nCalifornia,\nOrmond\n\nby President\n\nWilliams\n\nunavoidably\n\nat\n\nserved\n\nabsent.\n\nNinety\n\nthe morning\n\nsession\n\nthe first session.\n\nto the rules of the Council\n\nthe discussion\n\nduring\n\nwas devoted to the topic, “The School and the State in American Democracy,” the\nsecond of the theses presented by George S. Counts at the meeting of the Council in\nFebruary\nWilliam\n\n1939, Cleveland,\nH. Burton,\n\nOhio.\n\nUniversity\n\ntheses\n\nclearly indicated\n\nmust\n\nbe done, the question\n\nThe\n\nof California,\n\nthat something\nnow\n\ntopic was\n\nis how\n\nmust\n\npresented\n\nLos Angeles,\nbe done\n\nwho\n\nand\n\nto do it. Building\n\n1 Note that certain pairs of statements are mutually contradictory.\n\nin a formal\n\npaper\n\nby\n\nstated that since the\n\nfurther\n\nindicated\n\nup carefully\n\nwhat\n\nstep by step\n\n"}
{"page": 197, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n193\n\nEducation\n\nhis conception of the crux of the implications of the theses, Mr. Burton\n\nreached\n\nthe\n\nconclusion that “the crowning responsibility of education to the state and to democ¬\nracy is to produce free citizens who will courageously modify any of their political\nforms, economic systems, and social conventions in the light of the principles of\ndemocracy and the findings of science.” Mr. Burton’s remarks are summarized in\nthe foregoing pages.\nFollowing presentation of the topic, Grayson N. Kefauver of Stanford University,\nCalifornia, summarized the report and led a fifteen-minute discussion participated\nin by the following: J. B. Sears, professor of education, Stanford University, Calif.;\nF. J. Weersing, University of Southern California, Los Angeles, Calif.; M. L. Darsie,\nTeachers College, University of California, Los Angeles, Calif.; Walter R. Hepner,\npresident, San Diego State College, San Diego, Calif.; A. D. Owens, superintendent\nof schools, Newport, Ky. ; E. E. Oberholtzer, superintendent of schools, Houston,\nTexas; and Chari Ormond Williams, director of Field Service, National Education\nAssociation, Washington, D. C.\nJohn Powell, San Francisco, presented a paper assigned to Alexander Meikeljohn,\nDartmouth College, Hanover, N. H., who was absent, and Mr. Kefauver read a\npaper which had been assigned to Percy R. Davis who was absent. The\ndiscussion was concluded by a five-minute statement from Mr. Burton.\n\nAfternoon\n\nmorning’s\n\nSession\n\nPresident Pechstein called the afternoon session to order at 1:30 p.m. Eighty-four\nmen and women attended the session and remained thru to its close.\nGeorge\n\nWillard\n\nFrasier, president of the Colorado\n\nState College of Education,\n\nGreeley, presented the topic, “The Relation of the Teacher to America’s Changing\nEconomic Pattern.” The theses presented by Mr. Frasier, which are outlined in the\nforegoing pages, made it plain that the most pressing problems of the world are\neconomic in origin and he pointed out how teachers can help to meet them. A brief\ndiscussion ensued participated in by the following: Fred M. Hunter, chancellor,\nUniversity of Oregon, Eugene-Portland, Ore.; Loda Mae Davis, San Mateo Junior\nCollege, San Mateo, Calif.; Shelton Phelps, president, Winlhrop College, Rock Hill,\nS. C.; H. A. Sotzin, San Jose State College, San Jose, Calif.; John T. Wahlquist,\nUniversity of Utah, Salt Lake City, Utah; Paul R. Hanna, Stanford University,\nCalif.; F. W. Thomas, president, Fresno State College, Fresno, Calif.; Louis A.\nPechstein, dean, University of Cincinnati, Cincinnati, Ohio, and president, National\nCouncil of Education; Grayson N. Kefauver, dean, Stanford University, Calif.;\nInez Johnson Lewis, state superintendent of public instruction, Denver, Colo.; and\nClifford P. Archer, University of Minnesota, Minneapolis, Minn. The second session\nclosed at 4:00 p.m.\n\nBusiness\n\nMeeting\n\nAt the close of the second session of the Council, Mr. Pechstein called the regular\nbusiness meeting of the group at 4:10 p.m.\nThe question of the organization of an American academy of education was\nbrought to the attention of the Council by Mr. Pechstein, acting on a proposal which\nwas made by Caroline Woodruff, president, State Normal School, Castleton, Vermont,\nat an earlier meeting of the Executive Committee, and which the Executive Com¬\nmittee, entirely favorable, had asked Mr. Pechstein to report to the business meeting\nof the Council. Shelton Phelps moved the appointment by Mr. Pechstein of a com¬\nmittee to investigate the plan. It was seconded and unanimously carried.\nThe membership of the Council reaffirmed its practice to elect new members and\nofficers by mail in the autumn, at which time the Council will determine its position\nupon the topic brought to final debate at San Francisco, namely, “The School and\nthe State in American Democracy.” The business session adjourned at 5 p.m.\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nNational\n\nREPORT\n\nOF\n\nEducation\n\nADVISORY\nCOMMITTEE\nON\nEDUCATION\nAND\nIMPENDING\nLEGISLATION\n\n1. Should the federal government\nthe purpose\n\nAssociation\n\nof reducing educational\n\nenact legislation providing\ninequalities? Yes — 98%;\n\n2. If your answer to the above question is “yes,” which\ndo you prefer? Check one.\nA. The\n\nrecommendation\n\nof the Advisory\n\nCommittee\n\naid to the states for\nNo — 2%\n\nof the following proposals\non Education, which\n\nhas\n\nbeen incorporated in the Harrison-Thomas and Larrabee bills, should be\nadopted. This recommendation is to the effect that the major portion of all\nfederal aid for education should be granted as a general fund for the current\nsupport of elementary and secondary education. Relatively small grants would be\nmade for teacher training, school buildings, and state departments of education,\nprimarily for the purpose of increasing the effectiveness of the general grant.\nSmall grants would also be made for adult education and rural library service.\nThe grants proposed are for a six-year period. Before the end of the six-year\nperiod the program would be restudied by a special committee. This committee\nwould recommend which if any of the special grants would be continued beyond\nsix years. 80%\nB. All federal aid to the states for education during the next six-year period\nshould be made as a single grant to be used for any educational purpose and at\nany level of education that the states may determine. 20%\n3. Should federal legislation reserve explicitly to state and local auspices the gen¬\neral administration of schools, control over the processes of education, and the deter¬\nmination of the best uses of the allotments of federal funds within the types of\nexpenditure for which federal funds may be made available? Yes — 96%; No — 4%\n4. Assuming that the purpose of a federal grant is to reduce educational inequality\namong states and within states, which of the three statements presented below do\nyou prefer? Check\n\none.\n\nA. The commissioner\n\nof education should be given authority to approve\n\nplans\n\nfor the distribution of funds within the states in order that the federal govern¬\nment may assure itself that the purpose of the grant is accomplished. 8%\nB. The\n\nauthority of the commissioner\n\nof education\n\nshould be limited to certi¬\n\nfying that the state’s plan for the distribution of funds to local districts complies\nwith the law in that it provides for reducing educational inequality. (This is\nthe provision of the present Harrison-Thomas and Larrabee bills.) 84%\nC. The commissioner of education should be given no authority to enforce any\nprovision of the federal statute requiring the distribution of the federal aid funds\nwithin states on an equalization basis. 8%\n5. Do you favor the following recommendation? Yes — 91%; No — 9%\nAll federal grants for education purposes to states maintaining separate schools\nand institutions for Negroes should be conditioned upon an equitable distribu¬\ntion of federal funds between facilities for the two races.\n6. Section 54 of both the Harrison-Thomas Bill in the Senate and the Larrabee Bill\nin the House states that all grants in aid to the states shall be expended only thru\npublic agencies and under public control, as determined by the respective states.\nDo you favor the following proviso which is included in the Larrabee Bill but not\nin the Harrison-Thomas\n\nBill? Yes — 34%;\n\nNo — 66%\n\nProvided, That nothing in this Act shall be construed to prohibit any state\nlegislature, if it so desires and under such conditions as it may determine con¬\nsistently with the constitution of such state, or the local school jurisdiction of\nany state under such conditions as the state legislature may determine, from\nmaking available to children legally in attendance at nonpublic schools any\nservices of health, welfare, books, reading materials, or transportation of pupils\nthat may be made available thru expenditure of federal funds for children in\nattendance at public schools.\n\n"}
{"page": 199, "printed_page": null, "text": "Departments\n\nof\n\nthe\n\n^Association\n\n"}
{"page": 200, "printed_page": null, "text": "INTRODUCTION\n\nThe\n\ngrowth\n\nof defartments\n\nin the Association\n\nbegan in 1870 when\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\nAdministrators) .\nAnother forward step was taken in 1921 when departments were given\ngreater independence and responsibility . This led to the establishment of\nfees by the stronger departments, to the selection of an executive secretary\nby the Department of Superintendence , and later to the selection of full¬\ntime secretaries by several other departments.\nThere are now twenty-seven 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 organization is as follows:\nADULT\n\nEDUCATION\n\nAMERICAN\n\n.\n\nASSOCIATION\n\nRECREATION\n\nFOR\n\n1 921\n\nHEALTH,\n\nPHYSICAL\n\n1894\n\nASSOCIATION\n\nOF\n\nSCHOOL\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nAMERICAN\n\nEDUCATIONAL\n\nRESEARCH\n\nEDUCATION\n\nBUSINESS\n\nEDUCATION\nTEACHERS\n\nELEMENTARY\n\nSCHOOL\n\nHOME\n\nEDUCATION\nECONOMICS\n\nREADING\n\nMUSIC\n\n.\n\n1870\n\nASSOCIATION\n\n.\n\n1930\n\n: .\n\n.\n\n1914\n\nPRINCIPALS\n\n.\n\n1921\n\n.\n\n1939\n\n.\n\n1930\n\nEDUCATION\n\n.\n\n1926\n\n.\nDEANS\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nJOURNALISM\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nSECONDARY-SCHOOL\n\nNATIONAL\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nNATIONAL\n\nCOUNCIL\n\nFOR\n\nTHE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nSPECIAL\n\nVISUAL\n\nEDUCATION\n\n.\n\nDIRECTORS\n\nSPEECH\n\n1918\n\n.\n\nPRINCIPALS\n\n1939\n.\n\n.\n\nSTUDIES .\nWOMEN\n\nIN\n\n1886\n1939\n1925\n\nEDUCATION.\n\n. .1932\n1907\n\n.\n\n1895\n\n.\n\n1886\n\n.\n\nDIRECTORS\n\nINSTRUCTION\n\nVOCATIONAL\n\nOF\n\nADMINISTRATIVE\n\nTEACHERS\n\nAND\n\nSOCIAL\n\nWOMEN\n\n.\n\nINSTRUCTION\n\nSUPERVISORS\n\nOF\n\n1884\n\nOF\n\nSECONDARY\n\n1884\n\n.\n\nEDUCATION\n\n1933\n1892\n\nASSOCIATION\n\nSCIENCE\n\n1870\n\nCOLLEGES\n\nNATIONAL\n\nRURAL\n\n.\n\n.\n\nKINDERGARTEN-PRIMARY\nLIP\n\nADMINISTRATORS\n\n.\n\nCLASSROOM\n\nGARDEN\n\nAND\n\n.\n\nAMERICAN\n\nART\n\nEDUCATION,\n\nOF\n\nINSTRUCTION\n\n.\n\nEDUCATION\n\n.\n\n[ 196]\n\n1930\n.\n\n1929\n1923\n1875\n\n"}
{"page": 201, "printed_page": null, "text": "DEPARTMENT\n^dult\n\nOF\n\nEducation\n\n"}
{"page": 202, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNO\n\nT E\n\nadult\n\nwas\n\nestablished\n\neducation\n\nby vote\n\nof the\n\nRepresentative Assembly . July S, 1°21 . as the Department of Immigrant\nEducation. The first meeting v\\is held in 1922 in Boston. In 1924 the\nname of the Department was changed to the Department\ncation. See proceedings, 1924 :5o 0.\n\nof Adult Edu¬\n\nThe officers of the Department for the years 193S-40 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, X. C.; coordinate vicepresidents,\nCaroline A. Whipple, Supervisor, Adult Education, State Department\nof Education, Albany, X. Y.; George L. Maxwell, Assistant Director,\nEducation Division, WPA, Washington, D. C.; M. S. Robertson, State\nDirector, JYPA Education, Xezv Orleans, La.; Frances K. U’etmore,\nBoard of Education, Chicago, Ill.; Paul L. Essert, Principal, Emily\nGriffith Opportunity School, Denver, Colo.; secretary, Frank M. Debatin, Dean, Washington University. St. Louis, Mo.; assistant treas¬\nurer,\n\nOhio.\n\nGeorge\n\nR. Bryant,\n\nThis Department\n\nState\n\nSupervisor,\n\nWPA\n\nEducation,\n\nColumbus,\n\nmeets twice a year in February and July. The annual\n\ndues, $ 1 , are payable to the Department of Adult Education of the Na¬\ntional Education Association. The Department publishes a quarterly bul¬\nletin. Facts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of PROCEEDINGS as follows:\n1921:460\n19 22:905-968\n19 23:669-704\n1924 .565-582\n1925:337-353\n\n1926:329-373\n1927:293-334\n192 8:263-304\n1929:277-316\n1050:240-274\n\n1931:315-342\n19 32:2o3-2S2\n1933:275 3 8\n1954:273-296\n1935 :255-270\n\n[m 1\n\n1656:101-176\n1937:177-202\n1958:363-378\n\n"}
{"page": 203, "printed_page": null, "text": "WHY\nLEWIS\n\nR.\n\nALDERMAN,\n\nADULT\n\nDIRECTOR,\n\nEDUCATION\n\nADMINISTRATION,\n\nnpwo-THiRDS\n\nof\n\nthe\n\nadults\n\nEDUCATION\nDIVISION,\n\nWASHINGTON,\n\nin the\n\nUnited\n\nWORK\n\nPROJECTS\n\nD. C.\n\nStates\n\nhave\n\nhad\n\nless than\n\n^ an elementary-school education ; 86 percent less than a secondary-school\neducation ; and twice as many are illiterate as there are college graduates.\nSociety now has become so complicated that one has constantly to keep his\nmental equipment in better working condition than ever before in order\nto retain his relative place in that society.\nWe educators must not believe that if we teach children well the\ninequalities of opportunity will pass away with the present adult genera¬\ntion. Too large a percent of our future citizens are growing up under the\nhandicaps of ignorance, disease, and poverty. Since adults condition children,\nwe should see the great importance of giving educational opportunities to\nthem.\nAmericans have been occupied with developing our natural and material\nresources and have been neglecting our human resources. The neglected\none-third of our nation has been thought of only in connection with limita¬\ntions and not of its possible capabilities. Examples of groups who have been\ngiven opportunities to gain knowledge show that they made rapid progress\ntoward their self-support and self-respect. This one-third is a potential\nsource of wealth, as our country can prosper only to the extent that it\ndevelops the individuals in it.\nAdult education pays. The new knowledge and skills acquired by adults\nin classes are put to immediate use, which raise their standards of living\nand provide more consumers, which increases markets and causes more\nemployment. Education pays in the prevention of social disorders, such as\npreventable sickness and crime, which cost us billions of dollars annually.\nIn the matter of delinquency, adults are a great influence. Where the gen¬\neral illiteracy rate is high, the percent of delinquency is high. Retardation in\nschools is caused largely by the uneducated adults in the community. When\nparents learn that education is important, they see to it that their children\nattend school regularly. Since adults determine the amount of money to be\nspent for education in the community, it is important that they have the\nproper knowledge as to what to demand.\nOur greatest need is an understanding people. Denmark has been an\nexample of what a country can do with her human resources when she is\nbereft of material resources. To preserve our form of government and\nsolve the serious problems confronting this country today, adult education\nis necessary. People must choose their leaders wisely and discriminate be¬\ntween fact and propaganda. The government that offers opportunities for\nthe development of all its citizens is a successful government. In a democ¬\nracy, evolution rather than revolution is the process by which advancement\nis made. Underprivileged minorities are easy prey for the propagandists of\nvarious isms.\n\n[199]\n\n"}
{"page": 204, "printed_page": null, "text": "National\n\n200\n\nEducation\n\nAssociation\n\nWe h ave equipment necessary to teach all the people who want to learn.\nIn every town and village are school buildings available and people wanting\nto use them. There are teachers who need the jobs the evening classes would\nprovide, and this would stimulate the regular school system as well. Our\npeople have more leisure time than they ever had, and we have the best\nchance in the world for the improvement of the common man. This is a\ntime for educators to believe in education.\nSOME\nMORSE\n\nA.\n\nNEW\n\nDIRECTIONS\n\nCARTWRIGHT,\n\nDIRECTOR,\n\nEDUCATION,\n\nIN\n\nADULT\n\nAMERICAN\nNEW\n\nYORK,\n\nEDUCATION\n\nASSOCIATION\n\nFOR\n\nADULT\n\nN. Y.\n\nSchool people are coming to realize that they must think not only in\nterms of their specific clientele in the public schools but also in terms of\ncommunity needs, development, and enrichment in the cultural values of\nlife. There is not much doubt but that adult education is to be reckoned\nas a social activity these days in contrast with the rather selfish, and pri¬\nmarily vocational, point of view of a quarter-century ago when it was\nlargely a matter of vocational advancement. It was participated in largely\nby members of the younger age group who were anxious to establish them¬\nselves in their vocations and to get ahead in the world. This younger age\ngroup is still anxious for vocational security and their vocational and\nremedial needs must be met. However, in the quarter-century that we are\ndiscussing, the entire concept of adult education has undergone an enlarge¬\nment.\nWith the introduction of a vast and wholly new age group into the\npurview of adult education, a change took place in our reckoning of what\nthe actual content of adult education should be. The younger age group,\nnaturally acquisitive and highly materialistic in its point of view no longer\nconstituted the main element in adult education. Attention commenced\nto be focused upon those slightly older persons who had entered upon what\nhas aptly been described as a reflective stage in their educational develop¬\nment.\nAs a consequence, emphasis began to be laid upon cultural activities,\nupon the enrichment of lives, upon interests and needs somewhat separate\nand distinct from materialistic achievement and more directly concerned\nwith the joy of living. For a time it looked as tho the cultural and voca¬\ntional approaches in adult education were directly antithetical — that one\nview might prevail to the exclusion of the other.\nThen came the economic depression, which taught us a lesson in educa¬\ntion — namely, that neither cultural nor adult education alone would put\neither intellectual or material bread into the mouths of an unsettled and\npanicky population.\nIn the United States adult education comes\nurge. It is something more\n\nas the result of a social\n\nthan a juggling of curriculums\n\nin order to see\n\nthat people do not undertake courses numbered 200 before they have fin¬\nished courses numbered 100; it is something more than mere acquisition\n\n"}
{"page": 205, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n201\n\nof credits looking forward to a degree that may or may not ever mate¬\nrialize; it is something more than a mere manipulative effort on the part\nof the administrator to turn human beings into pupils and to catalog them\nneatly in classes meeting over definite term periods that coincide with\nschool semesters.\nAdult education today possesses both an informality and a flexibility,\nfactors that give us the right to look upon it as a social experience. It is\nprobably even more than that. It is almost undoubtedly the beginning in\nthis country of a genuine folk movement aimed at cultural enrichment not\nonly of the individuals participating but also of the community, the state,\nand the nation as a whole.\nAny program of adult education envisaged for the United States na¬\ntionally must be postulated upon a meeting place to which the people as\na whole are able and willing to go. What have we in America in the\nway of plant facilities to provide for such a coming together of the popu¬\nlace? We have three types of plant open to public use on the whole — the\npublic school, library, and museum. By far the most numerous of the\nthree is the public school, and it is worthy of our serious regard as the\nprobable chief gathering place for adults in search of education in the future.\nThe trend, the country over, in urban and rural school districts is un¬\nquestionably toward the increased use of school plants by adults. If we\nare correct in recognizing this trend, what then has happened in connection\nwith the very considerable expenditure of federal relief funds applied in\none form or another to the construction of school buildings during the\ndepression ? Most of the schools constructed by various communities in\ncooperation with the PWA, the RFC, or some other governmental agency,\non the whole, have been planned with the architectural blindness and\nunwisdom of thirty years ago rather than with the technical skill and\nforesightedness that looks to future use. Some findings will be made public\nnext year together with a notable series of functional studies relating to\nvarious component parts of school plants. It is our hope that we can so\ninfluence the thinking of schoolboards, superintendents, principals, teach¬\ners, architects, and the general public that architectural atrocities will\nbecome impossible.\nIn the Maplewood-South Orange School district of New Jersey, a citi¬\nzens committee, acting independently of the school system but with its\nsupport, has started an adult school which is wholly self-supporting and\ndistinct from the school budget except for the contribution of light, heat,\nand janitor service made by the schoolboard. Some 3500 individuals take\npart in the offerings of this adult school, and one year the number cf\ncourse registrations exceeded 5500. More than seventy types of educational\nopportunity are open to the residents of this school district upon the pay¬\nment of a nominal fee. The instruction offered is of the highest quality,\nthe staffs of nearby universities participate, and the enterprise has all\nthe aspects of a people’s university.\nThere are also new directions evident in the work of sanatorium centers,\nprivately conducted\n\nforums, and social settlements. Settlements started out\n\n"}
{"page": 206, "printed_page": null, "text": "20 2\n\nNational\n\nEducation\n\nAssociation\n\nas educational enterprises, as adjuncts to universities, but their educational\ninterests were soon more or less swallowed up in social service. It is encour¬\naging now to see such great settlement enterprises as Hull House in Chicago\nagain embarked upon an educational program geared closely to the needs\nand to the understanding of the city tenement house clientele which it serves.\n\nThe great group work agencies, such as the Y.M.C.A.’s and Y.W.C.A.’s\nand H.A.’s, have recently made notable strides in blazing an educational\ntrail for their organizations to follow. These are new directions in adult\neducation.\n1 want\n\nto draw attention to two great enterprises which form important\n\nand interesting component parts of the adult education movement in Amer¬\nica, both of which are taking new directions as far as adult education is con¬\ncerned. The first is the agricultural extension service operated jointly by\nthe United States Department of Agriculture and the land-grant colleges\nin the several states. Some six or seven million rural people are in touch\nwith this program with some 8000 full-time agricultural agents, supervisors,\nand home demonstration agents serving as a faculty of a new kind of\npeople's university. Fifteen years ago the Smith-Lever Act of 1914, which\nmakes these activities possible, was construed rigidly to mean that federal\nfunds could be expended only for vocational agriculture. In the last half\ndozen years an enlightened policy adopted in Washington has permitted\nthis vast staff to devote at least a part of its energies to making the farm\na better place on which to live. Hence, we have seen growing up a pro¬\ngram that has to do with home demonstration, home arts, with discussion\nof rural problems, and with the cultural backgrounds of rural living.\nUhe second great area is that of the public library. During the last dec¬\nade there has developed within the public library a new type of service\nfor readers known as the readers’ advisory service. Librarians are begin¬\nning to realize that they have an educational responsibility to serve not only\nindividuals in search of the right book but also groups of individuals seek¬\ning to read or to think in concert. This nationwide service is more and\nmore devoting itself to educational objectives.\nThere\n\nare many\n\nmore. 1 have not touched the parent education move¬\n\nment, the radio listening groups, men’s and women’s clubs, music groups,\nand the little theater groups that abound thruout the country. Separately\nthese activities might be considered of relatively little importance for the\nnation but taken in the aggregate they constitute a huge folk movement of\nutmost importance for America. It does not seem possible to look upon\nthese many and varied activities of adult human beings that comprise adult\neducation without hazarding a guess as to their ultimate effect upon our\nsocial and governmental institutions.\nWe in America have been pledged for 160 years to a democratic ideal.\nIt is only thru the long-time, continued application of adult education that\nwe shall ever come to know that ideal. If we are to withstand the assaults\nmade by ideologies foreign to our way in America, we shall have to stake\nour ability to do so directly upon the amount and the character of adult\neducation that we can supply to an eager and pathetically anxious public.\n\n"}
{"page": 207, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n203\n\nEducation\n\nAs leaders of adult education both under public and private auspices, we\nare charged with a sacred responsibility. We are the custodians of the\ndemocracy, for a democracy depends upon, and is strong in direct ratio to,\nthe degree of educational enlightenment possessed by its people.\nORGANIZATION\nMILDRED\n\nJ. WIESE,\n\nOF\n\nEDUCATION\n\nSPECIALIST,\n\nEDUCATION\n\nADMINISTRATION,\n\nFOR\n\nDIVISION,\n\nWASHINGTON,\n\nLITERACY\nWORK\n\nPROJECTS\n\nD. C.\n\nIn its broadest sense the literacy program provides for all of those per¬\nsons who are prevented by their very limited schooling from participating\nin most of the other regularly organized programs of adult education. As\nestimated by the Office of Education in 1934 those over twenty-one years\nof age who have failed to complete the work of the elementary school\nnumber 36,000,000 persons, almost half the adult population.\nWe could hardly call this group insignificant, and yet in all of our vast\nprogram of organized adult education, except in rare instances, these adults\nhave no place outside of the elementary classes. For them we have thought\nof adult education as being primarily remedial. As usually organized this\nremedial work develops skills in the three R’s and a background of tra¬\nditional content, such as history, geography, literature, and civics — skills\nand background which we fondly hope will enable the student later to go\non into the real program of adult education.\nThis vast number of persons cannot read with understanding books or\nmagazines or pamphlet series concerned with significant problems of the day.\nThey stay away from public forums where the speakers “talk over their\nheads.” They snap off educational radio broadcasts because “all that stuff\ndoesn’t mean a thing to me.” And in our classes we say to them, in effect,\nas the elementary school has in the past said to children, “You are not yet\nready to understand these problems; you must first study grammar and\nhistory, geography, civics, and literature.” Students enter these classes,\nhopeful that by contact with this magic touchstone of education they will\nsomehow achieve the ability to deal with baffling problems of family rela¬\ntionships, social inadequacy, and economic failure.\nOur problem as teachers and administrators is to organize a program\nwhich will develop the basic skills in reading and in reasoning, in writing,\nand in self-expression. At the same time we must build a program for those\nwithout these skills which will help them to become better fathers and\nmothers, better citizens, more effective workers, and happier individuals.\nThe program of literacy education has all the stimulating challenge of\nevery other phase of adult education with one more added challenge. We\nmust somehow develop this adult education within the comprehension of\npersons of limited schooling.\nIf democracy is to work successfully we must have an informed and\nenlightened citizenry. The welfare and safety of all of us depend upon\nthose who carry the balance of power in the voting booth. It is these voters\nwhom we have in our literacy classes. Our foundation fields citizenship\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\nprogram becomes much more than preparation to pass naturalization ex¬\naminations. It is one with the program of the forums for civic education,\nthe educational activities of the League of Women \\ oters, and the numer¬\nous public affairs discussion groups. We are all working toward the same\ngoals, and to no small degree we can use the same methods and technics.\nThe programs provide dependable information on problems of the day.\nThey also give practice in forming and expressing opinion on the basis of\nfacts. They develop ability to choose between truth and falsehood and skill\nin recognizing the devices of propaganda.\nThe teacher is a leader of discussion, not an authoritarian drill master.\nThe purpose of the group is thoughtful consideration of public problems.\nSafety, health, employment, crop control, housing, and social security are\nstudied. The broader problems of government can be understood better in\nthe light of an understanding of these problems as they affect some one or\nmore members of the group.\nThe limited knowledge of the class and teacher is enlarged by inviting\nauthorities to speak to the group. Each speaker is asked to gear his dis¬\ncussion to the interests, the experiences, and the understanding of the class.\nField trips by the class enlarge the experience and develop new insights\nconcerning public affairs. Many national agencies are preparing materials\nto further adult education.\nOutside of the classroom as well as within it we\n\nneed to organize for\n\ncitizenship education. The public must understand and be willing to sup¬\nport such a program. An aroused and informed public opinion will rally\nto the defense of a teacher who\n\nencourages\n\nthoughtful discussion of un¬\n\npopular as well as popular issues. The Governor’s Adult Education Council\nof North Carolina, the Citizen’s Fact Finding Committee of Georgia, the\nAnnual Mountain Plains Conference of the West, and the hundreds of\nadult education councils thruout the country are indications of a trend.\nI believe federal financial support will come too. The Randolph-Lee\nBill recently introduced into the House and Senate provides for federal\naid to public forums, literacy, and citizenship education. The\n\nbill for fed¬\n\neral aid to education, based upon the recommendations of the President’s\nAdvisory Committee, has a provision for grants to states to aid adult edu¬\ncation. More and more states are providing state funds for adult education.\n\nSELECTION\n\nL. B. TRAVERS,\n\nOF\n\nTEACHING\nPERSONNEL\nCLASSES\n\nASSISTANT\n\nSUPERINTENDENT\nCALIF.\n\nOF\n\nFOR\n\nSCHOOLS,\n\nLOS\n\nADULT\n\nANGELES,\n\nSome years ago while supervising a statewide program of adult educa¬\ntion I made a rough analysis of the factors which apparently had controlled\nmany school districts and school administrators in the establishment of\nspecific courses in adult education. Some of these factors were (a) the avail¬\nability of equipment or facilities for carrying on an adult class; (b) the\navailability of an expert in some field who might be obtained to teach a class\n\n"}
{"page": 209, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nrelated to his specialty; (c) someone\n\n205\n\nEducation\n\nneeded a job; (d) a person could\n\nsecure twenty-five or more people to enrol in a class in which he claimed\nexpert knowledge; (e) a wish expressed by the required minimum group\nof adults for a specific class; (f) some other city successfully operated such\na class; (g) a school administrator thought it would be a good idea to offer\nsuch a class; (h) availability of outside funds; and (i) an analysis of the\nadult education needs of a community and the offering of specific courses\nto meet these needs.\nI do not mean to imply in reciting these controlling factors that the re¬\nsulting program was of little worth. As a matter of fact, the amount of\nsocial and educational value was surprising. However, these values were\nmore or less accidental and not the direct result of careful analysis and\nplanning. If the program determined upon is established after careful\nanalysis of both social and adult needs with regard to the objectives to be\nobtained in each unit of the program, there is a place for scientific selection\nof teaching personnel. In the small community some difficulty may be found\nin finding properly qualified personnel. The area of recruitment may extend\nover a county and even a state when distances are not too great and good\ntransportation facilities are available. In these times there has been a ten¬\ndency to establish local residence requirements or at least to give preference\nto the home-town folk. Such provincial requirements are unfortunate\ncause education is not a local function.\n\nbe¬\n\nThe procedures for selecting the teaching personnel for an extensive pro¬\ngram in a relatively large metropolitan area must of necessity be more formal.\nI would recommend :\nI. A carefully\n\nprepared\n\nspecification that should\n\ninclude\n\na. The title of the course which may or may not be selected from the activity\nor content thru which the objectives are to be obtained (for example,\nswimming)\nb. A\n\nbrief and\n\nc. A\n\nsummarized\n\nspecific statement\nstatement\n\nof the objectives\n\nof the course\n\nof the duties of the position with\n\nof the content or scope of the course\nwhich the aims are achieved\nd. A\n\nor aims\n\nor, in some\n\na brief outline\n\ncases, the activities thru\n\nstatement of the requirements including\n(1) Minimum education or training\n(2) Minimum experience necessary\n(3) Credential or certificate requirements\n(4) Miscellaneous requirements,\nquirements, and salary.\n\nII. A recruiting procedure which\n\nsuch\n\nas\n\nage,\n\ncovers the employment\n\nhealth,\n\n(democratic\n\nre¬\n\narea and reaches all\n\nqualified and interested people, by means of bulletins, news\nfessional organizations, labor organizations, and universities\nCompetitive\n\nresidence\n\nreleases, pro¬\n\nway).\n\nIII. An evaluation procedure which\na. Reviews application and eliminates on the basis of minimum\nb. An examination which might include\n(1) Written test to measure possession of technical\ncourse content thru objective test if possible\n(2) Evaluation\n\nknowledge\n\nof training\n\n(3) Evaluation of experience\n(4) Evaluation of personal characteristics\n\n(5) Health\n\nrequirements\n\nexamination.\n\nthru an oral interview\n\nor\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nby the evaluation\n\nas determined\n\ndiscretion\n\nEducation\n\ngranted\n\nAssociation\n\nprocedure.\n\npower.\n\nto the appointing\n\nrecourse.\n\nIV.\n\nEstablishment\n\nWithin\n\nof an\n\neligible list or\n\nemployment\n\nter based upon merit\ncertain limits this procedure is necessary regis\nto protect\nyour program\n\nfrom the pressure groups which operate within a large community. Authori¬\nV. ties agree\nthat\nthe fro\nmajor factor contributing to the success of any adult edu¬\nAppoin\ntment\nm the eligible register in\nordereducation\nof merit program\ncation program is the personnel factor.\nIf ourtheadult\nwith someis\nto meet the test of presentday needs, we must hold to the principle that\n\nVI.\n“only Atheprobest\nshall\nserve the state.”\nbation\nary period during which\n\nPROGRAM\nMARGARET\n\nGRIFFIN,\n\nOF\n\nservices\n\nCOUNSELING\n\nSTATE\n\nDIRECTOR,\nRENO,\n\nFOR\n\nNATIONAL\n\nmay\n\nbe\n\nYOUNG\nYOUTH\n\nterminated\n\nwithout\n\nADULTS\n\nADMINISTRATION,\n\nNEV.\n\nTo get a full-time job, to keep it, and to advance toward security is un¬\ndoubtedly the basic objective of the great majority of young people. How¬\never, in the United States today there are approximately 5,000,000 youth\nbetween the ages of sixteen and twenty-four either totally or partially un¬\nemployed, according to a survey made by American Youth Commission in\nDecember 1938. The greatest obstacles to employment as given by 30,000\nyouth who were interviewed during a recent survey, Urban Youth: Their\nCharacteristics and Economic Problems, by the WPA Research Division,\nare: (a) lack of previous work experience, (b) lack of specialized train¬\ning, and (c) lack of a general education.\nYouth are demanding and are in need of special assistance in their search\nfor employment. The National Youth Administration has developed a\ncounseling and placement service which falls into three main divisions:\nguidance on work projects; guidance in employment offices, both while\nthe youth is on the project and after he has left to go into private employ¬\nment; and guidance thru an intensive type of consultation service, the pur¬\npose of which is to assist youth in working out their own vocational plans.\nIn many ways the problems of the out-of-school, unemployed youth are\ndifferent than those of youth in school and it takes different standards of\nguidance in dealing with them. Many youth are nonselective. They do not\ncare what kind of job they have in the future as long as it is a steady job.\nYouth want assistance but are skeptical of advice because so much of it\nhas not been pertinent to the solution of their problem. Assistance given\nthru NYA guidance and placement programs is for the purpose of aiding\nyouth to fit themselves into their places in private employment by helping\nthem to define their own interests; get information concerning different\njobs, qualifications, and conditions of employment; get needed training;\nand get a suitable job in private employment. We have confined our ad¬\nvice to vocational problems and have referred to other agencies problems\nin which they specialize. We tend to believe that youth should not be\ngiven one occupational classification, but a group, closely related ; that\n\n"}
{"page": 211, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n207\n\nEducation\n\nthe real backbone of any guidance program is occupational information\nbased on a study of the industry as a whole.\nIn the NYA program, the individual youth is of primary importance.\nThe program is decentralized to fit individual state and local conditions.\nThere is not one program for all youth, but many programs adapted to the\ndifferent needs of individual young people.\nTHE\nMRS.\n\nCLARA\n\nPLACE\nP. SNYDER,\n\nDEPARTMENT\n\nOF\n\nCONSUMER\n\nSUPERVISOR\nOF\n\nOF\n\nEDUCATION,\n\nEDUCATION\n\nADULT\nLOS\n\nHOMEMAKING,\n\nANGELES,\n\nSTATE\n\nCALIF.\n\nAdult education should accept the major responsibility for the new field\nof consumer education. As adults are not only consumers of goods and serv¬\nices, but are actually the purchasers of a very large proportion of consumer\ngoods, it is logical that adult education shall accept the task of providing\nopportunity for improving and developing judgment among those individuals\nresponsible for spending the family income.\nIf in our nation 38 percent of the people are wage-earners and the median\nincome for this group is $1175, 25 percent live on farms with a median\nincome of $965, we begin to realize how important a factor the buying\njudgment of adults has become. Upon the ability to buy with judgment\nand discrimination may depend the health of the family and many of the\nenvironmental influences.\nThere\n\nare several trends in consumer\n\nbuying. Homemakers\n\nbuy over\n\n87 percent of the world’s goods and are predominately in the consumer\ngroup. Homemakers are in need of specialized training in this job and\ndesire the best and most authentic information that can be secured.\nTwo types of consumer education have developed in the adult educa¬\ntion field. One is the specialized course in consumer education which deals\nwith all phases of consumer problems. It includes not only the buying of\nfamily clothing, food, housing, and other related products, but also treats\nsuch subjects as savings, insurance, travel, and education. This type of class\nis effective in large centers where there is sufficient interest to enable the\ngrouping together of those interested in a broad treatment of the problem\nand where leaders have the opportunity for broad in-service training so\nthat they may be specialists in many phases of consumer buying.\nThe other type of consumer education is included as an integral part\nin various classes. The leader consciously plans for that type of consumer\neducation which is related to his particular course. Thus, the teacher of\nclothing has a responsibility of bringing to her class materials in buying\nproblems, textiles, brands, and standardization that will aid the student\nin more efficient use of the family budget in the purchase or construction\nof clothing.\nInteresting courses in simplified consumer\n\neducation have been developed\n\nthis year in Los Angeles among those teachers working with the foreignborn and literacy groups. This can be used as a medium for instruction\nin English and thereby serve two purposes.\n\n"}
{"page": 212, "printed_page": null, "text": "208\n\nNational\n\nEducation\n\nAssociation\n\nThe problems involved in organizing these courses are largely that\nof teacher ability, adjustment, and willingness to assume responsibility for\ndeveloping this type of subjectmatter. The problem of cooperation with\nproducers is not quite so important. When the producer has realized this\nis not just a passing fancy on the part of the adult consumer, he has shown\nhimself willing and anxious to cooperate in every way, especially by making\navailable all of the research findings on his product.\nSource material is also a problem. We would not advocate the presen¬\ntation of material that would lead to ready-made judgments. We have\ngovernment agencies interested in the dissemination of reliable informa¬\ntion regarding products. This material can be easily secured and should\nbe more widely used.\nIf adult education will take the lead in consumer education we will find\nan increasing interest on the part of the mass of consumers, and by this com¬\nbined effort there will be a better understanding and cooperation with the\nproducers. As a result of this better judgment in buying problems the\nstandard of American living can be raised and, as a real consumer con¬\nsciousness arises from a well-developed plan of consumer education, all\nconsumers, all producers, and retailers who are engaged in a legitimate busi¬\nness will profit.\nREPORT\nMAUDE\n\nE. AITON,\nINGTON,\n\nOF\n\nLEGISLATIVE\n\nPRINCIPAL,\n\nWEBSTER\n\nD. C. ; AND\n\nCOMMITTEE\n\nAMERICANIZATION\n\nCHAIRMAN,\n\nLEGISLATIVE\n\nSCHOOL,\n\nWASH¬\n\nCOMMITTEE\n\nAt the Cleveland meeting, February 27-March 1, 1939, the position of the Depart¬\nment of Adult Education on federal aid to education among and within the states\nwas discussed and defined.\nThe\n\nDepartment\n\nhad\n\nalready\n\nagreed\n\nin principle\n\nwith\n\nthe conclusions\n\nof the\n\nPresident’s Advisory Committee on Education, that is, that there is evident an\nurgent need of greater participation on the part of the federal government in\norder\nTo\n\nto bring about an equalization of educational opportunities in this country.\nus, the needs in the field of adult education, less recently recognized, less\n\nwidely known, were even more obvious than\nendorsed as a department the general education\nintroduced in both House\nH. R. 3517 and S. 1305.\nMembers\n\nof our\n\nand\n\ndepartment\n\nSenate\nhave\n\nin other fields. We, therefore,\nbill for federal aid to education\n\nlate in January\nhad\n\ninformation\n\nand\n\nearly in February\n\nrelative\n\n1939 —\n\nto this bill and\n\nof\n\nthe revisions made to the Harrison-Fletcher Bill upon which it is based, thru\nthe Adult Education Bulletin, and thru the correspondence of this committee with\nlegislative committees in 46 of the 48 states. During the past four months copies\nof the bill have been sent to all state committees. They in turn have given it\nwide publicity among\ngovernors have sent\n\norganizations\n\nand\n\nin favorable\n\nreplies\n\nindividuals\n\nin their states. Twenty-four\nto requests for interest or promised\nconsideration. Reports of activity in the states have been encouraging.\nAt the Cleveland conference the Department of Adult Education not only\nendorsed the general education bill but also prepared specific recommendations\nrelating to Title II which deals with educational services for adults.\n\nTitle II offers opportunity for an extended program of public adult education,\nand takes into consideration all persons in all states twenty years of age and over.\nIt recognizes the needs previously stated by this department as arising from (a)\nilliteracy among adults, (b) incomplete elementary training, (c) enforced leisure,\n\n"}
{"page": 213, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n209\n\nEducation\n\n(d) the increased proportion of adults in our population, (e) necessity for voca¬\ntional readjustments, (f) inadequate provision for citizenship training for alien\nresidents, and (g) the importance of participation\nin the solution of presentday problems.\nIt makes\nyear\n\navailable\n\nending\n\nto the states sums\n\nin June\n\n1940\n\nand\n\nof money\n\nincreasing\n\nby\n\nan\n\nbeginning\n\nto $15,000,000\n\nenlightened\n\nwith\n\ncitizenry\n\n$5,000,000\n\nfor the year\n\nfor the\n\nending\n\nin\n\nJune 1945 “to assist the states in making adequate provisions for adult educational\nservices.”\nThe provisions of this title are intended to stimulate adult education in the\nstates; to place responsibility upon the states for the development and continuation\nof the programs and for the support of future expansion; and to entail no departure\nfrom our American system of local control of education.\nIn support\nFebruary\n\nof the provisions\n\nconference\n\nof Title\n\na brief in favor\n\nII, this department\n\nthereof. On\n\nMarch\n\n3, this brief was\n\nby the chairman\n\nof the committee\n\non\n\nlegislation, representing\n\nAdult Education\nand Labor.\n\nat\n\nof\n\nthe\n\nAt\n\nthese\n\nindividuals\n\npublic\n\nthe\n\nhearings\n\nhearings\n\nsubmitted\n\nheld\n\nstatements,\n\non\n\nSenate\n\nMarch\n\n10, 38\n\nof the passage\n\nconclusion of hearings, the Sub-Committee reported\nthis time S. 1305 is on the Senate calendar.\n\nat\n\nfavorably\n\non\n\nthe\n\npresented\n\nthe Department\n\nSub-Committee\n\n2, 3, and\n\n29 in favor\n\nformulated\n\nof\n\nEducation\n\norganizations\n\nand\n\nof the bill. At\n\nthe\n\non\n\nthe bill and\n\nat\n\nNo hearings have been held in the House, and we are not now encouraged to\nhope that further action will be taken before the adjournment of the Congress\nnow\n\nin session.\n\nThere\n\nare indications,\n\nhowever,\n\nthat when\n\nCongress\n\nagain\n\nmeets,\n\nsponsors in both houses will press for action with renewed vigor and with the\nsupport of the President. When the bill comes to the Senate three senators who\nhave\n\nsubmitted\n\nminority\n\nreports\n\nwill argue\n\nagainst\n\nit.\n\nOur work, then, is but well begun. If it was necessary before to publicize our\nbelief in federal aid for adult education, it is more urgent now that we make a\nconcentrated effort in every state to sustain the interest already aroused and to\nreach still more citizens with definite information. Senators and members of the\nHouse want to know and should know what we are thinking and asking. We\nshould familiarize ourselves with the conclusions of others. Particularly should\nwe read and study the minority\nendorsement of the bill.\nCopies\n\nof the hearings\n\nbefore\n\nreports\n\nso that we\n\nthe Sub-Committee\n\nmay\n\nbe able to support\n\nof the Committee\n\nour\n\non Education\n\nand Labor, United States Senate, Seventy-Sixth Congress, First Session, on S. 1305\nare obtainable from the Government Printing Office or your delegation in Congress;\nalso the Minority\n\nREPORT\n\nViews,\n\nOF\n\nN. C. BUCKHART,\n1. The\n\nJune\n\n13, 1939 — Calendar\n\nCONSUMER\n\nWORK\n\nCommittee\n\nPROJECTS\n\nbelieves\n\nshould be studied, and\nbe developed.\n\nsome\n\nEDUCATION\nADMINISTRATION,\n\nthat the various\n\nprogram\n\nNo. 262, Repr. 244, Part\n\nwhich\n\n3.\n\nCOMMITTEE\nSAN\n\nviewpoints\n\nadult educators\n\nFRANCISCO,\n\nof consumer\ncan\n\nagree\n\n2. It is a general principle of the Committee to study all courses\nand attempt to evolve a philosophy of consumer education. The\n\nCALIF.\n\neducation\n\nupon\n\nshould\n\nand viewpoints\nCommittee has\n\nstudied courses in refrigeration of foods, insurance, housing, and textiles, and has\narranged to have competent adult educators make tests of these courses to try to\ndetermine if the needs of the consumer are filled.\n3. The\nteachers,\n\nCommittee\nevening\n\nis submitting\n\nschool\n\ncourses\n\nadministrators,\n\nof\n\nconsumer\n\nuniversity\n\neducation\n\nprofessors,\n\nand\n\nto\n\nselected\n\nto consumer\n\ngroups for evaluation, both as to facts involved and acceptability by students.\nVarious units have been submitted to more than three hundred teachers, who have\ngiven valuable criticisms.\n4. The\n\nconsensus\n\nis that we\n\nemphasize\n\nthe constructive;\n\nthat we\n\nwork\n\ntoward\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\na long-term program rather than dwell\nby a number of protective organizations.\n5. At the present time the Committee\n\nAssociation\n\non current\ncan\n\nabuses,\n\nonly make\n\nnow\n\nbeing\n\na report\n\nlater on in the year a full report will be given after contacts\nwith all groups interested in consumer education.\n\nREPORT\nI. Whereas,\nNational\nevery\n\nOF\nThe\n\nTHE\n\nON\n\nof the Department\n\nAssociation\n\nbeen\n\naccommodation\n\nhas\n\nbeen\n\nhas\nmade\n\nof progress,\n\nhave\n\nbeen\n\nbut\n\neffected\n\nRESOLUTIONS\n\npresent meeting\n\nEducation\n\nthe individuals\n\nCOMMITTEE\n\nemphasized\n\nof Adult\n\nEducation\n\nthe largest in its history, and\n\nfor the convenience\n\nof the\n\nwhereas,\n\nof the Department\n\nand\n\nseparately\n\nBe it resolved, That we express our appreciation for the splendid work\nRobert\n\nF. Gray\n\nrequirements\ndividuals.\n\nand\n\nthe members\n\nof the Department\n\nof his local committee\n\nand\n\nthe pleasures\n\nand\n\nin providing\n\nthe\n\ncomfort\n\nof\n\nfor\n\nthe\n\nof the\n\nin¬\n\nII. Whereas, During the last year the membership of the Department of Adult\nEducation has been increased by more than 200 percent, and whereas, this increase\nin membership\n\nmust\n\nnecessarily\n\nstrengthen\n\nBe it resolved, That we, the members\nappreciation\n\nfor the vigorous\n\nthe cause\n\nof adult\n\neducation\n\nof the Department, hereby express our\n\nactivity of the president\n\nof the Department\n\nand\n\nhis\n\nassistants for bringing about this increase; and that we hereby constitute our¬\nselves as a committee of one to effect a like increase in enrolments during the\ncoming year.\nIII. Whereas,\nthat the purpose\n\nThe\n\nconstitution\n\nof the Department\n\nof the Department\n\nof Adult\n\nshall be to promote\n\nin the United States, and to insure continuity\nment of an effective national program\n\nof purpose\n\nEducation\n\nadult education\nand\n\nprovides\n\nof all kinds\n\neffort in the develop¬\n\nBe it resolved, That the Department of Adult Education support the principles\nof federal aid to education and continue\nof legislation based upon this principle.\nResolution\nCommittee\n\nto take an active part in the promotion\nIt endorses Senate Bill 1305 and House\n\n3517 based upon the recommendation of the President’s Advisory\non Education. The Department also favors Senate Bill 2151 and\n\nHouse Resolution 5686, better known as the Randolph-Lee\nfederal assistance to the states in adult civic education.\nIV. Whereas,\n\nIt is of particular\n\nimportance\n\neducation profession to encourage and\npolitical, economic, and social affairs\n\nin times\n\npromote\n\nBill providing\n\nof crisis for the\n\nthoughtful\n\ndiscussion\n\nfor\n\nadult\n\nof current\n\nBe it resolved, That the Department of Adult Education promote and encourage\nthe establishment of cooperative educational programs, drawing individuals\norganizations together for the purpose of working toward this end.\n\nV. Whereas, Many public school improvements\nmunities with the aid of federal funds\n\nare being made\n\nand\n\nby local com¬\n\nBe it resolved, That the Department of Adult Education of the N.E.A. bring to\nthe attention\n\nof the American\n\nAssociation\n\nof School\n\nAdministrators\n\nthe importance\n\nof planning school plant facilities so that they may be utilized both by day and\nevening as a center of community life. Such a plant would be readily adapted to\neducational programs for the child and adult.\nVI. Whereas, The adult education program of the Work Projects Administration\nhas materially advanced the cause of adult education far ahead of where it would\nhave been without this aid, thru almost six years of operation\ndemonstrated the value of this work to the general public\n\nof WPA\n\nand\n\nhas\n\nBe it resolved, That the Department of Adult Education express its appreciation\nof the service rendered\n\nby the federal program\nC. W.\n\nMildred J. Wiese\nElmer C. Jones\n\nHuser,\n\nand\n\nrecommend\n\nits continuation.\n\nChairman\nMargaret Griffin\nW. M. Woodward\n\n"}
{"page": 215, "printed_page": null, "text": "^American\n\n^Association\n\nfor ATealth,\n\nPhysical\n\nEducation, and \"Recreation\n\n"}
{"page": 216, "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\nof the American\n\nEDUCATION,\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 zvas\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 with 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 zvas officially founded in 1885 under\nthe name of the American Association for the Advancement of Physical\nEducation. In 1903 the name was 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 zvas changed to the journal of health and\nphysical\nsearch\n\neducation,\n\nquarterly\n\nand\n\nin the\n\nsame\n\nyear\n\nthe publication\n\nof the\n\nre¬\n\nzvas begun.\n\nThe officers of the Department for the year 1939-40 are: president,\nMargaret Bell, University of Michigan, Ann Arbor, Mich.; president¬\nelect,\n\nHiram\n\nA.\n\nJones,\n\nChief,\n\nDivision\n\nof Health\n\nand\n\nPhysical\n\nEduca¬\n\ntion, State Education Department, Albany, N. Y .; secretary-treasurer,\nN. P. Neilson, 1201 Sixteenth Street N. W ., Washington, D. C.; editor,\nE. D. Mitchell, University of Michigan, Ann\n\nArbor, Mich.\n\nThe Department holds its annual national meeting in April. In addi¬\ntion to the national organisation of the Association, there are six regional\ndistrict organisations — the Eastern, Midwestern, Central, Southern,\nN or thzvc stern, 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 organisation.\nFacts relating to this Department arc found in proceedings as follozvs:\n1894 :40\n\n1895:944-050\n1896 :8 93-936\n\n1891:970-915\n1898:929-958\n\n190 3:753-816\n1904 :737-802\n\n191 3:637-666\n1914 -.663-682\n\n1905 :707-754\n1907 :905-924\n\n1915 :941-970\n1916 :751-782\n\n1908:907-964\n\n1917:491-520\n\n1899 -.1064-1096\n1900 :582-591\n\n1909 -.719-744\n\n191 8:323-338\n\n1910:873-920\n\n1901 :500-539\n\n1911 :869-904\n\n1902 -.702-738\n\n1912 -.1095-1140\n\n1919:303-314\n1920:311-322\n1921:377-398\n\n[212]\n\n1922:591-682\n192 3:568-744\n1924:439-637\n1925 :577-597\n1926 -.601-624\n\n1927:561-582\n192 8:545-568\n1929:543-558\n1930:501-528\n\n1931:541-560\n1932:455-466\n1933:463-476\n1934:461-468\n1935:429-438\n1936 -.321-332\n\n1937:357-374\n19 38:153-174\n\n"}
{"page": 217, "printed_page": null, "text": "SAN\n\nFREDERICK\n\nW.\n\nFRANCISCO,\n\nAPRIL\n\nPRESIDENT’S\n\nMESSAGE\n\nCOZENS,\n\nDEAN,\n\nCALIFORNIA,\n\nCOLLEGE\nLOS\n\nOF\n\n3-6, 1939\n\nAPPLIED\n\nANGELES,\n\nART,\n\nUNIVERSITY\n\nOF\n\nCALIF.\n\nbystander it would appear that a considerable change\nTo hasthecomeinnocent\nover this Association in the past fifty-four years — from the\nAmerican Association for the Advancement of Physical Education in 1885\nthe American Association for Health, Physical Education, and Recreation,\na department of the National Education Association. With the growth in\nlength of name came also a growth in membership.\nThe time is at hand when we must definitely do something about our\n“growth from within.” Up to a few years ago we in this Association have\nthought in terms only of physical education. Now we have two other adult\nmembers of the family. If this union is to be successful, each of the three\nmust work in close harmony and cooperation with the others. Only as a total\npicture is realized will we be able to accomplish the purposes for which the\nunion was established. Let our motto be at this convention, “Get acquainted\nwith what the other fellow is doing.”\nThe thought has been expressed that this Association appeared to be overly\nambitious in attempting to bring about a merger with smaller groups in the\nfield. I should like to express a personal belief that our organization must\nnot attempt to move too rapidly in this direction. We will have to effect a\ncloser-knit rather than more diverse organization.\nIn this joining of forces there is a real advantage to be gained both for\nthose who are now in the profession and for those who will come into it in\nthe next few years. Stuart Chase tells us that since 1930 the enrolment in\nour elementary schools has dropped 1,300,000. If the trend comes along as\nprojected, by 1960 we shall have about 20 percent less youngsters under\nnineteen years of age than we have at the present time. Such a condition\nwill effect great changes in all phases of education but will not necessarily\nreduce the number of persons engaged in educational work.\nIn our own field there may even be a demand for more professional work¬\ners, but for workers who have had a different type of training than is now\nnormally provided. Adult education must of necessity increase by leaps and\nbounds. Much of it will involve leisure-time pursuits, and professional\nworkers in our field will be vitally concerned in any program of this sort.\nThe preparation necessary for our professional workers twenty years hence\nshould surely embrace a broader concept of the entire field of health, physi¬\ncal education, and recreation than is now offered. It therefore behooves all\nof us in this group, and in all education, to give some time to a long-range\nview of this problem. By the very nature of things the change cannot be\nabrupt. In any event the union of the forces in health, physical education,\nand recreation should be of immeasurable assistance in helping to bridge\nthe gap. Let us all remember this possibility for the future and start now to\n“get better acquainted with what the other fellow is doing.”\n[213]\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nNational\n\nYOUTH\nJESSE\n\nFEIRING\n\nWILLIAMS,\n\nCOLLEGE,\n\nIN\n\nEducation\n\nA\n\nDEMOCRATIC\n\nPROFESSOR\n\nCOLUMBIA\n\nAssociation\n\nOF\n\nPHYSICAL\n\nUNIVERSITY,\n\nNEW\n\nSTATE\nEDUCATION,\nYORK,\n\nTEACHERS\n\nN. Y.\n\nYouth is on the march today. It is a time of change and a chance for\nyouth. The eagerness of young life to meet old problems awakens in age a\nnostalgia for those days when it, too, faced the world.\nYouth in the American democratic state faces a world shaken by the\naftermath of passions, dreams, and disorders of a World War. In the face\nof unprecedented economic confusion, education alone stands solid, stolid,\nand static. We are thrilled by the concept of the good life, but interpret this\neducationally as training the mind. On the doorstep of a new world we\nstand looking back at classical and literary discipline. Thus, American youth\nwanders between two worlds, the one dead, the other powerless to be born.\nAs America faces these critical days, some leader of men may well ask if\nnational life survives. Will the answer given show 30 to 36 percent of young\nmen unfit for national service as it did twenty-two years ago? Will it show\nadults in large majorities who have no creative, active recreation skills or\nleisure interests? And as the question is answered, education stands solid,\nstolid, and static, engaged earnestly and devotedly in the training of the\nminds of youth.\nDemocracy, liberty, and freedom of the individual are much on our hearts\nin these days. It is becoming increasingly clear that democracy is a burden\nto us in competition with totalitarian governments and war economies unless\nby education we can increase our individual and social effectiveness. If the\nAmerican dream is to be realized, it will come, I believe, not by our general\ndisposition to express goodwill toward the democratic ideal, but rather by\na number of particular decisions, acts, and conclusions.\nIt was the democratic philosophy that led us to turn away from the con¬\ncept of a fixed social status for man. It embodied certain freedoms, set the\nlimits within which government was to function, and proclaimed the brother¬\nhood of man. To make real these freedoms we established free public school\neducation.\nThe philosophy of democracy set the background for our purposes. In re¬\ncent years, however, we have turned our attention to the second aspect, the\nprocedures of democracy, the democratic process and method. The main\nfight has been to democratize institutions. Democratic procedure has be¬\ncome such a fetish, for example, that some college professors are sitting on\nso many committees engaged in running the college that they have no time\nfor the work they were hired to do — the teaching of students. Education\nswung from the consideration of how to teach children to the task of how\nto reconstruct society. It insisted that it must deal with the problems of pro¬\nduction for use and not for profit, social reorganization, and similar mani¬\nfestations of a disturbed world. The democratic philosophy and democratic\nprocedures are important in education, but the products of democratic life\nand living are the heart of our problem.\nI suggest that our present need in education is not harangues upon the\n\n"}
{"page": 219, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\n215\n\nRecreation\n\nphilosophy of democracy or drives for democratic procedures, but an earnest\nand devoted study of the product American education is to produce.\nAmerican youth is the product of American education, of American social\nlife, a composite of the myriad forces that play upon the recurrent biological\ngenerations of man. It is the persistent and exclusive emphasis upon the\neconomic life, it is the dominance of intellectual interests in education, and\nhence the corresponding neglect of other vital aspects of human personality\nthat are responsible for much of the social disturbance of the present. The\neconomic and intellectual are so prominent in all social analyses of the present\nsituation that we are led to believe that frustration can be combated by\nestablishing a condition of economic well-being.\nIn dealing with youth today, we need to remember that our shortages are\nhuman and personal no less than economic and social. The intellectualism\nof our schools and colleges utterly fails to sense the problem. We are faced\nwith the paradox in which intellectuals must wage war upon intellectualism\nif normal social life is to survive. Scholarship must be centered upon prob¬\nlems of personality rather than upon familiar literary and scholastic dis¬\nciplines, and teachers must be found who love play, who have some spirit of\nadventure themselves, and who know what the woods and fields mean. The\nsources of our common joys, the senses, must find a place in home and com¬\nmunity life.\nIn this education of American youth health, physical education, and\nrecreation must have an increasingly greater part. For this greater respon¬\nsibility we need improved leadership, men and women placed under the\nobligation of their profession. This obligation shall forge the discipline that\nall seekers of excellence aspire to achieve. The excellent man is he who\nmakes great demands upon himself.\nIN\n\nTHE\n\nFRONT-LINE\n\nTRENCHES\nWORK\n\nIN\n\nDOROTHY\n\nB. NYSWANDER,\n\nDIRECTOR\n\nOF SCHOOL\n\nON\n\nNEIGHBORHOOD\n\nHEALTH\n\nDEVELOPMENT,\n\nSCHOOL\n\nLIE ALT\n\nH\n\nSTUDY,\n\nNEW\n\nYORK,\n\nHEALTH\n\nCOMMITTEE\nN.\n\nY.\n\nNew York City for many years has recognized that the school health\nfield offers invaluable opportunities for preventive medicine. The two major\ndepartments involved have made repeated attempts to get at the heart of\nthe complexities of the program. At their request some years ago the Ameri¬\ncan Child Health Association and the Metropolitan Life Insurance Com¬\npany financed basic research studies in the field. Those studies laid the\nfoundations for developing a better health program thru pointing out im¬\nportant weaknesses.\nThose in the board of education and the department of health charged\nwith the responsibility of administering this program recognized that some\nwork must be done in the front-line trenches before they could bridge the\ngap between knowing what was wrong and knowing specifically what could\nbe done about it. It seemed best to request funds from private sources to\nobtain the staff needed, and this was done. The study was requested by\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\nthe two departments ; it is given all possible aid by the administrative officers\nand bureau directors of both departments. The staff of the School Health\nStudy submits its problems, its findings, and its recommendations to .those\nin charge at every point along the way.\nThe plan called for developing a school health program in a limited area\nof the city where new and better procedures and policies could be given\ntrial before recommendations were made for citywide adoption.\nThe study staff was to take the lead but the regular teaching and health\ndepartment staff also were to participate in finding solutions. The staff as¬\nsigned by both departments to the experimental schools was not increased in\nnumbers so that the practical problem of developing more effective methods\nof work and analyzing school health needs within the limitations of the city\nbudget could be faced.\nHere is what we have done to date. With\n\na little imagination you can see\n\nhow the solutions meet front-line trench problems.\n1. Medical records must be kept alive — After some experimentation the\nstudy staff decided that the only logical method of keeping medical records\nalive in this city where 35 percent of the children change schools each year\nwas to forward the medical record with the class academic record to the new\nschool. It immediately\n\nbecame\n\napparent\n\nthat it was\n\nnecessary to have a\n\nmedical card made up for each child. A sampling survey showed that 50 per¬\ncent of the school children did not have medical records. A check study on this\nnew method of transferring the medical records shows its superiority to the\nold method.\n2. W orking files must be helpful guides and not white elephants — Three\ndifferent methods have been tried out during the past two years of arrang¬\ning the files of medical cards so that they tell a story of what needs to be\ndone for the children. A medical card which has numbers at the top showing\nthe months of the year — six differently colored metal tabs indicating what\nfunction the nurse is expected to perform — and an alphabetical arrangement\nof medical cards by classes which conforms to that used by the teacher in\nfiling her class cards, have combined to produce an efficiency in organizing\nwork that is 100 percent better when measured in time units than with the\nold methods.\n3. The teacher — what can he do? — In New York City there is complete\nagreement that the teacher must be the focal point of all health activities\naffecting his pupils. For the past ten years teachers have been asked to set\naside one day each term in which to inventory the health needs of their\npupils. This day is known as Health Day. Teachers have been taught to\ngive Snellen Chart tests, to observe dental defects, and to be attentive to\nany and all data pertaining to the physical health of a child. These data\nwere recorded by each teacher on a sheet called the Health Day Sheet which\nwas used as a worksheet thruout the term. This experimental Health Sheet\nhas given way this year to a new individual Health Card for each child.\nThru the use of this Health Card teachers’ observations and records on\nhealth status become cumulative over the years.\n\n"}
{"page": 221, "printed_page": null, "text": "217\nHealth,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n4. What are the educational needs of health workers? — What are the\nspecific weaknesses of school physicians, school nurses, and classroom teach¬\ners? Bravely but dubiously the study staff entered this field of inquiry. It\nbecame immediately apparent that our newly developed program in the\nexperimental schools would fail to carry over to the city staff with its 175\nschool physicians, 450 school nurses, and 30,000 teachers unless we developed\nsuccessful methods in staff education.\nIf I were to state the one fundamental weakness for each of these groups\nwhich our studies have revealed I think that I should say:\n1. The school physician needs to develop the consciousness that he is a person\nwhose privilege and obligation it is to individualize his work so that guidance to\nparent, child, and teacher is his chief function.\n2. The\n\nchief difficulty of the nurse\n\n3. The teacher’s need is shown\n“how” of health instruction.\n\nOur\n\nlies in her inability to plan her work\nin his lack of knowledge\n\neffectively.\n\nas to the “what”\n\nwork, however, has been chiefly with physicians and nurses. Our\n\nand\n\nonly\n\nexperimental work in in-service education has been with them.\n5. The community is part of the program — Problems of the health of\nschool children go beyond the walls of the school. Their solutions more often\nthan not depend on agencies and people outside the school year. The health\neducator who thinks that he can do a good job without intimate and fre¬\nquent contacts with public health workers, private practitioners, social work¬\ners, parent organizations, youth organizations, and other vital components\nof community life, public and private, is just living in an academic cocoon\nof complacency.\nTHE\nG. OTT\n\nROMNEY,\n\nCHALLENGE\n\nCONSULTANT\n\nON\n\nOF\n\nRECREATION\n\nRECREATION\n\nADMINISTRATION,\n\nFACILITIES,\n\nWASHINGTON,\n\nWORK\n\nPROJECTS\n\nD. C.\n\nThis news item recently shared front-page space with Mr. Chamberlain’s\numbrella and the dizzy live-fish eating exploits of exhibitionistic collegians:\n“State Must Pay $3000 to Student Hurt in Gym. Cortland, N. Y.\nMarch 11. New York State has been ordered to pay $3000 to an injured\nschool girl gymnast because she was ‘compelled to perform such fantastic\nand perilous antics’ as the head stand.\n“Appellate Division Justice Christopher J. Heffernan, wTho awarded\nElizabeth Garner, 14, the judgment for a dislocated vertebra, ruled it\n‘absurd’ to consider the head stand a necessary part of education.”\nIf the prosecution had asked for a definition of physical education and\nwhether it is an art or a science or a pseudoscience or a quasi science the\nanswer would have been “yes” if we may take Samuel H. Jameson of the\ndepartment of sociology of the Llniversity of Oregon literally. This eminent\nsociologist has said :\nWhen\n\nthe history of human\n\nstupidity\n\nis written\n\nin the future, one\n\nof the most\n\ndamaging chapters will be on physical exercise, sponsored, supported, and sold by\nthe teachers of physical education. In spite of its kinship with biology, anatomy,\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nphysiology, psychology, and biochemistry, physical education has fallen in love with\neducation and married her without courtship. Education is an art, not a science.\nAssiduous endeavors in objective experiments may push physical education into\nthe ring of the social sciences. . . . This (the process of becoming a science) is\npainful and\nwishes\n\nlaborious\n\nto follow\n\nprocedure\n\nfraught\n\nthe steps established\n\nphysical education\nits social content.\n\nshall remain\n\nwith\n\nfailures but promising\n\nenough\n\nif one\n\nby the existing scientific disciplines. Until then\n\noutside\n\nthe pale of the social sciences\n\nin spite of\n\nEven tho physical education may be one of those indefinable somethings\nlike college spirit, democracy, and boardinghouse hash, it has quit trying\nto muscle its way into the best social circles. Instead, in company with health\nand recreation it mounts the front steps in dignity and becomes socially\nsignificant. Its field is so all-inclusive that its disciples dare discuss anything\nand everything. On this assumption the following remarks will deal boldly\nwith physiques, femininity, facilities, physicians, football, and Freud.\nFemininity — The fact that woman\n\nhas so successfully invaded what were\n\nonce man’s sacred realms — refining his barber shops, driving his taxicabs,\nand running his enterprises — should not suggest that female physical educa¬\ntors and recreation leaders try to become more masculine than man himself.\nNor does it vindicate pursuit to an extreme of co-recreational or mixed group\nactivities.\nShould we not demand that our physical education women, in personality\nand appearance and thru the conduct of their activities, symbolize the grace,\nbeauty, and feminine charm which too many modern women seem intent on\nthrowing away ?\nFootball — That presentday collegiate football and, thru its infectious\noperations, interscholastic football as well, is suffering from rheumatic\noveremphasis seems pretty well agreed, but intercollegiate football is crying\nfor help in extricating itself from its own follies. When the somewhat hideous\nskeletons are being dragged out of the college athletic closets, where are the\nphysical educators of the nation? Have you heard their voices in defense of\nthe game, in demanding certain standards, in showing the way to sanity\nand health? The title of “physical educator” implies the duty and power\nto wield the greatest influence. But they have been strangely silent while\nthe many virtues of the sport are being buried under its acquired vices, and\nhave left it to others blinded by one bias or another or sadly misinformed\nto muddle\nship.\n\nthru. Here, then, is a real challenge to physical education leader¬\n\nFacilities — In almost unbelievable profusion in the last few years, thanks\nto the beneficence of the federal emergency programs, recreational facilities\nhave sprung up over the entire nation. If WPA construction is not what\nthe community needs, is not wisely located, or not well planned functionally,\nit is not the fault of WPA. The sponsor is the planner.\nThe deplorable truth is that too much of the planning is faulty. Where\nhave the physical education and recreation specialists been slumbering while\nall this has been going on ? Who should lend guidance in planning recreation\nfacilities in the communities? Where is that fine sense of social responsibility\nof which we have heard so much, identifying us as social engineers?\n\n"}
{"page": 223, "printed_page": null, "text": "219\nHealth,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\nHealth — It is here in health service that all the specialists in physical edu¬\ncation, health, and recreation find a camaraderie in a common interest of\ngigantic social proportions, community health, the health of the whole man,\nmental health as well as physical health.\nBut is it in assuming a pioneering and crusading responsibility in com¬\nmunity health in the biggest sense that the professions here represented gain\ntheir greatest stature and become most socially significant? It is not enough\nto know that an alarming percent of the people are ill nourished and ill\nprovided with medical care. As especially equipped and interested and\nfavored citizens we must lead in doing something about it.\nSex — The various sessions of this convention which have been devoted to\nthe consideration of health education have strongly reinforced my belief that\nwhen it comes to sex education we are a group of gifted open-field runners.\nWith astounding dexterity we stiff-arm and dodge our way around this\nvexing and perplexing issue. The teaching of sex demands particular skill\nborn of proper temperament and certain abilities and attitudes. It involves\na carefully conceived and scientifically graduated process, and somewhere\nin the process young folks about to be married should be able to profit by\nexpert consultation made available by society. Realism tells us that the youth\nwill acquire his sex knowledge thru pornographic magazines, drugstore win¬\ndow displays, and similar sources if he is not taught it frankly and carefully\nin the schools, the clinics, and at home. And there are reasons why the home\nis generally unprepared, inadequate, or too late.\nA national congress of medical specialists, sociologists, psychologists, other\nhealth leaders, physical educators, and laymen, and perhaps high-school and\ncollege students, might well devote itself to devising a procedure to meet\nthis problem. It would seem logical for this professional group to initiate\nsome such attack. It is our job to teach it.\n\nRECREATION,\nFRANK\n\nS. LLOYD,\n\nTHE\n\nPROFESSOR\n\nMUNICIPALITY’S\nOF\n\nEDUCATION,\nYORK,\n\nNEW\n\nRESPONSIBILITY\nYORK\n\nUNIVERSITY,\n\nNEW\n\nN. Y.\n\nAmerican democracy has demonstrated its efficiency in the eyes of the\nworld thru its high degree of effective organization and administration, its\nconstant struggle for a high standard of living for all, and its progressive\nrealization of its ideal of universal public education. It has just entered\ninto the realization of another essential ideal of democracy, namely, the\nprovision of leisure for all.\nRecreation must be in its finest sense the creative use of this leisure. Recrea¬\ntion has come to us as the great challenge. It stands beside the home, the\nschool, and the church as one of the most profitable areas for the realiza¬\ntion of the ultimate aim of democracy, namely, a people who will be able\nto live finely, expressing themselves as individuals in socially desirable ways.\nThis realization has been hindered by a number of traditional concepts.\nThe concept which dominated America in its struggle period resulted in a\nglorification of work. Recreation under these circumstances simply became\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\nan area for recuperation, something which had to be done in order that one\nmight return revitalized to the really important functions of living, namely,\nwork.\nRecreation has been very much the prerogative of the wealthy and the\nbum. The aim of the wealthy was often the emancipation from the necessity\nof work in order that they might recreate, in most cases the tragedy being\nthat having arrived at the stage of economic security, they no longer knew\nhow to recreate. With the pathological appeal of slums, reduction of crime,\nand increase in the hazards of our modern streets, municipalities stressed\nrecreation for the underprivileged. Recreation has been much hindered by\nthe conception that it was primarily concerned with the problem of occupy¬\ning spare time or keeping people busy in order that they might not form\nundesirable interests.\nRecreation as recuperation is a misnomer.\n\nFor the child and adolescent,\n\nrecreation is not recuperation or re-creation; it is life. For a large number\nof American adults it is their only personal creative area. Recreation must\nnot be made compulsory. Yet we must develop in people attitudes about\nrecreation which insure that they utilize their leisure time effectively. Our\nprocedures must be more subtle than those of regulation.\nRecreation will have as its aim the increased mental, social, and physical\nhealth, the bringing of joy to participation, and above all else, that great\narea of education which has been so sadly neglected, namely, the develop¬\nment of proper attitudes and ideals about oneself, about others, and about\nthe ideals for which this nation stands.\nThe responsibility for the development of procedures for the effective\nutilization of this leisure must fundamentally rest with the home. This\nhome recreation will involve recreation in the home’s immediate environment\nin explorations. The school is becoming increasingly recreation-minded. In\norder that recreation shall not be stultified or limited by the traditional con¬\ncepts of school education, it will be necessary either that the schools reor¬\nganize their w*hole approach to the problem of education or establish pro¬\ncedures after the end of the school day which will more effectively fit the\nneeds of recreation leadership.\nPrivate agencies will continue to serve this great field as great experi¬\nmental areas. They must realize that one of their great functions is to pro¬\nvide useful material thru their experimentation for the public agencies.\nThese private agencies will also cater to special interest groups or for those\nnot finding full opportunity in public recreation for the activities in which\nthey are particularly interested.\nThe great bulk of the responsibility for recreation will fall upon the pub¬\nlic agencies. It becomes a local community, municipal, state, and federal\nfunction. The determination of policies must fundamentally be a municipal¬\nity right. While the state and federal governments may control these policies\nthru the provision of funds, such controls must not be subject to narrow\nregimentation.\nAccepting that the primary responsibility is a municipal one, that private\nagencies alone will never be able to touch adequately this problem of recrea-\n\n"}
{"page": 225, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\ntion, then what must municipalities do? One\n\nand\n\n221\n\nRecreation\n\nof the first great steps they\n\nmust take is to direct and change the people’s concepts concerning recreation,\ndeveloping the right attitudes for leisure as the opportunity and the key\nto culture. The second great function which the municipalities must per¬\nform is to create a felt need for desirable recreation which will be so urgent\nthat one will feel undressed without it.\nSpace and facilities that become the cathedrals of culture must be provided\nand labelled in the minds of the public as recreational centers. Programs\nmust be provided which will not only touch all of the present interests of\nthe people but will also create interests in forms of activities which will\nbring maximum dividends. Above all, we must provide social engineers, a\ntrained, skilled, and idealized leadership which carries with it the degree of\neconomic status equivalent to the finest civil servants of any community.\nThe next problem in the unfolding of the realization of democracy is to\nsolve the leisure-time problem. Can we use our leisure as a profitable area\nfor the full realization of sound, healthful personalities activated by fine\nideals of conduct? Can we creatively utilize the leisure time of our people\nthru the effective use of recreation ?\nFACTS\n\nMARY\n\nAND\n\nJ. SHELLY,\n\nFANCIES ABOUT\nIN EDUCATION\n\nDIRECTOR,\n\nBENNINGTON\n\nBENNINGTON,\n\nTHE\n\nSCHOOL\n\nDANCE\n\nOF\n\nTHE\n\nDANCE,\n\nVT.\n\nThe opportunity to gain a hearing for the dance in a general session of\nthis convention places a peculiar responsibility upon the spokesman. One\nmethod of discharging the responsibility is to refrain from appealing only\nto fancies, however well founded, and to include here a few unbiased facts.\nThe source of the facts is an unpublished study made in 1937-38 by the\nBennington School of the Dance. The study was directed toward the present\nstatus of the dance in education.\nThe study tells much more about the dance in colleges and universities\nthan in high schools principally because, having emphasized the modern\ndance, there is more to tell. Despite returns too scanty to constitute a good\nsampling, the information about the dance in high schools is worth citing\nfor its confirmation of common observation.\nThe conspicuous fact is the evidence of recent rapid growth, most notice¬\nable, as would be supposed, in the larger communities. The dance program\nin high schools greatly favors the girls of this age, but promising experi¬\nmentation in cultivating the perfectly natural interest of boys in all types\nof dancing is under way in a number of places. There is conclusive evidence\nthat this program is everywhere going on in high schools exclusively under\nthe auspices of physical education.\nBy far the majority of colleges and universities in this country offers in¬\nstruction in some kind of dancing, and something approximating two-thirds\nof these teach modern dance or its equivalent. Among the institutions pre¬\nparing teachers in this field, an extremely small proportion separate dance\n\n"}
{"page": 226, "printed_page": null, "text": "222\n\nNational\n\nEducation\n\nAssociation\n\nas a major or minor field. Approximately 27,000 women students and about\n300 men were engaged in modern dance in these institutions in the winter\nof 1937-38.\nMost of the modern dance takes place in regular classes, but an important\nadjunct of class work is the dance club. Dance clubs constitute a whole story\nin themselves. In brief, they are often the heart of the college dance pro¬\ngram and affect the class work in dance far more directly and importantly\nthan do intramurals in athletics.\nDo students in colleges and universities have access to as much dancing\nas they want? The replies show that the extraordinary expansion of this\nprogram in the last few years has for the present met the demand in about\ntwo-thirds of these institutions. The study then asked if teachers in the\nfield considered adequate the present typical undergraduate preparation to\nteach dance. An overwhelmingly negative reply was made.\nDrawing one plain conclusion, the present, and as far as one can see ahead,\nthe future fate of the dance in education rests in the hands of physical edu¬\ncation. Examined from the purely practical angle, the use of that preroga¬\ntive merits unquestionably serious consideration. How and where shall we\ngo from here?\nThese questions have already been debated extensively enough to reveal\nsome of the more prevalent pros and cons. The pre-eminent claim to educa¬\ntional consideration on the part of the dance is the tremendous enthusiasm of\nthose who like it. Opposed to this is an equally conspicuous absence of enthu¬\nsiasm on the part of those who do not like it. Again on the positive side can be\ncited its physically vigorous, highly active character. Opposed to this is the\nobservation that it may involve physical activity which is unphysiologic ; that\nit can occupy the attention of enthusiastic young people to the exclusion\nof things they might also, if not better, be doing. Again the counsel for\nthe defense argues the expressive attributes of dancing. On the contrary,\nsays the prosecution, it can be sheer exhibitionism. Besides, this modern\ndance is ugly, morbid, and unchildlike. The defense will insist that “ugly”\nis a matter of taste like “beautiful.” Morbidity lodges in the eye of the\nbeholder. As for unchildlikeness, children shall be the judge of that.\nThe professional dancers are not responsible to education, the defense\ngoes on. The artist never is; he is responsible to society which happens to\ninclude education. Moreover, teachers and artists should get together oftener,\nas they are doing in dance to the mutual benefit of both. Artists, especially\nin a democratic social order, ought to know more about education, which\nis trying to do the same thing they are. Why should not education make\nthe overtures?\nAs for the argument, the last word is far from being said. As a matter\nof fact, factual and fanciful discussions of the dance in education more and\nmore take on the goodwill and common sense which are the requisite sub¬\nstitutes for inclusive and conclusive evidence.\nThe position of the dance in physical education increasingly approximates\nthe position of the whole of physical education in education at large. Here\nis an art, placed within the educational jurisdiction of physical education.\n\n"}
{"page": 227, "printed_page": null, "text": "223\nHealth,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\nAs an art, it is blood brother to play, already the educational province of\nphysical education. As an art, it is also inextricably linked with all the\nother arts. It is an old art, but new to us and altho strange, full of fresh\npossibilities. The proof of its worth will be, in the end, not in fact or fancy\nwhich must follow after but in the dancing which will, as it must, go its\nown sweet way.\nCRITERIA\nHARRY\n\nA. SCOTT,\n\nDIRECTOR\n\nOF\n\nOF\n\nSUCCESS\n\nPHYSICAL\n\nHOUSTON,\n\nEDUCATION,\n\nRICE\n\nINSTITUTE,\n\nTEXAS\n\nSuccess, as an entity, is difficult to define. It does not possess physical form ;\ntherefore, it may not be seen or felt. It is an extreme variable and is never\nto be regarded as a constant. Success may be achieved only by careful plan¬\nning and hard and intelligent work.\nOne does not succeed alone. He invariably rises by stepping upward on\nthe shoulders of all those persons who have intimately touched his life.\nNeither does one fail alone. He drags with him all who have attempted to\naid him in his climb.\nOnce success is attained it is much\n\nmore difficult to remain on top than\n\nit was to get there. To maintain high rank in a profession one must con¬\nscientiously repeat those practices and retain those personal attributes that\nwere responsible for his rise.\nOne is successful only in the eyes of his professional associates. If he makes\nthe mistake of assuming that he is successful, the chances are that decay will\nset in and his profession will move along without him. It is possible to make\na number of suggestions to the younger members of our profession which,\nif practiced, will aid them in attaining their professional ambitions.\nOne seeking a professional career must set a goal or an ideal for himself\nand drive steadily toward it. It is quite possible to plan one’s life with a high\ndegree of accuracy. One may be aided in his upward climb by selecting an\nadmirable professional personality and, so far as possible, without losing\none’s own individuality, emulating this person’s desirable professional qual¬\nities. In this connection it is doubtful if the novice should choose his ideal\nat a convention. Too often professionally successful persons, under the stress\nand strain of convention details and multiplied social activities, present bad\nexamples.\nAll of us must bear in mind that in order to effectively teach abundant\nliving one must live a good life. As teachers we must be fair examples of\nwhat we expect our pupils to become. For the most part these practices will\nprovide a yardstick whereby the members\n\nof a professional group may judge\n\ntheir degree of success. These measures may be termed “criteria of success.”\nA successful professional leader is: (a) careful always to abide by the code\nof ethics of his group, whether written or unwritten; (b) constantly ren¬\ndering service to his profession; (c) always conscious of his obligation to\nrender service to others, a criterion involving cordial participation in various\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nNational\n\nEducation\n\nAssociation\n\nactivities which deal with civic betterment, that is, being a good citizen in\nevery sense of the word; and (d) striving in every legitimate way to earn\na sufficient financial income to insure him and his family a comfortable exist¬\nence under dignified circumstances.\n\nSAN\nSOCIAL\n\nFRANCISCO,\n\nHYGIENE\n\nJULY\n\n2-6, 1939\n\nEDUCATION — Panel Discussion\n\nArthur H. Steinhaus opened the discussion by citing a number of instances\nof marriages of students in junior and senior high schools and of other sexual\nproblems facing young people. He also brought out the fact that within the\nlast two or three generations the age of entering sexual maturity for girls\nhas dropped markedly — one year within the span of a generation ! No wonder\none hears so often, “When\n\nI was your age, I never gave such matters a\n\nthought.”\nMembers of the discussion panel commented on the fact that public health\nefforts for the control of venereal diseases have mainly centered on finding\nand treating cases, and that little educational work is being done, altho\nsome aids are now available to schools from state departments of health.\nThe incidence of venereal disease in high-school and college students is low,\nbut lack of information or misinformation on this disease and on the whole\nquestion of sex relations at this age may lead to serious social and psycho¬\nlogical maladjustments. The school has a responsibility for teaching this\nsubject and fitting it into the school program. The personality of the teacher\nand the impersonal and factual method of approach were emphasized.\nChauncey D. Leake, professor of pharmacology at the University Medical\nCenter, San Francisco, summarized the meeting by raising the following\nquestions :\n1. Can we be honest with the people we\nhumor in teaching sex?\n2. How\nization ?\n\nfar should we\n\nare teaching?\n\nattempt to give anatomical\n\nCan\n\nwe keep our sense of\n\nand biochemical\n\nfacts popular¬\n\n3. How may we encourage individuals to derive applications for themselves and\nsociety from the facts we give them?\n4. How can we deliberately set about to help others to socially desirable acts?\n5. Can we work out methods of practice for healthy thinking on sex matters?\n6. Can we work out methods for the promotion of the family as a biological unit?\n7. Must we segregate sex education or can we integrate it with all of life?\n\nOther members of the panel were : Charles E. Shepard, professor of hy¬\ngiene, Stanford University; Winifred V. Richmond, psychologist, St. Eliz¬\nabeth’s Hospital, Washington, D. C. ; Noel Keys, professor of education,\nUniversity of California; Edna W. Bailey, associate professor of education,\nUniversity of California; Malcolm Merrill, California State Department\nof Health ; and William Donald, university physician, Cowell Memorial\nHospital, University of California.\n\n"}
{"page": 229, "printed_page": null, "text": "Health,\n\nTHE\nSHERWOOD\n\nPhysical\n\nEducation,\n\nADMINISTRATION\nD. SHANKLAND,\nOF\n\nSCHOOL\n\nOF\n\nEXECUTIVE\n\nand\n\nRecreation\n\nHEALTH\n\nSECRETARY,\n\nADMINISTRATORS,\n\n225\n\nEDUCATION\n\nAMERICAN\n\nWASHINGTON,\n\nASSOCIATION\n\nD. C.\n\nIt is no easy task to direct a school system. Problems of endless variety\nare laid on the desk of the man in the front office at school headquarters. His\ndaily calendar lists appointments with teachers, principals, schoolboard mem¬\nbers, parents, newspaper men, salesmen, and people in trouble. Some wise\nman once said, “The consideration of petty circumstances is the tomb of\ngreat things.” The school superintendent who allows himself to be entirely\nengrossed in these daily tasks has failed to meet his larger responsibilities.\nHe must find time to keep abreast of recent social and economic trends, of\ntaxation and public finance, and of the implications of new discoveries and\ninventions, otherwise his schools will fail to do their part in meeting human\nneeds.\nNew\n\nsubjects and objectives tend to displace the old, but vested intellectual\n\ninterests stubbornly resist change. Recent extensions of school activities in\nhealth, physical education, and recreation give rise to some important admin¬\nistrative questions. Here are a few of them :\n1. What are the limits of a satisfactory school health program ? Clearly\nhealth instruction is a school responsibility. It is equally clear that other\nagencies should furnish hospital care, surgical treatment, and dental and\nmedical diagnosis and treatment. The Educational Policies Commission\nrecommends\n\nthat the school health program\n\nshould include the following\n\nservices, in whole or in certain of their aspects : health instruction and guid¬\nance; daily health inspections; medical and dental examinations; communi¬\ncable disease control ; promotion of mental health ; provision of healthful\nenvironment; concern for the health of teachers; and integration of school\nhealth work. Not all boards of education and school administrators agree in\ntheory with these recommendations, and still fewer conform in actual prac¬\ntice. The limits of the school health program are far from standardized.\n2. Who\n\nis responsible for extending this program\n\nto include community\n\ntraining in healthful living f An effective school health program\n\ncannot stand\n\nalone. It is closely interrelated with public health education and community\ntraining in healthful living. Adults, as well as children, need up-to-date\nhealth education. In many places machinery for this end is sadly lacking.\nPerhaps the joint wisdom\n\nof health officers and directors of health education\n\nwill evolve plans fitted to the needs of the several states, including rural\nas well as urban communities.\n3. Who\n\nis to coordinate the health activities of the schools with those of\n\nhealth departments\n\nunanswered\n\nof municipalities , counties , and states? This question is\n\nin most communities.\n\nIt has been proposed by one authority\n\nthat a health educator, well trained in both health and education, be em¬\nployed jointly by the health department\n\nand the schools, with possible sub-\n\n"}
{"page": 230, "printed_page": null, "text": "226\n\nNational\n\nEducation\n\nAssociation\n\nsidies from both state and federal governments. Of course, no rigid plan\ncan be adopted. Local conditions will demand much flexibility in planning\nand tact in administration if effective coordination is to be secured.\n\n4. TV hat should the federal government\ntion? A number\n\ndo in the field of health educa¬\n\nof federal agencies are active in health education, notably\n\nthe United States Public Health Service, the United States Office of Educa¬\ntion, and the Children’s Bureau.\nFederal funds are now available to state departments of health. Schools\nalso need federal aid for health work. At a conference on health education\ncalled by United\n\nStates Commissioner of Education John W. Studebaker\nearly in June, it was agreed to urge upon Congress the need of federal funds\nto be made available to state departments of education to provide for each\nstate one or more technically trained experts to direct the work in health\neducation. This legislation merits the support of all of us.\n5. What more can be done to prepare teachers to give adequate health\ninstruction and health guidance\n\nto pupils? A recent report of the Connecti¬\n\ncut Board of Education well says :\nIn most schools there are many teachers whose preparation did not cover what\nis now included in teacher college courses in child development, child growth, and\nhealth care of children. If these teachers are to assume fully their functions in the\nschool health program, it is essential that they be given in-service training. This\nwould deal with such problems as the early detection of signs of disease and dis¬\norder, procedures for making morning inspections, approved methods of caring for\naccidents, and other topics directly related to the teacher’s part in school health\nsupervision and school health education.\nIn addition to the in-service training of teachers whose training does not come\nup to presentday standards, it is necessary that all teachers be kept informed of\nnew developments in the field of health, of new methods for conducting school pro¬\ncedures, and of new methods of evaluating the results of the school health program.\n\nThis is a large order. In small schools the superintendent of schools can\nlook for little expert help. Singlehanded he must do the best he can, unless\naid is forthcoming from the state department of education or from teacher¬\ntraining institutions. Larger school systems may hope for the employment\nof qualified personnel.\n6. How can the money be secured to finance the program? Tax dollars\nare none too plentiful, and demands for them are numerous and insistent.\nWelfare\n\nand relief require a steadily increasing share. In states such as Colo¬\n\nrado, old-age pensions take so much\nseriously menaced.\n\nmoney\n\nthat other public services are\n\nHow to get money to pay the teachers’ salaries is a question which many\nschool administrators find it hard to answer. A very intimate relationship\nexists between health education and school finance. Many\nters are settled in budgets.\n\nimportant mat¬\n\n"}
{"page": 231, "printed_page": null, "text": "Health,\n\nSCIENTIFIC\n\nPhysical\n\nPRINCIPLES\n\nHEALTH,\n\nTHOMAS\n\nKIRK\n\nand\n\nUNDERLYING\n\nRecreation\n\n22 1\n\nINSTRUCTION\n\nIN\n\nPHYSICAL EDUCATION,\nRECREATION\n\nCURETON,\n\nEDUCATION,\n\nEducation,\n\nJR., PROFESSOR\n\nSPRINGFIELD\n\nCOLLEGE,\n\nOF\n\nHEALTH\n\nAND\n\nAND\n\nSPRINGFIELD,\n\nPHYSICAL\n\nMASS.\n\nA scientific principle may be defined as a generalized statement which\nsummarizes the various facts established in piecemeal experimentation or\nlong-time trial-and-error application. Such principles should be strongly sup¬\nported by both theoretical analysis and practical experience. This paper sum¬\nmarized approximately seventy “principal” principles which guide the work\nof teachers and administrators of health, physical education, and recreation\nprograms. The principles were arranged in five major groups according to\nthe closeness of relation with a traditional subjectmatter field of academic\nknowledge: (a) sociological-psychological, (b) educational biology, (c)\nmotor learning, (d) mechanics and kinesiology, and (e) physiology of\ntraining.\nSocio-psycliological\n\nprinciples — A\n\nbasic contribution\n\nto the culture can\n\nbe made by developing organic soundness, capacity for work, capacity for\nendurance, and the development of artistic appreciation for physical beauty\nand graceful action. Some of the important principles in this area are:\n1. Organization — Facilities and leadership are necessary for individual, small\ngroup, and mass group participation.\n2. Learning thru skills — Instruction in skills should also involve education in\nhealth principles, rules, information, safety, and social adjustment.\n3. Intelligence development — Social adjustment, esthetic appreciation, athletic\nacuity, and sensory-motor types of intelligence may be developed.\n4. Citizenship development — Contribution may be made to a broad range of ob¬\njectives, synonymous with those of education generally and under proper leadership\nmay have marked citizenship value.\n5. Personality development — Programs\nality to the fullest.\n\nshould foster the development\n\nof person¬\n\n6. Carry-over — Concepts and meanings taught in association with skill instruc¬\ntion may transfer in some degree to other fields of application.\n7. Behavior evaluation — Evaluation of behavior is possible and desirable.\n8. Character and personality thru health — Health is a first step toward character\nand personality development.\n9. Character and personality thru recreation — Character and personality traits\nmay be acquired thru regular participation in physical activity programs.\n10. Socialization — Play, games, and all forms of group work in health, physical\neducation, and recreation possess strong socialization possibilities.\n11. Psychological release — The development and practice of a skill may\nrelease from certain forms of mental and physical frustration.\n\nbring\n\n12. Natural play — A maximum of healthy functioning of the nervous system is\ninduced when games and dances are introduced in the style which allows the most\npleasure and emotional expression.\n13. Competition — Competition may fulfil a deep-seated psychological urge to ac¬\ncomplish victory over chosen obstacles established as goals of attainment for the\nindividual or group.\n14. Fear reduction — Activity participation may be an important\ncoming fear and eliminating inhibition and timidity tendencies.\n\nmeans\n\nof over¬\n\n15. Safety education thru participation — Physical activity programs afford many\nopportunities for teaching knowledge, mental attitudes, and skills related to personal\nand group safety.\n\n"}
{"page": 232, "printed_page": null, "text": "228\n\nNational\n\nPrinciples of educational\n\nEducation\n\nAssociation\n\nbiology — Important\n\nprinciples from educational\n\nbiology which were stated and illustrated are: (a) inheritance, (b) function\nmakes structure, (c) organic development, (d) maturation, (e) mental\naction, reaction, and interaction, (f) integration, (g) tendency to action,\n(h) individual differences, (i) physiological age, (j) health correlated with\ngrowth, and (k) youth conservation.\nPrinciples\n\nof motor\n\nlearning — Important\n\nprinciples of motor\n\nlearning\n\npsychology include: (a) motivation, (b) practice, (c) learning takes time,\n(d) insight, (e) progression according to difficulty, (f) progressive-part vs.\npart or whole, (g) an adequate criterion, (h) evaluation of improvement,\n(i) key elements, (j) specificity of skills, and (k) effect.\nPrinciples of mechanics\n\nand kinesiology — Principles having wide applica¬\n\nbility from the area of mechanics and kinesiology include: (a) mechanical\naction resolved into basic physical measurements, (b) strength of materials,\n(c) vectorial analysis, (d) leverage and moments, (e) density, specific grav¬\nity, buoyancy, and flotation, (f) center of gravity, (g) pendulum action,\n(h) frictional resistance, (i) laws of rectilinear motion, (j) laws of curvi¬\nlinear motion, (k) laws of projection, and (1) work, energy, and power.\nPrinciples of training and conditioning — The\n\nimportant\n\nprinciples in the\n\narea of the physiology of training and conditioning are: (a) warm-up, (b)\nregulation of dosage, (c) endurance, (d) recuperation, (e) complexity of\nphysical fitness, (f) heart protection, (g) deep breathing, (h) fuel consump¬\ntion, (i) posture development, (j) flexibility, (k) emotional stimulation,\n(1) strength development, and (m) emotional fitness. Realistic applications\nof these principles cannot be given here.\nTHE\n\nAGNES\n\nRESPONSIBILITY\nOF THE\nRECREATION\n\nSAMUELSON,\n\nEXECUTIVE\n\nASSOCIATION,\n\nSCHOOLS\n\nSECRETARY,\n\nIOWA\n\nDES\n\nIOWA\n\nMOINES,\n\nSTATE\n\nFOR\n\nTEACHERS\n\nRecreation has an important place to fill in helping education to perform\nits unique function in our American life. Education and recreation are not\nseparate programs with different purposes ; they are inseparable. Both func¬\ntion to complement and supplement each other.\nIt is a mistake for the schools not to exert leadership in recreation. That\nleadership may be advantageously extended thru three or four special avenues\nlisted as follows:\n1. Have a functioning school program. Such a program will not be com¬\nplete without proper provision for health, physical education, and recrea¬\ntion. If the work of the school is established in accordance with the purposes\nof education, recreation will fill its important role in school and community\nlife.\n2. Arouse community\nrecreation programs.\n\nThe\n\ninterest and cooperative effort in providing proper\ncommunity\n\ninvolves various agencies. Guidance\n\napproach\n\nis needed\n\nbecause recreation\n\nis too large and complicated a problem\n\n"}
{"page": 233, "printed_page": null, "text": "229\nHealth,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\nto be solved by any one institution alone without reference to other agencies.\nThe school is in a strategic position to assume leadership in developing inter¬\nest, in the wider use of the school plant, organizing summer programs of\nrecreation, and utilizing community resources.\nThe defining of relationships is important. A community council is a\nsplendid channel thru which cooperative effort may be cleared.\n3. Assist in evaluating and improving the programs. Constant appraisal\nis necessary. In a recreation program too much standardization should be\navoided. Haphazard efforts unrelated to the work of other agencies are apt\nto be wasteful. The place of recreation in developing creative activities and\nmeeting emotional situations, showing us how to relax, satisfying our urge\nfor excitement, with joyous adventures, is not fantastic. People will not use\ntheir leisure time stupidly or accept cheap and barren pleasures if they catch\nthe enrichment that comes from the beauty of sound, color, motion, drama,\nnature, line, and action.\n4. Increase pre-service and in-service facilities for training workers. Society\ncan afford the trained leadership and facilities needed for effective recrea¬\ntional programs. It can afford the laughter of little children, the guidance\nof youth, and extension of opportunities to adults. It can afford a renais¬\nsance of education and recreation. Education should lead the parade and\nnot be the calliope at the end.\nSUMMARY\n\nOF\n\nLEGISLATIVE\n\nCOUNCIL MEETINGS\nAPRIL 1939\n\nAT\n\nSAN\n\nFRANCISCO,\n\nAt the Legislative Council meetings held in San Francisco, reports of all Associa¬\ntion committees, districts, and sections were submitted and accepted.\nThe petitions of the health, physical education, and recreation associations for\nMississippi and Nevada, Delta Psi Kappa, and the American\ntion for affiliation with the Association were accepted.\n\nSchool Health Associa¬\n\nHiram A. Jones of New York was elected president-elect and Jess Hair of Ala¬\nbama member-at-large on the Governing Board.\nThe provisions of the Constitution requiring a mail vote were temporarily waived\nin order to vote honorary membership to William E. Day and J. Blake Hillyer, both\nof whom have been members of the Association for fifty years. The question of\ngranting future honorary memberships was referred to the Honor Awards Com¬\nmittee for the establishment of a policy.\nIt was voted to set up a continuing committee to study the question of a student\nsection and to sponsor the development\ngrams and conventions.\n\nof student organizations\n\nand\n\nstudent pro¬\n\nIt was voted that former sustaining members who pay the balance on a life\nmembership within three years may do so on the single payment rate of $80 rather\nthan on the installment rate of $100.\nIt was\n\nvoted\n\nto go on record as approving\n\nadopted and put into effect by committees\ntion.\n\nthe policy that operating\n\nand other working\n\ngroups\n\ncodes be\n\nof the Associa¬\n\nIt was voted to appoint a one-year committee to consider the advisability of estab¬\nlishing a standing committee to evolve and recommend standards for the profession.\nIt was voted that a committee of five, the president and executive secretary to\nbe included, should be appointed to bring to the attention of President Roosevelt\nand the Congress suggested amendments to the Wagner Health Bill, in order to\nprovide adequate health, physical education, and recreation supervision in state\n\n"}
{"page": 234, "printed_page": null, "text": "230\n\nNational\n\nEducation\n\nAssociation\n\ndepartments of education and adequate health service in land-grant colleges and\nstate teacher-training institutions.\nThe petition of the New England Health Education Association for Council repre¬\nsentation was rejected because it did not meet the constitutional requirements.\nThe revision of the Ten Cardinal Principles was accepted, and it was voted that\na continuing committee should be appointed to consider criticisms of the report and\nto make further revisions in it from time to time.\nIt was\n\nvoted to hold the 1942 annual\n\nmeeting\n\nin New\n\nOrleans.\n\nThe recommended budget of $36,800 for 1939-40 was accepted.\nIt was voted to appoint Bess Exton as assistant in health education, the position\ncreated by the grant of $5000 annually for three years from the National Tuber¬\nculosis Association. It was also voted that an advisory committee should be ap¬\npointed to guide the policy in regard to this new position.\nThe Professional Education Committee was made a standing committee of the\nAssociation. The Committee on Yearbooks was made a standing committee.\nThe question of sections taking on financial commitments was referred to the\nincoming president.\nThe president was empowered to appoint a committee to study and formulate a\nstatement of the functions of the president, executive secretary, and editor, and define\nthe lines of authority and responsibility of each.\nIt was voted to appoint a committee of seven to study the problem of the proposed\nmerger of the Women’s\nAthletics.\n\nDivision\n\nN.A.A.F.\n\nand\n\nthe National\n\nSection on Women’s\n\nThe president was empowered to secure funds from such sources as seem wise,\noutside the budget of the Association, for the promotion of the Research Committee\nstudy and other projects of this nature.\nIt was voted that a committee should be appointed to work out a statement of\nthe relationships of the national Association, districts, state associations, and units\nwithin the state associations. It was assumed that the question of joint fees would\nbe a part of this committee’s report.\nThe Resolutions Committee presented\n\nresolutions thanking\n\nlocal committees\n\nand\n\nothers for their work on the convention, condemning retroactive applications of fed¬\neral income tax to state and city employees, and expressing its sympathy on the\nillness of the editor, Mr. Mitchell.\nIt was voted that the Constitution should be amended to provide that affiliated '\norganizations shall not have a vote on the Legislative Council.\nIt was also voted that the president with the approval of the Council shall seek\noccasions for cooperative working relationships with other organizations.\nIt was voted that the Association membership fees should not be increased.\nIt was voted that the Association should discontinue receiving memberships thru\nsubscription agencies and that a careful study should be made of losses and gains\nthru this policy for the next one or two years.\nIt was voted that the president should appoint a committee to work with the\nCollege Physical Education\n\nAssociation\n\non teacher-training\n\nproblems.\nN. P. Neilson,\nExecutive\n\nSecretary.\n\n"}
{"page": 235, "printed_page": null, "text": "t American\n\nAssociation\n\nof\n\n<£chool -Administrators\n\n"}
{"page": 236, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAt the meeting of the National Teachers’ Association in Harrisburg,\nPennsylvania, August 1865, the state and city superintendents present\ndecided to form an organization of their own. The new organization was\ncalled the National Association of School Superintendents.\nIn 1870 the National Association of School Superintendents became\none of the four original departments of the National Educational Asso¬\nciation. Under the act of incorporation passed by Congress in 1907 , it\nwas called the Department of Superintendents of the National Education\nAssociation. In 1921 the Department was reorganized with a full-time\nexecutive secretary at Washington headquarters.\nAt the New Orleans convention in February 1937, the Department\nadopted a revised constitution and bylaws changing the name to the Amer¬\nican Association of School Administrators, a Department of the National\nEducation Association. It meets annually during the last week in Feb¬\nruary. A yearbook and an official report of its annual convention are its\nprincipal publications. The annual dues, $5, are payable to the executive\nsecretary.\nThe officers of this Department for the year 1939-40 are: president,\nBen G. Graham, Superintendent of Schools, Pittsburgh, Pa.; eirst vicepresident,\nsecond\n\nlohn\n\nA. Sexson,\n\nvicepresident,\n\nOmaha,\n\nHomer\n\nNebr.; executive\n\nSixteenth\n\nSuperintendent\nW.\n\nof Schools,\n\nAnderson,\n\nsecretary,\n\nStreet, N. W ., Washington,\n\nPasadena,\n\nSuperintendent\n\nSherwood\n\nof Schools,\n\nD. Shankland,\n\nD. C.; executive\n\nCalif.;\n\n1201\n\ncommittee,\n\nI. C. Cochran, Superintendent of Schools, San Antonio, Texas (term ex¬\npires 1940) ; Jesse H. Mason, Superintendent of Schools, Canton, Ohio\n(term expires 1941); J. W. Ramsey, Superintendent of Schools, Fort\nSmith, Ark. (term expires 1942) ; William J. Hamilton, Superintendent\nof Schools, Oak Park, III. (term expires 1943); president, first vicepresident, and second vicepresident, ex officio.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follozvs:\n1870:751\n1871 -.211-228\n1872 -.245-284\n1873:244-270\n1874 :297\n1873:189-190\n1876:291-292\n1877:253-261\n1879 :223\n1880:235-236\n1881:252-281\n1882 >205\n188 3:131\n1884 :283-292\n\n1885:160-191\n1886:333-350\n1887:509-538\n1888 :5 13-544\n1889:611-614\n1890:365-542\n1891:379-526\n1892 :5 59-744\n1894 :2 5 2-5 92\n1895 :2 13-429\n1896:231-392\n1897:195-316\n1898:303-488\n1899 :251-379\n\n1900 :183-296\n1901 :189-348\n1902:151-305\n190 3:139-300\n1904 -.173-332\n1905:155-270\n1906: 29-214\n1907 :145-328\n1908 :129-312\n1909 :1 59-330\n1910 :143-306\n1911:161-330\n1912:329-498\n1913: 99-354\n\n[ 232 ]\n\n1914 :1 33-292\n1915 :253-526\n1916:895-1100\n1917:661-846\n1918 :473-684\n1919:483-674\n1920:407-536\n1921:679-850\n1922:1295-1464\n192 3:881-1024\n1924:803-962\n1925:633-862\n1926 :665-838\n1927 :697-872\n\n1928 :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\n1936 :399-521\n1937:447-566\n1938:175-282\n\n"}
{"page": 237, "printed_page": null, "text": "Published\nhere convention\nare as manyas ofspace\nthe addresses\nbeforegeneral\nthe general\nof\nthe Cleveland\npermits. All\nsessions sessions\naddresses\nhave been published in full in the 1939 Official Report of the American\nAssociation of School Administrators.\n\nMONDAY\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\nA\nWILLARD\n\nE. GIVENS,\n\nPresident\n\nUNITED\n\nPROFESSION\n\nEXECUTIVE\n\nSECRETARY,\n\nNATIONAL\n\nCIATION,\n\nWASHINGTON,\n\nD. C.\n\nSexson:\n\nThe\n\nneeds\n\n27, 1939\n\nof our\n\nEDUCATION\n\nsociety are producing\n\nASSO¬\n\nchallenging\n\ndemands upon all agencies and institutions. And, the result of the chal¬\nlenge of the modern problems of society and the world is a girding up of\nthe loins of all the virile, potentially capable institutions in our society.\nMemberships in organizations of all kinds are increasing. Means for the\nimplementation of plans and policies are being augmented.\nConsiderations of this kind prompted me to plan the program of this\nconvention in the hope that it might strengthen our professional organiza¬\ntions, that we might clarify our thinking as to our problems and needs, and\nmight center our attention upon the accomplishment of our major objec¬\ntives that we might present a unified profession and exercise our combined\nstrength in constructive, creative, professional activity.\nThe man whom we have chosen to guide us, to advise us, to counsel us,\nas well as to represent us in the great cause of public education, seemed\nto me to be above all others the logical keynote speaker of this convention.\nTo the extent that we support him, we shall make progress; to the extent\nthat he advises us of his plans and purposes, we may support him.\nWithout formalities of introduction but just in a fine personal and\nfriendly way, may I ask the executive secretary of the National Education\nAssociation to make the opening address — Willard\nMr.\n\nGivens:\n\nSeveral\n\nmonths\n\nago\n\nour\n\npresident\n\nE. Givens.\nasked\n\nme\n\nto appear\n\non\n\nthis program to stress the need for a united profession devoted unselfishly\nto promoting public education thruout the nation. I am indebted to many\nof you for very helpful suggestions in connection with this assignment.\nA united profession devoted unselfishly to promoting public education\nthruout the nation will be fully developed only when all of us appreciate\nthe fact that the job to be done by education in our democracy is so big and\nof such vital significance that any division in our ranks results in lessened\neffectiveness and is little short of treason to our country.\nTo what extent is our present chaotic economic condition due to the\nfailure of our schools to prepare literate citizens in economics? How can\nwe get out of the present situation and lay a sound basis in economics for\na better life for our individual citizen except thru education? The schools\nmust have a large part in it, and our profession, in school and out of school,\nmust lead in developing intelligence in this field.\n[ 233 ]\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nAs we look at the international situation we find ourselves surrounded\nby war “jitters.” We should be intelligent enough to let Europe and Asia\nsettle their own insane affairs. If we go into another foreign war and win —\nwe still lose. If ever any foreign army tries to invade our land, we will\ngladly take our chances with death to defend it. Has our profession thru\neducation yet developed a sane viewpoint in connection with this problem?\nIf all of us who are engaged professionally in education could be made\nfully sensitive to the job that is ours, there would be no tendency toward\ndivision in our ranks. We cannot effect unity merely by talking about it.\nWe can do it by developing a consciousness of the size of the task which\neducation faces.\nHave we as professional educators done all that can be done toward\nmaking a diagnosis and outlining the best educational program for each\nindividual child in our schools? Could we, if we worked hard enough and\nthought straight enough, develop programs that \\^ould be sufficiently at¬\ntractive to bring into our high schools the 35 percent who are not now in\nthem? Can we develop a program that is vital enough to keep those we\nalready have from dropping out of school ?\nPublic education has before it a job bigger than any that it has heretofore\nundertaken. The task facing us is to develop citizens with the character,\nknowledge, ideals, and determination needed to solve the problems which\nface them in this modern world. Future citizens must have the kind of\neducation which will enable them to understand the economic system in\nall of its parts. They must have a better understanding of the relationships\nexisting among educational, social, economic, and political problems. Since\nthese future citizens come into our American schools, representing all reli¬\ngious faiths, all political parties, all economic levels, and all nationalities\nof the world, it becomes doubly imperative that no lines of cleavage be\nallowed to develop in our profession.\nOur first public institution designed specifically to educate teachers for\nour democracy is only one hundred years old. Our profession has developed\nrapidly. We have come a long distance during the past century. We belong\nto a great profession. We are made up of a cross-section of American life.\nWe have among us too many who are keeping school rather than serving\nthe cause of democracy.\nThese times offer unusual opportunity for heroic achievement, the key¬\nnote of which is unselfish devotion to the democratic way of life. All\nteachers should know more about the functions and purposes of' public edu¬\ncation in our democracy. Every teacher should sense deeply the nature of\nthe responsibility he assumes in taking charge of a classroom of American\nchildren. Education in our generation has a large service to humanity.\nEducation today carries a great responsibility in safeguarding liberty. The\nonly real safeguard of this heritage of ours lies in the developed intelligence\nand understanding of our people. Such a task merits the united, unselfish,\nand enthusiastic support of every person worthy of membership in our\nprofession. A democracy to live, to move forward and upward, and to\nprogress must be guided by honest and intelligent voters. Education and\n\n"}
{"page": 239, "printed_page": null, "text": "235\nAmerican\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\neducation only can completely prepare our people for intelligent suffrage.\nOur people must have much more intelligence and moral stamina to govern\nand discipline themselves than they need if they are content to submit to\ndictatorial regimentation.\nBlatant orators of the day say that the American system of constitutional\ngovernment is on trial. It is not. The people of America are on trial. The\nquestion is, Do we have intelligence enough and character enough to keep\non governing ourselves? This depends upon the quality and quantity of\nthe educational program available to all our people. When nearly a million\npeople in the golden state of California vote as they did last November\nfor $30 every Thursday, we need to reexamine the public school program\nof Iowa!\nWe are living in a democracy. We cannot withdraw from the scene in\norder to throw stones. Democracy is an aspiration centering around the\nbelief in the greatest good to the individual. Democracy is an ideal, a process,\na method, a way of life, the foundation stones of which are liberty and\njustice. The challenge America faces is clear-cut. Can we make the demo¬\ncratic ideal and process work in such a way that we can achieve security\nin a social organization and still maintain freedom?\nIf we really believe in democracy we ought to practice it in the adminis¬\ntration of our schools. Did you ever see a board member, superintendent,\nprincipal, supervisor, or teacher who talked democracy and practiced autoc¬\nracy? Light travels faster than sound. What we do outdistances what we\nsay. Faith in the development of the individual, faith in education, and\nfaith in God constitute the foundation for a philosophy of democratic living.\nThe superintendent of schools has a great opportunity for building a\nunited profession and securing the enthusiastic support of his entire school\nforce by democratic planning of administrative policy and educational\nprogram. Every superintendent who fails to encourage growth on the part\nof his fellow workers, to create ambition to serve, and to use all the talent\nand ability in his school system is failing to get all that he should for his\nschool children.\nIn our complex social organization it is the close-knit, well-organized\ngroups that are effective. We need democratic, cooperative professional plan¬\nning and effective social action. In the midst of changing conditions, social\nconfusion, clashing interests, and the accelerating conflict between the ideals\nof democratic and dictatorial ways of living, we who hold to the ideal of\nfreedom for development of the individual thru preservation of our demo¬\ncratic way of life must develop a more closely-knit, nationwide functioning\nprofessional organization. If education is as important in a democracy as\nwe believe it is, it then becomes our duty to forget our petty differences,\nto develop a program of basic principles to which we will all subscribe and\nwhich we can present without any apologies to the public.\nOn Thursday of this week hearings will begin in the Committee on\nEducation and Labor of the United States Senate on an educational bill,\nS. 1305, which proposes the appropriation of funds to assist the states in\nproviding more effective programs of public education. This legislation\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\nEducation\n\nAssociation\n\ncan be passed this session of Congress, if we believe in it and are willing\nto work for it. Many congressmen have said to me, “Educators can se¬\ncure for the children of this country anything they need, if they will agree\namong themselves as to what they need and will then let us know about it.”\nSo far federal aid to education has waited for aggressive support from a\nunited profession.\nIn developing democratic school systems and in building a united pro¬\nfession devoted unselfishly to promoting public education thruout the nation,\none of the great needs is that of being human. There are one million of\nus engaged in our profession. There is not a single position that is not\nbigger than any individual in our profession. One of the great challenges\nin our work is that every position is bigger than the individual who fills\nit. Our best teachers are human engineers. The teacher’s work deals with\nthe most delicate material known to the whole world. The skill needed is\nsecond to none. The slow process of educating calls for the greatest patience\nand for perseverance which refuses to yield to any difficulty. There is need\nfor that quality of foresight which in an uncanny manner penetrates the\nvery curtains of the unknown. To qualify in this field of service does not\nrequire super men and women, it does not necessarily open the way only\nto those who are “born” for the service. But the specifications do include\nthe highest type of judgment, the clearest understanding of life and in¬\ntrinsic worth as it is portrayed in human character, and those qualities of\nheart and soul which make great teachers.\nOur profession requires not only the most technical knowledge\n\nof applied\n\nscience but also an appreciation of the finest of fine arts. We deal exten¬\nsively with human values. Any loss is irreparable and will hold in check\nthe march of intelligent progress.\nCongressman Bruce Barton has well said: “In times like these, invest\nin boys and girls. Men talk about buying stocks at the bottom. When you\ninvest in a boy or girl, you are always buying at the bottom. You are sure\nthat the youngster is going up and there is no telling how far. I invite\nevery man and woman in America to take a flyer in Childhood Preferred.\nI predict a great future for this security. It has an investment merit com¬\nbined with the most exciting speculative possibilities. You\n\nare sure to get-\n\na man or woman. You may get a great man or great woman.”\nThe best teacher is constantly investing his time, his thought, his ability,\nand much of his income in girlhood and boyhood, knowing that he will\nhave returns and hoping that he will have great returns. No one who\nworks successfully with people is ever permanently\nhope has died, a martyr to his doubts.\n\ndiscouraged. If so, his\n\nIn the final analysis, the developing and guiding of our young people is\nthe most worthwhile activity in which any of us can be engaged. In every\nschool system thruout the length and breadth of this great land are to be\nfound some of America’s finest teachers, teachers with excellent character,\ngreat ability, well informed concerning the problems of the world and\ntechnically trained in the science and art of education ; people with lofty\n\n"}
{"page": 241, "printed_page": null, "text": "American\n\nideals ; teachers who\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n237\n\nlive on high spiritual planes. Give them a chance to\n\nhelp you build a democratic and human school system. Strengthen their\nmorale by recognition and encouragement. The wise leader does not at¬\ntempt to minimize the difficulties ahead. Appreciating the potential abilities\nof his fellow workers, he tells them the truth. He does not fear that their\nmorale will break down at the first sign of trouble. If they know that their\nhard work\n\nis appreciated, difficulty is a challenge that brings out unsus¬\n\npected qualities. Hardships shared can be a unifying force. The most effec¬\ntive way in which a leader can build morale is truly to represent his cause.\nOne of this country’s great leaders, Colonel George Goethals, in speak¬\ning many years ago to a group of men especially trained for leadership, said :\nSuccessfully to accomplish any task, it is necessary not only that you should give\nto it the best that is in you, but that you should obtain for it the best there is in those\nwho are under your guidance. To do this, you must have confidence in your ability\nto accomplish it in order to inspire that same feeling in them. You must have not\nonly accurate knowledge of their capabilities, but a just appreciation and a full\nrecognition of their needs and rights as fellowmen. In other words, be considerate,\njust, and fair with them in all dealings, treating them as fellow members of the\ngreat Brotherhood of Humanity.\nA discontented force is seldom loyal, and if its discontent is based upon a sense of\nunjust treatment, it is never efficient. Faith in the ability of a leader is of slight\nservice unless it be united with faith in his justice. When these two are combined,\nthen and only then is developed that irresistible spirit of enthusiasm, that personal\ninterest and pride in the work, which inspires every member of the force to give\nwhen need arises the last ounce of his strength to the winning of a victory in the\nhonor of which he will share.\n\nBy being human\n\nand democratic you build not only a great school system\n\nbut also a united profession devoted unselfishly to promoting public edu¬\ncation thruout the nation. For strong, unified local professional organiza¬\ntions are the foundation upon which a united profession is built. Without\nthem we cannot have strong unified state associations. Without strong state\nassociations we cannot have a united, effective national professional organ¬\nization.\nThere\n\nis no organized force to carry on the battle for better schools\n\nand more nearly adequate educational opportunities other than your local,\nstate, and national professional organizations. How many superintendents\nof schools here this morning would be proud to have the percent of fellow\nworkers who support the work of local, state, and national professional\neducation associations compared and commented upon in local papers\nalongside the percent of doctors who\nAssociation ?\n\nbelong to the American\n\nMedical\n\nDemocracy, like charity, begins at home. If each superintendent of schools\nat this convention would take a silent and solemn vow to make his system\nreally democratic, human, and professional — a system in which each indi¬\nvidual is encouraged to participate and inspired to give his best, a system\nin which every service is appreciated and every individual enjoys happy\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\ngrowth — there would be a great surge forward and upward toward a\nunited profession devoted unselfishly to promoting public education thruout\nthe nation.\n\nCHANGING\n\nCONCEPTIONS\n\nEDUCATIONAL\n\nOF\n\nADMINISTRATION\nGEORGE\n\nD. STRAYER,\n\nPROFESSOR\n\nCOLUMBIA\n\nPresident\n\nSexson:\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNobody\n\nwould\n\nNEW\n\nYORK,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nsay that educational\n\nadministration\n\nin this country for the last ten or fifteen years has been particularly quiet\nand uninteresting. Most of us who have been out trying to hold jobs as\nsuperintendents of schools have realized that we have had a series of prob¬\nlems the last fifteen years that would make our jobs exciting enough to\nkeep us awake and on our toes. A friend of mine said to me in the midst\nof my difficulties, “You\nit has been a fine time.\n\npicked a fine time to be a superintendent.” Well,\n\nI was talking the other day to former associates of mine in school admin¬\nistration years back and we were comparing notes indicating the changes\nthat have occurred in our profession in our easy memory. If there is any\nman in America who stood on the ramparts of public education in America\nand watched these changes and analyzed and interpreted these changes, it\nis the next speaker. I believe we have a treat awaiting us in Mr. Strayer’s\nanalysis of “Changing Conceptions of Educational Administration.” Mr.\nStrayer.\nMr.\n\nStrayer:\n\nEducational\n\nadministration\n\nas a profession\n\nis scarcely\n\na hundred years old. Until the last quarter of the nineteenth century, the\nconcept of the responsibilities of superintendents of schools bore little re¬\nsemblance to that which is commonly accepted today. In the period preceding\nthe naming of superintendents of schools as such, those minor administra¬\ntive duties which were necessary were undertaken by laymen. The school\ncommittee of the town meeting, usually thru one of its members, hired\nteachers, made provision for a small building and some equipment, and\nvisited the school for the purpose of discovering whether the teacher em¬\nployed was performing his duties.\nThe naming of an executive became necessary when many schools were\norganized within a single administrative area. It is true that the positions\nof county and state superintendent had been established before the city\nsuperintendency was created, but these county and state officials had little\nto do with the actual administration of schools locally. They collected\nstatistics, distributed moneys, kept certain records, and in some instances,\nwhere the county was an important unit in administration, selected teachers\nand in some small degree supervised the work done in the classrooms.\nThe place of the local superintendent of schools and the importance of\nhis task were acknowledged in the formation of the National Association\n\n"}
{"page": 243, "printed_page": null, "text": "239\nAmerican\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nof School Superintendents in 1865, and in the organization of the Depart¬\nment of School Superintendents of the National Education Association in\n1870. Even then, however, there was little recognition of many of the\nduties and responsibilities which every superintendent accepts today. During\nthe period from 1871 to 1900 the Department of Superintendents expanded\nnot only in numbers of members but also in the breadth of subjectmatter\nconsidered in its meetings. The few persons present at the early meetings\nof the Department were very much concerned with the development of\na graded school system. They considered, as well, the problems of instruc¬\ntion and curriculum and were vitally interested in the development of\nsecondary education.\nOur changing conceptions of administration are associated with the\ngrowth in size of the school systems to be administered, with the changes\nin educational theory in terms of a philosophy or psychology of education,\nand with the development of the scientific movement in education.\nParalleling these developments was the recognition of the place of the\nsuperintendent as a professional executive. It is noteworthy that no sig¬\nnificant opportunity for preparation for this profession was offered prior\nto the beginning of this century. With the growth of the scientific move¬\nment in education, university courses in educational administration came\nto be offered in most of the larger universities. The subjectmatter of admin¬\nistration in these earlier courses was organized primarily around such prob¬\nlems as the legal basis of the school system, the organization of the school,\nthe classification and progress of pupils, the financing of school systems,\nschool buildings and equipment, and teacher personnel. Only during the\npast twenty-five years have superintendents of schools in any large number\nbeen prepared thru fundamental training and specialized professional edu¬\ncation to occupy the positions of leadership in education and in society\nwhich they today enjoy.\nIn the earlier period, the need for a superintendent and the determina¬\ntion of his duties were related primarily to the externals of education. It\nwas necessary to organize elementary and secondary schools for an increas¬\ning school population. The enforcing of compulsory attendance laws tended\nto increase greatly the number enrolled in elementary schools. The accept¬\nance of the idea of free secondary education led to the rapid development\nof this part of the school system and required the recruiting of a new\n\ntype\n\nof teaching body and the development of a new curriculum. It was neces¬\nsary, as well, as this expansion took place, to give consideration to the\ndevelopment of school buildings. Much progress was made in the planning\nof buildings suitable for the educational programs to be developed in them.\nThe financing of the enterprise led to a consideration of problems of school\naccounting and budgeting and to the study of local, state, and even national\nsupport for schools.\nA great deal of attention was given to the organization of schools and\nto the classification and progress of children. Not until the first decade of\n\nthis century was any adequate information\n\navailable concerning the prog-\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nress of children thru the school system or their elimination from school.\nIt is a striking fact that as late as 1910 more than half of all the children\nenrolled in the schools of the United States were to be found in the elemen¬\ntary schools below the seventh grade.\nAlong with the impetus to study the problems of administration associated\nwith the beginnings of the scientific movement, there was developed a new\napproach to the problems of curriculums and teaching thru the new psychol¬\nogy and thru a restatement of the philosophy of education. Our current\nconceptions of educational administration did not emerge from the crisis\nfollowing the World War even tho they were given new emphasis by this\ncatastrophe. The seeds of most of our thinking and planning for the educa¬\ntion of all the children, youth, and adults are to be found in the discus¬\nsions which took place and the contributions which were made by sci¬\nentists and philosophers during the first decades of the present century.\nThe shift in emphasis is perfectly clear. The earlier superintendents were\nprimarily concerned with the external affairs of the school system, altho\nsome of them sought to relate their philosophy and knowledge of psychol¬\nogy to the work they were doing. Today the internal affairs of the schools,\ncentering around the problems of curriculum, teaching, guidance, and\nhealth, occupy a most prominent part in the thinking and the work of\nschool executives.\nThe concept of administration in its development has followed very\nclosely the changing concepts of education. When the curriculum consisted\nof the three R’s and when children were assembled in small district schools,\nlittle responsibility was vested in anyone other than the teacher. As the\ncurriculum of the schools expanded, as secondary education became an\nintegral part of the school offering, and as large groups of boys and girls\nwere assembled in a single building and still larger numbers in a single\nschool system, the concept of administration changed to meet the new sit¬\nuation. It may be proposed without fear of contradiction, however, that\nour present ideas with respect to educational administration are more cer¬\ntainly a product of the scientific inquiry and the social philosophy carried\non during the first two decades of this century than they are the result of\nan increase in the size of the task to be accomplished.\nIt would not be fair, in discussing the development of the field of ad¬\nministration, to ignore the large contribution made by the scientific move¬\nment to improvements in the technics of administration. Nor would one\nbe content, however adequately the newer aspects of the administrative\ntask are considered, to ignore the necessity of dealing with the practical\neveryday problems of government ; of school finance and business adminis¬\ntration, of school housing; of the attendance service; of the organization\nof schools and classes with reference to the differences which exist among\npupils in intelligence, in physical condition, and in vocational outlook; of\nthe training, assignment, supervision, remuneration, tenure, and pensions\nof teachers ; and the like. Indeed, it may be proposed that no superintendent\nof schools can have time to deal with the larger aspects of his job if he\nis not well qualified to handle the technical details of administration and\n\n"}
{"page": 245, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n241\n\nto apply the results of scientific investigation in the everyday conduct of\nhis office.\nThis new emphasis on the work of the superintendent of schools is clearly\nindicated in the yearbooks of the Department of Superintendence and of\nthe American Association of School Administrators. Eight of the fifteen\nyearbooks issued prior to the current publication dealt with problems of\nthe curriculum. Other yearbooks considered such problems as the articula¬\ntion of units of American education, supervision, educational leadership,\nsocial change and education, and the interpretation of education for democ¬\nracy. The time has arrived when our concept of educational administration\nrequires that the superintendent be thought of as a social engineer who\noperates in the field of statesmanship. His major duties and responsibilities\nlie in the development of social policy quite as certainly as they concern\nthe induction thru education of all of the population into a constantly\ndeveloping social democracy.\nIn The Unique Function of Education in American Democracy , issued\nby the Educational Policies Commission, the work of the superintendent\nof schools, his relationship to other officials of government and to laymen,\nand his personal characteristics are defined as follows:\nWhen\n\neducation\n\nis considered\n\nin terms purely administrative,\n\ndistinctions from\n\nother services . . . are evident. The schoolboards and boards of college trustees re¬\nsponsible for the general policies and the administration of education have contacts\nwith society and power over individuals that are different from, and wider-reach¬\ning in subtle consequences than those assigned, for instance, to a government com¬\nmission which regulates railway rates, passes upon the trade practices of given in¬\ndustries, or makes rules for transactions arising from workmen’s compensation\nlaws. . . . The school superintendent also has duties not imposed on any other\nadministrative officer. Records and accounts he must keep or scrutinize; estimates\nand reports he must prepare; and other functions of administrative routine he must\nperform. In these respects his responsibilities resemble those of administrative officers\nin general; altho his statistical statements represent distinct aspects of human life\nand aspirations, as well as money,\n\nmaterials, buildings, and supplies. But the super¬\n\nintendent’s obligations are more extensive.\nThose of the health commissioner, the superintendent of public works, the director\nof public welfare, and other administrative officers are not to be underestimated;\nbut their duties and contacts with society are limited and specialized. As head of a\nsystem in which all arts and sciences are taught, the school administrator is called\nupon to possess knowledge and intellectual interests that are broader than those of\nany one profession. Without this knowledge and these interests he cannot act effec¬\ntively as the channel of communication between the schoolboard and the teachers\nwho organize curriculums and carry on instruction, to say nothing of taking the\nleadership expected of him in such matters. As head of the schools he is subject to\nimpacts from nearly all the interests, good and bad, that operate in the community;\nnot merely to those touching health, or public works, or the relief of dependents.\nUnder his jurisdiction are children from practically all sections of the community;\nnot merely those affected by specific regulations of a police, sanitary or industrial\ncharacter. Literally nothing that goes on in the community is alien to him. The very\nnature of his office imposes peculiar duties upon him. It is not by speeches at political\nrallies or by public appearances that he discharges them; his work is in the domain\nof knowdedge and aspiration; ... If, legally speaking, the school superintendent is\none administrator among many, the term is meaningless until the primary functions\nof education are brought into consideration. It is then that the unique characteristics\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNational\n\nof educational\nministrative\n\nadministration\n\nEducation\n\nbecome\n\nAssociation\n\nevident and present the case for a special ad¬\n\nrelation to the general structure of government.1\n\nWith this general concept in mind it may be helpful to clarify still further\nour present concept of educational administration by calling attention to\nthe areas in which the educational administrator must operate and to the\nbackground in education, professional training, and personal competence\nthat he must have in order to serve successfully in his profession. He must\nbe technically competent, but he must also be a student of society. He can¬\nnot successfully lead the professional staff of the schools and laymen in\nthe community in the development of an adequate program of education\nunless he has certain very definite ideas with respect to the maintenance of\ndemocracy and to its improvement. No matter of social policy is foreign\nto his thinking. In the organization of the school ; in the way teachers and\npupils work together; in the experiences which are provided that are\ncommonly labeled “the curriculum” ; in the special opportunities offered\nin the upper part of the school system which prepare boys and girls for\nactive participation in the work of the world ; in the insistence upon free¬\ndom of speech and of discussion, the maintenance of tolerance and of the\nscientific attitude; in an awareness of social, industrial, and political sit¬\nuations which interfere with the welfare of children and of adults; indeed,\nin every significant thing that goes on in the schools and in the community,\nthe fundamental social point of view held by the school executive should\ncontribute largely to the development of the school as a social enterprise.\nIn a somewhat narrower sense, the superintendent must be a student\nof government. He must see education as a governmental enterprise in\nrelation to all other services of government. Only as he recognizes the\nunique function of education in our American democracy will he have a\nsound basis for his advocacy of such legislation as will remove the adminis¬\ntration of schools from partisan politics and place the control in the hands\nof those who would serve society thru education.\nThe issue of fiscal independence for school systems is not primarily a\nmatter of saving the school executive from the difficulties which he would\nhave to meet in his contest with other governmental executives for support.\nFiscal independence is demanded in order that men and women may be\nbrought into the service of government in this area without respect to their\npolitical affiliation, in order that they may serve over a relatively long\nperiod and with overlapping terms, and in order that the employees of the\nschool system may never be placed under the control of those who would\norganize education to support any particular party or dogma.\nThe superintendent must work in full cooperation with many other\nsocial agencies. He cannot discharge this obligation except as he is able to\nunderstand the major issues which confront society and to see the place\nthat education occupies in relation to these problems. He must, as well,\nsave the schools from the demand made upon them often to expand their\n1 National Education Association and Department of Superintendence, Educational Policies Com¬\nmission. The Unique Function of Education in American Democracy. Washington, D. C.: the Com¬\nmission, 1937. p. 102-03.\n\n"}
{"page": 247, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n243\n\nservices to include many activities which can best be performed by other\ngovernmental agencies. There are times when he will have certainly to\nguard schools against the insistence that they offer services that they are\nnot equipped to render. A good example of this problem is found in the\npressure that is brought to bear upon schools to assume the welfare services\nso much needed by school children. In the areas of health and physical\nwell-being the superintendent may find himself under the necessity of insist¬\ning that agencies be organized to protect the health of the people and to\nsuccor them in their physical distress rather than that these services be\ndeveloped as a part of the school program. But in no case may he stand\naloof. It is the responsibility of the school executive to act as one of the\nmost important leaders in the community in the development of all of those\nagencies which make for the common good.\nThe superintendent must organize schools and classes and develop\ncurriculums in terms of the realization of the democratic ideal. He may\nno longer rest satisfied with a schoolroom in which seats are fastened to\nthe floor and in which the virtue of children is measured by their docility\nand their silence. Even in the areas which may seem at first sight to lie\nwithin the control of teachers, he must seek rich experiences for children\nand involve them and their teachers so far as possible in the development\nof their program.\nConsiderable light is thrown upon the problem which confronts the\nadministrator in the statement of the purposes of education issued by the\nEducational Policies Commission.2 In the life of the school, in the relation¬\nships between pupils and teachers, and in the development of the cur¬\nriculum, these objectives are held to be sound: (a) self-realization; (b)\nhuman relationships; (c) economic efficiency; and (d) civic responsibility.\nThis statement does not mean that the school executive may be satisfied\nwith less ability in reading, but rather that he may confidently expect not\nonly more skill but also a more certainly continuing interest in this area\nof human experience. It does not mean that children will not come to\ncommand the skills involved in arithmetic or in other phases of mathe¬\nmatics, but rather that the meaning of number concepts will be clear to\nthem and that their interest and enthusiasm will carry them farther in\ntheir mastery of this field than would otherwise have been the case. It\ndoes not mean that children will know less science, but rather that they\nwill know more and that it will have very much more meaning in their\nlives than had the textbook knowledge which they were once required to\nmaster. It does not mean that drill will be abandoned where it is needed,\nbut rather that children will recognize the need for acquiring skills and\nwill make much better progress in these areas if they recognize them as\nessential to their own growth.\nThe school executive will have constantly in mind the need for the\ndevelopment\n\nof an inquiring mind. He will be concerned with the intellec-\n\n2 National Education Association and American Association of School Administrators, Educational\nPolicies Commission. The Purposes of Education in American Democracy. Washington, D. C.: the\nCommission, 1938. 157 p.\n\n"}
{"page": 248, "printed_page": null, "text": "244\n\nNational\n\nEducation\n\nAssociation\n\ntual and esthetic interest and the character which children are developing.\nHe will seek constantly to insure, thru teachers, equipment, and the organ¬\nization of experience, the full and complete self-realization of all boys and\ngirls. He will be concerned quite as certainly with their emotional stability\nas with their intellectual attainments. He will not be satisfied with any\nresult less than an individual who is well adjusted to his contemporaries\nand who finds satisfaction and pleasure in the life which he leads in school.\nIt is not possible here to express completely the purposes which will\ndominate in the schools, but attention must be called to the other areas\nin which the school executive must seek to develop the more meaningful\neducational program. The school must increasingly become a place in which\ncourtesy and cooperation are characteristic of all who are assembled there.\nThe school must accept a responsibility for the improvement of home con¬\nditions. It must, as far as it can, carry all of its members into a society in\nwhich there is a respect for humanity and in which the democratic ideal\nprevails in the association of individuals with each other.\nIn like manner, the school executive must be concerned with the school\nprogram in relation to the work life of all who are being subjected to the\neducational process. Information about occupations, guidance in the choice\nof one’s calling, a knowledge of personal economics as well as a critical\nattitude expressed in one’s judgment as a consumer — these are just as cer¬\ntainly a part of the program to be offered as are the skills and knowledges\ncommonly presented. Possibly the greatest of all the obligations that the\nadministrator must accept is the development of experiences in school which\nwill contribute, in the lives of children and later in their adulthood, to\ntolerance, to a passion for social justice, to the development of critical\njudgment, and to an understanding of what the democratic way of life\nreally is and a loyalty to it.\nDuring the period when teachers were poorly educated and had little\nprofessional training, there may have been some justification for the super¬\nintendent to assume a large degree of control and direction of the activities\nwhich were carried on in the classroom. That situation happily has passed\nin most of our school systems. Teachers today are well educated, are pro¬\nfessionally qualified, and are intellectually competent to contribute in large\nmeasure to the development of those policies which should prevail not only\nwith respect to the curriculum of the schools but also in the field of organ¬\nization and administration of education.\nThe\n\nEducational\n\nPolicies Commission\n\nhas made\n\nits record with respect\n\nto the participation of all who work in the school system to the development\nof policy in the following words:\nIn all that is proposed with respect to the administration of schools, there is im¬\nplicit an acknowledgment of the contribution to be made by the educational pro¬\nfession. . . . Our schools are organized for the purpose of educating children, young\npeople, and adults for participation in democratic society. Any significant realization\nof this purpose will require independent thinking, a large degree of cooperative\nendeavor, and broad sympathy and understanding on the part of all who are\nenrolled in educational institutions. Certainly these virtues may not be expected to\n\n"}
{"page": 249, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators-\n\n245\n\nabound among those who are taught unless they are found also in the experience of\nteachers. Surely in no area may teachers more certainly exercise independence of\nthought, cooperation in action, and social understanding than in their daily profes¬\nsional work. It is sound procedure to provide for the active participation of teachers\nin the development of administrative policy.\nThe formulation of school policy should be a cooperative process capitalizing the\nintellectual resources of the whole school staff. This participation in the development\nof educational policy should not be thought of as a favor granted by the administra¬\ntion but rather as a right and an obligation. Some plan should be provided thru\nwhich the constructive thinking of all the workers in a school system may be utilized.\nAfter policies have been developed by the staff they should be submitted to the board\nof education for final review and approval. When approved, every member of the\nschool system for whom it has implications becomes responsible for carrying into\neffect the adopted policy. This procedure promotes efficiency thru individual under¬\nstanding of policies and thru the acceptance of joint responsibility for carrying them\ninto effect. What is far more important, it provides a democratic process thru which\ngrowth in service is promoted and the school service itself profits from the application\nof heightened morale and of group thinking to school problems. It makes the school\nin reality a unit of democracy in its task of preparing citizens for our democratic\nsociety.3\n\nIn addition to the reconstitution of the school as a social institution and\nthe development of curriculum and teaching in the light of the democratic\nideal, the school executive of today has many other important obligations\nwhich he must meet. Among these are the expansion of the school system to\ninclude younger children in the nursery school and kindergarten and older\nyoung people in the senior high school and junior college, and the develop¬\nment of a program of adult education. It seems strange that we have so long\nrested, satisfied with schools beginning for children at five or six years of age.\nHundreds of thousands of children are so conditioned by their out-of-school\neducation before their entrance into the first grade as to create most difficult\nproblems of personal and emotional adjustment. It is not too much to pro¬\npose that at present in certain areas the most significant education that they\nwill ever receive has already taken place before they enter school. Attention\nmust be given to these younger children in the development of the public\nschool organization. A major problem exists for the school executive in\nexperimentation in this area.\nWe can no longer rest satisfied with a secondary-school program that\nprovides significant opportunities for less than half of the youth between\nfifteen and eighteen years of age. Richer and more significant experience must\nbe offered for a large percent of those now enrolled in secondary schools, and\nstill other opportunities must be offered for the 35 percent of the secondaryschool age group not now enrolled in any school.\nEconomic opportunities are lacking for the great majority of boys and\ngirls until they reach eighteen, nineteen, or even twenty years of age. Sec¬\nondary education must be developed as a universal school. The idea of select¬\ning the able to go to college and spending our thought and attention upon\nthem must give way to an organization, the development of curriculums, the\n8 National Education Association and American Association of School Administrators, Educational\nPolicies Commission. The Structure and Administration of Education in American Democracy. Wash¬\nington, D. C.: the Commission, 1938. p. 66-68.\n\n"}
{"page": 250, "printed_page": null, "text": "246\n\nNational\n\nEducation\n\nAssociation\n\noffering of guidance, and the making of adjustments which will take account\nof the needs of all young people. Beyond the period of the present secondary\nschool, roughly for young people between the ages of eighteen and twenty\nyears, further opportunities must be provided in preparation for particular\nvocations, for general education, and for grounding in the fundamental arts\nand sciences required of those who would undertake the later scholarly work\nof the university or professional school.\nSchool executives should also be concerned with the reorganization of\nschools thruout the several states so as to provide richer opportunities in\nlarger attendance units with very much more adequate administration and\nsupervision. These opportunities may be had in administrative units large\nenough to make it possible to employ adequate administrative and supervisory\npersonnel without unduly increasing the cost.\nNo educational administrator may in this day neglect a study of the fiscal\nproblems confronting our government and our system of public education.\nHe needs to be conversant with the best thought of the specialists in the\nfield of taxation. He must know of and promote a system of state support\nwhich will guarantee at least a reasonable minimum program of education to\nall the children thruout the state, while equalizing the burden of taxation\nin support of the state’s fundamental program. In his own school area he\nneeds to command at least the fundamental principles of budget making and\nbusiness management, to be critical with respect to all expenditures to insure\nany possible savings, and to present his case for the support of education in\nterms of its social and economic implications. If he is to serve adequately,\nthe school executive must be acquainted with the advances that have been\nmade in the development of school housing and in the provisions of equip¬\nment, books, and supplies necessary for carrying forward the newer type of\neducational program. He must, as has been suggested above, be able to make\nhis contacts with all organized groups in the public. He has an obligation\nto interpret the program of education in its relation to the society that sup¬\nports the schools.\nIn conclusion, it may not be out of place to suggest briefly the qualifica¬\ntions of one who may be expected to meet the new concept of school adminis¬\ntration on a high level of achievement. School administration requires a man\nwho has the ability in his own scholarship and competence to tap the re¬\nsources of others and to marshal the evidence wherever it may be found in\nrelation to the particular problems confronting him in the school system and\nthe society which it is organized to serve.\nThe superintendent of schools must be able to adapt himself to all kinds of\npersons whether on his staff or in the community. Indeed, he has little pros¬\npect of success unless he is able thru sympathy and understanding of persons\nand points of view to overcome personal resistance in the light of adherence\nto a common purpose.\nHe must have ability to work under great pressure and to deliver on the\njob. He may not provide an alibi by suggesting that there has not been time\n\n"}
{"page": 251, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n\n247\n\nto prepare a program or to give evidence in support of a recommenda¬\ntion. The administrator must always be able to do more in a crisis than is\nexpected of any ordinary man who thinks he has done a full day’s work.\nHe must be able to delegate responsibility. It is only as he has the confidence\nand support of those with whom\n\nhe is associated and only as he protects them\n\nwhen they are unfairly criticized that he may hope for the loyalty without\nwhich his administration will fall.\nHe must be able to play acceptably. He must have a well-developed sense\nof humor. He must be able on occasion to break the tension which may\ndestroy him by reverting to types of activities which seem to have little\nsignificance for his professional job. His success in some avocation may\nbe almost as important as his ability as a professional worker.\nHe must be guided by a scale of values which will enable him to meet\nthe current situation and make his decision, based upon a clear-cut phi¬\nlosophy of education and upon sound principles of administration. He must\nhave enthusiasm for the development of his program even tho he feels that\nonly one step has been taken in the direction of the ideal which he hopes\nto see realized. He must see his job as it relates to other social, economic,\nand cultural agencies operating within the community,\nnation.\n\nthe state, and the\n\nHe must be able to organize all who work in the school system in rela¬\ntion to the whole undertaking. He must sincerely appreciate work well\ndone on each of the many\n\nlevels on which his associates may be classified.\n\nIt is not beneath his dignity to acknowledge\n\nthe superior service of a janitor\n\nin a school building who does the best that he can to serve the common\npurpose. His work and his satisfaction in it may have an important bearing\nupon the achievement of the most skilful teacher in the building. The one\nmost important criterion by which he must judge his work\n\nis found in an\n\nanswer to the query, “Have those with whom I have been associated\ngrown?” He may not expect that all will achieve great distinction, but he\nmust seek the improvement of all, including himself, and measure results\nin terms of their ability to accept greater responsibility. Possibly the most\nsevere test that can be put upon the work of the administrator is to ask\nin what degree all persons associated with him have realized their highest\npossibilities under his leadership.\nIn the last analysis the work\n\nof the administrator will be measured\n\nby\n\nhis devotion to the cause of public education. If his loyalty to this service\ncontrols his own activities, it will be felt in the lives of those with whom\nhe is associated. If he has given himself willingly and wholeheartedly\n\nto\n\na study of the meaning of education in our society, if he has paid the price\nexacted of those who are masters in the profession which he represents,\nthen he may ask for a like consecration on the part of his colleagues. Great\nleadership is dependent upon professional scholarship, professional insight,\nand professional imagination, and these are granted only to one who values\nthe cause that he serves above everything else in the world.\n\n"}
{"page": 252, "printed_page": null, "text": "248\n\nNational\n\nTHE\n\nSIDNEY\n\nB. HALL,\n\nPresident\n\nEducation\n\nAssociation\n\nRELATION\nOF ADMINISTRATION\nTO INSTRUCTION\nSTATE\n\nSexson\n\nSUPERINTENDENT\nRICHMOND, VA.\n\n: Those\n\nof us who\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nhave\n\nworked\n\nin administration\n\nand have noticed changing conditions and changing situations, have been\nsomewhat amazed, I believe, to find a growing amount of questioning\nregarding relationships that should prevail between those who teach and\nthose who administer. I believe that every superintendent of schools and\nevery teacher in America desires not to take the duties from each other\nbut to arrive at a solution and adjustment of our relationships that shall\npermit a maximum contribution.\nIn looking over this country for the voice that might speak most author¬\nitatively with respect to the relation between those who administer and\nthose who teach, my attention was called to the work of the distinguished\nstate superintendent of public instruction of Virginia. It was my honor\nto invite him to speak on that topic, and it is my privilege to present to you\nat this time Mr. Hall.\nMr.\n\nHall:\n\nSomeone\n\nonce\n\nsaid that administration\n\nthat should not have to be done at all. The\n\nis doing well things\n\ntruth or fallacy of that allega¬\n\ntion lies in one’s conception of the term “administration.”\nWhat does the word mean to you? What is the function of an admin¬\nistrator? Is he the director, the boss — to be obeyed willy-nilly? Is he a\npetty official who unquestioningly carries out the mandates of a governing\nboard, transmitting orders to those officials who rank below him in the\nhierarchical line-and-staff organization ? Or is he a leader who stimulates\nhis staff to function at its highest level of efficiency, and to work with him\ndemocratically, to produce the best results of which their cooperative\nthought and effort are capable?\nAll of us have known administrators who exemplify, at least partially,\neach of these pictures. I dare say each of us could point out examples of\nschool administrators of each type from our own ranks. Educational writers\nhave at different times championed\nsome have taken the Shakespearean\n\neach of the aforementioned\nmiddle ground\n\ntime plays many parts” and functions one way\nanother way in that.\n\ntypes, while\n\nthat “one man\n\nin his\n\nin this relationship and\n\nAs practicing school administrators, how can we justify our existence?\nHow can we answer the charge that administration is doing well things\nthat should not have to be done at all? How did school administration\nevolve, anyway? Let us trace its development to see if history offers any\nlight on these questions.\nAdministration grew out of instruction. In the earliest schools in this\ncountry there were no administrative employees, only pupils and teachers.\nIn the town meetings the people selected their teachers, agreed upon their\nsalaries, decided what subjects were to be taught, arranged for the repair\n\n"}
{"page": 253, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n249\n\nof the school buildings and the purchase of supplies, and settled all matters\nof policy.\nAs committees grew larger and school affairs grew more complex, it\nbecame convenient for the townspeople to delegate all school business to\na school committee empowered to act for the citizens in the intervals be¬\ntween town meetings. Gradually these school committees were entrusted\nwith all decisions concerning school affairs. As a measure of convenience,\none member of the committee was often appointed to carry out the will\nof the group. As school business grew more complicated and it became\nevident that a school man could represent the board more efficiently than\na layman, the position of a paid superintendent of schools began to evolve.\nHe, however, had as many, if not more, clerical duties than administrative\nones. In fact, from 1835 to 1880, the superintendent was primarily the\nbusiness agent of the schoolboard.\nAs small towns and districts amalgamated into cities, the joining of their\nseparate schoolboards produced large unwieldy city schoolboards which the\nsuperintendent had to consult both on matters of policy and of finance. The\nsuperintendent had a difficult time securing any action when the repre¬\nsentative of each district was concerned solely with the advancement of\nthe interests of his own district to the possible detriment of the system as\na whole.\nMoreover,\n\nbeginning in the eighties, school enrolment\n\nbegan increasing\n\nsteadily. High-school enrolment has, as a matter of fact, doubled every\ndecade since 1880. Before 1900, high-school students were a highly selected\nmore or less homogeneous group who were to be prepared for college and\nentrance into the professions. Only a comparatively small percent of the\ntotal population were graduated from high school. The fact that the rigid\nscholastic requirements and economic pressure forced many students to drop\nout of school before graduation was not a matter of major concern to the\nschool administration.\nThe\n\nrapid increase in school enrolment\n\ncreated a demand\n\nfor teachers\n\ngreatly in excess of the supply of well-trained ones available. The low sal¬\naries paid teachers offered them little inducement either to enter the profes¬\nsion or to improve their training once they had entered the field. Conse¬\nquently, the majority of teachers had little professional training for their\nwork. As a result, teachers were interested in their subjects, not in their\npupils. Their methods were acquired thru trial and error. To reduce to\na minimum this general lack of efficiency on the part of the teaching per¬\nsonnel, additional administrative officials were employed to see that teachers\nachieved at least certain minimum requirements. Thus began the appoint¬\nment of supervisors, principals, etc.\nAdministration in the high school meant the principal, who ran the\nschool as he chose within the limits set by the superintendent and the\nschoolboard. All rules and discipline emanated from his office. Within his\nbuilding he was the law.\nAbout 1880, municipal reformers, dissatisfied with the inefficient man¬\nagement of school affairs wherein politics commonly played an overly-\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nAssociation\n\nimportant role, had turned to industry for a model for the reorganization\nof school administration. In business they admired the practice of having\na small board which appointed a manager solely on the basis of his ability\nand left him free to work as he chose so long as he produced results, the\nboard being consulted only on matters of broad policy. What a contrast\nthis was to the large unwieldy schoolboard whose wishes the superintendent\nwas required to consult on all details!\nThere is no disputing that school administration needed a thoro over¬\nhauling, but whether business was the best model to follow is at least\nopen to question, for there are fundamental differences between education\nand business. Business is concerned with profit and efficiency. It deals with\nmaterial objects and its transactions can be measured in dollars and cents.\nThe schools took over the business criterion of efficiency and tried to\napply it indiscriminately to education. Intelligence tests and scientific\nmeasuring instruments were developed. Forms and standards of achieve¬\nment were developed, based upon the practice of industry. All this con¬\ntributed to a sort of mass production idea of education. Education was con¬\nceived of as a body of facts to be gained from books. The attempt to require\nall children to learn the same data in a specified amount of time in factory\nstyle often led to autocratic methods of supervision and administration,\nand a disregard of the abilities, interests, and personalities of the individual\nchildren for whose benefit the schools were presumably operated. They\nwere merely cogs in the vast educational machine and had to adjust them¬\nselves as well as they could to the system. Thus, overemphasis on efficiency\nled to regimentation and autocracy, and administration forgot that it was\nthe servant of instruction.\nThis militaristic organization was in actual fact neither economical nor\nefficient, for it so crushed both teacher and pupil initiative that it led to\na mechanical performance of meaningless routines. It was based on a narrow\nview of what constituted the educative process and overemphasized the\nimportance of easily measurable results at the expense of less tangible but\nmore important matters; but as long as the teaching personnel was largely\nuntrained, it did secure minimum\nrooms.\n\nlevels of attainment\n\nin different class¬\n\nThe schools of today present a vastly different administrative problem\nfrom that of the schools at the turn of the century. The huge increase in\nenrolment, particularly in the high school, has resulted in a student body\nso heterogeneous that the high-school curriculum has had to be greatly ex¬\npanded, and social conditions have led the modern school to assume a\nnumber of responsibilities in addition to those accepted by the school of\n1900. The modern school undertakes to provide for all children educational\nopportunities suited to their many\n\nindividual needs. Emphasis\n\nis based on\n\nlearning thru participation in activities planned to develop attitudes, appre¬\nciations, and skills in harmony with the aims of education. More and more\nthe school is assuming responsibility for the social as well as the intellectual\neducation of the pupil.\n\n"}
{"page": 255, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n251\n\nModern school administration has grown to be a complex and challeng¬\ning job, as the society in which it operates has become complex, but I con¬\ntend that school administration today, as yesterday, justifies itself only in\nterms of an excellent instructional program, that it justifies itself only to\nthe extent that it provides for the individual child the opportunity to\ndevelop to the utmost of his capacity his individual potentialities, the oppor¬\ntunity to grow mentally, morally, physically, and spiritually as much as\nhe can. It is the business of administration to provide the kind of environ¬\nment most conducive to maximum pupil and teacher growth, for it is not\nlikely that pupil growth will take place where there is teacher stagnation.\nIf this be true, then it is high time for administration to bring its prac¬\ntice into harmony with its philosophy, for as Newlon has put it:\nThe educative process is conditioned by the character of the control and adminis¬\ntration of the school. The best of recommendations may be entirely frustrated by\nadministrative practices that are at variance with the principles on which the recom¬\nmendations are based or that fail to provide the conditions necessary for carrying\nthem into effect.\n\nAdministrators preach the doctrine of shared pupil activity programs.\nThey recognize the fact that participation brings growth, interest, and\nhappiness to pupils. The same principle applies to teachers. When teachers\nparticipate in the formulation of plans, in decisions as to matter of policy,\nand in curriculum making; when they have freedom to experiment and to\napply their own ideas; when they understand the problems to be met and\nsubscribe to the method of meeting them; when the relationships between\nteachers and administrator are such that teachers feel free to make sug¬\ngestions or objections or to seek advice — then the administrator is doing\nhis part to create an atmosphere which will lend itself to maximum teacher\nand pupil development.\nToday we are beginning to recognize the fact that the success or failure\nof school administration will be largely conditioned upon the philosophy\nof education on which it is based. We say that we believe in a democratic\nphilosophy of education, in democracy as a way of life; yet it is still not\nunusual to find in our school systems “that children attend autocratically\nmanaged schools where they receive formal instruction in what is deemed\nessential for participation in democratic citizenship.” That anomaly should\nchallenge every thinking administrator in the United States to reappraise\nhis own practice.\nBut why should we be so concerned about democracy\n\nin school adminis¬\n\ntration? S. A. Cowles of the University of Michigan has stated that “the\nbasic element of democracy is faith in the power of human personalities\nto improve themselves if given the chance.” There is a fundamental incon¬\nsistency in the attitude of administrators whose primary concern should\nbe the achievement of an excellent instructional program, who unhesitat¬\ningly entrust children to teachers for whose ability they have so little\nrespect that they hem them in with restrictions and prepared outlines of\nwhat is to be taught and thus guarantee that neither pupil nor teacher\ngrowth can take place.\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nIf pupils are to learn how to think for themselves in this day when\nindependent thinking is so necessary, then there must be democracy in the\nclassroom ; and before we can achieve democracy in the classroom, we\nmust have democracy in administration.\nIn these times when democracy is fighting desperately for survival, edu¬\ncation in America has a tremendous opportunity and responsibility to shape\nthe future course of civilization. Our children must be led to evaluate the\nsocial forces which are playing upon\n\nsociety, and thru practice in critical\n\nevaluations of contemporary problems be prepared to make intelligent deci¬\nsions concerning future problems as they arise. Fortunately, in some of\nour most progressive schools both pupils and teachers are being given the\nopportunity to share in administrative responsibilities. Thus they them¬\nselves are growing by participation in administration, and administration\nis being challenged to realize even higher levels of creative leadership in its\nnever-ending effort to improve the instructional program.\nWhat then seems to be the responsibility of administration for instruc¬\ntion today? It is no longer to prescribe what is to be taught, or how, or\nwhen ; but to provide the environment most conducive to maximum pupil\ngrowth and to work cooperatively with pupils, teachers, and community\nto provide a broad and flexible instructional program adapted to the present\nand future needs of all of the children in the community which the school\nserves.\nTo\n\ndo this, administration must be constantly on guard to prevent the\n\nerection of administrative hurdles that might in any way impede the realiza¬\ntion of this aim. The child rather than administration is the major concern\nof the school today, and administration is retiring to its proper place as\nthe servant of instruction.\nIn conclusion, may I summarize the point of view which I have been\nendeavoring to develop by saying: Administration finds its justification\nprimarily in terms of an effective instructional program, which results in\nproducing individuals who have personal integrity, usefulness, social insight,\nand purpose.\n\nMONDAY\nHUMAN\nMARY\n\nGENERAL\n\nSESSION\n\nEVENING,\n\nFEBRUARY\n\nRESOURCES\n\nB. MC\n\nANDREW,\n\nPresident\n\nSexson\n\nAND\n\nTHEIR\n\nSUPERINTENDENT\n: It seems\n\nto me\n\nOF\n\n27, 1939\n\nDEVELOPMENT\n\nSCHOOLS,\n\nadvisable\n\nthat we\n\nCARBONDALE,\n\nPA.\n\nlook at America\n\nanew. This program has been designed in the hope that there will be\nbrought stronger allegiance for those who teach in America and thru\nthem to citizens everywhere a picture of the America of today and the\nAmerica of tomorrow. We have been a patriotic people. We have been a\npeople imbued with a strong love of country and yet there are evidences\nthat from time to time we should take inventory, we should take stock,\n\n"}
{"page": 257, "printed_page": null, "text": "American\n\nwe\n\nAssociation\n\nshould see America\n\nof\n\nSchool\n\n253\n\nAdministrators\n\nin terms of the blessings that are ours. So this\n\nprogram consists of an inventory of America in terms of its human re¬\nsources, an inventory in terms of its natural resources, and a picture of\nAmerica with its youth moving forward to the America that is to be.\nIn the high schools of Pennsylvania a high-school teacher taught so\nwell that her unusual ability was recognized. She was appointed superin¬\ntendent of schools and the wisdom of that choice on the part of the board\nof education of her community was demonstrated in the efficient way in\nwhich she organized the schools, particularly thru the fine spirit of coopera¬\ntion which she brought to the teachers of that system. The Pennsylvania\nState Education Association, recognizing her leadership, elected her presi¬\ndent. Under her inspiring guidance this organization laid the foundation\nfor enacting legislation which gave the teachers and the children of Penn¬\nsylvania the benefit of tenure and which provided for the children of that\nstate a greatly improved program of education.\nThe American Association of School Administrators is happy to present\none of the finest of America’s school administrators — Miss McAndrew.\nMiss McAndrew: It is a distinct honor, I assure you, as one of the\nwomen superintendents of America, to be invited by President Sexson to\nparticipate in the program this evening. It seems only yesterday that I be¬\nlonged to that great group of classroom teachers that wondered if the\nsuperintendent of schools had as much to do as we did. After I had served\nas a superintendent for one year in Pennsylvania I told my fellow super¬\nintendents in Pennsylvania that I would love them all forever. After having\nserved for four and a half years, I can say the same thing tonight to the\nsuperintendents of the nation !\nI remember hearing Mr. Sutton say once that the superintendent had\nto be the diplomat of his age and I believe it is the most difficult, most\nvulnerable, and yet most important position in the whole community. Never\nmore\n\nstrongly than on a night like this is it brought home\n\nto us how\n\nserious a thing and how happy a thing it is to belong to the teaching profes¬\nsion, the profession that binds together the children of this nation who\nwill be the adults of tomorrow.\nIn our hands has been placed the guardianship of America.\n\nWe\n\nmust\n\nmold the very foundation of man’s dignity — social happiness, sovereign\nideas of right, duty, and responsibility, and eternal destiny. In our hearts\nhas been placed a love of humanity that must serve to nerve our hands\nand our minds to vigorous efforts which, when made by a determined pro¬\nfession, will stem the torrent that threatens. Ours is a tremendous mission\nbut remember it is written, “Those who instruct the many shall shine as\nthe stars for all eternity.”\nThe soul of America is reflected in its culture. The culture of America\nhas resulted from the interplay of government\nupon\n\nthe other. The\n\nsources. The\nis my\n\nand education. Each impinges\n\ntest of both is the human\n\nproduct, our human\n\ntheme of this evening’s meeting is “National\n\nprivilege to discuss “Human\n\nResources\n\nand Their\n\nre¬\n\nPlanning.” It\nDevelopment.”\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nAt no time in history have the human race and the nations of the world,\nand communities in particular, needed intelligent, careful, thoughtful,\ncommon-sense leadership as they do today. Therein lies a challenge to all\nof us, to bring forth the best, the most substantial traits which we possess\nand apply them to our future problems which are just being opened up\nby our present situations.\nWhat is America? God built a continent of glory and filled it with\ntreasures untold. He carpeted it with soft rolling prairies and pillared it\nwith thundering mountains. He studded it with soft flowing fountains and\ntraced it with long winding streams. He graced it with deep shadowed\nforests and filled them with song. These treasures would have meant little\nif thousands of peoples, the bravest of their race, had not come, each bearing\na gift and a hope. They had the glow of adventure in their eyes and the\nglory of hope in their souls and out of them was fashioned a nation, blessed\nwith a purpose sublime, called \"America.”\nProphesying is a hazardous adventure. Many forecasts go wrong. But\nlook ahead we must, for new things will come. We must forecast tomorrow\nthat we may plan for tomorrow. We must plan for tomorrow, for it will\nnever be today again. Tomorrow arises out of today, however, and the\nkey to the understanding of tomorrow is the correct interpretation of today.\nTo understand today, its whirlwind tempo, its worldwide scale of opera¬\ntion, its complexity of relations and interplay of forces — who is sufficient\nfor these things? Precisely this, difficult as it may be, is what the preser¬\nvation and perfecting of our civilization require. On this depends the very\nperpetuity of the race.\nProphets of doom may be mistaken but it is true that a world can end.\nThe glory that was Greece has been dimmed for ages; Rome did fall;\nEurope groped for centuries after these marvelous civilizations all but\nperished ; Bourbon splendor shaped the pattern for a time and passed to\noblivion; the fall of the Romanovs, the Hohenzollerns, and Hapsburgs still\nechoes around the world. With the whole world changing at dizzy speed\nAmerica must be thinking of her tomorrow.\nHere are a few out of a multitude of facts which we as school adminis¬\ntrators might well consider in preparation for that tomorrow:\nFirst, our increase of population is slowing down. According to extensive\nevidence America will have a stationary population within a very few\nyears and declining numbers within a few decades. Restricted immigra¬\ntion which has curtailed our foreign population and a declining birth-rate\nwhich has affected our natural increase have been the two great factors\nin this change. There are actually not enough children being born to\nreplace the older population. The result of this has been a reduction in the\naverage annual increase of the population to about 900,000 as compared\nwith approximately 1,700,000 between 1920 and 1930. The National Re¬\nsources Committee Report released last July mentions the fact that the\ntotal number of births reached a peak in the years 1921-25, that there will\nbe a peak in the number of young persons of marriageable age about 1945,\n\n"}
{"page": 259, "printed_page": null, "text": "255\nAmerican\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nand that after the middle of the century further decreases must be expected\nin the number of births each year unless present trends are reversed.\nMany factors are contributing to the decreasing birth-rates in this\ncountry. Among them are later marriages, the greater economic freedom\nof women, employment of women outside the home, increasing knowledge\nof birth control, higher standards of living, and the decreasing earning\npower of children.\nAdvocates of family limitation have lost sight of the appalling cost of\nbirth control to society. We must face the fact that birth control is rapidly\nbreeding the brains out of the American people and constitutes a grave\nnational menace. The most backward classes are having 77 percent more\nchildren than necessary to reproduce themselves and are located in certain\nrural areas and in communities at the lowest economic levels. These areas\nare quite removed\n\nfrom the educational and social influences which mean\n\nprogress. On the other hand, the groups that could be supplying us with\nour brightest citizens are 17 percent below reproduction level. We are\nraising more and more low quality citizens, fewer and fewer high quality\nones. This breeding from the bottom up means more juvenile delinquency,\nmore crimes, more public charges and unemployables, fewer real leaders.\nThere is another side to this picture. If family limitation continues, our\ncivilization faces an appalling economic burden of old people in the popu¬\nlation. There is a steady decline in the population of persons under twenty\nyears of age with a corresponding increase in the population over fortyfive. In 1850 only one American in eleven was over fifty — the age when\ndependency becomes likely. But with great advances in the nation’s health\nlowering mortality rates and birth control cutting off the supply of young¬\nsters at the other end, the fact is that the proportion of those over fifty has\nalready almost doubled. If our reproduction rate continues to drop, by\n1980 two out of five of our citizens will be over fifty.\nThe Townsend movement has given a foretaste of what that will mean\nin social turmoil. To support the 40 percent of Americans over fifty there\nwill be only 40 percent between twenty and fifty, the period of important\neconomic output. Altho some of those over fifty will be able to support\nthemselves, others of productive age will not be. So, on the average, every\nperson economically fit will have to produce a complete livelihood for one\nelderly person, in addition to all other obligations.\nAnd the circle will grow steadily more vicious. Because this increased\nburden will make it harder to support children, fewer children will be\nborn. Succeeding generations will have an even smaller proportion of pro¬\nducer^ to take care of a larger proportion of old people. No social order\ncan stand such a strain.\nAnother reason why birth control is a grave and immediate danger is\nthis: By stopping population growth it has blasted the very foundation of\nour economic system. Many children are necessary to our economy, as\nconsumers from the moment they are born and as producers when they\ngrow up. Alter that setup and you guarantee a chronic stagnation of\nbusiness.\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNational\n\nEducation\n\nAssociation\n\nWhat are we to do about this? May I ask, what is stronger than the\nstorm and yet the wind comes forth from its first faint source in whispers.\nThus came birth control propaganda. Its baleful whisper deepening, creep¬\ning upon hearts weakened by adversity or shallow from worldliness, it is\nfalling upon the home and banishing its integrity. The social and economic\nfabric of a nation is weakened when there is no family to spur the mature\nmale to responsibility. Such is the case, too, when unemployment leaves\nwanted children unborn.\nWhat America needs is the good old-fashioned home that in spite of\nrestricted income stands for the highest type of conjugal union, a home\nwhere fidelity and equality of obligation are partners, a home in sympathy\nwith the natural law, the procreation of children, a home that rears women\nin dignity, respect, and authority by teaching the sacredness of motherhood.\nBut lately what have we done to the home? We have weakened it by\nexalting the individual at the expense of society. And what have we — too\nmany sterile families, twofold careers, idle wives and daughters and weak\nmen as a menace to our nation.\nWe cannot confine ourselves to mere temporal ends and survive. The\nhome must have religion and if it has, society will survive and some of our\nnewer economic problems will vanish. It is in the home thru religion that\nchildhood is sanctified, youth inspired, manhood ennobled, and old age\ncomforted. We have neglected religion and that is why we are forced to\nrecognize that a malignant ulcer is gnawing at society’s vitals and we have\nbeen turned from our destiny. Perhaps it is not too late. It has been prom¬\nised, “The truth shall make you free.”\nCan we not work out a realistic readjustment thru character education,\nhealth education, and vocational training? Can we not urge government\nagencies to invest in the human resources of this great country that its\npeople may propagate and improve in reasonable proportion? Is that not\nfar more important than investment in our natural resources? A land that\nis poor in natural resources may be among the leaders of the world if its\npeople are really worthwhile.\nAs school administrators our first duty is to provide teachers who will\nrealize that the future of America will depend in large measure upon\nthe conception which takes shape under their tutelage in young and plastic\nminds. We must provide teachers who are intelligent, sympathetic, and\nemotionally secure. Let us have less emphasis on degrees and more upon\nreal teachers who do understand and will participate in a development pro¬\ngram. These teachers must enrich the educational field from the nursery\nschool upward. These teachers must instil the basic ideals of humanity and\ndemocracy by honest, straightforward, persistent, comprehensive attack on\nabnormalities which no self-respecting society will deliberately tolerate. It\ncan be done by instilling and strengthening good habits.\nThese teachers, too, can gradually bring to pass conditions that under\ntheir guidance children will be led to see what is right for their country,\nand gradually we will have the normal group with normal desires and\nreadiness to take up homemaking in spite of its complexities and trials.\n\n"}
{"page": 261, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n257\n\nParental instinct asserts itself when buoyant health and occupational fit¬\nness make happy emotional adjustment possible. We must instruct the\nadults of our country with the true situation in our schools. We must win\nthem to an understanding of our school problems thru the press, radio, and\nparent-teacher associations.\nDecrease in school enrolment should not affect school personnel in nine\ncases out of ten, at least not for a generation. I say this in spite of the fact\nthat 1940 has been set as a deadline for one-fifth fewer elementary teachers.\nOur teachers have had too great a burden, and now with conditions coming\nback to normal they will be able to study the child as a complete personality.\nThen, what of the handicapped? There are 2,500,000 not in school at\nall, due to handicaps and in some cases due to the fact that no school is\nprovided near them. Science has demonstrated that many handicapped chil¬\ndren can be rehabilitated. Here is a real chance to serve human needs. We\nhave our President’s example to follow in the medical field and we must\nhew our own in the educational world. Special education is needed for\n90,000 crippled children, 45,000 visually handicapped, 3,000,000 with im¬\npaired hearing, and 3,000,000 with reading and speech defects. “Every\nchild should be given every chance tti become a happy, useful member of\nsociety.”\nStatistics prove we can expect more and more children from low quality\ncitizens. We must accept them but I say let us welcome them. The children\nof low quality citizens come into the world undefiled but receptive and it\nis society that is making criminals of them. Let us give them the best the\nschool has to offer. Let us start their training early. Small towns and\nrural areas have only one out of every 147 enrolled in kindergarten.\nThe very principle of life is movement. Here is a good test for our\nactivity program among the children of the poor — those whose lives are\nwithout color and without hope. Here is our challenge. Let us throw out\nthe life line to the seemingly low quality child and we may be surprised\nwhen we see what proper stimulation and encouragement can do.\nOur talented students must also be given adequate opportunity to dem¬\nonstrate their abilities. Potential leaders of the arts and sciences are in our\nschools but we have found and trained only a small number.\n\nIt has been\n\ndemonstrated in special classes that poems, composition, sculpture, and ora¬\ntory throb within the hearts of our boys and girls and want an outlet. We\nmust have special classes for creative effort. We must have clubs that reach\nall children. Perhaps then we\ncrossword puzzle.\n\nwill rise above the tabloid funny and the\n\nWhat of the educational implications of that large group in our popu¬\nlation from fourteen to twenty-five years of age and how are we as school\nadministrators to meet this problem? There are 25,000,000 young people\nin the United\n\nStates in this age group — 7,000,000 are in high school,\n\n1,000,000 in higher education. Schools are, therefore, in contact -with only\none-third of them. An unknown number is at work but in recent years a\ngrowing group is out of school and unable to find work. Thousands of\n\n"}
{"page": 262, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\nyouth beyond school age, without jobs, and unable to carry economic respon¬\nsibilities of marriage, seem to have no place to go but to take to the road.\nIt has been said that any civilization that fails to conserve its human\nresources, particularly its children and its youth, is contributing to its own\ndestruction. Are those who are responsible for education in this country\ngiving our youth a balanced program;\n\nare they educating them to do suc¬\n\ncessfully the things they must do in order to carry on the nation’s business?\nOne object of education is to prepare boys and girls and men and women\nbetter to serve in their various professions, vocations, and callings. Of the\n26,000,000 or more pupils enrolled in the schools of the country in 1937,\nonly 1,096,000 were enrolled in vocational classes, including adults, or\nabout 3 percent of the total population of school age and 4 percent of the\nnumber enrolled in schools.\nIf America is to keep pace with twentieth-century progress it must pro¬\nvide within reach of every boy and girl a school where they can learn\nbetter how to do the things they are doing or have selected to do as their\nlife’s work. To fail to do that will close the door of hope to that large\nand necessary group of men and women to whom society and the business\nworld — with all its diversified interests — must look if we are to make use\nof our undeveloped resources.\nThe time must come when every boy and girl in the land will be required\nas part of their education to take a course in vocational guidance. The\nAmerican Youth Commission reports “that for the great majority of young\npeople, the schools simply haven’t functioned at all so far as this important\nservice is concerned.” The result is that four young people out of five\nmust decide on their future vocations when they leave school without voca¬\ntional information or guidance from any source. No wonder there are so\nmany misfits along the pathway of life, so many men and women trying\nto do things that God never intended them to do. Our human resources\nof the adult world must take stock of their own shortcomings, help them¬\nselves to security by cooperating with government, church, and school to\nprevent the tragedy of unpreparedness in all fields whatever the cause.\nThere was expended in this country during 1937 by local, state, and\nfederal governments practically $30,000,000 for vocational education or\n\nnine-tenths of 1 percent of the total amount spent for public education.\nThere was a student body of 1,096,000 which made the average cost per\nstudent about $28. From now on our practical problem should be to increase\nthis expenditure, establish all-day or part-time and evening classes for the\nuntrained laborer whether he be youth or adult. He will then be able to\ntake a new job when offered.\nThe human loss of this country has been great because society has failed\nto provide vocational reeducation. This cannot be done in a day or a year,\nbut the sooner it is begun the better. I know some will argue cost as a\nreason for putting off this great humanitarian task, but will it not be wise\neconomy to spend a few dollars more to train a worker better, rather than\npermit him to become a charge upon the community at a much greater cost?\nThere are many manufacturing concerns that have their peak season.\n\n"}
{"page": 263, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n259\n\nWhen the peak rush is over many employees are dropped and are forced\nto seek employment in other fields. Employees cannot change from one\nfactory to another overnight without some kind of training. If vocational\nschools were convenient to the workers many of them could be trained\nin a short time to make satisfactory adjustments. This, in my opinion, would\ngo far toward relieving the unemployment situation and would materially\naid in carrying on the country’s business. The declining birth-rate does not\nmean simply fewer teachers — it means that every social, economic, and\npolitical institution will feel its impact.\n“Faith without good works is dead.” We have problems of this gen¬\neration still unsolved and yet we are at the turning point of our history.\nWe must express our patriotism by a selflessness that works for the common\ngood. We must be a good neighbor to the next generation. America needs\na reeducated mature world, high-minded, chivalrous, efficient, honest. We\nare trying to get along with the education of thirty or thirty-five years ago.\nThis may account in part for 10,000,000 unemployed, even more misfits,\n30,000,000 who do not vote, and 9,000,000 who figure in accidents. It\nmay account for the racial problems of the South, the sectional antagonism,\nthe waves of intolerance, and the spread of foreign isms. I have not a doubt\nmyself but that the root of every tragedy, whether it be behaviorism, de¬\ncayed homes, unemployment, or communism, is lack of education.\nPlanning seems to be the only answer for all our problems — studying\nthe trends of the last ten years in our particular community, noting the\ndecline of the birth-rate, shift in population, annual enrolment, enrolment\nin private schools, number enrolled in schools of higher learning, number\nhandicapped, regional scholarships, permanent industries, unemployment,\nleisure-time facilities, absorption of white-collar workers, and need for\nvocational training. Each community will have to set its own house in\norder. The work of secondary schools must be extended, junior colleges\nmust be established, libraries must be a distinct feature of the schools.\nThe task of school management will be to provide as harmonious a\nreadjustment as human ingenuity can devise. It will succeed only as far\nas it wins the support of the taxpayers. There will be no easy plenty to\nmaintain education. The stability and welfare of the whole community\nmust of a certainty be our plea to the people. Our further aim should be\nfederal support. It remains the only fair and just solution to augment the\neducational budget.\nHow can we expect constructive social thinking without continuous\neducation in ethical principles, in new skills to replace old, without federal\nand state government geared to aid? Nothing can right on tomorrow cer¬\ntain wrongs of today. We might give our problems a more personal aspect\nby visualizing ourselves as the old people of 1955, our children bearing the\nburdens of our neglect, our grandchildren the sacrifice on the altar of\nthe future. We must take the long view of things and see the ultimate\nconsequences to our own flesh and blood.\nOne conclusion reached after a close study of adult resources is : Egotism\nis passing, leisure time is making the individual conscious of his weakness,\n\n"}
{"page": 264, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nconscious also of his possibilities along creative lines and anxious to\nstrengthen the one and fulfil the other.\nWe have actually begun to do something to improve conditions of the\nunderprivileged thru federal education of the adult world. The ignorant,\nthe unemployed, and the unskilled come willingly to classes. The concept\nis right, the leadership is inspiring, the mass of the people are willing.\nThen it seems to me\naction.\n\n“the American\n\nWay”\n\nof life can be preserved by\n\nWe have the opportunity to create a civilization with a new schedule\nof values, placing human values on top. We must face the problems before\nus in a more emphatic way. We must guarantee the security of the future\nby developing a people capable of self-control on high levels. We have no\nfear of consequences. We rest our future upon the faith that the happiness\nof America must depend upon the average of enlightenment, upon the\nattendant level of moral character, attainable by all men and women who\nlive under the flag.\nOn January 11, I was in the city of Washington. Returning to my hotel\nthat evening, I directed the chauffeur to drive to the Lincoln Memorial.\nI had heard it was magnificent at night. I stood entranced for minutes\nbefore that consummate art portraying the great Lincoln. Then, turning,\nI beheld in a straight line ahead the Washington Monument, pointing\nmajestically to the sky. I looked around and above on that perfect winter\nnight and I said to myself, “What a beautiful country to love!” I reflected\nthat the devotion and appreciation of an American people raised these monu¬\nments to two men who stood strong in crises of this country.\nThen my mind moved forward to this month of their births and to the\nnight when I would be standing before you, the school administrators of\nthe nation, and I said to myself again, “Cannot we who have in our hands\nthe destiny of millions of children, inspired by the supreme courage of a\nWashington and the patient wisdom of a Lincoln, rise equal to the crisis\nbefore us in America when it means America, our country, America the\nbeautiful !”\n\nCONSERVATION\n\nHONORABLE\n\nPresident\n\nHAROLD\n\nSexson\n\n: We\n\nAND\n\nL. ICKES,\n\nDEMOCRACY\n\nSECRETARY\n\nOF THE\n\nWASHINGTON,\n\nD. C.\n\nturn\n\nthe human\n\nnow\n\nfrom\n\nINTERIOR,\n\nresources\n\nof America\n\nto the natural resources, to take counsel as to the ways whereby we may\nderive from our material wealth the greatest returns in satisfaction and\nhappiness, and how we may best bequeath to those who come after us the\nwealth essential for physical well-being and for the support and nourishment\nof a really enduring culture in this country.\nWe do not intend to project plans. Our hope is that we train an on¬\ncoming generation to make intelligent choices, to devise effective behavior.\nWe seek to conserve and to transmit to those who come after us the ma¬\nterial resources essential for the adequate support of the America which\nis to be theirs.\n\n"}
{"page": 265, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n261\n\nThat we may have guidance in the furtherance of these purposes we have\nchosen to present to you a distinguished public servant who is interested\nin these matters. The American Association of School Administrators now\npresents the Honorable\nSecretary\n\nIckes:\n\nHarold\n\nL. Ickes.\n\nDuring\n\nthe past six years, to the extent\n\nthat news¬\n\npapers and foreign dictators have permitted me, I have been devoting my\nthoughts and energies to the conservation of natural resources. Just now\nI am wondering why we have the word “conservation” in the English\nlanguage. Or rather, why we do not have a shorter one with the same\nmeaning. Why is it that we have no one-syllable Anglo-Saxon word to\nexpress the thought of keeping things from loss or injury for the public\ngood ? I will tell you why. It is because the thought of conservation — the\nbare idea of it— has come too recently into the minds of the people.\nIn the English language nearly every idea which was in the minds of\nthe people before the Norman\n\nconquest has two\n\nwords\n\nto express it— a\n\nlong Latin word and a short Anglo-Saxon word, both having the same\nmeaning. For instance, agriculturist and farmer. Now when we get new\nthoughts, which require new words, we usually coin new words out of\nLatin or Greek to express them — long words like automobile or telephone.\nWe never coin a new one-syllable Anglo-Saxon word. It cannot be done.\nSo, whenever you find an idea expressed by a twelve-letter Latin word\nthat has no short, crisp Anglo-Saxon counterpart, you may feel sure that\nthe idea itself is something new under the sun. This is the case with con¬\nservation of natural resources. One of the reasons why the principles and\npolicies of conservation have had to struggle so long and so hard against\nthe opposing forces of ignorance and selfishness is because the roots of the\nidea do not sink deep enough into our racial thinking.\nH owever, the fact that we had to coin the word “conservation,” or\ngive it a special meaning in order to express the idea that it contains, reflects\na change in our thinking. The new idea had to germinate before we looked\nfor a word to express it, and the extent to which the word is now used\nregisters the extent to which the idea has spread.\nToday,\n\nthe conservation of natural resources is the declared policy of\n\nthe government of the United States, and of practically all state govern¬\nments. Unfortunately, the declared policy is not always the actual policy.\nHowever, this much has been achieved : The goal of protection has been\nofficially set up as a substitute for waste and destruction. But to reach this\ngoal, the path is long and the way is difficult. The first need, both for\nthe states and the nation, is for a real understanding of the problem. The\nsecond need is for a better organization of public agencies to deal with the\nproblem.\nWhy do we not teach conservation in our schools? Is the waste and\npillage and threatened physical destruction of our country less important\nthan the names of state capitals? Is the pollution of a river by sanitary\nsewage and industrial waste less important than the location of that river\non a map? Or is conservation so new a subject, so novel a thought, that\nwe are incapable of expressing it in simple language, either for children\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNational\n\nEducation\n\nAssociation\n\nor adults? Must knowledge be old, with long white whiskers, before it is\nknowledge fit to be acquired? Carry this problem into the schools, carry\nthe reality of it into the schools, in living words and phrases, not as drybone generalities, and the problem would be solved within a generation.\nThis is no slight assignment that I offer the American educational\nsystem. The subject is as extensive as the continent. Let us observe, in the\ncase of the national government, how broad is the field of conservation.\nThe first notable expression of a national conservation policy occurred in\nthe setting aside, in 1872, of nearly 4000 square miles of public land in\nWyoming to form the Yellowstone National Park. This was the beginning\nof our national park system. Twenty years later, farsighted men began to\nbe alarmed about the disappearance of our forests, and so our government\nstopped or partially stopped giving away the timber lands that belonged\nto the American people. From these timber reserves the national forest\nsystem developed.\nDuring the first decade of the twentieth century, it became apparent that\nthe migratory waterfowl of North America could not withstand much\nlonger the unending bombardment by hunters, combined with the drainage\nof swamps, etc., and it likewise became apparent that because these birds\nwere migratory, they could not be protected by individual state action.\nThis led, in 1913, to the Migratory Bird Treaty between the United States\nand Canada, and to the act of Congress putting the enforcement of this\ntreaty into the hands of the Bureau of Biological Survey.\nEven earlier than this, in 1892, a treaty between the United States and\nGreat Britain had led to international protection of the fur seal. Still\nearlier, another British-American\n\ntreaty had caused the establishment of\n\nour Bureau of Fisheries, but it w^as many years before this bureau became\ncharged with conservation duties. Thus, in the first half-century of the\nconservation movement, this line of development appears: first, protection\nof remarkable scenic areas by the establishment of national parks; second,\nthe setting up of the national forest system ; and third, government\ntion of wildlife.\n\nprotec¬\n\nIn the last twenty years, and more particularly during the past six years,\nthere has been a new broadening of the conservation field. A partial awak¬\nening to the reckless wastage of petroleum and coal has led to protective\nmeasures, which, however, especially with respect to our rapidly diminish¬\ning store of petroleum, still fall far short of what we need. Finally, the\nAmerican people have been forced to recognize that the greatest national\npossession of all, the land itself, is being destroyed. So our government is\nundertaking soil conservation, and the protection of watersheds, in order\nto stop, if already it is not too late, the loss and injury that threaten to\nturn millions of acres of fertile land into a desert.\nIn building up the agencies of government to carry on this broad but\nhaphazard program of conservation, far more attention has been paid to\ndetail rather than to the plan as a whole. In fact, there has been no plan\nas a whole. Conservation activities that are closely related to each other\nare scattered among separated government departments, with neither rhyme\n\n"}
{"page": 267, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n263\n\nnor reason to determine their location. This makes it harder to get rid of\nthe old system of waste and despoliation. This also makes it harder to\nunderstand why some sincere conservationists oppose the creation of a de¬\npartment of conservation.\nFor generations the chief business of our government seemed to be to\nget rid of natural resources as fast as possible, and the richer they were\nthe faster and more freely we handed them out. The land hunger of a\ngrowing population fostered this state of mind, but it took deeper root in\na rugged individualism which turned the forests and the mineral wealth of\nthe country over to adventurous exploiters, and made it the duty of the\nIndian Office to steal land from the Indians to give away to white men.\nThis state of mind prevailed thru successive generations, down past the\nCivil War period, down thru the years when the railroads were getting\nenormous land grants from the Middlewest to the Pacific Coast, and thru\nthose later years when these same railroads traded part of their lands back\nto the government again — traded back barren sagebrush plains for won¬\nderful forests of pine and fir on an acre-for-acre basis, while Congress closed\nits eyes and the people turned their backs. Here was an era of exploitation,\nwaste, and downright theft. Whatever belonged to the nation belonged\nto anybody who could filch it from the nation.\nHowever,\n\nthis could not go on forever, even in the America\n\nof the\n\n1880’s, when the robber barons reigned in their glory. Have you ever heard\nof Richard Franklin Pettigrew, the first senator from South Dakota? If\nyou turn to the files of the newspapers of the period when he served in the\nSenate, you will discover that he was an evil, dangerous man, a demagog\n— a malicious liar, as they put it, who was trying to destroy the reputa¬\ntion of great and good men. If Senator Pettigrew were alive today, these\nsame newspapers would undoubtedly denounce him as a “communist.” The\ntrouble with Senator Pettigrew was that he told the truth about the\nshameful exploitation of our national resources. He exposed the frauds in\nthe western timber entries, but nobody listened except to find something to\ndenounce, just as they denounced Tom Walsh years later when he began to\nexpose the corruption of Teapot Dome. Nevertheless, this Dakota senator\nwho had no friends, this senator who was excoriated by the American press,\nwon a great victory even while he seemed to be losing. In 1891, by the\nsheer force of his reiterated charges, he drove thru Congress a resolution\nputting 150,000,000 acres of timber lands into national timber reserves.\nA few years later these were\npartment of the Interior.\n\norganized into national forests in the De¬\n\nThe creation of the national forests, like the creation of the first na¬\ntional park, set up an object which people could see. It established a\nprinciple and brought standards into existence by which to judge fidelity\nto that principle. In other words, a true conservation policy began to\nreveal itself, not in the government as a whole, not in a governmental de¬\npartment as a whole, but in at least two important and conspicuous spots —\nthe national parks and the national forests, both of them in the Department\nof the Interior.\n\n"}
{"page": 268, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nAssociation\n\nBut that was not enough. The evil is too deep-rooted. The long satur¬\nnalia of waste and dissipation during the nineteenth century took some¬\nthing out of the American spirit. Alexander Hamilton, the conservative\nspokesman of the moneyed class of his day, declared that all the minerals\nin the soil of America should be and should remain the property of the\nUnited States government. It is fortunate that Alexander Hamilton is\nnot here today, for if he were, and if President Roosevelt should appoint\nhim to the Interstate Commerce Commission, I fear that his views on the\npublic ownership of minerals would be cited to prove him a communist;\nwould be used as an argument against his confirmation by the Senate. This\nis what our historic record of exploitation, and the thinking that has grown\nout of it, has done for us from 1789 to 1939.\nWhen we try to round out the national park system of the country, vic¬\ntories must be won by those who believe in national parks for the people\nagainst an array of selfish adversaries who spring into action whenever\nthey fear that private commercial interests, no matter how trivial or re¬\nmote, will be encroached upon by the creation of the park. Yet victories\nare being won.\nA bill is pending before the present Congress to establish the John MuirKings Canyon National Park in California, thus dedicating the most\nbeautiful mountain wilderness in America to the perpetual enjoyment of\nthe people, and saving a magnificent privately owned grove of California\nbig trees, comprising 7000 giant sequoias, from immediate destruction. One\nof the trees is so enormous that if it were cut off 160 feet above the ground,\n157 men could stand on the upright cross section of its trunk. I am happy\nto say that public opinion in California, where I have just been, is rallying\nto the support of this bill. Yet the supporters of this proposed national\npark are compelled to fight a highly organized propaganda machine based\non commercialism — based rather on a false appeal to commercialism, on\nthe claim that is not true in fact, that the area proposed for the park has\nan economic value which would be lost thru the establishment of a national\npark.\nThe affirmative attitude of the people and their congressional repre¬\nsentatives, in dealing with small segments of the problem of conservation,\nimpresses me all the more with the need to make the issue clear-cut in its\nlarger aspect, as it affects the entire nation. This calls for executive reor¬\nganization in our government. It calls for an assembling of conservation\nagencies so that the executive branch of the government can take its full\nshare of responsibility for framing and administering a sound conservation\npolicy.\nDuring\n\nthe formative period at the beginning of the twentieth century,\n\na great opportunity presented itself to create a department of conserva¬\ntion, headed by a secretary of conservation, and thus make the principle so\nplain that departure from it would be virtually impossible. At that time\npractically all conservation activities centered in the Department of the\nInterior. This department administered the national forests, the national\nparks, the Indian lands, the unclassified lands known as the public domain,\n\n"}
{"page": 269, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n265\n\nalso mining, and fisheries — practically everything relating to publicly owned\nnatural resources and those strongly affected with a public interest. Un¬\nluckily, the Interior Department was overgrown in other directions. The\nhuge Pension Bureau was a part of it. Its expenditures were greater in 1904\nthan those of all the other civil departments of the government combined.\nIn 1905, at the suggestion of Secretary of the Interior Ethan Allen\nHitchcock, the Forest Service was transferred from the Department of\nthe Interior to the Department of Agriculture. Various reasons for this\nwere given, but the real one was that the Interior Department, measured\nby expenditures, was twenty-five times as big as Agriculture and received\nits money thru numerous separate appropriation bills, which made it hard\nto get money for the national forests. The transfer was made to equalize\nthe departments and make it easier to get forestry appropriations. The\nresult was equalization that did not equalize because today, measured by\nexpenditures, the Department of Agriculture is many times larger than\nthe Department of the Interior.\nLater, the Pension Bureau, the Bureau of Fisheries, and the Bureau of\nMines were transferred to the new Department of Commerce and Labor,\nto help build it up. In 1933 President Roosevelt retransferred the Bureau\nof Mines to the Department of the Interior, but the Bureau of Fisheries\ncontinues as a conservation activity in a department that has no other con¬\nnection with conservation. The result of these actions was harmful in two\ndirections. It scattered the conservation activities relating to the public\nland and other natural resources thru many government departments, thus\nmaking it impossible to build up a strong, coordinated conservation policy.\nIn the second place, it made it harder to get away from the old idea that\nnatural resources were meant to be exploited. It gave the public no central\npoint, no focus of responsibility, at which it could hold the government to\naccount if it failed to guard the public lands, or the petroleum, or the fish\nand birds and animals. The result of this has been to weaken the govern¬\nment in the face of heavy selfish pressures upon it, and to intensify those\nselfish pressures.\nLet me give a few instances of what this has actually meant in the field\nof conservation. You perhaps remember the great conflict over Secretary\nof the Interior Ballinger, during the presidency of Mr. Taft. An Interior\nDepartment investigator, Mr. Glavis, charged that the Guggenheim\ncopper interests were getting possession of mineral lands in Alaska by mak¬\ning illegal entries on the public domain. Ballinger fired Glavis. Gifford\nPinchot of the Forest Service came to his support, and President Taft fired\nPinchot for criticizing a cabinet member. Public opinion then fired Ballinger.\nSome of us here tonight were part of that public opinion. What was the\nmatter with Ballinger? In his home state of Washington he rated high.\nHe had the typical, old-fashioned idea of the oldtime Westerner that the\nbusiness of the government was to give away public property. His title as\na member of the Taft cabinet said nothing about conservation. The law\nestablishing his office said nothing about it. There was no legally established\nstandard, no publicly proclaimed objective, to exert influence upon the\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nPresident in naming\n\nEducation\n\nAssociation\n\nhis cabinet, or to influence the cabinet member\n\nafter\n\nhis appointment, or to bring public opinion to a quick, sharp focus in de¬\nfense of our natural resources. The naming of Mr. Ballinger was Presi¬\ndent Taft’s mistake, but the setup of the government was more to blame\nthan was Mr. Taft. You will have such mistakes and such consequences\nflowing from mistakes until the conservation of natural resources is put in\ncharge of a secretary of conservation, whose title establishes his responsi¬\nbility for conduct in accordance with the objectives of the office.\nUntil this is done, those who are fighting for the conservation of our\nnatural resources will always be fighting against odds. It is difficult enough\nwhen we have a President and cabinet members devoted to the principles\nof conservation, for even in such a comparatively happy situation the lack\nof a visible standard of conservation increases the hostile pressure upon\ngovernment agencies, and the scattering of conservation activities in various\ndepartments causes friction, discord, and waste of effort, even among men\nwho have common objectives.\nI do not suppose that it would be possible to find two government estab¬\nlishments more unlike each other than the Department of the Interior as\nit exists today and as it was under Secretary Ballinger. In saying this, I\nam not trying to praise myself. Rather, I would praise Walter L. Fisher,\nwhom President Taft appointed to succeed Ballinger, and Franklin K.\nLane, Secretary of the Interior under President Woodrow Wilson. For\nmyself, I will give but one pointed illustration of the change that has oc¬\ncurred. Gifford Pinchot’s right-hand man, back in 1911, was a young and\nardent volunteer conservationist named Harry Slattery. Working for a year\nor more without pay, he brought together the evidence that led to Ballinger’s\nresignation. Harry Slattery is now Undersecretary of the Interior.\nYet I recognize the fact that, at any time, a change in the presidency may\nbring a man into my office who will revert to the exploitation policies of a\nhalf-century ago, and who will be able to say, in justification of his policies,\n“What is there in the law that says I must be a conservationist?” At any\ntime, a change in the presidency may give us a Secretary of Agriculture\nwho will abandon the policies of Secretary Wallace and deliver the Bio¬\nlogical Survey to be once more what William T. Hornaday called it, in\nthe later 1920’s, “a football of the wealthy duck hunters of the country.”\nWould it not be far more difficult for a President to sabotage the conserva¬\ntion work of the federal government, either deliberately or by negligence,\nif, when he entered upon his duties, one of those duties was to appoint a\nsecretary of the department of conservation ?\nNor is this the whole story. In fact, it is less than half of the story. Not\nonly I, but other members of the Roosevelt cabinet, have seen, felt, and\nresisted the pressures that come upon government officials when they under¬\ntake to defend the natural resources of the country. I know that my work\nwould\n\nhave been lightened — it would\n\nhave been lightened by half — if I\n\ncould have said in refusing various requests: “I am the secretary of con¬\nservation. My duty is to guard this property and keep it from damage. You\nare asking me to violate my oath of office.”\n\n"}
{"page": 271, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n267\n\nCould I or any other man say this, it would seldom be necessary to say\nit. Men who are unthinking, not vicious, make injurious demands upon\nthe government today. They demand of me that the public domain shall\ncontinue to be overgrazed, tho it would mean the ruin of the public lands.\nThey demand of the Department of Agriculture that wild ducks and geese\nshall once more be shot over baited waters and with the use of live decoys,\ntho a return to those outlawed practices would mean the extermination of\nall the waterfowl on the continent. They demand of the Department of\nCommerce that fisheries shall be treated as a purely commercial affair,\nfor present profit, tho to follow that policy would destroy the fisheries for\nthe future. They demand that the national forests shall be opened to\nlumbering by private contractors, and the hope of such exploitation is\nback of every fight that is made by lumbermen against the transfer of\nlands from national forests to national parks. How could such demands be\nmade upon a department of conservation? How could they be made effec¬\ntively? How could they be made at all?\nIn speaking of the conservation activities which might wisely be brought\ntogether in a department of conservation, I have confined myself to three\nfunctions: (a) those which relate to the common property of the people —\nto the publicly owned lands, the national parks, the national forests, the\npublic domain, the Indian lands for which the nation is trustee; (b) those\nwhich relate to those resources in which the people have a common interest,\nas in the wildlife of the country; and (c) those which relate to petroleum\nand other minerals vital to the national welfare, where there is a close\nadministrative connection between private and public holdings. This, I\nshould point out, does not cover the field of conservation, but it covers a\nlogical administrative field in which there is a central objective and a\ncentral problem — that of preserving and wisely using the common prop¬\nerty of the nation.\nOutside of this, there remains a vast theater for conservation work; in\nparticular, the conservation of the soil, a subject almost as big as the United\nStates. The problem of soil conservation is a unit, scientifically, but politi¬\ncally it is sharply divided according to public or private land ownership.\nSoil conservation on public lands is a simple tho sometimes difficult detail\nof the question of how and by whom the public lands shall be used. The\nproblem is subordinate to control of the land itself, by its custodian, the\nfederal government. For ease in administration, all public lands ought to\nbe in one government department, and for effective results, to resist pres¬\nsure, that should be a department of conservation.\nSoil conservation on lands in private ownership is a different and bigger\nproposition. This involves a delicate relationship between the government\nand millions of farmers living on their own or on rented land. Adminis¬\ntratively, it fits in with other scientific aids to agriculture and with the\nnationwide program of farm relief. This work belongs where it is now,\nin the Department of Agriculture.\nI have said little about the waste and conflict that occur in government\nwork because of the haphazard way the government departments have\n\n"}
{"page": 272, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\nbeen built up. This has been discussed on many\n\noccasions, in the past year,\n\nin connection with the President’s request that he be given authority to\nreorganize the executive departments so as to establish some orderly con¬\nnection between the bureaus and to get rid of duplications. For fifty years\nthis necessity has been growing, and for almost fifty years Congress has\nbeen trying to deal with it, but has failed because of the pulling and hauling\nof conflicting interests in the government service.\nI had not planned to discuss government reorganization except as it bears\non the special subject of conservation, but let me say that the way in\nwhich Congress meets this issue this year will indicate how our government\nis going to meet the critical problems of the next few years.\nThis is a time when\n\ndemocracy\n\nis put to a severe test to prove its ability\n\nto function in a world of new problems and fast-moving events. There is\nneed at this moment for an exercise of statesmanship among those qualified\nto lead American thought, as high and unselfish as that which presided at\nthe birth of our country. We cannot go forward, politically or economically,\nin the kind of a world that we live in, leaving our destinies to the negative\ndecrees of those who have closed their eyes to the problems of the nation.\nWe cannot stand still in the world of today. To attempt it would be to roll\nbackward into chaos.\nNo matter what political party comes into powder, no matter what group\nrises to control within a political party, the crisis which impends in our\nsocial and economic order rises above that party and above that faction,\nand we can no more conjure it away than a ship in a storm can conjure\naway the breakers that threaten. To go forward, to ride the storm, we\nmust keep the wind in the sails and let somebody hold the wheel who\nknows enough not to let go.\nWhere in this picture is there a place for a political party divided against\nitself? Where is there a place for a political party, no matter what its name,\nthat is against everything, and for nothing? Where is there a place for\ngovernment by high-powered mail order propaganda, whose goal is to\ncoerce Congress and the executive departments into a policy of doing\nnothing at all?\nThe kind of propaganda campaign which was successfully conducted last\nyear against the government reorganization bill,. a campaign conceived in\ndeceit and born in mental dishonesty, represents a force in American po¬\nlitical life which cannot continue to operate successfully, in the broad field\nof its ambitions, without bringing our social order to the verge of dissolu¬\ntion. We cannot survive indefinitely, as a self-governing republic, with our\ngovernment reduced to paralyzed inertia by a sinister propaganda whose\naim is national confusion and governmental prostration.\nHere we have conservation in its broadest aspect — the conservation of\nthe American nation as a functioning society of human beings. It is here, in\nthe relationship between the people and their representatives, that the mis¬\nchievous hand of a powerful and unscrupulous propaganda can wreck the\nprocesses of representative government. What proportion of the keenest\nbrains in America — not the best, but the keenest — are devoted to making\n\n"}
{"page": 273, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n269\n\nAdministrators\n\ngovernment function for the people, and what proportion to keeping it\nfrom functioning for the people? Answer this, and you answer the question,\nWhere lies the danger to America?\nI am not directing this criticism at the Congress. I am directing it at\nthe forces that keep the Congress from functioning at the level of the merit\nthat is in its membership. I am directing it at the forces that restrain the\nfunctioning of the executive department and at the forces that too often\ntouch the judicial branch with mental palsy.\nI said that there was need to teach conservation in the schools — the con¬\nservation of natural resources. There is an even greater need to make all\nAmerica a school in which to teach the conservation of democratic govern¬\nment, by making it function; the conservation of American principles of\nliberty and equality by putting them into practice; the conservation of\nresponsible citizenship* by inducing citizens to meet their responsibilities.\nHere is our ultimate task in conservation, in these United States of America,\nand it cannot be left for future undertaking. It is our responsibility, here\nand now.\n\nAMERICAN\n\nYOUTH\n\nLOOKS\n\nEDMUND\n\nE. DAY,\n\nPRESIDENT,\n\nCORNELL\n\nPresident\n\nSexson\n\n: W e now\n\ncome\n\nAT\n\nITS\n\nUNIVERSITY,\n\nFUTURE\nITHACA,\n\nN. Y.\n\nto the third portion of this program.\n\nThe speaker who is to handle the summarization of these two addresses\nhas had a distinguished career in American education. He has been an\ninstructor in the great institutions of higher learning in this country, he\nhas had experience as an administrator of the great foundations of the\nRockefeller Board, he has served as a member of the board of education\nin his own community, Bronxville, where he has lived. Since 1937 he has\nbeen president of Cornell University.\nAs a member of the Educational Policies Commission, he has made a\nsignificant contribution in driving forward a program calculated to awaken\nthe interest of the educators of this country in a dynamic program of citi¬\nzenship — a program which includes the preparation of youth, of children,\nand of young people for real responsibilities and for the facing of real\nproblems. It is my pleasure and honor to present at this time Mr. Day.\nMr.\n\nDay:\n\nIn my opinion, it will be a happy day for American\n\neducation\n\nwhen it comes to be recognized in all quarters that educational administra¬\ntion at all levels has a place, that the educative process is a continuing one\nfrom the lowest to the highest grades, and that whatever the necessity of\ndifferential treatment in dealing with young people at different levels and\nfrom different groupings, it is of the utmost importance that the whole\nprofession of teaching should join in a common effort with general con¬\nfidence and understanding and not allow itself to fall into warring camps\nor isolated groups without mutual communication.\nIt would be a misrepresentation of what I have to say to refer to my\nremarks as a summarization\n\nof the two splendid papers w’e have heard on\n\n"}
{"page": 274, "printed_page": null, "text": "270\n\nNational\n\nthe conservation of human\n\nEducation\n\nAssociation\n\nresources and of natural resources. Rather than\n\nundertake any such task, I have ventured to come at the problem of\nAmerican youth with the idea that it is of great importance, that those of\nus who are called upon to deal with youth should have the fullest available\nunderstanding of youth’s present position and of 3'outh’s outlook for the\nfuture. Consequently, I shall talk on the general subject “American Youth\nLooks at Its Future.”\nBold, indeed, would be the man who undertook to speak authoritatively\nthese days for American youth ; and for a man past fifty to speak at all\nfor American youth may appear to be plainly presumptuous. Nevertheless,\nthat is what I propose to do. Middle life may have its disadvantages in this\nconnection, but many years of association with school and college youth\nshould have offsetting advantages. Fortified with such confidence as may\nbe drawn from this long and wide acquaintance with young people, I am\ngoing to act for a little while as youth’s spokesman, bringing to your atten¬\ntion certain views, which, I have every reason to believe, are much on the\nminds of a host of young people in America today.\nThere are at least three good reasons for undertaking this rather difficult\ntask. In the first place, youth is badly handicapped in getting its views\neffectively before the American public. Youth is relatively unorganized.\nYouth has not learned to operate thru pressure groups. On many subjects\nit appears to be strangely inarticulate. Thus far it has not had effective\naccess to the instruments of propaganda. Here and there the voice of youth\nis being heard ; by and large even when raised it is drowned in the clamor\nof other parties. It is time to make an effort to give youth a chance to have\nits say.\nIn the second place it is clear that a somewhat sharper competition of\nage groups looms in the immediate future of American life. Already in\nsome states the question has arisen as to whether old-age pensions or public\nschool costs are going to be covered by the diminishing public funds that\nare available. There is every reason to think that the aged and infirm will\nmake increasing demands upon the national income. Evidences accumulate\nthat the adult population will increasingly restrict the opportunities for\nyouthful employment in industry. In still another quarter, a steadily rising\nburden of benefits for the veterans of the Great War promises to draw\ndivisive lines of interests between our age groups. Among the stresses and\nstrains of the present social order are those which stem not from conflicts\nof classes but from these competing interests of the successive generations.\nThe changing age composition of the American population is almost\ncertain to accentuate all this. The number of young people between the\nages of sixteen and twenty years will reach its maximum of about twelve\nand one-half million in the early 1940’s. Within the next twelve years the\ntotal in this age group will probably drop about 2,000,000. In 1930 there\nwere in the continental United States, according to the decennial census\nof that year, a total of approximately 123,000,000 people. Of this number\nabout 48,300,000 were under nineteen years of age and about 6,600,000\nwere sixty-five years of age or older. The young\n\npeople outnumbered\n\nthe\n\n"}
{"page": 275, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n\n271\n\nold more than seven to one. It is conservatively estimated that in 1960\nthere will be a total population of approximately 140,000,000 people, of\nwhom about 37,000,000 will be under nineteen years of age and 15,000,000\nwill be sixty-five or over. The young people of all ages from birth to\neighteen years, inclusive, will then outnumber the old folks by only two and\na half to one. In other words, over the next twenty years the number of\nchildren and young people is expected to decline about 11,300,000, and the\nnumber of old people to increase about 8,400,000. As this fundamental\nshift in the age composition of our population takes place, the competing\ninterests of the generations may be expected to become more and more\nsharply drawn. Under these circumstances it is important that measures\nbe adopted to secure more effective presentation of the desires and interests\nof our young people.\nIn the third place, I venture to act as spokesman for American youth\nbecause I believe it to be one of the privileges of the teaching profession\nto serve as mediator between each oncoming generation and those that have\ngone before. In times of relative economic stability and little social change,\nthe reconciliation of the differences between the generations is not likely\nto prove troublesome. But in times like our own in which profoundly\nimportant changes are taking place with disconcerting speed, age groups\nseparated by no more than fifteen or twenty years may live in totally\nunsympathetic worlds. Thus the World War may be said to have created\na deep and almost unbridgeable chasm between those who fought in the\ntrenches and those who carried on at home in their accustomed places. The\nlack of understanding between parents and their offspring during the\ndecade following the war was a matter of common note. The depression\nhas had like divisive effects. The adult population has been too engrossed\nin its own troubles to give much heed to the correlative perplexities and\ndifficulties of youth. Herein lies a part of the opportunity and the obli¬\ngation of the great company of educators: to make more widely known\nthe interests and aspirations of American youth in the troubled times thru\nwhich we are passing.\nIt has to be admitted at the outset that, with reason, youth might have\na sharply critical attitude toward the legacy of our times. From\n\nthe per¬\n\nspective of the late 1930’s, there is a bitter, almost ridiculous irony about\nthe idea that the World War was fought “to end all wars” or “to make\nthe world safe for democracy.” Youth knows that whoever claims to have\nwon that war, civilization certainly lost it. The current deterioration of\ninternational morality and the constant threat of further wars are both\nappallingly evident. Within our own country the national economy after\nseveral years of treatment remains sadly confused. A mounting public debt\nposes to youth the problem of later repayment. The burden of caring for\nthe unemployed, the destitute, the sick, the aged, and infirm, not to mention\nthe veterans of foreign wars, assumes larger and larger proportions. Mean¬\nwhile the natural resources upon which the national economy is based are\nnot what they used to be with free land gone, forest land largely denuded,\nmillions of tons of topsoil washed to the sea, and mineral deposits substan-\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nAssociation\n\ntially reduced. Youth would be within its rights if it commented rather\ncaustically upon the job which has been done by its predecessors. Upon\nthe whole, the attitude which youth has taken with regard to these matters\nis extraordinarily free of resentment. Happily, youth concentrates its atten¬\ntion on the future, not on the past.\nThe\n\nsignificant views of American\n\nyouth as it looks at its future relate\n\nto a wide variety of subjects, many of which I cannot undertake to con¬\nsider. I propose to confine my reporting to the views of American youth\nwith regard to four matters: the schools, employment, democracy, and\nworld peace. These are all very large subjects and all I can hope to do\nis to give you in barest outline some of the views which I believe American\nyouth to be entertaining.\nThe attitude of youth toward the schools has been profoundly affected\nby the fact that the secondary school as well as the elementary has become\nwell-nigh inescapable. Time was — and not so very long ago — when those\nwho did not like formal education could avoid it after a limited sentence\nin the elementary grades; there was always some kind of job to which to\nescape. That time seems to have passed with little if any prospect of its\nreturn. It now looks as if, up to the age of eighteen, or possibly nineteen\nor twenty, young people in America will be compelled to go to some kind\nof school. The high school can no longer be thought of as a school for the\nmore academically disposed minority of young Americans; it has become\na school for all young Americans of whatever disposition.\nThe attitude of youth toward the schools is widely variant, of course,\nand reflects a great diversity of youthful interests, attitudes, and aspirations.\nIt is safe to say, however, that by the time they are well along in their\nteens, the great bulk of our young people wish to have school programs\nexhibit clear and fairly direct bearing upon the life interests of the learn¬\ners. What are some of the primary roles these young people shortly expect\nto be playing? Obviously they wish to become workers or producers — in\nother words, job holders; the great bulk of them wish to become home\nand family builders; less uniformly and less fervently, they wish to be\neffective citizens. Here are approaching responsibilities for which they\nwould like to prepare. They are not inclined to accept the doctrine that\nno specific preparation is in order, that the only suitable course of training\nis indirect and is solely concerned with the cultivation of intellectual and\nmoral virtues.\nNo thoughtful person is going to question the importance of these intel¬\nlectual and moral virtues. No one is suggesting that society try to dispense\nwith these virtues. On the contrary, everyone wants a more ample supply\nof them, and the only serious question is how to get it. One answer is\nto return to the traditional academic disciplines; the other is to reorganize\nthe curriculum with specific reference to the evolving life interests of the\nlearners. It is reasonably clear that youth leans to the latter view of the\nmatter. By some this is thought to be due to a softening of the intellectual\nand moral fiber of youth. Frankly it does not seem to me that this is a\nfair interpretation. We must realize that the secondary school is dealing\n\n"}
{"page": 277, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n273\n\nwith a new kind of school population, and that young Americans of sec¬\nondary-school age are facing a new kind of world. It would be surprising,\nindeed, if, under these circumstances, no change of school program were\nin order.\nYouth, then, is somewhat critical of the American school of today and\nis looking, rather confidently I believe, for certain changes for the better.\nWithout seeking any softening of the school program, youth expects the\nAmerican school of the future to cope more successfully with vocational\ntraining and adjustment, with preparation for home and family life, with\ntraining for effective citizenship in a truly democratic America. Here is\na challenge from youth to the schoolmen that cannot be brushed aside.\nOne further idea about education gains wider and wider circulation\namong our young people. Increasingly it is held that individuals of excep¬\ntional promise should not be kept from realizing their promise thru lack\nof financial means. It is argued, and soundly so, that there is inexcusable\nsocial, as well as individual, wastage in our failure to provide means by\nwhich these more gifted young Americans can obtain full development.\nSome system of wise selection and subsequent financial aid should be\ndevised and supported. Where are those who will seriously question the\nsoundness of this proposal ?\nIt is when dealing with the problem of employment that American youth\nis most likely to show traces of resentment over the present situation. To\nyoung people, the full-time job is final and convincing evidence that at\nlast adulthood has been achieved and independence established. The psy¬\nchological value to youth of satisfactory employment is incalculable. Only\nin this way can normal home and family living become possible and selfrespect be achieved. It is not at all surprising that youth views the future\nso largely in terms of the prospects of employment.\nThe recent employment experience of youth has been frightfully dis¬\ncouraging. About one-third of all young people available for work are\nunemployed. The number of those in the United States between the ages\nof sixteen and twenty-four who are wholly unemployed is estimated at\nfour and a third million. Nearly six million are either completely or only\npartly employed. Only a small proportion, 13 percent, of the youth who\nhave no work are not actively seeking work. Surveys have shown that\nmore than half of these young people out of work have failed to find\nemployment after periods of effort running over two and a half years.\nThe gap that exists between the end of schooling and the first real job\nis distressingly wide. Youth contemplates and experiences this gap in en¬\nforced idleness — at a time in life when idleness is likely to have deeply\ncorrosive effects.\nAmerican\n\nyouth has thus far met the problem of unemployment\n\nrather\n\nstoically, but it is too much to expect that it will continue to do so in¬\ndefinitely. It is time we all recognize that no society can long endure which\nleaves its young men in idleness. Measures should be promptly devised\nfor dealing more constructively with this whole problem. Capital and\nlabor and the schools and government should all join forces in closing the\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\npresent gap between the school and job. Possible extensions of the idea\nof the CCC should be explored. Local communities should deal more\nearnestly and imaginatively with the possibilities of local community work\nprograms. If undertakings along these lines cost money, let it not be\nforgotten that maintenance for the aged is no more indispensable than\nemployment for the youthful. In the matter of opportunities for work,\nyouth must be served.\nGiven employment, what does American youth expect of its future? In\nthe first place it does not look for opportunities to accumulate large means ;\nit recognizes that the day of the great American fortune has passed, prob¬\nably never to return. But as an offset, a measurable increase in security is\nlooked for — in fact it is demanded. At times it would appear as if American\nyouth had grown prematurely old because of its insistence upon guarantees\nof securities rather than upon chances for adventure. Presumably, this atti¬\ntude springs from fear that the chances of successful adventure have ceased\nto be reasonable. For the time being, American youth is disillusioned. For\nit the glamor of life is in eclipse. But the spirit of adventure which always\nlies latent in youth will return to life. After all, the world remains an\nextraordinarily interesting place. Science and technology continue to per¬\nform their miracles, and thrilling careers of invention and discovery remain\nopen. Service to one’s times still carries its rich rewards. The opportunities\nfor social participation are expanding. Increasing leisure time lies at our\ndisposal. If youth can come to see adequate meaning in life, if it can develop\nits inner resources and not attach too much importance to the material\nimplements of daily living, it can come to view its prospects with renewed\nsatisfaction.\nYoung\n\nAmericans\n\nregard democracy\n\nwith an attitude, not of skepticism,\n\nbut of frank questioning. They can see — as can all of us — that democracy\nis in a measure of distress, and they are led to wonder how serious the\ncomplications will turn out to be. Their ideas of just wdiat democracy\nmeans are somewhat vague and remote from their own day-to-day living.\nThey are likely to think of democracy as a bookish ideal of government\nrather than as a concrete system of close-at-hand human relationships. They\nwonder wdiether democracy can maintain a satisfactory level of economic\nefficiency and whether it can solve the problem of unemployment. They\nhope they will not have to choose between freedom and a decent job.\n(Heaven forbid that they should have to!) They are impressed with the\nfact that great inequalities of human circumstance continue to challenge\nthe concept of social justice that lies at the heart of democracy. On every\nhand they observe a distressing lack of social unity or of any consolidated\nsocial purpose. In short, they are troubled about democracy and, despite\nan underlying belief and loyalty, cannot but wonder what lies ahead.\nLet us be thankful that American\n\nyouth no longer takes democracy\n\nin\n\nchildlike faith. The time has arrived for dealing more openly and con¬\nstructively with those phases of American life which belie our democratic\nideals. After all, democracy is not a blessing conferred for all time on the\nAmerican people by the founding fathers; it is an aspiring purpose to be\n\n"}
{"page": 279, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n275\n\nachieved only as the generations succeed in really establishing peace on\nearth and goodwill among men. Eternal vigilance is required for the pres¬\nervation of such democracy as we have, and unending endeavor for its\nimprovement. If youth with its frank questioning leads America to replace\nits complacency toward democracy with honest concern for its future,\nyouth will have served well those democratic purposes for which we all\nstand.\nThere is much that is essentially fatalistic in the attitude of the Ameri¬\ncan youth toward possible future wars. After all, what does youth have to\nsay about whether or not war shall be waged? Youth’s job is to fight the\nwar, not to declare it ! As to the causes which provoke wars, American youth\nis plainly cynical. It is convinced that interests, not principles, ordinarily\nprevail, and that popular support for any war can be obtained provided\nthose in power have full possession of modernized\n\ninstruments\n\nof propa¬\n\nganda.\nAmerican youth is all for peace, yet it does not appear to be for “peace\nat any price.” Our young men would be quick to arm if a foreign invasion\nwere threatened or if the territorial integrity of the continental United\nStates were endangered. But they are not now disposed to go abroad in\ndefense of democracy. American youth knows that the inevitable centraliza¬\ntions and usurpations of governmental authority in the prosecution of a\ngreat war are quite likely to mean the end of democratic institutions for\nthe warring nations. American youth recognizes the terrible dilemma faced\nby the European democracies : not to fight may mean the loss of democracy\nthru humiliation and final subjugation; to fight may mean the loss of\ndemocracy thru political transformations deemed necessary “to win the\nwar.” Youth on this side of the water is thankful that America does not\nface the same dilemma.\nAmerican youth expects another European war and expects the United\nStates sooner or later to be drawn into it; however, its attitude toward\nthis prospect is not one of willing sacrifice but of fatalistic submission.\nUnhappily, as American youth views the present world, there is little left\nthat is really worth fighting for. A young Danish contributor, Per Sorensen,\nputs it this way in the columns of the February Atlantic Monthly : “The\nGospel of Progress is gone; left is the Gospel of Work.” It is the absence\nof enthusiasm, the lack of passionate devotion to any cause at all that more\nsharply than anything else characterizes American youth of this generation.\nThat this is so may well give pause to those of us who are now managing\nthe estate which American youth of these days will in due course inherit.\nEarly manhood and womanhood is not an easy period of life; it is, in\nfact, one of life’s most difficult periods. Youth needs sympathetic counsel\nand wise cooperation in working out its problems. I am not one of those\nwho would subordinate adult living to the demands of the oncoming gen¬\neration; on the contrary, I am convinced that each generation in its prime\nis entitled to its own time in the saddle. But while there and living in\nthe present, each succeeding generation is under obligation to keep an eye\non the future, and the rights and interests of youth — of the generation to\n\n"}
{"page": 280, "printed_page": null, "text": "276\n\nNational\n\nEducation\n\nAssociation\n\ncome — are to be respected even if the shift of political force carries in\nother directions. Youth has its part to play in social planning, and let not\nits failure to speak be taken as a sign of either indifference or complacency.\nAfter all, civilizations, like parents, may be judged in part by the thought\nand care they give to their young. Let us make sure that in this respect\nAmerican civilization of the middle twentieth century is not found wanting.\n\nTUESDAY\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\n“ Schools in Small\n\nCommunities\n\n28, 1939\n\n” The 1939 Yearbook\n\nGREETINGS\nREUBEN\n\nT. SHAW,\n\nPresident\n\nPRESIDENT\n\nSexson\n\n: The\n\nOF THE\n\nNATIONAL\n\nAmerican\n\ntors is, as you know, a department\n\nEDUCATION\n\nAssociation\n\nASSOCIATION\n\nof School\n\nAdministra¬\n\nof the National Education\n\nAssociation.\n\nWe are pleased this morning to present the president of the National Educa¬\ntion Association for a word of greeting — Mr. Shaw.\nMr.\n\nShaw\n\n: From\n\nthe very beginnings\n\nof our democracy\n\nit has been made\n\nquite clear that an educated and enlightened citizenry is absolutely funda¬\nmental to the functioning of a democratic form of government. Civic leaders,\nstatesmen, and politicians have all proclaimed the thought that education\nshould be fully and forever encouraged thruout the nation.\nMore than a hundred years ago we in America began talking about the\nimportance of equal educational opportunities for all the boys and girls in\nAmerica. We have made great progress in our cities and in our more\nwealthy states. If, however, we study the problem nationally, we find that\ntoday we are farther from providing equal educational opportunity for all\nthe children in America than we were a hundred years ago, for our best\nschools are certainly better than the best schools of a hundred years ago\nand we still have many localities in which no schools exist.\nIn our various designations of equal educational opportunity we have\nmade it clear that we do not mean a uniform or stereotyped education but\nrather a variegated type of education devised and adjusted to study the\nindividual needs, abilities, and capabilities of the children and adults who\ncome to school. The study made last year by the Advisory Committee on\nEducation, appointed by the President of the United States, brought out\nthe following facts:\n1. There are 800,000 children between the ages of seven and thirteen years who\nare not going to school in the United States. They are not going to school because\nschools are not available for them to attend, or are so located that attendance is\npractically impossible.\n2. Approximately 3,500,000 youths of high-school age in America are not enrolled\nin high school, because high schools are not located where attendance would be pos¬\nsible, or do not provide the courses in which these youths would be interested.\n\n"}
{"page": 281, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n277\n\nAdministrators\n\n3. One and a half million handicapped children are not receiving the kind of\neducation which is indicated as desirable for their particular needs.\n\nJ. Edgar Hoover, head of the Bureau of Federal Investigation, has made\nin substance the following statements:\n1. Four out of five of those whose fingerprints are recorded in the Criminal\nsion of the Bureau are either illiterate or have had very little education.\n2. Education of the right sort at the right time is a most effective means\nbating, controlling, and preventing crime.\n\nDivi¬\n\nof com¬\n\n3. The annual bill for crime in America is $15,000,000,000 as compared with\n$2,500,000,000 for education (one of the most significant facts, it seems to me, that\nshould be taken home and repeated in the hearing of every citizen until it registers\nfully and completely).\n\nI should like for you to consider seriously and carefully the following\nbrief definition of democracy: intelligent compromise. When we proceed\nabout anything intelligently, we gather facts, truths, and opinions and we\narrange them according to our liking. Equally intelligent people will\nstudy them and arrive at different conclusions because they place different\nweights or values upon these facts, truths, or opinions.\nThe fact that different conclusions are arrived at forces a compromise\nto be made in order that progress may follow. Whatever compromise is\nmade continues only as long as those who effect it are willing to have it\ncontinue. Please note that that is the procedure in a democracy, and in a\ndemocracy alone do we handle matters that way. As soon as new facts have\nbeen developed, arranged, and evaluated those participating will from time\nto time effect new compromises and only so far as we proceed intelligently\nwith both those — gathering facts and compromising in view of those facts —\ndo we really make progress.\nThousands of citizens who have had practically no education attain the\nvoting power each year. Many of those who have attended school are not\nwell informed concerning the fundamentals of our form of government,\nhow\n\nit came into existence, and what\n\nis really meant\n\nby “government\n\nof\n\nthe people, for the people, and by the people.\" A study of Communism,\nFascism, and other isms of any sort of anti-American character brings out\nthe fact that they thrive only in a soil of ignorance fertilized with poverty\nor fear or irreligion, or some combination thereof. I wish to stress the word\n“ignorance,” implying, with all the force that I can, ignorance of what\ndemocracy really is, particularly our own American type of democracy. With\nthese facts before us, education of all the citizens — in large communities,\nin small communities, everywhere they are in America — is the most impor¬\ntant phase of an internal program of national defense.\nI should like to analyze briefly the teaching profession and its responsi¬\nbilities as I see it.\nThe first is the responsibility toward the child in the classroom within\nthe school walls. The second is the obligation of the teacher to be more\ncognizant of the various divisions and departments within the profession.\nAnd the third is the obligation of each member of the profession toward\nthe citizens, toward the public, and toward those who will ultimately suffer\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nAssociation\n\nor gain by the behavior and the participation of the future citizens of\nAmerica in our own type of government. In many ways we have gotten\naway from talking in terms primarily of teachers’ salaries and school build¬\nings. We have been talking in terms of the child but I fear we have not\ncarried home to many angles of business, and America in general, the fact\nthat the schools exist primarily for the development of future citizens of\nAmerica and that they should be fully acquainted with and have complete\nunderstanding of all the procedures that we think of in terms of American\ndemocracy.\nWe are not limited, as at times we feel we are, to matters pertaining\nto the shores of this continent, for no matter how we view these matters\nof international concern we must admit that it is a matter of better under¬\nstanding in the last analysis. The year 1938 witnessed the creation of a\nDivision of Cultural Relations in the Department of State of our federal\ngovernment. I do not believe this particular movement has been paralleled\nby any other country in the world.\nWhether or not you believe in the reduction of armament as a significant\nmovement toward peace or in the increase of armament for defense or in\nthe value of treaties and agreements, we must agree that none of these plans\nhas been or will become effective unless there goes with each a full and com¬\nplete understanding among nations, which can come only from education\nand the mingling of people of various nations.\nAt this convention there are many meetings of a division or grouping that\nwe are calling public relations. That covers, in many respects, the item re¬\nferred to as the obligation of the teacher as a member of the profession to the\npublic. There is a tremendous amount, however, that we need to develop in\nthat field and I should like to classify it under three heads: the press, the\nscreen, and the radio.\nWe have progressed in some places by keeping the press more nearly ad¬\nvised of the needs of the schools in reference to building future citizens, yet\nin many respects it has dwindled down to details. We are constantly making\nprogress on the radio. I wish to direct your attention to the four radio pro¬\ngrams each week that are given under the auspices of the National Educa¬\ntion Association.\nI should like, however, to develop a little further my concept of the part\nthat the screen may play with reference to this public side. It is not enough\nto talk of those who are coming to our classrooms either as young students\nor adults. We need in times like these to do something and to do it quickly\nto keep the public advised in every possible way. Since many people attend\nthe motion picture theaters, great advances in understanding\nular problems may come thru this medium.\n\nthese partic¬\n\nIt has been my privilege during the past year to have conferred with some\nof the heads of the motion picture industry. Several companies are working on\nand sharing the problem of presenting to the public thru “shorts” this type\nof program. Some excellent short features which have been made recently are\nthe following: “Song of a Nation” — the story of “The Star-Spangled Ban¬\nner”; ‘‘Give Me Liberty” — the story of Patrick Henry; “Man Without a\n\n"}
{"page": 283, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n279\n\nCountry”; “Declaration of Independence”; “Romance of Louisiana” — the\nstory of the Louisiana Purchase; and “Lincoln in the White House.”\nHere is my challenge to you: Warner Brothers is working on this type of\neducational feature — as are Fox and other companies — and this is the issue\nthey present to us:\nWe propose to continue this series as long as worthy subjects present themselves\nfor dramatization. We realize, however, that the selection of proper subjects for such\na series is a public responsibility which should be strengthened by a comprehensive\nknowledge of our national development.\n\nThey\n\nspecifically ask the National\n\nEducation\n\nAssociation to present to\n\nthem as promptly as possible the ten most significant facts in American his¬\ntory, and they will then proceed to produce them in these short features so\nthat the public attending the motion picture theaters may have an oppor¬\ntunity to see them.\nIt is my privilege to announce that Warner Brothers has sent those six\nfilms for you to see. They are being shown at one of the small theaters near\nhere this evening. It is your responsibility to attend and to send in any sug¬\ngestions that occur to you.\nWhen we have matters of this kind coming up, or when we receive requests\nsuch as the recent one to the Committee on International Relations regarding\nthe supplying of information to the teachers of South America concerning\nour American democracy, we should be prepared to present such information.\nThru the efforts and cooperation of many of you as individuals and of the\nOffice of Education, we are preparing a pictorial booklet translated into\nPortuguese and Spanish for delivery to the South American countries. This\nbooklet is to contain desired information on our American system and will\ninclude some splendid cuts that have appeared in School Life.\nI hope all of you share with me in the feeling of pride when such opportuni¬\nties to serve arise. It is an opportunity to find ways to get together thru this\nintelligent compromise, to find ways to speak as a profession, and at all times\nand all places to recognize a pride in the profession. I say with all the force\nthat I can, I am proud to be a teacher!\nPRESENTATION\nH. M. CORNING,\n\nPresident\n\nOF\n\nTHE\n\nYEARBOOK\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nCHAIRMAN,\n\n1939\n\nYEARBOOK\n\nmajor\n\nproject of the Association\n\nSexson\n\n: The\n\nCOLORADO\n\nSPRINGS,\n\nCOLO. )\n\nCOMMISSION\nis its yearbooks.\n\nIn our professional life there is no contribution or publication we look for¬\nward to with greater interest. I believe I can say without any fear of contra¬\ndiction that no man has given more significant leadership to the small or\nmedium sized community than has the chairman of the 1939 Yearbook Com¬\nmission. He and his committee have been engaged for two years in collect¬\ning, compiling, and editing the materials which they hope will be of invalu¬\nable assistance to those who lead the medium or smaller sized communities.\nI have the pleasure at this time of paying my respects to the fine profes¬\nsional leadership of my friend and of presenting to you Mr. Corning.\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nMr.\n\nNational\n\nCorning:\n\nThomas\n\nEducation\n\nAssociation\n\nJefferson, speaking\n\nof the school system\n\nof Vir¬\n\nginia in 1821, said, “Let us keep our eye steadily on the whole school system.”\nThis wise admonition by Jefferson was appropriately used as the key phrase\nin the foreword of the 1929 yearbook of the Department of Superintendence.\nThe commission which prepared that yearbook directed professional eyes at\nthe whole school system thru its study of the units of American education\nand the relationship between them. In 1931 the same commission presented a\nsecond yearbook, this time developing the articulation of the entire school\nsystem thru five unifying factors — and again the Jeffersonian advice, “Let\nus keep our eye steadily on the whole school system,” was used as the motif.\nToday, in presenting to you the 1939 yearbook, I am convinced that the\nJefferson statement is even more appropriate than it was when applied to the\ntwo former studies. In both the 1929 and 1931 yearbooks, individual school\nsystems within communities were under consideration. No one will deny that\nit is appropriate and important that our eyes be on the entire school system\nwithin each community. But Jefferson was thinking more broadly. He was\nreferring to the school system of the state of Virginia and to general educa¬\ntion, not to the process within a given community. Reaction to his suggestion\namong school and lay groups today might well be, “What of the entire\nprocess of education in Virginia? in my state? in yours?” Indeed, the query\nmight appropriately be, “What of the entire school system thruout the\nnation?”\nIf in the Jeffersonian spirit our eyes are directed at the entire school sys¬\ntem broadly conceived, the justification for the current yearbook will be\nobvious. For many years the profession has recognized that the smaller\nschool systems have not received the attention which their number and im¬\nportance would require. The larger school systems have received the pre¬\nponderance of emphasis in professional study and research, while the pecu¬\nliarly pressing and relatively more difficult problems of the smaller school\nsystems, altho recognized, have been comparatively neglected.\nThe importance of small school systems, the difficulty of their problems,\nand their evident neglect by the profession as a whole caused the American\nAssociation of School Administrators, “with eyes upon the entire school\nsystem,” to pass a resolution at the St. Louis convention in 1936 which\nestablished “the small school system” as the subject for the 1939 yearbook\nand which resulted in the appointment of the commission which is reporting\nto you today.\nThe members of this commission have been at work for two years. Five\ngeneral meetings and several subcommittee meetings have been held. At\npreliminary meetings general principles were formulated, the scope of the\nstudy was determined and outlined, and assignments of specific studies and\nchapters were made to commission members. At later meetings written chap¬\nters and reports were submitted to the group, no one of which showed the\nslightest reluctance to criticize, sometimes mercilessly, the writings of his\nfellow commission members. The individual authors in turn defended\nvigorously their points of view. In every instance, however, points of differ¬\nence were so reconciled that the book in its present form represents, as nearly\n\n"}
{"page": 285, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n281\nas can be, the thought of the group. While I have indicated that differences\nof opinion were frequent, I do not wish to leave the impression that our\nmeetings were too tumultuous or that our associations together were strained\nin any way. We worked hard; we enjoyed it all; we learned to know each\nother, especially our peculiarities ; we signed off as good friends ; and we\nare presenting no minority report to this convention !\nIt is true, as in all cases of composite writing, however, that no individual\nshould be held responsible literally for every statement in the book. Some¬\ntimes the original form of an individual’s point of view was changed by the\ngroup action to such an extent that the authorship as it now stands is that\nof the group rather than that of the individual. The commission as a whole\nis responsible for these chapters ; as a group we invite your criticism and,\nas far as they are deserved, your words of commendation.\nFrequent reference is made in the chapters to the small school system.\nTwo words in this phrase need some definition. The commission has not\nsharply defined what is meant by “small.” It has been simpler in some of the\nchapters to consider the systems under discussion as “relatively smaller”\nrather than to limit sharply the size to any population level. In general,\nhowever, school systems in communities with populations of from 500 to\n5000 are considered, with a special focus of attention upon systems in com¬\nmunities of about 2500 population. It is hoped, however, that some value\nwill be found in this study by superintendents in somewhat larger systems.\nBy “school system” is meant an organization offering training thru the high\nschool under the direction of a superintendent and a board of education.\nWhether the words “school” or “school system” appear, this definition ap¬\nplies. No specific consideration is given to the problems of the small school\nunit within a larger sj^stem, of the small segregated elementary- or highschool system, or of the one-room school.\nIt is the hope of the commission that this book will not be considered just\nanother textbook on school administration. The profession has access to many\noutstanding books and articles which deal with school administration. It\nwas not our intention to add another volume in that field. Too frequently,\nhowever, these general works on administration deal almost exclusively\nwith city school problems and the solutions which are suggested to those\nproblems are technics and procedures which are adapted to conditions in\nlarge school districts. The superintendent of a village system finds but little\nof practical value to him in these volumes. Indeed, he is quite discouraged if\nhe attempts to apply many- of these technics, which have been successful in\ncities, to his own organization. This book is addressed, therefore, to the\nsuperintendents of small school systems with the hope that they will find\nvalue in the analysis of problems peculiar to the small school system and\nin the solutions which are in terms of small school conditions.\nAnother original purpose of the commission was to make this volume of\nreally practical value. Thruout the several meetings of the commission, and\nas a guiding factor in the work done by individual members, the original\nintent has been kept in mind; namely to make this report a handbook which\nwill be of practical value as a ready reference to administrators in small\n\n"}
{"page": 286, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nschool systems. General theory and explanation of technics, procedures, and\nstandards found in other books have been omitted except by reference. The\nbest practice from the field was obtained for inclusion in the study thru the\nreturns from questionnaires which were sent to a wide sampling of school\nsuperintendents in small communities. In these questionnaires the superin¬\ntendents were asked to list and rate their most serious problems, and to in¬\ndicate whether practical solutions had been developed. Second inquiries\nwere sent to many asking for complete details of the successful solutions.\nIn addition, individual members of the commission thru correspondence and\npersonal visitation gathered examples of best practice for inclusion in their\nchapters. The commission has approached its task with the conviction that\nthe problems and difficulties in the administration of a small school system\nare unique and that their solutions, if effective, must be in terms of condi¬\ntions which are found in the small school system itself. The publication of\nthis book will be justified only so far as it presents a study of the difficulties\nwhich administrators in small school systems face, and so far as it suggests\nworkable solutions and procedures.\nIf this presentation of the yearbook is in the nature of a review as we\nknow book reviews, some mention should be made of the general underlying\ntheory which guided the authors. The philosophy of the commission with\nrespect to the administration of small school systems can best be presented by\nreferring to the following fundamental principles by which the commission\nwas guided in the preparation of this yearbook.\nThe\nmunity\n\nfirst of these basic principles or guideposts is: (1) The small com¬\nis an essential and important\n\nfactor in American\n\nlife. The\n\nnumber\n\nof small communities supports this thesis. There are in the nation four times\nas many incorporated villages as cities, to say nothing of the unincorporated\nvillages which outnumber the incorporated ones three to one. Almost half\nof the total population of the nation lives in communities with populations\nof less than 2500. These numbers are impressive but they are not the whole\nstory. The first chapter of the yearbook which develops a sociological setting\nof the small school system explains “that the changing structure of rural\nsociety, due to better transportation and communication, has resulted in the\ngrowth of the rural community\n\nas the basic unit of rural social organiza¬\n\ntion.” Furthermore, it is shown, there are peculiar social values inherent in\nthe rural community such as: (a) the stability and solidarity of the rural\nfamily, (b) the educative features of rural life, (c) the stability of popula¬\ntion of the rural community and the resulting personal acquaintance and\nintimacy of group relations, (d) the larger degree of social control in the\ncommunity, (e) the relative self-sufficiency of the rural community in times\nof stress, and (f) the possibility for the individual to grasp the social rela¬\ntionships in a rural community in a more realistic manner than is possible\nin a large city.\nThe\nThe\n\nsecond principle, which in reality is a corollary to the first, is: (2)\n\nsmall school system is a vital institution in American\n\neducation.\n\nIf the\n\nforegoing principle is sound, this one is necessarily so for in all these afore¬\nmentioned important small communities the school is or should be the\n\n"}
{"page": 287, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n283\n\ncenter of the social organization. Numbers again are impressive. In com¬\nmunities with populations of 2500 or less are found nine out of ten of\nAmerica’s schools, 55 percent of the teachers, and approximately half of all\nthe school children. If a poll were taken of all school superintendents or of\nall members of this Association, the percent would be very high of those\nwho superintend very small school systems. The numbers indicate that the\nschools which one-half the nation’s children attend are just as important,\nas necessary, and as deserving of study, attention, and adequate support\nas the schools which the other half of the children attend. In summarizing\nthe importance of the small community\nstates :\n\nand its school system, the yearbook\n\nThe small school system should be regarded not merely as a mechanism for main¬\ntaining the best possible educational institutions but it should be conceived as the\nstructure within which it may be possible to develop the best type of rural social\norganization and the finest rural culture. The small school system should not only\nmake possible the best educational program for young and old but it should make\nthe school a social center for the community and it should take responsibility for\nhelping to build a better rural community, because the community has an essential\npart in the educational process.\n\nIn the third place, the commission\n\nbelieves that: (3) It is quite possible\n\nto provide for children in sinall communities a rich and complete educa¬\ntional experience. This thesis is probably contrary to general opinion. The\n\ndifficulties which impede the development\n\nof an enriched offering in small\n\ncommunities are so real and so pressing — are, in fact, so much more over¬\nwhelming than the administrative problems of larger systems — that too\nfrequently one develops an attitude of futility, a feeling that nothing can\nbe done about it. The commission maintains the point of view, however,\nthat many of even the most difficult problems are possible of solution, and\nthis opinion is substantiated by evidence from the field. Outstanding ex¬\namples were found of very small school systems in which, under the\ningenious leadership of the superintendent and the teachers, problems have\nbeen solved and an enriched and vital service to the children is being\ndeveloped. Furthermore, the commission believes that the administration of\na small system is characterized not alone by the difficulties inherent in small¬\nness, but also by certain unique advantages and opportunities. Joseph K.\nHart compares the educational advantages inherent in rural or village life\nby showing the deficiencies of education in cities. He writes: “The city\ntends, more and more, to take away from children the old community mate¬\nrials of education : work, play, social life, emotional enrichment, the sense\nof community, and the framework of a personal career. The city tends,\nmore and more, to substitute talk about things for the old actual experience\nwith things. City children see many things ; they handle very few. They look\non at much ; they participate in little. They read about work ; they get their\nhands into little of it.” It is a challenge to the superintendent in a small\ncommunity not only to attempt a solution to his peculiarly pressing prob¬\nlems but also to discover the advantages peculiar to his situation and fully\nto capitalize upon them in the development of his program.\nIn the fourth place, the yearbook is predicated on the thesis that : (4) The\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNational\n\nsmall school system\n\nEducation\n\nis not a mere\n\nAssociation\n\nminiature\n\nof the larger organization.\n\nBoth in actual administration of a small school and in the training of execu¬\ntives for administrative responsibility, the assumption has prevailed that the\nsmall school is a mere miniature of the city school. This notion, so gener¬\nally accepted in practice if not expressed in theory, has been produced\nundoubtedly by the lack of attention to the small school in professional\nresearch and it has resulted too frequently in the effort to imitate the large\nschool. This process is most discouraging and unfortunate. What the large\nschool does — its objectives, its activities, its outcomes, its type of organiza¬\ntion, its administrative technics — may or may not be appropriate for the\nsmaller school. If not appropriate, imitation inevitably results in failure and\nthe administrator is inclined to be overwhelmed with the hopelessness of his\ntask. This striving to imitate should be replaced by a determination\nestablish the small school as an entity.\n\nto\n\nWith the welfare of children of small schools in mind, the administration\nof these schools should be made more efficient thru appropriate technics and\nprocedures that will assure the same degree of comfort, health, educational\nadvancement, and enrichment of opportunity which are provided thru\nefficient and appropriate administration of schools in urban centers. Small\nschools must be administered with intelligent appreciation of the uniqueness\nof the problem, and administrative procedures must be based upon a sound\nphilosophy of the small school evolved thru clear thinking, research, and sym¬\npathetic understanding.\nThe\nThere\n\nbook is based upon a fifth belief of the commission\nare two avenues\n\nthru which\n\nwhich is: (5)\n\nthe small school system can be improved :\n\nthru improving practice within the framework of the administrative struc¬\nture, and thru fundamental reorganization of the administrative structure\nitself. The\n\nyearbook\n\ndevelops quite fully the possibilities of improvement\n\nthru both approaches. It suggests policies and procedures for improvement\nwithin the present organization, and stresses the importance of completely\nexploring the possibilities of attaining desired improvement in this way\nbefore attempting a structural reorganization. At the same time the year¬\nbook recognizes that in some situations the fundamental structure itself\nmust be altered. The commission believes that these two methods are\ncomplementary and in instances of reorganization they are interdependent.\nThe commission does not recognize consolidation as a panacea. It is probably\ndesirable and necessary in some situations. The process of consolidation\nalone, however, will not necessarily accomplish the desired results. It should\nbe preceded by a thoro study and improvement of practice within the\nexisting organization and should be followed by a similarly thoro study of\nthe resulting organization if desirable results are to be assured.\nThe commission believes that when consolidation is considered, attend¬\nance areas should follow sociological community lines as far as possible.\nThis is not too strict a limitation to consolidation when it is considered that\nchanged methods of transportation and communication have broadened\nthe social structure of rural communities thru the integration of the village,\ntown,\n\nand\n\nsmall city with\n\nits open-country\n\ntrade area, and\n\nthru the\n\n"}
{"page": 289, "printed_page": null, "text": "285\nAmerican\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nincreasing cooperation between formerly isolated towns and villages in the\nachievement of joint enterprises. The plan of consolidation developed may\nwell provide an administrative unit that will include several or many\ncommunities, but the attendance unit, so far as feasible, should follow these\nbroadened community lines.\nThe sixth tenet in the underlying philosophy of the yearbook is that:\n(6) The schools of the small community have a duty to serve both the\nchild who\n\nwill live in the same\n\nor a similar community\n\nwill eventually reside in the large city. “The\n\nand the child who\n\nschool population migrates to\n\na considerable degree. Many children now attending small schools will\ncontinue their education in the cities, many others who will finish their\neducations in the rural schools will later become residents of the cities.\n\nDuring the decade 1920-29 there was a net migration from farms to cities\nof about 6,300,000 persons, and altho this was temporarily checked during\nthe industrial depression, and the movement was reversed in 1932, the city¬\nward movement is again going forward and will doubtless continue, because\nof the excess of rural population and the deficiency of reproduction in the\ncities. Since, therefore, the educational qualifications of a considerable pro¬\nportion of city workers are being determined by the efficiency of rural\nschools, cities have an economic interest at stake in rural education.” The\nsmall schools are of great importance, therefore, to the entire nation, and\nnot merely to the local supporting group. It follows, then, that the improve¬\nment of conditions in small schools should be a primary responsibility of the\nentire nation. Society thruout the nation has an interest at stake and should\ninsist that the offering of the small schools be made sufficiently strong and\nflexible to adapt to the dual needs of youth who\nmunities and those who will migrate to the city.\n\nwill remain in rural com¬\n\nThe last of the guiding principles and the one which the commission has\nsought to set forth most vigorously thruout the chapters is that: (7) The\nsuperintendejit\nand\n\nof a sjnall school system\n\nhas exceptional\n\nopportunities\n\npublic education. The\n\nyearbook\n\noccupies a most important\n\nfor rendering\n\ndistinguished\n\nposition\n\nservice to\n\nin discussing professional leadership in the\n\nsmall school states :\nThe\n\nsmall\n\nschool\n\nsuperintendent\n\nsystem\n\nof schools\n\noffers opportunities\nand\n\nthe members\n\nfor professional\n\nof his staff which\n\nleadership\n\nby the\n\nare limited\n\nonly by\n\ntheir ability to appreciate the challenging situations which arise and by their skill\nin meeting these situations in a masterful way. The small school system is a\nmajor institution of the community wThich it serves. To organize and administer\nan educational program which embodies an effective training program for children\nand at the same time to recognize the need for extending the resources and influence\nof the school to the community\nof an individual.\nof leadership,\n\nas a whole\n\nis a challenge\n\nrequires\n\na superintendent\n\nThe\n\nsituation\n\n(b) with\n\na grasp\n\nof the opportunities\n\nto the leadership\n(a) with\n\nabilities\n\nthe essentials\n\nof his strategic position,\n\n(c)\n\nwith a knowledge of possible coordination with the efforts of county and state author¬\nities, and (d) with an appreciation of the necessity for improving leadership.\n\nThe superintendent need not look to larger and still larger towns for pro¬\nfessional advancement. In his own situation he can serve with distinction.\nThe opportunity for exceptional service is there — the challenge is inherent\nin the situation. When administrators avail themselves more generally of\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\nthe opportunities which the small school system affords for achievement,\nrecognition, and service, the problems of the small school system will be\nsolved.\nThese then are the elements of the commission’s philosophy: (a) the im¬\nportance of the small community; (b) the vital significance of the small\nschool system; (c) the possibility of providing rich educational experience\nin small school systems; (d) the small school system as an entity; (e) the\ndual and complementary methods of improving small schools; (f) the\nimportance of the small school to the nation as a whole; and (g) the excep¬\ntional opportunity for distinguished service in the small school system. These\nconcepts express a point of view upon which the yearbook is predicated.\nWith the members of the commission in agreement upon these basic\nprinciples, the work of assembling the material for the yearbook proceeded.\nThe questionnaire returns were studied to determine what problems were\nmost consistently ranked as of first importance by superintendents in the\nfield. Those problems became the subjects of special study by commission\nmembers. Curiously, these most pressing problems grouped themselves under\na small number of classifications. These classifications became the subjects\nof the chapters of which the book is composed, and the table of contents\nis in reality a listing of the most serious problems. There are two chapters\non guidance; three chapters on curriculum enrichments; two chapters on\nconsolidation and bus transportation ; separate chapters on schoolhouse\nplanning, professional leadership, public relations, and lay leadership ; and\nfour chapters on the basic problem of finance and fiscal management. Quite\ndefinitely, therefore, the scope of the study was determined by the expressed\nneeds of the superintendents in small school systems. How well we have\nsucceeded in producing a book which will be of assistance in solving these\nproblems is a matter of conjecture with us and will be, we hope, a subject\nfor investigation by you.\nI cannot complete the last act of the commission without acknowledging\nour deep gratitude for the invaluable assistance rendered by the professional\nstaff from Washington. Sherwood Shankland, executive secretary of the\nAssociation, not only planned every detail of our meetings but also con¬\ntributed effectively to the deliberations of the group. Frequently, when\ndifferences threatened to be too serious, he interposed wise and considered\nsuggestions which resulted in a more harmonious reasoning together. Frank\nHubbard edited all the work, exercised eternal vigilance in keeping us on\nschedule and, indeed, if we must admit the truth, wrote more of the material\nthan the members of the commission are happy to admit. If the preparation\nof other yearbooks follow the pattern of our procedure, none of them could\nbe produced successfully without a Mr. Shankland and a Mr. Hubbard.\nI take pleasure and I am honored to act for the commission\n\nin presenting\n\nto you and to the American Association of School Administrators this year¬\nbook. In presenting it, we address it to the superintendents in small com¬\nmunities and dedicate it to the children in small school systems. And to the\nmembership of the Association at large, we would\neye steadily on the whole school system !”\n\nsay, “Let us keep our\n\n"}
{"page": 291, "printed_page": null, "text": "American\n\nAssociation\n\nTHE\n\nof\n\nSchool\n\nVILLAGE\n\nAmherst j Ohio , High-School\n\nREVUE\nStudents\n\nDiscuss\n\nActivities and O pportunities ; Conducted\nROY\n\nW.\n\nHATCH,\n\nPresident\n\nSTATE\n\nSexson\n\nTEACHERS\n\n: The\n\nnext\n\n287\n\nAdministrators\n\nCOLLEGE,\nnumber\n\non\n\nUPPER\n\nTheir\nby\n\nMONTCLAIR,\n\nthe program\n\nN. J.\n\nbrings\n\nto the\n\nstage a man whom many of the members of this organization who attended\nthe St. Louis convention remember. I think that no one who saw what\nhappened there with those young people will ever forget Roy W. Hatch\nand the demonstration he staged regarding classroom procedure incidental\nto the discussion of controversial subjects.\nWe wanted to present this morning something which would carry with\nit the real flavor of a rural community and something of its problems,\nand in the contemplation of that, the minds of every person turned unani¬\nmously to Mr. Hatch. We have asked him to bring to this stage a Village\nRevue, a revue calculated to refresh in our minds the possibilities of the\nrich and sustaining culture for young people in small communities. I now\nsurrender the stage to Mr. Hatch.\nMr.\n\nHatch\n\n: We\n\nare not\n\nattempting\n\nthis morning\n\nto do wThat we\n\ndid\n\nat St. Louis three years ago. Then it was our purpose to discuss a contro¬\nversial issue in a classroom situation under teacher guidance. This year we\nhave been asked to present the opportunities and activities of country boys\nand girls in a more or less typical rural community. I went out to Amherst\nrecently and met, for the first time, these young people who are juniors\nand seniors in the Amherst High School. We have been together now for\na week working very hard on this program for you. We have had a happy\ntime and we hope that we can get something of that over to you.\nWe know, of course, that there is no such thing as one typical community.\nBrunner and Lorge, in their recent studies of 140 rural village com¬\nmunities thruout the United States, have pointed that out very definitely.\nAt the same time, every community has its own individuality and we are\nhoping that that will stand out today, for we who teach should take\ncognizance of that individuality in the particular community in which we\nare teaching. We believe in America that we can have individual guidance\nand individual treatment under a free school system.\nI have no doubt that many of you lived your boyhood or girlhood under\ncountry conditions. But if you think that today the country and the farm\nis as it was when you were a boy or a girl, we are hoping that we can\ninfluence you to modify that point of view.\nScience has transformed the social life as well as the agricultural life of\nthese village communities and we who teach should realize that :\nNew occasions teach new duties;\nTime makes ancient good uncouth.\n\nWhen I was a boy, I used to close the barn door at night, and to be\nsure that I had not missed a single one of my chores I went over this\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\nritual: “Hayed — grained — bedded — floor swept up — pigs fed — cows taken\ncare of — chains put up behind the horses — and the barn door locked.”\nAnd now, at the very start, we want to have you get a picture of our\ntown so I turn this over now to Dorothy\nact as guides thru Amherst, Ohio.\nDorothy\n\nRaesler:\n\nLast\n\nyear\n\nRaesler’s committee\n\nthe play that won\n\nwho\n\nwill\n\nthe Pulitzer\n\nPrize\n\nwas Thornton Wilder’s Our Town. It gave a picture of a New England\ntown nestled in a valley of the White Mountains in New Hampshire. It\nis an interesting fact that many of the first settlers of Amherst came from\nNew England. Some other fine citizens came from Pennsylvania. Today\nwe want to give you a picture of our town — Amherst, Ohio — which is as\ndear to us as was Grovers Corners to its inhabitants.\nMaurice\n\nPaton\n\n: The\n\npopulation\n\nof Amherst\n\nin 1930\n\nwas\n\n2841.\n\nWe\n\nare not growing rapidly, but we are growing. We are 32 miles southwest\nof Cleveland and we are tied to the city with one railroad, the New York\nCentral, with a bus line, and with good hard-surface macadamized\nEsther\n\nSprenger:\n\nThe\n\nfirst settlers were\n\nof old New\n\nroads.\n\nEngland\n\nand\n\nPennsylvania stock, coming here just at the turn of the nineteenth century.\nThis year we are celebrating our one hundred and twenty-fifth anniversary.\nToday we have added to that old English group many Dutch, Scotch,\nGerman, French, Russian, Scandinavian, Czechoslovakian, Irish, Italian,\nHungarian, Syrian, and Polish inhabitants. We have one Jewish family\nand no Negroes. You see, we have a little League of Nations all our own.\nHenry\n\nEdwards:\n\nOur\n\ntown\n\nhas a mayor-council\n\ntype of government.\n\nThe mayor and council are elected every two years. Our town is protected\nby a volunteer fire department. We have two regular and three special\npolice. The most recent addition to this department is the new police car.\nBetty\n\nBraun\n\nHowever,\n\n: For\n\nthe most\n\npart, we\n\nare a community\n\nof small\n\nfarms.\n\nwe do have one major industry, the sandstone industry. Our\n\nslogan is: “Amherst, the Sandstone Center of the World.” We have two\nother industries, the U. S. Automatic Company and the American Specialty\nCompany. These companies employ about three hundred men. We have only\n26 men on WPA.\nMaurice\n\nPaton\n\n: The\n\narea\n\nof our\n\ncommunity\n\nis about\n\nthree\n\nsquare\n\nmiles. The general picture of our town is a group of small residences and\nat the center we have the two banks, the school, the town hall, the Carnegie\nlibrary, the hospital, one motion picture theater, the newspaper office, the\nstores, and the churches. Beyond this center are the outlying farms.\nHenry\n\nEdwards:\n\nThe\n\nsandy\n\nloam\n\nsoil around\n\nAmherst\n\nmakes\n\nvarious\n\ntypes of agriculture abundant. This rich, productive soil makes it possible\nfor the farmers to have large, prosperous fruit farms. Truck gardening\nfacilities are also helped. Dairying is a very important part of the farm\nprogram along with poultry raising, both of which are done on a large scale.\nAmherst is particularly well known for its fine apples. The average farm\nof our community is about eighty acres.\nEsther\n\n“Mom”\n\nSprenger:\n\nhas a modern\n\nAs\n\nwe\n\nenter\n\nthe typical farmhouse,\n\nwe\n\nnotice that\n\ngas range in which to bake her bread, and a radio\n\n"}
{"page": 293, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n289\n\nAdministrators\n\nto keep her company. She also has other conveniences such as electric iron,\nrefrigerator, sweeper, toaster, and mangle. For the most part, the furniture\nis modern. However, there are a few old farmhouses equipped with oldfashioned rockers, poster beds, and the ancient type sofa. Hot and cold\nrunning water is enjoyed in some of the farmhouses. A few people in the\ncountry have their water pumped in by gas or electric motors. Each farm\nhas its own well and cistern. You will find that you have really as many\nconveniences in the farmhouse as in the city home.\nDorothy\n\nRaesler:\n\nNow\n\nwe\n\nare going\n\nto take you\n\non\n\na tour\n\nof our\n\ntown. It is Sunday morning and you will see a large majority of the\ninhabitants of Amherst going to church. The churches they attend are St.\nPeter’s Evangelical-Reformed, First Evangelical, Congregational, Method¬\nist, Catholic, Lutheran, and Aimee McPherson’s Four-Square Church.\nFor the most part these churches are located near the center of town\nand the farmers are coming into the churches in cars, chiefly Pontiacs,\nFords, Chevrolets, and Plymouths. Here and there you will see a Cadillac\nor a Packard. In nearly all these churches, Sunday school precedes the\nservices and these classes are well attended.\nBetty\n\nBraun\n\n: On\n\nSunday\n\nafternoon\n\nneighbors\n\nhave\n\nlittle backyard\n\nvisits ; the young folks go for walks around the town or out into the country.\nRelatives from the city have the old-fashioned custom of visiting their fam¬\nilies out on the farm. The children attend the one moving picture theater,\nthe Mary Jane. It is open on Sunday and in the afternoons many of the\nchildren spend their dimes there.\nMaurice\n\nPaton\n\n: In the evening\n\nthe older\n\nfolks go to the movies.\n\nA\n\nnumber of the young people, if they can get the family car, will go to the\ntheaters and dance halls in the larger centers. The curfew rings at 9 :00\no’clock but this is not rigidly enforced. As a general rule, however, the\nlights of the homes in the town center begin to go out about 10:00 or\n10:30 but the lights of the farmhouses have been out much earlier.\nEsther\n\nSprenger:\n\nOn\n\nweekdays\n\nmany\n\nof the men\n\nand\n\nwomen\n\nof the\n\ntown attend various club meetings such as church clubs, Rotary, W.C.T.U.,\nAmerican Legion and Auxiliary, Eagles and Auxiliary, Odd Fellows, East¬\nern Star, Yellow Dog Club, Pythian Sisters, Knights of Pythias, Garden\nClub, Study Club, Noonday Club, Businessmen’s Association, Cloverleaf\nClub, parent-teacher association, and bridge and pinochle clubs. You see,\nwe are well clubbed.\nHenry\n\nEdwards:\n\nFor\n\nrecreation\n\nin Amherst,\n\nin the summertime,\n\nwe\n\nhave a softball league which occupies much of the boys’ time. We have a\nfine recreation field, on which there is a baseball as well as several softball\ndiamonds, four tennis courts, and swings and seesaws for the younger chil¬\ndren. In the fall the high-school students have a chance to try out for the\nschool football team and in the winter for the school basketball team. We\nhave a natural pond for ice skating and many hills for coasting and skiing.\nBetty\n\nBraun:\n\nOf\n\ncourse,\n\non weekdays\n\nour boys and girls go to school.\n\nMany of the Catholic children attend the parochial school as far as the\neighth grade, when they are ready to enter high school. Our superintendent,\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\nF. R. Powers, is proud of the good school system that has been organized.\nWe have good teachers at Amherst High School. Our curriculum is quite\nextensive. Our high school is on the accredited list and our standards are\nhigh. We do not have to take college entrance examinations. Our principal,\nMiss Marian Steele, says that about 10 percent of our graduates attend\ncollege. The colleges most attended are Baldwin-Wallace,\n\nOhio State, Bluff-\n\nton, Oberlin, Western Reserve, Wooster, and John Carroll. It is very sel¬\ndom that any of our graduates attend an eastern college.\nMaurice\n\nPaton\n\n: Perhaps\n\nthe most\n\noutstanding\n\ncitizen to come\n\nfrom\n\nour town was Frank Hitchcock who became the Postmaster General of the\nUnited States. He served during the administrations of Theodore Roose¬\nvelt and William Taft. He was one of the most efficient heads of the postal\nservice this country has known.\nEsther\n\nSprenger:\n\nBruce who\n\nis now\n\nHenry\n\nEdwards:\n\nAnother\n\nimportant\n\nperson\n\nfrom\n\nAmherst\n\nvicepresident of the University of Southern\nHoward\n\nis Henry\n\nCalifornia.\n\nHall, professor of political science at Madi¬\n\nson, Wisconsin, co-editor of a recent set of law books, also graduated from\nAmherst High School.\nBetty\n\nBraun\n\n: Richard\n\nT. F. Harding,\n\nwho\n\nnow\n\nwrites for the Cleve¬\n\nland Plain Dealer , is another graduate from Amherst.\nDorothy\n\nRaesler:\n\nOur\n\ntown\n\nmay\n\nnot\n\nbe large but\n\nwe\n\nthink\n\nit is\n\nrather beautiful. One of the outstanding features is the Old Spring. This\nnatural spring was the center of the first settlement here in Amherst. This\nyear we are celebrating the one hundred and twenty-fifth anniversary of\nthat settlement. The spring has been beautified by the planting of many\nflowers and the building of a stone arch over the steps leading to the spring\nand some benches for picnic purposes. The streets of Amherst are well lined\nwith beautiful sugar-maple trees which were set out by the early settlers.\nWe think our town is a pleasant, quiet place in which to live.\nLet not our\n\ntown\n\nbe large, remembering\n\nThat Athens was the Muses’ home\nThat Oxford rules the heart of London\n\nMr.\n\nHatch:\n\nThat\n\nFlorence\n\ngave\n\nAnd\n\nnow\n\npresent, “Headlines\n\nwe\n\nthe Renaissance\n\nstill\n\nto Rome.\n\nand\n\nHigh\n\nLights\n\nin the\n\nWorld of Schools in Small Communities.”\n(A large reproduction of the 1939 yearbook was placed on the stage,\nfrom which the students emerged, one by one, each repeating a statement\nfrom the yearbook.)\nEvelyn\n\nStark:\n\nFrom\n\nthe beginning\n\nof our\n\nnational\n\nexistence, democ¬\n\nracy has flourished in the villages and towns. And yet today in many small\ncommunities children are denied the educational opportunities to be ex¬\npected under a democratic form of government. The problem is how we\ncan preserve the unique contribution of the small community\ncivilization.\nLe\n\nRoy\n\nTyler:\n\nThe\n\nschool is the central\n\ninstitution\n\nto American\n\nof rural life. Nine\n\nout of every ten schools and 55 percent of the teachers in the United States\n\n"}
{"page": 295, "printed_page": null, "text": "American\n\nAssociation\n\nThe Hillbilly Buckaroos\n\nof\n\nSchool\n\nAdministrators\n\n291\n\ndo their bit in the Village Revile\n\nare in communities of less than 2500 inhabitants. The proportion of our\npopulation which is rural is less than that which is urban, but there are\nslightly more children under fifteen years of age in the rural areas.\nRuth\n\nMiller:\n\nThere\n\nhas arisen\n\nduring\n\nthe last twenty-five\n\nyears\n\na\n\nnew concept, that of the rural community. The rural community, as thus\nconceived, is composed of two definite parts, the people of the village and\nthose of the open country tributary to it.\nThe farmer is no longer an outsider to the villager; he no longer comes\nto town only on Saturday to buy his supplies and to get the mail, but is\nback and forth maybe several times a day, and his children mingle in school\nwith the children of the village and are indistinguishable.\nJim\n\nSchulz:\n\nThe\n\nrapid extension\n\nof telephone\n\nlines and\n\nrural free de¬\n\nlivery also expanded the farmer’s means of communication and gave him\nmany new contacts. The automobile, good roads, and the telephone made\npossible the formation of many more rural organizations: the Farm Bureau\nand the farmers cooperative associations, the Grange, Home\n\nBureaus, farm\n\nwomen’s clubs, and parent-teacher associations, as well as organizations for\nyouth, such as the Future Farmers of America, the Four-H Clubs, and the\nScouts.\nEdna-May\n\nLehman\n\n: Rural\n\nelectrification, once\n\nbecoming a stirring reality. Rapid communication\n\nonly a dream,\n\nis now\n\nmakes it possible for hun¬\n\ndreds of thousands to live “the good life” in small communities and to do\nbusiness in large communities. In other words, it is the age of cheap elec¬\ntricity, power, sunshine, more air, and more abundant living.\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nLois\n\nNational\n\nEhlert:\n\nThere\n\nEducation\n\nAssociation\n\nbelief that genuine\n\nis a growing\n\nand more\n\nabundant\n\nliving can be had best thru the human associations in the smaller communi¬\nties. The small community is a fundamental unit in American democracy.\ncharacteristic\n\nis one fundamental\n\n: There\n\nScharein\n\nHilda\n\nof the farm\n\nfamily in that its members have a common interest in the farm as a family\noccupation and means of support. The family is bound together in a way\nwhich does not occur when the occupation is separated from the home.\nIt is well known that the farm family is larger and more stable than the\ncity family. It is nearly one-third larger, while divorce is three times as\nprevalent in cities as in towns.\nBill\n\nRaab\n\nunderstand\n\n: In the small\n\ncommunity,\n\nteachers\n\ncan\n\nthe pupil as a whole and the community\n\nmore\n\neasily come\n\nlife in which he lives.\n\nIf we look upon education as personal guidance, the small community\nnishes a setting for an ideal educational program.\nEsther\n\nSprenger:\n\nA curriculum\n\nmaking\n\nto\n\nfur¬\n\npossible the acquisition of good\n\ncharacter and personality is proposed by the New\n\nJersey Character Educa¬\n\ntion Committee. This committee states that “it is idle and worse to suppose\nthat character can be built in any satisfactory fullness apart from action in\nlife and its concrete situations.”\nBetty\n\nBraun\n\n: There\n\nmust\n\nbe an\n\nintimate\n\nrelationship\n\nbetween\n\nthe\n\n“doings” life of a community and the educational program. The rural com¬\nmunity may thus become a real factor in the life of children. The early New\nEngland towns once furnished such a pattern. All its citizens, young and\nold, felt the community mind and sensed its demands.\nJoe\n\nWhiton:\n\nSchools,\n\nlike most\n\npublic\n\nagencies,\n\nrequire\n\ncommunity\n\ngoodwill. As one schoolboard member put it, “It is far better to build up in\nadvance an attitude on the part of the public of swearing by the schools than\nat the school tax rate.”\nBob\n\nHoffman\n\n: In many\n\nsmall\n\ncommunities,\n\nrecreational\n\ndevelopment\n\nhas not been as rapid because of the old idea that people living in small com¬\nmunities do not need recreational facilities. One of the imperative problems\nfor the small school system is to provide for the leadership in making these\nrecreational needs apparent.\nJeff\n\nGerber:\n\nThe\n\nCommission\n\nAssociation of School Administrators\n\non Youth\n\nProblems\n\nof the American\n\nin its “Criticisms of the Present Cur¬\n\nriculum,” wrote, “It seems, therefore, worthwhile to take stock of the wide¬\nspread criticisms of the public school curriculum. Those criticisms are that\nthe curriculum: (a) is remote from the student’s daily life outside of the\nschool; (b) is not adjusted to modern life; (c) does not reflect the aspira¬\ntions of youth; and (f) gives too little attention to the emotional and social\nattitudes.”\nRuth\n\nFlecker:\n\nRecently,\n\nin the village community\n\nschools, certain\n\ntrends appear reasonably clear. The social studies have become far more\nimportant than formerly. Many village school systems have added courses\nnot counting history. The subjects most frequently added are sociology,\neconomics, social problems, social civics, and international relations.\nDorothy\n\nRaesler:\n\nThe\n\nnext\n\nmajor\n\nchange\n\nrelates to vocational\n\neduca-\n\n"}
{"page": 297, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n293\n\nAdministrators\n\ntion. This is seen chiefly in the increase in commercial education. Schools are\nturning out graduates far in excess of the power of their communities to\nabsorb them ; and if the slackening of urban opportunity for rural youth\nshould continue, the development in this field may come under fire.\nHazel\n\nDiedrick:\n\nThe\n\nnext\n\ntrend\n\nof importance\n\nseems\n\nto be the begin¬\n\nning of an effort toward facilitating mental adjustments and toward guid¬\nance. This is particularly true of the Middle Atlantic village communities\nand in the Far West.\nEdna-May\n\nLehman\n\n: It is quite evident that Latin\n\nand modern\n\nlanguage\n\nare under pressure.\nThe contractions of various history courses into one general course, was\nparalleled in science in a few cases, as well as in mathematics.\nBetty\n\nEhlert:\n\nDespite\n\nthe agitation against “fads\n\nand\n\nfrills,” the cul¬\n\ntural arts survived the depression quite well in these village communities.\n\nMusic was introduced, or expanded, and also drama, public speaking, pho¬\ntography, journalism, photoplay appreciation, and highway safety.\nAlma\n\nMasters\n\n: In view\n\nof the difficulties thru which\n\nmunity schools have passed, the curriculum\n\nthese village com¬\n\nexpansion is quite remarkable.\n\nIt is to be explained, in part, by the opening of the high-school doors to the\nunemployed youth for a year of postgraduate study. But most of all, the ex¬\nplanation lies in the willingness of teachers, who are better trained as a rule.\nHenry\n\nEdwards:\n\nSome\n\nidea of the ramifications\n\nof teacher\n\ninfluence\n\nis\n\nindicated by the report from a town of about 3500 population: “There are\nfifty teachers in the faculty. Just now teachers hold key positions in the\nfollowing organizations: Rotary, Lions, Junior Chamber of Commerce, all\nthe churches, Boy Scouts, Business and Professional Women, American\nLegion, Recreation Committee,\nMarjorie\n\nSennett:\n\nThe\n\nand the Coordination\n\nsuperintendent\n\nCouncil.”\n\nof the small school occupies a\n\nmost important position with exceptional opportunities for rendering dis¬\ntinguished service to public education. Horace\nformer is worth a thousand reformers.”\nMarilyn\n\nPietch:\n\nRural\n\nSuperintendents\n\nMann\n\nCrowe\n\nand\n\nonce\n\nsaid, “One\n\nBrady,\n\nof Geauga\n\nCounty, Ohio, are somewhat new types of rural school superintendents —\nenergetic, ambitious, impressed with the belief that today the school must\nexert an unprecedentedly great influence over community life.\nRosemary\n\nRadde:\n\nIn Geauga\n\nCounty\n\nin two\n\ncentralized\n\nschools\n\nthat\n\nhave supplanted the little red ones which once dotted rural areas, they have\ntaken that formal-sounding thing, adult education, and converted it into a\ngrowing, stimulating, highly democratic movement that is making educa¬\ntional history in rural Ohio. In these two schools have been brought together\npersons whose ages range from eighteen to seventy-six for not only classroom\neducation but also for the development of aptitudes in dramatics, singing,\nwoodworking, home decoration, public speaking, photography, and even\ncherry canning.\nBob\n\nEdwards\n\ning modern\n\n: The\n\nnumerous\n\nand highly vocal critics who\n\neducation as too hidebound\n\nare denounc¬\n\nand unfitted to meet the problems\n\nof a democracy might take a look-in on rural Geauga\n\nCounty.\n\n"}
{"page": 298, "printed_page": null, "text": ""}
{"page": 299, "printed_page": null, "text": "American\n\nEvelyn\n\nStark:\n\ndemocratic America\nevery community,\n\nMr. Hatch\n\nAssociation\n\nOur\n\nslogan\n\nof\n\nSchool\n\nis: “Let\n\n295\n\nAdministrators\n\nus here\n\nhighly\n\nresolve\n\nthat in\n\nthere shall be equal opportunities for every child in\n\nrich or poor, large or small.”\n\n: Do you old boys remember how after supper, just about the\n\ntime dusk was beginning to fall, you got out on the three-cornered fence of\nthe lot near the old store and one of the boys reached into his back pocket\nand took out his harmonica, tapped it on his knee to get the dust out, while\nperhaps another got out his jew’s-harp or a homemade pair of old bone\nclappers, and you began to strike it up, just as the moon was beginning to\ncome up over Huckleberry Hill and the first soft stars were looking down\non Dunham’s Pond — well, we have its counterpart in Amherst\nproud to introduce the Hillbilly Buckaroos!\nJack\n\nWilhelm:\n\n“Turkey\n\nWe\n\nare going\n\nto start off with\n\nand I am\n\nthe jig of all jigs —\n\nin the Straw.”\n\n(The Hillbilly Buckaroos played “Turkey in the Straw.” At the conclu¬\nsion of this number, J. B. Golden from Wichita, Kansas, arose in the audi¬\nence and shouted “Give me that hillbilly band and I’ll be elected governor\nof Kansas !”)\nJack\n\nWilhelm:\n\nMountain\n\nWhen\n\nWe\n\nwill now\n\nplay “She’ll\n\nBe\n\nComing\n\nRound\n\nthe\n\nShe Comes!”\n\n(The Hillbilly Buckaroos played “She’ll Be Coming Round the Moun¬\ntain When She Comes.” The Amherst boys and girls sang, adding a verse\n“He’ll be riding an old red tractor when he comes. ...” A tractor was\ndriven on the stage by Jeff Gerber.\nBob\n\nEdwards\n\n: And\n\nhere she comes, boys !\n\nJoe Whiton:\n\nLook\n\nat the four-wheeled\n\nMargie\n\nLawrence:\n\nWhere\n\ndid you\n\nmousetrap!\n\nget that jitterbug?\n\nJeff\n\nGerber:\n\nJitterbug!\n\nBob\n\nEdwards:\n\nWhat\n\ndo you call that thing then?\n\nJeff\n\nGerber:\n\nWhy,\n\nthis is a tractor. Dad\n\nand\n\nI made\n\nit. We\n\nmade\n\nit\n\nourselves.\nBob\n\nHoffman:\n\nDo\n\nyou\n\ncall that thing a tractor?\n\nWhy,\n\nour horses will\n\ndo twice the work that thing will do, I’ll bet.\nJeff Gerber: I’ll take that bet, for that is just where you’re wrong.\nMargie Lawrence: All right, what can you do with it?\nJeff\n\nGerber:\n\nIt will cultivate better and\n\nit will cultivate\n\nfaster than a\n\nteam of horses, and it comes in very handy for hauling on the road. We have\nheavy lug wheels which we can change for plowing. We sold one team of\nhorses since we made this tractor.\nEdna-May\n\nLehman\n\n: Well,\n\nyou can feed a horse off the farm, but you\n\ncan’t feed a tractor that way.\nJeff\n\nGerber:\n\nBob\n\nHoffman:\n\nJeff\n\nGerber:\n\nThat’s\n\nday and bed it down\n\nall true, but you don’t have to feed a tractor\n\nat night.\n\nHow\nWell,\n\nmuch\nwe\n\nhad\n\ndid it cost to make\na couple\n\nevery\n\nit?\n\nof old Model\n\nT’s lying around.\n\nWe tore them apart and with a few other parts which we had we constructed\nthis Lizzie. Our total cash outlay was about fifty dollars, certainly not any\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nmore than that, and that was chiefly for welding and machine work. We’ve\nhad it on the farm a long time now.\nEdna-May\n\nLehman:\n\nDo you drive it yourself, Jeff?\n\nJeff Gerber: Sure! Of course, it isn’t like the new tractor Dad got last\nspring. Our new tractor doesn’t use so much gas and it will plow a lot more\nin a day. It also has a lot more power. But, considering the price of con¬\nstruction, this old Lizzie has paid for itself many times over.\nBob Hoffman : Well, it sounds OK to me. If you can make a serviceable\ntractor out of a couple of Model T’s, then you’ve got me beat.\nJeff Gerber: Of course, we have to have a team of horses around the\nfarm, for there are a lot of things horses can do that a tractor can’t do but\nfor all-round farm work I’ll take a tractor.\nWell, clear the way. Twist her tail !\n(Dick Griffin cranked up the tractor and Jeff Gerber drove off the stage,\nwhile the Hillbilly Buckaroos played and the class sang “The Old Gray\nMare, She Ain’t What She Used To Be!’’)\nMr. Hatch : Now, Jeff’s jitterbug is a symbol. It shows you what scien¬\ntific equipment can do on the farm today, for science has changed the face\nof rural America. And that shows us in our teaching, it seems to me, that we\nshould handle the subjects of science and social studies almost as one. John\nDewey told us this years ago in his book Democracy and Education: “It is\nthe interdependence of subjectmatter that justifies their place in the curricu¬\nlum. When one is divorced from the other, they both fail in the interpreta¬\ntion to living social experience.”\nNow, Jeff’s tractor for him was a unit of living social experience. He\nmade it with his dad ; made it himself. He’ll never forget the old red tractor.\nAnd now we are going to present to you another unit of “living social\nexperience.” You were told in the report on “Our Town” that Amherst was\nfamous for her apples and so we\n\nare now\n\nproducing: “The\n\nBig Apple of\n\nAmherst.”\n(While Mr. Hatch was speaking, the students were busily engaged setting\nthe stage for the next number. An apple tree about twelve feet high, badly\nin need of pruning, was rolled in. Across the front of the stage were four\nlong tables. At the first two tables boys were seated grading apples ; at the\nother two tables were girls in cooking garb peeling and slicing apples for the\napple pies they were about to make. Nearby was an oven with a large repre¬\nsentation of a time clock on it. The boys pruned the tree and graded the\napples while the girls prepared the molasses apple pie for the oven.)\nMr. Hatch: And here I’d like to introduce Carl Deeds, the teacher of\nagriculture at Amherst High School. Mr. Deeds, go to town!\nMr. Deeds : The ability of an apple tree to produce heavily and to main¬\ntain heavy fruiting ability all depends on how that tree was pruned when\nthat tree was first planted. Bill, you have had considerable experience grow¬\ning apples and you were on the apple judging team that went to Columbus\na few weeks ago. Suppose you take a look at that ten-year-old Jonathan\napple tree and tell us how it could have been improved.\n\n"}
{"page": 301, "printed_page": null, "text": "Bill\n\nAmerican\n\nAssociation\n\nof\n\nRaab:\n\nMr.\n\nit does need pruning\n\nWell,\n\nDeeds,\n\nSchool\n\n297\n\nAdministrators\n\nbadly. It appears\n\nas\n\ntho it were planted and then forgotten.\nMr.\n\nDeeds:\n\nWhat\n\nBill\n\nRaab:\n\nYou\n\ndo you\n\nmean?\n\nsee those two\n\nlarge scaffold branches\n\ndirectly opposite\n\neach other? That crotch is weak and one side will split off when\nbination of a high wind and heavy crop comes along.\nJim\n\nSchulz:\n\nBill\n\nRaab:\n\nVery\nWell,\n\ninteresting, but what\nJim, when\n\nthe com¬\n\ncould be done?\n\na tree .is first planted,\n\na wise\n\norchardman\n\nwill prune so those large limbs alternate on the main trunk much\n\nlike this\n\ntwo-year-old tree I have here. See those branches? That’s what should have\nhappened to that tree. It’s better to start them well than to correct them\nlater.\nJim\n\nSchulz\n\n: I can see that but what\n\nyour orchard. Would\n\nSchulz:\n\nBill\n\nRaab\n\nNever\n\nDick\n\nGriffin:\n\n: Well,\n\nyou do if this was\n\na tree in\n\nyou cut it down?\n\nBill Raab: No, Jim, I wouldn’t.\nthe two large limbs.\nJim\n\nwould\n\nheard\n\nI would\n\nof it! What\n\nstart a bridge graft between\n\nis it anyway?\n\nit’s simple. Just take two\n\nwater\n\nsprouts\n\nand twist and\n\nfasten them so they will grow together. That will strengthen the crotch\nenough so as to stand the strain from a heavy crop.\nabout pruning\n\nYou\n\nspoke of pruning.\n\nI would\n\nlike to know\n\nsomething\n\napple trees.\n\nBill\n\nRaab\n\n: Jeff is our pruning\n\nJeff\n\nGerber:\n\nThe\n\nmain\n\nexpert.\n\npoint to remember\n\nis to make\n\nall cuts parallel\n\nand close, such as Bob is doing now, and likewise most of these cross branches\nshould be cut out.\nDick\n\nGriffin:\n\nJeff\n\nGerber:\n\nthus weakening\n\nWhy\n\ncut the limbs\n\nso close?\n\nSo they will heal properly. A\n\nlong cut will decay in time\n\nthe main branch.\n\nDick\n\nGriffin : How\n\nJeff\n\nGerber:\n\ndo you know\n\nExperiments\n\nhow\n\nmuch\n\nwood\n\nat the experiment\n\nto cut out?\n\nstation\n\nshow\n\nthat light\n\npruning gives higher yields of fruit and if size is preferred, you can thin\nduring the summer.\nDick\n\nGriffin\n\n: I think I’ll have to have you\n\nJeff\n\nGerber:\n\nI’ll be glad to, Dick.\n\nMr.\n\nDeeds\n\ncome\n\nand help me\n\nget\n\nthe boys are doing with\n\nthe\n\nstarted on my orchard.\n\n: Let’s move\n\nover\n\nand\n\nsee what\n\nover\n\napples.\nGerald\n\nAnthony:\n\nWe\n\nare\n\ngrading\n\nI didn’t\n\nknow\n\nthere\n\nthese\n\napples\n\naccording\n\nto\n\nthe\n\nApples\n\nare\n\nWhat\n\ndo\n\nUnited States standards.\nJim\n\nSchulz:\n\napples to me!\n\nwas\n\nsuch\n\na\n\nthing.\n\nLe Roy Tyler: That’s what quite a few people think, Jim.\nJim Schulz: You spoke about United States standards.\n\nyou mean?\nGerald\n\nAnthony:\n\nThey\n\nare classified into four groups:\n\nFancy, United States No. 1, Standards, and the Commercial.\n\nUnited\n\nStates\n\n"}
{"page": 302, "printed_page": null, "text": "National\n\n298\n\nEducation\n\nAmherst\n\nJim\n\nSchulz:\n\nGerald\n\nWhat’s\n\nAnthony:\n\nAssociation\n\ngirls make\n\na pie\n\nthe difference — the siz£?\nNo,\n\nit’s the quality. These\n\nhave\n\na better\n\ncolor.\n\nA bright red is preferable to a deep red or those having a green cast. Of\ncourse, all grades dare not have more than 20 percent of the apples with\nblemishes.\nJeff\n\nGerber:\n\nDoes\n\nit pay to grade, Gerald?\n\nGerald Anthony:\nspots as apple growers.\nJeff\n\nGerber:\n\nGerald\n\nI would\n\nWhat\n\nAnthony:\n\ndo you mean\nWell,\n\nand graded closely. The\n\nsay so.\n\nI believe that’s one\n\nof our\n\nweak\n\nby that?\n\nfor example,\n\nall western\n\napples are boxed\n\nlocal stores can sell those apples at a higher price\n\nthan we can get for ours. It’s the looks that sell. Experts tell us Ohio apples\nhave no superiors when it comes to quality.\n\nMr. Hatch : Speaking of quality, I want to introduce the domestic\nscience class under the leadership of Selma Warkentin, the domestic science\nteacher at Amherst High School.\nMiss Warkentin : And now girls, we have a very interesting and\nimportant part in the program\nfashioned molasses apple pie.\nHazel\n\nDiedrick:\n\nMy,\n\nthis morning. We\n\nare going to make an old-\n\nthese are lovely apples!\n\n"}
{"page": 303, "printed_page": null, "text": "American\n\nAssociation\n\nAmherst\n\nNadine\n\nof\n\nSchool\n\n299\n\nAdministrators\n\ngirls serve the pie\n\nAldrich:\n\nYes, these are from\n\nDiedrick:\n\nThese\n\nsome\n\nof our\n\nchoicest\n\nAmherst\n\ntrees.\nHazel\n\nwill certainly make\n\nluscious pies. But\n\nwhat\n\nis\n\nthe recipe for a molasses apple pie?\nHilda\n\nScharein\n\nMiss\n\nWarkentin:\n\nclair, New\n\n: Haven’t\n\nyou heard?\n\nJersey, for the famous old Hatch\n\ntelegram: “molasses\nWITH SLICED\nNAMON\nAND\n\nYes, it was\n\napple\n\nSLOW\n\nBAKE\n\nGLASS\n\nOF COLD\n\nONE\n\npie use deep\n\nMILK.\n\nHOUR\n\nEAT\n\n(Signed)\n\nDiedrick:\n\nM-m-m-m!\n\nHilda\n\nScharein:\n\nHere’s\n\nEsther\n\nSprenger:\n\nline with\n\nHilda\n\nScharein:\n\nAnd\n\nLawrence:\n\ncrust\n\nthe\n\nfill\n\nWITH\n\nA PIECE\n\nOF CHEESE\n\nAND\n\nFOAMING\n\nThat\n\nsounds\n\ngood! I can’t wait until we\n\na deep dish for the apples.\n\nthe molasses.\n\nnow\n\nYou\n\nHere’s\n\nMOLASSES SALT LITTLE FLOUR CIN¬\nWITH PASTRY HOT OVEN AT FIRST\n\nI’ll slice the apples in it now\n\non top to give it flavor. Now\nMargie\n\nplate\n\nHatch.\n\nto Mont¬\n\nBERTHA.”\n\nHazel\n\nget it finished.\n\nsent all the way\n\nCape Cod recipe!\n\nsent here by Mrs.\n\nAPPLES GOOD HALF CUP\nBITS OF BUTTER COVER\n\nTHEN\n\nWe\n\nand put some\n\ncinnamon\n\nfor the nice thick crust.\n\nknow,\n\nMr.\n\nHatch pie unless it had a lot of crust !\n\nHatch\n\nsaid it wouldn’t\n\nbe a real\n\n"}
{"page": 304, "printed_page": null, "text": "National\n\n300\n\nRuth\n\nMiller:\n\nThis\n\nEducation\n\nAssociation\n\nlinen strip is to keep the molasses\n\nfrom\n\nrunning\n\nout. You see, the molasses seeps into the crust and makes it simply delicious!\nMarilyn\n\nPietch\n\nEdna-May\n\n: Isn’t it time to put the pie in the oven?\n\nLehman:\n\nYes,\n\nwill be out in an hour.\nNadine\n\nAldrich:\n\nYou\n\nknow,\n\nhibit for our county fair ! What\nEdna-May\n\nLehman:\n\nhere\n\nit goes. It’s 10:00\n\nwouldn’t\n\nnow.\n\nthose pies be a wonderful\n\nare you going to exhibit, Edna-May\n\nI think\n\nI’ll display some\n\nand some of my cherry jam.\nHazel\n\nDiedrick:\n\nI’m going to enter\n\nEsther\n\nSprenger:\n\nThat\n\nand some filled cookies.\n\no’clock\n\nchocolate\n\none\n\nof my\n\nof my\n\nfudge cake sounds\n\nex¬\n\n?\n\ncanned\n\nchocolate\n\nIt\n\npeaches\n\nfudge\n\ngood. May\n\ncakes\nI have\n\nyour recipe?\nHazel\n\nDiedrick:\n\nYes, the next time I see you, I’ll give it to you.\n\nLois Ehlert: You know, girls, I am going to design and make\ndress in our sewing class.\nEdna-May\n\nLehman\n\n: Yes, I’m making\n\ngirls may\n\nget some\n\nideas for your dresses.\n\nEdna-May\n\nLehman\n\nMiss\n\nyou\n\nWarkentin\n\na new\n\none, too.\n\n: I have sent for some books and magazines so that\n(turning\n\nstove from 10 to 1 1 ) : Time\n\nthe hands\n\nof the clock on the front of the\n\nmarches on !\n\nMarilyn Pietch: Isn’t it time for the pie to be out now?\nEdna-May\nLehman\n: Yes.\n\n(Edna-May\n\nLehman\n\nEdna-May\n\nLehman:\n\nRuth\n\nMiller:\n\nAnd\n\nI’ll pour\n\ncheese, too. You know\nEsther\n\nremoved\n\nthe pie from the oven.)\nsmell\n\nmilk\n\nits delightful\n\nto go with\n\naroma!\n\nthis pie, and\n\nhere\n\nis some\n\nof California!\n\nIs Presi¬\n\nwhat they say about apple pie without cheese.\n\nSprenger:\n\nHere\n\nyou\n\nare, girls.\n\n(Esther Sprenger cut the pie.)\nEdna-May\n\nLehman:\n\nPaging\n\ndent Sexson in the house?\n\nPresident\n\nSexson\n\n(President Sexson came forward. Lois Ehlert handed\ntray with a serving of pie and cheese and milk.)\nPresident\n\nSexson\n\n: This\n\nis the first time\n\nhim a cafeteria\n\nI really appreciated\n\nbeing\n\npresident !\nMargie\n\nLawrence:\n\nPaging\n\nSecretary\n\nShankland\n\nfrom\n\nWashington,\n\nD. C., Ohio, and all points West, East, North, and South! Secretary Shankland ?\n(Marilyn\n\nPietch handed\n\nSecretary\nEdna-May\n\nSecretary Shankland\n\na tray.)\n\nShankland: Oh, isn’t that nice! I must kiss the cook!\nLehman : Paging Mr. Corning of Colorado! Is Mr. Corn¬\n\ning in the house?\n(Ruth Miller handed Mr. Corning a tray.)\nMr. Corning: I just want to tell John Sexson that you don’t have to be\npresident to be appreciated !\nMargie\n\nLawrence:\n\ncorn grows” !\n\nPaging\n\nMiss\n\nSamuelson\n\nfrom\n\n“out where\n\nthe tall\n\n"}
{"page": 305, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n301\n\n(Hazel Diedrick handed Miss Samuelson a tray.)\nMiss Samuelson: This goes good with corn!\nEdna-May\n\nLehman:\n\nPaging\n\nSuperintendent\n\nBosshart\n\nof New\n\nJersey!\n\n(Lois Ehlert handed Superintendent Bosshart a tray.)\nMr. Bosshart: This reminds me of my old home town!\nMargie\n\nLawrence:\n\nSuperintendent\n\nPowers\n\n(Ruth Flecker handed Superintendent Powers\n\na tray.)\n\nEdna-May\n\nLehman\n\nPaging\n\n: Paging\n\nMiss\n\nMarion\n\nfrom\n\nAmherst!\n\nSteele, principal at Amherst.\n\nCome on, Miss Steele, don’t be bashful!\n(Marilyn Pietch handed Miss Steele a tray.)\nMargie\n\nLawrence:\n\nPaging\n\nProfessor\n\nRoy\n\nHatch\n\nof Montclair,\n\nNew\n\nJersey !\n(Nadine Aldrich handed Mr. Hatch a tray.)\nMr.\n\nHatch\n\n: I can\n\nsee there has been\n\na great deal of apple polishing\n\ngoing on here !\n\nNow, Nadine, please serve some of these nice red Amherst apples to other\nmembers of the yearbook committee.\nI want you to know that I am particularly proud of our next number. It\ntakes a very fine type of courage to do what these next young people are going\nto do. They represent the “out-of-school” group and have been out of school\nfrom one to five years. They are going to tell you what has really happened\nto them. I have not touched their statements at all. I introduce this number\nas “Square Pegs and Round Holes.” Our\nof Brownhelm, Ohio. Mr. Fairchild.\nGilbert\n\nFairchild:\n\nThis\n\nfirst speaker is Gilbert Fairchild\n\nis the first time I have had an opportunity\n\nto\n\ntell of my high-school preparation for life work. I find myself four years\nafter graduation from school, a young man of normal ability, unprepared\nexcept for agriculture. My agricultural training has been wholly by associa¬\ntion, with no experience in vocational guidance.\nNow, as I look back on my high-school curriculum, it seems to me that it\nwas nothing more than a hit-or-miss collection of studies — a curriculum that\ndoes little more than lay a background for further education depending upon\neach individual’s finding his vocation in that further study. This puts the\neducational emphasis upon a minority who will continue on rather than upon\nthe great majority who will pick up their life work after high school. This\nlarge majority, either because they are financially unable to continue their\neducation or because they have no desire to do so but wish to take up their\nlife work after high school, have been given little consideration in their\nhigh-school courses. It seems to me that a thoro, intelligent investigation\ninto the needs and makeup of each community would make possible the estab¬\nlishment of a curriculum to meet all needs. Some methods of establishing\neducation so that it conforms\n\nbe much more\neffective than trying to make all types of people conform to a set curriculum.\nEducation is a part of our lives and if it does not become a useful ingredient,\nit fails of its purpose.\nMr. Hatch : Our next speaker is Marjorie Bechtel.\nMarjorie\n\nBechtel:\n\nto all types of people would\n\nI suppose\n\nI am just one\n\nof the many\n\nthousands\n\nof\n\n"}
{"page": 306, "printed_page": null, "text": "National\n\n302\n\nEducation\n\nAssociation\n\nyoung people who are trying to find a solution for the individual problem of\nunemployment. My parents have given me the opportunity to get a fine edu¬\ncation. In return, I want to show them that I can be independent.\nI live in Amherst and am a graduate of Amherst High School. In this\nsmall town there are not enough industries and business to employ a large\nnumber of people. If I try, as I have, in a larger city, it is also difficult to\nsecure work because it doesn’t pay enough to live in the city ; preference is\ngiven to local people ; and one needs to have experience. Everyone had to\nstart out in the world some time or other without experience.\nH ere I have given you my personal problem. It took quite a little courage\nto get up here and say these things but, frankly, I am very much concerned\nand don’t know what to do or where to turn. I need help and want help. Can\nyou help me?\nMr.\n\nHatch\n\n: And\n\nnow\n\nlet us turn\n\nto the positive side of the picture. I\n\nwish to introduce William Stiers. Mr. Stiers comes from Alexandria, Ohio.\nHe is the first vicepresident of the national organization, Future Farmers of\nAmerica.\nWilliam\n\nStiers:\n\nThe\n\nFuture\n\nFarmers\n\nof America\n\nis a national\n\norgani¬\n\nzation comprised of nearly 200,000 farm boys in the United States, Hawaii,\nand Puerto Rico. This group is organized by the boys themselves and includes\nlocal, state, and national setups. The officers of this organization are selected\nby the boys themselves. Annually in Kansas City, representatives from all\nthe forty-seven states and the two insular possessions meet to select the fol¬\nlowing year’s officers and to plan the policies for the following year.\nIn the brief time I have, I want to bring out one point our organization\nstresses: to develop competent and aggressive rural and agricultural leader¬\nship. To do this, we receive training by holding responsible positions in the\norganization, by travel, and by practice of parliamentary procedure. As a\nlittle proof of this, I should like to point out that all of the boys in the\norganization are working toward the degree of an American farmer, the\nhighest degree of the organization. To do this, they must have proved leader¬\nship ability. We consider leadership as a boy’s ability to progress in farming\nas well as to lead group discussions. As proof of our travel, during the past\ntwo years over 14,000 farm boys have cooperated and traveled to Kansas\nCity, Missouri. As proof of our parliamentary procedure, nearly all the\n6000 chapters offer some training in parliamentary procedure.\nI have discussed only one point in our program. There are eleven others\nsimilar to this one. The Future Farmers of America is an extracurriculum\nactivity in school. It is comprised of boys studying vocational agriculture and\nadvised by the agriculture teacher.\nThe motto of the national organization is :\nLearning to Do\nDoing to Learn\nLearning to Live\nLiving to Serve\nMr.\n\nHatch:\n\nNext,\n\nKirby\n\nBarrick\n\nof Johnstown,\n\nOhio.\n\nMr.\n\nBarrick\n\n"}
{"page": 307, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n303\n\nholds the American farmer degree, which is the highest degree of the Future\nFarmers of America.\nKirby\n\nBarrick:\n\nand F.F.A.\n\nMy\n\nIn high school\n\nprojects, when\n\nI was\n\nenrolled\n\nin vocational\n\nagriculture\n\nI started, were: 2 pure bred Southdown\n\nsheep, 1 grade sow, 5 acres of corn, and 5 acres of wheat. My continuation\nprojects last year were: 13 pure bred Southdown sheep, 14 pure bred\nPoland China sows, 50 acres of corn, 12 acres of wheat, and 35 acres of\nsoy beans.\nMy father and I farm a total of 240 acres. My labor income for four\nyears was $3055 and the total invested in agriculture was $1029. I mix\nbalanced rations and keep farm accounts. I have introduced to our farm\nthe following: pure bred livestock, hybrid seed corn, balanced rations,\nalfalfa, and farm accounts. My prizes show 22 champions, 77 firsts, 42\nseconds, 19 thirds, and others.\nIt was thru the cooperation of my agriculture teacher, my parents, and\nmyself that I was able to carry on such a program. I urge all boys to try\nfor the American farmer degree because it is worth working for, and if\nit isn’t, the trip to Kansas City is!\nMr.\n\nHatch:\n\nWilliam\n\nAnd\n\nnow,\n\nWilliam\n\nMr.\n\nHatch,\n\nKneisel:\n\nKneisel\n\nof Brownhelm.\n\nwe\n\nare out of high school\n\nwho\n\nare be¬\n\nwildered. An older generation taught us to seek values we cannot obtain.\nEconomic upsets have denied to many of us the college education we were\ntaught to expect, and the business world will not receive some of us.\nWe have a choice, to drift or to work constructively. The Farm Bureau\nsponsors a movement that offers to rural youth of America a plan. In\nregular meetings we gather to discuss the problems we face. We try to\nprovide for ourselves the recreation so necessary to our age. We doubt the\nwisdom of depending on commercialized recreation. We listen to noted\nspeakers and then, in groups, discuss their messages. We realize the diffi¬\nculty in finding our niche in life and look forward to the day wffien the\nrural youth of America will have the aid of competent help in finding\ntheir life work. We enjoy fine music and the companionship of kindred\nspirits. Moreover, we are just beginning a kind of placement service which\nwe believe will be of some value in seeking our life work. We study cooper¬\nation because we believe together we can work out a plan for ourselves\nand rural America and make the farm life as satisfactory as any life on\nthe globe.\nMr. Hatch: And now Dale Hastings, a senior at Lodi, who last year\nwon the prize for sheep grading at Ohio State University. He has been\na leader in the Four-H\nDale\n\nHastings:\n\nClub for four years.\n\nIn the Four-H\n\nClub\n\nwe\n\nare guided\n\nby four H’s, each\n\nhaving one definite meaning. In my own club experience, these H’s have\nmeant much. The first H stands for Head. We are taught to use our heads\nfor our own betterment and then as wTe grow older, we have formed a\nlasting habit. The second H stands for Heart. All true Four-H Club\nmembers are loyal not only to their clubs but also to their country. For\ninstance, in my first year in Four-H\n\nwork, my project was goose raising —\n\n"}
{"page": 308, "printed_page": null, "text": "National\n\n304\n\nEducation\n\nAssociation\n\nand I turned out to be a very poor goose raiser. My adviser had a heartto-heart talk with me and after that I never gave up and my harder trials\nwere more easily taken. The third H stands for Hand. We are taught to\nuse our hands for doing creative work and we pride ourselves very much\nin doing so. The last H stands for Health. The highest aim of every\nFour-H member is to make his body strong. Every year we hold health\ncontests and the person who is picked in the state contest is a very envied\nperson. We Four-H’ers believe if all the people would follow our four\nH’s, the country as a whole would benefit.\nMr. Hatch : And now, Leonard Wilson of Amherst. Mr. Wilson is a\nmarried man with three children.\nLeonard\n\nC. Wilson:\n\nFive years ago I graduated\n\nfrom\n\nhigh school. At\n\nthat time I had very high hopes and ambitions. After a year of steady\nemployment, I married. It wasn’t very long after that that I was laid\noff. Then followed about a year of odd jobs, none of which were steady\nenough to rely upon. In rapid succession I was an iceman, a sailor, a sales¬\nman for numerous concerns and a variety of articles. Finally I got a job\nin the steel mills of Lorain. This work was fairly steady. In fact, I figured\nI was pretty well situated. About a year ago I was laid off. After four\nmonths of idleness, I finally got a job on the WPA\ndigging ditches. At\npresent I am one of the recreation leaders at Amherst.\nAs we now have three children, I naturally feel I must have a permanent\nand well-paying job to keep my family and also to keep my head above\nwater. My present job keeps my head out about to my chin, with frequent\nsubmersions.\nI have often wondered if it’s all myself, my education, or just the nation¬\nwide unemployment situation which holds me back. Perhaps it is a little\nbit of each. My education was, I thought, complete, but after a few months,\nI realized it was very inadequate to prepare me for the work I have encoun¬\ntered. My French is forgotten; my history is useless; and many other\ncourses I studied are dead and buried as far as my work is concerned. My\nmath is not complete enough even for me to do my shop math. In fact, I\nfound out I didn’t know a darned thing about shop math. I believe my\nfellow graduates would agree that the math curriculum received in the\nmajority of high schools is insufficient for shop mathematics.\nI’m not extra smart and I’m not dumb, but nevertheless, I’m not equipped\nfor job competition. I would like to know what the trouble is— myself, my\ntraining, or the general situation.\nYou are educators — you tell me!\nMr.\n\nHatch\n\n: And\n\nlastly, Marjorie\n\nSennett\n\nof Seville. She is a senior, a\n\ndelegate this year to the Four-H Club meeting at Ohio State University.\nShe is also the county health champion.\nMarjorie\n\nSennett:\n\nFour-H\n\nto me\n\nis a sea filled with\n\nbeautiful\n\nships,\n\nall of them important and each meaning a great deal to its members.\n\nThe\n\nships of Four-H are friendship, ownership, leadership, scholarship, show¬\nmanship, and sportsmanship. The ideal and aim of the American Four-H\nClubs is to develop these characteristics in its members. I have been a\n\n"}
{"page": 309, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n305\n\nmember of the Four-H Club for five years and each year has helped me\nto improve, enlarge, and develop these traits.\nIn the three summers I have spent at the Four-H Camp, I have learned\na great deal. While there I met boys and girls from other communities\nwho have become some of my dearest and truest friends. I have learned\nto spend my leisure time to the best advantage of myself, my community,\nand my country thru craft classes and project work included as part of the\nFour-H Club program.\nI think Four-H has taught me pride of ownership better than I could\nhave learned it elsewhere. It is really quite a thrill to work on a project\nthruout the summer and then feel that your work has been a success. It\ndoesn’t make very much difference whether you are graded an A, B, or\neven a C. The fact remains it has been your work, your plan, and your\nsuccess.\nI feel that Four-H is important in another respect. It is one of the best\ncures in the world for poor sportsmanship. I think we all realize the poor\nsport is not a success, no matter what he attempts. Four-H\n\ntries to develop\n\ngood sportsmanship. We never “gripe” when somebody else wins a coveted\nprize. We don’t win or lose as a poor sport. Four-H Clubs are trying to\nmake better citizens of both their boys and girls. The complainer, the\nboaster, the griper, or the poor loser just does not belong in Four-H Clubs.\nLast fall when I had the privilege of representing Medina at the twentyfourth annual Ohio State Four-H Congress, I really began to appreciate\nwhat Four-H meant. The Ohio State Congress was made up of some five\nhundred rural boys and girls who, like myself, were interested in making\nFour-H a vital part in the lives of the rural boys and girls. The delegates\nto this congress were like most boys and girls — fun-loving, vigorous, vital,\nand jolly — but apart from this fun-loving spirit, you realized that here\nwas a group of boys and girls who had something everyone needs. They\nhad learned to play and to work, but, more important, they had learned\nwhen\n\nto play and when\n\nto work.\n\nAfter listening to some of the serious, weighty discussions these boys and\ngirls were taking part in, you began to realize they were getting at some\nof the important social problems that every young person faces. They were\nexchanging ideas and developing a broader interest in the field of knowl¬\nedge. I am only sorry that every boy and girl does not have the opportunity\nto belong to such an organization.\nI appreciate what Four-H has done for me and I am very proud to be\none of the members of such a marvelous organization. Four-H has helped\nme and I feel it has helped hundreds of other boys and girls who are facing\nthe same problems. I think Four-H is an excellent organization and I should\nlike for everyone to join it. My only regret is that every boy and girl is not\ngiven the same opportunities and experiences I have had the privilege of\nenjoying during my Four-H\nMr.\n\nHatch\n\n: Last\n\nweek\n\nClub work.\nI went\n\ninto a farm\n\nhome\n\nand\n\nfound\n\na young\n\npair in that home who finally consented to come here today to tell you\nabout their life on the farm. I am introducing here to you now Mr. and\n\n"}
{"page": 310, "printed_page": null, "text": "National\n\n306\n\nMrs. Howard\n\nEducation\n\nHite of Brownhelm.\n\nHite is a member\n\nMrs. Hite was a former teacher. Mr.\n\nof the village schoolboard. Mr. and Mrs. Hite.\n\n(The Hillbilly Buckaroos played “The\nand Mrs. Hite were introduced.)\nMrs.\n\nHite:\n\nAssociation\n\nYou\n\nknow,\n\nmorning, I saw many\n\nHoward,\n\nfine homes\n\nFarmer\n\nas we\n\nTakes\n\ndrove\n\nand wonderfully\n\na Wife”\n\nas Mr.\n\nin to Cleveland\n\nthis\n\nlandscaped lawns and\n\ngardens but there were some drab-looking apartments, and the streets were\ndirty and slushy, and there was soot all over everything. Honestly, I didn’t\nenvy any of them.\nMr. Hite: Do you mean you really aren’t sorry you married a farmer?\nMrs. Hite: Of course, not! Why should I be? We have in our home all\n\nthe advantages of the city — electricity for lights and other equipment, gas\nstove, furnace, running water, bathroom — what more could one ask? Our\ngood roads take us to a city of 45,000 in less time than it takes Aunt Lena\nto come from her home here in Cleveland to the downtown business dis¬\ntrict. Besides these, we have all the country things — fruits, flowers, vege¬\ntables — and there is a community friendliness and neighborliness which\noffers encouragement and help when you need it, a feeling that the whole\ncommunity is interested in you.\nThen, too, it’s a grand place for Clayton to grow up. He will have lots\nof space in which to play, fresh air, and sunshine, and, being a farmer’s\nson, the opportunity to join the Four-H Club or Future Farmers and\nto gain a wealth of knowledge and experience he couldn’t get any other\nplace.\nWould you trade these things for a place in the city?\nMr.\n\nHite:\n\nNo,\n\nI wouldn’t,\n\nand\n\nI’m glad you’re satisfied. In fact, I’m\n\nwondering why we let Professor Hatch get us off the farm this morning!\n\nI like farming. Some folks think it’s a dull job and a lonely life but there\nis a challenge in farming not found in skilled labor jobs.\nMrs.\n\nHite:\n\nWhat\n\ndo you\n\nmean\n\nMr.\n\nHite:\n\nWell,\n\neverybody\n\nby that?\n\nknows\n\na farmer\n\nhas to work\n\nbut he’s also\n\na capitalist and an employer. And, to keep all the machinery running, he\nmust be a mechanic, also. If he’s a successful farmer, he must know how to\nconserve soil and control insects and diseases, and that requires considerable\nscientific knowledge. When a crop is matured, he needs to be a salesman to\nsell it to advantage. These things should challenge any wide-awake man.\nWhile working with growing things, he is living a life and gratifying\nthe desire for creative achievement. Moreover, he has had to get away from\nthe old idea that leisure is sinful. He is learning that recreation is necessary\nfor a well-rounded life. You know\ning all your time in the kitchen.\nMrs.\n\nHite:\n\nGoodness,\n\nwhat I mean. You must get tired spend¬\n\nyes, but it seems\n\nto me\n\neven\n\nour leisure is busy.\n\nThere are so many things to do I hardly know when to stop. The rural\nchurch and its various organizations and the school in the community play\nan important part in our lives. They welcome the whole family. They have\nsomething to do and something of interest to everyone. And there’s no end\nto the new things we can learn thru our county extension service. They\n\n"}
{"page": 311, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n307\n\nAdministrators\n\noffer advice to individuals or groups. They give us ideas for our serious\nproblems or our entertainment. The garden and garden club give much\npleasure to the farm woman. Then there are the usual book clubs, study\nclubs, card clubs, theater parties, and dances, if you prefer them.\nMr.\n\nHite:\n\n\\es, and\n\nspeaking\n\nof learning, these new\n\nFarm\n\nBureau\n\ndis¬\n\ncussion groups open an entirely new field to us. It’s so stimulating to meet\nwith a group of our friends who are well read and to discuss everything\nfrom local politics to the commodity dollar and reciprocity trade agreements\n— and intelligently, too. It’s my observation that the average farmer can\ndiscuss these things at least as intelligently as the average city dweller. Our\ncommunity churches, our schools, our extension agents, and farm bureaus\nare all engaged in the task of bringing out the best in rural life. I see farm¬\ning as a way of living.\nMrs.\n\nHite:\n\nAnd\n\nI see the farm\n\nhome\n\nas a place where\n\nthe farmer\n\nwill\n\ngladly come at night, toward which his children will hurry from school, a\nhome in which a woman can spend the whole day without becoming bored\nor despondent and from which a future America will come.\nMr.\n\nHatch\n\n: This\n\ncloses our\n\npresentation\n\nof the Village\n\nRevue.\n\nonce again we repeat our boyhood list of chores but with a new\n\nAnd\n\nemphasis:\n\n“Hayed — grained — bedded — floor swept up — pigs fed — cows taken care\nof — new tractor covered — garage closed — electric power switch off — and\nthe barn door closed.”\nPresident Sexson, the chores are done.\nEdna-May\n\nLehman\n\n: Professor\n\nHatch,\n\nin behalf of the students\n\nof Am¬\n\nherst High School, we bring this present to you and we wish you lots of\nluck and success.\n(Edna-May Lehman presented a brief case to Mr. Hatch. Singing by the\nGlee Club of The Andrews School for Girls from Willoughby, Ohio, Jacob\nHines, directing, concluded the Village Revue.)\nTHE\nJAN\n\nMASARYK,\n\nPresident\n\nDILEMMA\n\nFORMER\n\nSexson\n\nMINISTER\n\n: The\n\nnext\n\nOF\nTO\n\nDEMOCRACY\nENGLAND\n\nFROM\n\nspeaker exemplifies\n\nCZECHOSLOVAKIA\n\nin a way\n\nthe whole\n\nin¬\n\nternational scene of democratic practice, democratic policy, democratic\nideology. In mentioning his name I introduce beyond what any words of\nmine can picture a figure standing out and speaking for the great democra¬\ncies of the world and for the cause of democracy — Jan Masaryk.\nMr.\n\nMasaryk:\n\nI am\n\nglad that I am\n\ncoming\n\na little later than I expected\n\nto speak to you, because the performance\n\nwe\n\nexactly what\n\nis just what\n\nI wish to speak about. That\n\nsaw for the last hour was\nI understand\n\nde¬\n\nmocracy is— free children, children of free parents in a free country, show¬\ning what they have acquired thru the free educational system of your great\ndemocracy and thru being allowed to criticize, which is always a special\nprerogative of democracy ! I was delighted to hear that. These young people\nsay, “Now, you teachers, you behave yourselves!” And, that is the way our\ncivilization is going to be saved. I must say I was looking forward today to\n\n"}
{"page": 312, "printed_page": null, "text": "National\n\n308\n\nEducation\n\nAssociation\n\nmy speech with pride and yet with trepidation. To face 10,000 educators, for\na man as unacademic as I am, is a large order!\nBut, let me get down to what I am trying to say. It is a few words about\neducation. It is your remarkable privilege, duty, and burden to lead the\nyouth of this country within the liberal curriculum of your educational sys¬\ntem. You are supervisors of the development of the souls of these children.\nWhat a wonderful job! And what a grave responsibility!\nMy\n\nresponsibility today is grave enough but only temporary. My\n\nspeech\n\nis a “washout” to start with, so that’s that ! But you are responsible for the\nyouth of your country. Before I came to Cleveland to face this kindly but\nformidable assembly, I studied the educational system of the United States\nand its latest development, and drew a comparison of what is going on in\nother countries. I am, as you know, half European and half American, proud\nof both ! Here you are trying to learn the truth honestly, to find it, to stick\nto it, and to give it to your children for their ripe consideration. In other\ncountries there is quite a different effect of education lately. The whole edu¬\ncational system is put into pills just like we all take vitamins. The children\nare fed education like we feed vitamin A, B, or C. The whole thing is abso¬\nlutely impossible. The tragedy, and I have seen it with my own eyes, is that\nthere is no choice, there is no freedom of movement, there is no liberty.\nThe curriculum is handed down from the head of the state to every teacher\nand he must stick to it absolutely rigidly — and woe betide him who does not !\nNow, before I go any farther, let me say this: This is a community meet¬\ning that we are having here. There are approximately 13,000 people here\nthis morning who think for themselves, take counsel together; but there\nyou quit, whether president of a great university or head of a small coun¬\ntry school.\nNow, you have leaders whom you elect or whom you choose according\nto their ability or according to what you think of them. And then next\n\n5^ear or year after, someone\n\nelse is elected. Now,\n\nin the countries of the\n\ndictators — because I am a product of Germany, I know German culture\nand the German people — in those countries we have a different situation.\nThe individuality of the child in schools simply does not exist. First comes\nthe great head of the state. Then comes the All-Mighty State, then the\nAll-Important Race. Then comes Physical Fitness or preparation for which\nMr. Hitler so often calls in his book, Mein Kampf , “later at the front.”\nIt is one of his favorite expressions: “We must change these people for\nlater at the front.” The whole system is sharpened in the direction of that\n“later-at-the-front.”\nWe have in Europe lately been forgetting certain of the fundamentals.\nIn these dictatorial countries, they also have their “truth,” but it is\nNational Socialist, Fascist, or Bolshevist truth — half-truth or plain false¬\nhood. And if you happen to have a different opinion — which is not a very\nhealthy thing to do these days — you are very likely to land up against a\nwall or in a concentration camp.\nI would\n\nlike to open my heart to you about what\n\ncan, should, and will do. You\n\nhave heard many\n\nI feel that America\n\npeople say, “America\n\nmust\n\n"}
{"page": 313, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n309\n\ncome to the aid of Europe in case of conflict.” I am not saying that. Far be\nit from me to suggest anything of the sort! But, I believe in fundamentals\nand I have never been more sure of anything in my life. Your great con¬\ntribution today, whether you like it or not, is the spiritual leadership of\nour civilization. It is your country that holds the banner of liberty and\ncarries it as high as you are carrying it today, and maybe lifts it up a little ;\nand that does not mean war or submarines and it does not mean poison\ngases. What I mean is that if you people — and especially, apropos of our\nmeeting, you educators — watch over your democratic institutions as ardently\nas only a mother could watch over a child, the civilization of Europe is\nsaved because we are looking forward to you people, to your leadership.\nNow, whatever the political situation may be, a statement by your\nresponsible people is listened to most eagerly all over Europe, and when\nyour President — whether you agree with him or not, and I know how\nnumerous are the opinions about the present administration — when your\nChief Executive says something about international affairs, I believe a very\ngreat help is given to Europe — a continent that is sad and weary and be¬\nmused and does not quite know where it is going.\nI presume you want me to say a word or two about Munich. It has\nbeen hashed to death — too much has been written about it. There are\nplenty of books by different authors that really do explain what happened\nin Munich. You know it better than I do, because sometimes when your\nleg is cut off, you do not know as much about it as the people who do the\ncutting or watch the operation.\nIf I dwell one fleeting minute on Munich it is to show the deterioration\nof method in international affairs, especially in Europe. Whatever faults\nthere were of my country, and there were many, no opportunity was given\nto correct them. Democracies have the great privilege of making mistakes\nand acknowledging them and, with the help of God, of correcting them!\nIn dictatorial countries, mistakes are not allowed. I have seen signs as\nwide as this hall in Italy, II Duce\n\nha sempre ragione, which means, “The\n\nleader is always right.” Imagine the stern dilemma constantly hanging over\nprofessional leaders to be always right!\nWe have made mistakes. Our treatment of the Sudeten Germans was\nfairly good compared with some others, altho better treatment might have\nbeen due. The Sudeten Germans know that and have told me so since\nthey were incorporated in Germany. But there were many unfortunate\nlittle pinpricks. The little trials are sometimes more unpleasant than a real\nwhack over the head !\nThe totalitarian propaganda is outstanding, remarkable ! It is the best\nthing I have ever seen in my life of that kind ! I heartily disapprove in my\nconscience of what is being sold at the moment. But the machine, the\nrunning of it, is absolutely perfect !\nYou\n\nwill remember\n\nabout three or four years ago you suddenly heard\n\nthe words “Sudeten Germany” or “Sudetenland.” Is there one lady or\ngentleman here who had heard them as long as five years ago? Suddenly\nthis magnificent steam roller run by this little man Goebbels began to talk\n\n"}
{"page": 314, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\n“Sudeten.” It is just a small range\nBohemian frontier.\n\nAssociation\n\nof mountains\n\nalong the ancient\n\nAnd suddenly, as the son of my father — the wisest thing I ever did was\nchoose my father !— I began to hear about the Sudeten Germans and our bad\ntreatment of this minority and I was faced with the fact that many people —\nmany nice people — honestly thought that the one country which was wan¬\ntonly cruel to minorities was Czechoslovakia. And this thing was kept up.\nWhile in Russia they were disposing of their opponents in a very efficient\nmanner, putting them against the wall, and while the Jewish persecution\nwas being carried on, suddenly the whole world reverberated with the cruelty\nto the German minority of Czechoslovakia. And people believed it. If you\nare told something often enough, it sticks. I believe that certain statesmen\nbelieved it when they went to Munich and that really the peace of Europe\nhung on this surgical operation, without the use of any anesthetic, that my\ncountry was about to undergo.\nNow, what are we going to do about this propaganda? My answer is this:\nI am opposed to propaganda, to immoral propaganda that means going into\na neighbor’s house and trying to disrupt his married life; one mayor going\ninto the town of another and trying to make trouble for that mayor ; or the\nhead of one country going into another country and trying to disrupt affairs.\nI think you will agree with me that every country has enough on its own\nhands in trying to keep its own house in order. But what I do think is that\nwe must meet lies with truth when we are accused. I think we made a little\nmistake when we did not yell louder, “No, no, we are not guilty!” But you\nknow that we Bohemians are rather proud people and we make mistakes\nsometimes. Anyway, unless democracy responds by telling the truth, even in\nyour country some of your great institutions are going to suffer from propa¬\nganda; because, do not forget, there is a determination in those countries to\nmake us as much trouble as possible and it is up to us to stand up. And, I\nrepeat, if you keep your country as the outstanding exponent, as the speaker,\nas the mother, as the leader — not of people but of democracy, the imper¬\nsonation, let me say, of democracy — then this propaganda will not have the\ndisastrous effect it has been having in Europe.\nWe come finally to Munich, where we see, as I said, the deterioration of\nforeign affairs. There were three parties at the table. At one side was the\nparty that has a very forceful way about him and can talk longer and louder\nthan any speaker, I think. On the other side were the inarticulate, tired,\numbrella-ridden\nslovakia.\n\nstatesmen\n\nof Western\n\ndemocracy.\n\nAnd\n\nlittle Czecho¬\n\nThey did not speak the same language and I would like to make a point\nthere. We have to understand that when two men say the same thing, it does\nnot always mean the same thing. When Senor Mussolini says, “The justified\nrequirements of my beloved Italy,” it does not mean the same as when Mr.\nChamberlain says, “The justified requirements of Italy.” Not at all. We\nmust learn to distinguish between the vocabularies and their meanings. I\nhave studied these languages. Outside of seven happy years in this country, I\nhave lived in Europe all my life and I have seen these languages being used\n\n"}
{"page": 315, "printed_page": null, "text": "American\n\nAssociation\n\nand hundreds of misunderstandings\n\nof\n\nSchool\n\nAdministrators\n\n311\n\ncoming out of them. So that is one point\n\nI want to make in speaking about democracy; namely, that you cannot com¬\nbine the two methods. You cannot build little bridges over these aisles; you\neither have to sit in this aisle or that aisle. If you do not, it interferes with\ntraffic.\nAnd we must learn that. We can sit alongside any kind of regime. We\nhave on our street a man we do not care about. I was in public work in\ndirectorates before I was forced to become a diplomat. There were directors\nI did not like or whose family life did not appeal to me but we transacted\nour business, signed the “book of presence,” and went home.\nIt has been a great mistake that people absolutely believe that they can\neffect a compromise between totalitarianism and democracy. It cannot be\ndone. If it is cut and dried that the United States of America believes in what\nAbe Lincoln believed, it is easier for Mr. Hitler and Mr. Mussolini because\nthey can expend their robust, dynamic energies elsewhere. That is what I\nclaim. We have had many dictators, from Julius Caesar and Alexander to\nthe funny man from Corsica who went to Saint Helena. We have had these\nphenomena before and we have them now and I suppose we will have them in\nthe future. A German whom I met the other day — he was very happy about\nthe happenings in Germany and rightly so ; it is his way to happiness and I\nam not going to interfere with that — tried to explain to me that he simul¬\ntaneously and honestly believes in what George Washington believed and\nin what is stated in Mein Kampf which is the little bible of the Germans.\nNow, I say there is no such animal ! There cannot be any man who is think¬\ning honestly who does combine the two documents. You can go off to some\nstrange country and live the totalitarian life, but when you come to this\ncountry you cannot be proud both of the Gettysburg address and of the\nspeeches that we hear from the rulers of the great totalitarian countries.\nThe other day I found this statement by one of the great leaders: “The\nplain truth is that men are tired of liberty and that the tired youth of today\nwants to pass over the decayed form of the Goddess of Liberty to ordered\nhierarchy, war, and glory.” You see, that is a thesis, a way of looking at life,\nbut you cannot combine that with democracy!\nNow, I would like to say that I was delighted to see those youngsters on\nthe stage. I was glad you have boys in uniform. I used to wear a uniform.\nWe all need to dress up occasionally. It is very good for all of us. But when\nI see the youth of this country doing this voluntarily, marching just as well\nas the other citizens, I sometimes think we do not make our young ones quite\nrealize what they have !\nEvery morning when I get up I say, “Thank God you are in a free coun¬\ntry with nobody to look at what you are eating, what your tastes are, what\nyour religion is, what your thoughts are !” And I, with all my heart and soul,\nbelieve that it is not the ideal of education to prepare the most precious\nthing we have, our young ones, for the trenches ! I do not believe in the glory\nof war !\nI have been thru the last war from beginning to end, under very trying cir¬\ncumstances. As some of you know, I was an Austrian officer and my father\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nAssociation\n\nwas on the other side — and my family did not have too easy a time. Even\nin the last war, the glory was far between. But there were marches and\ncolor and already in the beginning poison gases and vile middle-class hatreds\nbobbing up. I believe that we must just make up our minds that we are\nbringing up our young ones for peace, orderly peace, democracy, orderly\ndemocracy, disciplined democracy, by all means! People sometimes think\nthat democracy is unorderly or without discipline. I think that is erroneous.\nLet me tell you what I mean by democracy. I do not mean going and putting\na ticket in a box electing some man to be alderman from the seventh ward.\nDemocracy means freedom of the soul, nothing less !\nAnd when I gave up my job on the day of Munich, I pledged my remain¬\ning years — I am fifty-three and perhaps I have a few years to live — to work\nfor the freedom of the human soul. I am absolutely convinced that the most\nbeautiful and interesting of God’s creations is the individual soul and it must\nbe safeguarded, and if we continue to safeguard it we will be all right. We\nmust cherish our culture, literature, music, art, and science because they are\nall part of democracy. In my estimation, only a free human soul can give\nwhat these children gave you this morning. It was not drill ; it was prepared,\nof course, but they were happy and they had a sense of humor and they were\nrelaxed in intensity and intense in relaxation. A great friend of mine said the\nother day, “Is it not interesting that there has not been a good book of\nlyrical poetry written in Nazi Germany?”\nBut if we stick to our institutions, art, science, religion — and I stress\n“religion” (I believe that religion, really loving the Great Unknown that\nis ruling over us, is a very important ingredient in our educational cur¬\nriculum) — these things will survive, these things will continue.\nEconomically, you see, Europe is in a bad way. Even your young vigorous\ncountry is not having too good a time. I see by your statistics that your\nunemployment continues to increase. If we continue to be messy, if we\ncontinue this dilly-dallying, undecided policy, we are bound to have its\nreflections. We must keep our souls clean even if we sometimes make\nmistakes and democracy must be honest about mistakes. I repeat myself\nbecause I am full of it. My gramophone only plays one tune, which is\ndemocracy, freedom of the human soul, the liberty of the individual.\nDo not let us overlook that the new method of race and religious intol¬\nerance certainly will not help to bring about any understanding. Coming\nback to Europe just for a minute: That is what I consider is the mistake\nof Europe. We are staggering about. The English and French do not know\nhow far they can go, how far they can give in. Naturally, the dictators will\nask more and more of their giving. They would be very unintelligent if\nthey did not. As I compared it the other day, Munich was a poker game.\nMunich was one fellow raising all the time ; the second fellow not calling.\nWell, if you play poker and you do not call, the other fellow is bound to\nwin. And then there was a sad little fellow hanging around, not in the\ncouncil chamber — Czechoslovakia — and his duty was to supply the chips\nfor both parties! And Czechoslovakia had no chance of winning, whatever\nwould have happened. We were told before Munich that we were going\n\n"}
{"page": 317, "printed_page": null, "text": "American\n\nto be heard among\n\nAssociation\n\nof\n\nSchool\n\nequals, but somehow\n\n313\n\nAdministrators\n\nit did not happen. We\n\nwere\n\nnot\n\nasked anything about it. I am not trying to hand you any “sob stuff” about\nCzechoslovakia. We have been down before and we have been up again.\nBut we are down now. We were treated with unprecedented lack of\ndecency in international behavior. I asked an international lawyer who\nknows much more than I (I am not terribly educated) to find a precedent.\nThere is no precedent of this action, at least that I can find.\nWe are finished ; there we are. But the methods, if continued, are bound\nto lead us into — I hate to say the words and it is that I have been warning\nyou about — the destruction of democracy.\nGiving away property that does not belong to you is very easy. In Munich\nthey decided, these four wise men from the West, to give away things that\ndid not belong to them ; which is neither a very heroic nor very intelligent\nthing to do, and not even too honest. But there are not many more things\ngoing around that do not touch directly upon papa’s pocket. They can not\nbe giving away other people’s stuff much longer. Hence, the situation is\nnarrowing to, “How about it, folks?”\nAnd I believe that there is a possibility of saving the peace of Europe\nand I think maybe it will be saved, but I think it needs courage and open\nlanguage. One side must be told how much and when and how. Unless that\nis done, then there is very little hope for democracy.\nI think I have almost said what I want to say. I think maybe I have\npulled some “wisecracks” here in your august presence that might better\nhave been left unsaid. But that’s that.\nThis is a lovely thing I discovered the other day that your Chief Justice\nsaid: “The safeguards of democracy are education and public discussion.”\nI like that. Yes, we must do it all thru discussion. There is no more dis¬\ncussion in Europe. It is a terrible situation. We are afraid to discuss things,\nafraid to awaken the lion or tiger or whatever it may be. The one side is not\nat all afraid to awaken the British lion. It has been doing things with his\ntail that are simply shocking.\nBut on the other side, there has been far too much pussyfooting and inde¬\ncision. Remember this: Europe is not down and out. Great Britain is not\ndown and out! We hear occasionally that it is. I even heard it here. I have\nbeen living in England fourteen years — thirteen very contented years and\none very unhappy one, the last one. England is a very healthy country. Eng¬\nland has a government elected by democratic electors who have the full\nright to elect a government that does not suit them. That is the great\nprerogative of democracy. And, because they are democratic, they must sit\non hard or soft seats and wait for the next election. There is nothing to help.\nThey have to beat with the government which they themselves elected and\nlet them rule according to the best of their ability. In other countries, de¬\nstroying government is much easier. They start destroying a couple of high\nofficials, a little shooting, a little concentration camp, and there you are !\nNow, if we are going to remain civilized, cultured people, we are very\noften going to elect governments that do not suit us. I do not say that its\npresent government\n\ndoes not suit England\n\naltogether, but I know\n\nfrom my\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNational\n\nEducation\n\nAssociation\n\nown experience that public opinion in England, which is infinitely less\narticulate than in this country, was just every bit as much outraged as\nyou were in this country about Munich, and also because they were one\nof the guilty parties. I think France really was the very naughty girl this\ntime but England was close by. I think you will be interested to know that\nI received 9000 letters from within the British Isles after Munich, and I\nhave not found one in which there was not an apology, even if they were\nanti-Chamberlain\n\nor pro-Chamberlain.\n\nIf they were\n\ndelighted with this\n\nword “appeasement” — I haven’t quite found out what it means — they\nalways said, “What an awful price you have paid.”\nI am definitely convinced at this moment that the cooperation of the two\ncountries that read Shakespeare and the Bible is essential. I do not mean\nsubmarines! But, Great Britain — I have just come from Canada where I\nhad an extremely interesting trip — represents a very strong democracy\nindeed. If you compare in age, your great country is twelve years old while\nit is eighty-two. People there are realizing what is going on, just as we\nall are. They are under no illusions. There may be some one or other states¬\nman who believes you can trust the other side but, believe me, the majority\nof the people do not, for they know that if democracy is to be saved, it has\nto be done by saying, “We are not having any, thank you very much.”\nI am especially glad to have come to Cleveland at this time because it\ngives us Europeans hope. I sit about your hotels. You have several hotels\nhere and I go from lobby to lobby and sit there and listen to your people\ntalk. It does my heart good because there is no fear, you are free, and you\nmust hunt and teach truth ; and by doing that the human soul is kept sacred.\nThere are two ways of approaching the graveyard, which we are all\ndoing, whether we like it or not. One is God’s way and the other is the\ndevil’s way. My sweet mother used to say, “The word ‘good,’ you take the\n‘o’ out and it is ‘God’ ; you take the ‘d’ away from devil and it is ‘evil.’ ”\nI am convinced that certain countries in Europe have been flirting with\nthe devil and must get back to God. Our salvation lies in knowing that\nwe must get back to God, that we must follow God’s way and we will be\nall right. There is no better timetable for a man’s soul than the Bible and\nthose who take God’s way, instead of the devil’s, keep their own souls.\nAnd, with those words, back to God and back to love — do not let us\nhate! The hatred in Europe is rising. Even in this country, I have been\nwith statesmen where the acrimoniousness of the argument is a little more\nthan necessary. We must get back to telling the truth instead of lying and\nto loving instead of hating, because only if we love as all of you love these\nyoungsters — these free children — can we save this wonderful civilization of\nwhich you people are the outstanding representatives in this country.\nGod bless you !\n\n"}
{"page": 319, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nSECRETARY’S\nCleveland\n\n315\n\nMINUTES\n\nConvention,\n\nFebruary\n\nAdministrators\n\n1939\n\n25\n\nThe sixty-ninth annual convention of the American Association of School\nAdministrators, a Department of the National Education Association of\nthe United States, was held in the Public Auditorium at Cleveland, Ohio.\nRegistration and exhibits opened Saturday, February 25, 1939. In all, 266\nfirms and organizations participated in the exhibit. Slightly over 106,000\nsquare feet of floor space were required for the exhibits and necessary sup¬\nplementary services.\nImmediately adjacent to the regular exhibits, eight exhibit-conference\nbooths were erected, each with seating capacity for fifty persons and adequate\nspace for rather extensive displays of related materials. These exhibits repre¬\nsented the best thought of school workers in every part of the country. Dur¬\ning the period of the convention, over one hundred specialists conducted\nsmall informal conferences in these booths on topics related to the exhibits.\nA complete schedule of these conferences, with the names of the leaders and\nsubjects to be discussed, was printed and distributed. About two hundred\nschool systems participated in this project.\nFebruary\n\n26\n\nThe opening Vesper Service was held in the main arena of the Cleveland\nPublic Auditorium on Sunday afternoon. The Singers Club of Cleveland,\nunder the leadership of Boris Goldovsky, provided a musical program of\nunusually high quality. Superintendent E. C. Fisher of Peoria, Illinois, con¬\nducted the memorial service which consisted of appropriate readings from\nthe Scriptures, personal tribute, and music by the Singers Club. Taps,\nplayed by John J. Hruby and C. Aubrey Moore of the Cleveland school\nfaculty, concluded this part of the program. Professor Theodore G. Soares\nof California Institute of Technology, the speaker of the occasion, had as\nhis theme, “The Spiritual Quality of Democracy.”\n“The People’s Platform,” a regular Sunday evening program of the Co¬\nlumbia Broadcasting System, was reproduced on the stage of the arena imme¬\ndiately following its broadcast over a coast-to-coast network. The topic for\ndiscussion was “Propaganda and Intellectual Freedom.” Stimulated by the\nleadership of Lyman Bryson, the members of the panel went straight to\npoints of importance and punctuated their comments with many lively\nsallies.\nFebruary\n\n27\n\nAfter the convention was called to order on Monday morning, Superin¬\ntendent Charles H. Lake of Cleveland presented to President John A. Sexson a gavel made at West Technical High School. The wood was taken\nfrom the original home of Moses Cleaveland in Canterbury, Connecticut.\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nAssociation\n\nOn Monday afternoon, six group meetings of the American Association\nof School Administrators were held for the discussion of current educational\nproblems. These groups met again on the afternoons of Tuesday and\nWednesday. Among the topics discussed were: The Place of the Schoolboard in the Administration of Education; Planning the School Building for\nthe Future School; Enriching the Educational Offering in a Small School\nSystem; Unique Problems of the Small School System; Propaganda Analysis\nin General Education; and Public Relations.\nOn Monday evening the Cleveland High School Festival Chorus of one\nthousand voices appeared in the first of a series of public school musical\nprograms of unusual excellence. The music department of the Cleveland\nPublic Schools has a national reputation, which was fully maintained at the\nconvention. On the mornings of Tuesday and Wednesday, Russell V. Mor¬\ngan, directing supervisor of music, conducted festival choruses of 2500\nsingers each from the Cleveland junior high schools and from the elementary\nschools. Not only did the audience thrill to the excellent harmony of the\nyoung voices, but also it sensed the enormous task of assembling and training\nthe vast choruses. When the curtain was raised on Wednesday evening, the\naudience was greeted with a remarkably colorful spectacle. Over four hun¬\ndred players from Cleveland high schools, constituting the festival band,\neach in the uniform of his own high school, were massed row above row on\nthe great stage of the arena. Conductors were J. Leon Ruddick and Harry F.\nClarke. Prolonged applause followed each number. The boys’ choir from the\njunior high schools charmed the audience at the final session on Thursday\nevening.\nFebruary\n\n28\n\nSchools in small communities had the place of honor on the Tuesday morn¬\ning program. Members of the commission which prepared the 1939 Year¬\nbook on this theme were platform guests. The official presentation of the\nyearbook was made by Chairman H. M. Corning, superintendent of schools,\nColorado Springs, Colorado. Important features of the yearbook were em¬\nphasized in a Village Revue, in which a group of high-school students from\nAmherst, Ohio, discussed their activities and opportunities. They were\ndirected by Roy W.\n\nHatch of New\n\nJersey State Teachers College at Mont¬\n\nclair. The girls’ glee club of The Andrews School at Willoughby, Ohio,\nfurnished music, after which “The Dilemma of Democracy” was vigorously\nset forth by Jan Masaryk, former minister to England from Czechoslovakia.\nAt the business meeting, nominations for officers were as follows: For sec¬\nond vicepresident, Homer W. Anderson, superintendent of schools, Omaha,\nNebraska, and E. W. Ireland, superintendent of schools, Somerville, Massa¬\nchusetts; for member of the Executive Committee for four years, William J.\nHamilton, superintendent of schools, Oak Park, Illinois, and Paul T.\nRankin, supervising director of research and informational service, Board\nof Education, Detroit, Michigan.\nUnion Superintendent David J. Malcolm of Charlemont, Massachusetts,\npresented a proposal for amendment of the constitution of the American\n\n"}
{"page": 321, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nAssociation of School Administrators which will come\n1940 convention. The proposal was as follows:\nI move\n\nthat the constitution of the American\n\nbe amended\n\nAssociation\n\n317\n\nup for action at the\n\nof School Administrators\n\nby striking out Article I and substituting the following:\nArticle I— Name\n\nThe name of this association shall be the Department\nNational Education Association of the United States.\n\nof Superintendence\n\nof the\n\nOn Tuesday evening the members of the American Association of School\nAdministrators and of the National Education Association were the guests\nof the Associated Exhibitors at a program in the arena. The exhibitors, in\naccordance with their annual tradition, presented the American Education\nAward. The recipient of this honor for 1939 was Payson Smith. Following\nthe presentation of the award, the program\nwith many\n\nwell-known\n\nwas continued in lighter vein,\n\nartists participating.\nMarch\n\n1\n\nSuperintendent Otto W. Haisley of Ann Arbor, Michigan, reported for\nthe Committee on Certification of Superintendents of Schools. He stated\nthat a 64-page booklet, entitled Standards for Superintendents of Schools ,\nhad been printed under the auspices of the committee and mailed to all mem¬\nbers of this Department. The Research Division of the National Education\nAssociation supplemented\ncharts.\n\nthis report with several large-sized tables and\n\nActing Superintendent Louis Nusbaum of Philadelphia, Pennsylvania,\npresented the report of the Audit Committee, which was adopted and\nordered printed in the Official Report.\nMarch\n\n2\n\nThe Detroit Schoolmen’s Club Chorus, under the direction of Howard\nA. Love, with Eugene Fenby at the piano, furnished music for the Thurs¬\nday morning session. The Chorus, which consists of about 40 men selected\nfrom the teaching force of the Detroit Public Schools, also appeared on\ntwo coast-to-coast broadcasts — one on the Red Network of the National\nBroadcasting Company and the other over the Mutual Broadcasting\nSystem.\nThe report of the Committee on Resolutions was presented by Superin¬\ntendent E. W. Jacobsen of Oakland, California. It was adopted without\namendment. The resolutions are printed in full elsewhere in this report.\nSuperintendent Raymond C. Burdick of Huntington, New York, chair¬\nman of the Board of Tellers, reported the election of Superintendent Ben G.\nGraham of Pittsburgh, Pennsylvania, as president for the year beginning\nMarch 15, 1939; Superintendent Homer W. Anderson of Omaha, Ne¬\nbraska, as second vicepresident for one year; and Superintendent William J.\nHamilton of Oak Park, Illinois, as a member of the Executive Committee\nfor four years.\n\n"}
{"page": 322, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociation\n\nSuperintendent Frank Cody of Detroit, Michigan, presented to President\nJohn A. Sexson a past president’s key as a token of appreciation for his\nservices.\nAt the afternoon general session there was distributed a 32-page booklet\nwhich gave a complete official summarization of the general sessions, discus¬\nsion groups, and other convention activities. About twenty educators had\nbeen enlisted in advance to cover the meetings and to write the summary\nreports, which were edited by Secretary William G. Carr of the Educational\nPolicies Commission. The outstanding features of the convention were fur¬\nther analyzed for the audience by a panel under the leadership of United\nStates Commissioner of Education John W. Studebaker. Thus, there was\ndeveloped, both by printed and by spoken word, a fair appraisal of the con¬\nvention and its significance for educational policy and practice in America.\nThe attendance Thursday afternoon was much larger than expected and for\na time the demand for copies of the printed summary outran the supply.\nAltogether 14,500 copies were printed and distributed.\nAmerica’s Town Meeting of the Air, a regular radio feature of the Na¬\ntional Broadcasting Company, had its first presentation outside of New\nYork City at the closing session of the convention on Thursday evening.\n“Are the Schools Doing Their Job ?” was the topic selected for consideration\nby Moderator George V. Denny, Jr. Mechanical arrangements were ad¬\njusted so that the audiences in the Cleveland Music Hall and in the New\nYork Town Hall participated jointly in the discussion.\nSherwood\n\nD. Shankland\n\nExecutive\n\nSecretary\n\n"}
{"page": 323, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n319\n\nRESOLUTIONS\nReport\n\nof\n\nthe\n\nCommittee\n\nAdopted\n\nMarch\n\non\n\nResolutions\n\n2, 1939\n\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 peoples. In order to maintain,\nto uphold, and to apply ever more widely the principles and ideals inherent\nin democracy, we urge the educational profession to promote and support\na nationwide program, particularly within the school, to insure that all youth\nand adults achieve an intelligent understanding of problems democracy\nfaces — social, political and economic; and thru this understanding, to facili-'\ntate the changes which society from time to time finds indispensable to the\neffective realization of such democratic ideals as : the guarantee of life, lib¬\nerty, and the pursuit of happiness ; the establishment of social and economic\nsecurity ; the control of public politics by all peoples ; the equality of oppor¬\ntunity for each personality; and freedom of expression.\nThe Association recommends an active recognition of the educator’s\nresponsibility in defending and maintaining democracy by building a better\nworld understanding in these days of conflict among nations. The Asso¬\nciation insists that it is utopian to believe that enduring world peace can\nbe built upon any system of human relationships other than one which\npermits the masses of men to order their own ways for their own benefit\nand makes the state the servant of the individual.\nEducational\n\nThe\n\nAmerican\n\nAssociation\n\nPolicies\n\nof School Administrators\n\ncommends\n\nthe\n\nrecent work of the Educational Policies Commission and calls upon the\nmembership to aid in carrying out the pronouncements of the Commission\nthat this continuing program of public education in America shall become\noperative in a continuously increasing degree thruout the United States of\nAmerica.\nIn terms of an educational program,\na. To make\n\nthe work\n\nthe Association urges its members:\n\nof schools include more definitely the study of\n\neconomic and social realities and the problems of American democ¬\nracy today.\nb. To provide youth, whether in or out of school, with adequate services\nfor adjustment, guidance, and vocational placement. Our Associa¬\ntion views with alarm the large number of unemployed youth be¬\ntween the ages of sixteen and twenty-four years and calls upon the\nschools to give special consideration to furnishing these services to\nthis group of young people.\nc. To coordinate school activities with the activities of many other\ndesirable agencies that influence and affect the lives of youth.\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\nFederal\n\nThe American\n\nEducation\nAid\n\nAssociation\n\nto Public\n\nEducation\n\nAssociation of School Administrators\n\nexpresses unqualified\n\nsupport of the policy of federal aid for public education. It extends to the\nPresident of the United States wholehearted appreciation of his pronounce¬\nment upon the principle of federal aid to education in the various states,\nbased on an equalization program, as voiced in his address given at the con¬\nvention of the National Education Association in New York City last July.\nAn equalization program is the essential feature of federal aid since states\n(and localities within states) are. beyond all possible doubt, extremely un¬\nequal in ability to support the educational program so necessary to the con¬\ntinuance of democratic government.\nThe Association urges a forceful campaign by educators for the enact¬\nment by Congress of legislation that will provide a desirable program of\nfederal aid for the American public schools. We believe that such a program\nis embodied in Senate Bill S. 1305.\nDuplication\n\nof Educational\n\nAgencies\n\nConsistent with our historic principle of the control of education by the\nstates, the American Association of School Administrators warns the Amer¬\nican people that the development of two public school systems in this country,\none controlled by Washington, the other controlled by the localities and the\nstates, will not only result in needless duplication, waste, and inefficiency,\nbut will be particularly dangerous at a time when authoritarianism and\nregimentation are gaining the upper hand in so many countries. This danger\ncomes from the creation of various federal educational agencies which, it is\ntrue, perform indispensable services. Federal support for these agencies is\nessential, but federal control is neither necessary nor desirable. Since every\nstate has a going school system, the administration of these services should\nbe lodged in the states. Local and state control is one of the strongest sup¬\nports of our civil liberties and of intellectual freedom.\nSimilarly, we warn against the growing tendency of federal departments\nand bureaus to establish educational agencies and quasi-educational activities\nwhich function without regard to the legally established federal Office of\nEducation and frequently result in confusion and waste of public funds. The\nadministration of all federal services to education should be lodged in the\nLYited States Office of Education.\nAllocation\n\nof Public\n\nFunds\n\nSince the primary obligation of the states and the communities is caring\nfor the training, education, and placement of the youth of America, the\nneeds of children and youth should have first consideration in the allotment\nof public funds.\nIndependent\n\nEducational\n\nControl\n\nThe Association recognizes with pride that the American system of elect¬\ning boards directly by the people to control public education without inter¬\nference from city councils and commissions has been responsible for a large\n\n"}
{"page": 325, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n\n321\n\nshare of the independence of schools and the educational achievements of\nthe country.\nThe Association condemns vigorously recent attempts to break down this\nsystem by subordinating the control and support of education to boards\ncharged with many other responsibilities in government.\nThe\n\nThe\n\nAmerican\n\nImprovement\n\nof Administration\n\nAssociation of School Administrators\n\nrecommends\n\nthat\n\nsteps be taken toward setting up study groups or conferences in administra¬\ntive practice designed for training administrators and for improving admin¬\nistrative practices. The Association urges that schools of education study and\nadapt courses to the problems of education in small communities.\nReduction\n\nThe American\n\nof Postal\n\nRates\n\nAssociation of School Administrators\n\ncommends\n\nthe Presi¬\n\ndent’s action in reducing the postal rates on books and urges Congress to\nenact legislation making permanent the flat rate now in effect.\nAppreciation\n\nThe 1939 convention of the American Association of School Administra¬\ntors commends with deep appreciation the leadership of President John A.\nSexson.\nWe also extend to Superintendent Charles H. Lake, the Cleveland Board\nof Education, the Cleveland schools, the Cleveland Public Library, and the\nlocal convention organization our thanks for the gracious hospitality ex¬\ntended by the entire community to the Association.\nTo the local and national press, the National Broadcasting Company,\nthe Columbia Broadcasting System, and the Mutual Broadcasting System,\nand all other agencies of public information, we record our gratitude for in¬\ntelligent and generous cooperation.\nThe convention recognizes that the service rendered by these and all\nothers will be translated directly in terms of continued improvement and\ndeepened significance of education thruout the United States.\nE. W.\n\nJacobsen,\n\nChairman\nMary B. McAndrew\nWorth McClure\n\nMerle J. Abbett\nHarold Benjamin\nEmma Pritchard Cooley\nB. M. Grier\n\nFrederick J. Moffitt\nWilliam B. Mooney\n\nJames L. Hanley\nH. E. Hendrix\nA. H. Hughey\nHarry W. Langworthy\n\nJesse H. Nevclon\nBertram E. Packard\nG. E. Roudebush\nWilliam F. Shirley\n\nMrs. Inez Johnson Lewis\nPaul Loser\nCaroline\n\nThomas J. Walker\nCurtis E. Warren\nS. Woodruff\n\n"}
{"page": 326, "printed_page": null, "text": "*\n\n"}
{"page": 327, "printed_page": null, "text": "^American\n\n^Association\n\nTeachers\n\nColleges\n\nof\n\n"}
{"page": 328, "printed_page": null, "text": "HISTORICAL\nThe\n\nAmerican\n\nAssociation\n\nof\n\nNOTE\n\nTeachers\n\nColleges,\n\na Department\n\nof the National Education Association , takes the place of the Department\nof Normal Schools, which was formed at the Cleveland meeting, August\n19, 1870, by a reorganization of the American Normal School Associa¬\ntion which had been organized in 1858. See proceedings, 1870:176; 1906:\n524. In 1924 it was voted to appoint a committee to discuss the possi¬\nbility of combining with the American Association of Teachers Colleges.\nSee proceedings, 1924:614. In 1925 the combination was effected.\nThe officers of the Department for the year 1939-40 are: president,\nCharles C. Sherrod, President, State Teachers College, Johnson City,\nTerm.; vicepresident, Frank D. McElroy, President, State Teachers\nCollege, Mankato, Minn.; secretary-treasurer, Charles W. Hunt,\nPrincipal, State Normal School, Oneonta, N . Y .; executive committee,\nMarvin S. Pittman, President, South Georgia Teachers College, Collegeboro, Ga. (term expires 1940 ) ; Frank E. Baker, President, State Teachers\nCollege, Milwaukee, Wis. (term expires 1941 ) ; H. L. Donovan, President,\nState Teachers College, Richmond, Ky. (term expires 1942). Other\nofficers are listed in the Secretary’s Report.\nThe Department publishes a yearbook. The annual dues, $50, are pay¬\nable to the secretary-treasurer. Facts relating to the establishment of this\nDepartment and the record of meetings are found in earlier volumes of\nPROCEEDINGS\n\n1870: 1- 88\n1871 -.117-156\n1812:165-223\n1818:164-198\n1814:214-253\n1815:138-152\n1816:157-210\n1811:139-173\n1819:1 13-134\n1880 :176-192\n1881:199-217\n1882 -.173-180\n1883:xvi-xvii\n1884 :236-258\n\naS follows l\n\n1885:223-247\n1886 :387-420\n1881:465-508\n1888:463-512\n1889 :555-610\n1890 :715-756\n189 1:709-740\n1892 -.407-434\n1894 :8 19-870\n1895:672-717\n1896 :642-665\n1891:709-735\n1898:728-756\n1899:835-903\n\n1900 :480-490\n1901 :635-645\n1902 -.529-643\n190 3:539-594\n1904 -.567-592\n1905 :5 17-556\n1906 :707-711\n1901:739-758\n1908 -.703-738\n1909 :547-596\n1910:563-594\n1911:695-708\n1912:809-896\n1913:523-552\n\n[ 324 ]\n\n1914 :497-564\n1915 :763-814\n1916 :441-460\n1911:383-416\n1918:209-234\n1919:221-258\n1920 :237-262\n1921:515-516\n1922:1063-1084\n192 3:737-743\n1924:613-636\n1923:863\n1926 :839-948\n1921:873-950\n\n1928 :8 33-948\n1929:827-936\n1930 :801-910\n1931 :845-946\n1932 :713-786\n19 33:709-778\n1934 :705-776\n1935 :659-718\n1936:555-618\n1931:605-658\n1938:283-340\n\n"}
{"page": 329, "printed_page": null, "text": "CLEVELAND\n\nMEETING\n\nIN ofthethe following\npages appear abstracts from the Eighteenth Yearbook\nAmerican Association of Teachers Colleges, which may be ob¬\ntained from the secretary, Charles W. Hunt, State Normal\nNew York.\nA\nPAYSON\n\nCENTURY\n\nSMITH,\n\nGRADUATE\n\nOF\n\nTEACHER\n\nSCHOOL\n\nOF\n\nEDUCATION\n\nEDUCATION,\n\nCAMBRIDGE,\n\nSchool, Oneonta,\n\nHARVARD\n\nUNIVERSITY,\n\nMASS.\n\nThe\n\nmost important educational issue before the people of our country\na century ago was precisely the same one that is before them today. As long\nas there are schools that issue will remain the most fundamental one. It\nrelates to the qualifications of teachers.\nIn the early part of the last century there was evidently well-warranted\ndissatisfaction among parents and citizens about the quality of instruction.\nThis dissatisfaction was by no means restricted to Massachusetts; neither\nwas the expression of it confined to the public officials of that common¬\nwealth. True, Governor Lincoln, in three successive inaugurals, those of\n1826, 1827, and 1828, brought the matter to the attention of the Great and\nGeneral Court. In the same decade, however, the governors of other states,\nincluding Maine, Vermont, New York, Rhode Island, Maryland, Connecti¬\ncut, and Ohio, pointedly asked that attention be given to what must have\nbeen recognized as an important public question.\nVarious efforts to provide for the professional education of teachers had\nbeen made. Reverend Samuel Hall had early established in a Vermont\nacademy at Concord a course of instruction for prospective teachers. His\nwork there was extended into other places. He wrote treatises on teacher\neducation which were circulated to some extent among teachers. So well\nwere those treatises regarded that the Massachusetts legislature proposed\nthat they be printed and sent to the teachers of that state. New York was\nfirst among the states to adopt a policy of giving financial support to teacher\neducation. This was done thru legislation authorizing courses in academies\nwith state grants of money.\nIt remained, however, for Massachusetts to go the whole way by establish¬\ning schools for teachers under full public jurisdiction. This step carried\nimplications of great significance to general policies of education. It settled\nnot alone the question of the part to be taken by the state in the education\nof teachers. In answering that question the state likewise set an example of\nassuming complete responsibility for establishing and protecting the stand¬\nards and the policies of public education.\nIt is not probable that the people generally realized all the implications of\nthis new proposal. They knew that the schools were badly taught. They\ndesired a better state of affairs. Whether that better condition was to be\n\n[ 325 ]\n\n"}
{"page": 330, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\nhad by courses in private colleges and academies, or in state schools, was\nperhaps to them a matter of no great consequence.\nSome of the educational leaders of the time had a wider conception ; they\nhad keener foresight; they had a conviction that it does make a great deal\nof difference to the advancement of democratic education whether or not\nthe state controls the sources of teacher training.\nOne thing is clear, namely, that the leaders of the educational reform\nmovements of the first quarter of the last century regarded the institution\nof some kind of training facilities for prospective teachers as the paramount\neducational need of the times. All were agreed on that point. Brooks had\nreturned from Europe, having been deeply impressed by the schools for\nteachers, particularly those of Prussia. He brought back not only ideas. He\nbrought what is often more effective for a campaign, that is, a slogan. His\nfamous “Eight Words” have been sounded from a thousand platforms,\nand remain today our most generally accepted, if most trite, expression for\ndescribing the commanding place of the teacher in determining the quality\nof the school. The cause was espoused by political leaders and, as already\nsaid, was endorsed by governors of states and other leaders of public opinion.\nWebster, himself first a teacher, gave his eloquent voice to the cause. John\nQuincy Adams enlisted in it.\nWhen Edward Everett became governor of Massachusetts he brought\nkeen disappointment to the advocates of legislation for courses for teachers\nby veering from that objective which had been adopted by his immediate\npredecessors and by throwing his strength and influence toward the estab¬\nlishment of a state board of education and of a state school fund. His was\nhowever, the course of wisdom, since, as he foresaw, there must be sub¬\nstantial bases both of prudent administration and of assured support if\nstate-controlled teacher education institutions were to be well organized,\nwell directed, and permanent.\nThe records of those early efforts, the debates, the sharp conflicts, and the\nbitter opposition of schoolmen and of a large part of the clergy show that\ninterest was widespread and that feeling was intense. These records are of\nabsorbing interest and are a part of the larger story of those stirring times\nwhen that which had been virtually the established church of Massachusetts\nwas reluctantly losing its hold ; when the new sense of nationalism was\nincreasing; and especially when the entire intellectual life of the common¬\nwealth was being quickened as it had never been before, and perhaps as it\nmay never be again.\nAmong the forces that were influential in developing sentiment for the\nbetter education of teachers, a leading one was the American Institute of\nInstruction, founded in 1829. A memorial of the Institute was submitted\nto the Massachusetts legislature in January 1837. The entire resolution\nwould be well worth reading if time permitted. Portions of it belong here:\n\n"}
{"page": 331, "printed_page": null, "text": "American\n\nMEMORIAL\nOF THE\nLEGISLATURE\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\nAMERICAN\nINSTITUTE OF INSTRUCTION\nTO\nOF MASSACHUSETTS\nON NORMAL\nSCHOOLS\n(Submitted* January\n\n327\n\nTHE\n\n1837)\n\nTo the Honorable the Legislature of the Commonwealth of Massachusetts.\nThe Memorial of the Directors of the American Institute of Instruction, praying that\nprovision may be made for the better preparation of the teachers of the schools of\nthe Commonwealth, respectfully showeth:\n1. That\nteachers.\n\nthere is, thruout\n\nthe Commonwealth,\n\na great\n\nwant\n\nof well-qualified\n\n2. That this is felt in all the schools, of all classes, but especially in the most\nimportant and numerous class, the district schools,\n3. That wherever, in any town, exertion has been made to improve these schools,\nit has been met and baffled by the want of good teachers; that they have been sought\nfor in vain; the highest salaries have been offered, to no purpose; that they are not\n\nto be found in sufficient numbers to supply the demand.\n4. That their place is supplied by persons exceedingly incompetent, in many re¬\nspects; by young men, in the course of their studies, teaching from necessity, and\noften with a strong dislike for the pursuit; by mechanics and others wanting present\nemployment; and by persons who, having failed in other callings, take to teaching\nas a last resort, with no qualifications for it, and no desire of continuing in it longer\nthan they are obliged by an absolute necessity.\n5. That those among this number who have a natural fitness for the work, now\ngain the experience, without which no one, whatever his gifts, can become a good\nteacher, by the sacrifice, winter after winter, of the time and advancement of the\nchildren of the schools of the Commonwealth. . . .\nFor every other profession requiring a knowledge of the principles of science and\nthe conclusions of experience, there are special schools and colleges, with learned and\nable professors, and ample apparatus. For the preparation of the teachers, there is\nalmost none. . . .\nWe respectfully maintain that it ought not so to be. So much of the intelligence\nand character, the welfare and immediate and future happiness of all the citizens,\nnow and hereafter, depends on the condition of the common schools, that it is of\nnecessity a matter of the dearest interest to all of the present generation; that the\ncommon education is to such a degree the palladium of our liberties, and the good\ncondition of the common schools, in which that education is chiefly obtained, so vitally\nimportant to the stability of our State, to our very existence as a free State, that it is\nthe most proper subject for legislation, and calls loudly for legislative provision and\nprotection. The common schools ought to be raised to their proper place; and this can\nonly be done by the better education of the teachers. . . .\nWe therefore pray you to consider the expediency of instituting, for the special\ninstruction of teachers, one or more seminaries, either standing independently, or in\nconnection with institutions already existing, as you shall, in your wisdom, think best.\nWe also beg leave to state what we conceive to be essential to such a seminary.\n1. There should be a professor or professors, of piety, of irreproachable character\nand good education and of tried ability and skill in teaching.\n2. A library, not necessarily large, but well chosen, of books on subjects to be\ntaught, and on the art of teaching.\n3. Schoolrooms, well situated, and arranged, heated, ventilated, and furnished,\nin the manner best approved by experienced teachers.\n4. A select apparatus of globes, maps, and other instruments most useful for\nillustration.\n5. A situation such that a school may be connected with the seminary, accessible\nby a sufficient number of children, to give the variety of an ordinary district\nschool. . . .\nEstablish a seminary wherever you please, and it will be immediately resorted to.\nWe trust too confidently in that desire of excellence which seems to be an element in\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nAssociation\n\nour New England character, to doubt that any young man, who, looking forward,\nsees that he shall have occasion to teach a school every winter for ten years, will\navail himself of any means within his reach, of preparation for the work.\nIn the first place, he will see there an example of right ordering and management\nof a school ; the spirit of which he may immediately imbibe, and can never after be at\na loss, as to a model of management, or in doubt as to its importance.\nIn the second place, by listening to the teaching of another, he will be convinced\nof the necessity of preparation, as he will see that success depends\n\non thoro knowl¬\n\nedge and a direct action of the teacher’s own mind. This alone would be a great\npoint, as many a schoolmaster hears reading and spelling, and looks over writing\nand arithmetic, without ever attempting to give any instruction or explanation, or\neven thinking them necessary.\nIn the third place, he will see put in practice methods of teaching; and tho he\nmay, on reflection, conclude that none of them are exactly suited to his own mind,\nhe will see the value of method, and will never after proceed as he would have\ndone, if he had never seen methodical teaching at all.\nIn the next place, he will have new light thrown upon the whole work of educa¬\ntion, by being made to perceive that its great end is not mechanically to communicate\nability in certain operations, but to draw forth and exercise the whole powers of the\nphysical, intellectual, and moral being.\nHe will, moreover, hardly fail to observe the importance of the manners of an\ninstructor, and how far it depends on himself to give a tone of cheerfulness and\nalacrity to his school.\nIn the last place, if the right spirit prevail at the seminary, he will be prepared\nto enter upon his office with an exalted sense of its importance and responsibility — not\nas a poor drudge, performing a loathsome office for a miserable stipend, but as a\ndelegate of the authority of parents and the State, to form men to the high duties of\n\ncitizens and the infinite destinies of immortality , answerable to them, their country,\nand their God for the righteous discharge of his duties. . . .\nFor the elevation of the public schools to the high rank which they ought to hold\nin a community, whose most precious patrimony is their liberty, and the intelligence,\nknowledge, and virtue on which alone it can rest, we urge our prayer. We speak\nboldly, for we seek no private end. We speak in the name and behalf of those who\ncannot appear before you to urge their own suit, the sons and daughters of the pres¬\nent race, and of all, of every race and class of coming generations in all future times.\n\nWith the background, then, of popular dissatisfaction with the general\ncondition of education, of years of public discussion, of legislative debate,\nand, at last, of the private donations of Charles Sumner and others, there\nfollowed definite action.\nWe move now to the grand event itself; to that rainy day, the third of\nJuly 1839, when Cyrus Peirce and three young women met in a building,\nstill standing opposite Lexington Common, there to constitute the first of\nthat long line of institutions that for over a century have, of all forces,\nmost profoundly affected public education in the United States.\nWe who meet in this place are representative of various phases of teacher\neducation in all parts of the nation. We are the inheritors of noble tradi¬\ntion ; we are the beneficiaries of the work and sacrifices of thousands of\nmen and women who have thought and planned and acted in behalf of\nthe better education of teachers.\nThere\n\nis not now\n\nthe time; indeed, perhaps here is not the appropriate\n\nplace even to outline the great number of outcomes of the particular event\nwe here and now celebrate. We are aware of the expanding and continuing\n\n"}
{"page": 333, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n329\n\nservice to the education of teachers given by the colleges of liberal arts; we\nare mindful of the indispensable leadership that has been provided by the\nschools of education of the endowed and public universities.\nYet there are likely to be few to dissent from the view that the yeast\nwhich has leavened public education in the United States for the past ten\ndecades has been provided chiefly by the institutions that have been an\nintegral part of the public school system.\nClearly, since there is in a century’s record so broad a field upon which\nto report on an occasion like this, there must be a narrow selection of the\nthings of which one will speak. It may be there are those of you who would\nwish that choice might be the record of the struggles and contentions that\nmore than once threatened the early destruction of the new schools. It\nwould be interesting to some of you, perhaps, if the choice were to be a\nretelling of the stories recorded so humanly in the journals of Cyrus Peirce\nand his student, Mary Swift.\nTo describe the curriculum of that first school and to note its relation¬\nship to the public schools of the times, and to trace that relationship across\na span of a hundred years, would open a field of speculation that could end\nnot even with our own generation. To set forth the varied ways in which\nthere went across the country into new fields and new institutions the\nphilosophies that prevailed in that group of pioneering institutions, might\nprove the most interesting of all. The modifications and expansions of the\noriginal ideals and plans as they were applied in the newer and often more\nfertile fields of the West bear testimony to the soundness and the vitality\nof the seed that had been planted in New England.\nBut I turn from these attractive possibilities that I may indulge myself\nin setting forth some impressions of what seem to me to have been most farreaching of the results of the decision made in Massachusetts to establish\nteacher education as a separate and distinct function of schools of teacher\neducation, to be conducted under full support and control of the state.\nObviously, even here a choice must be made, without extended discussion\nof the points that will be raised.\nFirst, then, the decision mentioned had a prompt, direct, and permanent\nbearing on the secularization of public education. Now, at the end of the\ncentury, we can see in better perspective a fundamental social and political\nissue that was very much to the front at the start of the last century. It was\nan issue of distinct concern to those who were then trying to found a system\nof public education adapted to the requirements of a new nation that had\ndecided on a complete separation of church and state.\nRemember, education came to the shores of Massachusetts to serve not\nas the handmaiden of the state, but as that of the church. The Puritans\nfounded schools primarily for the purpose of protecting and fostering the\nPuritan faith.\n\nFor a full two hundred years, well into the first years of the Constitu¬\ntional Era, this close relation of education to the church was to continue.\nClergymen by law were members of school committees, and hence were the\nsupervisors of public education. Moralistic instruction based on the ideology\n\n"}
{"page": 334, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\nof Puritanism pervaded the schools. As to secondary schools and colleges,\nnearly all of them for the first third or half of the century were under the\npatronage and support of religious denominations. While there were a few\nclergymen who courageously and vigorously supported the proposed re¬\nforms of the day, the clergy as a whole, as well as many of the schoolmasters,\nsharply opposed every proposal of Horace Mann and his associates on the\nground that he and they wanted to turn the schools to atheism.\nIt was inevitable that sooner or later American public education would\nbe completely separated from church control. There can be no doubt, how¬\never, that the period of adjustment was greatly shortened by the decision\nthat the state itself should direct and control the preparation of those who\nwere to teach in the public schools.\nBut this decision had not only its negative aspect. It had likewise a\nstrongly positive one. Hence we may list as another important outcome of\nstate teacher education the effect of it upon democratic citizenship. For\nhalf a century and more, prior to 1830, there had been rapidly developing\non this continent a new conception of human relationships, and with it a\nnew conception of political government. The War of Independence had\nbeen fought and won. A constitution had been written and adopted. A\nnation had been founded. The patriots of the Revolution and the founding\nfathers had been constant and vigorous in their appeals to the people that\nthey support schools for the education of all the people so that popular gov¬\nernment might be made safe, secure, and lasting.\nIn that remarkable decade of the thirties the educational leaders were\ntrying to have put into practical effect the principles that had been ex¬\npounded. They wanted to create schools that would acquaint the youth\nwith the duties and privileges of citizenship, and would help them worthily\nto fill their places in state and nation.\nThere is, indeed, a significant, if accidental, symbolism in the fact that\nthe doors of the first state normal school in America opened on the eve of\nthe Fourth of July, and that thru its open windows blew the winds that\nhad swept across Lexington Green.\nHappily this point need not be left alone in terms of symbolism, since there\ncan be no doubt that the normal schools of the several states sent increasingly\ninto the public schools young men and women who, with wisdom and\nquickened spirit, have helped to make the American public school what it\ntoday is, the strongest of all forces for the protection and the promotion of\nthe “American Way.” With the establishment of each unit of state teacher\neducation there has been founded a center from which have radiated influ¬\nences of incalculable value to the purposes of democracy. And, thus, it was\nan important decision for democracy when Massachusetts decided that the\nstate itself was to provide for the education of its teachers.\nA third gift of the normal schools to the century of education has been\ntheir service in enriching the education of the common man. For many\nyears the elementary school was to provide most of the schooling for the\nmajority of the people. The elementary school at the start of the century\nwas in both content and method a pretty poor thing. This new institution,\n\n"}
{"page": 335, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n331\n\nthe normal school, had only one business in hand, that of educating teachers\nfor the common school. Happily it was unfettered by tradition, and was soon\nto be made the ready vehicle for transmitting new ideas, new principles,\nand new methods for the use of elementary education. It is easily possible\nto believe that many reforms that came to education in the past ten decades\nwould have been long delayed if it had not been for the quick readiness\nof the normal schools to carry the message. For example, there was Guvot,\nwhose contribution to geography, literally flowed into the lower schools thru\nthe channels of the normal schools. There was Agassiz who wanted the\ncommon man to share the secrets of natural science hitherto open only to\nthe learned. It was the normal school that made it possible for the common\nschools to open the eyes of children to the wonders of nature. Without\nconscious planning on the part of the universities, the normal schools became\ntheir agencies of popular enlightenment.\nAs with Agassiz, so with James, who, working in a university, yet found\nnot among his colleagues but in the normal schools keen and receptive\nlisteners to his views on the place of psychology as an aid to teachers. It\nwould indeed be interesting to trace in detail this broadening and vitalizing\ninfluence of the normal schools, to discover in how many instances it pro¬\nvided the open door of intellectual commerce. Such instances must indeed\nbe very great in number.\nThat this broader service was within the purpose of him who led the first\nnormal school is clearly shown in the letter which Peirce wrote to Henry\nBarnard in 1851 :\nDear Sir: — You ask me “what I aimed to accomplish, and would aim to accom¬\nplish now, with my past experience before me, in a Normal School.”\nI answer briefly, that it was my aim, and it would be my aim again, to make better\nteachers, and especially, better teachers for our common schools; so that those pri¬\nmary seminaries, on which so many depend for their education, might answer, in a\nhigher degree, the end of their institution. Yes, to make better teachers; teachers who\nwould understand, and do their business better; teachers, who should know more\nof the nature of children, of youthful developments, more of the subjects to be taught,\nand more of the true methods of teaching; who would teach more philosophically,\nmore in harmony with the natural development of the young mind, with a truer re¬\ngard to the order and connection in which the different branches of knowledge\nshould be presented to it, and, of course, more successfully.\nAgain, I felt that there was a call for a truer government, a higher training and\ndiscipline, in our schools; that the appeal to the rod, to a sense of shame and fear of\nbodily pain, so prevalent in them, had a tendency to make children mean, secretive,\nand vengeful, instead of high-minded, truthful, and generous; and I wished to see\nthem in the hands of teachers, who could understand the higher and purer motives of\naction, as gratitude, generous affection, sense of duty, by which children should be\ninfluenced, and under which their whole character should be formed.\nIn short, I was desirous of putting our schools into the hands of those who would\nmake them places in which children could learn, not only to read, and write, and\nspell, and cipher, but gain information on various other topics (as accounts, civil\ninstitutions, natural history, physiology, political economy, etc.), which would be\nuseful to them in after life, and have all their faculties (physical, intellectual, and\nmoral), trained in such harmony and proportion, as would result in the highest for¬\nmation of character. This is what I supposed the object of Normal Schools to be,\nSuch was my object, , , ,\n\n"}
{"page": 336, "printed_page": null, "text": "332\n\nNational\n\nEducation\n\nAssociation\n\nIt would be difficult to overestimate the importance of another contribu¬\ntion which state teacher education originally made, and even now for the\nmost part defends. Reference is made to what has often been disparaged\nby academic education, and, it is to be feared, often accepted with some\napologies even by some institutions of teacher education. The practice\ndemonstration and the later experimental schools of normal schools and\nteachers colleges belong in the very forefront of their activities. It is worth\nwhile often to recall that normal schools and all later institutions of teacher\neducation are vocational or, if you prefer, professional schools. Their frank,\nopen, and declared purpose has been and is that of producing the best pos¬\nsible practitioners. This central purpose is one of dignity and is no more\nnarrow than that of the medical school in the broad fields of health. For\nquite the span of the full century teacher education has been braving the\nattacks of those who have held to the premise that academic accomplishment\nalone guarantees good teaching.\nIf there had prevailed the idea that the education of teachers should be\nleft to the colleges, it is hardly possible to guess at what late date, if ever,\nthe real vitilization of the lower and then of the secondary schools would\nhave begun. With emphasis, it may be repeated, normal schools and teachers\ncolleges have had their strongest allies for the betterment of public educa¬\ntion in the practice and demonstration schools which have made both realis¬\ntic and inspiring the work of teaching to unnumbered students who were\nteachers in the making.\nFinally, there remains for mention that primary duty which from the first\nwas enjoined upon the normal schools. Thru the process of producing\nbetter teachers for the schools, the schools themselves were to be made pro¬\ngressively better. The “Eight Words” were to describe an active and a\ndynamic principle. Thus it has turned out to be.\nLet it be recalled that in 1830 the limits of public education were defined\nwithin the bounds of the common or elementary school. Not yet were the\npeople generally ready to accept more than the merest responsibility for\nany education beyond that common school. It was that school and not the\nlack of secondary education that was the reason for popular anxiety. It was\nto improve the quality of the common school that the normal schools were\nstarted. It was to the business of that improvement that state education of\nteachers promptly gave attention. It was that business to which it was to\ndevote its entire thought and energies for more than half of the century\nthat is now closing. Even now the burden of improvement of the lower\nschools rests most directly upon the state normal schools and the state teach¬\ners colleges. If there be any slight sense of inferiority because the functions\nof these schools have been thus restricted, there should be some compensatory\nthought in the contemplation of the results.\nNo other part of our entire school system has reached so clear an under¬\nstanding as the elementary school has reached of its proper objectives. No\nother part has so diligently tried to acquire a knowledge of the needs of\nthe pupils to be served as the elementary school has tried to do. No other\npart has been more successful in the use of methods designed to promote\n\n"}
{"page": 337, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n333\n\ngrowth — physical, mental, and moral — than the elementary school has been.\nNo other part of our educational system has had a deeper consciousness of\nits obligations to society or has been quicker and more eager to meet the\nchanging demands of the changing years.\nIt is not claiming too much for the state normal schools and state teachers\ncolleges to say that they have provided the inspiration and the leadership that\nhas brought this elementary school, with all its admitted defects, to a decent\nstate of efficiency.\nBut that influence has by no means ended with the lower schools. The\nphilosophy that has increasingly controlled the education of children has\nextended into upper areas of education and has expanded in all areas. Admit¬\nting that secondary and higher education has been improved by forces work¬\ning from within, and, like all education, in great measure by forces entirely\noutside the schools, yet it remains the fact that the teaching and methods\nused with elementary children have modified those of the schools to which\nchildren have later gone.\nThe line separating the elementary school and the secondary school has\nbeen gradually becoming less marked. Universal education comes now to\ncomprehend secondary as well as elementary education. The common school\nin a very real sense is now the universal school. Without any serious measure\nof dissent the public now accepts full responsibility for the education of all\nyouth thru the secondary-school age. So, it is not surprising that state teacher\neducation has recently been keeping pace with this growing conception of the\nfull range of public education, or that state schools of education increasingly\nare playing a greater part in the training of all teachers.\nIt is indeed a noble record, that of the service of the institutions spread\nacross our land, all looking across the century to that small beginning, the\nend of which might not then be seen, or even yet be fully known.\nWider and deeper becomes that stream which bears the youth of a nation\nfrom childhood to a more nearly complete appreciation of the privileges and\nduties of citizenship in an increasingly intricate and complex civilization.\nMake no mistake about it— all institutions that educate teachers must and\nwill expand in purpose ; will increase in scope of service ; will grow\nstrength and influence.\n\nin\n\nA considerable part of the service of educating teachers will be performed\nby other than public institutions. Colleges and universities not under public\ncontrol have, as said, become more conscious of the possibilities of the part\nthey can play in building the profession of teaching. Whether public or\nprivate, all of them may pay tribute to that occasion when a tiny candle was\nlighted there on the edge of Lexington Common.\nWhat I have said may seem to reflect a sense of attained perfection. Not so.\n\nThe end of the century finds us with more unsolved than solved problems.\nThere are errors to be corrected, there are pitfalls to be avoided, there are\nnew courses to be charted, there are new challenges to be met. Every day\nsees a new parting of the ways. Each end is a beginning.\nOn March 13, 1838, Horace Mann sent to the Senate and House of the\n\nMassachusetts\n\nLegislature a letter saying that $10,000 had been made avail-\n\n"}
{"page": 338, "printed_page": null, "text": "334\n\nNational\n\nEducation\n\nAssociation\n\nable from private sources to promote the cause of popular education. On the\nfollowing day he wrote these words in his journal:\nThis appears to be glorious! I think I feel pretty sublime!\nfor my head! . . .\n\nThen\n\nfour years later, on March\n\nLet the stars look out\n\n3, this entry appears:\n\nThe brightest days which have ever shone upon our cause were yesterday and\ntoday. Yesterday, resolves passed the House for granting $6000 per year for three\nyears to the normal schools; and $15 to each district for a school library, on\ncondition of its raising $15 for the same purpose.\nLanguage cannot express the joy that pervades my soul at this vast accession of\npower to that machinery which is to carry the cause of education forward, not only\nmore rapidly than it has ever moved, but to places which it has never yet reached.\nThis will cause an ever widening circle to spread amongst contemporaries, and will\nproject influences into the future to distances which no calculations can follow.\n\nAs with Horace Mann, so with us there are occasions when we too may\nlook to the stars! In the span of four years confident promise of permanency\ncame to the realization of a great ideal. To us is given the privilege of\nobserving in retrospect across a century how the cause of education has\nmoved forward, of observing how that circle has indeed ever widened. And\nfrom the past we gain, too, the confidence that influences may still be\nprojected to distances which no calculations can follow.\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nGRADUATE\n\nSTUDY\n\nYour Committee on Graduate Study, appointed in 1936, was directed to con¬\ncern itself with the aims, purposes, practices, and procedures of graduate study in\nteachers colleges. The Committee has had two meetings during the current year.\nIt has been especially interested in the graduate programs being set up in the\nmember institutions.\nThe teachers college recognizes that the obligation placed upon it by the public\nis to provide teachers with as adequate preparation as is received by the members\nof other learned professions. It recognizes that it is a professional school and as\nsuch, in contemplating any program of graduate work, its first object must be to\nprovide a professional program directed to the types of positions for which it pro¬\nposes to prepare teachers. In the development of this professional program it is\nassumed that the institution giving work beyond the bachelor’s degree will comply\nwith all the recognized standards for graduate work. This means that, at least dur¬\ning the present stage of the development of its graduate program, the teachers col¬\nlege has an added obligation over that placed on ronprofessional graduate schools.\nIt must do a special kind of graduate work. Any definition of the nature and pur¬\npose of graduate work in the teachers college should recognize these added obliga¬\ntions.\nThe Committee on Graduate Study in its report at the New Orleans meeting in\n1937 set forth tentative aims, purposes, practices, and procedures which it believed,\nif followed, would justify the graduate\nthe Committee\n\nin its report drew\n\nnesses surrounding\ndegree.\n\nprogram\n\nin the teachers colleges. A year ago\n\nattention to several definite limitations and weak¬\n\nthe offerings of member\n\ninstitutions leading\n\nto the master’s\n\nSince then the North Central Association of Colleges and Secondary Schools an¬\nnounced five criteria which it expects to use in evaluating graduate programs in\nmember institutions. These criteria relate to the following points:\n\n"}
{"page": 339, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n1. Percent of earned doctor’s degrees and months\nthe entire faculty\n2. Reference books available in the library\n3. Periodicals accessioned\n4. Annual\n5. Annual\n\nexpenditure\neducational\n\nfor books\nexpenditures\n\nColleges\n\nof graduate\n\n335\n\nstudy combined\n\nof\n\nper student.\n\nIt is the policy of that association that any institution below the sixtieth percentile\non any of these items be subjected to survey. In reckoning the percent of earned\ndoctor’s degrees and months of graduate study of the faculty, the faculties of those\ndepartments in which advanced study does not lead to the earned degree are to be\nomitted. Such departments are music, art, library science, engineering, and medicine.\nAlso, the Association of American Universities has approved the admission to its\naccredited list of those teachers colleges which met the approval of the accrediting\ncommittee.\nIn order to provide a basis for further consideration of this problem, the Com¬\nmittee has been engaged during the past year in a further study of practices and pro¬\ncedures in teachers colleges now offering graduate work. Of necessity such study\ncould not be comprehensive. However, ten teachers colleges were selected by the\nCommittee for this special study. Cooperating institutions are as follows:\nBall State Teachers College, Muncie, Indiana\nEast Texas State Teachers College, Commerce, Texas\nNorth Texas State Teachers College, Denton, Texas\nSchool of Education, Miami University, Oxford, Ohio\nState College of Education, Greeley, Colorado\nState Teachers College, Emporia, Kansas\nState Teachers College, Flagstaff, Arizona\nState Teachers College, Montclair, New Jersey\nState Teachers College, Pittsburg, Kansas\nIndiana State Teachers College, Terre Haute, Indiana.\nA questionnaire was designed in order to secure detailed information which might\nserve as a guide in setting up a program of graduate work in member institutions.\nReplies from all the cooperating institutions were received, tabulated, and sum¬\nmarized. The Committee presents here a brief summary of the replies which indicate\nin general the practices of these institutions in regard to various aspects of\ngraduate work.\nWithout exception each institution has provided an administrative agency directly\nresponsible for the program of graduate instruction. Just how carefully the program\nof professional preparation on the graduate level is administered has not yet been\nascertained or can it be determined under the limitations of this Committee.\nThe replies indicate that the schools have followed a definite policy with respect\nto defining the areas in which graduate work has been developed. The extent to\nwhich this policy is followed in actual practice could not be accurately determined.\nHowever, from replies received it appears that other considerations than those in¬\nherent in the professional program have influenced their practices in this regard.\nFive institutions specified the requirement of a thesis as a part of the graduate\nprogram. The inquiry did not provide information with respect to the nature of the\nthesis or the amount of work required for its completion. However, the Committee is\nof the opinion that there is a wide diversity of practice at this point. Five institutions\nmade the thesis optional. Requirements in lieu of the thesis vary considerably. In\nsome institutions additional work in courses is accepted, in others one or more papers\nin thesis form are required, in others the requirement is met by a special examina¬\ntion, while in others there is a combination of the above requirements.\nData received indicate that the institutions recognize the professional aspects of\ntheir graduate\n\nwork\n\nin their stated policies with respect to admission\n\nto graduate\n\nstudy. For example, five institutions stated that they do not admit without penalty all\n\n"}
{"page": 340, "printed_page": null, "text": "336\n\nNational\n\nEducation\n\nAssociation\n\ngraduates of their own undergraduate schools. Six do not admit without penalty\ngraduates of other accredited colleges. This would seem to indicate that a pattern of\nundergraduate study consistent with the purposes of the graduate program is de¬\nmanded before full admission to the graduate school. All but two of the institutions\nstate that they make some provision for the admission of graduates of nonaccredited\ncolleges. From such similar studies as have been available, the Committee is led to\nbelieve that there is considerable variation from these policies.\nThe minimum residence requirements for the master’s degree are specified in all\ninstitutions included in this report. In most cases whether the candidate is a graduate\nof another institution or the one in which he is a candidate for the master’s degree,\nthe requirement is one academic year or thirty-six weeks. The lowest stated require¬\nment is one-half year. Where the work is done in summers three or four summers\nare required. However, the length of the summer sessions varies from eight to\ntwelve weeks.\nThe practice of the institutions studied in respect to guidance and counsel of stu¬\ndents seems to be fairly uniform. All but two institutions indicate that a special\ncommittee is provided to direct the graduate program of these students. This com¬\nmittee is directly responsible to the graduate council. Accumulative records are\nprovided for use of such committees.\nThe responses from each of the ten schools indicate that they maintain a definite\npolicy of selective retention of students on the graduate level. Just what means are\nused by the various institutions to carry out this policy could not be determined from\nthe information at hand.\nWith respect to the teaching staff of graduate instruction, four institutions state\nthat they require the Ph.D. degree or its equivalent. In all the institutions the\nmaster’s degree is the minimum. Four institutions maintain a separate graduate\nfaculty or an organized separate instructional unit for graduate work.\nIn order to present data concerning training of faculty and also concerning the\nfaculty load, two tabulations have been prepared: the summer of 1938 and the fall\nquarter or semester of 1938. Due to some differences in interpretation in the ques¬\ntionnaire, the data presented here are not comparable in all respects. However, the\ncommittee believes that they do provide a basis for serious consideration of this im¬\nportant aspect of the program of graduate instruction in teacher-training institutions.\nThe percent of faculty members holding Ph.D. degrees averages about 30 percent\nin this study. Data received regarding the amount of graduate study by faculty\nmembers in terms of months were not reported in such a manner as could be used.\nThe average number of course hours taught in the fall of 1938 by faculty members\nwho teach graduate courses ranged from 10.4 to 15.5. Attention is drawn to the fact\nthat a rather large percent of teaching loads exceed sixteen hours in the fall of 1938\ntabulation. The range of teaching load in the different institutions is fairly constant\nin the fall of 1938.\nThe number of theses directed by individual faculty members should be consid¬\nered in estimating the total individual faculty loads. The range in the number of\ntheses directed by individual faculty members is from one to seventy-four in the\nsummer of 1938; from one to twenty in the fall of 1938.\nFurthermore, the proportion of the total graduate program devoted to strictly\ngraduate courses as indicated by the number of strictly graduate course hours taught\nis significant. In the summer session of 1938 this ranges from twelve to one hundred\nand sixty-nine course hours. The\ncourse hours.\nSome\n\nfall of 1938 session ranges from\n\nindication of the institutional attitude toward\n\nthe competency\n\nfour to sixty-six\nof its graduate\n\nprogram may be reflected in the extent to which its courses of strictly graduate char¬\nacter (undergraduate students not admitted) are assigned to faculty members with\nthe highest amount of training. This need not necessarily be at the expense of the\nundergraduate program. The percent of courses of strictly graduate grade assigned\nto members with Ph.D. degrees ranged from 40 to 100 percent. On the other hand,\nthe percent of graduate faculty members who teach only courses not open to under¬\ngraduates ranges from 0 to 28.6 percent. These data are for the summer of 1938 only.\n\n"}
{"page": 341, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n337\n\nColleges\n\nThe history and development of graduate work in teachers colleges show that it\nhas been inaugurated as a result of recent public pressure. The data presented in\nthis report show that even at this time graduate instruction in these institutions is\nprimarily a problem relating to the summer sessions. In other words, the primary\nresponse has been to the demand for further training of teachers already in service.\nWhatever standards or suggestions may be set up by this Association for construc¬\ntive guidance of institutions confronted with the necessity of developing graduate\nstudy should anticipate a similar process of gradual induction and development.\nThe Committee recognizes that materials\nmentary and do not present a comprehensive\nopinion of the Committee\nconsiderably farther.\n\nthat some\n\nagency\n\nhere presented are somewhat frag¬\npicture of present practices. It is the\ncould profitably carry a similar study\nO. P. Dellinger,\nRalph Noyer\n\nChairman\n\nD. S. Campbell\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nSTANDARDS\n\nAND\n\nSURVEYS\nAt the St. Louis meeting of the American Association of Teachers Colleges in 1936\naction was taken authorizing the appointment of a research committee to undertake\nany special studies in the interest of the Association. This responsibility was later\ndelegated to the Committee on Standards and Surveys and since that time this\ncommittee has been concerned not only with the consideration of necessary alter¬\nations in existing standards but also has served as a clearinghouse or the actual\nagency for special studies in the interest of teacher education. During these years\nthe Committee has followed a policy of delegating to special groups the responsibility\nfor such studies as might have a direct bearing on the content and application of\nstandards as well as for studies concerned with other specific areas of teacher\neducation.\nFor at least the past four years there has been a realization on the part of the\nCommittee that serious consideration should be given to a thoro revision, if not a\ncomplete rewriting, of the standards of the Association. To carry out a thoro\npiece of work, called for careful study of numerous problems rather than a mere\ngroup of statements based upon subjective reaction. Therefore, many of the studies\nalready completed or in process of completion or even those planned for the near\nfuture center around an attempt to establish standards that place an emphasis on\nqualitative rather than quantitative considerations. With the completion of such\nstudies it is hoped that materials, beyond mere statement of standards, will be\navailable as guides and incentives to member-schools in the furtherance of their\nown activities. The meeting of minimum standards does not afford the stimulation\nand attendant satisfaction to an institution that comes from optimum attainments.\nWithin the past year there have been three meetings of the Committee, two of\nthese in New York City, April 20 and November 28, 1938, and in Cleveland\nFebruary 23-24, 1939. In addition to these meetings the chairman of the Committee\nattended the sessions of the Accrediting Committee in Washington, D. C., January\n2-3, 1939. The April meeting immediately followed a two-day session of the Com¬\nmittee on Projects and Resources of which President H. A. Sprague is chairman.\nConsideration by this special committee of a list of needed studies and possible ways\nand means of financing such a program of profit to our Association provided much\nof the basis of activity for the three meetings of the Committee on Standards and\nSurveys.\nContacts have been made with agencies, boards, and foundations by individuals\nor groups from some of the committees concerned looking toward the possible\nsubsidizing of certain special studies. At the present time there is nothing of a\ndefinite nature to report on this activity. The generous offer of the Research Division\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNational\n\nEducation\n\nAssociation\n\nof the National Education Association to render assistance on some studies is appre¬\nciated and will meet real needs. The cooperation of our association, in any manner\nacceptable to the Commission on Teacher Education of the American Council on\nEducation, has been offered in the interest of our common problem of the improve¬\nment of teacher education. Certain financial resources of our own association, even\ntho of a limited nature, are being used to advantage. Perhaps the greatest single type\nof contribution toward the successful completion of these special studies is the gen¬\nerous service of the many capable friends of teacher education who have responded\nto recpiests for them to donate their time and ability to a worthy cause.\nThe studies completed during the past year and to be reported at this meeting\nare “Graduate Work in Teachers Colleges” by E. S. Evenden and “Administrative\nand Faculty Stability” by Roscoe L. West. These studies started prior to this year\nare now in their final form and serve in the case of graduate work to establish a\nnew set of standards on that level and in the case of the study of stability to imple¬\nment Standard XII dealing with Administrative Stability.\nStudies already initiated and some of them well under way are: “Curriculum\nPractices in Normal Schools and Teachers Colleges” under the direction of Mr. Even¬\nden ; “A Biographical Dictionary of Teachers College Presidents from 1839 to 1939”\nunder the direction of A. L. Crabb; and “Admission and Student Personnel” by a\ncommittee headed by M. E. Townsend. In addition to the foregoing studies, one on\n“Health and Athletics” was assigned to the Accrediting Committee and by them\ndelegated to a special committee with President George A. Selke as chairman.\nNewly proposed studies to be initiated immediately deal with needed improvement\nin the organization and administration of library service in the teachers colleges and\nwith extension work offered in teachers colleges. The latter study probably will be\ncarried out in conjunction with the Teachers College Extension Association, which\norganization has expressed a desire to cooperate in such a study.\nA study dealing with the ways and means of an effective presentation to the public\nof the wrork of teachers colleges thruout the country will undoubtedly receive the\nconsideration of some committee in this one-hundredth year since the founding of\nthe first state normal school in Massachusetts.\nIn addition to studies of a general and special nature the Committee on Stand¬\nards and Surveys is concerned with close cooperation with the Accrediting Com¬\nmittee in such alteration of the present standards as will make for a more satisfac¬\ntory interpretation and functioning of these standards by all concerned. Altho slight\nchanges might profitably be made in the wording of some of the standards, it is the\nbelief of the committee that, unless alterations are imperative, marked changes\nshould not be made until complete rewriting is accomplished following necessary\nspecial studies for that purpose. At this time the Committee on Standards and Sur¬\nveys recommends the addition of two paragraphs to Standard XII, on Adminis¬\ntrative Stability, to read as follows:\nIt is presumed that administrative officers and faculty members will be ap¬\npointed on merit rather than for political or other nonprofessional considerations.\nIt is presumed that faculty members and administrative officers should not be\nremoved without cause, and that in the case of a dismissal of an administrative\nofficer or faculty member the person to be dismissed should be entitled to (a) a\nstatement in writing of the reasons for his dismissal, (b) a hearing before the\nboard with the opportunity to refute the charges and to present witnesses if he\ndesires to do so.\nThe committee further recommends the elimination of the words “of February\n1938 and thereafter” from the first line of the next to the last paragraph of the\n1938 edition of the standards as printed.\nR. W. Fairchild, Chairman\nE. S. Evenden\n\nR. L. West\nA. L. Crabb\n\nF. B. Haas\n\n(Absent)\n\n"}
{"page": 343, "printed_page": null, "text": "PROPOSED\nTO\n\nAmerican\n\nAssociation\n\nof\n\nMINIMUM\n\nSTANDARDS\n\nFOR\n\nTHE\n\nMASTER’S\n\nSUBMITTED\n\nBY THE\n\nA\n\nset of tentative\n\n339\n\nColleges\n\nGRADUATE\n\nWORK\n\nLEADING\n\nDEGREE\n\nIN TEACHERS\n\nCOLLEGES\n\nCOMMITTEE\n\nON\n\nSURVEYS\n\nCLEVELAND,\nNote:\n\nTeachers\n\nSTANDARDS\n\nOHIO - FEBRUARY\n\nminimum\n\nstandards\n\nAND\n\n25, 1939\nfor graduate\n\nwork\n\nleading\n\nto the\n\nmaster’s degree in teachers colleges was proposed at Atlantic City, February 26, 1938,\nstudied by 123 cooperating institutions, revised in the light of the suggestions re¬\nceived in the “followup study,” and were presented for consideration and action\nat the Cleveland meeting, February 25, 1939.\nThe proposed minimum standards for graduate work are supplementary to the\nstandards for undergraduate work and, unless otherwise stated, assume that the\nstandards for teachers colleges offering undergraduate work have been met.\nThe minimum standards for graduate work leading to the master’s degree in\nteachers colleges as adopted by the American Association of Teachers Colleges are\nas follows:\nThe teachers college recognizes that the obligation placed upon it by the public\nis to give teachers as adequate a preparation as possible in the time available. It\nrecognizes that it is a professional school and as such, in contemplating any program\nof graduate work, its first object must be to provide a professional program directed\nto the types of positions for which it proposes to prepare teachers. In the development\nof this professional program it is assumed that the institution giving work beyond\nthe bachelor’s degree will comply with all the recognized standards for graduate\nwork. This means that, at least during the present stage of the development of its\ngraduate program, the teachers college has an added obligation over that placed on\nnonprofes&ional graduate schools. It must do a special kind of graduate work.\nGraduate work in a teachers college should be distinguished from undergraduate\nwork in the following respects:\n1. Graduate work should be adapted to the increased maturity, to the richer in¬\nformational and experiential background, to the stronger professional motivation and\nto the greater range of intellectual interests that should characterize post-bacca¬\nlaureate students in comparison with undergraduates.\n2. A distinct majority of the students enrolled in courses listed as graduate courses\nand carrying graduate credit should hold earned bachelor’s degrees or be within less\nthan a semester’s or term’s wrork of the bachelor’s degree.\n3. Graduate work should put greater emphasis upon student self-directed reading\nand investigation and less upon textbooks than is usually done with undergraduate\nclasses. Graduate work should also emphasize independent and constructive thinking;\nability to find, organize, and evaluate evidence; and ability to formulate and defend\nconclusions.\n4. Graduate work in a teachers college should provide for one or more of the\nfollowing purposes:\na. To continue study of the previously obtained undergraduate preparation for\nthe purpose of supplementing phases already studied or of exploring new phases.\nb. To provide a period for the concentrated study of the more strictly professional\nphases of a teacher’s preparation\nprovide for those phases.\n\nfor students whose\n\nundergraduate\n\nstudy did not\n\nc. To supply an opportunity to study another form of educational service — either\nas an addition to present work or to assist in changing to a different type of work.\nd. To provide some training and experience in the field of educational research\nand in the more intensive specialization usually associated with it.\n5. a. Each teachers college should prepare a Garefully formulated statement of its\nobjectives\nfor graduate work and indicate how its total program is expected to\n.\nrealize the objectives. There should be such a definite organization of the gradu¬\nof G ate program that the objectives of coordination and professional development and\nradu\nate\nWork\nin a\nTeac\nhers\nColle\nge\n\n"}
{"page": 344, "printed_page": null, "text": "340\n\nNational\n\nEducation\n\nAssociation\n\nthe guidance of individual students will be guaranteed. The program of graduate\nwork should indicate the fitness of the institution to perform any special functions\nassigned to that institution.\nb. Provision for the continuous evaluation and revision of the objectives should\nbe made.\n6. Work\n\nin a teachers college should not be considered\n\noffered in an institution which\n\nfor graduate\n\ncredit unless\n\nhas legal authority to grant a master’s degree.\n\nII. Admission Requirements\nA. Admission to courses for graduate\n\ncredit shall be restricted to:\n\n1. Students who hold an earned bachelor’s degree from:\na. A teachers college that is accredited by the American Association\nColleges; or\n\nof Teachers\n\nb. A teachers college, college, or university that is accredited by the appropriate\nregional accrediting agency or is on the accredited or approved list of either the\nstate board of education or the state university of the state in which the teachers\ncollege offering the graduate work is located.\n2. Students who hold earned bachelor’s degrees from institutions not on the\naccredited or approved lists provided for in Sections II-A-l-a and b may be admitted\nto graduate courses but graduate status should be withheld until the ability to do ac¬\nceptable graduate work has been demonstrated during at least a semester (term or\nquarter) .\n3. Students who require for a bachelor’s degree less than the work of a semester\n(quarter or term if used in the institution). Students in this group should not be\npermitted to earn graduate credit for more work than the difference between the\namount required to complete the requirements for the bachelor’s degree\namount considered a normal full-time program (not over 16 hours).\n\nand\n\nB. Admission to candidacy for the master’s degree shall be restricted to:\n1. Students who meet the requirements of Section II-A-1 and those who\nsatisfactorily passed the probation period provided for in Section II-A-2.\n\nthe\n\nhave\n\n2. Students who have completed all of the requirements for the bachelor’s degree\nin the teachers college in which they are enrolled for graduate work or in one of the\ninstitutions provided\nawarded.\n\nfor in Section II-A-1\n\nbut whose\n\ndegrees have\n\nnot yet been\n\n3. Students who meet the requirements of Section II-A-1, 2, or 3 must also demon¬\nstrate, by means of special examinations or by acceptable records of previous scholar¬\nship, that they possess the general ability to do in a satisfactory manner the work\nrequired of graduate students. Students who meet the requirements of Section II-A-1,\n2, or 3 but who lack certain undergraduate background courses prerequisite to a\ngraduate curriculum may be admitted subject to the completion of such courses, some\nor all of which may not receive graduate credit (see limitations in Standard VII).\nIII. Standards\n\nfor Graduate\n\nDegrees\n\n1. The quantitative requirements for the master’s degree shall be the completion\nof at least 30 semester hours of graduate credit or the equivalent in term hours,\nquarter hours, points, majors, or courses.\n2. Anv teachers college may increase the amount of time required to obtain a\nmaster’s degree above the minimum amount of 30 semester hours or its equivalent.\n3. No degree or certificate or diploma shall be issued by a teachers college to a\nstudent who has not completed a minimum of a year’s work (30 semester hours\nexcept as provided in Sections 4 and 5 of this Standard) in on-campus residence\nwork in the institution issuing the degree, certificate, or diploma. One year of resi¬\ndence work shall be understood to mean one academic year of full-time study or its\nequivalent in semesters, quarters, terms, or summer sessions done within a period\nof five consecutive years.\n4. a. Not more than six semester hours or its equivalent in any curriculum leading\nto a master’s degree in a teachers college shall be taken in “off-campus” extension\nclasses. In order to be accredited for graduate work extension courses must be taught\n\n"}
{"page": 345, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n341\n\nby regular members of the teachers college faculty who teach the same courses on the\ncampus and must cover the same content and be provided with equal laboratory,\nlibrary, and instructional facilities as the regular graduate courses on the same\nsubjects when taught on the campus.\nb. Students holding what would ordinarily be considered a full-time position\nshould not be permitted to receive graduate credit for more than six semester hours\n(or its equivalent in term or quarter hours) during any semester, term, or quarter.\n5. Students doing graduate work in the same institutions in which they did their\nsenior college work may be allowed in accordance with their approved individual\nneeds, to take part of the work for the master’s degree in another institution having\nequal standards of graduate work. The part to be allowed would be not more than\none-half, one-third, or one-fourth,\n\ndepending\n\nupon\n\nwhether\n\nthe student\n\nis doing\n\nhis work for the master’s degree in two semesters, three terms or quarters, or in\nfour or five summer sessions. Students in this group who are doing their work for\nthe master’s degree in residence classes but on a part-time basis may\nmore than one fourth of their program in another institution.\n\nbe allowed\n\nnot\n\n6. Graduate work in teachers colleges leading to the master’s degree should be\nmaintained at a high level of scholarship and should result in the desirable pro¬\nfessional outcomes mentioned especially in Standards I and VII. Student programs\nfor the master’s degree should provide for the field of majo* emphasis or concentra¬\ntion and for other work in terms of the professional needs of each individual student.\nThe teachers college should satisfy itself by means of examinations or other means\nof evaluation that these results have been obtained before the degree is awarded.\nIV. Preparation of the Graduate Faculty\n1. In addition to the preparation of the faculty already recognized as standard\nfor teachers colleges offering only undergraduate work the members of the graduate\nfaculty should exemplify the personal qualities, the scholarly attainments, the tech¬\nnical skills, and the professional information and skills that will enable them to\nguide and stimulate students to scholarly attainments worthy of graduate recog¬\nnition and at the same time to prepare master teachers and professionally proficient\npractitioners in the other forms of educational service for which the graduate stu¬\ndents are preparing.\n2. In estimating the adequacy of the preparation of the graduate faculty such\nitems should be considered as: the amount and kind of educational preparation (of\nwhich earned doctor’s degrees and years of graduate study are important measures) ;\namount and nature of experience; number and significance of published contribu¬\ntions; participation in the work of appropriate professional organizations; and\ncontributions to the professional life of the institution and the area it serves.\nV. Teaching Load\nThe teaching load of members\n\nof the graduate\n\nfaculty should be such that ample\n\ntime is provided for the research, writings, professional services, and the many con¬\nferences with students on research and other problems that should characterize satis¬\nfactory work of the graduate faculty. The accomplishment of such results will require\na lighter load in teaching hours than is recommended for the undergraduate level —\nprobably not above an average of 10 or 12 hours for the graduate faculty (twothirds to four-fifths of the undergraduate teaching load).\nVI. Laboratory\n\nSchool Facilities\n\nLaboratory school facilities (or cooperating school facilities) adequate for obser¬\nvation, demonstration, experimentation, and supervised experience should be avail¬\nable for the types of service for which preparation is offered in the graduate curriculums. In general, sufficient practical experience should be given to insure competence\nin a given field unless the student has had student teaching in an undergraduate\ncurriculum or has had approved experience in the field of graduate specialization. At\nleast 90 clock hours of supervised teaching or practice in the special type of work\nfor which the graduate student is preparing should be considered a minimum for\nthose who have not had approved student teaching or satisfactory experience.\n\n"}
{"page": 346, "printed_page": null, "text": "342\n\nVII. Graduate\n\nNational\n\nEducation\n\nAssociation\n\nCurriculums\n\n1. The organization of graduate curriculums should make possible the furtherance\nof the following four important objectives in teacher education: broad general\nculture; specific competency in a given field; necessary skills in the field of pro¬\nfessional work; and desirable personal and social qualities. Graduate curriculums\nalso should be organized to provide for one or more of the distinct purposes of\ngraduate work in a teachers college as indicated in Section 1-4.\n2. In cases in which graduate courses require as prerequisites the work of\nundergraduate courses on the junior college level such junior college courses should\nbe required but without graduate credit. Not more than half of the work for a\nmaster’s degree may be taken in senior college classes. All such undergraduate\nwork should, however, be approved on the basis of individual needs as indicated by\nprevious courses and present objectives.\n3. Among the desirable outcomes of graduate work on the part of all students,\nare the abilities to find and use source materials of various kinds, to organize their\nthinking around professional problems, and to extend their control of some phase of\ntheir field of specialization. These outcomes may be obtained in connection with the\nwork of some of the graduate courses or by means of a master’s thesis. The require¬\nment of a thesis should depend upon its value to the program of an individual\nstudent.\n,\n4. If a thesis is required for the master’s degree it should show, among others, the\nfollowing characteristics: (a) ability of the candidate to work independently on an\napproved problem; (b) a reasonably wide familiarity with the literature of the sub¬\nject; (c) a practical working knowledge of research methods; and (d) conclusions\njustified by supporting data. The amount of credit that should be allowed for a\nmaster’s thesis should not exceed six semester hours (or the equivalent in term or\nquarter hours) depending upon the nature and scope of the thesis. If a thesis is not\nrequired, definite measures should be set up by which the teachers college may\nascertain whether or not the outcomes usually resulting from the thesis requirement\nhave been obtained.\nVIII. Student Health\n\nand Living Conditions\n\nSame as provided for undergraduate students in teachers colleges. The desir¬\nability of a complete medical examination will depend upon the time that has elapsed\nbetween the completion of the undergraduate work and the beginning of graduate\nwork.\nIX. Library, Laboratory, and Shop Equipment\n1. The library must be carefully adjusted to the research and specialized needs\nof the graduate program. It is assumed that the library staff will be sufficiently\ntrained to assist and direct the graduate students in meeting their specialized library\nneeds. Attention must be given to the provision of reference materials and the better\nsecondary sources. Original source material should also be provided for those fields\nin which special research work is offered.\n2. To the extent that scientific laboratories and equipment are required for ad¬\nvanced instructional, experimental, and research work in the fields of science provi¬\nsions should be adequate for these purposes.\n3. Where graduate work involves the use of shops, studios, and other special types\nof equipment these should be of a nature commensurate\nments in each special field.\nX. Financial Support\nBecause of such items as the larger amount\n\nwith the advanced\n\nof individual work\n\nrequire¬\n\nwith students, more\n\nextensive and expensive equipment, and smaller classes the per-student cost of grad¬\nuate instruction will exceed that of undergraduate instruction. Teachers colleges\nembarking upon a program of graduate work should be in a position to expend proper\namounts for the library, for other equipment, and for necessary additions to the\nstaff without loss to the fields for which\nsibility.\n\nthe institution has already assumed\n\nrespon¬\n\n"}
{"page": 347, "printed_page": null, "text": "American\n\nFACTORS\n\nROSCOE\n\nAssociation\n\nof\n\nTeachers\n\n343\n\nColleges\n\nAFFECTING\nTHE STABILITY OF TENURE\nOF PRESIDENTS\nAND FACULTIES OF STATE TEACHERS\nCOLLEGES\nL. WEST,\n\nPRESIDENT, STATE TEACHERS COLLEGE, TRENTON,\nCOMMITTEE ON STANDARDS AND SURVEYS\n\nN. J., FOR\n\nTHE\n\nStatement of Purpose\nAt the annual meeting of the American Association of Teachers Colleges in New\nOrleans in February 1937, a report was presented by the Committee on Standards\nand Surveys on “An Investigation of Factors Affecting the Stability of Tenure of\nPresidents and Faculties of State Teachers Colleges.” This investigation presented\ndata to show the following facts:\n1. How presidents of state teachers colleges are appointed\n2. The term of office of teachers college presidents\n3. Constitution of boards of control of teachers colleges\n4. Method of selection of state superintendent\nmissioner of education\n\nof public instruction or the com¬\n\n5. Method of selection of faculty of state teachers colleges\n6. Typical practices concerning appointments of presidents and faculties of state\nteachers colleges\n7. A summary of practices dangerous to stability and of practices making for\nstability.\nThe\n\nsummary\n\npresented in the last item was\n\nas follows:\n\nPractices Dangerous to Stability\nPractices that would seem to work against stability in the tenure of office of presi¬\ndents and faculties of teachers colleges:\n1. A small number of members on the governing board\n2. Expiration of terms of office of board members at the same\n3. Short terms of office of board members\n\ntime\n\n4. The state superintendent of schools elected by the people as party candidates\n5. Appointment of presidents and faculties by one person only\n6. The governor as a member of governing board\n7. Separate governing boards for the different teachers colleges in a state\n8. Other governmental officials on the governing board\n9. Members of board removable at pleasure of the governor.\n\nPractices Making for Stability\nSafeguards and principles used in some situations which would seem to work\ntoward stability in the tenure of office of presidents and faculties of teachers colleges:\n1. A large number of members\nfrom 10 to 12 members\n\non the governing\n\n2. Expiration of terms of office of board\nof the 32 states studied\n\nboard. Ten of the 32 states have\n\nmembers\n\nat different times. Twenty-six\n\n3. Long terms of office of board members\n4. An educator, such as commissioner of education, who is responsible for the\nnomination of presidents\n5. An educator appointed by a board as commissioner of education\n6. Lay board members having a degree of educational interest\n7. Recommendation and nomination for appointment and dismissal of faculty\nmembers by president of the college. Approval of a board required\n8. The governor, superintendent of schools, or other political appointees should\nnot have the power of a board member\n9. The terms of office of president and\nfactory service\n10. The necessity of having\nerning body\n\napproval\n\nfaculty indeterminate — based\n\nof appointments\n\non satis¬\n\nand dismissals by a gov¬\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\n11. One board of education for all the teachers colleges in a state instead of\nseparate governing bodies for each institution.\nThe significant conclusion from this study is to be found in the great variety of\nmethods and combinations of practices that are legal in the United States. They are\nprinciples, however, that are running thru the practices that lead to very definite\ntrends as indicated in the typical practices.\nIt should be obvious that statements concerning practices “dangerous to stability”\nor “making for stability” are not entirely objective and, so far as the first study\nwas concerned, not actually related to definite experience in teachers colleges studied.\nIt was thought, therefore, that a second study would be of service to attempt to de¬\ntermine whether or not the theoretical practices presented could be substantiated by\nactual experience in the institutions themselves. It was thought that possibly some\nhelpful information on this problem could be secured by finding out some definite\nfacts concerning experience of institutions and also by getting opinions of presidents\nconcerning factors in colleges that have made for stability or instability. The\ntionnaire asked, therefore, for the following information:\n\nques¬\n\n1. The presidents of the institutions since 1900 with years of service and reasons\nfor termination\n2. Termination of service of members of the faculty since January 1934, accord¬\ning to classification of twelve reasons\n3. The opinion of the president as to whether the tenure of administration and\nfaculty in the college is stable or unstable\n4. The opinion of the president, if he is willing to give this, as to reasons for\nany instability\n5. Developments in the relationship of the president to state office or board of\ncontrol in the past few years which have worked to increase or decrease\nstability\n6. An\n\nanalysis of departments\n\nrepresented\n\namong\n\nfaculty members\n\nwho\n\nwere\n\nasked to resign because of “inefficiency”; asked to resign or dropped, reason\nnot given; and asked to resign or dropped for reason that could plainly be\ncalled “political.”\nA.\n\nFactors\n\nAffecting\n\nStability\n\nof Tenure\n\nof Presidents\n\nThe Presidents of the Institutions Since 1900 <with Years of Service and Reason\nfor T ermination\nReturns\n\nfrom\n\nthe questionnaire\n\nwere\n\nreceived from\n\n127 institutions in 39 states.\n\nThe number of presidents that have terminated service since 1900 is 362. The act¬\ning and present presidents were not included. The length of service of the presidents\nranged from 1 to 42 years. The state average for the tenure of presidents ranged\nfrom 4 to 25 years. One state has had 33 presidents terminate service since 1900 with\nan average annual length of service of 4.1 years. A table divided into 5-year periods\nis presented showing the average length of service, by states, of the 362 presidents.\nIt is interesting to note that the average length of service is 12.2 years.\n\nTABLE I.— THE\nPRESIDENTS\n\nMEAN NUMBER\nOF TEACHERS\n0-4.9\n\nNumber of states according\naverage length of service\npresidents\nNumber of presidents according\nlength of service\n\nto\nof\n\n5-9.9\n\n2\n\nto\n117\n\nOF YEARS\nCOLLEGES\nYEARS\n\nSERVICE\n\n10-14.9\n\n15-19.9\n\nover 20\n\n11\n\n5\n\n4\n\n17\n110\n\n44\n54\n\nMean\n\nOF\n\nOF SERVICE OF\nIN 39 STATES\n\nlength of service of presidents — 12.2 years.\n\n37\n\nTotal\n\n39 states\n362\n\npresidents\n\n"}
{"page": 349, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n345\n\nColleges\n\nOf these 362 presidents, 72, or 20 percent, have been asked to resign. Twenty-three\nof the 72 were reported to have been asked to resign for political reasons. The mean\nlength of service of the 72 presidents was six years. A comparison of the different\nperiods from 1900 to 1937 shows that the number asked to resign has been prac¬\ntically the same in each period of five to seven years. A table showing the date of\ntermination of service of the 72 presidents is presented. On examining the data con¬\ncerning the location of presidents that were asked to resign from 1926 to 1937, it was\nfound that 12 of the 21 presidents asked to resign were from two states. Eight of\nthe 21 were from one state.\n\nTABLE II.— NUMBER\nCAL REASONS OR\nDate\n\nOF PRESIDENTS DROPPED FOR POLITI¬\nASKED TO RESIGN FROM 1900 TO 1937\nf\n\nTotal by periods of 5 to 7 years\n\n1900-01\n1902-03\n1904-05\n1906-07\n\n1\n3\n2\n5\n\n11\n\n1908-09\n1910-11\n1912-13\n\n3\n8\n3\n\n14\n\n1914-15\n1916-17\n1918-19\n\n2\n5\n9\n\n16\n\n1920-21\n1922-23\n1924-25\n\n3\n6\n1\n\n10\n\n1926-27\n1928-29\n1930-31\n\n5\n2\n4\n\n11\n\n1932-33\n1934-35\n1936-37\n\n4\n3\n3\n\nof terminating\n\nservice\n\n10\nN. 72\n\nThe reasons for terminating service of presidents were investigated in order to\nthrow some light on the question of stability. The reasons are grouped under nine\nmajor headings. A table is presented showing the findings.\n\nTABLE\n\nIII.— REASONS FOR\nOF PRESIDENTS\n\nTERMINATING\nOF COLLEGES\nNumber\n\nof\n\n72\npresidents\nAsked to resign for political or other reasons\nRetired\nChange of position or better position\nFurther study\nTo take up work in some other occupation\nReorganization of the institution\nDeath\nIllness\nReason not known\n\nSERVICE\n\nPercent of total\nnumber of presidents\n\n48\n20\n132\n7\n1\n21\n19\n15\n3\n\n4\n77\n2\n26\n53\n10\n70\n362\n\nTotal\n•\n\nThe Relation of the Constitution of Boards of Control to Stability of Tenure of\nPresidents of Colleges\nThe\n\nfirst study of tenure included an investigation of the constitution of the boards\n\nof control of teachers colleges. The\n\npurpose\n\nof that inquiry was\n\nto determine\n\nthe re-\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\nlationship of various practices and patterns to the stability of tenure of administrators\nand faculty members. A study of the size of the boards of control showed that mem¬\nbership ranged from 3 to 12 in number. Ten of the 33 states had boards with 10 to\n12 members. The method used in this study for finding whether there is any relation\nbetween stability and size of board was to determine how many presidents had been\nasked to resign from teachers colleges under large boards of control. A table is\npresented showing the number asked to resign from these teachers colleges since\n1900. These numbers are compared with the total number of colleges and presidents\nasked to resign.\n\nTABLE IV.— RELATION OF NUMBER\nOF PRESIDENTS ASKED\nTO RESIGN TO THE NUMBER\nOF TEACHERS\nCOLLEGES\nWITH LARGE BOARDS OF CONTROL\nNumbercolleges\nof teachers\n\nStates\nBoards of control with\nmembers\nTotal number\nPercent\n\nNumber of presidents\nasked to resign\n72\n6\n\n10 or more\n33\n10\n(in previous study)\n\n127\n38\n\n30\n\n(large boards to total)\n\n9\n30\n\nThe above table shows that 9 percent of all the presidents that have been asked\nto resign were presidents of teachers colleges under the control of large boards.\nThirty-eight, or 30 percent, of the teachers colleges are located in the states with\nlarge boards of control. The results would seem to indicate that there is a relation¬\nship between stability of tenure and the size of the boards of control.\nThe usual method of selecting members of the boards of control is appointment\nby the governor with the consent of the senate. In 23 of the 33 states in the first study\nthe boards are selected in this way. In six states the boards are appointed by the\ngovernor without the consent of the senate. Four states have other individual ways of\nselecting board members. The method used for finding whether the factor of having\nthe appointments of board members approved by the senate had any relation to\nstability of tenure was to determine the number of presidents asked to resign from\nteachers colleges under such boards of control.\n\nTABLE V.— NUMBER\nOF PRESIDENTS ASKED TO RESIGN FROM\nTEACHERS\nCOLLEGES WITH BOARDS OF CONTROL\nAPPOINTED\nBY THE GOVERNOR\nWITHOUT\nTHE CONSENT OF THE SENATE\nNumber\n\nNumbercolleges\nof teachers\n\nof states\n\n6\n33 (in previous study)\nPercent (boards\nsenate to total)\n\nwithout\n\nconsent\n\nNumber of presidents of\ncolleges asked to resign\n72\n11\n\n127\n20\nof\n\n18\n\n16\n\n15\n\nThe above table shows that 15 percent of the presidents that have been asked to\nresign since 1900 have come from 20, or 16 percent, of the teachers colleges with\nboards of control appointed by the governor without the consent of the senate.\nThe\n\nRelation of Instability to the Method\n\nof Selection of College Presidents\n\nThe previous study of stability showed that the majority of presidents of teachers\ncolleges are selected by a state board of education. In an endeavor to find whether\n\n"}
{"page": 351, "printed_page": null, "text": "American\n\nAssociation\n\nof Teachers\n\n347\n\nColleges\n\nthe method of selection has anything to do with instability the 72 presidents who have\nlost their positions were classified according to method of selection. The method\nis not known for 2 of the 72 presidents. The methods of selection, the number of\npresidents from these states, and the number and percent of the total number are\npresented. All of the presidents asked to resign were in 19 states. There were 311\npresidents from these 19 states. The other states included in the study had no presi¬\ndents that were asked to resign. The average length of service of these 72 presidents\nwas six years.\n\nMethod\n\nof selection\n\nVI\n\nTotal number\n\nof\n\npresidents from\nthese 19 states\n\n1. State board of education\n2. Board of trustees for each college\n3. Board of trustees for each college\nwith approval of governor\n4. Board of trustees for all teachers\ncolleges\n5. Commissioner or director of edu¬\ncation with approval of state\nboard of education\n6. State board of education with rec¬\nommendation of state superintendent\nMethod\n\nTABLE\n\nNumber asked\n. to resign\n\n42\n121\n\nPercent — number\nasked to resign\nof total32 number\n\n39\n16\n\n15\n38\n\n39\n6\n65\n\n5\n\n8\n\n35\n\n2\n\n6\n22\n\n9\n\n2\n2\n\nnot known\n\nThe method of selection of college presidents is definitely related to stability.\nThe percent of presidents asked to resign of the total number of presidents from the\nstates using the above methods indicated the difference in the methods. “A board of\ntrustees for all teachers colleges” and “the commissioner or director of education\nwith the approval of the state board of education” are the methods that have the\nlowest percent of fatalities.\nThe\n\nRelation\n\nof Instability to the Method of Selection of State Superintendent\nCommissioner of Education\n\nor\n\nThere seems to be no relation between the method of selecting the state superin¬\ntendent or commissioner and the stability of administration and faculties of teachers\ncolleges. One of the states having the greatest instability has a commissioner ap¬\npointed by the governor. On the other hand, a state with great instability has a\nstate superintendent elected by the people. One would expect this lack of relation¬\nship when one realizes that the state board of education, boards for teachers col¬\nleges, and boards for each teachers college appoint the presidents in most cases. In\ngeneral, the commissioners\npointment of presidents.\nSummary — Factors\n\nand state superintendents\n\nhave\n\nAffecting the Stability of Tenure\nTeachers Colleges\n\nlittle to do with the ap¬\n\nof Presidents\n\nof State\n\nThe average length of service of presidents of teachers colleges is 12.2 years.\nTwenty percent of the 362 presidents included in the investigation have been asked\nto resign for political or other reasons. All of the presidents that have been asked\nto resign have come from approximately one-half of the states. During the years\n1926-37 there have been 21 presidents asked to resign. One-half of these presidents\nhave come from two states.\nB. Factors\n\nAffecting\n\nStability\n\nof Tenure\n\nof Faculty\n\nMembers\n\nof Teachers\n\nColleges\n\nThe first part of the inquiry was concerned with the stability of tenure of presidents\nwhile the second part has to do with stability of tenure of faculty members. The\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nnumber of faculty members who have terminated service in 127 teachers colleges\nsince 1934 were classified according to the reasons for termination of service. The\nnumber terminating service in the 5-year period was 2126. Approximately 17\nfaculty members terminated service in each teachers college in the last five years.\nA table is presented showing the number and percent of faculty members terminating\nservice for each reason.\n\nTABLE VII.— REASONS FOR\nFACULTY MEMBERS\nOF\n\nTERMINATING\nSERVICE OF 2126\nTEACHERS\nCOLLEGES, 1934-38\nNumber of\nfaculty members\n\nReasons\n1. To take better position\n2. To carry on advanced study\n3. To be married\n4. Illness\n5. Death\n6. To take up work in some other occupation\n7. Decrease of enrolment in institution or department\n8. Retirement\n9. Asked to resign or dropped because of inefficiency\n10. Asked to resign or dropped — reason not given\n11. Asked\nto resign for “political” reasons\n12.\nOther reasons\n\n32\n7\n14\n4\n6\n5\n2\n11\n9\n0.5\n2\n\n687\n76\n139\n296\n130\n101\n50\n227\n183\n45\n182\n10\n\n9\n\nN.\n\n11.5\n\n2,126\n238\n\nTotal 9, 10, 11\n\nThe\n\nRelation of Stability to the Method\n\nPercent of\ntotal\n\nof Selection of Faculty Members\n\nIn the states where the method of selecting faculty members is the “recommendation\nby the president of the college to the board of education for election,” the number\nasked to resign is 140. In the states where the method is “recommendation by the\npresident of the college, nomination by the state director, and elected by the board\nof education,” the number\n\nasked to resign is 45. In the states where\n\nthe method\n\nis\n\n“recommendation by the head of the department, nomination by the president of\nthe college, and election by the state board,” the number is seven. This would indi¬\ncate that the latter system of appointment is superior. Due to the small number of\nstates using the latter system, it can only be said that it is true in the cases where it\nhas been tried. A table showing\ntenure is presented.\n\nthe relation of method\n\nTABLE VIII.— RELATION\nFACULTY MEMBERS\nTO\n\nMethod\n\nOF METHOD\nTHE NUMBER\n\nof selection of faculty\n\nNumber of\nstates\n\nof selection to stability of\n\nOF SELECTION OF\nASKED TO RESIGN\nNumber of\ncolleges\n\nNumber of fac¬\nulty members\nasked to resign\n\n70\nRecommendation by the president of the college\nto the board of education for election\nRecommendation by the president of the col¬\nlege, nomination by state director, and elect¬\ned by board of education\nRecommendation by head of department, nomi¬\nnation by president of college, and election\nby state board\nFour other methods\nMethod not known\nTotal\n\n140\n45\n\n21\n6\n2\n4\n33\n\n21\n5\n\n7\n\n14\n17\n127\n\n21\n25\n238\n\n"}
{"page": 353, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nRelation of Stability to Departments\n\n349\n\nColleges\n\nin Teachers\n\nColleges\n\nIn order to find whether there is any relation of stability to the department in\ncollege in which faculty members teach, an analysis of the department represented\nwas made. A table listing the departments in which faculty members have been asked\nto resign is presented. The percent of the total of 238 is figured for each department.\n\nTABLE\n\nIX.— DEPARTMENTS\nIN WHICH FACULTY\nMEMBERS\nWERE ASKED TO RESIGN\nNumber of faculty\nmembers asked to resign\n\nDepartment\n\nPercent\n\n32\n34\n\nMusic\nTraining school\nEducation\nHealth and physical education\nScience\nEnglish\nLibrary\nLanguages\nHome economics\nArt\nSocial science\nCommerce\n13 other departments\nNot given\n\n14\n11\n14\n10\n7\n5\n4\n4\n4\n3\n123\n3\n\n27\n12\n16\n24\n10\n109\n8\n8\n8\n1-5\n14\n\nTotal 25\n\nof total\n\n6\n\n238\n\nSummary — Factors Affecting the Stability of Tenure\nTeachers Colleges\n\nof Faculty Members\n\nof State\n\nThe average length of service of faculty members was not investigated. The\nreasons for terminating service were grouped into twelve groupings. The number\nof faculty members that have terminated service since 1934 is 2126. The percent asked\nto resign was 11.5. Only .5 of 1 percent of faculty members were reported to have\nbeen asked to resign for “political reasons.” One-third of the teachers terminated\nservice in order to take better positions. The five departments in which the greatest\nnumber of faculty members were asked to resign are music, training school, educa¬\ntion, health and physical education, and science.\n\nC. Opinions\nor\n\nWhen\n\nof\n\nPresent\n\nPresence\n\nof\n\nTeachers\nStability\n\nthe present administrators\n\nopinions regarding\n\nCollege\nfor\n\nthe\n\nPresidents\nFaculty\n\nRegarding\n\nand\n\nthe\n\nAdministration\n\nin the 127 teachers colleges were\n\nthe stability of tenure of administration\n\nAbsence\n\nasked their\n\nand faculty, 111, or 87\n\npercent, replied that the situation is stable. Only 12 designated the situation as un¬\nstable. Of these 12 schools in which instability seems to exist, five of them are unstable\nfor presidents only. A further evidence that there is greater instability for the ad¬\nministration than for the faculty is the fact that 20 percent of the presidents that\nterminate service are asked to resign while only 11.5 percent of the faculty members\nare dismissed. Only 10 faculty members\n\nwere\n\nreported to have been asked to resign\n\nfor political reasons, while 23 presidents were\n\nasked to resign for that reason. In\n\ngeneral, it can be said that tenure of administration and faculty are stable accord¬\ning to the opinions of the presidents. The presidents were asked to give their opinions\nregarding the reasons for instability if it existed. The following table shows a classifi¬\ncation of these reasons.\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\nTABLE\nX.— OPINIONS\nOF PRESENT\nTEACHERS\nCOLLEGE\nPRESIDENTS\nREGARDING\nTHE REASONS\nFOR INSTA¬\nBILITY OF TENURE\nOF THE FACULTY\nAND\nADMINISTRATION\nFrequency\nReasons\n\nfor instability\n\nof mention\n\nI. Political\nBoard setup, three members, two appointed for two years coterminous with governor.\nState superintendent is third member. Causes instability in policies\nPolitical patronage\nGovernor appoints boards, but in most cases takes the recommendation of the county\nchairman of the political party in power of the county where the institutions are\nlocated. Board members have established a custom of resigning at the end of each\ntwo years when elections are held. This makes the institution subject to the whims\nof local merchants and other individuals\nRemovals by governor\nCustom of changing presidents with changes in administration of state government\nTrustees appointed by governor for terms coterminous with his own\nII. Economic conditions\nLack of sufficient funds\n\n1\n2\n\n1\n1\n1\n3\n1\n\nsalaries, noreasons\nsabbatical year, and inadequate teachers’ retirement allowance\nIII. Low\nMiscellaneous\nAnnual employment of faculty and employees\nShifting enrolment\nTeachers doing advanced work\nMarriage of women\nNo tenure law\nUndemocratic administration (faculty too liberal in policy)\nInertia of policies\n\n2\n1\n1\n2\n1\n1\n1\n1\n\nSummary\nI. Political\nII. Economic conditions\nIII. Miscellaneous reasons\n\n9\n3\n8\n\nD evelopments in the Relationship of Administrators of Colleges to State Officers or\nBoards of Control That Have Increased or D ecr eased Stability of\nAdministration and Faculty\nThe presidents were asked what developments there have been in recent years that\nwould affect stability. The developments indicate what the presidents in service think\nare contributing or detrimental factors to stability. The developments are grouped\ninto those that have increased stability of tenure and those that have decreased it.\n\nTABLE\n\nXI.— DEVELOPMENTS\nIN THE RELATIONSHIP\nADMINISTRATORS\nOF COLLEGES\nTO STATE\nBOARDS\nOF CONTROL\n\nOF\n\nFrequency\nDevelopments\n\nof mention\n\nI. Factors that might increase stability of tenure\nWork on a revised salary schedule and plan of faculty classification\nPlan for sabbatical leave\nAdoption of plan or ruling of state board for permanent tenure of the faculty after a\nperiod of probation\nSalary cuts have been restored\nFaculty placed on indefinite tenure by board about four years ago. Popular repudiation\nof governor should be an object lesson to governors for many years\nThe enlightened leadership of the present department of education; the philosophy in\nfavor of a continuous body in all boards of control\nPlan for regulation regarding retirement based on tenure\nThe appointment of a high-class and capable man as secretary to the board of normal\nregents\nPlan of enlarging the state board of education with greater control over instruction\nand finances of the state teachers colleges\nII. Factors that might decrease stability of tenure\nPlacing of political appointees in business office\nA state policy of withholding salary increments\nThe governor, thru the budget director, has exercised more direct control over salary\nincrements and over appointments to vacancies during the depression years\n\n1\n1\n3\n1\n1\n1\n1\n1\n1\n1\n1\n1\n\n"}
{"page": 355, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n351\nA Description of a State in Which Great Instability of Tenure\nAdministration and Faculty Exist\n\nof\n\nThe presidents of the teachers colleges in the state that has had the greatest\ninstability are appointed by the state board of education. This board is not one of\nthe smallest boards, neither is it one of the largest. The term of office is not specified\nin this state. Five colleges in the state are represented in this study. The average\nlength of service of the presidents in the five colleges is 5.5 years, 4 years, 3 years,\n4 years, and 5 years. Thirty-three presidents have terminated service since 1900,\nwith an average length of service of 4.1 years. One college president states the reason\nfor instability as “custom of changing presidents with changes in administration of\nstate government.” One report from that state indicates that a particular governor\ncaused the schools to be political footballs during his administration. On examining\nthe instability during other governors’ terms since 1900, it is found that the insta¬\nbility was equally great during others. It seems to be the thing to do to change\npresidents at each new state election.\nThe faculty members in the state are more stable than the presidents. There were,\nhowever, 17 or 19 faculty members in the 5 colleges dropped for “inefficiency” or\nfor “political reasons” during the year 1935. In one school 10 or 12 faculty members\nthat were appointees of the former governor were dismissed for alleged inefficiency\nthat year. There have been 19 presidents in the 5 colleges that have been asked to\nresign since 1907.\nThe state superintendent of schools, a political appointee, is a member of the state\nboard of education. The state superintendent is elected by the people. The board\nof education elects the faculty in this state. In this state, the board membership,\nbeing political in a part of its membership, is probably one large factor in the\ninstability of college presidents and faculty members. Eight presidents have been\nasked to resign for political reasons since 1926. This is twice the number for any\nother state included in this study and 40 percent of the total number of dismissals in\n39 states. One large factor affecting the length of service of administration and\nfaculty is suggested by present presidents — the custom\n\nof changing\n\npresidents with\n\nthe change in other political offices. Public opinion regards the position as a “job” to\nbe passed around.\nConclusions\n1. Presidents of colleges are more insecure than are faculty members.\n2. The average term of office for presidents is 12.2 years.\n3. Twenty percent of presidents terminating service since 1900 were\nresign.\n\nasked\n\nto\n\n4. Eleven and five-tenths percent of faculty members who terminated service were\nasked to resign or were dropped.\n5. Only 10, or 5 percent, of the 2126 faculty members have lost their positions\nfor purely “political” reasons, according to the presidents.\n6. Most of the instability for presidents and faculty has been located in a small\nnumber of states.\n7. The state that has shown the most instability for the presidents has also dropped\nmore faculty members for political reasons than has any other state.\n8. Practices making for stability suggested in the first study that were found in\nthis second study are:\na. A large number of members on the governing board\nb. Expiration of terms of office of board members at different times\nc. An educator, such as a commissioner of education, who is responsible for\nnomination of presidents\nd. No political appointee, such as governor,\npointing faculty and presidents\n\nhaving\n\ntoo much\n\npower\n\nin ap¬\n\ne. “A board of trustees for teachers colleges” or “the commissioner of education\nwith approval of the state board of education” responsible for the selection\nof presidents of colleges\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nNational\n\nf. The\n\nEducation\n\nterm of office of board members\n\nAssociation\n\nshould be indeterminate\n\nand should not\n\nbe terminated at the end of the governor’s period.\n9. Public opinion must be changed to the idea that college presidents and faculty\nmembers are not political appointees but should serve as long as they are\nefficient.\nREPORT\n\nOF\n\nTHE\n\nACCREDITING\n\nCOMMITTEE\n\nThe Committee on Accrediting takes pleasure in presenting for your approval a\nsummary report of its activities during the year closing at this time. It has been a\ngenuine pleasure to serve on this committee for the past five years. This has been\na period of growth and outstanding achievement within the various institutions.\nEach year has brought additional satisfaction to the Committee as it has observed\npronounced and continual progress in all phases of the work.\nIn its efforts to interpret, apply, and enforce the standards of the Association the\nCommittee has constantly endeavored to render what it conceived to be justice and\nfairness to all concerned.\nIn the performance\n\nof its duties the Committee\n\nhas held two sessions of two days\n\neach during the year — one in Washington, D. C., on January 2 and 3, and the\nother on Wednesday and Thursday immediately preceding this meeting. During\nthese sessions the various annual reports were checked, hearings were conducted,\nreports of inspections were reviewed, new procedures were evaluated, and new\npolicies were formulated.\nIn the Committee’s report last year emphasis was placed upon the need for gradual\nrefinement of the standards to the end that they may become more qualitative in\nnature, also, that the association look forward to having requirements dealing with\nselective admission of students to the teaching profession, personnel service, and\nwith the physical plants, so that there may be a direct relationship between\nties of the college and its functions.\n\nthe facili¬\n\nDuring the year the Committee collected information on the item of selective ad¬\nmission which will be used as a basis for further thinking and recommendation in the\nendeavor to improve the quality of teachers entering the profession. Again the Com¬\nmittee calls your attention to the matter of periodic inspection as the surest means\nof giving a truer picture of an institution than can possibly be had by the mere use\nof a yardstick largely quantitative in nature.\nYour Committee recommends that Standard VI — Student Teaching — be rewritten.\nIt is the most difficult of all the standards to interpret and apply. There are wider\nranges of practice in this standard than any other. This is true whether reference is\nmade to the amount of practice, the quality of practice, the cost of operation, or the\nnature and amount of supervision given. This recommendation is not made with the\nview to uniformity, but to the guarantee of better procedures and more efficient\nservices. We say that the training school and student teaching are the peculiar con¬\ntributions of the teachers college. But our practices in a large percent of the member\ninstitutions are of such nature as to raise some significant questions.\nBefore presenting the statistical data of this report, and speaking for the Accredit¬\ning Committee, we wish to give credit where credit is due for the phenomenal\nprogress which has been made by the association. Unless one has served on this\ncommittee, and especially as chairman, he cannot begin to understand the enormous\namount of efficient work done by our genial executive secretary and his tireless,\nefficient assistant, Ethel Mattison. The association is most fortunate in having this\nexcellent service rendered by our secretary and his assistant. The Accrediting Com¬\nmittee feels that we owe it to these people to voice our admiration and extend our\ngratitude to them for splendid services which they render.\nStatistical Report\n1. The total membership of the association is 186. Of these, 156 are accredited and\n30 hold the non-credit status.\n\n"}
{"page": 357, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n353\n\nColleges\n\n2. Inspection and accreditmcnt — During the year your committee has inspected\nseven institutions — one was a new institution and six were reinspections. Two of\nthe institutions, which were on the non-credit list, were reinspected, approved,\nand placed on the accredited list. They are:\n(1) Appalachian State Teachers College, Boone, N. C.\n(2) Sisters College, Cleveland\nTwo others were reinspected, their conditions removed, and continued on the\naccredited list. They are:\n(1) College of Education, Southwestern Louisiana Institute\n(2) Chicago Teachers College\n3. Withdrawals — During the year we have had five withdrawals, or resignations,\nfrom the association. Of these, two were on the accredited list and three held the\nnon-credit status.\nBesides these, six institutions have failed to pay their membership fees. Of these,\none was an accredited institution and five were on the non-credit list.\n4. Warnings — Of the 156 institutions on the accredited list of this association, 35\ndo not fully meet all the standards and, under the regulations of the association,\nthey are to be warned and given an opportunity to correct the deficiency before\nthey can be dropped from the accredited list. These institutions will be notified\nof such deficiencies soon after the adjournment of this session. The deficiencies\non eight of the institutions are of such serious nature as to require reinspection.\nThe deficiencies are distributed as follows:\n1. Standard\n2. Standard\n3. Standard\n4. Standard\n\nIV — Faculty Preparation .\nV — Teaching Load .\nVI — Student Teaching .\nVIII — Health Service .\n\n7\n6\n11\n18\n\n5. Standard\n\nIX — Library\n\n1\n\nTotal\n\n.\n\ndeficiencies .\n\n43\n\nRespectfully submitted,\nCharles\n\nC. Sherrod,\n\nGeorge\n\nA.\n\nAlonzo\n\nF. Myers\n\nChairman\n\nSelke\n\nC. H. Fisher\nG. W.\n\nREPORT\n\nOF\n\nSTUDY\n\nON\n\nCOSTS\n\nTHE\nALONZO\n\nF. MYERS,\nNEW\n\nPROFESSOR\nYORK\n\nOF\n\nYEAR,\nOF\n\nSTUDENT-TEACHING\n\nFor the Committee\n\nFOR\n\n1936-37\n\nEDUCATION,\n\nUNIVERSITY,\n\nDiemer\n\nNEW\n\nSCHOOL\n\nYORK,\n\nOF\n\nEDUCATION,\n\nN. Y.\n\non Accrediting\n\nAt the meeting of the Accrediting Committee of the American Association of\nTeachers Colleges in New Orleans in February 1937, it was agreed that the standard\nrelating to student-teaching was in need of improvement. It was agreed that more\ninformation was needed relative to the conduct of student-teaching in accredited\ninstitutions than was available to the Accrediting Committee thru the annual reports\nof institutions. More\n\nspecifically, additional information\n\nwas\n\ndesired relative to the\n\ncosts of student-teaching. Consequently, it was agreed that a questionnaire should be\nsent to accredited institutions relative to costs of student-teaching and other pertinent\nitems. The data collected relate to the school year 1936-37.\nQuestionnaire returns were received from 138 accredited institutions. Returns from\nmunicipal teachers colleges were not included in the report owing to the fact their\ncosts for student-teaching were not readily separated\ncosts. Several other returns were not included because\n\nfrom regular public school\nthe information which was\n\n"}
{"page": 358, "printed_page": null, "text": "354\n\nNational\n\nEducation\n\nAssociation\n\nsupplied was insufficient for useful tabulation. The report which follows is based\nupon questionnaire returns from 127 institutions.\nIn analyzing the returns, and in the preparation of the report, institutions were\nclassified into three groups: (a) institutions having off-campus facilities only for\nstudent-teaching (no campus school) ; (b) institutions having a campus school only;\nand (c) institutions having both a campus laboratory school and off-campus facilities\nfor student-teaching. Studies of cost and of other pertinent information were made\non the basis of this classification.\nCertain inaccuracies are present in the data, the most common of which are occa¬\nsioned by variability in bookkeeping practices among the member institutions. For\nexample, a few of the institutions were unable to report the total cost of operation\nand maintenance of their campus laboratory schools owing to the fact that certain\nimportant cost items, such as heat, light, and janitorial services are not charged to\nindividual buildings. In such cases, we included under the total cost item only those\ncost items which the institutions were able to report. In spite of the presence in the\ndata of several such inaccuracies, however, it is the belief of the writer that the con¬\nclusions drawn from the data are defensible, and that the summarizing statements\nare valid.\nOf the 127 institutions included in the study, 20 had off-campus laboratory school\nfacilities only (no campus school), 33 had a campus laboratory school only (no offcampus facilities), and 74 had both a campus school and off-campus facilities. The\ninstitutions having no campus laboratory school were on the average the smallest of\nthe three groups. The average enrolment of the twenty institutions in this group was\n634. The range was 270 to 1388. The group having a campus school only was second\nin enrolment. The average enrolment in these thirty-three institutions was 869. The\nrange was 387 to 1784. The third group, having both campus and off-campus\nfacilities, was the largest. The average enrolment in these seventy-four institutions\nwas 972. The range was from 211 to 3278.\nIn certain cases the percent of total budget devoted to the student-teaching pro¬\ngram was not included. In one it was because information was lacking. In others it\nwas because the institutions concerned did not devote their chief attention to prepara¬\ntion of teachers, and, therefore, the inclusion of this item would not be meaningful.\nOne of the most significant items revealed by the study is the fact that so large a\nnumber of the teacher-preparing institutions, 74 of 127, have both a campus labora¬\ntory school and off-campus facilities for student teaching. Altho the writer does not\nhave information relative to the situation which existed in respect to this matter ten\nor twenty years ago, it is his opinion that the number of teacher-preparing institu¬\ntions which are provided with both campus and off-campus facilities has increased\nconsiderably in recent years.\nThe comparison of costs of the laboratory school programs and of percent of total\nbudget devoted to this aspect of the work among the institutions in the three classifi¬\ncations is interesting and revealing. Those institutions having no campus laboratory\nschools spent the least, on the average,\n\nupon\n\ntheir student-teaching\n\nprograms.\n\nThe\n\nmedian expenditure per student teacher was $79.75. Q1 was $44.75. Q3 was $112.25.\nThe range was $18.75 to $189.55. The median percent of total budget devoted to the\nstudent-teaching\n\nprogram\n\nin the institutions having no campus\n\nlaboratory school was\n\n9.25. Q1 was 6.67. Q3 was 12.43. The range was 3.65 to 15.29.\nInstitutions having a campus laboratory school, and with no off-campus facilities,\nor practically none, spent more than twice as much upon their student-teaching facili¬\nties, on the average, as did those which had no campus laboratory school. In these\ninstitutions the median expenditure per student teacher was $177.25. Q1 was $123.58.\nQ3 was $232.25. The range was $77.00 to $472.50. The median percent of total budget\ndevoted to the laboratory school program also was greater in these institutions than\nin those having no campus school. The median was 12.5. Q1 was 9.76. Q3 was 16.5.\nThe range was 4.57 to 24.18. The median cost per pupil enrolled in the campus\nlaboratory schools of these institutions was $81.88. Q1 was $61.93. Q3 was $101.83.\nThe range was $35.70 to $165.11.\n\n"}
{"page": 359, "printed_page": null, "text": "355\nAmerican”\n\nAssociation\n\nIn these institutions having\n\nof\n\nno off-campus\n\nTeachers\n\nColleges\n\nfacilities the median\n\nnumber\n\nof pupils\n\nenrolled in the campus school for each student teacher was 2. Q1 was 1.55. Q3 was\n2.85. The range was .63 to 4.81. In these institutions the number of students enrolled\nin the college for each pupil enrolled in the campus school was 2.3. Q1 was 1.5. Q3\nwas 3. The range was .84 to 5.\nAs might be anticipated, those institutions which were provided with both a\ncampus school and off-campus student-teaching facilities spent more for their\nstudent-teaching programs than did those in either of the other two classifications.\nIn these institutions the median cost of the student-teaching program for each student\nteacher was $198.50. Q1 was $134.75. Q3 was $249.75. The range was $74.08 to\n$450.00. In these institutions the median percent of the total budget devoted to the\nstudent-teaching\nto 38.3.\nThese\n\nprogram\n\nwas\n\ninstitutions spent more\n\ntheir campus\n\n17.3. Q1 was\n\n10.6. Q3 was\n\n22.5. The\n\nrange\n\nwas\n\nper pupil enrolled for operation and maintenance\n\nlaboratory schools than did those having no off-campus\n\n4.43\nof\n\nfacilities. Their\n\nmedian expenditure per pupil enrolled was $115.50. Q1 was $95.06. Q3 was $140.37.\nThe range was $39.14 to $215.76.\nPerhaps the most startling item revealed by this study is the extreme variability\nwhich exists among the teacher-preparing institutions with reference to the amount\nwhich they spend for their student-teaching programs. The range of costs per student\nteacher is from $18.75 to $472.50. The range of percent of total budget devoted to\nthe student-teaching program is from 3.65 to 38.3. The range of cost per pupil for\noperation and maintenance of the campus laboratory school is from $35.70 to $215.76.\nThese differences are so startling that they can have no satisfactory justification.\nThey indicate clearly the need for an intensive study of all phases of the laboratory\nschool programs in the teacher-preparing institutions with a view to the development\nof a meaningful, qualitative standard for this most important aspect of the teachereducation program.\nA majority of the institutions having no campus laboratory schools are to be criti¬\ncized for investing too little in their student-teaching programs. For example, one\nstate normal school which had 168 student teachers and no campus school utilized 10\noff-campus classrooms. Its total expenditure for subsidies to the teachers in these\nclassrooms, and for supervision, amounted to $3150. If this institution had invested\nin its student-teaching program as much as the median expenditure among institu¬\ntions having no campus school, it would have spent $13,400 for its student-teaching\nprogram.\nOn the other hand, certain institutions having no campus schools provide excellent\nfacilities and programs of observation, participation, and student teaching. Two\nexamples of such institutions are the New Haven State Teachers College and the\nState Teachers College at Dillon, Montana. The New Haven institution has three\ngood city elementary schools employing 42 teachers under its complete control. There\nwere 166 student teachers. The cost to the teachers college for the salaries of these\nteachers, which was in addition to the regular salary scale paid by the city, was\n$15,321. In addition to this amount, the teachers college spent $3206 for supervision\nin these schools, exclusive of part-time services of special subject supervisors. It also\nspent $900 for supplies and equipment, in addition to that supplied by the New\nHaven Board of Education. The New Haven institution devoted 13.5 percent of its\ntotal budget to its student-teaching program.\nAn arrangement similar to that at New Haven exists at the State Teachers College\nlocated in Dillon, Montana, except that in this case the entire town school system\nconstitutes the student-teaching facilities of the teachers college. There were 44 offcampus classrooms and 124 student teachers. The teachers college spent $6430 in\nsupplemental salaries to the teachers. It spent $7570 for supervision, and $75 for\nsupplies and equipment. This institution invested 14.18 percent of its total budget\nfor its student-teaching program. It is the belief of the writer that both the New\nHaven and the Dillon institutions provide much better laboratory school facilities\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nand experiences than do a majority of the institutions which have a campus labora¬\ntory school only.\nA majority of the institutions which have a campus laboratory school only are to\nbe criticized for having too few pupils in relation to the number of student teachers\nand in relation to the total enrolments of the colleges. In these institutions it must be\nborne in mind that the campus school must serve not only for student teaching but\nalso for demonstration, observation, participation, and experimentation. A majority\nof these institutions indicated that all of these activities were carried on; yet, on the\naverage, there were only two pupils in the campus school for each student teacher.\nIn general, the institutions having both a campus school and off-campus facilities\nfor student teaching have the most favorable situation. Many of these institutions,\nhowever, are investing too little in their off-campus student-teaching programs. For\nexample, one-fourth of these institutions made no payment for salaries of the teachers\nin the off-campus classrooms. Approximately one-sixth made no expenditure for\nsupervision in the off-campus classrooms. One institution stated that it spent nothing\nfor its off-campus student-teaching program. Still others spent only a negligible\namount.\nOne of the most serious situations revealed by the study is the extent to which the\ninstitutions having a campus school relieved the community of its responsibility for\npaying the cost of the education of its children. It is this fact which accounts, in large\npart, for the large percent of their total budgets which these institutions devote to\ntheir student-teaching programs. Of course, they are not actually using their money\nfor their student-teaching programs, but rather to give to the community free of\ncharge something for which the community should pay. Many serious abuses grow\nout of this practice. When the community does not bear the cost of the education of\nits children in the campus school, this school must necessarily be kept small in order\nthat the cost to the teachers college may not be excessive. When the teachers college\nspends its appropriation for the education of the children of the community it usually\ndoes not have funds available for financing a good off-campus program. The fact\nthat the teachers colleges pay the entire cost of the operation and maintenance of the\ncampus schools accounts for the fact that these schools are so inadequately supported.\nOne finds it impossible to justify a situation in which some of the campus laboratory\nschools are operated at a cost of less than $50 per pupil per year, and in which onehalf of these schools are operated at a cost no greater than that necessary for the\noperation and maintenance of a good public school, with no allowance at all for costs\nproperly chargeable to the distinctive activities of the school as a laboratory school,\ndemonstration, observation, participation, student teaching, and experimentation.\nOf the 107 institutions having a campus school, 74 received nothing from the local\nschoolboards toward the cost of education of the children. Receipts from tuition were\nnothing at all or negligible in all but 13 of the 107 institutions which had campus\nschools.\nRecommendations\n1. It is recommended that the American Association of Teachers Colleges should\ninvestigate further this whole problem of facilities for student teaching, or that it\nshould interest some other agency in financing such an investigation. It is obvious that\nour present standard relating to this matter is almost meaningless.\n2. Tentatively, it is the judgment of the writer that teacher-preparing institutions\nshould spend at least $100 per student teacher for their student-teaching programs,\nand that this amount should be exclusive of the normal cost of the education of chil¬\ndren in those situations in which the local community does not bear the cost of the\neducation of its children who are being educated in the campus school.\n3. It is recommended that all institutions be expected to provide off-campus facili¬\nties for student teaching. Possible exemption from this requirement might be granted\nin cases of those institutions which have four times as many pupils as student\nteachers, or as many pupils as students enrolled in the college. The method of calcu¬\nlation to be employed should be the one which would yield the larger number of\npupils.\n\n"}
{"page": 361, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n357\n\n4. It is recommended that all institutions be expected to have a campus laboratory\nschool, or a school under the complete control of the institution, and sufficiently\naccessible to be usable for demonstration, observation, and participation purposes.\n5. A subject which greatly needs further study relates to the number of hours\nwhich should be devoted to actual teaching by the student teacher and to the experi¬\nences which should be included in student teaching. The institutions having no\ncampus school reported that the median number of hours of actual teaching was 77.\nQ1 was 46. Q! was 90. The range was from 40 to 108. The institutions having no\noff-campus facilities reported that the median was 72. Q1 was 46. Q3 was 87. The\nrange was from 27 to 135. The institutions having both a campus school and offcampus facilities reported that the median\nwas from 30 to 330.\nThere\n\nis some\n\nwas 90. Q1 was 65. Q3 was 125. The\n\nrange\n\nevidence in these figures to support the belief that institutions in the\n\nfirst and second classifications have found it necessary to restrict the student-teaching\nexperience because of lack of facilities. Expert opinion on the subject generally\nfavors a greater time allotment to student teaching and a much greater variety of\nstudent-teaching experiences than is at present generally provided. This matter is\ntoo important to permit it to continue to be neglected merely because the teacher¬\npreparing institutions have failed to provide adequate facilities to make possible the\namount and the variety of student-teaching\nfor the prospective teacher.\nREPORT\n\nOF\n\nTHE\n\nCharles\n\nW.\n\nexperiences\n\nwhich\n\nshould be provided\n\nSECRETARY\nHunt\n\nThe work of the office of the secretary-treasurer becomes more varied each year.\nAt the present time it carries on the following activities:\n1. It arranges the details for the annual meeting. The program of the meeting is\nmade by the president.\n2. It edits, prints, and distributes the yearbook.\n3. It serves as a center for distributing information about the institutions. This\nservice is increasing.\n4. It collects the annual dues and pays all bills.\n5. It serves as a liaison agency for the committees of the association.\nThe form for the institutional report to the Accrediting Committee is planned;\nthe data on these reports are analyzed and reported to the association; inspections\nare arranged; meetings of the Committee are planned.\nThe secretary is asked to serve as a liaison officer between committees of the\nassociation and with other associations and commissions. This work is increasing\nand constitutes a difficult problem for the secretary to meet. If the association is to\nmeet its obligations it seems necessary for it to carry its community responsibilities.\nThere is a constant effort in this office to distribute the responsibilities among the\nmembership of the association.\nThe steady expansion of the work of the secretary’s office has increased the cost\nand raises problems of organization and value which should have the attention of\nthe executive officers and indeed all members of the association.\nThe secretary cooperated with the Carnegie Corporation in the program for im¬\nproving the library service in teachers colleges. Appropriations totaling $180,000\nwere made early in 1939 to twenty-nine institutions to be spent over a period of\nthree years. Because of the special need in this field, additional data have been\ncollected and reported in regard to the present conditions of library service in the\nteachers college. More should be available.\nThe detailed work in organizing the data from the institutional reports has been\ndone this year by Charles H. Brush, a graduate of the State Teachers College at\nMontclair, N. J. The interpretation of the pattern maps which follows was prepared\nby him with the secretary.\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNational\n\nEducation\n\nAssociation\n\n1\n\nOne hundred and fifty institutions on the accredited list have been furnished two\nprofile charts of their individual institutions. It is the purpose of these charts to\nInt2\nerpr t standing of the individual teachers college in each of a\npresent (a) the percentile\ning th\ne Inst\ntiongeneral\nnumber of items, and (b) a picture ofituthe\nal Pat percentile standing of an insti¬\ntewith\nrn Ma\ntution. The first of these two charts is comparable\nthose\nfurnished in previous\np\nyears where the per student computations are based on figures for “total enrolment.”\nThe second chart is almost the same except that the per student computations are\nbased on figures for “average enrolment.” Both charts differ from those of previous\nyears in one respect. The profile was changed from a broken line graph to a chart\nof vertical bars.\nThese\n\nvertical bars represent the distance from\n\nzero to 100 percent; they are cut\n\nby horizontal lines at the tenth, twenty-fifth, fiftieth, seventy-fifth, and ninetieth\npercentiles. Each of these bars represents the range of the 150 institutions in eleven\nitems of the standards wrhich can be treated statistically.\nThe items used in this statistical study are only a beginning in this field; they\nmay be refined and extended to give a more complete picture of an institution. An\nexample of this growth may be seen in the library study. In 1937 the single item\n“expenditure for library books and periodicals per student” was used; in this year’s\nchart three items were used: (a) expenditure for library books and periodicals, (b)\nratio of the total library budget to the total college budget, and (c) ranking of college\nlibraries according to the number of volumes.\nThe standings of two institutions are shown in the profile chart reproduced below.\nThe institution represented by the solid line stands relatively high, that represented\nby the broken line stands relatively low.\nThe first important fact that appears is that no institution was uniformly high or\nlow in all items. However, the general institutional tone is readily apparent in this\ncomparative chart. The teachers college listed as “high” has nine items out of eleven\nabove the seventy-fifth percentile and five of those nine lie above the ninetieth per¬\ncentile; the institution listed as “low” has only four items above the seventy-fifth\npercentile and only one above the ninetieth percentile, while seven out of eleven\nitems lie below the twenty-fifth percentile and six of those seven lie below the tenth\npercentile.\nThus from the profile charts the general standing of an institution may be read\ndirectly. The individual items should be readily understandable once the data upon\nwhich they are based and the method of computing them are explained.\nItem 1 ' has been termed the “holding power” of the institution. The enrolment\nin the final year was divided by the enrolment of the same class during its freshman\nyear. For example, the school listed as “high” in the accompanying chart is a fouryear school. Therefore, the number in the fourth year in 1938 (128) was divided\nby the number in the first-year class in 1934 (172) giving 74.42 percent and falling\nin the 85.3 percentile.\nAn important question arises in connection with item I when the percent derived\nis greater than 100. Should an institution be given a high rank in “holding power”\nwhen a given class is considerably larger in its fourth year than it was during its\nfirst year? Where this situation exists a lack of selection after admission is implied.\nThis was disregarded this year, because it was considered a temporary situation\nexisting in a very few schools in which some extraordinary occurrence, such as a\nchange from a three- to four-year curriculum, had recently occurred.\nA second question respecting the validity of this item arises from\n\nthe fact that\n\nthe membership of the fourth-year class undoubtedly includes students who did not\nenter in the first-year class. There is no way of determining this from the available\ndata.\n1 The term “institutional pattern map”\nand Haggerty.\n2 The\n\nnumbers\n\nis from Principles of Accrediting Higher Institutions by Zook\n\nof the items refer to the number\n\nof the standard\n\nto which\n\nthey apply.\n\n"}
{"page": 363, "printed_page": null, "text": "*TJ\n\n-a\n\"O\n*c\n\n5\n\n•T3\n\n3\n\n£\n\n~a\n\nhC\nCX\n\" ^n\nC O\n‘u'O\n~\n£ 4-» C<_>\n\nO\n\n^\n\nn\n\n«**>\n\nO o\nhO\n\no\n\n•rC «u\n\na\n\ng-S\n~O i—\nU £ M,\nO£\n\n£\n\n£ <n\n«- C\n-«\ncj\nt-i T3\n'*-*\nr- 3\nt: o Ox _ro *\"*\n\n(X\n\nG\no\n\no\n•—\n\n—4\n\n5\n\n■S ^_\n\ns\n\num • “—\n\nU o\n*j\n\n<0\n\nc _\n-o\nO <->\n\\u Oo\n\nJSl\n\nw\n\n3\n\n• f*“>\n** «Dns«J\n\noO JZ\n\n. \"O\nO' 3\n\n*3\n\nco 'O\nO'\n\n*\n\nO\nT3\n\nj:\n\n>\n\n£\n\n-O\n\ntj\n«o\n\nc F\n\n-a ~\n\nw\n\n«-» • —\n\n0\n0\n\nc\n0\n\n-*\n0\n\nCl\nCl\nso\n\n3\n\nE\nT3\n\nc.c _ru o\"O\n\nex\n2\nG\n\nu\n0\n\nO\n\nC\nO\nu\nO\nex\n\nG\n0\n\n•»\n\n3\n4-S\nCO\n\nCO\n\nu.\n0\n\n(X\n\nw\na. T3\n\nwX «3\nX\n\nCX ho\n\nCJ\n^«\nX\n\n4J\n\nu\n\n>\nrs\nlo\nCO\n\n* 4-JGCO\nrs\n\n0\n-C\nIE\nO\nco\n4-.\n\nw3 *3wO *4-1>\no rs\n\n3\n\nex ~o\n\nO\nnJ\n\nX\nW\nX\n\nrt\n\nW\n\nCO\n\no\n\n^ o ^x\n\nu\n\ns\n\n1 -a «\n\nu\nO\n\nv*-«\n\nE .*\n\nE\nw « 4-.o\n\nXXX\n\nw\n\n>\n\no\n\n•Oh -M GC\n0\n^\n\n-o\n\n£ u. 0t- ~o\n\n-Q\n\nVIII XIc\n\n?\n\nE “\n\nc\n\n**\n\nl—\n\n-0\n\n<0\n\nO\n\nG\n\nCl\n\n*— <\n\n\\—\n\nX\n\n^3\n\nV\n\nP\n\no\nH\nu\n2\n\nCJ\n\nl_\n\n4h\n\nCO\n\n.2 § u\n\n#b0\n\n3P3\n\nho\ntx\n\n^\n\n“u £O u\ns\n\nc ‘z\n\nT3\nT3\n\nhO\n\n£\n3\nG\n\nCX ct «J\n\nc*\n\nO\nO\n\nU3\n\n>>\n<\n\n•4-1\n\n3\n\nC\na\n\nre ^\n\n.2 E\n\no\n\no\n\n3\n\n*C\n\nho\n\n*\n\nOJJ\n\nex\n\nG\n\n-02 1)\n\n’>\n-at\nbo\nG os\n\ncj\n\nS\n\nc\n\nG s\n\nG\no\n\nc\n2 ho3 u\n\n» CJ —\n\nO\n\nC\n\n**-< G\n\ns\n\n-1\n\nho\n\no- -aCl\n3 m\n\ni *T3\n\nO\"I o-S o\n\nJZ\n\no\n.1 -C\nO -O\n\n-Cc >s•»\n«J I\n\n—\n\n\"\n\n*\n\n\"3\n\nhO\n\n-TD\n\nn -3\n\no o\n\no -c\n“ O'\nVt_i\nI\n\n~o\n\n5-\n\ng °\nr-1\n\nXld\nXIc\nXlb\nXIa\nIXc\nIXb\nIXa\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nThe percents obtained in item I are not directly comparable with those of previous\nyears because the basic data employed in the computations was changed. Before this\nyear, the percent was obtained by taking the figures for a given year, such as 1937,\nand dividing the number in the fourth-year class by the number in the first-year class.\nItem IV is a comparison of the average preparation of the faculty of the 150\ninstitutions. This weighting was carried out by taking the faculty analysis according\nto earned degrees of each institution from its annual report. The number holding\neach degree was then multiplied by a given weight according to the following table.\nWeight\n\nPreparation\nDoctor’s degree\nSixty hours graduate\nMaster’s degree\n\n7\n6\n5\n4\n2\n\nstudy\n\nBachelor’s degree\nNo degree\n\nAs an example\n\ntake the hypothetical case of an institution having ten faculty mem¬\n\nbers; three of these members hold earned doctor’s degrees, one has sixty hours of\ngraduate credit beyond the bachelor’s degree, five hold master’s degrees, and one\nholds no degree. This faculty would be weighted in the following manner:\nFrequency\n\nWeight\n\n.\n\n3\n\n.\n.\n.\n.\n\n1\n5\n0\n1\n\n7\n6\n5\n4\n2\n\n.\n\n10\n\nDegree\nDoctor’s degree .\nSixty hours of graduate credit .\nMaster’s degree .\nBachelor’s degree .\nNo degree .\nTotal\n\n.\n\nWeighted\nscore\n6\n210\n25\n2\n\n—\n\n54\nTo find the average weighted score, the total weighted score (54) is divided by\nthe total number of faculty members (10). This institution has, therefore, an average\nweighted\n\nscore for its faculty preparation\n\nof 5.4. It meets the standards\n\nof the asso¬\n\nciation because less than 15 percent of its faculty has less than a master’s degree.\nThis system of weighting is applied to the college faculty and to the faculty of\nthe training school in those cases where the salary of the training school faculty is\npaid by the college. The weighting is applied to both full- and part-time members\nof the instructional staff and the president of the college, but it does not include\nmembers of the nonteaching administrative and business staff.\nItem V is the average teaching load of the college teachers. The average is found\nby dividing the total number of classes (including extension) taught per week by\nthe number of college teachers.\nItem IXa, the expenditure for library books and periodicals per student, is obtained\nby dividing the annual expenditure for those items by the total number of students\nin the school. In some instances this derived amount was relatively low. To supple¬\nment this figure a second study of the library compares the total library budget with\nthe total college budget for educational purposes. This was done in an effort to\ndetermine whether the budget of the college restricted this expenditure, or whether\nthe relative size of the expenditure was a matter of administrative policy. This is\nitem IXb.\nOne other study of the library was made in item IXc. This was a ranking of the\ninstitutions according to the number of volumes in the college libraries. Training\nschool libraries were omitted because it was not possible to evaluate them.\n\n"}
{"page": 365, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n361\n\nAll subdivisions of item XI are based upon computations using the figure in the\nannual report of total enrolment.\nIn the tabulation of data for the statistical study the interpretation of the answers\non many annual reports was difficult. It is difficult to word any questionnaire so that\nit will fit the organization of all phases of all the institutions reporting.\nThe first question of this type occurred in connection with the report on “En¬\nrolment.” The item total enrolment should have included the total number of full¬\ntime students enrolled in the academic year 1937-38. For example, an institution\nmight have an enrolment of 150 in the first semester, and 175 in the second semester,\n150 of the enrolment of the second semester being the same 150 who were enrolled\nin the first semester. Therefore, the total enrolment is 175. The average enrolment\nfor this institution is the sum of the enrolments for each term divided by the number\nof terms and is 162.5.\nThe\n\nfigures for enrolment\n\nfor years\n\none to four should\n\ninclude only full-time\n\nstudents in the regular academic year. The term “graduate students” applies only\nto those institutions which offer work for graduate credit; postgraduate or special\nstudents working for certification should not be included under this heading.\nIn item IX a difficulty in interpretation arose because the questions were not\nanswered. Where the number of duplicates was asked for, many institutions an¬\nswered in percent; or the number of volumes in the training school and college\nlibraries were not separated. The arbitrary assignments which are necessary in these\ncases cause statistical errors which are unnecessary. The answer to the question on\nthe training of the library staff should have listed the training by individuals, giving\nthe academic degrees held and the professional library’ training if it was not repre¬\nsented by one of the degrees.\nUnder item XI, considerable difficulty arose because different institutions made\ndifferent breakdowns of their financial statements, and many found it difficult to\nanalyze them to fit the questionnaire. This situation will probably be remedied when\nthe Teachers College Manual of Accounting Procedure, which is now being pre¬\npared under the direction of the American Association of Teachers Colleges and the\nFinancial Advisory Service of the American Council on Education, is finished and\nis generally accepted. Two items need additional explanation. Income from student\nfees should be interpreted to mean income from tuition which is available to the\ncollege for operating expenses. Section 5, total loan funds available to students,\nshould be interpreted to mean the capital of all loan funds.\nAside from the specific points which have been mentioned as involving difficulty\nof interpretation, a more general difficulty arises in connection with those studies\nof “per student” income, expenditures, etc. Many of the institutions reporting have\njunior college or other nonprofessional departments. Unless these institutions break\nup their administrative and financial structures into teachers college and nonteachers\ncollege, they should furnish figures of total college enrolment so that their figures\nwill be comparable with those institutions which are purely professional schools.\nThis is the eleventh year for which statistical data is available, and the improve¬\nment in the majority of reporting institutions has been accompanied by a raising of\nthe minimum standards. It has also been accompanied by a refining and extension of\nthe statistical study of these institutions. The danger of judging an institution on a\nsmall number of statistical studies, some of which are questionable by themselves, is\nevident. Many important administrative policies may be neglected to the detriment\nof the general picture of an institution, and weak spots may be given undue emphasis.\nA picture of one phase of administrative policy is the study of the library. This\nshows the relative standing of an institution in the expenditure per student for\nlibrary books\n\nand periodicals, the ratio of the library budget\n\nto the total college\n\nbudget, and the relative standing of the number of volumes in the library. Unfortu¬\nnately, other sections of the pattern map are not so complete.\nWith the improvement in accounting and reporting the pattern map may become\nmore refined and more comprehensive; it can give an increasingly better and more\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nEducation\n\nAssociation\n\ncomplete picture of each institution. This will be important for accrediting but much\nmore so in determining institutional and state policy.\nThe secretary again includes in his report the graphs showing trends in relation\nto faculty preparation, student load, expenditures for the library, and the number\nof students graduated at different levels from the teachers colleges.\nThe charts on faculty preparation indicate that for the first time since 1926 the\nmedian faculty preparation was slightly less than the previous year. It is worth\nnoting, however, that both at the 25 percentile and the 75 percentile the level of\npreparation is still rising. We present this year for the first time the percents of the\nvarious\n\nlevels in 150 institutions. To\n\nmany\n\nit will be surprising that nearly one-\n\nquarter of the total faculties have the doctor’s degree, and that two-fifths of the\nfaculties have sixty hours or more of graduate training.\n\nFaculty Preparation\nValues Given\n\n— minimum Requirement\n— 75th\nMediansPercentiles\n\nDoctors 7\nGrad.\n6o\nhours\nStudy 6\n\nto Degrees\n\nmasters 5\n\nBachelors 4Ho Degree 2\n\n150 Institutions\n\n8568 Instructors\n\ns\n\ntile\n\nen\nPehrc\n2. 5t\n\nThe expenditures for library books and periodicals per student since 1932, as\nshown in the graph, indicates a major problem for the institutions in our association.\nOver 25 percent of our institutions spend less than $3 per student, over 50 percent\n\nExpenditure in Libraru Books\nand Periodicals, per Student\n-\n\n75th\n-M\nPercentiles\nedians\n\n-\n\n25 th Percentiles\n\nExpenditure for Library\nBooks and Periodicals\n\nbb Schools Accredited in 1927\n\n"}
{"page": 367, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n363\n\nColleges\n\nless than $4 per student, for library books and periodicals. This is not enough\nthe amount\n\nis decreased\n\nslightly over the previous year. The\n\ncomparison\n\nand\n\nof total\n\nexpenditures for sixty-six schools since 1927 indicates that this problem has not\nreceived as much attention from our executives, faculties, and appropriating bodies\nas it deserves to have. The changes which have taken place within our institutions\nand the demands for wider understanding should be accompanied by a development\nof the library and of the student experiences that center in it. Change in methods of\nteaching and learning in our better institutions is more revolutionary than is gener¬\nally recognized. It seems fair to expect that very significant changes will come about\nin our institutions as a result of the stimulation provided\n\nby the Carnegie\n\nCorpora¬\n\ntion grant in the institutions to which it was given and eventually in all our insti¬\ntutions. The institutions chosen have a definite responsibility for experimentation in\nthe use of the library and in reporting generally the practices which\nsatisfactory in connection\nThe\n\nwith the use of the libraries.\n\nratio of students to teachers and the teaching load measured\n\na definite measure\n\nare found most\n\nof the opportunity\n\nto do for the individual\n\nwhat\n\nin other ways is\nis necessary in\n\nthe preparation of good teachers. The trends shown in the graphs for studentteacher ratio and teaching load in periods per week indicate a gradual improvement.\nIt is significant, however, that the median student-teacher ratio is still about twice\nthat of the best private institutions. The teachers college, as a public institution, is\ncalled upon to carry in varying degree in different parts of the country the responsi¬\nbility for general education. It seems clear that the education of teachers has, in\nconsequence, paid a heavy penalty in quality. Pressure to provide general education\nto students in the area close to the institution at a low cost has caused severe problems\nof administration\n\nin many\n\ninstitutions.\n\nR\nA\nT\n\nI\n0\n\nStudent Teacher\n.-\n\nThe\n\nRatio\n\n75 th Percentiles\nMed i ans\n- 25 th\n\nMedi &ns\n25 th Percentiles\n\nPercentiles\n\ntable giving the number\n\nof graduates\n\nin 107 teachers colleges since 1927 is\n\nagain presented. In 1927 less than 25 percent of the graduates were at the four-year\nlevel. In 1938 almost 75 percent were at the four-year level. The tendency indicated\nhas been accelerating over the past two years and it seems inevitable that in about\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nEducation\n\nAssociation\n\nany\n\nfive years our teachers colleges will not graduate\nprofession with less than four years of education.\n\nI928G\n1927'\n\nf\n1 I1\n\n1\n\nV/////////M//////77777,\n.\n\nTZzzzzzmmzzmiL\n%\n(931;\n1932;\n195I09-29~ V7Z7Z7V7777mm<\n1933; ,\n'\n' AS\nvm/z/zr/z/iz/w,\nS\n\n1934\n1935\n1936;\nI937|\n1938;\n\ni\n\n|\n\ny/x///////////, >//,\n\no/zz/tm ‘\nE3\n\nYcir*\n\n1— jThr*«\n\nmmmmm\n\nVein\n\n5X5 B *«K#lor‘j D*«\n\nFirom\n\nGraduates\n\n07\n\npersons into the teaching\n\nTeach er5 Colleges\n\nThe secretary wishes to record his belief that the committee work of the association\nhas been increasingly significant. The demands upon the executives who serve on\nthese committees are sometimes heavy. It is to be remarked, however, that the com¬\nmittee members give their time willingly and that this is one of the better ways of\nsecuring self-training for our executives. The secretary is grateful for the oppor¬\ntunity to enter into the problems of teacher education thru his association with the\ninstitutions, and again solicits specific suggestions for improving the work of the\nsecretary’s office.\n\nCommittee\nA. L. Rowland,\nFive Years.\n\non Standards\n\nPresident, State Teachers\n\nE. S. Evenden, Professor of Education,\nNew York City. Four Years.\n\nand Surveys\n\nCollege, Shippensburg,\n\nTeachers\n\nPennsylvania.\nUniversity,\n\nCollege, Columbia\n\nR. L. West, President, State Teachers College, Trenton, New Jersey. Three I cars.\nA. L. Crabb, Professor of Education, George Peabody College, Nashville, Tennessee.\nTwo Years.\nR. W. Fairchild, President, Illinois State Normal\nYear. Chairman.\n\nCommittee\n\non Accrediting\n\nIllinois. One\n\nUniversity, Normal,\n\nand Classification\n\nGrady Gammage, President, State Teachers College, Tempe, Arizona. Five 1 ears.\nG. W. Diemer, President, State Teachers College, Warrensburg, Missouri. Four\nYears.\nC. H. Fisher, President, Western\nWashington. Three Years.\n\nWashington\n\nCollege of Education,\n\nNew\n\nBellingham,\n\n\\ ork Univer¬\n\nAlonzo F. Myers, Professor of Education,\nsity, New York City. Two Years.\n\nSchool of Education,\n\nGeorge A. Selke, President, State Teachers\nChairman.\n\nCollege, St. Cloud, Minnesota.\n\nOne 1 ear.\n\n"}
{"page": 369, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nDelegates\n\nto the American\n\nTeachers\n\nCouncil\n\n365\n\nColleges\n\non Education\n\nJ. L. Jarman, President, State Teachers College, Farmville, Virginia. Three Years.\nM. Ernest Townsend, President, State Teachers College, Newark, New Jersey. Two\nYears.\nW.\n\nP. Morgan,\n\nPresident, State Teachers\n\nCollege, Macomb,\n\nSECRETARY’S\n\nIllinois. One\n\nYear.\n\nMINUTES\n\nCleveland, Ohio\nFebruary\n\n24-25, 1939\n\nThe annual meeting was called to order by President Frank W. Thomas in the\nAssembly Room of the Hotel Hollenden at 9:30 on February 24. The following\nprogram was carried out as announced:\nGeneral Topic: The Place of General Education in the Program of Teacher Prepa¬\nration: How Much, How Organized, and How Related to Professional Elements\n— A Symposium.\nJ. G. Flowers, president, State Teachers College, Lock Haven, Pa.\nRoscoe Pulliam, president, Southern Illinois State Normal University, Carbondale,\n\nIll.\n\nPaul V. Sangren, president, Western State Teachers College, Kalamazoo, Mich.\nDiscussion from the floor, led by Walter H. Ryle, president, Northeast Missouri State\nTeachers College, Kirksville, Mo.\nAt the conclusion of the program\nof the following committees:\n\nPresident\n\nThomas\n\nannounced\n\nthe appointment\n\nResolutions — Dean E. J. Ashbaugh, Oxford, Ohio, chairman; President R. G.\nBuzzard, Charleston, Ill.; President J. T. Anderson, Wayne, Nebr. ; President Leon\nR. Meadows, Greenville, N. C. ; President C. A. Howard, LaGrande, Ore.\nAudit — President\nOswego, N. Y.\n\nGrady\n\nElection — President W.\nWells, Milledgeville, Ga.\n\nGammage,\n\nTempe,\n\nW.\n\nCape\n\nParker,\n\nAriz. ; President\n\nGirardeau,\n\nMo.;\n\nR. W.\n\nSwetman,\n\nPresident\n\nGuy\n\nH.\n\nPresident Parker made the report for the Nominating Committee.\nPresident Morgan presented, at the request of the joint committees, a questionnaire\ncovering possible variations in the schedule of meeting, as follows:\nPreferential\n\nballot with respect to the sessions of the American\nTeachers Colleges in its annual meetings\n\nAssociation\n\nof\n\nI. Shall the Association continue with four regular sessions and one joint session as\nat present? Yes Q No □\na. If “yes” shall more time be provided for general business including the pre¬\nsentation of committee reports and their discussion? Yes □ No □\nII. Shall the Association provide one additional session annually so as to give more\ntime for committee reports and the general business of the Association? Yes □\nNo □\na. If “yes” what\n\nis your preference for arranging\n\nthat extra session?\n\nNote:\n\n□\n□\n□\n\nIndicate your first, second, and third choice of the options given below.\n1. Provide that a session be added Thursday evening preceding the beginning\nof our present plan.\n2. Provide that a session be added on Saturday evening following the close\nof our present plan.\n3. Provide if possible that the joint meeting in which the Association now\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNational\n\nEducation\n\nAssociation\n\ntakes part be held the following week so that our Association\nadditional session on Saturday afternoon.\n□\n\n4. Provide for the additional session on Monday\nlowing the regular program.\n\nafternoon\n\nmay hold an\n\nof the week\n\nIt was voted to include this questionnaire in the election procedure.\nThe afternoon meeting was called to order by President Thomas\nThe following program was carried out as announced:\n\nfol¬\n\nat 2:00 p.m.\n\nGeneral Topic: The Responsibility of Institutions for Teacher Education To Prepare\nTeachers for Their General Professional and Community Responsibilities\n(a) The Present Situation as Revealed by a Survey\nFrank W. Hubbard, associate director, Research\nAssociation\n\nDivision, National\n\nEducation\n\n(b) The Teachers College Turns Professional\nA. L. Crabb, George Peabody College for Teachers, Nashville, Tenn.\n(c) What Next in Preparation for Community Relationships\nF. E. Engleman, president, State Teachers College, New Haven, Conn.\nGeneral Discussion, led by George\nCloud, Minn.\nThe\n\nevening\n\nprogram\n\nwas\n\nA. Selke, president, State Teachers\n\nheld in the ballroom\n\nof the Hotel\n\nCollege, St.\n\nHollenden.\n\nThe\n\nattendance was 182. This meeting was a special observance of the centennial anni¬\nversary of the first publicly-supported institution for the education of teachers in\nAmerica. The president had invited the school of education of Western Reserve\nUniversity to provide the music for this occasion.\nThe songs for the normal school of 1839 were sung in costumes of the period.\nThe program was not only interesting historically, but was entertaining and of high\nquality. The presentation by the Mount Auburn and Hazeldell Training Schools\ndemonstrated the modern methods with children and indicated the high distinction\nof the program of music in the Cleveland public schools. The school of education\nprinted a special program, “One Hundred Years in Public School Music,” which\nincluded program notes indicating the sources of the materials used in the program,\nwith amusing quotations from the early books on music for the schools and the\ndiaries of Cyrus Peirce and Mary Swift.\nThe address of the evening was given by Payson Smith of the graduate school of\neducation at Harvard University. His title was “A Century of Teacher Education.”\nThe address was of such distinction in content and delivery that the Association\nhas ordered a large number of reprints to be furnished to the members.\nThe morning session on Saturday, February 25, opened at 9:15. This meeting was\nplanned in cooperation with the Teachers College Personnel Association, the presi¬\ndent of which, C. F. Malmberg, presided. The program was as follows:\nGeneral\n\nTopic: Ijnprovcd\n\nTeacher\n\nPersonnel\n\n(a) Personnel Programs and the National Survey of Teacher\nPrescott, Rutgers University, New Brunswick, N. J.\n\nTraining — Daniel A.\n\n(b) The Cooperative Program of Teachers College Personnel Association — J. D.\nHeilman, Colorado State College of Education, Greeley, Colo.\n(c) An Evaluation of the Results of the Personnel Work of Teachers Colleges —\nM. Ernest Townsend, president, State Teachers College, Newark, N. J.\nMr. Prescott did not make\n\na formal\n\naddress\n\nAfter the conclusion of the formal program\npresided over the business session.\n\nand it is not therefore included.\nPresident Thomas\n\ntook the chair and\n\nO. P. Dellinger, chairman of the special Committee on Graduate Work, presented\nits report, which was adopted and the Committee continued.\nFrank D. McElroy, chairman of the Committee on Finance Forms, reported that\na suggested Manual of Accounting Procedure for Teachers Colleges had been com-\n\n"}
{"page": 371, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n367\n\nColleges\n\npleted under the direction of Edward V. Miles, Jr., associate professor of economics\nand business manager of the Southern Illinois State Normal University. This manual\nhas been mimeographed and distributed under the joint auspices of the American\nAssociation of Teachers Colleges and the Financial Advisory Service of the Ameri¬\ncan Council on Education. Professor Miles was employed by the committee to do\nthe detail work on the manual. The report was adopted, the Committee continued,\nand the report referred to the Executive Committee for further action.\nPresident R. W. Fairchild, chairman, reported for the Committee on Standards\nand Surveys. The report was adopted. President Fairchild introduced Mr. Evenden, who presented the new Standards for Graduate Work in Teachers Colleges.\nThese standards were an outgrowth of an investigation under the direction of Mr.\nEvenden into the practices and problems of the teachers colleges in this field and\nreported upon at the meeting in 1938. A further investigation was made during the\npast year and the results considered by the Committee on Graduate Work and the\nCommittee on Standards. The Standards were adopted.\nPresident C. C. Sherrod, chairman\nreport. The report was adopted.\n\nof the Committee\n\non Accrediting,\n\nThe secretary asked and was granted permission to print his report.\nDean Ashbaugh presented the report of the Resolutions Committee,\nadopted, as follows:\n\nREPORT\n\nOF THE\n\nRESOLUTIONS\n\nmade\n\nhis\n\nwhich\n\nwas\n\nCOMMITTEE\n\nHaving given careful consideration to all topics suggested to us and feeling that\nit is impossible to pay tribute individually to all persons to whom it is due, the\ncommittee decided to leave out all names of living persons and presents herewith\nits report. Resolved:\n1. That the American Association of Teachers Colleges express its appreciation\nto the officers responsible for this series of programs and to all participants\nthereon.\n2. That we hold in affectionate memory the names and services of our colleagues\nwho have passed on since the last annual meeting:\nPresident G. E. Maxwell, State Teachers College, Winona, Minn., 1904-39\nPresident G. A. McFarland, State Teachers College, Minot, N. Dak.,\n1922-38\nPresident R. E. Offenhauer, Bowling Green State University, Bowling\nGreen, Ohio, 1937-38\nPresident G. M. Snodgrass, State Teachers College, La Crosse, Wis.,\n1926-39.\n3. That we express to the National Education Association our appreciation for\nthe service of the Research Division during the past year, and respectfully\nrequest the continuation of this markedly valuable assistance.\n4. That we recommend to the member institutions that they observe in an appro¬\npriate manner the centennial of the founding of the first publicly supported\nteacher-training institution in America.\n5. That the American Association of Teachers Colleges commend the federal\ngovernment for the services of the National Youth Administration during the\npast year and request the continuance of financial aid to students.\n6. That we commend the achievement in certain states in establishing a fouryear preservice training period for elementary teachers and the movement\nin other states toward this same goal.\nE. J. Ashbaugh,\nRobert\n\nG.\n\nJ. T. Anderson\nLeon\n\nChairman\n\nBuzzard\n\nR. Meadows\n\nC. A. Howard\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNational\n\nPresident Gammage\n\nAssociation\n\nreported for the Auditing\n\nREPORT\nWe\n\nEducation\n\nOF\n\nTHE\n\nhave carefully examined\n\nCommittee\n\nAUDITING\n\nas follows:\n\nCOMMITTEE\n\nthe official audit of the accounts\n\nof the Association\n\nand find everything accurate and in order. The audit was made by Forest E. Fergu¬\nson & Company, certified public accountants of Binghamton, New York.\nThe income of the Association for the year ending December 31, 193S, was\n$10,429.66. The expenses were $6,S50.70, leaving a net income for the year of\nby\n$3,578.96.\nThe net worth of the Association on December 31, 1938, was $8,712.65, represented\nCash on Hand in Banks .\nAccounts Receivable .\nFurniture\n\nand Office Equipment .\n\nLess — Deferred\nNet Worth\n\nIncome\n\n$7,885.60\n431.75\n450.30\n\n.\n\n55.00\n$8,767.65\n\n.\n\n$8,712.65\n\nOne section of the report is of particular interest. We\nincome and expense for the past several years:\nYears\nTotal income .\nTotal expenses .\n\n1935\n\n1936\n\n$3,929.77\n4,282.44\n\n$5,559.63\n4,452.05\n\nsubmit a brief summary\n1937\n\nof\n\n193S\n\n$5,603.18\n$10,429.66\n4,416.59\n6,850.70\n\nWe submit this report together with the recommendation that the accounts and the\naudit for the year ending December 31, 1938, be approved.\n\nThe\n\nreport was\n\nGrady\n\nGammage\n\nRalph\n\nSwetman\n\nadopted.\n\nThe secretary called the attention of the association to the change in the con¬\nstitution which had been proposed the previous year and of which the members had\nbeen notified in accordance with the constitution. This change in the constitution\nwas adopted, without discussion, as follows: “That on and after 1942 all member\ninstitutions shall meet the Standards of the Association, and that no applicant shall\nbe accepted after 1939 who does not fully meet the Standards of this Association.”\nThe elections committee reported the election of the following officers:\nPresident — Charles C. Sherrod, President, State Teachers College, Johnson City,Tenn.\nVicepresident — Frank D. McElroy, President, State Teachers College, Mankato,\nMinn.\nMember of the Executive Committee, for three years — H. L. Donovan,\nState Teachers College, Richmond, Ky.\n\nPresident,\n\nThe new officers were introduced. President Thomas turned the gavel over\nPresident Sherrod, who replied appropriately, and the meeting adjourned.\n\nto\n\nOn Saturday afternoon the American Association of Teachers Colleges joined the\nSecond Annual Joint Conference on Teacher Education in the United States. The\nprogram was planned by Karl W. Bigelow, director of the Commission on Teacher\nEducation of the American Council on Education, as the representative of the co¬\noperating groups. The meeting was held in the ballroom of the Hotel Hollenden\nwhich was filled to capacity. The general topic was “Next Steps in Teacher\ncation.” Payson Smith presided, as chairman of the Commission on Teacher\ncation. The following program was carried out:\n\nEdu¬\nEdu¬\n\n"}
{"page": 373, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n369\n\nSpeakers :\nNeeds and Challenges in Teacher Education\nGrayson N. Kefauver, dean, School of Education, Stanford\nCooperation in the Improvement of Teacher Education\nKarl W. Bigelow, director, Commission\ncil on Education\n\non Teacher\n\nUniversity\n\nEducation, American\n\nSymposium:\nMary D. Barnes, eastern regional director, Department\nNational Education Association\n\nof Classroom\n\nFred G. Holloway, president, Western Maryland College\nLloyd W. King, state superintendent of public schools, Missouri\nHarl R. Douglass, director, Division of Education, University of North\nE. E. Oberholtzer, superintendent of schools, Houston, Texas\nH. A. Sprague, president, State Teachers College, Montclair, N. J.\nThe addresses of Dean Kefauver\nYearbook of the association.\n\nand Mr. Bigelow\n\nCoun¬\n\nTeachers,\n\nCarolina\n\nare printed in the Eighteenth\n\nThru the courtesy of W. M. Gregory, director of the Educational Museum in\nCleveland, arrangements were made for displaying stereopticon slides furnished\nby the members of the association in the lobby outside the assembly hall before and\nafter the meetings.\nThe celebration of the one hundred years of publicly-supported teacher education\nhas received the attention of the committees of the association. During the meeting\nan exhibition of materials from the State Teachers College at Framingham, the\nfirst publicly-supported institution for the education of teachers to be founded in\nthe United States, was held in the lobby and created a great deal of interest. It in¬\ncluded original documents and was arranged by Anne Rochefort from the staff of\nthe Framingham State Teachers College.\nIn connection with the annual meeting, the Accrediting Committee met on Febru¬\nary 22 and 23; the Standards Committee on February 23; and the combined com¬\nmittees on February 23.\nThe Executive Committee met on Saturday evening following the general meet¬\nings of the association, to receive the requests of the committees and plan the activi¬\nties of the association for the following year.\nThe Standards Committee reported the activities which\ntion with the revision of the Standards.\n\nwere\n\nArrangements were made for a study of personnel, under\nPresident M. Ernest Townsend.\n\nplanned\n\nin connec¬\n\nthe chairmanship\n\nof\n\nThe printing of the Manual of Accounting Procedure for Teachers Colleges in\ncooperation with the American Council and the arranging of conferences was\napproved.\nA program for the celebration of the one hundredth year of publicly-supported\nteacher education was approved and President R. L. West accepted the responsi¬\nbility for carrying out this program, a committee to be appointed.\nAll these activities received\ngram of the association.\n\nbudget\n\nsupport,\n\nand\n\nindicate the expanding\n\npro¬\n\nPresident Albert Lindsay Rowland, State Teachers College, Shippensburg, Penn¬\nsylvania, was appointed for five years to the Standards Committee. President R. W.\nFairchild was designated as chairman of the Standards Committee.\nPresident Grady Gammage, State Teachers College, Tempe, Arizona, was\nappointed a member of the Accrediting Committee for five years. President George\nA. Selke was designated as chairman of the Accrediting Committee.\nPresident J. L. Jarman, State Teachers College, Farmville, Virginia, was\npointed to act as a delegate to the American Council on Education.\nThe following Nominating Committee was appointed:\nZone\n\nI. Principal L. R. Gregory, Fredonia,\nWelte, New Britain, Conn.\n\nN. Y. ; alternate, President\n\nap¬\n\nH. D.\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNational\n\nZone\n\nEducation\n\nAssociation\n\nII. President R. M. Steele, California, Pa.; alternate, President\nbough, Glenville, W. Va.\n\nE. G. Rohr-\n\nZone IIT. Dean Wm. H. Zeigel, Cleveland, Miss.; alternate President W. H. Mc¬\nConnell, Denton, Texas.\nZone IV. President Paul V. Sangren, Kalamazoo, Mich.; alternate, President Ralph\nN. Tirey, Terre Haute, Ind.\nZone V. President J. T. Anderson, Wayne, Nebr. ; alternate, President J. D. Hill,\nSuperior, Wis.\nZone VI. President C. A. Howard, LaGrande, Ore.; alternate, President H. C.\nGossard, Las Vegas, N. Mex.\nCharles W.\n\nHunt\n\nwas\n\nreappointed\n\nas secretary-treasurer\n\nLIST OF ACCREDITED\n\nof the association.\n\nINSTITUTIONS— 1939-40\n\nLongest curriculum which has been approved indicated in number of years before\neach institution. The Association does not attempt to accredit graduate work.\nInstitution\n\nLocation\n\nPresident\n\nAlabama\n\nFlorence .\nJacksonville .\nLivingston .\nTroy .\n\n4/State\n4/State\n4/State\n4/State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege\nCollege\nCollege\nCollege\n\nJ.\nC. A.\nW. Keller\nDaugette\nN. F. Greenhill\nCharles B. Smith\n\nArizona\n\nFlagstaff .\n4/Arizona State Teachers College .\nTempe .\n. . . . 4/Arizona State Teachers College .\n\nT. J. Tormey\nGrady Gammage\n\nArkansas\n\nArkadelphia .\nConway .\n\n4/Henderson State Teachers College .\n4/Arkansas State Teachers College .\n\nJoseph A. Day\nH. L. McAlister\n\nCalifornia\n\nFresno .\n\n4/Fresno State College .\nSan Diego .\n4/San Diego State College .\nSan Francisco. . . . 4/San Francisco State College .\n\nFrank W. Thomas\nWalter R. Hepner\nA. C. Roberts\n\nColorado\n\nGreeley .\nGunnison .\n\n4/Colorado State College of Education.\n. . . 4/ Western State College .\n\n. . George W. Frasier\nC. C. Casey\n\nConnecticut\n\nNew\nNew\n\nBritain .\nHaven .\n\nDistrict\n\n4/State Teachers College .\n4/State Teachers College .\n\nH. D. Welte\nF. E. Engleman\n\n4/Miner Teachers College .\n4/Wilson Teachers College .\n\nE. A. Clark\nE. C. Higbie\n\n4/South Georgia Teachers College .\n4/Georgia State College for Women .\n\nMarvin S. Pittman\nGuy H. Wells\n\nof\n\nColumbia\n\nWashington .\nWashington .\nGeorgia\n\nCollegeboro .\nMilledgeville .\n\n"}
{"page": 375, "printed_page": null, "text": "American\n\nAssociation\n\nLocation\n\nof\n\nTeachers\n\nColleges\n\n371\n\nPresident\n\nInstitution\n\nIllinois\n\nCarbondale .\n\n4/Southern Illinois State Normal\nversity .\n\nUni¬\n\nCharleston .\n\n4/Eastern Illinois State Teachers\nlege .\n\nCol¬\n\nChicago .\nDeKalb .\n\n*3/Chicago Teachers College .\n4/Northern Illinois State Teachers\nlege .\n\nMacomb .\n\n4/Western Illinois State Teachers Col¬\nW. P. Morgan\nlege .\n_ - _.\nR. W. Fairchild\n4/Illinois State Normal University .\n\nNormal .\n\nRoscoe Pulliam\nRobert G. Buzzard\nJohn A. Bartky\nCol¬\n\nKarl L. Adams\n\nIndiana\n\nIndianapolis .\n\nMuncie .\nTerre Haute .\n\n4/College of Education,\nsity .\n\nButler Univer¬\n\nW. L. Richardson,\n\n4/Ball State Teachers College. . . .\n4/Indiana State Teachers College\n\nDean\nL. A. Pittenger\nRalph N. Tirey\n\n4/Iowa State Teachers College. . .\n\nO. R. Latham\n\n4/Kansas State Teachers College .\n4/Fort Hays Kansas State College .\n4/Kansas State Teachers College .\n4/College of Education, University\nWichita .\n\nThomas W. Butcher\nC. E. Rarick\nW. A. Brandenburg\n\nIowa\n\nCedar Falls .\nKansas\n\nEmporia .\nHays .\nPittsburg .\nWichita .\n\nof\nLeslie B. Sipple, Dean\n\nKentucky\n\nBowling Green. . . 4/Western Kentucky State Teachers Col¬\nPaul L. Garrett\nlege .\nMorehead .\n4/Morehead State Teachers College .\nHarvey A. Babb\nMurray .\n4/Murray State Teachers College .\nJames H. Richmond\nRichmond .\n4/Eastern Kentucky State Teachers Col¬\nH. L. Donovan\nlege .\nLouisiana\n\nLafayette .\nNatchitoches .\n\n4/College of Education, Southwestern\nLouisiana Institute .\n4/Louisiana State Normal\n\nCollege .\n\nF. M. Hamilton, Dean\nA. A. Fredericks\n\nMaryland\n\nTowson .\n\n4/State Teachers College .\n\nM. Theresa Wiedefeld\n\nMichigan\n\nDetroit .\nKalamazoo .\nMarquette .\nMt. Pleasant .\nYpsilanti .\n\n4/Teachers College, Wayne University. . . W. E. Lessenger, Dean\nPaul V. Sangren\n4/Western State Teachers College .\nW. H. Pearce\n4/Northern State Teachers College .\nE. C. Warriner\n4/Central State Teachers College .\n4/Michigan State Normal College .\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\n*First degree class June 1939.\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\n\nCharles R. Sattgast\nHerbert Sorensen\nFrank D. McElroy\nR. B. MacLean\nGeorge A. Selke\nA. T. French, Acting\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nLocation\n\nAssociation\n\nPresident\n\nInstitution\n\nMississippi\n\nCleveland .\n\n. 4/Delta State Teachers College .\n\nW. M. Kethley\n\nHattiesburg .\n\n. 4/State Teachers College .\n\nJ. B. George\n\nMissouri\n\nCape Girardeau. . 4/Southeast Missouri State Teachers Col¬\nW. W. Parker\nlege .\nKansas City. . . . . 4/Teachers College of Kansas City .\nJames C. Bond\nKirksville .\n. 4/Northeast Missouri State Teachers ColWalter H. Ryle\nlege .\nMaryville .\nSt. Louis .\n\n. 4/Northwest Missouri State Teachers College .\n. 4/Harris Teachers College .\n\nSt. Louis .\n\n. 4/Stowe Teachers College .\n\nSpringfield .\n\n. 4/Southwest Missouri State Teachers College .\n\nWarrensburg. . . . . 4/Central Missouri State Teachers\nlege .\n\nUel W. Lamkin\nC. G. Vannest,\nPrincipal\nRuth M. Harris,\nChairman in Charge\n\nCol-\n\nRoy Ellis\nG. W. Diemer\n\nMontana\n\nDillon .\n\n. 4/Montana\n\nState Normal\n\n. 4/Nebraska\n. 4/Nebraska\n. 4/Nebraska\n. 4/Nebraska\n\nState\nState\nState\nState\n\nCollege .\n\nSheldon E. Davis\n\nCollege .\nCollege .\nCollege .\nCollege .\n\nRobert I. Elliott\nHerbert L. Cushing\nW. R. Pate\n\nNebraska\n\nChadron .\nKearney .\nPeru .\nWayne .\nNew\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nJ. T. Anderson\n\nHampshire\n\nKeene .\nPlymouth .\nNew\n\n. 4/Keene Normal School .\n. 4/Plymouth Normal School .\n\nWallace E. Mason\nErnest L. Silver\n\nJersey\n\n*Glassboro .\nJersey City .\nNewark .\nTrenton .\n\n. 4/State\n. 4/State\n. 4/State\n. 4/State\nUpper Montclair . 4/State\n\nNew\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\nCollege .\n\nEdgar F. Bunce\nRoy\nL. Shaffer\nM. Ernest\nTownsend\nRoscoe L. West\nH. A. Sprague\n\nMexico\n\nLas Vegas .\nSilver City .\nNew\n\n. 4/New\n. 4/New\n\nH. C. Gossard\nMexico Normal University .\nMexico State Teachers College. . . H. W. James\n\nYork\n\nAlbany .\nBuffalo. . . .\nFredonia .\n\n. 4/State College for Teachers .\n. 4/State Teachers College .\n. 3/State Normal School .\n\nGeneseo .\n\n. 3/State Normal\n\nSchool .\n\nNew\n\nPaltz .\n\n. 3/State Normal\n\nSchool .\n\nOneonta .\n\n. 3/State Normal\n\nSchool .\n\n^Subject to reinspection.\n\nA. R. Brubacher\nHarry\nW. Rockwell\nL. R. Gregory,\nPrincipal\nJames B. Welles,\nPrincipal\nL. H. van den Berg,\nPrincipal\nCharles W. Hunt,\nPrincipal\n\n"}
{"page": 377, "printed_page": null, "text": "American\n\nAssociation\n\nLocation\n\nof\n\nTeachers\n\nInstitution\n\n*Oswego .\n\n3/State Normal\n\nSchool .\n\nPotsdam .\n\n3/State Normal\n\nSchool .\n\nColleges\n\n373\n\nPresident\nR. W. Swetman,\nPrincipal\nO. H. Voelker,\nActing Principal\n\nNorth\n\nCarolina\n\n4/Asheville Normal\n\nBoone .\nCullowhee .\nGreenville .\n\n4/Appalachian State Teachers College. . .\n4/Western Carolina Teachers College. . . . H. T. Hunter\nLeon R. Meadows\n4/East Carolina Teachers College .\n\nNorth\n\nand Teachers College.\n\nFrank C. Foster, Dean\nof Education\nB. B. Dougherty\n\nAsheville .\n\nDakota\n\n^Dickinson .\n*Ellendale .\n*Mayville .\n*Minot .\n*Valley 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\nE. S. Hatch, x^cting\nJ. C. MacMillan\nCyril W. Grace\nC. C. Swain\nJames E. Cox\n\nOhio\n\nBowling Green. . . 4/Bowling Green State University .\nCleveland .\n4/School of Education, Western Reserve\nUniversity .\nCleveland .\n4/Sisters College .\n*Kent .\nOxford .\nWilmington .\n\n4/Kent State University .\n4/School of Education, Miami Univer¬\nsity .\n4/ Wilmington College .\n\nFrank Prout\nH. N. Irwin, Dean\nJohn R. Hagan,\nDirector\nKarl C. Leebrick\nE. J. Ashbaugh, Dean\nWalter L. Collins\n\nOklahoma\n\nAda .\nAlva .\nDurant .\nEdmond .\nTahlequah .\nWeatherford .\n\n4/East Central 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 O. 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 .\n4/State\nCalifornia .\n4/State\nClarion .\n4/State\nEast Stroudsburg 4/State\nEdinboro .\n4/State\nIndiana .\n4/State\nKutztown .\n4/State\nLock Haven .\n4/State\nMansfield .\n4/State\nMillersville .\n4/State\nShippensburg . . . . 4/State\nSlippery Rock _\n4/State\nWest Chester. . . . 4/State\n•Subject to reinspection.\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. Rohrbach\nJ. G. Flowers\nJoseph\nF. Noonan\nLandis Tanger\nA. L. Rowland\nCharles S. Miller\nCharles S. Swope\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNational\n\nLocation\nSouth\n\nEducation\n\nAssociation\n\nInstitution\n\nPresident\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. . . . 4/State Teachers College .\nMemphis .\n4/State Teachers College .\nMurfreesboro. . . . 4/State Teachers College .\nNashville .\n4/Tennessee Agricultural & Industrial\nState Teachers College .\n\nC. C. Sherrod\nJ. W. Brister\nQ. M. Smith\nW. J. Hale\n\nTexas\n\nAlpine .\nCanyon .\nCommerce .\nDenton .\nHuntsville .\nNacogdoches .\nSan Marcos .\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 . .\n4/Stephen F. Austin State Teachers Col¬\nlege .\n. .\n4/Southwest Texas State Teachers Col¬\nlege .\n\nH. W. Morelock\nS. A.\nH. Hill\nWhitley\nJ.\nW. J. McConnell\nCharles N. Shaver\nA. W. Birdwell\nC. E. Evans\n\nVirginia\n\nEast Radford. . . . 4/State Teachers College. . .\nFarmville .\n4/State Teachers College. . .\nFredericksburg. . . 4/Mary Washington College\nHarrisonburg. . . . 4/Madison College .\n\nD. W. Peters\nJ. L.L. Jarman\nM.\nCombs\nS. P. Duke\n\nWashington\n\nBellingham .\n\n4/Western Washington College of Edu¬\ncation .\n\nC. H. Fisher\n\nCheney .\n\n4/Eastern Washington College of Edu¬\ncation .\n. .\n\nR. T. Hargreaves\n\n4/Central Washington College of Edu¬\ncation .\n\nR. E. McConnell\n\nEllensburg .\nWest\n\nVirginia\n\nAthens .\n4/Concord State Teachers College .\nFairmont .\n4/Fairmont State Teachers College .\nGlenville .\n4/Glenville State Teachers College .\nHuntington .\n4/Marshall College .\nShepherdstown. . . 4/Shepherd State Teachers College .\nWest Liberty. . . . 4/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 .\n4/The Stout Institute .\nMilwaukee .\n4/State Teachers College .\nOshkosh .\n4/State Teachers College .\nPlatteville .\n4/State Teachers College .\nRiver Falls .\n4/State Teachers College .\nStevens Point. . . . 4/Central State Teachers College .\nSuperior .\n4/State Teachers College .\n\nH. A. Schofield\nC. A. Whitney, Acting\nB. E. Nelson\nFrank E. Baker\nForrest E. Polk\nA. M. Royce\nJ. H. Ames\nPhilip H. Falk\nJ. D. Hill\n\n"}
{"page": 379, "printed_page": null, "text": "c. American\n\nEducational\n\nAssociation\n\nT^e search\n\n"}
{"page": 380, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nAmerican\n\neducational\n\nresearch\n\nNOTE\n\nassociation,\n\na Department\n\nof\n\nthe National Education Association , was formed at the Cincinnati meet¬\ning in 1915. At first its name was the National Association of Directors\nof Educational Research. This organization met regularly at the time of\nthe winter convention. In 1929 the Association applied to become the\nDepartment of Educational Research in the National Education Associa¬\ntion. The proper notice was given at the Atlanta meeting in 1929, and\nfinal action in creating the Department was taken at the Columbus, Ohio,\nmeeting on July 3, 1930. The research organization brings with it a\nhistory rich in achievements and places the National Education Associa¬\ntion in closer touch with colleges, universities, and research agencies.\nThe officers of the Department for the year 1939-40 are: president,\nBess Goodykoontz, Assistant Commissioner of Education, United States\nOffice of Education, Washington, D. C.; vicepresident. Carter V. Good ,\nProfessor of Education, Teachers College, University of Cincinnati, Cin¬\ncinnati, Ohio; secretary-treasurer, William G. Carr, Director, Re¬\nsearch Division, National Education Association, Washington, D. C.;\nexecutive\n\ncommittee,\n\nDouglas\n\nE. S cates, Associate\n\nProfessor\n\nof Edu¬\n\ncation, Duke University, Durham, N. C.; W. A. Brownell, Professor of\nEducational Psychology, Duke University, Durham, N. C.; officers of\nthe Department, ex officio.\nThe annual dues, $5, are payable to the American Educational Research\nAssociation, 1201 16th Street, N. W ., Washington, D. C. The chi-ef pub¬\nlications are the review of educational research and the official\nreport.\n\nFacts\n\nrelating\n\nto the establishment\n\nand\n\nthe\n\nrecord of meetings are found in earlier volumes of proceedings\nfollows:\n\nas\n\n1930 -.331-332\n1931 -.415-432\n1932 -.357-376\n\nof this Department\n\n19 33:377-394\n1934 -.361-386\n1935:327-348\n\n[ 376 ]\n\n1936 -.231-237\n1937 -.257-278\n1938:341-362\n\n"}
{"page": 381, "printed_page": null, "text": "THE\n\nSTANFORD\n\nTION\n\n; AND\n\nSOCIAL\n\nASSISTANT\n\nEDUCATION\n\nOF\n\nPROFESSOR\n\nUNIVERSITY,\n\nINVESTIGATION\n\nSTANFORD\n\nEDUCATION,\n\nCALIF.\n\nTheselected\nStanford\ninvestigation\nan effort\nto workSeattle,\nwith\nteachers social\nfrom education\nDenver, Colorado;\nSalt is\nLake\nCity, Utah;\nWashington; Eugene, Oregon; Los Angeles, Pasadena, Long Beach, Menlo\nSchool and Junior College, Redwood City, and Fortuna, California, in order\nto aid them in experimentally developing more effective programs\ntion and social education.\n\nI.\nJAMES\n\nQUILLEN,\n\nCODIRECTOR, STANFORD\nThe major objectives\nof the investigation SOC\nare:\nIAL\n\nI. To\n\nEDUCATION\n\nof instruc¬\nINVESTIGA¬\n\nset forth a clear conception of the desirable directions of student growth\n\non the secondary-school\n\ndesired democratic\n\nlevel. This involves a statement\n\nof\n\nvalues within the realities of our culture\n\ndeveloping programs of social education by using the resources of the social\nstudies in developing the desired behavior characterist\nand achieving the\nics\nvalues of a democratic culture. This involves assisting teachers\n\n.\nThe\nnatur\ne\n\nheritage of our people and their hope for the future, and tempered\nworld\nrealities of a presentd\nay\n\ngrams\n\nby the\n\nof social educatio\n\nf\nt\ns\nw\nn or heir chools hich will lead toward the most\neffectiv develop\nof the personali\no t\ns\nand the achieve¬\nties f heir tudents\nment ofe democratmentvalues\nic\nfor use in such a program\n\nare not now\n\navailab\n\norder to determi\nn\n\nle\n\ne\n\nthe most desirab\nl\n\ne\n\nkinds of learnin\ng\n\nsituatio\n\nns\n\nthat take place as a result of the\nand develo\no g\nand directi\npment\non f rowth\nofprtohgram.\ne pre\nsent\ncu\nand region which will facilitat the changes in\nand groups in theltucroemmaunni\nd tiy\ne\nB\nthe hand\nto strength\nand particul\nthat seem dtes stirreanbdls\nsocial educatio\ne,\narly\n.\nen\nn\nThe value\nand teachers who are working in their own com¬\nof thosseto abdemiancihsiteved\nra\nin\nC\nmunities for such chtaonrgses. terms of the demo\ncratic co\n.\nDesirable\nnception\ncharacteris\nof life\ntics of be\nhavior ne\neducati\nas\ncessary to\non\nthe achiev\nement of\nthe\nD\n.\nThe place\nand role\nof social\ne\nfor sodciuaclatieodnucain develo\nd\na\nn\ne\nd\nv\nI\nelopm\ntion\nping these\nent\nI\nTo help co\ncharacteris\ntics.\nopera.\nting teache\nrs become\n[\n377\n]\nleaders in\ntheir school\ns and regi\nons in\n\n"}
{"page": 382, "printed_page": null, "text": "378\n\nNational\n\nEducation\n\nAssociation\n\nD. The implications of newer researches in social education (e.g., Commission\non the Secondary School Curriculum, Commission on the Relation of School\nand College, Commission on the Social Studies of the American Historical\nAssociation, etc.)\nE. The relationship of the subjectmatter of the social sciences to social education\nF. The relationship between social education and regional planning.\nV. To make available and circulate as widely as possible the results of the experi¬\nmentation and study developed by this project to all interested teachers of social\neducation, administrators, faculties of teacher-education\nlike, on such problems as\nA. Stating a philosophy\nB. Formulating objectives\nC. Organizing programs of study\nD. Providing and utilizing materials\nE. Technics of teaching\nF. Building evaluation programs\nG. Technics\n\nof stimulating\n\ninstitutions, and\n\nthe\n\nin-service growth.\n\nVI. To develop technics for evaluating the effectiveness of the type of experimenta¬\ntion that this project involves.\n\nThe plan for the investigation is as follows:\nEstablishing cooperating centers — The\n\ndirectors and staff members\n\nvisited\n\nhigh schools and junior colleges in the western states and selected cooper¬\nating schools for the project. These schools were selected on the basis of\n(a) leadership in the area, (b) quality of teaching staff, and (c) the attitude\nof the administration. An effort was made to select schools where the situa¬\ntion is most favorable to investigation and experimentation and where good\nwork will have the widest influence upon social education in the area.\nSelecting cooperating\n\nteachers — With\n\nthe cooperating\n\ncenters decided\n\nupon, the directors of the project spent some time in each center observing\nsocial studies teachers at work. On the basis of this survey, key teachers were\nselected for the project. Teachers were selected on the basis of readiness for\nand interest in investigation and experimentation and leadership in the local\nsituation and surrounding area. The objective was to get able teachers who\ncould not only carry forward investigation and experimentation but who\ncould also assume leadership in interpreting the results of their work to\nothers.\nSelecting members\n\nof the staff and establishing a library for the project —\n\nDuring the early part of 1939 members of the staff were chosen and a library\nof materials established. The members of the staff include: Lavone Hanna,\nspecialist in evaluation ; Robert N. Bush, who has had training in sociology\nand done extensive experimental work in the social studies curriculum ;\nMatthew Evans, who has done extensive work in the use of artistic resources\nin civilization courses; James Price, especially trained in economics, who has\ndone extensive experimental work in contemporary problems; Carlton C.\nJenkins, a leader in the Virginia curriculum revision program in the social\nstudies. In addition to these the summer staff included the following: Mar¬\ngaret Bennett, specialist in guidance and adolescent psychology; F. Melvyn\nLawson, who has developed experimental practices in relation to the civili-\n\n"}
{"page": 383, "printed_page": null, "text": "American\n\nEducational\n\nzation approach ; and William\nin directing programs\nPlanning\n\nResearch\n\nB. Brown,\n\nof curriculum\n\nwho\n\n379\n\nAssociation\n\nhas had extensive experience\n\ndevelopment.\n\nwith the cooperating teachers during the summer — The\n\nteachers\n\ncooperating in the project worked on the Stanford campus during the sum¬\nmer of 1939. At this time the group studied and discussed such problems as\nthe following: What cultural factors are important for social studies educa¬\ntion? What is the nature of individual growth and development? What is\nthe nature of adolescent needs and how\nWhat\n\nare sound\n\npurposes\n\nand\n\ndo they affect the education program\n\nobjectives for social education?\n\nsocial studies content best be selected? How\nbest be organized?\nmaterials\n\nWhat\n\nmaterials\n\nbe obtained ? What\n\nappropriate\n\nIn studying these problems\n\nwere\n\nsidering adolescent development\n\ncan\n\nthese\n\nlearning are most\n\nWhat\n\nare the best technics for\n\ndevelopment\n\nin the direction of desir¬\n\nutilized. Case studies were\n\nand needs. Discussions\n\nof pooling knowledge\n\nAs a conception\n\nhow\n\nthe results of various research projects in the\n\nsocial studies and education\nthe purposes\n\nuseful and\n\ntechnics of teaching and\n\nevaluating adolescent growth and\nable characteristics of behavior?\n\ncan\n\ncan the social studies program\n\nare most\n\nin social studies instruction?\n\nHow\n\n?\n\nused in con¬\n\nwere held daily for\n\nand clarifying ideas.\n\nof the basic issues became\n\nclarified the group\n\nof teachers\n\nfrom each school began to consider a conception of social studies instruction\nmost\n\nadequate\n\nfor the particular needs of its school situation. In all cases\n\nthe starting point was\nthe cooperating\n\nthe curriculum\n\nschools. The\n\nprogram\n\nnow\n\nin operation in each of\n\nstaff of the project and the teachers from other\n\nschools were helpful wherever\n\nand whenever\n\npossible. The\n\nobjective was\n\nto\n\nutilize the best experience and thought of the whole group. As the plan for\neach school program\n\ntook form, materials were\n\nunits developed,\n\nevaluation\n\nchanges\n\nand\n\ntentatively selected, source\n\ntechnics decided\n\nto be instituted in local programs\n\nupon\n\nin preparation\n\nduring the coming\n\nfor\n\nfall.\n\nDeveloping experimental programs in the cooperating schools — In the fall\nof 1939 the teachers in the cooperating schools will put the programs planned\nduring the summer\n\ninto experimental\n\nthe directors and members\ncontact\n\nwith\n\nMembers\n\noperation. As the programs\n\ndevelop\n\nof the staff of the project will keep in continuous\n\nthe cooperating\n\nteachers thru correspondence\n\nand visitation.\n\nof the staff will aid in selecting materials and trying them out ex¬\n\nperimentally. Aid will also be given in evaluation, in keeping records con¬\ncerning the experiment, and in interpreting and reporting results.\nSelecting and preparing materials — The staff of the project at Stanford\nselected and prepared materials suitable for use in the experimental programs.\nAs complete\nand\n\na selection of materials as possible was\n\nused by the cooperating\n\nmade\n\nof such\n\nmaterials\n\nteachers during the summer.\n\nas the radio, newspaper,\n\nand cinema, and suggestions for experimental\nteachers.\nWhere\nprepare\n\nadequate\n\ncollected in the library\nAnalyses\n\nwere\n\nperiodical, pamphlet,\n\nuse made\n\nto the cooperating\n\nmaterials are not available, the staff of the project will\n\nsuch materials\n\nwhenever\n\npossible. Outstanding\n\nresearches\n\nin the\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\nsocial sciences will be analyzed for suitable readings, photographs collected\nand organized, and some writing of pamphlets and similar materials carried\nforward. The staff will also prepare annotated bibliographies of materials\nsuitable for use in the cooperating schools.\nDeveloping\n\nevaluation\n\ntechnics — The\n\nevaluation\n\nspecialist on\n\nthe staff\n\nmade evaluation materials developed in various centers of the country avail¬\nable for teacher use, aided the cooperating teachers in preparing evaluation\ntechnics, keeping records and making reports, and developed evaluation\ntechnics when needed by the cooperating teachers. This type of service\nwill be continued thru the school year.\nProviding\n\nin-service educational\n\nopportunities\n\nwill have opportunity to secure aid from members\n\nfor teachers — Teachers\n\nof the staff of the project\n\nwhile actually meeting their problems in the classroom. They can also con¬\nsult with the members of the staff thru correspondence and request staff visits\nfrom time to time.\nConferences will be held at Stanford each summer during the period of the\nproject. At these conferences the work of the previous year will be carefully\nanalyzed and evaluated ; new developments in the social sciences and educa¬\ntion will be studied and discussed; and new plans will be projected for\nthe succeeding year.\nInterpreting and extending\ntation — As the programs\n\nthe values of the investigation and experimen¬\n\nin the cooperating\n\ncenters begin to function effec¬\n\ntively, technics for interpreting results to teachers in the surrounding areas\ncan be developed. This might be achieved thru (a) programs of visitation in\nthe cooperating schools; (b) regional meetings; (c) providing speakers for\ninstitutes and other local educational meetings; and (d) writing articles,\npamphlets, and monographs to be circulated among teachers. Materials and\nevaluation technics that have proved helpful will also be published.\nDirection\n\nof the investigation — The\n\nproject is under\n\nthe direction of\n\nGrayson N. Kefauver and I. James Quillen of the Stanford University\nschool of education. They will be aided by the administrative staffs of the\ncooperating schools.\nThe project will attempt to make the following contributions to general\neducation: It will (a) aid in clarifying educational purposes and values for\nsocial studies teachers; (b) establish closer cooperation between the work of\nthe university and the work of the public schools; (c) demonstrate virtues\nand deficiencies of various types of curriculum organizations, materials, and\nteaching and evaluation technics; (d) utilize research results already avail¬\nable in the social sciences and in education ; (e) test the value of an in-service\neducational program for teachers; (f) develop teaching and evaluation\ntechnics for various curriculum needs in the social studies; and (g) aid di¬\nrectly in the task of developing social competence thru social studies instruc¬\ntion in the cooperating schools, and, to some extent, in education generally.\n\n"}
{"page": 385, "printed_page": null, "text": "American\n\nEducational\n\nHEARING:\nPETER\n\nL. SPENCER,\n\nAN\n\nResearch\n\nAssociation\n\nEDUCATIONAL\n\nPROBLEM\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCLAREMONT,\n\nMuch\n\nis expected of a modern\n\nCLAREMONT\n\n381\n\nCOLLEGES,\n\nCALIF.\n\neducational institution. Educators\n\nhave\n\ncalled attention to the fact that the “whole child comes to school.” Natu¬\nrally, such an assertion implies that the school is expected to serve the\nwhole of the child while he is in attendance. That is rather a large order,\nbut it is one which must be met with reasonable effectiveness.\nSomeone\n\nhas called to our attention the concept that there is no such\n\nactual phenomenon as a “whole child.” All that the expression can signify\nis the particular conception of wholeness which is possessed by the one who\nuses it. Each day adds some modification and some increment of perceptive\nunderstanding concerning the nature of that wholeness. Frequently, the new\nunderstanding discloses inadequacies in educational practices which were\npreviously unchallenged. Correction of such practices in the light of better\nunderstanding of students’ needs is a basic aim of educational research.\nNot infrequently demands are made upon the schools by agencies outside\nthe organized educational institutions. Commonly such agencies have been\ndeveloped for the purpose of studying or of serving some particular aspect\nof human need. As they advance in their studies or as they develop effective\nservices, the agencies sense the importance of having their fields of interest\nincorporated within the concern of the school’s educational program. The\nsocial pressures from such agencies and their friends sometimes serve as an\nembarrassment to school administrators. More often they furnish an oppor¬\ntunity to secure desired adaptations of school practices.\nIn 1935 the National Society for the Prevention of Blindness issued a\nbulletin in which the assertion was made that “there is no good reason why\nteacher-training curriculums should not include instruction in the technic of\ntesting vision. Most teachers can master the intricacies of the objective\nachievement test in reading and arithmetic; likewise, they should be held\nresponsible for learning how to determine the ability of the child to gather\nby means of vision the knowledge measured by the achievement test.”\nEducationists have been stimulated by such an implied rebuke of their\npractices. Widespread and serious attempts have been made to discover what\nvisual functions are most important for educational achievement. How\nthose visual functions can best be measured\n\nand how the results of measure¬\n\nment may be interpreted with the greatest validity for educational prac¬\ntices are problems which have been studied intensively. Studies in that\nregard have disclosed many aspects of visual behavior which offer interesting\npossibilities. It may not be long before teacher-training curriculum will\ninclude an extensive consideration of visual problems. We may hope to de¬\nvelop educational practices which will not only conserve the visual abilities\nof the students but which may be able to develop even better visual func¬\ntioning than the pupils at present possess.\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nThe problems with hearing do not seem to have the dramatic appeal\nwhich are found with those of seeing. Some thirteen years ago the house\nof delegates of the American Medical Association adopted the following\nresolution: “Recognizing the fact that the most effective means for the\nprevention of deafness consists in the early detection of hearing impair¬\nment, thereby giving opportunity for the prompt removal of contributing\ncauses, and believing it to be one of the important functions of our public\nschool authorities to safeguard the integrity of the special sense organs as\nwell as the general health of the school child ; be it\nResolved , by the Section on Laryngology,\n\nOtology, and Rhinology\n\nof the\n\nAmerican Medical Association that it heartily favors the provision by our\npublic school authorities for regular, periodic examinations of the hearing\nof all public school children, such examination to be adequate to detect\neven slight degrees of hearing loss.”\nDuring recent years some progress has been made toward developing\ninstruments which are capable of measuring more adequately the hearing\nfunctions and there has been a gratifying growth in the number of schools\nwhich conduct regular caudiometric surveys. However, the studies of hear¬\ning and sound conducted in the schools are much less exhaustive in number\nand scope than are the studies of seeing and light. One wonders why such\nshould be the case when there is such an essential similarity between the\ntwo fields.\nThe statement occurs frequently in educational literature that a large\npercent of all that is known is experienced thru the eyes. Mills states that\n“fully 85 percent of all educational experience is visual.” Opposed to that\nidea, at least so far as language communication is concerned, is the finding\nreported by Rankin. He found that “listening ability or the ability to un¬\nderstand spoken language is the most frequently used of the four language\narts.” If that is actually the case the question, How\npertinent and timely one.\n\nwell do we hear? is a\n\nData concerning the prevalence of hearing defects and inabilities thruout the United States are not available. The studies which have been con¬\nducted in various centers give data which have been used in estimating the\ndegree of deafness likely to be found. The 1937 report of the WPA project\nfor the conservation of hearing of school children in New York City in¬\ndicates that of 770,130 children tested some 30,763 were found to have\n“impairments” in both ears. The number with “impairments” in one ear\nonly added about 4200 more to the group. This indicates that between\n4p2 percent and 5 percent of the children examined were judged to have\nan auditory impairment.\nThat figure is roughly comparable with the results obtained in a survey\nconducted in Minneapolis as reported in an article by Mr. Newhart. He\nstates that the percent of auditory defect reported in 1936 was 5.3. How¬\never, Mr. Newhart also cites a WPA project which considered the hearing\nconditions of rural children in Minnesota. The incidence of hearing loss\namong\n\nthe rural group was 13.6 percent. That indicates that rural as com-\n\n"}
{"page": 387, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n383\n\npared with urban children in Minnesota possess more than two and onehalf times as much hearing deficiency. This suggests that hearing may be\naffected by factors of the environment and by opportunities for proper\nmedical care. In substantiation of that point, Newhart\n\ncites a ten-year\n\naccomplishment in Minneapolis. He says: ‘‘The periodic testing of school\nchildren with the audiometer in Minneapolis over a ten-year period has\nproved the effectiveness of this procedure in definitely reducing the inci¬\ndence of hearing impairment in the school population. While this in part\nhas resulted from such factors as immunization, stricter isolation of cases\nof contagious disease and better hygiene, the marked drop from 8 percent\nin 1926 to 5.3 percent in 1936 is due chiefly to the production of a greater\ncommunity ear consciousness, especially on the part of parents.”\nStriking evidence of the need for the awakening of “ear consciousness”\nis disclosed by the results of the audiometric tests administered in the schools\nof Long Beach, California, during the current year. The testing program\nincluded sixteen schools. The names of the schools, the numbers of children tested, and\nare as follows:\n\nthe number\n\nName\n\nStarr King .\nJefferson .\nFremont .\nLongfellow .\nLafayette .\nBurbank .\nNaples .\nLee .\nMcKinley .\nAvalon .\nHorace Mann .\nWillard .\nSignal Hill .\nEdison .\nRoosevelt .\nStevenson .\nTotal .\n\nand percent of cases of hearing deficiencies\n\nNumber\n\nof school\n\nNumber\n\nwith\n\ntested\n\ndefective hearing\n\nPercent\n\n.\n.\n.\n.\n.\n.\n.\n.\n.\n\n73\n958\n244\n295\n346\n433\n76\n275\n139\n\n0\n19\n5\n8\n10\n\n0.00\n1.98\n\n.\n.\n.\n.\n.\n.\n.\n\n237\n322\n349\n113\n488\n414\n374\n\n.\n\n5136\n\n153\n11\n6\n11\n15\n18\n\n2.05\n2.71\n2.89\n3.46\n3.95\n4.00\n4.32\n4.64\n4.66\n5.16\n\n266\n27\n23\n\n5.31\n5.33\n5.56\n7.22\n\n203\n\n3.95\n\nThe percent of auditory deficiency for Long Beach is lower than that\nreported for either New York City or Minneapolis. However, there are\nsome striking variations among the different school populations within the\nLong Beach system. For example, the populations of the three schools\nshowing the smallest amount of hearing deficiency almost exactly equals\nthat of the three schools having the highest number with deficient hearing.\nThe numbers are respectively 1275 and 1276. The percent of deficiency\nfor the better hearing group was 1.88. That for the group with most\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nEducation\n\nAssociation\n\ndefective hearing was 5.96. In other words, the prevalence of hearing de¬\nficiency within three schools is more than three times as great as that which\nexists among three other schools within the same school system. What are\nthe causative factors which explain such a condition? What are the results\nof the condition upon school efficiency and pupil adjustment problems?\nThese are questions which we should like answered, but we have little\navailable data. One hundred and ninety-two children were examined by\nJames Houloose to determine the condition of their ears and coincidental\nconditions which have pertinence to auditory conditions. The results so far\nas the nine most frequently occurring conditions are concerned are as\nfollows :\n\nLongfellow .\nLafayette .\nBurbank .\nNaples .\nLee .\n\n. . 14\n.. 3\n. . 11\n. . 6\n\nMcKinley .\nAvalon .\n. .\nHorace Mann. . . . . .\nWillard .\n. .\n\n11\n13\n17\n\nSignal Hill .\nEdison .\nRoosevelt .\nStevenson .\n\n.. 5\n. . 26\n. . 18\n. . 27\n\nTotal .\n\n.. 192\n\n100.0\n44.4\n60.0\n62.5\n50.0\n14.3\n66.7\n63.6\n66.7\n45.5\n46.2\n52.9\n80.0\n23.1\n38.9\n29.7\n42.7\n\n50. 0\n66. ,7\n18.\n1\n33. .3\n36.\n29\n38. .4\n.5\n40 .4\n42 .0\n36 .0\n.9\n40 .7\n\n28.6\n33.3\n45.5\n\n42\n\n38.5\n\n66.7\n27.3\n23.0\n58.8\n40.0\n30.7\n55.6\n44.4\n\nates\n\n0.0\n27.8\n40.0\n75.0\n75.0\n14.3\n100.0\n18.1\n66.7\n0.0\n53.8\n35.3\n0.0\n42.3\n38.9\n40.7\n37.5\n\nd\n\nturbin\n\nged\n\n100\nTonsils\n.0\n0.0\n11.1\n55. 5\n40.\n0 60.0\n50. 0 25.0\n62.\n5 62.5\n\n50.0\n50.0\n60.0\n\nacte\n\n0.0\n50.0\n33.3\n33.3\n83.3\n66.7\n100.0\n60.0\n0.0\n25.0\n100.0 100.0\n33.3\n75.0\n37.5\n100.0\n14.3\n100.0 0.0*\n50.0\n85.7\n0.0\n0.0\n100.0 100.0\n77.7\n72.7\n90.9 154.6\n100.0\n25.0\n66.7 133.3\n42.9\n81.8\n81.8\n0.0\n23.0 100.0\n76.9\n53.8\n66.7\n64.9\n70.6\n82.3\n66.7\n180.0\n0.0\n100.0\n93.3\n15.4\n92.3\n69.2\n66.7\n54.5\n61.1\n72.2\n66.7\n74.0\n93.8\n7.4\n48.9\n60.4\n81.2\n65.6\n100.0\n88.9\n60.0\n\n50.0\n12.3\n35.7\n33.3\n18.1\n16.7\n27.3\n53.8\n35.3\n20.0\n38.5\n11.1\n29.7\n33.3\n\n.2\n* The percents in this column were calculated on the basis of cases who had not had their\ntonsils removed.\n\nThese data reveal that the school physician found enlarged turbinates in\n81 percent of the children with defective hearing. Retracted ear drums\nwere found in about two out of three instances. Sixty percent of the chil¬\ndren with tonsils suffered some enlargement of their tonsils. Practically\none-half of the children had discolored ear drums.\nThe children from the Stevenson school, the school having the highest\n\npercent of children with hearing deficiencies, exceeded the percents of coin¬\ncidence of symptoms reported for the whole group in the instances of dis-\n\ne\n\nJefferson .\nFremont .\n\n. . 2\n. . 18\n.. 5\n. . 8\n. . 8\n\nRetr\n\nStarr King .\n\nEnlar\n\nof school\n\nexamined\n\nName\n\nNumbe\nr\n\nPercent of Occurrence\n\n"}
{"page": 389, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\n385\n\nAssociation\n\ncolored ear drums, enlarged tonsils, adenopathy (cervical), and cerumen.\nThey had fewer tonsils removed than was the case for the city as a whole.\nThe children from the Jefferson school, a school with less than 2 per¬\ncent of children with hearing deficiencies, exceeded the percent of coinci¬\ndence of symptoms reported for the whole group in the instances of en¬\nlarged turbinates, retracted ear drums, moist turbinates, and malocclusion\nof the teeth. More of these children had had their tonsils removed than\nwas true of the city as a whole.\nIn order to examine further this divergent pattern of symptoms as shown\nby the children having greatest hearing deficiency as compared with those\nhaving the least hearing deficiency a comparison was made between the\nprofiles of the forty-one children from the schools showing least deficiency\nand the profiles for forty-five children from the schools having the greatest\npercent of hearing deficiency. The results are as follows:\nComparison of percents of occurrence of symptoms among the fortyone children from the schools having the smallest percents of hearing\ndeficiency with forty-five children from the schools having the highest per¬\ncents of such deficiency. The pupils from Starr King, Jefferson, Fremont,\nLongfellow, and Lafayette compose the first group. Those from Roosevelt\nand Stevenson Schools make up the second group.\nPercent of Occurrence\n\nLeast percent\ndeficiency _\n41\nLargest percent\ndeficiency.... 45\n\n2.1\n\n90.2\n\n78.0\n\n31.6\n\n36.6\n\n53.6\n\n56.2\n\n26.7\n\n43.9\n\n43.9\n\n5.7\n\n73.3\n\n28.9\n\n78.6\n\n66.6\n\n33.3\n\n40.0\n\n53.6\n\n40.0\n\n22.2\n\nThese results reveal that the children from the schools having the least\npercents of hearing deficiency show greater amounts of enlarged turbinates,\nretracted ear drums, moist turbinates, cerumen, and malocclusions than do\nthe children from\nficiencies.\n\nthe schools having greater percents of hearing de¬\n\nComparably, the children from the schools having the greatest percents\nof hearing deficiencies show greater amounts of enlarged tonsils, discolored\near drums, and disease of the neck glands. Fewer of these children had had\ntheir tonsils removed.\nIt appears, therefore, that the divergence of symptoms\n\nfound to exist\n\nbetween the children with hearing deficiencies who are in the schools hav¬\ning least deficiency in that regard as compared with the children from the\n\n"}
{"page": 390, "printed_page": null, "text": "National\n\n386\n\nEducation\n\nAssociation\n\nschools having the greater deficiency holds relatively constant as the number\nof cases of each population is increased. Those with the greatest hearing\ndeficiency tend to have greater amounts of symptoms pertaining to the\nthroat and neck. The reasons why this divergence occurs should be sought.\nHearing depends upon sound. However, sound patterns frequently in¬\nclude elements which are comparable in their effects to glare in the field\nof light. These affect the making of audiometric examinations as Newhart\nhas pointed out. He says, “No test can be accurate when made in the pres¬\nence of distracting or masking noise.” However, children pursue their\neducational tasks under such conditions. There is great need for studies of\nthe sound problem in order to determine how noise may be controlled in\nschool situations and what effect the lack of such control has upon educa¬\ntional efficiency and general health.\nSuch evidence as is available indicates that about 5 percent of the public\nschool children are deficient in auditory ability. There are wide variations\nbetween conditions found in different regions and also between different\nschool populations within the same system. Likewise there are wide differ¬\nences between the symptoms coincident with the hearing deficiency among\nchildren in the schools where much deficiency exists as compared with those\nwhere little deficiency exists. This field has been neglected too long. Serious\nstudy of it is badly needed.\n\nSCIENCE\nHARRY\n\nEDUCATION\n\nHOWARD\n\nGILBERT,\n\nAND\n\nLECTURER,\n\nCALIFORNIA,\n\nLOS\n\nPUPIL\n\nPREJUDICE\n\nUNIVERSITY\n\nANGELES,\n\nOF\n\nSOUTHERN\n\nCALIF.\n\nThe complexity of presentday economic and political situations necessi¬\ntates an increasingly large proportion of citizens who are able to think\nobjectively concerning their daily problems.\nThe stimulation of growth in ability to think objectively has long been\nan aim of the school science laboratory. Frequently, educators have as¬\nsumed that contact with the methods of problem solving used in the tech¬\nnical science field would produce an automatic carry-over of this objective\nattitude from the laboratory to nonschool life situations. Evidence sustain¬\ning this assumption is nebulous and unconvincing.\nAn investigation was undertaken to discover what influence contact\nwith upper grade secondary science exerted upon a pupil’s ability to ignore\nhis prejudices when he was confronted with nontechnical situations. Prob¬\nlem situations involving no scientific factual material were presented to\nan experimental group and to a control group. This was a test for objectiv¬\nity. Both groups were tested for prejudice on certain issues involved in\nthese problem situations. Both groups were tested for objectivity at the\nbeginning and at the close of the school year.\nIt appears that contact with science instruction produces no measurable\neffect on a pupil’s ability to ignore his prejudices.\n\n"}
{"page": 391, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n387\n\nCOMPARISONS\nBETWEEN\nCLASSMATES’\nESTIMATES\nAND SELF-ESTIMATES\nOF PERSONALITY\nDURING\nADOLESCENCE\nCAROLINE\n\nMC\n\nCANN\n\nUNIVERSITY\n\nTRYON,\nOF\n\nINSTITUTE\n\nCALIFORNIA,\n\nOF\n\nCHILD\n\nBERKELEY,\n\nWELFARE,\n\nCALIF.\n\nStudy of the findings of other investigators reveal that self-estimates of\npersonality or of personal and social adjustment, obtained thru the medium\nof questionnaires or other paper-and-pencil tests, show very little relationship\nwith estimates made by clinicians, teachers, or other observers. Similar lack\nof relationship was found comparing self-estimates with classmates’ estimates\nof personality for some 200 children during seven successive annual testings\nfrom the sixth to the twelfth grades. A verbal portrait-matching (guess who)\ntest which included some forty word pictures was used to obtain these data.\nThe children were directed to fill in the names of their classmates to fit the\nverbal portraits. In addition, each child was asked to regard himself as a\nmember of his class group and to put down his own name if he thought the\ndescription fitted him. The children were members of a group (U. C.\nGrowth Study of Adolescents) on which a variety of other information,\nincluding clinical and observational data had been accumulated over the\nsame seven-year period.\nThe\n\nsuggestion is offered that we abandon\n\nattempts to ‘ Validate” scores\n\non personal adjustment tests against “objective criteria” of emotional adjust¬\nment. It is further suggested that we examine test responses to determine\nwhy so many subjects perform in such a highly consistent and reliable fashion\non such tests. The general hypothesis is presented that subjects respond to\ntest items in a fashion appropriate to their needs. Specific hypotheses which\nI believe our data support, include the following: (a) Many children, when\nthey are having a difficult period in their development and when they are\ntense, unhappy, sensitive, and anxious, have a tendency to “close up,” to\nadmit less, to protect themselves. When they feel buoyant, secure, and happy\nthey are free to say damaging things about themselves, (b) Many individu¬\nals arrive quite early in their lives at a way of looking at themselves, and such\na stabilized attitude which is reflected in these tests simplifies their adjust¬\nment to the world in which they live.\nAmount of self-mention on the verbal portrait-matching test from the\nsixth to the eighth and ninth grades decreased. There was some increase in\namount again in the eleventh and twelfth grades. Amount of mention of\nclassmates did not follow this same pattern. I would suggest that the reason\nthere is this decrease and later increase in amount of self-mention is that\nin the eighth, ninth, and tenth grades many children are anxious and uncer¬\ntain about their personal attributes and about their status in and relation to\na rapidly changing social structure. Reticence would increase because they\nfeel insecure. In later years of high school other interests crowd out this\nprimary interest of establishing oneself with the group and they feel freer\nto mention themselves.\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nAssociation\n\nAgreement between self-estimates and classmates’ estimates varied widely\nfrom one characteristic or trait to another. To mention oneself in a fashion\nthat agreed with group opinion on such nonemotionally toned qualities as\ntalkative or silent was fairly common. To mention oneself as unkempt,\nhumorless, unfriendly, or fearful was rare; many of those who were judged\nby their peers to have these undesirable qualities said they were tidy, humor¬\nous, friendly, and daring and persisted in this type of self-estimate over a\nlong-time period. Such a set of stabilized attitudes probably served as a\nbuffer against unpleasant reality. It was rare for anyone to say of himself\nthat he was liked, sought after, or that he was considered good looking. In\nthe group mores such braggadocio is not tolerated. For most subjects the\npressure of the group mores simplifies their approach to the test. For the\nfew who do mention themselves in connection with these items, we have a\nsuggestion of an overpowering need to assert superiority.\nAbbreviated case studies of twelve individuals and their records over a\nsix-year period were examined.\n\nSECRETARY’S\n\nMINUTES\n\nAnnual Business Meeting, February 27, 1939\nPresident W. A. Brownell presided. Approximately sixty members of the\nAssociation were present. The minutes of the 1938 annual meeting were\napproved. The report of the Secretary-Treasurer was read and accepted.\nReports were received and accepted from the following committees :\nCommittee on Awards — Walter S. Monroe, chairman.\nAuditing Committee — In the absence of the chairman, the report was presented\nby Dr. Dreese\n\nand accepted.\n\nNecrology Committee — The following tribute was paid Lotus D. Coffman by Dr.\nPeik. Motion\n\ncarried that a copy be sent to Mrs. Coffman.\nLOTUS\n\nDELTA\n\nCOFFMAN\n\n1875-1938\nLotus Delta Coffman was born at Salem, Indiana, January 7, 1875. He died in\nMinneapolis, Minnesota, on September 22, 1938.\nHis life and career symbolize the open outlook toward the top and the wide\narea of service which democratic America offers to its favorite sons. The steps of\nprogress from a farmer boy to one of the great contemporary university presi¬\ndencies were these: rural school pupil; graduate, State Normal School at Terre\nHaute, Indiana, 1896; principal and superintendent of schools in Indiana, 18961907; bachelor’s degree from the University of Indiana in 1906; supervisor of\nthe Training School at Charleston, Illinois, 1907-09; graduate student at Indiana\nUniversity (M. A. 1910) ; graduate student and lecturer at Teachers College,\nColumbia University (Ph.D. 1911) ; supervisor again of the Training School,\nCharleston, Illinois, 1911-12; professor of education, University of Illinois, 191215; dean, College of Education, University of Minnesota, 1915-20; president,\nUniversity of Minnesota, 1920-38.\nThree states — Indiana, Illinois, and Minnesota — were in turn the local scene\n\n"}
{"page": 393, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n389\n\nof his activities as an educator, but the whole nation benefited from the contribu¬\ntions which he made as an author, teacher, administrator, research worker, and\npublic speaker.\nHis contributions to American education have been recognized by the award\nof honorary degrees by Carleton College, Indiana University, the University of\nMichigan, Northwestern University, the University of South Dakota, Williams\nCollege, George Washington University, and the University of Denver.\nHe served many educational commissions, institutions, and organizations with\nsane educational counsel and vigorous leadership. These included ten educational\nsurveys (North Dakota, Kansas, Texas, Missouri, California, North Carolina,\nRutgers University, New York University, the University of Chicago, and North¬\nwestern University). He was a trustee both of the Carnegie Corporation and\nof the Carnegie Foundation for the Advancement of Teaching. He has been\npresident or chairman of the National Association of State Universities, the\nNorth Central Association of Colleges, the National Society for the Study of\nEducation, the Association of Urban Universities, the College Teachers of Edu¬\ncation, the American Council on Education, the American Youth Commission, the\nMinnesota Commission on Land Utilization, and the National Commission of\nInquiry on Public Service Personnel.\nVery early in his career he collaborated on texts on methods in reading and\narithmetic. Later his productivity turned to the field of teacher education, his\ntwo chief contributions being The Social Composition of the Teaching Popula¬\ntion and Teacher Training Departments in Minnesota High Schools. Later his\npublications and addresses dealt with higher education, one of the best known\nbeing The State University : Its IV ork and Problems.\nThe characteristics of Mr. Coffman which made all respect him, and those\nwho knew him intimately love him, were: his democratic philosophy of life and\neducation; a frank, sincere, courageous spirit; an objective, penetrating analysis\nof problems which gave him exceptional clarity of thought and expression, an\nunbiased judgment and intellectual honesty. The democratic view, the scientific\norientation of education, and responsible academic freedom controlled his theory\nand practice. As an educator they gave to all his contributions a consistency\nand strength. Above all, he was modest, sympathetic, and loyal.\nThruout his professional career, he emphasized the painstaking, scientific\napproach to educational problems. As president of the University of Minnesota,\nhe pioneered in a movement for widespread research on the problems of higher\neducation. He was unusually successful in evaluating men and succeeded remark¬\nably in attracting to his institution young men of scholarship and of future dis¬\ntinction.\nHis faith in education was unflinching. He said: “It is my settled conviction\nthat democracy is nothing but a process of continuous education. To halt the\nprocess will mean the disintegration of democracy.” (From an address at the\nUniversity of Minnesota, 1932.)\nMr. Coffman was struck down in the midst of an attempt to assume again the\nvigorous leadership he had given the university, after a year of what had\nappeared to be a successful effort to regain his health. He is survived by Mrs.\nCoffman; his daughter, Mrs. Catherine Knutson; his son, William Mansfield\nCoffman; and his mother, Mrs. Laura C. Coffman.\nEditorial Board — Douglas E. Scates, chairman. Report presented advised the\nmembership: (1) that the Editorial Board was contemplating a cumulative index to\ncover all issues of the Review since its beginning, to be published in about a year;\n(2) a revised manual for contributors was prepared during the past year; (3) some\nslight physical changes were contemplated in the make-up of the Review, including\nelimination of some of the material now appearing on the front cover and listing\nthe entire set of issues of the Review on the inside or outside of the back cover page\nin topical order rather than in chronological order.\n\n"}
{"page": 394, "printed_page": null, "text": "National\n\n390\n\nEducation\n\nAssociation\n\nJoint Yearbook Committee — Final report presented by Dr. Rankin with rec¬\nommendation that since the committee’s work had been completed and the yearbook\npublished, this committee be officially discharged. (Committee discharged with\nvote of thanks.)\nCommittee on N omenclature — Report presented by Dr. Good pointed out that\neven tho Phi Delta Kappa is carrying forward the preparation of a dictionary of\neducational terms, it would seem strategic for the American Educational Research\nAssociation to retain a Committee on Nomenclature in order that there may be a\nmedium of cooperation between the two groups\nthat the committee be continued.\n\non the dictionary project. Agreed\n\nNational Committee on Research in Secondary Education — Dr. Ashbaugh, repre¬\nsenting the American Educational Research Association on this committee, reported\nthat the committee\n\nhad renamed\n\nitself “The\n\nNational\n\nCommittee\n\non Coordination\n\nin\n\nSecondary Education.” He recommended that the relationship of the American\nEducational Research Association to the new organization be continued.\nRepresentative on the National\nton no report was presented.\n\nCouncil of Education — In the absence of Dr. Nor¬\n\nNominating Committee — The Nominating Committee, H. A. Greene, chairman,\nOscar K. Buros, and Earle U. Rugg, submitted the following recommendations\nfor officers for the ensuing year:\nPf •esident: Bess Goodykoontz, Assistant Commissioner\nof Education, Washington, D. C.\nViccpr esident: Carter V. Good, Professor\nversity of Cincinnati, Cincinnati, Ohio.\nThe\n\nreport was\n\nunanimously\n\nof Education,\n\nTeachers\n\nU. S. Office\nCollege, Uni¬\n\naccepted.\n\nReport of the Executive Committee — Dr. Brownell\ntaken by the Executive Committee:\n1. Dr. Freeman\n\nof Education,\n\nreported the following\n\nhad been requested to succeed himself as a member\n\nactions\n\nof the Editorial\n\nBoard for a three-year term and had consented.\n2. Newton Edwards had been appointed a member of the Committee on Awards\nsucceeding Miss Goodykoontz.\n3. The Executive Committee voted to take out associate membership in the American\nCouncil on Education and has authorized the appropriation of $10 in the budget\nto take care of this.\n4. The Executive Committee voted to affiliate temporarily\nAmerican Association for the Advancement of Science.\n\nfor one year\n\nwith the\n\n5. Two new honorary members are recommended, namely, John W. Studebaker,\nU. S. Commissioner of Education, and Frank N. Freeman. Approved.\nRecommendations\n\nof the Executive\n\nCommittee:\n\n1. Encyclopedia of Educational Research — The following proposal for sponsor¬\nship of the Encyclopedia of Educational Research by the American Educational\nResearch Association and creation of a Board of Editors to review same was\nadopted :\n(1) That the Executive Committee be authorized to accept from the Macmillan\nCompany a contract for the publication of the proposed Encyclopedia of\nEducational Research.\n(2) The contract shall not impose a financial obligation upon\nEducational Research Association except as noted below.\n\nthe American\n\n"}
{"page": 395, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n391\n\n(3) That from the royalties received the treasurer of the American Educational\nResearch Association be authorized, with the approval of the Executive\nCommittee and on the basis of vouchers submitted, to reimburse Walter S.\nMonroe for expenses incurred in connection with the project.\n(4) That the $2000 conditionally appropriated to the encyclopedia project\nat the 1938 annual meeting be set aside as a contingent fund from which\nthe Executive Committee may authorize payment of future editorial ex¬\npenses not now anticipated.\n(5) That the Executive Committee appoint a board of editors of six members\nfor the Encyclopedia of Educational Research and that this committee shall\nadvise with Dr. Monroe concerning the entire project and shall approve\nthe same before it is published.\n(6) That the Executive Committee arrange for members of the American Edu¬\ncational Research Association to purchase a personal copy of the Encyclo¬\npedia of Educational Research at a special prepublication price.\n2. Personnel\nchairman;\n\nW.\n\nW.\n\nof Board\n\nCarter\n\nCharters\n\nof Editors\n\nAlexander\n\n(former\n\napproved\n\n(former\n\nmember\n\nmember\n\nas follows: J. Cayce\nof the Encyclopedia\n\nof the Encyclopedia\n\nMorrison,\n\nCommittee),\n\nCommittee),\n\nFrank\n\nN.\n\nFreeman (former member of the Encyclopedia Committee), Charles W. Knudsen, and Douglas E. Scates.\nAppreciation was expressed to Dr. Monroe for his very splendid attitude as\nexemplified by his active interest in the Encyclopedia of Educational Research.\n3. Committee on Awards — Motion presented by Dr. Monroe as follows: That\nthe incumbent president appoint, before he goes out of office, a committee of five\npersons, one of whom shall be a member of the present Committee on Awards, to\nreview the present procedure followed by the Committee on Awards and present\nrecommendations to the Executive Committee not later than June 1939, with the\nunderstanding that these recommendations if approved by the Executive Com¬\nmittee shall be followed in making awards for 1940. The committee should give\nspecial attention to making the selections more up to date and any other desirable\nchanges. A pproved.\nThe following personnel for this committee approved: Newton Edwards,\nchairman ; Oscar\n\nK. Buros, Walter\n\nS. Monroe,\n\nDouglas\n\nE. Scates, and\n\nHelen\n\nM.\n\nWalker.\n4. Method of Electing Officers — It was agreed that the Executive Committee\nshould canvass the method of electing officers, which canvass would include what\nofficers there should be, the whole method of selection of officers, and consider\nwhether modifications are desirable and what those modifications are. This\nreport to be submitted to the membership in writing thirty days before the 1940\nmeeting so that it may be voted upon at that meeting.\n5. Annual Program — The chairman suggested that members send their criti¬\ncisms and suggestions for improving and shortening the program to the new\npresident.\n\nThe\n\nmeeting adjourned at 5 :40 p.m.\nWilliam\n\nG.\n\nCarr,\n\nSecretary - T reasurer.\n\n"}
{"page": 396, "printed_page": null, "text": "National\n\n392\n\nREPORT\n\nOF\n\nTHE\n\nEducation\n\nAssociation\n\nSECRETARY-TREASURER\n\nFOR\n\n1938\n\nMembership\n\nThe\n\nDecember\n\n1938 records indicate an increase of 13 active members\n\nover the records of 1937. The table of membership\nDues\nDecember December Resigned\n1937\n1938\n1938\nActive\nHonorary\nLife\nAffiliated\n\n425\n11\n\n438\n10\n1\n47\n\n1\n—\n\nis given below:\n\nNew\n\nMembers\n\nunpaid members rein- Deaths\n1938\n1938 stated 1938\n11\n\n—\n\n4\n\n20\n\n—\n\ni\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n—\n\n47\n\n—\n\nand Sales\n\nThere was an increase of 43 subscriptions to the Review\nduring\n\nincrease\nfor 131938\n\n—\n\nSubscriptions\nResearch\n\nNet\n\nof Educational\n\n1938, there being 482 subscriptions in 1937\n\nas compared\n\nwith 525 subscriptions in 1938. Letters urging renewal were mailed at\nvarious times during the year as subscriptions expired.\nThe income received from the sale of single copies of the Review and the\nOfficial Report\n\nduring\n\n1938 amounted\n\nto $1472.50*\n\nslightly less than the\n\namount anticipated in the budget for 1938. The income from the sale of\nthese publications during 1937 amounted to $1586.38.\nApplications\n\nfor Membership\n\nand Action\n\nTaken\n\nOf the 32 applications for membership submitted to the Executive Com¬\nmittee for consideration, 26 were approved and six were not approved. Of\nthe 26 which were approved, 13 accepted membership for 1938, 12 accepted\nmembership for 1939, and 1 is pending. In addition, 7 others accepted invita¬\ntions to membership which were extended them in 1937, making a total of\n20 new members during 1938.\nReview\n\nof Educational\n\nResearch\n\n- On\n\nand Official Report\n\nThe publications of 1938, together with related information, are listed\nbelow :\nNumber\nChairman\n\nTitle\n\nVol. VII, No. 5, Special\nMethods and Psychology of\nthe Elementary-School\n\nArthur\n\n1,578\n\n$559.36\n\n1,409\n\nVol. VIII, No. 3, Psycholog¬\nical Tests and Their Uses\n\nPercival M. Symonds\n\nVol. VIII, No. 4, The\nPlant and Equipment\n\nT. C. Holy\n\nSchool\n\n1,110\n\n1,500\nAlfred D. Simpson\n\n390\n\n445.59\n\nCharles W. Knudsen\n\nVol. VIII, No. 2, Finance\nand Business Administration\n\n1938\n\n169\n\nI. Gates\n\nSub-\n\nj ects\nVol. VIII, No. 1, Psychology\nand Methods in the High\nSchool and College\n\nOfficial Report,\n\nprinted\n\nof Distrib HAND\nPRINTING UTED ]\nCost\n\n417\n\n442.16\n1,500\n\n1,083\n667.32\n\n1,500\n538.91\n1,500\n700\n\n720.67\n\n384\n1,116\n264\n1,236\n485\n\n215\n\n"}
{"page": 397, "printed_page": null, "text": "American\n\nEducational\n\nOther\n\nResearch\n\nActivities\n\nPractical Values of Educational\n\nand\n\nAssociation\n\n393\n\nReports\n\nResearch — Each\n\nmember\n\nof the Depart¬\n\nment received a copy of the 1938 Official Report.\nThe Implications of Research for the Classroom\n\nTeacher — This, the joint\n\nyearbook of the American Educational Research Association and the Depart¬\nment of Classroom Teachers of the National Education Association, was\nsent to members\nResearch\n\nof the Association early in February 1939.\n\nBulletin — Five issues were\n\nentitled: “Population Trends\n\nmailed to members\n\nduring the year,\n\nand Their Educational\n\nImplications,” “From\n\nHigh School to College,” “Why Schools Cost More,”\nSix Professsions : Accountancy, Architecture, Law,\n\n“Statutory Status of\nMedicine, Nursing,\n\nTeaching,” and “Safety Education\nAdvisory\n\nCommittee\n\nthru Schools.”\n\non Education — A copy of the Report\n\nof this com¬\n\nmittee was sent to members of the American Educational Research Associa¬\ntion in March 1938, and arrangements have been made whereby members of\nthe Association will also receive a copy of the staff report entitled “Organiza¬\ntion and Administration of Schools” when it is available early in 1939.\nConsumers Guide — A copy of the September 1938 issue of Consumers'\nGuide was also sent to all members of the Association early in January 1939.\nAffiliated Organizations — At its annual\n\nmeeting\n\nin February\n\n1938, the\n\nAssociation adopted the plan whereby local educational research associations\nmay affiliate with it. Shortly thereafter, the Pennsylvania State Educational\nResearch Association took advantage of this opportunity and affiliated their\n47 members. Affiliated membership dues are twenty-five cents per year,\nwhich entitles a member to receive one copy of the Review of Educational\nResearch\n\nor the Official Report. The\n\nincludes the names\n\nDecember\n\nof the affiliated members\n\n1938 issue of the Review\n\nas part of the annual directory\n\nof members of the American Educational Research Association which is pub¬\nlished each year in this particular issue.\nIn addition to the above activities the Secretary-Treasurer’s office, as in\npast years, has furnished on request information concerning the American\nEducational Research Association, qualifications for membership, the\nReview , etc. Activities in connection\n\nthe Department\n\nwith the annual meeting and dinner of\n\nhave been handled, including the printing of the Program\n\nfor the meeting, the program and tickets for the dinner, and a leaflet com¬\nprising the second report of the Committee on Awards.\nAs has been done in previous years, an effort was made to increase the\nsales and subscriptions to the Review and the Official Report. A letter and\nadvertising leaflet were sent under date of April 20, 1938, to approximately\n700 libraries and 200 deans of schools of education. A letter calling attention\nto the Official Report was sent to subscribers to the Review. A circular ad¬\nvertising the joint yearbook of the American Educational Research Associa¬\ntion and the Department of Classroom Teachers was sent to subscribers to\nthe Review , with an accompanying\n\nletter.\n\n"}
{"page": 398, "printed_page": null, "text": "2\n\n,\n\nNational\n\n394\n\nEducation\n\nAssociation\n\n1\n\nIn connection with the preparation of the Review and the Official Report,\n2\nis indebted to various members of the staff of the Research\nthe Association\nDivision and of the editorial staff of the Division of Publications of the\nNational Education\nAssociation, who\n4\n\nhave spent considerable time editing\n\nmanuscripts, checking references, reading proof, and otherwise getting manu¬\nscripts ready for the printer.\n.\n\nSummary\n\nof Receipts\n\nand\n\nExpenditures\n\n4\n\nThere follows a summary of the receipts and expenditures from January\n1, 1938, thru December 31, 1938.\n3\n\nReceipts\n\nBudget\n\nDues of active members .\nSubscriptions .\n$2,200.00\n1,900.00\nSale of single copies of the Review, Official Report, and reports. .\n1,600.00\nSale of tickets to the annual banquet .\n150.00\nMiscellaneous .\n1 986.00\n^Transfer from Reserve for operating expense .\n^Transfer from Reserve for Encyclopedia of Educational Research\n1,000.00\nTotal\n\n.\n\nExpenditures\n\n1, 1938 .\n\nTotal\nDisbursements\nCash balance N. E. A. treasury, January\n\n$2,177.00\n1,756.10\n405.00\n1,472.50\n986.00\n1,000.00\n13.42 *\n\n$7,836.00\n\n$7,810.02\n\nBudget\n\nDisbursed\n\nClerical service at N. E. A. headquarters .\n85.00\nPrinting programs for annual meeting .\n$\n800.00\nPrinting the Review (6 issues at $500 per issue — Dec. 1937, Feb.,\nApril, June, Oct., and Dec. 1938) .\nPrinting membership cards .\n51.00\n3,000.00\nPostage and mailing, supplies, publicity, addressographing, etc. . .\nEditorial Board .\n1,000.00\n350.00\n200.00\nAnnual banquet .\n75.00\nResearch Bulletin .\nPrinting Official Report .\n775.00\nJoint Yearbook Committee of the A. E. R. A. and the Department\nof Classroom Teachers .\n150.00\n200.00\nCommittee on Awards .\nMiscellaneous .\n50.00\n100.00\nBad accounts .\nContingent appropriation to Encyclopedia of Educational Research\n1,000.00\nTotal .\n$7,836.00\nBalance N. E. A. treasury, January 1, 1938 .\n*Less transfer from Reserve Balance as of January 1, 1938 .\n$7,530.82\n1,986.00\nNet balance N. E. A. treasury, January\nReceipts .\n\nReceived\n\n110.95\n$ 666.00\n\n26\n2.35\n695.63\n260.11\n474.50\n91.99\n720.67\n217.13\n122.64\n14.56\n151.63\n\n$5,676.59\n\n$5,544.82\n7,810.02\n13,354.84\n5,676.59\n\n1, 1939\n\n$7,678.25\n1 Of this amount $11.75 received for affiliation dues of Pennsylvania Educational Research\nAssocia¬\ntion — 25 cents each for 47 members.\n2 Includes printing of four issues of the Review (December\n\n1937, February, April, and June 1938).\n\n"}
{"page": 399, "printed_page": null, "text": "American\n\nREPORT\n\nEducational\n\nOF\n\nTHE\n\nResearch\n\nAUDITING\n\n395\n\nAssociation\n\nCOMMITTEE\nJanuary\n\nDr. W. A. Brownell, President\nAmerican Educational Research\nDuke University\nDurham, North Carolina\nDear\n\n24, 1939.\n\nAssociation\n\nDr. Brownell:\n\nYour Committee appointed to audit the books of the American Educational Re¬\nsearch Association has completed its work and found the accounts of the SecretaryTreasurer regular and correct.\n\nReceipts :\nThe audit reveals a balance on hand December 31, 1937, of $7,530.82. This item\nwas checked against the previous audit. The receipts during 1938 totaled $7,810.02.\nOf this amount $1,986.00 was transferred from the Reserve Balance as of January\n1, 1938, in order to meet anticipated budget requirements during 1938. This leaves\nthe net receipts for 1938 $5,824.02. The sub-items making up this item ($5,824.02)\nwere checked by the Committee from the books of the Secretary-Treasurer and found\nto be correct.\n\nExpenditures :\nThe total expenditures as revealed by the books of the Secretary-Treasurer and\nas checked by the Committee were $5,676.59. Balance on hand December 31, 1938,\n$7,678.25. The balance was checked by the records of the National Education Asso¬\nciation furnished by the Assistant Treasurer of the Association.\nVery truly yours,\nCommittee:\n\nCarl\n\nA. Jesses*, Chairman\n\nMitchell\nCharles\n\nBRIEF\n\nREPORT\n\nOF\n\nPRESENTED\n\nTHE\n\nAT\n\nCleveland,\n\nCOMMITTEE\n\nTHE\n\nBUSINESS\n\nOhio, February\n\nON\n\nDreese\n\nF. Hob\n\nan, Jr.\n\nAWARDS\n\nMEETING\n\n27, 1939\n\nThe activities of the Committee on Awards have continued along the lines indi¬\ncated in the report a year ago. Nominations of outstanding studies were solicited\nfrom\n\nthe members\n\ntional Research\n\nof the committees\n\nfor 1937. The\n\npreparing\n\nnominations\n\nthe issues of the Review\n\nreceived\n\nfrom\n\nthis field were\n\nof Educa¬\nassembled\n\nin lists, one for each of the five research areas dealt with in this volume. Each of\nthese preliminary lists of nominations was submitted to a number of other persons\n— about twenty — with a request for additional nominations in the area. Revised\nlists were then compiled and each was sent to a number of judges, with a request\nfor rating the researches nominated. On the basis of the ratings obtained and other\ninformation collected by the members of the Committee on Awards, the selections\nwere determined. These were announced at the annual dinner meeting Monday\nnight, February 27.\nSince the research areas covered during a given year are those included in the\nReview\n\nof Educational\n\nCommittee\n\non Awards\n\nResearch\n\nfor the preceding\n\na year hence will complete\n\ncalendar\n\nyear, the report\n\nof the\n\nthe first cycle. Hence, the Com-\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nNational\n\nEducation\n\nAssociation\n\nmittee suggests that a reviewing committee be appointed for the purpose of exam¬\nining the procedure being followed and considering possible improvements.\nThe Committee on Awards desires to express its appreciation for the coopera¬\ntion of the members of committees of the Review of Educational Research and\nthose who rated the studies nominated for consideration. Without this cooperation,\nthe Committee could not have fulfilled its responsibilities.\nRespectfully submitted,\nCarter Alexander\nBess Goodykooxtz\nWalter\n\nThe Awards\n\nwith Comments\n\nS. Monroe,\n\nChairman\n\nby the Committee\n\nIn the field of the Curriculum.\nWrightstone, J. Wayne. Appraisal of Newer Practices in Selected Public Schools.\nNew York: Teachers College, Columbia University, 1935. 117 p.\nWrightstone, J. Wayne. Appraisal of Experimental High School Practices. New\nYork: Teachers College, Columbia University, 1936. 194 p.\nThese studies are significant as a pioneering effort to evaluate results of teaching\nthat are not adequately measured by conventional tests and examinations. The\nfindings are convincing and the measurement technics developed should lead to a\nmore satisfactory evaluation of curriculums and instructional procedures.\nIn the field of School Organization.\nEdwards, Newton. The Courts\nChicago Press, 1933. 591 p.\n\nand\n\nthe Public Schools. Chicago:\n\nUniversity\n\nof\n\nA scholarly compilation and interpretation of court decisions bearing upon various\naspects of the public schools. The author is the first to present such a comprehensive\nreview of court decisions. The usefulness of the volume is enhanced by a wise or¬\nganization, a detailed table of contents, and an index.\nIn the field of Special Methods\n\nand Psychology\n\nHardy, Martha C., and Hoefer, Carolyn\nof Chicago Press, 1936. 360 p.\n\nof the Elementary-School\n\nH. Healthy\n\nGrowth.\n\nSubjects.\n\nChicago: University\n\nCare in planning, thoroness of procedure, and application of the “longitudinal”\nmethod of research have made this an outstanding study. After two years of prelim¬\ninary study of the local situation, a five-year controlled experiment was organized\nfor the purpose of ascertaining the effects of certain health instruction procedures.\nElaborate data were collected. The findings support the conclusion that the program\nof health education as planned by the authors was highly successful.\n\n"}
{"page": 401, "printed_page": null, "text": "DEPARTMENT\n<lArt\n\nOF\n\nEducation\n\n"}
{"page": 402, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe department of art education became a part of the National\nEducation 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\nEducation.\n\nDepartment\n\ndeveloped\n\nfrom\n\nthe Conference\n\non Art\n\nThe officers of the Department for the year 1939-40 are: president.\nClara MacGowan, Art Department, N orthwestern University, Evanston,\nIII.; vicepresident, Jane Betsy Welling, Art Department, Wayne Uni¬\nversity, Detroit, Mich.; secretary, Shirley Poore, Supervisor of Art,\nPublic Schools, Long Beach, Calif.; treasurer, Eugene E. Myers, Direc¬\ntor of Art, State Teachers College, Mayville, N. Dak.; directors : Grace\nM. Baker, Art Department, Colorado State College of Education, Greeley,\nColo.; Elizabeth Robertson, Director of Art, Chicago Board of Educa¬\ntion, Chicago, III.; William E. Warner, Department of Industrial Art,\nOhio State University, Columbus, Ohio; I. B. Smith, State College of\nEducation, Alamosa, Colo.; Mrs. Dora B. Hatfield, Director of Art, Lind¬\nbergh Junior High School, Kenmore, 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 establish¬\nment of this Department and the record of meetings are found in earlier\nvolumes of proceedings as follows:\n19 33:309-310\n1934 :297-300\n\n1935:271-274\n1936:177-184\n\n[ 398 ]\n\n1937:203-212\n1938 -.379-387\n\n"}
{"page": 403, "printed_page": null, "text": "CLEVELAND\nCREATIVE\nL. MOHOLY-NAGY,\n\nDESIGN\nDIRECTOR,\n\nIN\n\nMEETING\nBAUHAUS\n\nBAUHAUS\n\nSCHOOL\n\nEDUCATION\nOF\n\nDESIGN,\n\nCHICAGO,\n\nILL.\n\nThecation\nbauhaus\noperates ofunder\na new system\nof isedu¬to\nwhich school\nleads to of\nthedesign\nfundamentals\nexpression.\nThe aim\ndevelop a new type of designer, able to face all kinds of requirements, scien¬\ntific and technical, social and economic, not because he is a prodigy but be¬\ncause he has the right method of approach.\nThis idea of the Bauhaus education was born out of the conviction that\ndesigns for mass production and modern architecture, in which there is\nan extensive use of steel, concrete, glass, and plastics, need new artists with\na new mentality to handle them. Exact knowledge of materials and machines\nis equally necessary to give the product organic function. Thus, in the School\nof Design men and women are trained practically and theoretically as de¬\nsigners for handmade and machine-made products in wood, metal, glass, and\ntextiles for stage, display, exposition architecture, typography, photography,\nmodeling, and painting. This school aims also to educate architects, art\nteachers, and photographers and to carry into the ranks of professionals\nand interested laymen the principles of a new type of education. It strives\nfor an integration and interpenetration of art, science, and technology.\nA great hindrance to self-expression is, fear. One is limited by the fear\nthat someone will laugh at him or will think him ineffective. This fear is\nincreased by an educational system which teaches that celebrated creators,\nthe geniuses, can never be repeated. In the School of Design, instead of\ncomparing the student’s self-expression with the work of a past genius and\nstudying the genius, the student is urged to study that which the great man\nhimself studied in his day — those fundamental principles and facts on which\nall design of all times is based. Instead of relying on some other man, how¬\never ingenious and clever, to describe the truth to him, the student here must\nexamine directly the truth itself.\nThe education of the student is carried on in theoretical and practical\ncourses in the classes and workshops of the school. The general plan of\nBauhaus education is for each student to spend one year in taking the pre¬\nliminary courses and three years in special workshops. The preliminary\ncurriculum is designed to explore and test the student’s abilities in different\ndirections and to give him a mastery of the means of expression when\nworking with tools and materials. This curriculum has three main parts :\n(a) the elements of workshop training, (b) the elements of plastic repre¬\nsentation, and (c) the sciences. Having completed this preliminary train¬\ning, the student is ready to enter specialized workshops in wood and metal,\ntextiles, color, light, and modeling in all materials. The final two years\nare devoted to the large field of architecture, educational problems, social\nservices, and a thesis.\n\n[ 399 ]\n\n"}
{"page": 404, "printed_page": null, "text": "National\n\n400\n\nTHE\n\nTHOMAS\n\nFUNCTION\n\nMUNRO,\n\nOF\n\nCURATOR\n\nEducation\n\nAssociation\n\nTHE MUSEUM\nEDUCATION\nOF\n\nEDUCATION,\n\nCLEVELAND,\n\nIN THE\n\nCLEVELAND\n\nNEW\n\nMUSEUM\n\nART\n\nOF\n\nART,\n\nOHIO\n\nThe art museum is a fairly old institution but it is just coming to be\nconsidered seriously as an important educational mechanism, along with\nthe school, library, and theater. Neither schools nor museums realized un¬\ntil recent years what possibilities lay ahead thru cooperation between them.\nEach was content to revolve in its own orbit: the school in a busy diversi¬\nfied life within its walls and the museum in a rarefied atmosphere of schol¬\narship and aloof estheticism. Now, however, the museum must justify\nits existence and its claim to social value.\nEvery generation develops a “new education.” If intelligently thought\nout and managed, it involves a constant readaptation of old ideals to new\nconditions and technics; it involves some attention to newly discovered\nfacts, new social conditions, and new devices for the control of nature and\nhuman\n\nnature. In art education the most far-reaching changes which\n\nare\n\ntaking place in the teacher’s attitude result from a tendency to regard\nart education as an integral part of general education and of life, rather\nthan a separate subject or a unique set of skills, facts, and enjoyment.\nTwo of the ten objectives set forth by the National Education Associa¬\ntion Committee on Social-Economic Goals of America and reported in the\nJanuary 1938 Journal were: culture — skills and knowledges; and culture —\nvalues and outlooks. Art education and art museums can make genuine\ncontributions to these objectives. They undertake to present and help stu¬\ndents assimilate knowledge and understanding of past civilizations, as em¬\nbodied in the works of visual art. Learning how to perceive and under¬\nstand art itself is a skill which can be developed in greater or lesser de¬\ngree. The art teacher undertakes not only to impart traditional skills — the\ntechnics used in producing past art — but also to help in the production of\nnew skills, more relevant to present civilization and its needs. Both the\nart teacher and the museum are concerned with developing certain out¬\nlooks or attitudes and certain standards of value. They do so not only by\nexplicit teaching but also by selecting certain kinds of art as beautiful and\ngreat. They are concerned with presenting and defending the values of\nintellect, imagination, and productive efforts for ends more important than\nthe satisfaction of basic physical need. They are concerned with reminding\npeople in a busy competitive age that there are values over and above the\nimmediate goals of industry, commerce, and war.\nThere are several other functions that the art museum can carry out.\nIt can provide material in the form of concrete objects in which the nature\nand history of civilization is implicit. The museum, in opposition to a\nstatic conception of the world, can demonstrate graphically the omnipres¬\nence of social and cultural change. It aids the new education to cultivate\nindividuality in the child thru providing each child with a profusion of\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nArt\n\nEducation\n\n401\n\nstimuli, not predigested but available for each to select from and reorganize\ninto his own conception of the civilized world. It demonstrates the value\nof self-discipline thru showing how each artist has labored with the techni¬\ncal details of composition in order to achieve “free” self-expression. It\nshows how many kinds of technical skills there are and how each has been\ndeveloped as a means to some desired end among the infinite variety of\nartistic styles. It presents to children the actual world, past and present,\nthru the eyes of radically different artists and challenges each student to\ngo out, see, and interpret the world for himself.\n\nTHE\n\nYOUNG\n\nEUGENE\n\nSAN\n\nFRANCISCO\n\nART\n\nTEACHER\n\nE. MYERS,\n\nDIRECTOR\n\nOF\n\nMAYVILLE,\n\nMEETING\nAND\n\nART,\n\nTHE\n\nSTATE\n\nCOMMUNITY\n\nTEACHERS\n\nCOLLEGE,\n\nN. DAK.\n\nIn addition to providing our young teachers with technics in fine and\nindustrial arts and an understanding of the creative approach to art thru\nrealizing meaning in manipulating media, we must think in terms of\ngeneral community as well as children’s interests and needs.\nThe curriculum to be effective should grow out of the pupils’ interactions\nwith their environment; these children should participate in community\nactivities. Educators more than ever before are thinking in terms of post¬\nschool and adult education. It is exceedingly difficult for the school to\noperate to the best advantage when the home is on a considerably lower\neducational level than the school. Educators recognize, too, that in facing\nthe complex social and economic problems of today, we need a citizenry\nalert, flexible, inventive, intelligent, and informed.\nChildren will act as coordinating factors between the school and commu¬\nnity. The skilled teacher will plan the children’s activities as a focal\npoint in the general school-community art program. Art activities should\nbe approached in terms of one’s own experiences, that is, thru something\nalready known. The work of children in the classroom making models\nof proposed community improvements, changes in landscaping school\ngrounds and city parks, and actual experiences in redecorating rooms are\nnot only important for an increased understanding on the part of the\nchildren and teacher but also will have special interest for the parents and\nother adults. This gives a wide basis for an interest in and a knowledge\nof the community’s art values and needs.\nArt education in order to receive the support it deserves must\n\nmeet\n\npresentday school and community needs. The school art department may\nreach the public in two ways: (a) indirectly thru the school child; (b)\ndirectly to the community. The benefits of such an art program to both\nthe community and school are obvious. Such a program creates a healthy\nand desirable correlation between the school and society. It facilitates the\norganization of a well-integrated and continuous curriculum.\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNational\n\nART\n\nGRACE\n\nAT\n\nM.\n\nGREELEY,\n\nBAKER,\n\nDIVISION\n\nEducation\n\nAssociation\n\nCOLORADO,\nSTATE\nEDUCATION\n\nCOLLEGE\n\nOF\n\nCOLLEGE\n\nARTS,\n\nTION,\n\nCOLORADO\n\nGREELEY,\n\nSTATE\n\nOF\n\nOF\n\nEDUCA¬\n\nCOLO.\n\nThe purposes of art education at the Colorado State College of Education\nare to help the student realize that art is for everybody in everyday living\nand to prepare teachers and supervisors for elementary and secondary\nschools and colleges.\nIn the division of the arts, one of the core subjects, the departments of fine\narts, home arts, and industrial arts are merged so far as there is substance\nin common for growth and development thru art. Majors in the arts may\ntake seventy-two hours within the division and in addition sixteen hours of\nmethods, observation, and student teaching in the laboratory school.\nIntegration of art information, philosophy of art education, and art\nexperience or realization are constantly going on within the life of the\nstudent. The freshmen have as a part of their required studies six hours\nof art appreciation, two hours each quarter. This course, formerly given\nentirely to lectures, now takes place in three studios where the student may\nexplore different art media in the general crafts, in ceramics and carving,\nand in drawing, painting, design, and color. The teacher gives guidance and\nencouragement and aids the worker in discovering his own potentialities.\nThe student’s experiences in these studios open the way for a more intelligent\nunderstanding of the art of other peoples and for greater enjoyment in the\ndifferent arts.\nThe sophomore whose major is in the division of the arts may spend a\nfourth of his time in studying art. During the second year the work is\nintended to develop further understanding of basic principles and technics\nand to open the way for the student to realize more fully his own creative\nresources and to cultivate individual expression in experiencing art. At the\nclose of the sophomore year the student’s capacity for learning, his social\ntendencies, and his attitudes toward art are sufficiently in evidence that the\nfaculty is able to judge whether he is good teacher material. Lipon recom¬\nmendation by the faculty he is admitted to the professional college, where\nall courses take on professionalization and point to the making of teachers\nin the arts. The graduate school affords opportunity for advanced study and\nfor concentration in some chosen area leading to the degree of master of arts.\nIn the division of the arts, the student’s chief sources for obtaining infor¬\nmation are thru the related courses in his major and minor fields and in a\ngroup of courses in drawing, design, and color which have substance in com¬\nmon with all the arts.\nIn the fine arts area the sources of information\n\nemphasized\n\nare in the\n\nstudy of the world’s art and artists in architecture, painting, sculpture, and\nthe minor arts and crafts. In this study there is effort to recover continuity\nof the life of the past with the present and thereby enrich the student’s\nbackground and stimulate him to creative activity; there is study of the best\nauthorities on art structure and the principles of esthetic relationships as\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n403\n\nEducation\n\nthey function in picture building and in the organization of three dimen¬\nsional form in deep space. The student also pursues further study of design,\ncolor, and materials as they function in the different arts and crafts and in\nliving.\nIn home arts the emphasis for informational study is in science as it is\nconcerned with dietetics, foods, chemistry, home management, health, and\nthe use of materials. There is study of home and family relations, home plan¬\nning, clothing, art in dress and in the home, and specific courses in the theory\nof teaching the home arts, design, color, and the crafts.\nIn the industrial department the student enters different shops where\nhe builds up related information about materials, processes, tools, machines,\nand shop equipment and how to use them in many industrial projects. He\nstudies science as it relates specifically to the needs of shopwork and his\nparticular interests. There\n\nare courses in the theory of industrial arts edu¬\n\ncation, wood-working, metal work, book-binding, drafting, and printing.\nIn addition to these are courses in design, drawing, and color.\nThe philosophy of the division of the arts is based on the idea of growth\nand development, which better fits the individual for his place in the\nworld — that art at all times is woven into the heart of living and that many\nof the most vital human needs are answered thru art.\nART\nSTEPHEN\n\nAMONG\n\nC. PEPPER,\n\nTHE\n\nCHAIRMAN,\n\nCALIFORNIA,\n\nART\n\nLIBERAL\n\nARTS\n\nDEPARTMENT,\n\nBERKELEY,\n\nUNIVERSITY\n\nOF\n\nCALIF.\n\nThe arts have so established themselves in American\n\nuniversities that now\n\nthere is little question that they hold a legitimate place. The issue now is:\nShould departments of art in universities offer anything but the history of\nart, and what goes with that, an analysis of the different styles, forms, and\ntechnics of different periods and with perhaps some consideration of critical\nstandards and esthetics? In other words, are the intellectual values of art\nto be admitted but not the creative and appreciative values?\nThe art department in a university must face several long-established\nconditions. There is a tradition within universities so strongly intellectual\nas to be suspicious and even hostile to the full development of esthetic values.\nIn the appreciation of beauty in nature or art, three sets of values are\nroughly involved: (a) the sensuous and emotional, (b) the discriminatory\nand recognitional, and (c) the informational.\nThe most effective methods of developing sensuous and emotional appre¬\nciation seem to be exposure to quantities of beautiful materials, discriminat¬\ning comments, contagious enthusiasm, emulation, and admiration for the\nrichness of perception of a cultivated person and for the creative powers\nof a talented one, stimulation of a desire to make things, presence in the\ncompany of others engaged in making things, and practice in making things.\nAnother condition is the attempt to turn an art department into a vocational\nschool or professional art school. This condition arises with the advent of\n\n"}
{"page": 408, "printed_page": null, "text": "National\n\n404\n\nEducation\n\nAssociation\n\nprofessional artists to represent the sensuous, emotional, and discriminatory\nvalues and to teach the practice courses. A third condition is the artistic\ntemperament, a fact as proverbial as the absent-minded professor. At the\nUniversity of California at Berkeley we are working to eliminate these\nconditions.\nThe first thing was to see to it that neither the historical idea nor the\nprofessional school idea got possession of the art department. We offer a\nnumber of courses in history and archaeology, given by professors of these\nsubjects, and a number of other courses in practice and appreciation, given\nby professional artists who have attained recognition in their field, for whom\nlearned degrees are not required or, in general, considered desirable.\nThe solution of the problem of artistic temperament is along the same\nlines. The greatest value of the artist is his individual personality. We want\nto encourage in each artist the full expansion of creative power and secure\na variety of contemporary vital expression.\nThe third group of art courses lies between history and practice courses.\nThey are those in theory and criticism. At California these courses are taught\nby artists who have special esthetic interests. Besides the strictly theoretical\ninterest in the detailed esthetics of the visual arts, this field could train people\nfor a profession of criticism that would\nnalistic criticism.\n\nraise the standards of present jour¬\n\nSuch is our aim, in Berkeley, to obtain all values of history, theory, criti¬\ncism, and practice from the most expert men in each field and so to organize\nthe department that the differences among these men and their aims will\nenrich both students and faculty.\nPRESENTDAY\n\nMISS\n\nL. ELSTON\n\nTENDENCIES\nIN ELEMENTARY\nEDUCATION\n\nGLENN,\n\nSUPERVISOR\n\nOF\n\nART,\n\nPUBLIC\n\nSCHOOLS,\n\nART\n\nPASADENA,\n\nCALIF.\n\nOne of the most vital experiences in the life of the child today is his en¬\nvironment. The transition from home to school is hard enough for all\nchildren, especially so for the oversensitive child. Therefore, beauty of\nsurroundings is most essential. This may seem to be a far cry from art,\nbut one of the basic requirements of modern elementary art education,\nbesides methods and materials, is desirable and appropriate environment\nfor children — environment conducive to creative expression. We are in¬\nclined to think too often of art as simply painting a picture. Art, however,\nis so entwined into life that it is not a thing apart, but a vital, life-giving\nexperience necessary to every child.\nAs to work in so-called fine arts, every child should have a chance to\nexpress himself in many media. Modern art education also recognizes that\nto give a child an opportunity for some form of art expression once a week\nor occasionally is not enough. It is the continuous build up day by day which\nconstitutes growth in any field of education.\nIn the classroom of today the most progressive schools give much chance\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n405\n\nEducation\n\nfor art expression. Thru the unit of work in which he works and lives for\nthe time being, the child learns about the art expressions of a period or people.\nHe expresses himself creatively in the field of design, not copied but created\nby him, in decoration of pottery, baskets, weaving of rugs, blankets, in decora¬\ntion of the costumes that he makes, and in illustration of exciting experiences\nof the peoples about whom he has read and learned.\nWhile in modern elementary art education it is the function of the art\nteacher to stimulate the child, the teacher must remember that it is the\nchild’s expression that is sought. It is his experience in producing something\nimportant. Today we understand that to allow a child to copy pictures only\ndoes not release his creative powers.\nSloppy, indifferent work is not accepted by the progressive elementary\nart teacher when the child is obviously capable of doing better. Criticism,\nhowever, must be carefully handled. It should come in the nature of con¬\nstructive suggestions that will stimulate the child to further effort. Today’s\nteacher must be ever alert to see possibilities for further development and\ngrowth, and he himself grows in his ability to suggest and guide.\n\nTRAINING\nSHIRLEY\n\nPOORE,\n\nTOMORROW’S\n\nSUPERVISOR\n\nOF\n\nART,\n\nPUBLIC\n\nART\n\nTEACHER\n\nSCHOOLS,\n\nLONG\n\nBEACH,\n\nCALIF.\n\nToday a new pattern of educational procedure is forced upon us by man’s\nachievements, the mass of accumulated knowledge, and the physical aspects\nof our presentday living. These very aspects of existence compel us to assem¬\nble truths, knowledges, and facts into large and comprehensive areas closely\nrelated to our presentday experience. In no other way will the span of life\ngive us time to orient ourselves in the present and at the same time link\nourselves with the past, so significant to our understanding of and worthy\nparticipation in the activities of today.\nAdministrators are paying art the honor of a central position of trust —\nat least in their writings. The educational significance of emotional drive\nand the importance of the daily culture pattern are focusing attention upon\nthe arts. These, then, must have a larger place in the program of the school.\nIt is not the vocational function of art but its self-realizing and self-releasing\nfunctions which have focused attention upon it. More painting and drawing\nand craft experience will not fit us to meet this challenge. In the training\nof the art teacher of tomorrow, not only must we provide experience in\nhuman relations which will make real the meanings of art as a tool of\neducation for the development of emotionally stable and integrated young\npeople, but we must provide opportunity for more extended training in the\ntechnics of art itself.\nIn the training school for tomorrow’s teacher of art there must be created\na pattern of living in which long and uninterrupted periods of art experience\nprovide that feeling of being one with the tools of expression. And such\nexperience must be finally integrated with significant study in the field of\nhuman behavior. That study will be correlated with, in fact become a part\nof, the teaching experience.\n\n"}
{"page": 410, "printed_page": null, "text": "406\n\nNational\n\nART\nIDELLA\n\nR. CHURCH,\n\nDISTRICT\n\nEducation\n\nIN\n\nTHE\n\nAssociation\n\nVILLAGE\n\nSUPERVISOR\n\nOF\n\nART\n\nEDUCATION,\n\nRIO\n\nVISTA,\n\nCALIF.\n\nWhile education has come far in the early years of this centun7-, notably\nin progressive cities and states, it is still a fact that too many children in\ncountry and village schools, handicapped by inadequate equipment and finan¬\ncial support, are further hampered by being taught by inexperienced teachers.\nHowever good the intention and spirit of these beginning rural school teach¬\ners, many are wholly unprepared for the community activity expected of\nthem.\nEducational training institutions and city boards of education are in the\nmain responsible. They apparently are still holding fast to one of the earliest\ntheories of learning — namely, that one learns best in the laboratory of hard\nknocks. To top all this, the young teacher discovers that teaching positions\nin the country require that he be willing to teach three, four, or five subjects\nin addition to the fields in which he is prepared ; often, he finds that the\nprincipal desires him to take a class in freehand drawing. I wish further to\nmake these facts, with respect to art, more pertinent by calling attention\nto the following data on junior and senior high schools in villages in Cali¬\nfornia. None had an enrolment of over four hundred. One hundred and\nfifty- five schools were cataloged. Nineteen had a full-time art teacher; in\n23 the art teacher taught one additional subject; in 27 the art teacher taught\ntwo additional subjects; in 22 the art teacher taught three additional sub¬\njects; in 20 the art teacher taught four additional subjects; in 14 the art\nteacher taught five additional subjects; and 30 offered no art instruction.\nIn this tabulation schools were also listed which offered three or more\nclasses in music but none in art altho these included art as an offering, art\nthereby being interpreted as personal esthetic appreciation.\nQuite obviously in a school of one hundred to one hundred and fifty\nchildren, if only one or even two art classes are available, it will be possible\nto enrol only a small percent of those children. This falls short of our plan\nto give large numbers of these country youngsters the benefit of a type of\ncultural training which is part of their heritage.\nWhat we need is for good art teachers to come to the country and for\nthe communities and the public to realize that children in country areas\nare just as deserving of the best art instruction as city children. As art\neducators we must strive to provide art classes for every child. It must be\nremembered that country children are outstandingly wholesome, unsophisti¬\ncated, and imaginative, with a native intelligence quick to note the true\nfrom the counterfeit and once convinced of your honest interest in them\nthey are loyal to the end in whatever activity you may present.\n\n"}
{"page": 411, "printed_page": null, "text": "‘Department\n\nof\n\nBusiness\n\nEducation\n\n"}
{"page": 412, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nbusiness\n\nNOTE\n\neducation\n\nwas\n\ncreated\n\nin response\n\npetition read at the meeting at Saratoga Springs, New\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 was revised for acceptance by the Department of Business Education\nand may be found on page 958 of the proceedings of 1894.\nThe officers of the Department for the year 1939-40 are: president,\nMrs. Frances Doub North, Department of Commercial Education, West¬\nern High School, Baltimore, Md.; first vicepresident, Vernal H. Car¬\nmichael, Ball State Teachers College, Muncie, Ind.; second vicepresi¬\ndent,\n\nHollis\n\nP.\n\nGuy,\n\nretary-treasurer,\n\nUniversity\n\nHarold\n\nristown, N. J.; executive\n\nof Kentucky,\n\nT. Hamlen,\n\ncommittee:\n\nLexington,\n\nMorristown\n\nMary\n\nHigh\n\nKy.;\n\nsec¬\n\nSchool,\n\nMor¬\n\nStuart, Brighton\n\nHigh\n\nSchool, Brighton, Mass.; Margaret Kane, Senior High School, Wilming¬\nton, Del.; Thomas F. Ferry, Stuart Junior High School, Washington,\nD. C.; E. W. Alexander, Hadley Vocational School, St. Louis, Mo.;\nMildred E. Taft, Colby Junior College, New London, N. H.; Ruth J.\nPlimpton, Fullerton Junior College, Fidlerton, Calif.; Stanley S. Smith,\nFordson High School, Dearborn, Mich.\nFollowing is a list of former presidents :\nS. Joseph DeBrum, 1938-39 ; Lola Maclean, 1937-38; Ernest A. Zelliott, 1936-37 ;\nRaymond C. Goodfellow, 1935-36; M. E. Studebaker, 1934-35 ; Benjamin R. Haynes,\n1933-34; Paid S. Lomax, 1932-33; Albert E. Bullock, 1931-32; Helen Reynolds,\n1930-31; J. L. Harman, 1929-30; Paid A. Carlson, 1928-29; Lawrence N. Pease,\n1927-28 ; John G. Kirk, 1926-27 ; J. O. Malott, 1925-26; Lloyd L. Jones, 1924-25 ;\nFrederick G. Nichols, 1923-24; Earl W. Barnhart, 1922-23; Clay D. Stinker,\n1921-22; Thomas A. Beal, 1920-21; J. A. Book, 1919-20; C. G. Nichols, 1918-19;\nC. G. Nichols, 1917-18; A. H. Sproul, 1916-17 ; J. L. Holtsclaw, 1915-16; and\nReginald R. Stuart, 1914-15.\nThis Department\n\nmeets\n\nonce each year in July. The annual dues, $1 ,\n\nare payable to the secretary-treasurer of the Department. The chief pub¬\nlication is the NATIONAL BUSINESS EDUCATION QUARTERLY; the news\npublication, the national\n\nbusiness\n\neducation\n\nnews,\n\nwas first issued\n\nin 1938-39. Facts relating to the establishment of this Department and\nthe record of the meetings are found in earlier volumes of proceedings :\n1892: 31\n189 3:787- 808\n1894:957- 994\n1895 -862- 890\n1896:792- 835\n1897:792- 824\n1898 -.856- 892\n1899 \\998-1030\n1900:542- 581\n1901:722- 757\n\n1902 -.644-701\n1903 -.719-752\n1904 :709-736\n\n1912:1031-1094\n\n1907 -.877-904\n1908 :871-906\n\n1913:\n1914:\n1915:\n1916:\n1917:\n1918:\n\n1909:701-718\n\n1919: 259- 270\n\n1910 -.833-872\n1911 -.827-868\n\n1920: 263- 270\n1921: 369- 376\n\n1905:669-706\n1906:637-639\n\n619649883361315235-\n\n[408 ]\n\n636\n662\n940\n396\n344\n248\n\n1922 -.575-590\n1923 -.553-567\n\n1921:429-438\n1925 :354-364\n1926 :373-391\n\n1921:335-352\n1928:305-324\n1929 :317-334\n1930 :275-292\n1931 :343-358\n\n1932 :283-302\n\n19 33:311-326\n1934 :301-312\n1935 :275-284\n1936 -.185-194\n\n1931:213-224\n1938:389-402\n\n"}
{"page": 413, "printed_page": null, "text": "O pace\n\npermits\n\nthe\n\nINCLUSION\n\nof only a few\n\npapers\n\nhere. For\n\nfurther\n\nin-\n\n^ formation concerning the convention proceedings and for abstracts of\nother addresses see the October 1939 National Business Education Quarterly.\n\nOPENING\nJOSEPH\n\nDE\n\nBRUM,\n\nPRESIDENT\nSCHOOL,\n\nADDRESS\n\nOF\n\nTHE\n\nREDWOOD\n\nDEPARTMENT,\nCITY,\n\nSEQUOIA\n\nHIGH\n\nCALIF.\n\nThe national Department today stands unchallenged as the largest busi¬\nness education association in the world. Thru its representative member¬\nship in every state and territory, thru its relationship with the National\nEducation Association, and thru its recognition by such groups as the\nNational Council of Education, the American Association of School Admin¬\nistrators, and other powerful educational societies, the Department of Busi¬\nness Education is unequivocally the official spokesman for public business\neducation in America.\nThe Department of Business Education owes its ascendancy, first, to the\nsupport of business educators in all sections of the country and, second, to\nthe officers of the association who\n\nhave given unstintingly of their time,\n\nespecially during the last several years of the Department’s growth.\nThree goals have guided the present administration in its duties: (a) to\nestablish a firmer foundation for the progress of succeeding administra¬\ntions; (b) to add to, and build on, the accomplishments of previous years;\nand (c) to develop a friendlier, more cooperative connection with regional,\nstate, and local groups. These goals have inspired this year’s staff — depart¬\nment directors, editors, executive committee members, officers, and other\nworkers, who are pleased to submit this accounting of the year’s professional\nactivities. During 1938-39 the Department has:\n1. Edited a series of enriched Quarterlies planned not as current publica¬\ntions, but as authoritative pronouncements for your professional library.\n2. Inaugurated a business education newspaper, the National Business\nEducation\n\nNews , filled with seasonable items of interest to business teachers\n\nfrom coast to coast.\n3. Kept all state superintendents of public instruction and other leading\ngeneral educators informed of the educational contributions of our field.\nThese educators have received all Department\nspondence has been maintained with them.\n4. Established a Business Education Week\n\npublications, and direct corre¬\nCommittee,\n\nthe responsibility\n\nof which will be to prepare materials describing business education in action.\nN.E.A.\n\nheadquarters has agreed to distribute the publicity materials to edu¬\n\ncational institutions thruout the country during American\nNovember 1939.\n\nEducation Week, -\n\n5. Participated in an NBC radio hook-up on “Our American Schools”\nprogram. Consumer education and other offerings in the broad field of busi¬\nness education were brought to the attention of listeners last January.\n[409 ]\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\n6. Arranged to collaborate with the Commission on Teacher Education\non a national study of the training of teachers.\n7. Taken every opportunity to create a sincerely cooperative relationship\nwith all regional business education associations. Officers of every regional\nassociation have received “goodwill” letters from the president of this De¬\npartment. In practically all cases an encouraging exchange of correspond¬\nence ensued. In several instances plans were discussed for joint action on\nnational matters.\n8. Organized, or given consideration to the organization of, several im¬\nportant committees as follows : Business Educational Policies, Business and\nBusiness Education, General Education and Business Education, Finance,\nand Radio.\n9. Placed less emphasis on promotional drives but at the same time in¬\ncreased the membership by several hundreds. This increased representation\nis probably the most important accomplishment.\nThe future — The\n\npresent administration\n\nknows\n\nwell that it has merely\n\ntapped the professional potentialities of the Department. With the certainty\nthat the Department exists for service, and that it is charged with the duty\nof leadership in a national sense, this year’s official body expresses the hope\nthat the following objectives will be included in the 1939-40 program:\n1. Continued publication of the Quarterly on a symposium basis.\n2. More frequent publication of the News , which should be possible be¬\ncause of anticipated increases in advertisements.\n3. Administrative support for the committees already established.\n4. Concerted action for closer harmony among the associational groups\nwhich are unselfishly working for the improvement and betterment of busi¬\nness education. (Personal aggrandizement and special group interests must\nbe ignored if desirable goals are to be reached.)\n5. Adoption\n\nof the following motto: “Every teacher a member of his\nlocal, regional, and national association.”\n6. Creation of a specific division to work with such government agencies\nas the United States Office of Education\nmerce and Labor.\n\nand the Departments\n\nof Com¬\n\n7. Development of a research bureau to make available for general pur¬\nposes the findings of significant researches in business education.\n8. Stability in the financial setup of the Department.\n9. The employment of a permanent executive secretary with headquar¬\nters in Washington, D. C. The Department should establish a central office\nat N.E.A. headquarters within three years.\nEffective and desirable growth is a gradual process. One administration\ncannot, and should not attempt to, establish a platform for future action.\nAll administrations must profit from preceding groups and envision plans\nfor succeeding ones. The problems of business education and those of the\nDepartment are intricate and must be dealt with from a long-range point\nof view. But above all, the realization of any and all desirable goals is in\nthe last analysis fundamentally dependent upon the wholehearted support\nof each member.\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nSOCIAL\n\nRESPONSIBILITIES\n\nB. FRANK\n\nKYKER,\n\nACTING\n\nOFFICE\n\nOF\n\nCHIEF,\n\nOF\n\nBUSINESS\n\nBUSINESS\n\nEDUCATION,\n\nEducation\n\nEDUCATION\n\nEDUCATION\n\nWASHINGTON,\n\n411\n\nSERVICE,\n\nU.\n\nS.\n\nD. C.\n\nIf the social and vocational responsibilities of business education are to\nbe achieved, they must be shared jointly as well as severally by business\nteachers and supervisors, school administrators, teacher-training institutions,\ngovernment, and organizations of business educators.\nThese responsibilities may be summed up as follows :\n1. Make available to all secondary students social business courses that\nwill function effectively in the life of the individual and contribute to a\ncitizenship that is economically literate and competent in business matters.\n2. Specialized vocational business training for positions actually avail¬\nable, given to those who are qualified to profit by such training and who\nwill be able to secure a position in which the business knowledges and skills\nwill function. All pre-employment\n\nvocational business training should im¬\n\nmediately precede the student’s entrance into a business occupation.\n3. In addition to social business courses for all students, and vocational\nbusiness courses for the few, cooperative part-time and extension business\nclasses should be made available for the upgrading of employed business\nworkers, as is now\nAct.\n\nthe case for distributive workers under the George-Deen\n\n4. In addition to a teaching personnel that is broadly trained in the so¬\ncial, technical, and professional subjects, supplemented by occupational expe¬\nrience, it is of the utmost importance that competent supervision for all\nphases of business education be provided on a statewide and local basis.\n5. Finally, it is a responsibility of all persons concerned with business\neducation to determine educational objectives, curriculum content, stand¬\nards, methods of teaching, occupations for which training should be pro¬\nvided, grade placement, and student selection by research, investigation, and\nexperimentation, instead of by imitation, inheritance, and tradition.\n\nFRAUDS\nMRS.\n\nMURIEL\n\nTER\n\nAND\n\nN. TSVETKOFF,\n\nBUSINESS\n\nBUREAUS;\n\nBUSINESS\n\nTHE\n\nTREASURER,\nAND\n\nBUREAU,\n\nCONSUMER\nNATIONAL\n\nMANAGER,\nSAN\n\nSAN\n\nFRANCISCO,\n\nASSOCIATION\nFRANCISCO\n\nOF\n\nBET¬\n\nBETTER\n\nCALIF.\n\nWhile voluntary and government agencies have reduced the volume of\nfraud considerably in the past few years, the fact must be faced that as\nlong as there are ingenious minds devising new fake schemes, and people\nwho transact business emotionally rather than rationally, there will always\nbe a certain amount of swindling.\nTo minimize loss thru fraudulent schemes, Better Business Bureaus\noperate a four-point program : fraud prosecution, fraud prevention, promo¬\ntion of fair advertising and selling practices, and consumer education.\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nIn 1938, 568,000 inquiries and complaints were received by Better Busi¬\nness Bureaus in sixty-five cities thruout the United States and Canada.\nConsumers act as “listening posts” and report instances of fraud or suspi¬\ncions of fraud to the bureaus, which in turn investigate and take whatever\naction is indicated by the facts developed. More than 230,000 copies of\n“fact” booklets were distributed, and 106 radio stations in eighty-one cities\ngave 1400 hours of time to Better Business Bureau warnings.\nProsecutions are made difficult by hesitancy on the part of consumers\nto appear in court actions, lack of knowledge concerning the rules of evi¬\ndence, failure to save documentary evidence and to remember accurately\nwhat was stated at the time the fraud was perpetrated.\nTeachers are urged to warn students of the danger signals which indi¬\ncate a fake scheme may be attempted. Samples of such danger signals are:\n(a) Do not sign contracts in blank, read before you sign and keep a copy.\n(b) Do not be hurried into business transactions, (c) Do not depend too\nmuch on guarantees, (d) Do not part with money thru flattery, (e) Do\nnot expect something for nothing.\nWILL\n\nJOHN\n\nTHE\n\nM.\n\nPIECES\n\nCASSELS,\n\nMAKE\nA PATTERN\nEDUCATION?\n\nDIRECTOR,\n\nSTEPHENS\n\nINSTITUTE\n\nCOLLEGE,\n\nFOR\n\nIN\n\nCONSUMER\n\nCOLUMBIA,\n\nCONSUMER\n\nEDUCATION,\n\nMO.\n\nAs a newcomer in the field I have noted four categories which we shall\nconsider in an effort to piece together a pattern in consumer education. The\nfirst is the extent and keenness of interest already manifest in this unde¬\nveloped subject. The demand felt on all sides for information is being\nmet by a group of persons full of enthusiasm, energy, and purposeful sin¬\ncerity. They feel the thrill of pioneering in a new and relatively untried\nfield.\nSecond, the work\n\nhas so far been advanced\n\nin spontaneous,\n\npiecemeal\n\nfashion. The need for work in consumer education goes back to the eco¬\nnomic changes of the industrial revolution, but progress has been held back\nbecause of social inertia. The flood has been breaking thru the dam since\n1929, however, and the channel has widened and deepened as it flowed.\nHome economists and teachers of business education have made their\ngood contributions as well as teachers in many other fields whose courses\ndo not deal directly with consumer problems.\nMy third observation is the developing trend toward clarification of the\nconcepts of consumer education. Until now, development has been sporadic\nrather than systematic. Consumer education should never be put in the\nstraight jacket of any cut-and-dried pattern, and it is safe to assume that\nas long as it is a vital subject handled by people alive to its opportunities\nthis will not happen. There is, however, a vital need for coordination of\neffort and clarification of concepts among those in the field. We can now\ndistinguish between four concepts of consumer education, each of which\nexpands beyond the other in scope: buymanship, personal economics, social\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\n413\n\nEducation\n\neconomics, and general education. When thinking of ourselves as consum¬\ners, we are merely focusing attention on one aspect of our many-sided\nlives. When we develop education around this idea of consumership, we\nrealize it is not the only center but one of exceptional significance in the\npresent day.\nFourth, we find today an ever growing need for work along these lines.\nThe contributions which we may expect from consumer education in the\nyears ahead should be many and valuable.\n\nEDUCATED\n\nCONSUMERS\n\nMAKE\n\nBETTER\n\nCITIZENS\n\nD. E. MONTGOMERY,\nDIRECTOR, CONSUMERS’\nCOUNSEL\nDIVISION,\nDEPARTMENT\nOF AGRICULTURE, WASHINGTON,\nD. C.\n\nConsumer\n\neducation and action are new. The\n\nU.\n\nS.\n\nessential standards con¬\n\nsumer educators will need to guide their progress by are: (a) preservation\nand use of the right of objective criticism, without which education is\ndevoid of learning and becomes a mockery; and (b) selection of materials\non a basis of accuracy, reliability, and freedom from any selling or anti¬\nconsumer purpose. The upholding of the first of these lies in the hands\nof every educator, as well as the supervising authorities. The second places\nresponsibility primarily upon the supervisors who in most instances will\nbe best able to ascertain the sources of materials and to submit them to\nthoro check.\nAdherence to such standards will help us to find out how to educate\nconsumers and then to educate them. This alone will not make them better\ncitizens. To move in that direction consumers will need to learn how to\nput their education into use. They will need organization for one thing,\nand such organization they must accomplish for themselves. Then they\nshall have to learn how to treat with the makers and sellers of goods in\ngetting things done more to their consumer liking. For that undertaking\nthey shall have to command respect for their consumer viewpoint, a respect\nwhich will be assured only when the independence of the consumer interest\nfrom the producer or seller interest is clearly recognized on both sides.\nAll this may not be the task of consumer educators. But educators can, if\nthey keep informed of developments in the field of consumer action, con¬\ntribute thru adequate preparation to the growth of a strong, independent,\nfearless, responsible consumer movement.\n\nTRENDS\nWILLIS\n\nM.\n\nIN\n\nKENEALY,\nFOR\n\nTHE\n\nMERCHANDISING\n\nREGIONAL\n\nSOUTHERN\n\nSUPERVISOR\n\nCALIFORNIA,\n\nLOS\n\nOF\n\nCURRICULUM\nDISTRIBUTIVE\n\nANGELES,\n\nEDUCATION\n\nCALIF.\n\nThere have been several reasons why greater interest has not been shown\nin the development of a sound merchandising curriculum by the senior high\nschools and junior colleges. Many parents felt that service in this field,\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nAssociation\n\nwhich they termed “behind the counter clerking,” did not carry social\nprestige. Rather low wages compared to other fields of employment was\nanother retarding or limiting factor in the development of a merchandising\nprogram in the secondary schools. Boys and girls felt that they would prefer\nto enter a field which offered them greater financial returns. Another and\nvery important reason has been the lack of qualified teachers in this field.\nIn order to do a really effective job a teacher should have, in addition to\nacademic training and a good teaching personality, considerable practical\nexperience in marketing and retailing. Such teachers have not, for the most\npart, been available in the secondary schools.\nRecent studies have shown that one out of every eight employed workers\nin the United States is engaged in distributive activities. Also the demand\nfor workers in this field has increased more rapidly than in any other major\noccupational group. Since the secondary schools have generally made little\nprovision for the training of students for the distributive occupations, and\nsince a large number of graduates are unable to find employment in the\noccupational field for which they were trained, the distributive occupations\nhave been forced to accept young men and women with either no training\nat all or training of a very meager\n\ntype. The\n\nrecognition of these factors\n\nhas led to a general interest in the establishment of a merchandising cur¬\nriculum which will provide adequate pre-employment training for young\nmen and women who desire to specialize in merchandising.\nThere has been a tendency in schools where there is a thirteenth year,\nor thirteenth and fourteenth years, to upgrade the merchandising subjects\nwhich are offered. This trend is paralleling the trend toward the establish¬\nment of a thirteenth year in secondary schools. Since by far the greatest\nmajority of students graduating from the twelfth grade do not continue\nin either junior college or university work, there will always be the need\nfor basic training in the merchandising field prior to the thirteenth year.\nThe increasing demand of business, however, for more mature and better\ntrained applicants is being met in part by additional offerings in the thir¬\nteenth and fourteenth years in those institutions which have established\nsuch a continuing program.\nThe third trend is toward a practical curriculum. Emphasis is largely\naway from the single text and academic presentation to a functional pro¬\ngram taught by teachers with merchandising experience. In order to provide\nfor practical training, much\n\nof the course of study centers around specific\n\nbusiness activities which are determined by an analysis of business require¬\nments. Probably the cooperative part-time program is the closest possible\napproach to a practical and functional curriculum.\nAlong with the trend toward a more practical curriculum there is the\ntrend toward the wider use of supplementary reading materials. Simple\ntextbook presentation is disappearing. Reference books, trade magazines,\nmotion pictures, outside speakers, and materials which may be obtained\nfrom manufacturers and large distributing organizations are being made\navailable to merchandising students.\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nThe\n\nof\n\nBusiness\n\n415\n\nEducation\n\nfifth trend in the training of workers in the field of merchandising\n\nis toward more cooperative part-time programs. The George-Deen Act\npassed in 1936 by the United States Congress has stimulated interest in\nthis type of training program. Possibly there is no more\n\neffective learning\n\nsituation than a well-organized, properly conducted, part-time cooperative\ntraining program. Lnless effectively planned and carefully supervised, how¬\never, the cooperative training program might easily result in an expensive\nwaste of student time.\nThe sixth trend lies outside the secondary-school field and is toward more\nin-service training for employed workers in distributive occupations. Classes\nin the adult field are being set up thruout the United States to provide\nspecific training in the fundamentals of merchandising.\nThe final trend is toward training institutions sponsored by certain large\ngroups or industries. Recognizing the need for better training an industry\nmay\n\nsponsor an educational program\n\navailable to the members\n\nand assist in making such a program\n\nof that industry7.\n\nIf the above-mentioned trends continue in the three ty7pes of programs —\npre-employment training, cooperative part-time training, and in-service\ntraining — business establishments engaged in the distribution of goods and\nservices should find a more efficient group of young men and women avail¬\nable for placement, as well as have a personnel trained for better service\nto the customer.\n\nVOCABULARY\nMILDRED\n\nBUILDING\nJ. O’LEARY,\n\nFOR\n\nHIGH\n\nSECRETARIAL\n\nSCHOOL,\n\nSWAMPSCOTT,\n\nSTUDENTS\nMASS.\n\nIt has been found that there is a high degree of correlation between\nlarge vocabularies and success in business and in life. Words express ideas;\nthey are the tools of thought. They7 must be kept shining and ready7 for\ninstant use. To do this a knowledge of words, their derivation, and correct\nuse must be gained. Background subjects like English, economic geography,\nand business law help to furnish a background of knowledge and vocabu¬\nlary for the secretarial student.\nTeachers of background subjects should work with teachers of business\nEnglish and stenography to evolve a basic vocabulary7 that will be of value\nto the student. The secretarial student must add to his technical skills an\nexact knowledge of words. To his general vocabulary7 he must add specific\nvocabularies — those words which have to do with different kinds of busi¬\nness undertakings. These will differ with different parts of the country'.\nSome devices that help secretarial students to gain poise and acquire\nvocabulary power are : keeping a vocabulary notebook, answering the school\ntelephone, greeting visitors, speaking before groups, presiding at assemblies,\ninterviewing business people, acting as secretaries to teachers, collecting\nadvertising material and business letters, and working\nlems in research.\n\nin groups on prob¬\n\n"}
{"page": 420, "printed_page": null, "text": "National\n\n416\n\nILLUSTRATIONS\n\nAND\n\nPRACTICE\n\nMRS.\n\nWhen\n\nGLADYS\n\nSEALE,\n\nEducation\n\nAssociation\n\nHINTS\n\nMAKING\n\nON\n\nEQUIPMENT\nWHERE\nAVAILABLE\nWADLEIGH\n\nHIGH\n\nSCHOOL,\n\nSECRETARIAL\n\nNONE\n\nNEW\n\nIS\n\nYORK,\n\nN. Y.\n\nI first started to teach secretarial practice, I was somewhat\n\nin a\n\nquandary because we had no equipment at the time. However, the lack of\nmoney to spend on equipment was a blessing in disguise as it forced me to\nthink of some way to have the students make the material. We all know\nthat learning by doing is one of the most forceful and lasting methods of\nlearning.\nMy lessons in telephoning include not only the use of the telephone but the\noperation of dials and of dummy switchboards constructed by the students\nthemselves. The purpose of this assignment is to develop initiative and to\ngive the pupils a thoro understanding\nboard.\nThe\n\nof the dial and the monitor switch¬\n\nrules of filing make fine dictation material which will increase the\n\nstudents’ ability to take dictation and transcribe efficiently. This material\nwill be helpful to the students when they are filing in an office. However,\nfor a person to actually learn to file, he must do some filing. Moreover,\nlearning by doing produces self-activity which is always desirable in any\neducational endeavor. Therefore, as the classwork proceeds and as the\nstudents learn more about filing, they make their own file cabinets, the\nguides, folders, and tabs.\nIn many business offices the secretary is expected to make out itineraries\nas well as sales distribution maps. Of course the material concerning buses,\nrailroads, aeroplanes, and their facilities for traveling is something that over\n90 percent of the class have never heard about — and add to this “how to\nmake out an itinerary!” This material makes fine dictation which will be\ninstructive at the same time that it helps to pull up the pupils’ speed and\naccuracy. However, most instruction on the subject is gained by having\nthe students make maps, put on them the cities located on the principal rail¬\nroads that go out from New York City, and, using colored thread, cord, or\nribbon, indicate these routes. Furthermore, it may be required of the\npupils when they go into the business world to make the type of sales dis¬\ntribution map that most businesses have in their offices. The making of these\nmaps is far better than pictures or diagrams, since it is a practical experience.\nFailure in making a businesslike railroad or sales distribution map is not\ncommon but effort is required to make a successful map.\nAs you may see by the projects on telephoning, filing, and itinerary work,\ndictation in all my secretarial practice teaching pertains to the subject being\ntaught ; character traits are constantly being developed ; and students learn\nby actually making the equipment necessary. Each piece of equipment that\nthe secretarial practice students make is simple, can be made by either girls\nor boys, and is practical for the business world.\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nAN\n\nof\n\nBusiness\n\n417\n\nEducation\n\nINTEGRATED\nPROGRAM\nOF DISTRIBUTIVE\nTION: ITS SOCIAL AND ECONOMIC\nSIGNIFICANCE\n\nWALTER\n\nF. SHAW,\nTION,\n\nThere\n\nWESTERN\n\nU. S. OFFICE\n\nREGIONAL\nOF\n\nAGENT\n\nEDUCATION,\n\nFOR\n\nEDUCA¬\n\nDISTRIBUTIVE\n\nWASHINGTON,\n\nare four well-defined objectives of the program\n\nEDUCA¬\n\nD. C.\n\nin distributive\n\neducation: (a) a broad, comprehensive, sympathetic attitude toward second¬\nary education and guidance programs; (b) basic fundamental orientation\ncourses preparatory to a part-time program; (c) cooperative part-time pro¬\ngrams on the level of the secondary school in the secondary schools, the\npostgraduate schools, and the junior colleges; and (d) the building of\nadult extension programs in consequential short units on three levels of in¬\ncreasing difficulty and responsibility. Only in a democracy which does not\nseparate its work and its culture could these objectives be broadly stated,\nanalyzed, and interpreted in terms of the national economy.\nDuring the fiscal year just closed there has been an increase of 50 percent\nin the number of training centers and 100 percent in the number of em¬\nployed adults enrolled in distributive occupational subjects.\nOf outstanding significance is the increasing interest shown by the small,\nindependent businessman who is turning to education as a possible solution\nfor many\n\nof his problems. He\n\nrealizes that something must\n\nbe done to\n\nreduce the increase in labor turnover, to check wasteful distributive prac¬\ntices, and to stop the increase in actual costs of doing business. No one ap¬\npreciates more than the small businessman the seriousness of the job situa¬\ntion in the United States, which is causing American industry a daily loss\nof approximately $3,000,000. Thousands are being hired, tried, and dis¬\ncharged from their positions because of their inability to meet the require¬\nments of the distributive occupation in which they are employed.\nEqually significant is the revision of courses of study in the secondary\nschools to provide an organization which will proceed from preparatory\nexploratory courses up to highly specialized training units at levels con¬\nsistent with individual suggestion and skilled masteries in the elements of\nretail selling, retail store management, survey marketing, advertising, and\nin the technics of purchasing, transportation, the channels of trade, and the\nestablished mediums within these channels.\nConsumers are vitally interested in strengthening the objectives of a\nprogram which makes employees more efficient, cuts the cost of distribution,\nand establishes merchandising practices on the basis of more intelligent\nservice at reasonable cost. The\n\ncareful selection which\n\nis resulting in an\n\nupgrading of store workers is also securing a better qualified teaching per¬\nsonnel. It is this trained group that may be expected to provide educational\nprocedures to make it possible for intelligent proprietors, clerks, salespersons,\nand helpers in stores to prevent wasteful distributive practices.\nOne person in every eight is engaged in a distributive occupation. Ap¬\nproximately 160,000 youth from seventeen to nineteen years of age enter a\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nAssociation\n\ndistributive occupation each year with no training whatever\n\nfor the work.\n\nAn additional 140,000 between the ages of twenty and twenty-one enter\ndistributive employment under the same conditions.\nA recent study revealed the fact that not more than one secondary school\nin eight in the western states is offering any training program in the basic\nprinciples of selling. More graduates of these schools are going into dis¬\ntributive fields than go into medicine, law, engineering, and the ministry\ncombined. Not one of these schools would consider elimination of the\npreparation of the four groups just named for college entrance, yet for\nyears it has been assumed by many that anybody could sell if he could\nspeak his native tongue, count money, and read the almanac, and that the\nbest teacher was experience.\nA study in contrast is provided by a survey of the results attained during\nthe current year: (a) more satisfied, efficient employers and employees; (b)\nlower costs of distribution; (c) enrichment of consumer living in terms of\nservice; (d) lifting the standards of living to higher levels.\nEconomic security, social adjustments, and even the maintenance of civic\norder depend upon the degree to which we have satisfactory employment\nand the contentment which goes with it. One cannot escape the conclusion\nthat “defective things can be thrown on the scrap pile, but with ruined\npeople we must live.” If our social structure is to endure we must take full\nadvantage of constructive educational measures now to prevent later ex¬\ncessive remedial appropriations.\n\nTHE\nWALLACE\n\nTEACHING\n\nB. BOWMAN,\n\nNEW\n\nOF\n\nROCHELLE\n\nTRANSCRIPTION\nHIGH\n\nSuccess in teaching transcription is more\n\nSCHOOL,\n\na matter\n\nNEW\n\nROCHELLE,\n\nN. Y.\n\nof attitude than of\n\nmethod. Transcription is a skill that must be developed thru careful teach¬\ning and a thoro understanding of the principles involved. The student can¬\nnot transcribe what he does not have in his notes. F or this reason we must\nbe absolutely certain that the student has in his shorthand notes all the\nmaterial that he is expected to transcribe. During the learning period, the\nshorthand dictation speed must not interfere with the development of a\nsatisfactory ability to transcribe. From the start students should be required\nto correct their errors and a great deal of emphasis should be placed on neat\nand businesslike corrections. At an early stage, all transcription should be\nput on the time basis. This will teach the student to avoid the waste of both\npaper and time. The use of envelopes and carbon copies in connection with\ntranscription will enable the teacher to introduce mailing and filing pro¬\ncedures in the classroom. The more nearly the schoolwork approaches the\nrequirements of the business office, the more easily the young applicants will\nfit into office situations.\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nSPECIAL\nHARRY\n\nW.\n\nCLASS\n\nSUNDWALL,\n\nof\n\nBusiness\n\nPROJECTS\n\nBRIGHAM\n\nYOUNG\n\n419\n\nEducation\n\nIN\n\nSHORTHAND\n\nUNIVERSITY,\n\nPROVO,\n\nUTAH\n\nProvision should be made for a point of fact often overlooked by teachers\nof shorthand. This point of fact is that many students leave the classroom\nto enter business life directly, which places a unique responsibility upon the\nshorthand class, along with other classes building commercial skills. The\nprogram for the shorthand class should be based upon directed experience\nin human relations as well as development of shorthand skill.\nThe emphasis of the classroom activity must be on technical skill develop¬\nment in shorthand ; therefore, an organization for out-of-class activity must\nexist if the necessary attention is given to the building of proper attitudes\ntoward business life and the forming of a proper response pattern in human\nrelationships.\nThe program of activity of this organization might be built around\nprojects that grow out of interests in shorthand, in business affairs, in fine\narts, in social life, and in sports. Such a program of activity would con¬\ndition and test the classroom people before they face business or advanced\nschool life. It would place the shorthand class inside the outside world and\nthe outside world inside the classroom thru activity fostering a common\nunderstanding and appreciation.\nNONVOCATIONAL\n\nEARL\n\nCLEVENGER,\n\nASPECTS\nOF\nKEEPING\n\nHIGH-SCHOOL\n\nHEAD,\n\nCOMMERCE\n\nDEPARTMENT,\n\nTEACHERS\n\nCOLLEGE,\n\nEDMOND,\n\nBOOK¬\n\nCENTRAL\n\nSTATE\n\nOKLA.\n\nThe first part of a bookkeeping course should be definitely social or nonvocational. Some prefer to speak of it as a consumer-training course because\nsuch subjects as family budgets and personal income tax reports should be\nincluded. The course should include training in how to keep accounts for\nnonmerchandising establishments such as for those whose primary source of\nincome is from salary, fees, or commissions.\nDue to the fact that vocational bookkeeping is so complicated little can\nbe done toward teaching the subject vocationally until the student under¬\nstands the fundamentals which can well be taught by means of accounts\nfor the professional man and related types of transactions. Such treatment\nwill go a long way toward\nriculum it formerly held.\nLOST\nROBERT\n\nrestoring bookkeeping to the position in the cur¬\n\nHORIZONS\n\nAND\n\nBUSINESS\n\nEDUCATION\n\nE. SLAUGHTER,\n\nDIRECTOR\n\nOF\n\nMADISON\n\nCOLLEGE,\n\nHARRISONBURG,\n\nTEACHER-TRAINING\n\nCOURSES,\n\nVA.\n\nBusiness education for tomorrow is obligated to guide suitable material\ninto vocational courses, train that material appropriately, place it in active\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nvocational life, and assist in making subsequent adjustments. Only in this\nmanner can it serve the interest of youth and of business. Tomorrow’s guid¬\nance program must be based upon extensive, valid research data concerning\nthe individual, occupational requirements, and current and prospective\noccupational opportunities, both local and national.\nAmerica stands at the threshold of a new horizon, the horizon of social\nand economic planning. Education is looked upon, as it has been for cen¬\nturies, as an indispensable instrument in the promotion of social progress.\nBusiness educators are not only a part of that education but also a most\nvital part, because business, to which our efforts are especially related en¬\nvironmentally, is the most deeply involved in the new horizon of all of\nsociety’s institutions. Our heavy responsibility is commensurate with our\nsplendid opportunities to contribute to the freedom, the welfare, and the\nhappiness of our fellow man. We must accept the challenge of the new\nhorizon, study, observe, work, think, and pray.\n\nTHE\nLLOYD\n\nVOICE\n\nL. JONES,\n\nOF\n\nDIRECTOR\n\nOF\n\nBUSINESS\n\nIN\n\nEDUCATION\n\nRESEARCH,\n\nGREGG\n\nPUBLISHING\n\nBEREA,\n\nMore\n\nCOMPANY,\n\nOHIO\n\nand more business is going to participate in business education and\n\nit rightly should. Business is getting very weary of paying taxes, and busi¬\nness is going to find out what it is getting for its money. Business is going\nto be very much more interested in this upgrading of schools to include a\nthirteenth and fourteenth year. Business is largely paying the salaries of the\nteachers. Business is building the buildings. Business is largely buying the\ntextbooks, and I am wondering if we have listened to the voice of business\nas carefully as we might and if we are really trying to do for business wdiat\nit would have us do. More commercial teachers should be investigating busi¬\nness, sitting down with business people to find out personally what they are\nthinking about our vocational subjects. They will find that business is\nbecoming as interested in vocational education as we are.\n\nWHAT’S\nEARL\n\nG.\n\nAHEAD\n\nBLACKSTONE,\n\nIN\n\nBUSINESS\n\nUNIVERSITY\nLOS\n\nANGELES,\n\nOF\n\nEDUCATION\n\nSOUTHERN\n\nCALIFORNIA,\n\nCALIF.\n\nThere are a few movements which are fairly discernible and which we\nought to recognize and be prepared to handle within the next few years.\nOne of the them is that of a proper attitude on the part of business teachers\ntoward the idea which is apparently being so readily accepted by our school\nadministrators — upgrading of vocational education. Closer to us than up¬\ngrading of vocational education is the matter of consumer education. That\nis here now. It is here to stay and it is going to be increasingly important.\nW e have handled it haphazardly in various subjects, departments, and text-\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nhooks. Other\n\ndepartments\n\nof Business\n\nare\n\n421\n\nEducation\n\nscrambling\n\nfor it, business education\n\namong the rest. No one department can monopolize consumer education —\nall must contribute and cooperate. We face curriculum revision problems;\nwe need to make more adequate provision for economic citizenship prob¬\nlems; we need to ad just our education to provide better for trait development\nand prognosis and occupational intelligence.\n\nBUSINESS\nDOROTHY\n\nEDUCATION\n\nTRAVIS,\n\nCENTRAL\n\nON\n\nHIGH\n\nTHE\n\nSCHOOL,\n\nJUNIOR\nGRAND\n\nLEVEL\n\nFORKS,\n\nN. DAK.\n\nTextbooks should be merely the skeleton backbone of the course (of gen¬\neral business training), and the meat should be live material secured from\ncurrent newspapers, magazines, and advertising material. Another problem\nis that of securing necessary blanks (checks, telegraph forms, etc.) in those\nschools where no funds are available for workbooks. Casually local stores,\nbanks, telegraph offices, and other firms are willing to cooperate with the\nteacher to furnish such supplies. I believe it is wise as a general rule for the\nteacher to secure these rather than to send children to ask for them. Children\nmay make nuisances of themselves unless some understanding\nreached between businessmen and teachers in advance.\n\nTESTING\nGUY\n\nG. GEORGE,\n\nSAN\n\nJOSE\n\nAND\n\nGRADING\n\nSTATE\n\nCOLLEGE,\n\nSAN\n\nJOSE,\n\nhas been\n\nCALIF.\n\nTests and grades have become almost an end in themselves, it seems. One\nmight almost think the object of education was to produce records, diplomas,\ndegrees, certificates. I wonder if it would not be a blessed relief if they were\nall suddenly blown to bits; then we could be human heings, valued for what\nwe are. The efforts which have been spent in refining the instruments of\ntorture might better have been spent in a crusade to abolish them. Testing\nand grading as we have used them have not given satisfactory results. They\nhave killed the interests of students; they have spoiled some students and\ndepressed others; they have made drudges and “dead pans” of many teachers\nif they have not actually killed them ; and they have placed teaching and\nlearning on a low ethical plane.\n\nSECRETARY’S\n\nREPORT\n\nSan Francisco, California\nIt was the consensus that the 1939 convention in San Francisco was the meeting\nnonpareil in the history of the Department. There were meetings covering all\nbusiness subjects, departments, and curriculums; general meetings giving outside\nbusiness contacts; and occasions offered for exchange of professional ideas between\nand among individuals. A special notation should be made of the numerous round¬\ntable and panel discussions. All meetings were well attended and unprecedented\nenthusiasm and untiring interest were shown.\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNational\n\nEducation\n\nAssociation\n\nDue to the foresight and resourcefulness of President Joseph DeBrum the\nfollowing inspirational contacts were made possible: two general meetings at\nwhich men in business brought messages to the business teachers and administrators;\nfour sectional meetings in which twenty-eight business educators participated;\neight round tables with sixty participants; and four special programs with thirty\ncontributors. Pupils from various schools gave four demonstrations; a consumer\neducation exhibit attracted the interest and attention of hundreds of visitors; a busi¬\nness education tea and general open house for all guests were sponsored by the Bay\nSection of the Business Education Association of California, of which A. L.\nMcMillan is president; the climax of the social events was a boat trip up the\nSacramento River on the “Delta King.”\nA number of Executive Committee meetings were held to discuss the Department’s\nactivities of the past year and to consider plans for the ensuing year. A great many\nstate and regional directors were present to attend sessions devoted to the problems\nof these directors.\nMany evidences of the increased influence of the Department in national business\neducation were seen in the attendance and participation of local business educators,\nmembers from many of the states, from Puerto Rico, and from Canada. The pro¬\ngrams manifested thought and understanding in planning, and an earnest reception\nwas afforded all the speakers.\nThe national membership director, Vernal H. Carmichael, reported a membership\nfor the current year of 4500, which is several hundred more members than the\nDepartment was able to report heretofore.\nThe National Business Education Quarterly, the professional monograph of the\norganization, was published in October, December, March, and May, with the\nfollowing themes: October 1938 — Business Education on the Junior Level; December\n1938 — Secretarial Subjects; March 1939 — Personality in Business; May 1939 —\nWhat’s New in Business Education.\nThe National Business Education News was inaugurated this year in the form\nof a “house paper” for the publication of business education news notes of interest\nto the commercial teachers of the United States. Three issues were distributed and\nwere heartily received by the members.\nAt the business meeting, the Nominating\n\nCommittee,\n\nconsisting of Ira W.\n\nKibby\n\nof California, Mildred J. O’Leary of Massachusetts, O. P. Trentham of Missouri,\nCharles J. Beahan of New York, and L. O. Culp of California, presented its slate\nfor the year 1939-40. It was moved and carried that the report of the Nominating\nCommittee be accepted. For these officers see page 408.\nA communication was read from Jessie Graham suggesting that Article I, name\nof the constitution, be changed to read: “The name of this association shall be the\nAmerican Business Education Association.” A motion was carried to follow the\nconstitution and lay the question on the table for a year.\nThe Department of Business Education has had a phenomenal growth in numbers,\nbut the real growth is marked by professional advancement and increased interest\nin business education problems. Of all these the members of the Department can well\nbe proud.\n\n"}
{"page": 427, "printed_page": null, "text": "‘\"Department\n\nof\n\nClassroom\n\nTeachers\n\n"}
{"page": 428, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nclassroom\n\nNOTE\n\nteachers\n\nheld\n\nits first session\n\nat the\n\nSt. Paul meeting , July 8, 1914. It was organised in response to petitions\nrepresenting classroom teachers in all parts of the country. The Depart¬\nment was reorganised under a constitution at the Boston meeting in July\n1922. For amendments see proceedings, 1923:578; 1929:365; 1931:\n390-91; 1932:333-34. The Department of Classroom Teachers cooper¬\nates with the National League of Teachers' Associations.\nThe officers of the Department for the year 1939-40 are: president,\nElphe K. Smith , Capitol Hill School, Tigard, Ore.; vicepresident,\nDavid E. Temple, Central High School, Tulsa, Okla.; secretary, Anna\nJ. Masterson, 14 Oakland Avenue, Lowell, Mass.; director ex officio.\nMyrtle Hooper Dahl, Hiawatha School, Minneapolis, Minn.; regional\ndirectors\n\n: Northeastern,\n\nMary\n\nD.\n\nBarnes,\n\n223\n\nSummit\n\nRoad,\n\nElisa¬\n\nbeth, N. J.; Southeastern, Katy V. Anthony, Binford School, Richmond,\nVa.; North Central, Harold H. Blanchard, Central High School, South\nBend, Ind.; South Central, Florence B. Reynolds, Minne Lusa School,\nOmaha, Nebr.; Northwestern, Mary E. Bond, W hat com Junior High\nSchool, Bellingham, Wash.; Southwestern, Wilbur W. Raisner, Presidio\nJunior High School, San Francisco, Calif.\nThis Department meets at the time of the annual meeting of the Asso¬\nciation. The chief publications are the news bulletin and a yearbook.\nFacts relating to the establishment of this Department and record of\nmeetings are found in earlier volumes of proceedings as follows:\n1914: 909- 916\n\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\n1925:365-402\n\n1929 -.335-368\n1930 :29 3-308\n\n1926 :393-424\n1927 :353-390\n1928 -.325-352\n\n1931:359-392\n1932:303-336\n1933:327-356\n\n1924 -.460-499\n\n[ +2+ ]\n\n1934:313-344\n1935:285-310\n1936:195-218\n1931:225-244\n1933:403-422\n\n"}
{"page": 429, "printed_page": null, "text": "PRESIDENT’S\nMYRTLE\nAS\n\nHOOPER\n\nA traveler\n\nREPORT\nDAHL,\n\nchecks\n\nAND\n\nHIAWATHA\n\nback\n\nover\n\nMany\nmany\n\nSCHOOL,\n\nhis chart\n\nso the officers of the Department\nhave made\n\nRECOMMENDATIONS\nMINNEAPOLIS,\n\nto see how\n\nfar he has traveled,\n\nhave been checking the progress they\n\nduring the year just finished.\n\ncourtesies have been extended\n\nto us. As president I have received\n\ninvitations to attend meetings, speak at conferences,\n\nthe solving of problems.\nwould\n\nM INN¬\n\nThese\n\nhave\n\nall been\n\nhave been difficult to have responded\n\nthe generosity of the Minneapolis\n\nBoard\n\ngreatly\n\nand assist with\nappreciated.\n\nto these calls were\n\nof Education\n\nit not for\n\nand Superintendent\n\nCarroll R. Reed. They granted me all the time I needed, furnished\nstitute, and paid my salary. To them I express my sincerest gratitude.\nTwo\nwere\n\nnew\n\nclassroom\n\ndepartments\n\nwere\n\nstarted in Mississippi and New\n\norganized\n\nMexico.\n\nIt\n\na sub¬\n\nduring the year. These\n\nGeorgia\n\nand South\n\nCarolina\n\nheld special classroom meetings also. In Florida, North Carolina, and Ala¬\nbama splendid things have been done by alert, progressive state classroom\ndepartments. It is amazing and heartening to find how much has been ac¬\ncomplished by these associations in the short time they have been organized.\nMany\n\nnew\n\nlocal associations have been formed\n\nurged to assist in forming\nThe\n\nDepartment\n\nsion in every way\n\na new\n\nlocal in its neighborhood.\n\nhas cooperated\n\npossible. We\n\nand each local has been\n\nwith the Educational\n\nnow\n\nhave a permanent\n\nPolicies Commis¬\n\nmember\n\non the Com¬\n\nmission. At the meeting held in Atlantic City in May our ex-officio director,\nEmily Tarbell, was elected to fill the place left vacant by the death of Lotus\nCoffman\n\nof Minnesota.\n\nDepartment\n\nIt has been difficult for the representative from\n\nto be of much\n\nvalue to the Commission\n\nbeen few and it has taken time to become\n\nhave\n\nfamiliar with the background\n\nthe studies now\n\nbeing made, but we\n\nin formulating\n\npolicies as well as implementing\n\nThe Implications\n\nas the meetings\n\nthe\n\nfeel that we\n\nof\n\nwill have a definite part\n\nthem.\n\nof Research for the Classroom\n\nTeacher\n\nis the title of the\n\ntenth yearbook of the Department. It was presented at the luncheon meet¬\ning in Cleveland last February. It has been gratifying to receive and read\nmany letters and reviews commending the book. It is the hope of the com¬\nmittee that the teachers in the classroom will use it and report to the\nDepartment\nmeet\n\ntheir reactions and criticisms. It is a sincere hope that it will\n\na real need in actual classroom\n\nteaching.\n\nAnother accomplishment with which the teachers will be pleased is the\naction of the Executive Committee of the National Education Association\ncreating for us a headquarters\n\nin Washington.\n\nmorning, July 2, Joseph Saunders\nwhich was unanimously adopted :\nI move\n\nthat the Executive\n\nAt the meeting held Sunday\nthe following\n\nmotion\n\nthe position of executive\n\nsecretary\n\nof Virginia made\n\nCommittee\n\ncreate\n\nof the Department of Classroom Teachers,\nNational Education Association consider\n\nand that the executive secretary of the\nsuch alterations and changes in the\n\nexisting departments\n\nhe to the best interests of the National\n\nand\n\ndivisions\n\nas may\n\n[ 425 ]\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\nEducation Association and that the Budget Committee\nquate provision for the newly created secretaryship.\n\nbe instructed\n\nto make\n\nade¬\n\nThis action means that now the three largest classifications in the profes¬\nsion, namely, classroom teachers, administrators, and elementary principals,\nare established with secretaries at headquarters\nthe largest classification has had to depend\nassistance. Since we\nwork\n\nhave expanded\n\nthe details have become\n\nfeeling that the Department\n\nour\n\nin Washington.\n\nUntil now\n\non other division directors for\n\nactivities and increased\n\nvery heavy. Furthermore,\n\nour field\n\nthere has been a\n\nreally merited recognition as an important\n\npart\n\nof our great Association. Only thru this recognition can the unity of the en¬\ntire profession be recognized. The details and responsibilities of the office are\nstill to be worked out by the officers and Mr. Givens. It means much re¬\nsponsibility for all, but I am confident the members will feel that we have\ntaken another important\nprofession among\nThe\n\nstep in our efforts to build interest and pride in the\n\nthe classroom\n\nadoption of the new\n\nnumber\n\nteachers.\n\nConstitution\n\nand Bylaws, which\n\nof officers from seven to ten, and the establishment\n\nhave made\n\nan increased budget\n\nnecessary. The\n\nthe amount\n\ngiven the Department\n\nof this budget are given elsewhere\n\nfrom $10,000\n\nBulletin. No\n\nof our new\n\noffice,\n\nCommittee\n\nraised\n\nto $13,400.\n\nThe\n\ndetails\n\nin this report.\n\nLast fall the officers decided to experiment\nthe News\n\nBudget\n\nincreased the\n\nwith the number\n\nof issues of\n\ndoubt every one realizes that the big problem\n\ndistribution; teachers in local and state organizations\n\nhere is\n\nhave the opportunity\n\nto see the publication since several copies are sent to the president, but the\nlarge number\n\nof unorganized\n\nreaches every member\n\nteachers never\n\nof the National\n\nsee it. The\n\nEducation\n\nJournal , however,\n\nAssociation. We\n\ntherefore\n\ndecided to publish three issues of the Bulletin and three pages in the Journal.\nWe\n\nare very anxious\n\nto hear which\n\nyou thought was\n\nmost helpful. What\n\npolicy would you like to have us follow next year? Let us hear from you.\nThis exchange of ideas can be of real service if it reaches all interested\npersons.\nWe also experimented\nThe\n\nDepartment\n\nwith a new\n\nscheduled\n\ntype of meeting\n\nno meetings\n\nfor the winter session.\n\nbefore 3 :30 P. M. At that time a\n\nmeeting was held, with a chosen leader, and a discussion of the talks and\nsymposiums\n\nwhich\n\nhad been heard\n\nwas\n\nheld. Many\n\nlearned. Many expressions of commendation were\nquests that the plan be followed again next winter.\nFollowing\n\nour usual custom\n\nwe\n\nvaluable\n\nthings were\n\nreceived, as well as re¬\n\ninvited as our special guest for the San\n\nFrancisco meeting a teacher in a one-room school in Arizona. Mrs. Catherine\nD. Foy of Tucson was the one selected this year. When the idea of inviting\na rural teacher originated it was the plan to invite the teacher who lived\nthe farthest from the meeting place. We\n\nlater realized that the teachers in\n\nthe central section of the country would never have the privilege of attend¬\ning, so the officers decided to invite from the states alphabetically, omitting\nthose that have been represented.\n\n"}
{"page": 431, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n427\n\nTeachers\n\nA committee on teacher education was appointed this year with Mary\nD. Barnes as chairman. We have been invited to cooperate with the\nNational Commission on Teacher Education. This is a very important as¬\nsignment and is a matter in which we have long been interested. We are\ndelighted that Mr. Bigelow gave us this opportunity.\nThe work during the year expanded greatly. Nearly three thousand letters\nwere sent. In addition, numerous magazine articles were written and special\nrequested materials sent. Every effort was made to answer all inquiries\npromptly but where other officers had to be contacted or definite dates fixed\nthis was not always possible.\nThe Department has moved ahead steadily each year. This is accom¬\nplished most speedily and satisfactorily when confidence is placed in the\nleadership chosen. The united efforts of all groups can overcome\n\nany obstacle.\n\nWe must at all times put first things first. The task before us in the profes¬\nsion is a big one, and there is no time or place for petty things. The teachers\nof the nation are looking to us for leadership and assistance. We must never\nbe “weighed in the balance and found wanting.”\nI express my sincere appreciation to Reuben T. Shaw\n\nwho\n\nhas worked\n\nso tirelessly for the advancement of our high professional ideals ; to Willard\nE. Givens and the various members of the headquarters staff who have\nhelped in every way to make this a successful year; and to the many teachers\nin the field who are studying, working, and meeting the problems of the\nprofession in so splendid a manner. I assure them that the Department stands\nready at all times to be of any assistance possible. My greatest regret is that\nI am not able to have all the leaders I have met know each other as I have\nlearned to know\n\nthem. Then, indeed, would\n\nwe begin to realize that with\n\nthis type of leadership and with the high ideals of the profession always\nuppermost in our efforts, teaching will become the profession it should be\nand the children of America\nour democracy demands.\nTo\n\nthe Department\n\nwill be given the kind of education and leaders\n\nI make\n\nthe following recommendations:\n\n1. That the president be granted a year’s leave of absence with full re¬\nimbursement for loss of pay.\n2. That the Department continue its program of field work and confer¬\nences, making special effort to reach districts as yet not visited.\n3. That the Department continue its efforts to increase the membership\nof the National Education Association thru stressing the efforts being made\nby the Association to assist all teachers, whatever their problems may be.\n4. That we urge and encourage the formation of state classroom groups\neither as a league or federation of local associations or as a part of the state\nassociation.\n5. That we continue to make every effort to assist the Educational Policies\nCommission in its program.\n6. That we continue to aid and encourage teachers in the schools in rural\nareas to organize and work on their own\n\nproblems.\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nANALYZING\nMRS.\n\nMALBONE\n\nBOARD\n\nOF\n\nW.\n\nGRAHAM,\n\nDIRECTORS,\n\nPROPAGANDA\n\nSANTA\n\nNATIONAL\n\nAssociation\n\nMONICA,\n\nINSTITUTE\n\nCALIF.;\n\nFOR\n\nMEMBER\n\nPROPAGANDA\n\nOF\n\nTHE\n\nANALYSIS\n\nUnder democracy every man and woman has a vote exactly on the assump¬\ntion that every woman and man can make an intelligent choice among the\nalternatives presented. But the freedom of speech and other freedoms that\nare also the essence of our form of government allow every sort of alterna¬\ntives and ideas to be presented, given in as loud a voice and as big a hall as\nthey can get by purchase or otherwise. In short, the winds of doctrine are\na necessary part of the winds of freedom, and they have come to blow with\nincreasing violence in the sharply heightening tensions of our world. As a\npeople we stand probably as never before in the center of propagandas —\nbad, good, and indifferent, domestic and imported. Democracy cannot shut\nthem off as dictatorship can, and instantly does. Propaganda must function\nconstructively in and among them or else it must fail.\nIn the field of education there is constantly, to a greater or lesser extent,\ndepending on the tempo of the period, a movement introducing into the cur¬\nriculum new subjects and new materials, not so much by abstract choice\nas because of something that has come about in the outside world or in the\ncommunity. It creates what I like to call the area of educational dynamics.\nI think that the problem of classroom dealing with propaganda stands very\nnear the center of that area today.\nIt is interesting to trace back and find when the term came into extensive\nuse. If you turn to the Index of Periodical Literature you will find that prac¬\ntically no mention is made of it until 1916 and 1917. Altho its early mean¬\ning was restricted, it had the major qualities basic to it now. It was to get\nothers to accept something already decided on and to spread a cause. Propa¬\nganda is salesmanship in the field of ideas; it is something we accept and\npresent to others to influence them and so give just as persuasively as pos¬\nsible. The Institute for Propaganda Analysis, after working thru and sift¬\ning quantities of materials, gives this in terms of broad characteristics:\n“Propaganda is expression of opinion or action by individuals or groups\ndeliberately designed to influence opinions or actions of other individuals\nor groups with reference to predetermined ends.”\nPropaganda moved along in a pedestrian way until the World War. Then\nthe tempo changed swiftly. Most of us remember the posters of the Liberty\nLoan campaigns and those for enlistment. Nationally we established the\nCommittee on Public Information. It was in fact a department of propa¬\nganda, for the information, deeply designed to influence for a predetermined\nend, was selective and emotionally high geared, as it will always be in a\nwar situation. Its object, as that of other countries, was to build our own\nmorale and break that of the enemy. For each country it was a weapon of\nwar as important as aircraft and anti-aircraft guns and as ruthless.\nPeace came and we dropped back from the intense, imposed pressures but\nto a new normalcy. The salesmen of ideas everywhere had learned much\nabout how to influence the public. They wanted to keep on influencing, not\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nnow\n\nof\n\nClassroom\n\nTeachers\n\nto enlist or sacrifice but to buy and vote and believe. Propaganda\n\n429\n\nbegan\n\nto be a practical daily art. Three major things in the post-war period have\nchanged and developed it.\nFirst, a group of scholars took it up as a matter of research and gave it\nscientific standing and a whole vocabulary of its own, quite unintelligible\nto the general public. Having dug down into the ways of manipulation,\nsome of the exponents did decode their work and become practical advisers\nto those who wished to sell goods or ideas to the public. Scholarship first\ngave respectability, then concrete help.\nSecond, psychology was brought in to teach how to play on the emotional\nkeyboard. I shall always think of it most vividly in relation to a book that\ncame from the German Ministry of Propaganda not long ago. It was for\nBritish consumption only. There was not a British characteristic that was\nnot known and utilized ; there was not an emotional button that was not\npressed ; there was hardly a revered statesman who was not quoted for a\ndesired end ; neither was there a turn in the British sense of fair play un¬\ntouched.\nA third element increased tremendously the potentialities for manipulating\nminds : The physical sciences added amazing new ways of getting to those\nto be influenced and to the consumers of ideas. The radio and the motion\npicture came into almost universal use.\nThree important background elements, with a recent tangent fourth —\nthe inflow and subtle power of the imported propagandas of foreign, dicta¬\ntorial countries — give a new, urgent seriousness to the situation. Before, the\npropagandas tended to be homegrown varieties, disturbing at times, but our\nown. Now we find alien philosophies and imported hates.\nThere is the problem in its swiftly drawn setting; there is the complex,\nliving, developing situation. The\n\npropagandas\n\ncannot be shut off in a de¬\n\nmocracy. They cannot be simply dismissed by the “propaganda” label. Some\nare for destructive ends and some for constructive. The alternative is to\nlearn and to teach the ways of resistance — analysis choice. The why is clear,\nbut what about the very practical how? It is possible to set up a laboratory\nin the realm of the social studies for testing the ideas that seek place and to\ndo that testing just as dispassionately as it is carried on in the laboratories\nof the physical sciences. It is not as easy when dealing with human, emo¬\ntionally-charged materials, but it is tremendously significant, and soon it\nbecomes a habit to withhold judgment, check reaction, and test and select\namong the competing concepts.\nHigh among the tests is that of authority. So much of the information that\ncomes is of necessity secondhand, thru channels of communication. There\nmust be the check as to source. In the newspaper field the letterheading dis¬\npatches tell so much when they are understood, and to the public in general\nit is so little. The differences in the discount rates that must be put on U.P.\nand U.S. dispatches, particularly in the field of foreign policy, are striking\nand well worth attention. There is a necessary question mark and an “in¬\nvestigate further” sign over the information of the authority and its content\ninto which category fall the daily editorial and the paragraphs of the general\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\ncolumnist. “Says who?”\n\nEducation\n\nis more\n\nAssociation\n\nthan a slang phrase ; it is a pertinent, pointed,\n\nand invaluable instrument in the propaganda analyst’s equipment.\nProbably as a propaganda carrier, the cartoon does its work with more\nsubtle ease than any other, with the help of satire, humor,\nSometimes it is built on fact and is as authentic\ntimes exactly the opposite is true.\nBeware,\n\nand caricature.\n\nas it is powerful ; some¬\n\nand train others to beware, the hidden source. I will give you an\n\nillustration. Propaganda\n\nthat comes\n\nstraight out into the open and tells its\n\ncause presents a fairly simple problem to the consumer of ideas. The Ameri¬\ncan Committee for Non-Participation in Japanese Aggression is an instance.\nThe very name tells what it wants you to believe and do; the letterhead\nindicates who is asking it. We have the big-name device, but they are na¬\ntionally known names and simple to check for authority on the specific\nsubject at the present time. Pictures show, with a graphicness and selec¬\ntivity that is persuasive, war uses of American goods sent to Japan. It is\npropaganda\nThen\n\nby all our criteria. The\n\nthere are the propaganda\n\nagainst. They\nThe\n\ndata for reasoned decision is there.\n\nhave been sifted out, isolated, and set down\n\nInstitute for Propaganda\n\nstance where\n\ndevices to be recognized\n\nAnalysis in New\n\nYork\n\nand guarded\n\nby the Institute.\n\nCity is the first in¬\n\nscholarship has gone into the field in the interest of the con¬\n\nsumer. The Group Leaders' Guide to Propaganda Analysis is still marked\nand is still, in fact, experimental. It is growing with the experience in the\nclassroom and in various groups as well as in relation to controlled experi¬\nment. The monthly bulletins analyze contemporary propaganda, with the\nanalyses valuable for subjectmatter\nThru\n\nall the work\n\nsifted out of much\nfor which\n\nrun\n\nand as illustrations of method.\n\nthe tests for the common\n\nmaterial and found\n\npropaganda\n\nto be the leading ways\n\nit is well to be on the watch.\n\nThey\n\ndevices,\n\nof influence\n\nare vividly learnable\n\nand\n\nusable in our laboratory for the testing of straight and crooked thinking. We\nwill note only two here. First is name\n\ncalling in modern\n\ndress. The\n\nway to get almost any of us to stop thinking and react without\n\neasiest\n\ninvestigation is\n\nto label a person, an organization, with an emotionally charged word. There\nare qualities and attributes which\n\nthese emotionally\n\ncarry and there can be reasoned\n\nreactions toward\n\nwe must be sure : first, exactly what\n\nweighted\n\nwords\n\nrightly\n\nthem. But of two\n\nthings\n\nthe rightful content of the word\n\nis, and\n\nsecond, that the package so labelled really contains those ingredients.\nSecond, the glittering-generality device is the shiny side of the name¬\ncalling coin, and it is omnipresent today. By it the propagandist takes such\nterms as “liberty,” “social justice,” “Americanism,” and “democracy” and\nattaches them to anything to which he wants to give a gratuitous aura and\nuses glowing\n\ngeneral terms\n\nthat carry a full quota\n\nof approval\n\nand\n\nnot\n\ninfrequently are used to hide real characteristics by exactly that borrowed\nlight. Do\n\nnot let us debase our intellectual currency,\n\nour finest words, by\n\naccepting them as propaganda’s paper money. If we can teach the ways of\ntesting verbal coins to find when they are counterfeit, we will have accom¬\nplished much for a functioning government of the people.\nBut are we in all this making\n\nourselves and the students skeptical — just\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n431\n\nas skeptical as we want them to be when they see a red light flash on ahead\nas the car races forward, and for exactly the same reason? The light does\nnot mean, “Don’t go down the road at all,” nor does the label “propaganda”\nmean that the thing so marked is necessarily false and under no circum¬\nstances to be believed. Propaganda designates special pleading, which can¬\nnot safely be accepted without testing. The recognition of one of the devices\nof any propaganda as such puts up the old railroad sign along the highway\nto belief, “Stop, Look, and Investigate!”\nRURAL\n\nTEACHER\n\nHONORED\n\nM rs. Catherine Foy, a teacher in a copper mining camp at Twin Buttes,\nArizona, was selected as the rural teacher to be the guest of the Department\nof Classroom Teachers at the San Francisco convention.\nA graduate of the University of Arizona with an A. B. degree, Mrs. Foy\nbegan her teaching in 1916 at Twin Buttes, then a flourishing mining camp.\nAt that time the school had three teachers. Later she entered the Tucson\nelementary-school system and after her marriage to Edward Foy did sub¬\nstitute work in Tucson and Flagstaff. In 1923 she returned to Twin Buttes.\nThe mining camp suffered from the depression of 1929. Mrs. Foy has been\nthe only teacher in the school since 1931.\nDuring the Mexican Revolution her school at Twin Buttes had many\npupils whose parents had fled to the United States from Mexico. At present\nher twenty-one\n\npupils are all Mexican.\n\n“The long tenure of the rural teacher is of advantage,” declares Mrs.\nFoy, “since he gets to know the children and their families, and he may\nbecome a big influence in the life of the young people.” Her former pupils\nstill come to Mrs. Foy for advice. Boys and girls whom she had in the first\ngrade come to ask her about their love affairs and bring her their confidences.\nMrs. Foy served as president of the Pima\n\nCounty Teachers\n\nAssociation\n\nin 1937-38, and several times has been a delegate to the state association.\nShe has had graduate work at the University of Southern California, the\nNorthern Arizona Teachers College at Flagstaff, and the University of\nArizona.\n\nREPORT\nRENA\n\nOF\n\nTHE\n\nB. ROCKWELL,\n\nCOMMITTEE\nNEW\n\nYORK\n\nELMIRA,\n\nN.\n\nSTATE\n\nON\n\nACADEMIC\n\nTEACHERS\n\nFREEDOM\n\nWELFARE\n\nLEAGUE,\n\nY., CHAIRMAN\n\nAcademic freedom continues to grow in importance. Both teachers and the laity\nare waking up to the vital connection between it and the maintaining of our\ndemocratic institutions and our individual liberty. The responsibility for continued\neducation of the public rests upon the teachers.\nThe members of the Committee believe that much can be accomplished by the\njudicious publication of the issues involved in specific cases without giving names\nof people or places. Especially is this true of the most vulnerable spot at present,\nthe selection of reading material for the social studies in high school. By strict\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\ninterpretation of a law unfortunately enacted in New York this year, a teacher\nmight be discharged for quoting from the Declaration of Independence. But the chief\ndanger does not lie as yet in legal enactments. While a legislature may make laws\nand a board of education lay down regulations almost without limit, we still have\npublic opinion to look to for support. Hence we have the need for educating that\nopinion.\nWe commend the work of the Committee on Academic Freedom of the Highland\nPark (Michigan) Classroom Teachers Association, especially its study and review\nof the Second Yearbook of the John Dewey Society, Educational Freedom and\n\nDemocracy. This should be a suggestion and an incentive to local committees.\nThe Committee met twice in Cleveland during the convention of the American\nAssociation of School Administrators and has done business thru correspondence\nthruout the year. Two cases have been considered. One of these involved the use\nof reading matter in social studies, but because of numerous complications no\nformal investigation was undertaken. The Oklahoma City situation was so ably\nhandled by the Tenure Committee that there seemed nothing for us to do except\nto commend Elizabeth Irwin most highly and request the board of education to\nreinstate her. In her case at least there seemed no question but that she was being\npenalized for activity in teacher organization.\nOne of the difficulties met with by any committee lies in the fact that academic\nfreedom is not only a right but a grave responsibility. An act may be right but\nnot expedient. When a teacher makes himself or his cause unpopular by injudicious\nassertion of his rights, he does himself and all of the profession much harm. In\nmany communities a long and tedious process of education is necessary. We must\nbe wise and patient as well as daring. This does not imply that the greatest\nobstacle to freedom is not the attitude of teachers. Too often this definition of\nacademic freedom suggests itself, a state of intellectual servility in which the\nteacher willingly wears unseen shackles.\nViolations of academic freedom even where the teacher does not yield to soft\nwords and does not fail to realize that he is not acting freely are rarely found\nwithout other issues, at least in cases below the college level. Frequently tenure is\ninvolved. It is therefore hard to find clear-cut cases.\nA third obstacle to the functioning of the Committee has been the matter of\nfinding cases. We are dependent upon reports from teachers. Your cooperation is\nurged.\nWe advocate more active, local committees, continued thought and study,\nand the reporting of cases to the Committee.\nAt the request of the Academic Freedom Committee of the Highland Park\nClassroom Teachers Association, the Committee has made the following recom¬\nmendations to the Executive Committee of the Department of Classroom Teachers:\n1. That a permanent committee be appointed to receive and disburse funds\nfor the defense of teachers whose civil rights have been violated.\n2. That the name of this Committee be changed from the Committee on Academic\nFreedom to the Committee on Academic Freedom and Civil Rights.\n\nSECRETARY’S\n\nMINUTES\n\nSan Francisco, California\nFirst Business\n\nSession, July 4, 1939\n\nThe first business session of the Department of Classroom Teachers was called\nto order by the president, Myrtle Hooper Dahl, at 2:00 P. m.\nThe report of the Committee on Rules was read. Sarah Fahey moved that the\nreport be amended by substituting the order of business as printed in the official\nprogram of the National Education Association for the similar section of the\nCommittee report. This was unanimously adopted.\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n433\n\nTeachers\n\nOn\n\nmotion the minutes of the New York meeting were accepted as printed.\nThe annual report and recommendations of the president was then read and\naccepted (see page 425). The recommendations were unanimously adopted.\nThe report of the secretary, Katy V. Anthony, was read and accepted.\nEdith Armitage, chairman, presented the report of the Committee on Recodifica¬\ntion of the Charter and Bylaws. Three amendments wTere adopted; namely, Article\nVI, Section 1, unanimous consent was given to insert the names of Massachusetts\nand New Hampshire after the name of Maryland; Article IV, Section 2, was\namended by inserting the words “vicepresident and secretary” after the word\n“president”; Article II (Bylaws) wras amended by striking out all of Section 2\nand substituting the following: “Officers shall be elected by ballot. The candidate\nfor each office receiving the largest number of votes cast shall be declared elected.”\nThe new Constitution and Bylaws, as amended, was unanimously adopted.\nA motion was adopted directing the president to appoint a committee to develop\na definition for the terms “classroom teacher” and “retired teacher.”\nThe report of the elections committee was read and accepted. (See list of new\nofficers under Historical Note on page 424).\nThe meeting adjourned at 5:30 P. M.\n\nSecond\n\nBusiness\n\nSession, Wednesday,\n\nJuly 5, 1939\n\nThe second business session was called to order at 2:00 p. m. by President\nMyrtle Hooper Dahl.\nThe report of the Tenure Committee was presented by Frances Jelinek of\nMilwaukee, Wis. It was moved by Miss Jelinek that the report be adopted. The\nmotion was seconded by Daisy Lord, and adopted.\nThe report of the Legislation Committee was presented by Ona C. Raines of\nTulsa, Okla. It was moved by Miss Raines that the report be adopted; Wilbur\nW. Raisner of San Francisco seconded the motion, which carried.\nThe report of the Committee on Academic Freedom was presented by Rena Rock¬\nwell, Elmira, N. Y., chairman of the Committee. It was moved by her, and\nseconded by Esther Helbig, of Dubuque, Iowa, that the report be adopted. Motion\ncarried.\nRecommendations regarding academic freedom were presented by Frances\nJelinek. She moved adoption of the recommendations; this was seconded by Harold\nH. Blanchard, South Bend, Ind. A substitute motion was offered by Wilbur W.\nRaisner of San Francisco that the name of the Committee be changed from the\nCommittee on Academic Freedom to the Committee on Academic Freedom and Civil\nRights. The\nadopted.\nThe\n\nmotion was\n\nseconded\n\nreport on policies was\n\nby Clarence\n\npresented\n\nR. Briggs of Los Angeles, Calif., and\n\nby Bertha\n\nMelkonian\n\nof San\n\nFrancisco.\n\nShe substituted for her report the following recommendation: “The report showTs\nmuch thought and consideration. It is an excellent report. However, your Com¬\nmittee is of the opinion that a real policies report would have to be written by a\ncommittee composed of either officers of the Department or persons who have\nserved as officers. Before policies can be written, it is necessary to know the interests\nof the various organizations in the field. One must also know what information\nthey wish and what the problems are that have to be solved. This information\ncan only be obtained by someone who has done field work. For these reasons, your\nCommittee recommends that the president of the Department appoint a Policies\nCommittee, the members of which have served as officers of the Department.”\nThe adoption of the report was moved by Miss Melkonian; seconded by Mrs.\nMary Barnes of Elizabeth, N. J.; and carried.\nThe report of the Credit Unions Committee was presented by David E. Temple\nof Tulsa, Okla., vicepresident of the Department, who presented it as his annual\nreport and also moved its adoption. It was seconded by Mary Virginia Morris of\nLos Angeles, Calif. Motion carried.\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nAssociation\n\nThe report on retirement was presented by Mary S. Jordan of Sioux City, Iowa;\nseconded by Mr. Goldburg of Los Angeles, Calif.; and carried.\nThe report on teacher education was submitted as the annual report of its\nchairman, Mrs. Mary D. Barnes of Elizabeth, N. J., eastern regional director of the\nDepartment. She moved its adoption. The motion was seconded by Miss Parcy of\nCalifornia and carried.\nAt this time the president asked unanimous consent to include in the orders of\nthe day the reports of the Appraisal Committee of the News Bulletin , the western\nregional director, the midwestern regional director, and the ex-officio director.\nJohn Allan Smith of Los Angeles, Calif., chairman of the Appraisal Committee,\nmoved the adoption of his report. It was seconded by Mary D. Barnes of New\nJersey. Motion carried. Elphe K. Smith, Portland, Ore., western regional director,\ngave a resume of her report. She moved its adoption, Mary D. Barnes seconded,\nand the motion carried. Florence B. Reynolds, midwestern regional director from\nOmaha, Nebr., presented her report. She moved its adoption, seconded by Willard\nM. Stevens of Mt. Pleasant, Pa., and the motion carried. Emily A. Tarbell, ex-officio\ndirector, Syracuse, N. Y., presented her report. The motion was seconded by Eula\nBowen, and carried.\nThe report of the Resolutions Committee was presented by Juliet M. Roche\nof New Jersey, chairman. It was moved by Miss Roche and seconded by Mr.\nWhitcomb that Part I, Educational Welfare, be approved. An amendment to that\nmotion was made by Blanche Foster of Pennsylvania to strike out the word\n“reasonable” in Section 3-a. This amendment was seconded by Vera Hawkins of\nSan Diego, Calif., and adopted. The original motion as amended was then adopted.\nIt was moved by Miss Roche and seconded by Constance Friend of New York,\nN. Y., that Part II, Educational Opportunity, be adopted. An amended motion was\npresented by Mary D. Barnes that the word “compulsory” be stricken and the\nwords “elementary and secondary” be substituted in Section 1 of Part II. The\nmotion was seconded by Harold H. Blanchard of South Bend, Ind., and the amend¬\nment was adopted.\nAn amendment to the original motion was submitted by Sarah Gaskill of\nHouston, Texas, to strike the words “strongly oppose” in Section 5 of Part II,\nand insert or substitute the words “strongly urge,” to read: “We therefore strongly\nurge that fully trained teachers be employed as substitutes to fill vacancies in\nteaching\nCarried.\n\npositions.” This\n\nwas\n\nseconded\n\nby Blanche\n\nFoster\n\nof Philadelphia,\n\nPa.\n\nThe original motion on Part II, as amended, was adopted.\nIt was moved by Miss Roche and seconded by Mr. Fredericksen of Los Angeles,\nCalif., that Part III, Teacher Training, be adopted. The motion was adopted.\nIt was moved by Miss Roche and seconded by Mr. McLean of Arizona that\nPart IV, Unfettered Teaching, be adopted. The motion carried.\nMiss Roche moved that Part V, the Enactment of Civic Ideals and Professional\nStandards, be adopted. Mr. Lockenbach seconded this motion, and it was adopted.\nEmily A. Tarbell moved, seconded by Mary D. Barnes, that the vote by which\nPart V was adopted be reconsidered. Motion carried. At this time an amendment\nwas offered to the original motion by Miss Tarbell to strike out Section 5 of Part V\nand insert the following:\nArticle V — Section 5. — We appreciate the endeavors of the motion picture\ncompanies to present excellent pictures; we strongly urge that every effort be\nmade by all who are interested in the wise training of childhood to continue\ntheir efforts to secure pictures which have a clean, wholesome influence.\nSeconded by Mary D. Barnes.\nadopted.\nThe hour of 4:00 p.m. having\nfor election.\n\nCarried.\n\nThe\n\noriginal motion\n\narrived, the president declared\n\nas amended\n\nwas\n\nthe polls closed\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nThe\nRoche\nLord.\n\nrecommendations\n\nof\n\nClassroom\n\nof the Resolutions\n\nmoved that recommendation\nCarried.\n\nCommittee\n\nnumber\n\n435\n\nTeachers\n\nwere\n\nthen considered.\n\n1 be accepted.\n\nSeconded\n\nby\n\nMiss\nDaisy\n\nMiss Roche moved the adoption of recommendation number 2. Seconded by Vera\nHawkins. A substitute motion was presented by Mr. Whisman of Los Angeles,\nCalif., and seconded by Mary D. Barnes, that recommendation number 2 be stricken\nand the following inserted:\nRecommendations — 2. That the Executive Committee of the Department of\nClassroom Teachers of the National Education Association requests the Budget\nCommittee of the N.E.A. to make provisions for the payment of the expenses\nof the standing committees of this Department during annual convention.\nSubstitute motion adopted.\nMiss Roche moved that recommendation\n\nnumber\n\n3 be\n\nadopted.\n\nSeconded\n\nby\n\nVera Hawkins. Unanimous consent was asked and granted that the word “endorse”\nbe stricken and the words “endorses and encourages” be substituted. The motion\nwas adopted.\nMiss Roche moved that recommendation number 4 be adopted. It was seconded\nby Mr. Whisman. The motion was made that letter “a.” be inserted after the\nnumber “4.” and that the date “1938” be inserted after the words “November first.”\nThis was seconded by Mr. Carlyle of Pennsylvania and the motion carried. Recom¬\nmendation number 4 as amended was unanimously adopted.\nMoved by Mrs. Johanna Lindlof of New York that the Resolutions Committee\nof the Department of Classroom Teachers of the N.E.A. submit to the General\nAssembly, of the National Education Association, Section 3 of Part V of the De¬\npartment platform wfith the recommendation that it be adopted as a part of the\nplatform on war of the National Education Association. This was seconded by\nMiss Campbell of New York, and the motion was adopted.\nMiss Roche moved that the following Appreciation be adopted:\nThe Department of Classroom Teachers expresses grateful appreciation to\nall whose efforts and hospitality have contributed to the success of this, the\n1939 convention. It is our wish that each may enjoy the satisfaction which comes\nto those whose work is well done.\nThe president asked for a rising vote.\nFrances Jelinek of Milwaukee, Wis., moved that this session be now recessed.\nThis was seconded by Harold H. Blanchard of South Bend, Ind., and the motion\ncarried.\n\nProposed\n\nBudget\n\nfor\n\n1939-40\n\nContingencies .\n$1,000\nConference and field work of officers, including travel, hotel expenses, etc.. . 4,300\nConvention expenses, including travel, hotel, etc .\nLocal clerical expenses for officers, including postage, clerical help, etc .\nSalary for executive secretary .\nPrinting, including News Bulletin, folders, stationery, etc .\nN.E.A. office expenses, including mailing room service, supplies, postage,\nand telegrams .\nPart-payment of convention expenses for teacher of rural school .\nCommittee expenses .\nTotal\n\n.\n\n3,000\n500\n2,500\n1,200\n600\n100\n200\n$13,400\n\n"}
{"page": 440, "printed_page": null, "text": "436\n\nNational\n\nEducation\n\nAssociation\n\nPLATFORM\nPart\n1. We\n\nI — Educational\n\nWelfare\n\nbelieve that the success of our educational program\n\nnecessitates provision\n\nfor the welfare of our children and 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\nguard the teaching staff:\n\nto safe¬\n\na. Enact tenure laws and regulations that enable teachers to retain their posi¬\ntions during efficiency of service. Permit no certification or contract proposals\nwhich tend to undermine tenure in any way where it is now established, and\ncontinue definite, active efforts for the establishment of satisfactory tenure laws\nin the states which do not now have such laws.\nb. Establish an actuarially sound retirement system that will permit teachers to\nretire from service with a retirement allowance which will enable them to\nlive in a comfortable and dignified way.\nc. 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 assur¬\nance that they may return to their former positions after such leave of\nabsence.\nd. Provide salaries sufficient to maintain a reasonable cultural standard to\nmake possible regular professional improvement and the attainment of leader¬\nship; a salary schedule which provides that all teachers in a school system\nwho have equivalent training and experience receive equal salaries.\ne. 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\nthe ultimate welfare of both pupils and teacher depends upon willingness of the\npublic to accept the responsibility of putting the public schools on a sound financial\nbasis.\n\nPart\nWe\n\nII — Educational\n\nOpportunity\n\nbelieve that:\n\n1. An educational program should be provided for children of the usual ele¬\nmentary- and secondary-school age, for adults, and those of kindergarten and\npreschool age.\n2. The teaching load for each teacher should be such as to permit individual\nhelp and encouragement to each child.\n3. An adequate program of health maintenance and correction of physical\nhandicaps and adequate food for undernourished should be provided so that\nchildren in need of such attention may receive it and may profit more fully by\nthe regular educational program.\n4. Assembly and classroom programs that will develop an appreciation of the\ncontributions of all races, creeds, and nationalities in the growth of American\ndemocracy.\n5. Every\n\nchild has the right to efficient instruction by fully trained teachers.\n\nWe, therefore, strongly urge that fully trained teachers be employed\ntutes to fill vacancies in teaching positions.\n6. We\n\napprove\n\nthe inauguration\n\nof a system of exchange\n\nas substi¬\n\nteachers thruout the\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n437\n\nTeachers\n\ncountry for the purpose of acquainting each section of the country intimately\nwith the ideals, aims, standards, and methods of education of every other section\nof the country.\n\nPart\nWe\n\nIII — Teacher\n\nTraining\n\nbelieve that:\n\n1. More selective requirements for entrance to teacher-training institutions\nshould be established, and that the supply of newly certified teachers should be\nmore closely regulated to the actual demand.\n2. Teacher-training institutions should include courses in current educational\nproblems such as tenure, retirement, professional organizations, and professional\nethics, economics, and sociology so that teachers may become more broadly\ntrained in the educational-social ideals and standards that should dominate our\nprofession.\n3. Professional preparation and admission to the field of teaching should re¬\nquire a minimum of four years of study beyond high school.\n4. We approve of in-service training which recognizes the broadening influ¬\nence of travel, professional study, participation in local, civic, and teacher\norganization activities, as well as study of current problems\nnomics, and education.\n\nPart IV — Unfettered\n\nin sociology, eco¬\n\nTeaching\n\n1. Academic freedom: The Department of Classroom Teachers strongly reaffirms\nits endorsement of the declaration of the National Education Association on aca¬\ndemic\n\nfreedom,\n\nor the child’s right to unfettered teaching, reading\n\nas 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\nconstitutional rights of freedom of speech, press, and assembly, and the right\nto support actively organized movements which they consider to be in their\nown and the public’s interest. The teacher’s conduct outside the school should be\nsubject only to such controls as those to which other responsible citizens are\nsubjected.\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.\n\nPart\n\nV — The\n\nEnactment\n\nof\n\nCivic\n\nIdeals\n\nand\n\nProfessional\n\nStandards\n\n1. Civic responsibility — Teachers are not separate entities in society but are\ncharged by teasons 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 demo¬\ncratic press.\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 reaffirm our indorsement of the Child Labor Amendment.\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.\n3. Opposition to war:\na. We believe fully in the ideals of a democratic form of government.\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\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 organi¬\nzation and continuance of purely classroom teachers associations, and believe that\nthese should be affiliated with state and national professional associations.\n5. Motion pictures — We appreciate the endeavors of the motion picture com¬\npanies to present excellent pictures; we strongly urge that every effort be made\nby all who are interested in the wise training of childhood to continue their efforts\nto secure pictures which have a clean, wholesome influence.\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 im¬\nprovement of radio programs\ntional broadcasts.\n\nand for securing more\n\ntime for constructive\n\neduca¬\n\nWe approve of radio networks for broadcasting educational and cultural pro¬\ngrams of high standard and the use of such visual educational materials as will\naid and augment the work of the classroom teacher.\n7. Conservation of American youth — We urge that further definite, construc¬\ntive action, adequately financed, be taken for the conservation of American youth.\nWe urge the federal and state governments to enforce legislation to eliminate the\nillegal traffic in marijuana, liquor, and cigarettes.\n\nRecommendations\n1. That the executive committee publish the platform in the annual report of the\nDepartment and in the public press.\n2. That the executive committee of the Department of Classroom Teachers of the\nNational Education Association requests the Budget Committee of the N.E.A. to\nmake provisions for the payment of the expenses of the standing committees of this\nDepartment during annual convention.\n3. That the Department of Classroom Teachers endorses the Future Teacher\nService as published in the Journal of the National Education Association and en¬\ncourages the organizing of Future Teachers in the schools thruout the United States\nand its territories.\n4. a. That\n\nPresident Roosevelt\n\nbe commended\n\nfor his action of November\n\n1, 1938,\n\nfixing a l*/2 cent mailing rate on books.\nb. That the Department of Classroom Teachers implore President Roosevelt to\nurge the continuance of this rate.\nc. That copies of this resolution be forwarded to President Roosevelt and to\nthe National Committee To Abolish Postal Discrimination against Books.\n\nAppreciation\nThe Department of Classroom Teachers expresses grateful appreciation to all\nwhose efforts and hospitality have contributed to the success of the 1939 convention.\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\nIt is our wish that each may\nwork is well done.\n\nof\n\nClassroom\n\nenjoy the satisfaction which\nLillie Mae\n\nJuliet M. Roche, chairman\nMary Bond\nPauline Merchant\nBertha Snell\n\n439\n\nTeachers\n\ncomes\n\nto those whose\n\nSpangler\n\nDorothy Zimmerman\nErnest Thornton\n\nCONSTITUTION\n\nAND\n\nBYLAWS\n\nPREAMBLE\nWe, members of the National Education Association of the United States, and\nsubject to its constitution and ordinances, being experienced in actual classroom\nteaching, do adopt this constitution for the Department of Classroom Teachers.\nIn doing so we declare this Department to be an integral, permanent, and vital\npart of the National Education Association. We accept the heavy responsibilities\nthis affiliation implies; we are not unmindful of the need for maintaining and em¬\nphasizing the privileges and immunities due classroom teachers, collectively and\nindividually.\nARTICLE\n\nI— NAME\n\nThe name of this Department shall be the Department of Classroom\nthe National Education Association of the United States.\nARTICLE\nSection\n\nciation.\n\n1. To\n\ngive\n\nadded\n\nII— OBJECTS\nstrength\n\nand\n\nAND\n\npower\n\nTeachers\n\nof\n\nPURPOSES\nto the\n\nNational\n\nEducation\n\nAsso¬\n\nSec. 2. To foster within the schools democratic classroom teacher participation\nin the formulation of educational policies.\nSec. 3. To bring classroom teachers of the nation into sympathetic cooperation\nby promoting organization and by establishing high standards of professional\nethics, ideals, and loyalty.\nSec. 4. To labor ceaselessly for high and well-rounded qualifications for teachers;\nto labor with equal diligence for their adequate remuneration and professional\nsecurity; and to maintain academic freedom without which functioning education\nis hardly possible.\nSec. 5. To encourage teachers to assume their responsibilities as citizens as well as\nto exercise their rights and privileges.\nARTICLE\n\nIII— MEMBERSHIP\n\nAny member of the National Education Association who is a classroom teacher or\na retired classroom teacher is eligible to membership in this Department.\nARTICLE\nSection\n\n1. The\n\nIV— OFFICERS\n\nofficers of this Department\n\nshall\n\nbe\n\na president,\n\na vicepresident,\n\na secretary, six regional directors, and a director ex officio.\nSec. 2. The president, vicepresident, and secretary shall serve for a term of one\nyear from the date of his election or until his successor is elected and installed.\nSec. 3. The regional directors shall serve for a term of three years.\nSec. 4. The officers shall be elected by secret ballot by the members present and\nvoting at the annual meeting.\nSec. 5. The retiring president shall become director ex officio for a term of one\nyear.\nSection\n\n1. The\n\nARTICLE\n\nV— EXECUTIVE\n\npresident,\n\nvicepresident,\n\nCOMMITTEE\n\nsecretary,\n\nthe\n\nand the director ex officio shall constitute the executive\n\nsix\n\nregional\n\ncommittee.\n\ndirectors,\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nSec. 2. Each regional director shall represent one of six sections of the country\nto be known as the northeast, southeast, north central, south central, northwest,\nand southwest, respectively.\nSec.\n\n3. The\n\npresent\n\nregional\n\ndirectors\n\nshall complete\n\ntheir terms\n\nof office. At\n\nthe\n\n1939 annual meeting of the Department four regional directors shall be elected: for\nthe southwest region to serve until 1940; for the southeast region to serve until\n1941 ; for the northwest and north central regions to serve until 1942. Thereafter,\ntwo regional directors shall be elected annually for the regular three-year term.\n\nSection\n\n1. For\n\ncarrying\n\nshall be grouped\n\nARTICLE\n\nVI— REGIONS\n\non\n\nof the Department\n\nthe work\n\nthe states\n\nand\n\nterritories\n\ninto six regions as follows:\n\nNortheast — Connecticut, Delaware, Maine, Maryland, Massachusetts, New Hamp¬\nshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, District of\nColumbia.\nSoutheast — Alabama, Florida, Georgia, Kentucky, Mississippi, North\nSouth Carolina, Tennessee, Virginia, Puerto Rico, Virgin Islands.\nNorth Central — Illinois, Indiana, Iowa, Michigan,\nOhio, South Dakota, West Virginia, Wisconsin.\nSouth\nTexas.\n\nCentral — Arkansas,\n\nKansas,\n\nLouisiana,\n\nMinnesota,\n\nMissouri,\n\nCarolina,\n\nNorth\n\nNebraska,\n\nDakota,\n\nOklahoma,\n\nNorthwest — Idaho, Montana, Oregon, Washington, Wyoming, Alaska.\nSouthwest — Arizona, California, Colorado, Nevada, New Mexico, Utah, Hawaii.\n\nSection\n\n1. In\n\ncase\n\nARTICLE\n\nVII— VACANCIES\n\nof\n\na\n\nin the\n\na\n\nvacancy\n\nvacancy\n\nmittee shall choose a successor.\nSec.\n\n2. In\n\ncase\n\nof\n\nin\n\nany\n\noffice of president\n\nother\n\noffice, the\n\nthe\n\npresident\n\nSection\n\n1. The\n\nadvisory\n\nVIII— ADVISORY\n\ncouncil\n\nshall consist\n\ncom¬\n\nshall\n\nfill the\n\nannual\n\nelection\n\noutstanding\n\nleaders\n\nvacancy by appointment, such appointee to serve until the next\nwhen the Department shall elect a person to fill the unexpired term.\nARTICLE\n\nexecutive\n\nCOUNCIL\na\n\nof one\n\nor\n\nmore\n\nin classroom department work in each of the states, the District of Columbia, and\nthe territories of Alaska, Hawaii, Puerto Rico, and Virgin Islands. The members\nshall be appointed by the president and shall serve during the term of the president\nwho appoints them.\nARTICLE IX— MEETINGS\nSection\n\n1. The\n\nannual\n\nmeeting\n\nof the\n\nDepartment\n\nshall\n\nbe\n\nheld\n\nin conjunction\n\nwith the annual meeting of the National Education Association, and shall consist of\none or more business sessions, and such programs as the executive committee may\nauthorize.\nSec.\n\n2. A\n\nmeeting\n\nof the officers\n\nand\n\nother\n\nmembers\n\nof the Department\n\nshall\n\nbe\n\nheld in conjunction with the annual meeting of the American Association of School\nAdministrators at which meeting there shall be such programs as the president\nand executive committee shall authorize.\nARTICLE\nSection\n\n1. Amendments\n\nX— AMENDMENTS\n\nto this constitution\n\nmay\n\nbe made\n\nat any\n\nannual\n\nbusiness\n\nmeeting of the Department by a two-thirds vote of the members present and\nvoting, provided that notice in writing of such proposed amendment shall have\nbeen filed with the secretary of the Department at least ninety (90) days prior\nto such annual meeting.\nSec. 2. Such notice shall be published in the News Bulletin of this Department\nprior to the annual meeting.\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n441\n\nTeachers\n\nBYLAWS\nARTICLE\nSection\n\n1. Robert’s\n\nI— PARLIAMENTARY\n\nRules\n\nof Order,\n\ntary law in both the general meetings\nARTICLE\nSection\n\n1. At\n\nthe\n\nfirst business\n\nRevised\n\nAUTHORITY\n\nshall be the authority\n\non\n\nparliamen¬\n\nand those of the executive committee.\n\nII— ELECTIONS\n\nmeeting\n\nheld\n\nat the\n\nannual\n\nmeeting\n\nof the\n\nDe¬\n\npartment, nominations for the following offices shall be made: president, vicepresi¬\ndent, secretary, and such regional directors as are to be elected. Candidates for\nsaid offices shall be nominated from the floor. Officers shall be elected by ballot.\nThe candidate for each office receiving the largest number of votes cast shall be\ndeclared elected.\nARTICLE\nSection\n\n1. Members\n\nof\n\nthe\n\nIII— CONFERENCES\n\nexecutive\n\ncommittee\n\nshall\n\nhold\n\nconferences\n\nwith\n\nlocal organizations of classroom teachers or with other groups of teachers for\nthe purpose of: (1) discussing, formulating, and carrying into effect the policies\nand programs of the Department; (2) assisting local groups with their problems;\nand (3) stimulating interest in professional organization work.\nSec. 2. Former officers who are members of the Department may be authorized\nby the executive committee to conduct conferences and perform other services\nfor the Department.\nARTICLE\nSection\n\n1. The\n\npresident\n\nIV— DUTIES\n\nshall\n\npreside\n\nat\n\nOF\n\nOFFICERS\n\nall meetings\n\nof\n\nthe\n\nDepartment\n\nand\n\nexecutive committee or designate some other member of the executive committee to\npreside in his stead. He shall appoint the advisory council and all standing and\nspecial committees. He shall be a member ex officio of all committees and chairman\nof the advisory council. He shall, with the assistance of the executive committee,\nprepare the programs for the summer and winter meetings of the Department.\nHe shall, with the assistance of the executive committee, plan and direct the con¬\nference and field work. He shall approve all expenditures of the Department.\nSec. 2. The vicepresident shall take over the duties of the president in his\nabsence and assist the president in carrying on the work of the Department.\nSec. 3. The secretary shall make an accurate record of the proceedings of all\nmeetings of the Department and of the executive committee.\nSec. 4. The regional directors shall serve on the executive committees and,\nunder the direction of the president, hold, each in his region, an annual conference\nfor all classroom teachers in the region, to be planned with the presidents of\nlocal, district, and state classroom teacher associations and the advisory council\nmembers within the region; they shall hold conferences with local organizations of\nclassroom teachers. They shall assist in extending the membership of the National\nEducation Association and encourage teachers to recognize the need and value\nof membership in professional organizations.\nSec. 5. Each officer of the Department shall prepare an annual report of his\nactivities during the year, such report to be presented at the annual business meet¬\ning and published in the Official Report of the Department.\nSec. 6. The executive committee shall assist the president in preparing programs\nfor the annual meeting and conferences and perform such other duties as may be\nimposed upon it by the Department. It may employ an executive secretary and such\nother employees as it may deem necessary to carry on the work of the Depart¬\nment and fix the salaries and terms of service of such employees for a term not to\nexceed four years. It shall designate centers at which regional conferences of the\nDepartment shall be held; conduct the business of the Department in the interim\nbetween the annual meetings; and prepare a budget as provided by these laws.\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nARTICLE\nSection\n\n1. On\n\nor before\n\nAssociation\n\nV— BUDGET\n\nthe first day\n\nof June\n\nof each\n\nyear\n\nthe\n\nexecutive\n\ncom¬\n\nmittee shall prepare and submit to the Budget Committee of the National Educa¬\ntion Association a budget setting forth the proposed expenditures to be made by this\nDepartment during the ensuing year and the purposes for which such proposed\nexpenditures are to be made. The executive committee shall have the power to\ntransfer unused funds from one budget item to other items in which additional\nfunds may be needed. The executive committee shall see that the funds set\naside and appropriated by this Department and the National Education Associa¬\ntion be disbursed for the purpose of this Department in the manner provided\nfor in the budget and this constitution and bylaws.\nARTICLE\nSection\n\n1. There\n\nshall\n\nVI— STANDING\n\nbe\n\nthe\n\nfollowing\n\nstanding\n\nelections, resolutions, and such other committees\nDepartment may authorize from time to time.\nARTICLE\nSection\n\n1. The\n\nDepartment\n\nshall\n\nCOMMITTEES\ncommittees;\n\nrules\n\nof\n\norder,\n\nas the executive committee\n\nor the\n\nVII— PUBLICATIONS\nissue\n\na News\n\nBulletin\n\ndevoted\n\nto the\n\ninterests\n\nof the Department; a yearbook whenever the Department requests an independent\ninvestigation of a problem relating to the welfare of the school or the teacher;\nand, annually, a publication known as the Official Report to contain annual reports\nof the officers, reports of the conferences, other activities of the Department, and\nsuch other material as the president and executive committee may deem of value.\nARTICLE\nSection\n\n1. These\n\nbylaws\n\nmay\n\nVIII— AMENDMENTS\nbe\n\namended\n\nat any\n\nannual\n\nmeeting\n\nby a majority\n\nof those present and voting, provided that notice in writing of such proposed\namendment has been filed with the secretary of the Department at least ninety (90)\ndays prior to such annual meeting.\nSec. 2. Such notice shall be published in the News Bulletin of this Department\nprior to the annual meeting.\n\n"}
{"page": 447, "printed_page": null, "text": "‘Department\n\nSchool\n\nof\n\nClementary\n\nPrincipals\n\n"}
{"page": 448, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nelementary\n\nganised as the National\n\nNOTE\n\nschool\n\nAssociation\n\nprincipals,\n\nof Elementary\n\ntemporarily\n\nor¬\n\nSchool Principals at\n\nthe Atlantic City meeting of the Department of Superintendence in Feb¬\nruary 1921 , became a department of the National Education Association\nat Des Moines in July 1921.\nThe officers of the Department for the year 1939-40 are: president,\nIrvin A. Wilson, 437 S. Stone Avenue, La Grange, III.; first vicepresi¬\ndent,\nsecond\n\nMaude\n\nA.\n\nRhodes,\n\nvicepresident,\n\n185\n\nRobert\n\nWestminster\nEdgar,\n\nDrive\n\nPrincipal,\n\nN.\n\nE., Atlanta,\n\nBedford\n\nSchool,\n\nGa.;\nPitts¬\n\nburgh, Pa.: third vicepresident, Sarah Young, Principal, Parker\nSchool, Oakland, Calif.; fourth vicepresident, Lester J. Nielson,\nSalt Lake City, Utah; fifth vicepresident, Marjorie Walters, Prin¬\ncipal, Harrison School, Cedar Rapids, Iowa; executive secretary,\nEva G. Pinkston, 1201 Sixteenth Street, Washington, D. C .; executive\ncommittee:\n\nIra\n\nM.\n\nKline,\n\n177\n\nGibson\n\nAvenue,\n\nWhite\n\nPlains,\n\nN.\n\nY.\n\n(term expires 1940); Arnold Gregory, Principal, Roupp School, High¬\nland Park, Mich, (term expires 1941 ); Isabel Tucker, Principal, Festus\nWade School, St. Louis, Mo. (term expires 1942) ; Elizabeth Malcolm,\nPrincipal, Truman Street School, New Haven, Conn, (term expires\n1943); certification division, Cassie E. Roys, 2609 Bristol Street,\nOmaha, Nebr.; life membership division, Herbert C . Hansen, 1045\nN. Lockwood\n\nAvenue,\n\nBrookes, Windsor\ntions\n\ndivision,\n\nChicago, III.; retirement\n\nSchool, Ashtabula\nMason\n\nA.\n\nStratton,\n\ndivision, M.\n\nEmma\n\nCounty, Ohio ; professional\n\nrela¬\n\nBrighton\n\nAvenue\n\nSchool,\n\nAtlantic\n\nCity, N. J .\nThis Department meets twice each year, in February and in July. The\ndues, $3, are payable to the Department of Elementary School Principals,\n1201 16th Street, N. W ., Washington, D. C. The Department publishes\nthe national elementary principal and a yearbook. Facts relating\nto the establishment of this Department and the record of meetings arefound 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\n1927:419-456\n\n1931:433-466\n\n1936:239-266\n\n1932 :377-406\n\n1928 :375-410\n1929 :391-424\n\n19 33:395-422\n\n1937 -.279-304\n1938 :423-452\n\n1930:333-366\n\n[ 444 ]\n\n1934 :387-408\n1935 :349-378\n\n"}
{"page": 449, "printed_page": null, "text": "CLEVELAND\nREPORT\nL. M.\n\nHpHE\n\nFERTSCH,\n\n1940\n\nOF\n\n1939 EDITORIAL\n\nPRINCIPAL,\n\nyearbook,\n\nMEETING\n\nPEASE\n\nof which\n\nSCHOOL,\n\nCecelia\n\nCOMMITTEE\nAUSTIN,\n\nGalvin\n\nTEXAS,\n\nCHAIRMAN\n\nis chairman,\n\nis entitled\n\nT Meeting Special Needs of the Individual School Child. The 1941 year¬\nbook, of which Jess Hudson of Tulsa, Oklahoma, will be chairman, is\nentitled Language\nEnriching\n\nArts in the Elementary\n\nthe Curriculum\n\nSchool. The\n\nfor the Elementary-School\n\n1939 yearbook,\n\nChild , had its origin\n\nin the philosophy of giving the child in the schools freedom to act, freedom\nto learn, and freedom to solve problems. Of course, you say, this freedom\nin the learning activities is not new. That is true. Comenius recognized\nthe readiness of children to enjoy action, and he justified activity learning.\nI do know that we strive to have teaching originate in active situations.\nThere is an increasing appreciation in this country of children’s interests,\nabilities, and needs. There is a demand on the part of the public that\nthe public school do its part in making people live richer lives, and probably\nit is fair to say, to become socially more useful. Rapid social and economic\nchanges in this country always require adjustment in our curriculum.\nWe have, therefore, thruout the states, curriculum enrichment, program\nadjustment studies, and progress.\nThe 1939 yearbook does not concern itself in its entirety with discussion\nof curriculum principals and practices. The yearbook probably gives for\nyou concretely the experiences of people attempting to enrich or to vitalize\nthe curriculum in their own schools. The Committee received one hundred\nand forty-seven manuscripts from superintendents of schools, elementary\nprincipals, teachers in schools, and curriculum supervisors. The Editorial\nCommittee selected fifty-four of these manuscripts and organized these\nunder chapter headings. The organization of these manuscripts was effected\non a basis of methods of teaching that vitalize learning thru class activities,\nassemblies, creative writing, visual and auditory aids.\nThe chapter on “Making Use of Community Resources” has valuable\nmanuscripts or discussions, giving the farm, factory, theater, concerts, and\nrecreation centers as sources of material to enrich the curriculum for the\nelementary-school child. Measurements and guidance are presented in the\nyearbook merely to adapt curriculum content to meet child interests and\nneeds and to evaluate results. The administrative aspect of curriculum\nenrichment in the yearbook is organized under the various types of adminis¬\ntrative school organizations in the United States. We have excellent manu¬\nscripts, enriching the curriculum for the one-, two-, and three-teacher\nschools, the activity school, the platoon school, the departmentalized school,\nthe cooperative group plan type of school, and other administrative organ¬\nizations of schools.\nFor the Committee, I wish to convey to you our belief that the yearbook\nwill find a valuable place in your collection of yearbooks. We feel the\n[ 445 ]\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nassurance that the book will help us, the national elementary-school\nprincipals, to become more conscious of the significance of our work. How\nto teach the masses and treat every child as an individual is indeed our\nproblem. I believe the yearbook will give direction to our striving.\nA PHILOSOPHY\nHELEN\n\nHEFFERNAN,\n\nRURAL\n\nSCHOOLS,\n\nSTATE\n\nFOR\n\nCHIEF,\n\nELEMENTARY\n\nDIVISION\n\nDEPARTMENT\n\nOF\nOF\n\nEDUCATION\n\nELEMENTARY\n\nEDUCATION,\n\nEDUCATION\n\nSACRAMENTO,\n\nAND\nCALIF.\n\nThe vastly broadened concept of the function of elementary education\nwith which the elementary-school principal is confronted today makes the\nanalysis of a set of working principles indispensable. We look, then, at\nthe elementary school serving a democratic society. By what principles\nmay we be guided to educate elementary-school children so they can go\ninto a world of reality and make it a better world?\nThere is general acceptance, in theory at least, that the school program\nmust contribute significantly to the child’s social understanding. There\nis evidence in new curriculum materials of emphasis upon phases of social\nlife of immediate and vital concern. Such areas of experience as safety,\nconservation, food, clothing, shelter, community life, communication, trans¬\nportation, education, and recreation provide the orienting centers of study.\nCultures remote from the child’s experience in time and place are examined\nfor the purpose of throwing the mores of the child’s own culture into bold\nrelief. In the elementary school the learning experience must find its orienta¬\ntion in the child’s immediate environment. After it is realistically related\nto his life, then the learning experience may be extended to the limits of\nhis imagination. Only in this way are imagination and intellectual curiosity\nfostered.\nSocial understanding means knowing and feeling how group life is\nlived ; being able to recognize the problems which emerge from group\nliving; learning to identify the conflicting forces; and understanding of\nhow social procedures move forward. Above all, social understanding\nmeans an attitude of willingness to participate in activities for the welfare\nof all and, further, it means the acquisition of the technics of effective\ngroup action in solving the problems confronting the social group.\nThe school must provide for learning thru firsthand experience. The\nchild must have opportunity thru direct observation and participation in\naccordance with his maturity to come to know and to understand the\ninstitutions of the social world of which he is a part.\nThe school must provide an environment designed to stimulate needs\nand at the same time provide the means for satisfying them. Not only\nmust the classroom and school be supplied with stimulating work centers\nwhere all types of expression are stimulated and all types of interests\nmet — the library corner, the science center, the workbench for construction\nactivities, the art center — but the environment must utilize all the social\nand scientific resources in the community outside of the school. Only in\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nsuch an environment\ntion of bookishness.\n\nof\n\nElementary\n\nSchool\n\n447\n\nPrincipals\n\ncan education be realistic and escape the condemna¬\n\nThe school program must contribute definitely to personality develop¬\nment. Especially is the period of elementary schooling of particular sig¬\nnificance in the growth and development of personality. Children are\nimpressionable and deeply influenced by their experiences. Because of the\nvery resiliency which characterizes young children, good social adjustments\nin the school situation tend to overcome feelings of timidity, inferiority,\nand inadequacy resulting from previous unfortunate experiences.\nMore than at any other level of the school system, the elementary school\nhas taken individual variation into consideration. It has recognized that\nthe intelligence quotient is only one measure of individual differences, and\nthat if learning is to be adjusted to the variety of needs represented, the\nschool must set about knowing each child, his health history, his physi¬\nological and psychological development, his physical endowment, his\nemotional adjustment, the stresses and pressures of his out-of-school environ¬\nment, and his social status as well as his intellectual capacity.\nThe teacher, in the elementary school where respect for the child’s\npersonality is an accepted principle, imposes neither authoritarian dictation\nnor is he afraid to exercise guidance. The teacher functions as the most\nexperienced member of the class group in helping children to learn to live\ntogether cooperatively and to find satisfaction in the “democratic way of\nlife.” Only by democratic living day by day in a democratic classroom\nenvironment will the child learn to find satisfaction in making his con¬\ntribution to group enterprises, to use freedom wisely, to grow in attitudes\nof cooperation, of tolerance, of respect for the rights of others, essential\nto democratic living.\nThe school program must contribute to the realization of inherent\ncreative abilities in children. The environment and program of the school\nmust provide opportunity for children to develop their potentialities and\npreserve their individuality. Creativeness in not limited to a few fields\naltho it has been associated with art, music, and literature. The program\nof the school should bring opportunity and recognition to exploration and\ncreative effort arising out of interests in science, dramatic representation\nof many kinds, construction, school organizations, hobbies, and many\nactivities.\n\nSOCIAL\n\nE.\n\nT.\n\nMC\n\nIMPLICATIONS\nAND\nINTERACTION\nELEMENTARY\nSCHOOL\nSWAIN,\n\nASSOCIATE\n\nPROFESSOR\n\nUNIVERSITY,\n\nThe\n\nOF\n\nEDUCATION,\n\nEVANSTON,\n\nboys and girls of today face growing\n\nFOR\n\nother\n\nTHE\n\nNORTHWESTERN\n\nILL.\n\nup in a world not made\n\nfor\n\nchildren but for adults. We must regard the child’s work in school and\nout of school as a continuous process of social interacting out of which\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nNational\n\nEducation\n\nAssociation\n\nhe accepts or rejects those things that help him to move\nthat seems to him most significant.\n\nin the direction\n\nToday, as boys and girls of the elementary-school age live in groups —\nthe family, their play group, the school — they are receiving the motives\nand the urges to carry on in terms of their relation to these groups. The\ncontribution that the social interaction makes to each is in proportion to\nhis sense of belonging to his group. It is out of this living with others that\nhe develops his own social attitudes, social values, and social concepts.\nThe function of the elementary school is to help boys and girls learn\nhow to live with themselves and with groups, and if subjectmatter con¬\ntributes to their living, well and good. Personality development, the\ndeveloping of emotional stability, and a feeling of security are the most\nimportant contributions that the school makes to the child.\nThe\n\ncurriculum — What\n\nis the curriculum?\n\nIt is the stream\n\nof living\n\nthat flows between child and child, child and teacher, teacher and adminis¬\ntrator, and child, teacher, and administrator with parents. It is not so\nmuch what we want the children to learn as it is how you challenge them\nto want to learn something that is significant.\nMany children still think their education comes from the textbook. I\nrecognize the contribution that our commercial publishing houses have\nmade to public education, but if we want to help children become free and\nmove more creatively, let us break the strangle hold that the textbook\nhas on the elementary schools of America. However, that is not as bad as\nanother instrument that we use for teaching boys and girls, that vicious\ndevice called the workbook. I want children to learn the skills and to\nlearn certain functional knowledges, but from my point of view a child\ncannot live in this world today without sooner or later needing to know\ncertain things in mathematics.\nEvaluation — Social interacting is determined\n\nin a greater or lesser degree\n\nby evaluation. There is nothing in the school that is doing more to help\nthe child become sensitive to the real values of life and a meaningful\nunderstanding of what the educative process is than the concept of evalua¬\ntion used in the classroom. It is important that the child be concerned\nabout what you think of him, but it is more important that you help him\nto he more critical of himself and his interaction with other people.\nThe principal is not a representative of the superintendent or the board\nof education ; the principal is a representative of his faculty, and he should\nat all times try to interpret the wishes, thinking, planning, and evaluating\nof his faculty to the superintendent. If a decisive issue arises, let him be\ncareful that he does not side with the superintendent first, but rather\ndefend the right of his teachers to do creative thinking as a group.\nWho is in charge of the faculty at the faculty meeting? There is where\nyou find one of your tests of democracy. If the principal always is in\ncharge, I maintain that that principal does not know the real meaning\nof democracy. The more he can help the teachers to refine their group\nthinking, the greater is his leadership and the more\ntribution.\n\npermanent\n\nhis con¬\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n449\n\nPrincipals\n\nIn the last few years you have seen boards of education dismiss teachers\nbecause they were teaching controversial issues. In the name of democracy\nand in the interpretation of the scientific method, what kind of school do you\nhave that does not deal with controversial issues? Life itself is one great\ncontroversy. We are always trying to move the children under our guidance\nto a higher level of living. It takes more than technic, important as that\nmay be. It takes a feeling that we have for life and growing-up of boys\nand girls and a desire on our part to examine this day-to-day living and\nto see where it is leading.\n\nTHE\nRABBI\n\nABBA\n\nHILLEL\n\nCRISIS\n\nOF\n\nWORLD\n\nSILVER,\n\nANSEL\n\nROAD\n\nAFFAIRS\n\nTEMPLE,\n\nCLEVELAND,\n\nOHIO\n\nThe crisis of which I am going to speak is a spiritual crisis in world affairs.\nAs I envisage the roll and thunder of the Odyssey of our day, the vast con¬\nfusion, I somewhat feel that the fundamental disturbance is not a political\nor even an economic one.\nI had occasion a few weeks ago to speak with a dean of one of the great\nuniversities of this country, and he told me, among other things, of an inter¬\nesting new development which he has observed among the students not only\non the campus of his particular university but on many others which he has\nbeen visiting. He said that he had been noticing in the last year or two a\ncertain groping on the part of the students for something spiritual to hold\non to. So many things to which their fathers and mothers have clung seemed\nto be slipping away from them, and the foundations upon which they were\ntaught to build their lives and upon which their parents built their lives\nhave been so rudely shaken in recent years that these young people, facing\na future of insecurity in the world and facing a world of swift and seem¬\ningly meaningless change are reaching out for spiritual stability, for some¬\nthing to cling to.\nFor twenty-five years now we have been living in a world of wars, inter¬\nnational wars and civil wars, collapse of empires, shifting of boundaries, of\nunleashed brutality, of national animosities, and racial intolerances. For\ntwenty-five years we have seen magnificent experiences in international or¬\nganization collapsing. The human spirit today stands rather cowardly and\nshaken, in an apocalyptic mood if you will, expecting some crack of doom.\nWhy have all these things failed us ? Science was to be the Messiah of the\nhuman race. Science was to unlock every door leading to power and wealth\nand leisure for mankind. Science would abolish all things which made life\nhard and bitter and insecure. Instead we have a situation today where the\nwhole scientific technic of a people is being geared toward one central motif ;\nthat is, preparedness for war.\nIn a similar way we relied upon education — its improvement and exten¬\nsion. Education was to emancipate the human mind, to liquidate all super¬\nstitions, to destroy all the blind dogmas under which mankind labored thru\nall the dark centuries, and so we built schools and more schools, high schools,\n\n"}
{"page": 454, "printed_page": null, "text": "450\n\nNational\n\nand universities. We\n\nEducation\n\nAssociation\n\nwrote books and built libraries for the free circulation\n\nof books, and we published untold numbers of newspapers and magazines\nto inform men. Yet, after more than a century of the improvement and the\nextension and facilitation of education, we have a situation today where in\nmany parts of the world new\nstituted for old.\n\nsuperstitions and new dogmas\n\nare being sub¬\n\nLikewise, we put our hopes in what we call the secularization of life. We\nsubordinated the church to the state. We curbed the power of the church,\nhoping thereby to make the individual free, and we are confronted today\nwith a state absolutism the like of which mankind has never seen in any of\nits civilized eras, a state absolutism that far exceeds anything that eccle¬\nsiastical absolutism\n\never possessed at any time in its history, and a ruthless¬\n\nness and brutality unchecked. After all, religious domination\n\nof human\n\nlife\n\nor church domination was attenuated by the fact that the church had con¬\nstantly to refer to its source of authority, to its God or to its Bible, but the\nmodern state is a complete law unto itself and an end unto itself. There is\nno higher jurisdiction, no higher court of reference. So the spirit of man\ntoday is dominated by a despotism the like of which mankind has not known,\nin spite of the fact that that despotism is completely secular.\nIn the same way, we placed our high hopes in democracy. It was to bring\nabout the kingdom for the human spirit. In some countries we have now\nlived under democratic forms of government for more than a century and\nand a half, and yet in 1939 we behold how a people can use democracy to\ndestroy itself, how a people can vote itself out of freedom into slavery, and\nwe have seen by experience how injustice and corruption of all kinds can\nflourish even under a democracy.\nWhy have all these things failed us? Not because they are inherently\nunsound or untrue, not because democracy and education and emancipation\nof the human mind are inherently bad, and that their opposites — tyranny,\necclesiasticism, ignorance — are good. Not at all. They have failed us because\nwe fail to understand that these things — education, science, self-government,\nthe secularization of life — in and by themselves are only a means to an end,\nnot the end in themselves. Good tools and good material alone are insuffi¬\ncient to build the temple of human life. There must be, first of all, a plan,\nan architectural vision ; and there must be, secondly, a moral energized will\nto build according to that plan.\nThis plan or this design is given to us not by education and not by science ;\nit is given to us by something which for lack of a better term we must call\nthe spirit. What is wrong with our world is that it has lacked this unifying\nand coordinating faith and its concomitant dynamic will to build according\nto the dictates of that faith. We have been absorbed in perfecting our\ntechnics, whether of production, of technology, of amassing wealth, or of\nacquiring knowledge, and we have centered upon achieving individual item¬\nized victories in the fields of these technics. We have lost sight of the goals\nof human justice and human freedom and human brotherhood, toward which\nall these technics, if they are to justify their existence in human life, must\ntend and which they must serve.\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nWhat\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n451\n\nare these goals? They are not far to seek. They have been defined\n\nlong ago by all the classic religions of mankind and by all the great philoso¬\nphies. First, there must be in human life a sense of aspiration, of out-reach¬\ning and up-reaching. Life must not feel it is confined to a hard mold. Life\nmust reach up to the sum total of all conceivable truth and beauty and good¬\nness in the world. The second goal to which all life must move is the exalta¬\ntion of the sanctification of the individual. The founding fathers of our\ngreat country had instinctively seized upon this fundamental concept and\ngave it a political interpretation when they wrote in the Declaration of\nIndependence that monumental phrase, “We hold these truths to be selfevident, that all men are created equal, and that they are endowed by their\nCreator with certain inalienable rights.” Lastly, what human and social\nlife needs is a sense of an overarching moral law\" which is binding upon all\nclasses, kings and noblemen, and the humblest of human beings, a sense of\nlaw which is higher than the law of a class or state. In our Bible we have\nthat sense of a supreme transcendent law which, embracing all classes and\nall people, united all classes and all peoples and established a human\ndarity within law.\n\nsoli¬\n\nThere are few countries left where man is protected against the collec¬\ntive, against the state, by any inalienable rights, by any charters of liberty,\nby any constitutional guarantees. The individual has been thrown back\nupon the will or the whim of a leader or a party. His stature is being\nlowered, and that is tragic !\nLights are going out in the world everywhere. The only people left who\nare still holding tapers and lamps and torches are teachers in the classroom,\npreachers in the pulpit, and journalists in the sanctum of their offices, and\nmen of goodwill here and there and thruout the world who still believe in\nthese goals, in these ends of human life, without which life is drab and\ncheap and meaningless; men and women here and there who want to use\neducation, science, and democracy as means toward the ennoblement of the\nlife of the individual and the community, as means of keeping more vividly\nalive in the minds of this generation these goals which were long ago set by\nthe leaders and the seers of mankind.\nWhat educators must strive for is a return to the humanistic education,\nto the classic humanistic tradition of education which set as its highest ideal\nthe integration of the individual around these great harmonies of human\nlife, the building up of splendid men and women in a splendid society. Here\nin this land of ours which has been blessed by God with a democratic tra¬\ndition of one hundred and fifty years, here where we have built up a great\ncivilization by adhering to these classical goals of human life, here at least\nin this free land of ours we ought to keep bright in these darkening days the\ntorch of humanistic learning and education. We are in a real sense the\nchosen people of the coming renaissance of mankind. Let us not fail !\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nNational\n\nDEMOCRATIC\nCLAIRE\n\nT. ZYVE,\n\nEducation\n\nLIVING— A\nPRINCIPAL,\n\nFOX\n\nAssociation\n\nPROGRAM\nMEADOW\n\nSCARSDALE,\n\nFOR\n\nSCHOOLS\n\nELEMENTARY\n\nSCHOOL.\n\nN. Y.\n\nThe phrase “democratic living’’ is a timely rallying cry. Our function as\nprincipals of schools is to prevent the words from becoming merely another\nslogan. They represent a vital need both in the school and in our broader\nsocial life. Receiving, as it is, wide revival both educationally and socially,\nthe concept of democratic living may bowl over some of us who successfully\navoided certain educational shibboleths of the past until we saw clearly into\nthe meanings and practices implicit in them.\nMy idea is making our schools actually represent cooperative living and\nsharing rather than dulling our perceptions with practices which we label\ndemocratic without their having the reality of democracy for the children\nand teachers involved in them. With many of us no such caution is neces¬\nsary; with many others the same autocratic regime which now exists will\ncontinue to suppress teachers and children under the guise of democracy.\nThere are schools now in which the words “democratic administration” are\nalready serving merely as whitewash for the old fence.\nPrincipals and teachers who together are truly sharing in solutions of\nschool problems are a part of the new educational era which we are now\nentering. We are leaving a period in which elementary education has been\ncreative on a highly individualistic plane for both children and teachers and\nare entering one in which further development depends largely on group\nthinking. We are passing from an era of individualistic effort to one of\ngroup action. We have had the opportunity in this passing individualistic\nperiod to develop and put into practice theories which have brought little\nchildren more willingly to school. We have been able to play our part in\nthis better living for childhood largely because of recent emphasis on varia¬\ntions in human development and the resulting analysis and choice of cur¬\nriculum content to bring maximum growth in children. In this individual¬\nistic period we have seen social development of groups of children under\nthe direction of teachers freed from many of the restricting prohibitions\nand inhibitions of the education of the past. The teacher worked in an ex¬\nperimental period in the inclusion of human values. The continuation of his\nfreedom in teaching once gained, however, depended by chance on the per¬\nsonality of administrative officers. Relationships of teachers and principals\nin this passing period were not those suited to the one we are entering. The\nadministrator has contributed richly but in his own realm has also been an\nintense individualist.\nThis is a gloomy\n\noutlook for mutual\n\nunderstanding\n\nunless we, both\n\nteachers and administrators, can re-educate ourselves to participate in the\nera of social thinking which we are now entering. We must make more at¬\ntempt to understand the point of view of those in other educational work.\nWe have reached the end of an educational blind alley in which we have\ngone as far as we can thru individualistic creative effort, however valuable\nthe results of that effort. We\n\nare leaving a period in which the opportunity\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nfor right human\n\nof\n\ndevelopment\n\nElementary\n\nSchool\n\nPrincipals\n\n453\n\nfor children and teachers came by chance and\n\nare entering one in which they come by choice — choice on the part of a uni¬\nfied group of teachers and administrators working together.\nDemocratic living can come only when there is a kind of school living\nwhich brings human problems to the fore. A kind of life, a way of living in\nthe school, springs not from curriculum content or placement of content,\nbut from the variety and type of management and expressive situations\ngrowing from teachers’ and children’s interests. The manner in which the\nsolving of these problems comes determines the quality of life of the school.\nHuman actions, ways of acting in regard to human problems give us our\napproach to democratic living. Teachers are far closer to this understand¬\ning and working practice than are administrators. I have confidence that\nwe could find in numberless classrooms a fine quality of human relationship.\nWhen we as administrators begin to be interested in the idea of democracy,\nhowever, we find ourselves much farther from having a depth of under¬\nstanding of human action than most teachers. As a result we tend to resort\nto standardized self-satisfied formulas. Most of these have to do with\nteachers councils and curriculum committees, the first frequently a device\nfor passing on the administrative point of view ; the second a job for teachers,\nmainly again a means for getting work done under a different label. There\nis doubt as to whether curriculum content as such is of first concern to many\nteachers. The thing that is of concern to them is the existence of hampering\nhuman restrictions and devices for the prevention of thought on their part\nand of freedom of action on the part of the children.\nWe, the adults in the school — teachers, administrators, parents — shall\nfind as we work in this present period of group thinking and action in the\nschool that we have peculiar problems in discovering technics of working\ntogether. In the period just past we have worked as individualists and have\nhad relatively little educational experience which has given us understanding\nof democratic working together on a level with other adults. As teacherprincipal groups we must develop an understanding and practice of such\ntechnics.\nWhen democratic living exists in the school, leadership in the solution\nof school problems shifts. Decisions and actions following recognition of a\nproblem are the responsibility of the group most closely concerned. Much of\nour school action has been guided not by such a concept but by separation of\ndecision, responsibility, and action. This has arisen, possibly, from the at¬\ntempt to carry over the pattern of separation of legislative, judicial, and\nadministrative departments in state control to intimate problems in school\naffairs.\nTeachers\n\nas well as children should deal with total situations; they have\n\na share in problem-solving from the point of recognition to solution. This\nis in keeping with our belief in growth and development as the aim of our\nschools and our conviction that growth can take place with children only\nwhen it is taking place with teachers. Development comes thru making a\nthinking approach to problems, thru constant evaluation of situations, and\nfrom changes in practice resulting from the best thinking of those involved\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nNational\n\nEducation\n\nAssociation\n\nin the situation which created the problem, and with those who will be con¬\ncerned with the outcome. In the small democratically cooperating groups\nset up for solution of problems, leadership may be in the hands of children,\nteachers, principals, superintendents, parents, or any combination of these.\nThe makeup of the group will depend on the origin and nature of the.\nproblem to be solved and the degree of expertness or insight of one or an¬\nother of these groups in it.\nEach of us has an ethical obligation which is the development of democracy\nin our schools. Each of us must do more than understand the social period\nin which we are, be more than aware of the technics of working together,\nof the relationships of teachers, principals, and children in a malleable\ngroup. Each of us has the ethical obligation to choose the place or field of\neducational work in which he can give the highest quality of democratic\naction. For some of us that may be in administrative work, for many of us\nit should be in teaching. As teachers we must choose the place and the age\nof children in which our quality of living will be at its highest. Give up\nsalary? This would be compensated for by the opportunity again to work\nwith children. It would not be a great sacrifice. Give up position? There is\nno position as important as that of the teacher. Give up power? We are past\nthe period of individual power\n\nand in one of group thinking and action !\n\nREORGANIZATION\nOF\nMEET\nTHE\n\nTHE\nELEMENTARY\nSCHOOL\nNEEDS OF CHILDREN\n\nEMMETT\n\nALBERT\n\nBETTS,\n\nRESEARCH\n\nREADING\n\nCLINIC,\n\nPENNSYLVANIA\n\nPROFESSOR\n\nSTATE\n\nAND\n\nCOLLEGE,\n\nDIRECTOR\n\nSTATE\n\nTO\n\nOF\n\nTHE\n\nCOLLEGE,\n\nPA.\n\nA reorganization of the elementary schools to meet the needs of children\nwould require a basic change in thinking and beliefs. This type of reorgan¬\nization would be based upon three fundamental assumptions: First, educa¬\ntion is guidance. Second, guidance is fruitful to the degree that the needs\nof the individual are recognized. Third, education increases individual\ndifferences. In many of the schools these three basic' assumptions are\nviolated by requiring all pupils to engage in the same activities whether or\nnot they stand to profit from them. A reorientation cannot be achieved by\na mere rearrangement of pupil desks, by inserting in the school program a\nperiod called “activities,” by administering a number of new tests, by\nestablishing remedial rooms, by the purchase of a new series of basal text¬\nbooks, by designating groups of children by some term other than “grade,”\nor by a sudden revision of home reports. Instead, the first reorganization\nmust be made in terms of the approach to the problem.\nIf faulty practices based on mystical beliefs are to be improved, then it\nappears that the elementary-school principal himself must answer certain\nquestions: (a) If teachers are professionally prepared to provide individual\nguidance rather than to follow a rule-of-thumb procedure of escorting all\nthe pupils of a given grade thru the same materials, what encouragement\nwill they receive from the principal? (b) Does the principal believe in a\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n455\n\nlibrary to the extent that he will develop an aggressive plan for the\nrealization of that goal? (c) Does the principal require the teacher to\ncover a certain number of pages or books regardless of the needs of the\npupils? (d) Have the principal and teachers developed a program for the\nimplementation of the philosophy that instruction should be initiated at\na level where the pupil is? (e) Has the principal assisted the teachers in\nthe determination of the physical, mental, and emotional needs of the\npupils, or are all pupils given the same prescription of physical activities,\npoems, and spelling lists to be memorized? (f) Has the principal evaluated\nthe school activities in terms of memorization versus experiencing? (g) Has\nthe principal encouraged\n\nthe development\n\nof a teacher-centered adminis¬\n\ntration as a part of a learner-centered school, or are the teachers meetings,\nthe supervision, and parent education programs principal-dictated? (h) Has\nthe principal been guilty of attempts to compartmentalize learning activ¬\nities? (i) Does the principal believe in educational guidance to the degree\nthat he has developed with the teachers a systematic means of collecting and\nusing pertinent data? (j) Does the principal encourage wholesale double\npromotion to avoid providing an enriched school program? (k) Is a policy\nof demoting all pupils with either general mental retardation or specific\nlearning disabilities used to further an archaic program for the grade\nclassification of children? In short, has the principal assumed the instruc¬\ntional leadership for which he is supposed to be professionally qualified and\nfor which he is paid ?\nAmong the first considerations is the development of a systematic and\ncontinuous program for the appraisal of pupil needs. Altho standardized\ntests may be useful for the appraisal of certain group needs, a program\nlimited to such measures would have serious defects. For example, the\nelementary-school teacher has access to no standardized instruments for\ndetermination of level of emotional development for the appreciation of\npoetry, art, or music. In a sense, all good teaching is diagnostic; therefore\nthe extent to which crucial needs are identified depends to no small degree\nupon the preparation of the teacher. An adequate appraisal program\nshould provide evidence on (a) capacity for achievement, (b) achievement\nlevel, and (c) physical status.\nIn a well-developed program for appraisal of pupil needs, there is a\nneed for securing an index to capacity for achievement. Altho the new\nrevision of the Stanford-Binet is probably the best single index to mental\ncapacity, tests are available which can be administered by a well-prepared\nteacher. In addition, certain data secured from the parents should be\nrecorded in the individual pupil folder.\nAt higher grade levels in the elementary schools, group tests of mental\ncapacity may be used, but with certain cautions. In the first place, the\nreliability of a single score cannot be expected to be as high as that taken\nfrom a well-standardized individual test. Second, tests which require any\namount of reading may be misinterpreted by the teacher in the case of a\nretarded reader. Many erroneous suspicions of the dullness of retarded\nreaders have been verified by means of reading tests of intelligence. Third,\n\n"}
{"page": 460, "printed_page": null, "text": "456\n\nNational\n\nEducation\n\nthe mental age secured by means\n\nAssociation\n\nof either an individual test or a group\n\ntest should not be interpreted as the absolute limit of expected develop¬\nment. Many children have reading ages and arithmetic ages far beyond\ntheir mental ages.\nA second important type of evidence that should be secured from an\nadequate appraisal program is the individual achievement level. One of\nthe outstanding needs for reorganization is evidenced in practices by socalled grade specialists. Many teachers take pride in being a third-grade\nspecialist or a fifth-grade specialist. They expect everyone to be average\nby ignoring the substantial groups above and below this mythical central\ntendency. These teachers are great students of averages and are completely\nunaware of deviations.\nConfused\n\nthinking is evident in this question which\n\nis frequently asked\n\nby teachers, “Where should I be at the end of the first semester?’' From\na study of clinic cases and from reports of classroom observations, there is\na preponderance of evidence to the effect that many teachers are more\nconcerned about where they should be rather than where the pupils are.\nTo no small degree this type of confused thinking undoubtedly has resulted\nfrom a misuse of basal materials of instructions. In view of this situation,\nit appears that a basic reorganization is needed in the practices that are\ndictated by the type of thinking expressed in the teacher’s question, “Where\nshould I be?”\nIf it is to be the philosophy of the school that education really increases\nindividual differences and that a chorus of differences exists at any one\nso-called grade level, then the teacher should be assisted and encouraged\nin his efforts to identify these varying levels of achievement. Once this\nbasic concept is established there will be less emphasis on remedial reading,\nremedial spelling, and remedial arithmetic and more emphasis on an\nadequate first teaching program.\nIt is satisfying to note that many progressive and alert teachers and\nthat many clinicians are resorting to subjective tests and informal situations\nfor determining the level of achievement in a given area. It has been\nfound, for example, that very few, if any, standardized tests can be used\nfor determining the level at which instruction in reading should begin.\nWhen dealing with elementary-school pupils, a competent teacher or\nclinician can determine the level of achievement for practical purposes\nmore quickly by observing behavior on the materials or problems in ques¬\ntion. One of the administrative problems then becomes that of sensitizing\nteachers to the need for using teaching technics for appraising level of\nachievement.\nThe purpose of determining achievement level is limited to the study of\nthose pupils with specific or general learning disabilities. The chief reason\nfor differentiating instruction is to provide equal learning opportunities\nfor all the pupils in a given room. Some third-grade pupils may be chal¬\nlenged with so-called first-grade materials while others will be capable\nof dealing with sixth-grade science books. Likewise, some may be emotion-\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nally mature\nevidence\n\nenough\n\nof\n\nElementary\n\nto enjoy reading\n\nenthusiasm\n\nfor nothing\n\nSchool\n\nTreasure\n\nmore\n\nthan\n\n457\n\nPrincipals\n\nIsland\n\nwhile\n\nEdward\n\nothers will\n\nLear’s\n\nNonsense\n\nf erse or A. A. Milne’s Jonathan Jo. One of the first steps toward\nfor pupil needs is certainly a defining of levels of achievement.\nInterrelated\n\nwith capacity for achievement\n\nand achievement\n\ncaring\n\nlevel is the\n\nphysical status of the individual. Specialized research in this area has ac¬\ncentuated differences existing at any one age level. Unfortunately, how¬\never, many schools are so organized that the study of the educational\nimplications of certain physical deficiencies has been defaulted. For example,\nthe health office is located as remotely as possible from the principal’s office.\nVery few school physicians have received special preparation for their\nschool duties and\n\nvery few\n\nteachers have\n\nany information\n\nof services available in the health department.\n\nThe\n\non\n\nthe types\n\nschool physician and\n\nthe school nurse should be the closest allies of the teacher if the “whole”\nchild is to receive consideration in the classroom.\nI have tried to call attention to one important\nin a substantial\nmet, namely,\n\nnumber\n\nof elementary\n\nthat of reorganization\n\nschools if pupil needs\n\nof thinking and\n\npupils needs. First, the principal, himself, must\nexistence of a wide\n\nreorganization\n\nare to be\n\nbeliefs in regard to\n\nbe aware\n\nvariety of mental, emotional,\n\nrequired\n\nof the probable\n\nand physical differences\n\nwith a so-called grade. Second, the principal should\n\nnot permit his think¬\n\ning to be circumscribed by a grade concept of children. If the term “grade”\nis to be used at all, then it should be used to designate a group of in¬\ndividuals. Third, one of the first instructional jobs of a principal is that\nof assisting the teacher in learning the child before teaching him. Fourth,\na second\n\ninstructional job of the principal is that of assisting the teacher\n\nin securing appropriate materials of instruction. Fifth, a third instructional\njob is that of assisting the teacher in the development of classroom pro¬\ncedures for the guidance of the pupils into worthwhile and purposeful\nactivities. Sixth, a fourth instructional job of the principal is that of secur¬\ning assistance from parents in defining the school program. When the\nprincipal has met these obligations, he is well on his way\nization of his school on a learner-centered basis.\n\nSAN\n\nAGNES\n\nSAMUELSON,\n\nFRANCISCO\n\nMEETING\n\nACCENT\n\nART\n\nEXECUTIVE\nCIATION,\n\nON\n\nSECRETARY, IOWA STATE\nDES MOINES, IOWA\n\nto the reorgan¬\n\nTEACHERS\n\nASSO¬\n\nEnrichment is our common purpose. In reinterpreting the three R’s thru\nthe enrichment program, the arts will take a conspicuous place. By any\nyardstick you want\nNo\n\nto use, the arts are essential in the educational program.\n\nexperiences which\n\nhelp us to identify and appreciate loveliness in life,\n\nsatisfy the yearning in every heart for the beautiful, and wipe out the ugly\n\n"}
{"page": 462, "printed_page": null, "text": "National\n\n458\n\nin our environment\n\nEducation\n\nAssociation\n\ncan properly be called a frill. No\n\nso useful in developing\n\npersonal enrichment,\n\npoise can be looked upon\n\nas a luxury. No\n\nactivities which\n\nemotional\n\narea which\n\nare\n\nbalance, and social\n\nhas so many\n\nvocational\n\nand recreational possibilities in these days of increasing leisure and continued\nunemployment\n\ncan be considered extravagant.\n\nNo work\n\nwhich\n\nhelps to build\n\nthe character of the soul of a person and to glorify the ideals of a nation can\nbe classed as unnecessary. No\n\nmaterial which\n\nthe arts do can be interpreted\n\ncuts across all areas of life as\n\nas irrelevant in an\n\neducational\n\nprogram\n\ndesigned for all the people.\nAs formal methods\n\ncollapse and the emphasis shifts toward\n\nhappy learning\n\nsituations, purposeful activities, enriching experiences, and socialized proce¬\ndures, the arts have an opportunity to streamline the entire program. As\nthe pupil learning is placed above the teacher teaching, as pupil growth\nprecedence over mechanics\n\ntakes\n\nand competitive rankings, as every child becomes\n\nimportant, and as children’s interests become\n\nthe springboard,\n\nthe arts have\n\ntheir glorious chance to come into their own. So do the three R’s. It is not\nwhat the child does to the crayon, brush, pencil, violin, costume, or compass\nthat tells the story. It is what\n\nthey do to him. People will not stagnate, use\n\ntheir leisure time stupidly, or accept cheap and barren\ncome in contact with the beauty which\nand action.\nWhat\n\nare some\n\namusements\n\nif they\n\ncomes from line, color, sound, nature,\n\nof the implications for elementary\n\neducation\n\nand\n\nfor\n\nelementary principals? Following are a few that seem to come to the top:\n1. Continue to show the relationship of the arts to everyday life. The\nmore we can do that the better we can reinterpret the three R’s. Provide\nexperiences which will lead children to explore the meaning of beauty in\narchitecture, engineering, homes, sculpture, painting, skyscrapers, landscap¬\ning, streamline trains, automobiles, and airplanes. Begin with\nenvironment. It is up to us to make him sensitive to beauty.\n2. Provide\n\nexperiences which\n\nthe child’s\n\nhelp to identify and appreciate beauty. We\n\nneed not point out the inexhaustible possibilities of art, music, literature,\ndramatics, recreation, nature, and the crafts for enrichment\nare moving\nmeaning\n\nin the direction of enrichment\n\nof beauty in architecture\n\npurposes. We\n\nas we lead pupils to explore the\n\nand engineering, to enjoy the thrill of\n\nmaking things with their hands in homemaking and industrial arts, to be¬\ncome discriminating in the choice of music, literature, and moving pictures,\nto enjoy and write poetry, to contemplate the grandeur of the starry heavens,\nto conserve our natural resources, and to respect the beautiful in the culture\nof other lands.\n3. Invade\n\nthe area of teacher education. Perhaps\n\nfrom school systems which\nwhen\n\na number\n\nof you come\n\nhave supervisors of instruction, but in these days\n\nteacher loads are heavy and budgets are inadequate,\n\nthe training of\n\nevery teacher is extremely important. This is also true in view of the social\nchanges, the greater democracy\nmodern\n\neducation program.\n\nThe\n\nof procedures, and other requirements\n\nof the\n\narts are as varied as life, and the education\n\nof the teacher needs to include a broad background.\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n459\n\nPrincipals\n\n4. Seek enrichment experiences. How can we inspire children to seek\nbeauty and exemplify it in their lives if our own are barren? Travel is a\nbroadening experience and inexpensive tours can always be secured. The\nradio and the modern transportation facilities have eliminated distance and\ntime. Libraries are plentiful and books are available.\n5. Develop a functional program\nWith\n\nand interpret it to your own community.\n\nall the possibilities of the modern\n\nprogram\n\nfor touching life in every\n\narea, for improving the environment, enriching and socializing the person¬\nality, satisfying the inner desire for beauty, dealing with realities, emphasizing\nsocial values, providing recreational enjoyment and vocational rewards,\nshould the arts have to plead their case in the program?\ninterpretation within and without the classrooms.\n\nAll they need is\n\nIt is enrichment — teaching of discrimination, refining of growing person¬\nalities, translating cultural values into human living, and the inspiring of\nthe young learners in our classrooms to write new chapters in the story of\nhuman\n\nachievement — that gives significance and beauty to teaching.\n\nWHAT\n\nBEN\n\nTHE\n\nTEACHER\nEXPECTS\nTHE ENRICHMENT\n\nG. GRAHAM,\n\nSometime\n\nSUPERINTENDENT\n\nOF\n\nOF THE PRINCIPAL\nPROGRAM\nSCHOOLS,\n\nPITTSBURGH,\n\nIN\n\nPA.\n\nago I asked a group of teachers in a large school system to\n\nformulate for me what they expected of their principals. The first thing\nwhich they seem to believe to be of importance is the ability on the part of\nthe principal to plan an organization. If I may speak in terms of the teacher’s\nattitude, I want my principal to be an individual who can sit down and plan\nbefore the term begins the various steps and procedures which we are to\nfollow for the term. The individual who can plan may not be the type of\nindividual who can organize. When my principal takes up organization,\nhe is not only dealing with planning but he is dealing with people, teachers,\nand pupils. That takes a different type of ability from that of planning.\nThere are principals who could plan beautifully and put on paper the things\nto be done, but when it comes to organization they do not have the power\nto select the right teacher for the particular duty or to handle a group of\npupils with success or to meet the problems which the parents brought to\nthe teachers from the community.\nThe next thing I want my principals to have is the ability to secure for\nmy school the necessary materials with which I am to work. They must be\nable to present to the superintendent of schools, or sometimes to the board\nof school directors, or to the committee in charge of the supplies, the real\nneeds of the school in a way that convinces those in power that the supplies\nare necessary for that particular school. Not only must he be able to secure\nthe materials and supplies, but he must have the work so planned that when\nI need that material it can be at my hand.\nAnother\n\nability is the power to discipline. My\n\nteachers call it social en-\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\nEducation\n\nAssociation\n\ngineering. I asked one of them, “What do you mean when you say you want\nyour principal to be a social engineer?” The answer was, “I want a principal\nwho understands the attitudes of boys and girls in the classroom, the atti¬\ntudes of teachers in the classroom, and particularly the attitudes of parents,\nto the point that no matter how difficult that problem child is to manage\n\nin\n\nmy classroom, if that problem gets beyond my control I know that the prin¬\ncipal is such a successful social engineer that he can step into the picture,\ntake that problem child in charge, bring about a change of attitude in him,\nand on the part of the parents in relationship to the child and school, and\npresently that child who was such a distressing problem that I could not\nproceed is now one who fits into the situation and the work goes along with\nsuccess.”\nAnother thing with which teachers are concerned is the relationship of the\nprincipal in the enrichment program. The teacher wants a principal who can\ncome into the classroom and be sympathetic and appreciative of the work\nbeing done. If the child is to be the center of instruction and the center of\nthe school, I want a principal who can interpret the course of study, the\ncontent of the material being dealt with, and the methods used, so that the\nwhole program of the school is centered upon that which is best for the\nindividual child.\nI want him to be skilful in judging the results of my teaching and to be\nable to discover my strength. I do not want a principal who will come to\nmy classroom, look at my work, and walk out, making no comment either\nin the way of commendation or criticism. To me that is the most discouraging\ncontact I can have with the principal. I want him to be an individual who\ncomes into my classroom, who can see the results of my teaching, and I want\nhim to be able to discover my strength.\nI want him to be one who has the ability to use a modern testing program,\nso that by giving tests occasionally he can discover how my work is related\nto work of other teachers in the school and other teachers in the system, and\nthen I have a better guide to determine what the results of my work are by\nstandard or scientific tests. I do not want him to judge my work completely\nby that method, but I want him to be able to use that as a check against our\nown subjective judgments.\nAs a teacher I am interested in my relationship with the principal. I want\nhim to be a person with whom I can be friendly, because if we can be on\nfriendly terms, it makes life so much more pleasant and it makes the work\neasier and more delightful. I want to have a friendly relationship with the\nprincipal to the point where he will be the closest professional friend I have.\nThen I want my principal to be one who is growing professionally, because\nif he is growing professionally, I believe that I am going to do likewise under\nthe type of leadership which he will give.\nFinally, in this day and age, I want my principal to be particularly aware\nof all of those factors which have to do with this enrichment program so\nthat the school is constantly progressing in terms of the richest program for\nthe children who are fortunate enough to attend our particular unit.\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nLEISURE\nCICELY\n\nJ. O’CONNOR,\n\nof\n\nElementary\n\nTIME\n\nPRINCIPAL,\n\nOF\n\nSceiool\n\nGIRLS\n\nEDISON\n\nPrincipals\n\nAND\n\nSCHOOL,\n\n461\n\nBOYS\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nA study group of eleven elementary-school principals, under the chair¬\nmanship of Jane Ryan, principal of the McKinley School, selected as its\nproblem, “What is the school’s and community’s responsibility for the\nchildren’s leisure-time activities?” The findings of a district survey made\nby these principals and its recommendations are so potent that thru our\nbureau of research and guidance, a similar citywide survey was planned.\nTwenty-two\n\nthousand\n\nfourth to eighth-grade children, a cross section\n\nof San Francisco’s youth, were asked to tell about home life, after-school\nactivities, and the use of leisure time. The study shows a candid picture,\nperplexing and challenging to home, school, and community. The survey\nwas organized for two purposes — general and special. The general pur¬\npose was to secure information which would enable the schools and the\nhomes to work more effectively for the betterment of the child. The\nspecial purpose was to obtain information upon which the development\nand use of the city’s recreation facilities and outlets could be based.\nFollowing are the summary statements of the survey:\n1. Over 50 percent of the 22,000 children live in the community type of dwelling.\nThese children, generally speaking, are dependent on public playgrounds, parks,\nand schoolyards for their outdoor recreational opportunities.\n2. Seventeen percent of the 22,000 children live in apartment houses, single rooms,\nand hotels. Of all city children, these apartment house dwellers are the most de¬\npendent on a far-sighted city planning program and correct playground placement.\n3. Twenty-three percent of the 22,000 children are playing in the streets. This\ncan be attributed to the fact that the distance between playgrounds is so great.\n4. Ninety-four percent of the children live at home with their parents. The\nleisure-time activity survey is of service to this large group.\n5. Two activities predominate on Sundays: attendance at church and at the\nmoving pictures. The church attendance forms 39 percent of the Sunday activity\nand the theater-going 50 percent.\n6. Fifty-seven percent of the 20,000 children who responded to this item belong to\nclubs. A greater percent of sixth-graders are found in clubs than any other grade.\nThe clubs most popular with boys are the Boy Scouts or Cub Packs and the Junior\nBirdmen. The girls find the Girl Scouts and the Camp Fire Girls the most attractive.\nClubs that from the standpoint of popularity occupy a second group position are\nthe Y.M.C.A. and stamp clubs of the boys, and the Junior Birdmen and Y.W.C.A.\nof the girls.\n7. Twenty-seven percent of the children attend movies twice a week. Ten\npercent attend more than twice a week. Eighty-seven percent of the children attend¬\ning movies attend on Friday, Saturday, and Sunday. Fifty-nine percent of the\nchildren attending movies attend on Friday, Saturday, and Sunday afternoons.\nThese children form a group of 18,504 children. Would not playground activities\nbe better for them? Movie houses appear to be better placed than playgrounds.\n8. Fifteen percent of the children attending movies go unaccompanied.\n9. Movies arranged in order of popularity are: gangster films, cowboy and\nwesterns, comedies, plays of popular books, newsreels, March of Time, adventure,\ntravel, animated cartoons, and historic plays. The four last named are of about\nequal popularity. Both boys and girls list gangster films, cowboy, westerns, and\ncomedies as their favorites. The popularity of the gangster picture leads all other\ntypes by 8 percent.\n\n"}
{"page": 466, "printed_page": null, "text": "462\n\nNational\n\nEducation\n\nAssociation\n\n10. Ninety-four percent of the homes have a radio. Fifty-four percent of the chil¬\ndren listen to the radio over an hour a day. Twenty-two percent listen between thirty\nand sixty minutes a day. Music, especially dance music and singing, received the\nlargest vote from the radio listeners. Mystery plays and amateur hours were next in\npopularity.\n\nThese\n\nfour types of entertainment\n\naccount\n\nfor 72 percent\n\nof the radio\n\nvote. Historical items, news, church service, and hobby hours appear the least popu¬\nlar. These four items account for 4 percent of the vote. Other items occupy an\nintermediate\n\nposition in the scale of popularity.\n\nWhile\n\nhas been accomplished\n\nmuch\n\nin providing proper and profitable\n\nleisure-time activities for the boys and girls of San Francisco, this survey\nsummary tells us specifically what further demands there are on our\nschools, our homes, and our community. With the knowledge afforded\nus by this survey, we as teachers are convinced that we should aim con¬\ntinuously to influence parents to recognize the importance of desirable\nleisure activities for their children. The survey will be of little avail if\nwe cannot convince the community that every dollar expended to give\nchildren better facilities for recreation is an investment that will pay\ntremendous dividends in the health and happiness of our future citizens.\n\nUSE\nALICIA\n\nA\n\nOF\n\nTHE\n\nBRIMSKILL,\n\nStudy\n\nELEMENTARY-SCHOOL\nPRINCIPAL,\n\nof Recent\n\nGRATTAN\n\nAssembly\n\nSCHOOL,\n\nAUDITORIUM\nSAN\n\nProcedures , bound\n\nFRANCISCO,\n\nin two\n\nCALIF.\n\nvolumes\n\nand\n\nfound on file in the elementary-school libraries of our city, is the result\nof a study made by ten principals, including one viceprincipal, under the\nchairmanship of Mollie Smith, principal of the Winfield Scott School.\nThe need for elevating the tone of assembly procedures and eliminating\nundesirable features was recognized and an effort made to offer a more\nmodern and worthwhile type of program to supersede the noneducational\nand commercial types. As a result of this study, the assembly period\nassumed new importance to children, school, and community. Its value\nto children lies in their active participation in enterprises requiring unity\nof purpose. In the initial stages of group living, theirs is an opportunity\nto practice ideals of good citizenship and to develop a sense of responsi¬\nbility. The value of the assembly to the school is measured by its develop¬\nment of unity of school spirit. Offering ample opportunity for motivation\nin classroom activities, it provides pleasure and inspiration. To the com¬\nmunity the assembly has value because school interests are broadened and\nbetter school and community relationships developed.\nIt was recommended that a regular schedule of the school term’s\nassembly programs be made by a teacher-sponsor with the principal. A\nrotating schedule for the teacher-sponsorship could be arranged so that\nall teachers might share responsibility and bring new inspiration to the\nprogram. The committee agreed that a forty- or fifty-minute period in the\nfirst part of the morning best insures freedom from interruptions and\nprovides motivation for the day’s work. Fifteen or twenty minutes of\nthis time might be allotted to school problems of citizenship, thrift, and\n\n"}
{"page": 467, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n463\n\nattendance, the remaining time to be devoted to a program on the out¬\ngrowth of classroom work or a reflection of group interests. Simplicity\nin costuming and staging is definitely emphasized.\nVolume I of this report includes a set of criteria for evaluating assem¬\nbly programs and is offered as a guide for judging assembly standards.\nIt also contains an outline of various types of programs. A list of possible\nways of presenting material is also suggested, such as shadow plays,\npuppet shows, dramatizations, pantomimes, impersonations, and the like.\nSeventeen hundred children answered a questionnaire distributed by\nthis committee. It is interesting to note that 80 percent preferred an\nassembly consisting of a short business meeting and a class entertainment.\nSeventy-nine percent stated that during the week they think of the lesson\nthat has been stressed in a particular assembly. When asked if speeches\nmade in assembly affected their behavior, 90 percent responded “yes.”\nTo the question “Do you think the assembly has developed a better school\nspirit?” 98 percent of the answers were in the affirmative. Regarding the\ntype of program preferred, 8 percent voted for travel talks by adults,\n9 percent for reports on class activities, 33 percent for motion pictures\nrelated to school studies, and 50 percent for plays produced by children.\nA plan for study organization in each individual classroom and for a\nrepresentative governing council procedure for the school is also worked\nout, the goal being a school that is pupil-managed and teacher-guided.\nThis study group of elementary-school principals trusts that its con¬\ntribution has raised the standard of auditorium programs in our city and\nfeels privileged to have participated in the growth-in-service program.\nONE\nEFFIE\n\nSMITH,\n\nWAY\n\nPRINCIPAL,\n\nTO\n\nBUILD\n\nFRANK\n\nMC\n\nCHARACTER\n\nCOPPIN\n\nSCHOOL,\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nMy approach to this subject is from the viewpoint of an elementaryschool principal vitally concerned with the humane or personality develop¬\nment of the child and his relationship with the rest of the world. Gen¬\nerally speaking, character building is teaching children to think correctly\nin terms of the Golden Rule, “Do unto others as you would like others\nto do unto you,” but this teaching must be applied in our relations with\nthe animal world just as it must be applied in our relations with our\nfellow men. In short, it must be applied to every form of life capable of\nsuffering.\nWe\n\ncannot begin too early to train children in a kindly attitude toward\n\nall God’s creatures. There is perhaps no element of character more vital\nto happiness than a spirit of kindliness, and I know no better way to\ndevelop this kindly spirit than by teaching children kindness to animals\nthru the child’s contact with a living pet. Boys and girls the world over\nhave one characteristic dominant in them — their love for animal pets.\nChildren and animals are natural friends and should be brought up to-\n\n"}
{"page": 468, "printed_page": null, "text": "National\n\nEducation\n\ngether. A child can get more\n\nenjoyment\n\n464\n\nAssociation\n\nfrom the world when\n\nhe under¬\n\nstands an animal’s silent language. Likewise he becomes more responsible\nand self-reliant when he takes care of an animal himself. Animal pets for\nchildren are necessary if the children are to have a well-rounded educa¬\ntion and a normal social adjustment, for living pets have a definite part\nin teaching children gentleness, kindness, unselfishness, responsibility, fair\nplay, and consideration for others.\nAt the Frank McCoppin School in San Francisco, we have a splendid\nvehicle for character building thru the principles promulgated\n\nby the Chil¬\n\ndren’s Pets Chums Club, which I founded in the schools of our county\ntwelve years ago. During these many years, I have been the means thru\nthe work in my school whereby fifteen Pets Chums\n\nClubs have been organ¬\n\nized in San Francisco’s elementary schools. To be a good Chum Club\nmember, one must own a living pet ; one must protect it and care for it\nproperly; one must try to make others feel the same way about animals\nas he does. All activities are gathered together under the inclusive motto,\n“A child without a pet is like a flower without the sunshine.”\nThe personnel of the Chums Club includes a president, vicepresident,\nsecretary, board of directors, and faculty adviser. At Chums Club meetings,\nthe board of directors read and answer questions found in the Chums Club\nquestion box. These questions find their way into the box because of\nsome difficulty a member has in the care, feeding, housing, or some other\nmatter relative to his pet. Then from four to six members, to their great\njoy and that of their audience, exhibit their pets and give interesting talks\nconcerning them, thereby affording each member an opportunity to develop\nhis own personality. The acquiring of poise and the increased use of clear,\ncorrect English, with increased ability to express ideas and to practice\njudgment, are valuable outcomes of the Chums Club activity, as is the\nknowledge concerning the rudiments of parliamentary law procedure.\nChums Club members quickly recognize an injustice and an unkind word\nor act, whether it is meant for a human being or an animal.\nFrom my experience I am convinced that the child’s companionship,\ncare, and ownership of an animal pet, under proper guidance, constitute\none of the greatest helps in building a well-balanced and noble character.\n\nBOARD\n\nMRS.\n\nOF\n\nMABEL\n\nHEALTH,\nSCHOOL, AND\nRELATIONSHIPS\nDAVIDSON,\nSAN\n\nPRINCIPAL,\nFRANCISCO,\n\nFRANCIS\n\nCOMMUNITY\n\nSCOTT\n\nKEY\n\nSCHOOL,\n\nCALIF.\n\nRecognizing the fact that absence from school due to exclusion for\ncommunicable disease is a serious handicap and the cause for retardation\namong elementary-school children, a group of principals under the leader¬\nship of Sue Convery of Monroe School undertook a study of school, home,\nand department of health relations and responsibilities in the effective\n\n"}
{"page": 469, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n465\n\nhandling of the exclusion of children for so-called minor diseases. It was\nnot our intention to make the period of exclusion shorter, but rather to\nmake it one of isolation.\nBecause of strict enforcement of quarantine laws by the department of\nhealth and also because of the fact that all parents recognize the seriousness\nof such diseases as diphtheria, scarlet fever, and infantile paralysis, exclu¬\nsion for these has proved satisfactory and the prevalence of diseases has\nbeen lessened, but not so with chicken pox, whooping cough, mumps, and\nmeasles. Children convalescing from these diseases, losing school time\nbecause of the danger of infecting other pupils, easily contact their mates\noutside of school hours and thus start a chain of patients who in turn must\nbe excluded.\nData supplied us by departments of health over the United States prove\nconclusively that this problem is not a local one. Our study includes statis¬\ntics from many cities giving the monthly incidence of common minor dis¬\neases. Regulations of the cities studied in regard to the isolation of patients\nand the exclusion of nonimmune contacts were compared and differences\nnoted for further study by our department. Pamphlets and books on the\ninfectious agents, the source of infection, the mode of transition, symptoms,\nincubation period, period of communicability,\ntrol of the disease were all considered.\n\ncare of the patient, and con¬\n\nAs a result of the study the committee has recommended: (a) a health\neducation campaign to correct the prevalent but erroneous idea that all\nchildren must have the childhood diseases and, therefore, may as well he\nexposed early; (b) radio broadcasts of a series of lectures available at the\noffice of the surgeon general of the United States Health Service, stressing\nthe serious after-effects of the so-called minor diseases; (c) instruction by\nschool nurses to principals and teachers in the science and symptoms of\nminor diseases so that they may be recognized; and (d) printed instructions\ngiving definite direction in regard to exclusion and isolation to he used\ninstead of the oral direction so easily misunderstood or forgotten.\nThe committee further recommends an increased number of inspectors\nfor minor communicable diseases so that the regulations can be enforced;\nteaching the importance of having parents report to the proper authorities\ninfractions of regulations affecting exclusion; educating children to the\ninadvisability of contacting excluded schoolmates; adjustment in the period\nof exclusion to conform to the national consensus; securing the cooperation\nof those in charge of churches, libraries, and foreign schools in refusing\nto admit children who are excluded from school ; and securing the assist¬\nance of school attendance officers in enforcing the isolation regulations.\nThis vitally interested group, working together to conserve the health\nand school time of pupils, feels that a partial solution of its problem has\nresulted from the study. Many of the recommendations were put into\neffect, and enough valuable data were secured to focus the attention of\nschool and health authorities on this problem which affects school, home,\nand the community alike.\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nCHILDREN’S\n\nSUE\n\nVOICES:\n\nCONVERY,\n\nThose of us who\n\nEducation\n\nAssociation\n\nA READER\nCHILDREN\n\nFOR\n\nCHILDREN\n\nPRINCIPAL, MONROE-EXCELSIOR\nSAN FRANCISCO, CALIF.\n\nBY\n\nSCHOOL,\n\nhave had the privilege of working with children know\n\nthe strange beauty and unusual power often found in the simple expres¬\nsions of childhood. Again and again we have thrilled to a bit of writing or\npainting that seems to reflect unusual insight or to possess quaint charm.\nWe have wondered about this urge for self-expression — why it flowers so\nsuccessfully in one child and why it is buried so deep in another.\nIn San Francisco for several years we have had a strong interest in\ncreative self-expression. Sometime ago a study group composed of approxi¬\nmately twenty-five teachers, working under the leadership of Anita Beck¬\nman, undertook to learn more about children’s creative writing and made\nan intensive study over a period of two years. The study included reading\nand evaluation of the best writings of thousands of children. The thought\nthat children’s creative expressions have a decided place in the child’s\nworld grew into a conviction. We believe that the child’s contributions\nmay well serve as a broadening life influence for him and for his asso¬\nciates. We looked forward to the day when some of the splendid contri¬\nbutions of children could be enjoyed by other boys and girls. Today the\nrealization of that dream has come in the form of an oral reader just off\nthe press, Children s Voices. It is a book for children by children. In its\npages the creative force of children in writing, in speaking, and in drawing\nhas been crystallized for all to enjoy. It is a collection of prose, verse, and\nart compositions of boys and girls who have been given encouragement\nand guidance in their desire for expression of the thoughts and emotions\naroused by personal observations and experiences.\nDefinite appreciation of the beauty of the children’s creative offerings\nwill come best thru the oral reading of them. Their childish spontaneity\nis greatly in evidence, and the charm of many original patterns is felt by\nthe reader.\n\nADDRESS\nDOUGLAS\n\nFAIRBANKS,\n\nJR., MOVIE\n\nACTOR,\n\nH OLL YWOOD,\n\nCALIF.\n\nI confess myself to be somewhat overwhelmed by the introduction ac¬\ncorded me by Mrs. Hoffman. Unfortunately this enthusiastic introduction\nonly increases my nervousness here. I am holding like grim death to this\ntable. I have never been more grateful in my life for a microphone. When\nI last spoke before a body of educators I was the recipient of a sound\nrap on the knuckles. It is a fitting commentary on the lasting effect you\neducators have on youth that I feel I should keep my mouth shut and my\nhands in my pockets tonight. As a matter of fact, I think it was Elbert\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n467\n\nHubbard who once said, “It is far better to keep one’s mouth closed and\nbe thought a fool than to open it and remove all doubt.”\nBelieve me when I say that it is gratifying to have been invited to\naddress you as a representative of the most popular entertainment medium\nand one directly concerned with many of the problems vital to the National\nEducation Association. It is neither my intention nor my mission to praise\nor apologize for the film industry. I am not equipped to do either. I hope,\nhowever, that my humble views on a situation growing out of world affairs,\nas it affects the motion picture actor abstractly and the National Education\nAssociation concretely, may make you look on the motion picture and\npeople who make it in an entirely new light.\nThere are two schools of thought about actors. You have read, perhaps,\nSomerset Maugham’s somewhat unflattering account of what he thinks\nabout actors. He said that he found them amusing companions, generous,\nwitty, clever people, but he said he never had been quite able to believe\nthat they are human beings. Another writer once said that it was not\nsurprising to hear that for so many years actors were denied burial in\nconsecrated ground, because it was preposterous to suppose that they had\nsouls. This I assure you is an extravagance. On the other hand, actors\nthemselves are inclined to swing to the opposite extreme in their evaluation\nof their parts in the scheme of things; nevertheless, it is of importance\nto you to consider the remarks of Sir Henry Irving that the theater must\nalways be an indirect mechanism of teaching. And, says another quotation\nfrom Sir Henry, “As the theater must deal with the eternal conditions\nof humanity, so must it ever have weaknesses which result from human\nimperfections, but as humanity has its nobler part, so, too, the theater\nhas capabilities of good which are as illimitable as the progress of man.”\nNaturally this applies to the motion picture as well as to the living\ntheater, but with one exception : Where the theater, because of its very\nlimitations, is free to express itself in almost any manner on almost any\nsubject, the motion picture which is available to everyone everywhere arbi¬\ntrarily has imposed upon it certain restrictions, designed to avoid the forcing\nof issues down the throat of any group which might think otherwise. In\nmany cases this is an end impossible to achieve.\nLast year, for example, the motion picture industry in the United States\nalone produced a total of three hundred and forty-six feature films. Obvi¬\nously, not all of them pleased everyone and it is possible that some of them\ndispleased a lot of people. We know, however, that no producer, writer,\ndirector, or actor approaches the making of a picture with any other end in\nview than to make a good one, and I am convinced that anyone who really\nhas something of importance to say in any of the arts sooner or later is\nrecognized by the public, which is not only the final but the best critic,\nand may I say the best censor.\nYou are in the profession of teaching and the film industry has kept con¬\nstantly aware of your interest in motion pictures, so I know that you realize\nthat those three hundred and forty-six films had a definite effect on the\ndaily thoughts of millions of people, for unquestionably the motion picture is\n\n"}
{"page": 472, "printed_page": null, "text": "468\n\nNational\n\nEducation\n\nAssociation\n\none of the most powerful media for the dissemination of an idea that has\never been placed in the hands of man.\nIn fact, this recalls to me that sometimes in England I have been ap¬\nproached by schoolboys with the request to relate a few of my more terrifying\nexploits with red Indians in the wild and untamed West. I have no argu¬\nment with the horse opera, as we call westerns. I must confess I am rather\npartial to them myself. However, a number of us are not sufficiently quick\non the draw to save the old rancho from the rustler, and so we are concerned\nwith the motion picture directed to, if I may say so without sounding\npompous, a more serious audience. It is here that our problem arises. This\nproblem is the challenge to you and it is from you, as an important part of\nthat audience, that the answer must come. I refer to the question of\npropaganda\n\nin motion pictures.\n\nThat word “propaganda” is in disrepute these days, and yet the correct\ndefinition makes it obvious that propaganda is a force for good as well as\nfor evil. When you, in the exercise of your profession, teach that we live\nunder the best possible form of government, that is propaganda. Consider\nthis question: How far should motion pictures conscientiously venture into\nthe field of propaganda? Films are being made today in other nations which\nare concerned mainly with praising certain other forms of government.\nThe motion picture theater in those nations is almost entirely devoted, under\ngovernment supervision, to telling the audience that it is quite the happiest\naudience on the face of the earth.\nIn democratic nations, on the other hand, the audience itself is the con¬\ntrolling influence. If the audience wants the social order examined, the\nfilms will examine it. If the audience seeks criticism, the films will criticize.\nIf the audience wants fairy stories, we shall have “Snow White.”\nOne of the important things that happened in my life was my first big\npart on the stage. It was in a play called “Young Woodley” and on the\noccasion my father presented me with a volume of Shakespeare's works. I\nremember well the inscription my father wrote on the flyleaf which is a\npart of Hamlet’s speech to the players and which reads as follows: “Let\nyour own discretion be your tutor.” While the admonition was directed at\nactors, I think that audiences might also give it careful consideration.\nSo far the motion picture industry in the United\n\nStates has made\n\nonly\n\na few tentative moves in the direction of obvious propaganda, with “The\nCase for Democracy” as its theme. While the analysis of public opinion of\nthese films has not been completed y^et, it is important to note that some of\nthe best pictures in recent months and some of the most entertaining as\nwell have been based on historic incidents which in themselves serve to\nemphasize the merits of democracy. There\n\nis a line in one of these films\n\nwhich invariably draws applause. The film is called “Man of Conquest” and\nin it the movie Andrew Jackson says to the movie Sam Houston, “Don’t\never forget that this is still the only country where a man can give the\nPresident a good cussing out and the only thing the President can do is\nto cuss right back or go fishing.”\n\n{\n\n"}
{"page": 473, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n469\n\nNot infrequently among picture people the question of propaganda in\nmotion pictures comes up for discussion. I was talking to a friend the other\nday who definitely felt that the film industries of democratic nations should\nhammer away, possibly with government cooperation, at the case for demo¬\ncracy. Another friend took sharp issue with his views, pointing out that\ngovernment cooperation might easily lead to government control, and cer¬\ntainly that is not to be desired in films any more than is government control\nof the press or any other medium of free expression.\nFrom my own point of view I see certain dangers in conscious film\npropaganda which we cannot afford to overlook. None of us likes the fellow\nwho goes around patting himself on the hack. It is entirely possible, then,\nthat motion pictures, emphasizing our virtues and ignoring our shortcomings,\nwould in the end defeat their very purpose. The time would come when\neven the truth would be suspected. The actor must of necessity he con¬\ncerned with all phases of this question. It is up to the actor and the play¬\nwright to interpret characters and events; it is up to the actor and the play¬\nwright to interpret changing world conditions. The only way a responsible\nactor or playwright can do this is to listen to the voice of public opinion and\nbe guided by its trend.\nThis is highly important to me because the public’s opinion of a screen\nactor is based as much upon the type of roles he plays as by the way he plays\nthem. Having some small interest in what the next few years may bring to\nme, I, as an actor, am concerned with what the public’s answers will be to\nthe question of propaganda in films. There are, on the other hand, many\nexamples of motion pictures which were made purely for the sake of enter¬\ntainment, yet which proved to be forceful arguments for democracy. If\nthey had been made with propaganda uppermost in mind, possibly with too\nmuch emphasis placed on the particular message, I wonder if they would\nhave been as convincing.\nAt present there is a film called “Goodbye, Mr. Chips.” It is receiving\na warm welcome from critics and audiences alike ; therefore, we know that\nthe picture is highly entertaining to the great majority. Yet this charming\nstory of a schoolmaster in a democratic country and the boys of several gen¬\nerations who studied with him stands as a most effective exposition of the\nideals shared by us all and does so without conscious propagandizing.\nYou will find a similar situation in the film called “Ruler of the Seas,”\nwhich has not yet been released, but in which I have just completed my own\nparticular role at Paramount Studios. I know that Frank Lloyd, who pro¬\nduced and directed this picture, and those of us who played in it had no\nthought of pleading any special cause for anything or anyone. Mr. Lloyd\nwas concerned with creating good entertainment, based on historical fact.\n“Ruler of the Seas” is an interesting story, telling of the first all-steam cross¬\ning of the Atlantic 101 years ago. This event pointed a way to speed, safety,\nand luxury which we all enjoy on the seven seas of the world today. It is\nsignificant to know that the story of this achievement carried with it a very\nstrong message for our democratic way of living and working, hut let me\nrepeat it does so unconsciously.\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNational\n\nEducation\n\nAssociation\n\nFrom this point of view it becomes evident that so-called pure entertain¬\nment in itself often results in presenting a persuasive picture of life as we\nlive it. I believe that the National Education Association, more than any\nother single body, has a direct interest in the kind of motion pictures made\ntoday. For the motion picture industry I want to say that we appreciate\nvery much the increased use in the schools of sixteen millimeter reels prepared\nwith historical features ; likewise we appreciate your use of educational charts\nnow made available by some of the studios. As a matter of fact, just before\ncoming to San Francisco I saw some of the charts being prepared for “Ruler\nof the Seas.”\nThe manner in which the motion picture reviewing committee of the Los\nAngeles Board of Education adapts current films to classrooms is another\ngood example of direct educational interest in the screen. I feel that this\ncommittee plan might well be adapted to national use.\nOn considering what I have already said this evening, I must admit that\nI have violated one of the rules laid down by teachers when I was in school\nand I hope you will forgive me for it. I mean to say that I have proposed\na question, made a couple of points for and against it, and now I should\narrive at a conclusion, but it seems to me that the conclusion is up to you.\nThe matter of propagandizing is far too weighty to be decided in haste.\nCertainly, I am deeply interested in what the decision will be.\nAlong with being very sincere in proposing to you a subject that I believe\nworthy of discussion by such a group, I continue to be nervous. I still am\nfiddling around with my tie and putting my hands in my pockets, all the\nthings I should not be doing, and I am concerned mostly at the moment with\nsuch things as split infinitives and sentences ending with prepositions.\nOrdinarily an actor depends upon a playwright for patterns of speech¬\nmaking, but this business of doing it alone is a far different matter. At best,\nspeech-making is a peculiar form of human\n\nexpression that was best defined\n\nby John Barrymore in a way that I should like to “crib.” Mr. Barrymore\nsaid that a speech is much like the entrance of a baby into this world : There\nis long and painstaking preparation beforehand, no end of excitement,\nanxiety, strain, and physical hardship during the event, and an overwhelm¬\ning relief to all concerned when it is over.\n\nSECRETARY’S\n\nMINUTES\n\nSan Francisco, California\nJuly 2-6, 1939\nThe\nwas\n\nsemiannual\n\nmeeting\n\nheld in San Francisco,\n\nof the Department\nCalifornia,\n\nof Elementary\n\nJuly 2-6, 1939. General\n\nSchool\n\nPrincipals\n\nsessions were\n\nheld on\n\nMonday and Tuesday afternoons, July 3 and 4, respectively, in the Veterans Build¬\ning, Civic Center. Maude A. Rhodes, president of the Department for this past year,\nhad stressed community singing at each meeting. Programs had been prepared\nwhich\n\nincluded\n\nmany\n\nof the old favorites.\n\nOn\n\nMonday\n\nafternoon\n\npreceding\n\nthe two\n\nspeakers on the program, Dan Gilson, principal, Longfellow School, Oakland, was the\nleader of this very pleasant activity. Mrs. Blanche Gilson, principal, South Dos\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n471\n\nPalos School, Dos Palos, California, was the accompanist. We are greatly indebted to\nMr. Gilson and his mother for the very fine contributions they made to each program.\nThe theme of the Monday afternoon meeting, presided over by President Rhodes\nwas “Reinterpreting the Three R’s thru the Enrichment\nAgnes Samuelson and Ben G. Graham.\nAt the Tuesday\n\nafternoon\n\nmeeting\n\nfollowing\n\nProgram.”\n\nSpeakers included\n\na short business session, the pro¬\n\ngram, “Growth in Service,” sponsored by the San Francisco Elementary School\nPrincipals, was under the direction of Bertha E. Roberts, deputy superintendent of\nschools, San Francisco.\n\nSocial Affairs\nBreakfast — On Monday morning, July 3, 1939, about one hundred and fifty\nmembers and friends of the Department of Elementary School Principals met in the\nConcert Room, Palace Hotel, San Francisco, for a get-together breakfast. This\nfirst official meeting of the Department has always been a festive occasion, for here\nwe meet our friends for the first time at the convention, announcements and plans\nare given, and this expressed camaraderie ties the group completely together.\nAfter a most delicious breakfast, Miss Rhodes gave a hearty greeting to all who\nhad come from different parts of the United States to meet in the lovely city of\nSan Francisco. Harry Haw, San Diego, responded as only a Californian can in\ntalking about his native state. The group was told that those who were born in\nCalifornia were Californians and those who were born elsewhere and now make\ntheir home in California are Californiacs. Sarah L. Young, Oakland, was intro¬\nduced and asked to tell the group of the plans which the local committee had made\nfor our entertainment for the week. Fred B. Zimmerman, Oakland, extended a very\ncordial greeting to those present.\nEven tho these breakfasts are delightful and informal get-together affairs,\nthere is always a little bit of business which has to be taken care of. It is at this\nmeeting that the president announces the Nominating Committee. Therefore, Miss\nRhodes read the following names: Isabel Tucker, St. Louis, Mo., chairman; Mrs.\nGertrude Best Hammond, Los Angeles, Calif.; Claude Williams, Chicago, Ill.; Mrs.\nA. Virginia Adams, Vineland, N. J.; and Mrs. A. R. Wilson, Durham, N. C.\nMiss Rhodes thanked all for coming and expressed her appreciation to the local\ngroup for the fine arrangements made.\nBanquet — Over four hundred members and friends of the Department attended\nthe lovely banquet which had been arranged by the California Elementary School\nPrincipals Association, Southern\nroom, Palace Hotel.\n\nSection, on Tuesday\n\nevening, July 4, Grand\n\nBall¬\n\nIn keeping with the theme of this occasion, “Crashing Hollywood,” the true Holly¬\nwood spirit prevailed, making the evening the most stupendous program ever pro¬\nduced. The California Elementary School Principals Association, Southern Section,\nhad worked untiringly to produce table pieces which were miniature models of scenes\nfrom prominent Paramount Studio pictures. These table decorations glistened\nand gleamed among the silver stars as the audience entered the ballroom. The\ngroup is indebted to Paramount Studio, Inc., for generously sending lovely stills of\nDouglas Fairbanks, Jr., appearing in “Ruler of the Seas,” to be used as souvenirs\nof this festive occasion. The Chamber of Commerce of Hollywood printed the\nattractive cover of the program.\nAfter an enjoyable and delicious meal, President Rhodes introduced the guests\nat the head table, leaving until last Mrs. Howardine Hoffman, who represented\nthe California Elementary School Principals Association, Southern Section, and who\ntook charge of the program. Mrs. Hoffman then gave that cordial greeting, such as\nonly Californians seem to know how to give, and introduced the speaker of the\nevening.\nBecause\n\nthe motion\n\npicture is an instrument of propaganda in behalf of de¬\nmocracy and the institutions of democracy, President Rhodes engaged the atten¬\ntion of the group with double interest, for the speaker who discussed this sub¬\nject of motion pictures so ably was\n\none of Hollywood’s\n\nranking celebrities, Douglas\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nFairbanks, Jr. This youthful film star’s speech was a serious recital of the problems\nrelating to education and the part the movies can and do play in inculcation of\ndemocratic beliefs in children of elementary-school age. Here with his pretty wife,\nyoung Fairbanks was the object of admiring glances and not a few sighs.\nSo that Mr. and Mrs. Fairbanks and their guest could realize that administrators\nhad\n\ntheir leisure moments,\n\nannouncer\n\nMrs.\n\nHoffman\n\nfor the radio skit on “Crashing\n\nTea — On Wednesday\ninvited\n\nmembers\n\nJapanese\n\nTea\n\nGarden,\n\nFrancisco,\n\nhad\n\nbeen\n\nintroduced\n\nHollywood.”\n\nMrs.\n\nGertrude\n\nThis was\n\nHoward,\n\nspendidly\n\nthe\n\nportrayed.\n\nafternoon, the San Francisco Principals Association cordially\n\nof the Department\nGolden\n\nasked\n\nGate\n\nand\n\ntheir friends\n\nPark, 4:00\n\nto be\n\ntheir guests\n\nto 6:00 p. m. Mathilda\n\nto see that the official family\n\nat the\n\nLevy,\n\nSan\n\ndid not get lost; therefore,\n\nshe took them out and when they arrived they found themselves in this perfectly\nlovely wonder spot in Golden Gate Park. A nicer courtesy could not have been\nextended to those visiting the golden West.\n\nExcursions — The\n\nCalifornia\n\nPrincipals Association\n\nhad\n\nmade\n\narrangements\n\nprincipals who wished to do so, to make the following trips on Friday,\nto Muir Woods and to Stanford University. Those who went reported\nenjoyable\n\ntrip.\n\nExecutive\nThe\n\nfor\n\nJuly 7,\na most\n\nofficers and\n\nMeeting,\n\nmembers\n\nSunday,\n\nof the Executive\n\nJuly 2, 1939\n\nCommittee\n\nof the Department\n\nof\n\nElementary School Principals met in executive session Sunday, 10:00 a. m.,\nroom 2001, Palace Hotel, San Francisco, July 2, 1939. The meeting was called to\norder by the president. Those present were: Maude A. Rhodes, president; Harry\nH. H aw, fourth vicepresident; Mrs. Edith B. Joynes, Irvin A. Wilson, and Isabel\nTucker, members of the Executive Committee; Herbert C. Hansen, director, Life\nMembership Division; Sarah L. Young,\nEva G. Pinkston, executive secretary.\nPresident\n\nRhodes\n\nthe continent\n\nand\n\nextended\nbe with\n\ngreetings\n\nus\n\nto those who\n\nat this very\n\nand she expressed regret at the absence\nwho had found it impossible to attend.\nThe\n\nsecretary\n\nvicepresident\n\nat this time read\n\nof the Department\n\nletters or excerpts\n\nchairman\n\nhad\n\nable to come\n\nbeen\n\nmeeting\n\nof those members\n\nfound\n\nMason\n\narrangements;\n\nimportant\n\na telegram\n\nwho\n\nof letters from\n\nof local\n\nreceived\n\nit impossible\n\nacross\n\nof the Department,\n\nof the executive\n\nfrom\n\nand\n\nArnold\n\nto attend\n\nfamily\n\nGregory,\n\nthird\n\nthe meeting,\n\nand\n\nA. Stratton, first vicepresident;\n\nElizabeth\n\nR. Malcolm, second vicepresident; Jane E. Monahan, fifth vicepresident; Ira M.\nKline, member of the Executive Committee; Cassie F. Roys, director, Certification\nDivision;\n\nand\n\nM.\n\nto be present.\nA motion was\n\nEmma\nmade\n\nBrookes,\nby Mr.\n\ndirector, Retirement\n\nHanson,\n\nseconded\n\nDivision,\n\nby Mr.\n\nHaw,\n\nwho\n\nwere\n\nunable\n\nthat the executive\n\nsecretary be instructed to write to the absent members of the official family and\nexpress sorrow at their not being in attendance at this San Francisco meeting.\nMotion carried.\nA motion wTas made by Mr. Haw, seconded by Mr. Wilson, that the minutes of\nthe Cleveland meeting be omitted since they had been approved by each member\nof the executive committee and published in the April 1939 issue of the National\n\nElementary\nPresident\n\nPrincipal. Motion\nRhodes\n\nasked\n\ncarried.\nSarah\n\nL. Young,\n\nprincipal,\n\nParker\n\nSchool,\n\nOakland,\n\nand chairman of local arrangements for the Department, to tell of the plans which\nhad been made for the meeting at San Francisco and for the conference at Berkeley.\nMiss\n\nYoung\n\nHause,\n\nextended\n\nprincipal,\n\nJohn\n\nto the official family\nHancock\n\nSchool,\n\na very\n\nSan\n\ncordial\n\nFrancisco,\n\ngroup to have a sail on their yacht, “Unda Maris,”\non Thursday, July 6, 1:00 to 5:00 p. m. A motion was\n\ninvitation\n\nand\n\nher\n\nfrom\n\nNaomi\n\nbrother,\n\nfor the\n\naround San Francisco Bay\nmade by Miss Tucker, and\n\nseconded by Mr. Hansen, that the executive family accept\nMiss Young will be instructed to so inform Mr. and Miss\n\nthis invitation\nHause.\n\nand\n\nthat\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n473\n\nPrincipals\n\nMiss Young reported that arrangements had been completed by the Banquet\nCommittee for the appearance of Mr. and Mrs. Douglas Fairbanks, Jr., that the\nprogram of the Tuesday afternoon meeting had been taken care of by Carrie Daly\nand\n\nher helpers;\n\nand\n\nthat Bertha\n\nRoberts,\n\ndeputy\n\nsuperintendent\n\nof schools\n\nof San\n\nFrancisco would preside; that there would be an All Principals’ Tea on Wednes¬\nday afternoon, Japanese Tea Garden, Golden Gate Park, 4:00 to 6:00 P. M., and\nthat courtesy transportation would be furnished for those who desired to go; that\nthe hosts for the Treasure Island headquarters, under the chairmanship of Fred\nB. Zimmerman, Oakland, would be ready Thursday and Friday, July 6 and 7, in\nthe lounge of the Pacific House, 1:00 to 9:00 p. m., and that educational films would\nbe shown\n\nin the room\n\nthere. A\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nWilson,\n\nseconded\n\nby Mrs.\n\nJoynes, that Miss Young be instructed to express to her committees the great appre¬\nciation of the officers and executive committee for the fine arrangements which they\nhad made. Motion carried.\nPresident\n\nRhodes\n\ntime to present\nto have\n\ncalled\n\nfor the report\n\nany questions\n\nreferred\n\nwhich\n\nto the Executive\n\nhad\n\nof the secretary\ncome\n\nCommittee.\n\n1. On June 15 the Department\n\nhad\n\nand\n\nto headquarters\nThe\n\nsecretary\n\n5911 members\n\nsaid for her at this\nwhich\n\nreported\n\nshe would\n\nlike\n\nthat:\n\nand 190 life members,\n\nmaking\n\na total of 6101 members for the year 1938-39, and that this number includes\nprincipals, supervisors, superintendents, college professors, classroom teachers,\nlibraries, and institutions.\n2. The\n\nDepartment\n\nteenth yearbook,\none year.\n3. Eight\n\npublished\n\nand\n\nhundred\n\nits first two-color\n\nthat this brought\nand\n\ntwenty-nine\n\nleaflet in advertising\n\nthe seven¬\n\nan all-time high sale of yearbooks\n\nStudy\n\nOutlines\n\nfor the sixteenth\n\nand\n\nof any\nseven¬\n\nteenth yearbooks have been sold to be used in principals meetings, faculty meet¬\nings, clubs, teacher study groups, and as reference material in college courses.\n4. Because of the very great stress which is being placed upon the schools\nto be cognizant of the safety of the children, the Department sent complimentary\nto each member\n\nlast year\n\nEducation,\ntion.\n\npublished\n\n5. The\n\nDepartment\n\na copy\n\nof the annotated\n\nby the Research\nhad\n\nDivision\n\ncompleted\n\nEducation — at the University\n\ntwo\n\nbibliography,\n\nof the National\n\nAnnual\n\nof Michigan,\n\nSafety and Safety\n\nAnn\n\nEducation\n\nConferences\n\nArbor,\n\n1937, and\n\non\n\nAssocia¬\n\nElementary\n\nat New\n\nYork\n\nUniversity, 1938, and that the Third Annual Conference on Elementary Educa¬\ntion would take place July 8-21, 1939, at the University of California, Berkeley.\n6. The Department has encouraged and assisted groups of principals in cities,\ncounties, and\n\nstates to organize\n\nclubs and\n\nassociations;\n\nand\n\nas a result of this\n\nthe directory of the eighteenth yearbook, Enriching the Curriculum for the Ele¬\nmentary-School Child, will list a very much larger number of these groups than\nit has ever done before.\nCrucial\n\nproblems\n\nconfronting\n\nthe Department,\n\nthe elementary\n\nprincipals, and\n\nele¬\n\nmentary education were next discussed. Such problems include: How can our ele¬\nmentary schools do better teaching? How can principals acquaint the parents and\npublic of their communities with the things which the school is doing? Should the\nprincipal\n\nbe responsible\n\nto the parents\n\nof his or her community\n\nin handling\n\nprob¬\n\nlems? Is it wise to delegate school problems to the school clerk? How can superin¬\ntendents and boards of education be encouraged to study the problem of having fewer\nteaching\n\nprincipals\n\nby putting\n\nin more\n\nsupervisory\n\nprincipals?\n\nA motion was made by Mrs. Joynes, seconded by Miss Tucker, that the secretary\nbe instructed to collect such data as will be necessary for the officers to study this\nquestion\nA\n\nfurther. Motion\n\nmotion\n\nsee Mr.\n\nwas\n\nmade\n\nFoster and\n\ncarried.\nby Miss\n\nTucker,\n\nask him to recom'mend\n\nseconded\n\nby Mr.\n\nto the Editorial\n\nWilson,\n\nthat the secretary\n\nCommittee\n\nthat the subject\n\nof a future yearbook be “Industrial Arts in the Elementary School.” Motion carried.\nA motion was made by Mr. Wilson, and seconded by Mrs. Joynes, that the meet¬\ning recess until 9 a.m Monday, July 3, 1939. Motion carried.\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nExecutive\n\nEducation\n\nMeeting,\n\nAssociation\n\nMonday,\n\nJuly 3, 1939\n\nOn Monday morning, July 3, the Executive Committee of the Department of Ele¬\nmentary School Principals met in room 2001, Palace Hotel, at 9:30. Those present\nwere: Maude A. Rhodes, president; Harry H. Haw, fourth vicepresident; Mrs.\nEdith B. Joynes, Irvin A. Wilson, and Isabel Tucker, members of the Executive Com¬\nmittee ; Herbert C. Hansen, director, Life Membership Division; and Eva G.\nPinkston, executive secretary.\nPresident\n\nRhodes\n\ncalled the meeting\n\nto order\n\nand\n\nasked\n\nthe group\n\nto study the\n\nproblem of a Special Service Committee, having the thought in mind that the De¬\npartment could render special services to those working on problems in their own\nschools. This problem was discussed at length. It was recommended that the new\npresident appoint a committee.\nA motion was made by Miss\nwffiich the Department\n\nTucker,\n\nstarted in 1937\n\nand\n\nseconded\n\nof publishing\n\nby Mr.\n\na bibliography\n\nthe Department be continued at five-year intervals. This\nedition be published in 1942. Motion carried.\nA motion\n\nwas\n\nmade\n\nby Mr.\n\nHaw,\n\nseconded\n\nWilson,\n\nby Miss\n\nwould\n\nTucker,\n\nthat the plan\n\nof yearbooks\n\nmean\n\nthat the next\n\nthat a bibliography\n\nthe articles in the bulletin be mimeographed and sold at a price of twenty-five\nto those members who wished to have them. Motion carried.\nMr.\n\nHansen,\n\nbudget\n\nchairman\n\nof the Budget\n\nCommittee,\n\npresented\n\nthe following\n\nof\n\ncents\n\nproposed\n\nfor 1939-40:\nEstimated\n\nreceipts .\n\n$30,000\n\nPrinting .\nGeneral office .\nSalaries\n\n$8,000\n9,500\n\n.\n\n8,500\n\nConvention expense .\nEditorial Committee .\n\n1,000\n700\n\nMiscellaneous\nContingent\n\n. .- .\n\nTucker\n\npresented\n\n600\n\n.\n\n1,700\n\nA motion was made by Mr. Hansen,\nbudget be accepted. Motion carried.\nMiss\n\nof\n\nto the group\n\nseconded\n\nby Miss\n\nthe thought\n\nTucker,\n\nthat this proposed\n\nof editing a bulletin once\n\na month\n\ncalled “The Principals’ Digest,” each member of the Executive Committee to be re¬\nsponsible for one publication thruout the year. A motion was made by Mrs. Joynes,\nseconded\n\nby Mr.\n\nHansen,\n\nthat a committee\n\nzines or articles on elementary\nMotion carried.\n\neducation\n\nbe appointed\n\nwhich\n\nmight\n\nto suggest\n\nor select maga¬\n\nbe used in a principals’ digest.\n\nA motion was made by Mrs. Joynes, seconded by Miss Tucker, that the chairman\nof the conference committee be the retiring president each year, that one of the\nmembers of the committee be an officer and the other member some person who\nwould be in the vicinity of the conference\nferences. Motion carried.\nThe\n\nsecretary\n\nwas\n\non her return home,\n\ninstructed\n\nto contact\n\ncity and\n\nwho\n\nhad\n\nthe University\n\nas to the possibility of the Department\n\nattended\n\nprevious\n\nof Wisconsin\nholding\n\nConference on Elementary Education at that university during\nimmediately following the N.E.A. convention at Milwaukee.\n\ncon¬\n\nat Madison,\n\nits Fourth\n\nAnnual\n\nthe summer\n\nof 1940,\n\nA motion was made by Mrs. Joynes, seconded by Mr. Haw, that since the Depart¬\nment has carried all expenses pertaining to its share of the conference meetings, and\nsince the conference\n\nhas grown\n\nand\n\nthe expenses\n\nheavy, a small fee be charged each conference\nstrain of the whole amount on the Department.\nAfter\n\na discussion\n\nmade by adding\n1938-39.\nAfter\n\nit was\n\nan increase\n\ndiscussing\n\nthe new\n\ndecided\n\nincurred\n\nare beginning\n\nto be quite\n\nmember and in this way\nMotion carried.\n\nlessen the\n\nthat the quota\n\nof 10 percent\ncommittees\n\nfor membership\n\nto the total memberships\n\nto be appointed\n\nthis year\n\nbe\n\nof each state for\n\nfor this coming\n\nyear, the\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nmade\n\nof\n\nElementary\n\nsuggestion\n\nwas\n\nthat the newly\n\npersonnel\n\nof each; that each committee\n\nSchool\n\nelected president\n\nDepartment will mimeograph and\nsmall fee for the expense incurred.\n\nbe asked\n\nhave\n\nshould\n\nto make\n\nready\n\n475\n\nPrincipals\n\nfinish appointing\n\na written\n\nreport which\n\nfor distribution,\n\ncharging\n\nmotion\n\nwas\n\nbe instructed\n\nmade\n\nto write\n\nby Mr.\n\nWilson,\n\nto Paramount\n\nthe officers for permitting\n\nDouglas\n\nbanquet\n\nPalace\n\nA\n\nin the Ballroom,\n\nmotion\n\nsecretary\n\nwas\n\nwrite\n\nconvention\nThe\n\nmade\n\nby Mr.\n\nFairbanks,\n\nHaw,\n\nseconded\n\nextended\n\nexpress\n\nby Miss\n\nwill be\n\nthe appreciation\n\nof\n\nat the semiannual\ncarried.\n\nTucker,\n\nhelped\n\na\n\nthat the secretary\n\nJuly 4. Motion\n\nto all who\n\nsuccess. Motion\n\nHansen,\n\nJr., to be the speaker\n\nHotel, Tuesday,\n\nofficers of the Department\n\nthat the executive\n\nmake\n\nthis San\n\nFrancisco\n\nto the executive\n\nsecretary.\n\ncarried.\na vote of thanks\n\nadjourned.\n\nReports\nYoung,\n\nby Mr.\n\nStudios, Inc., and\n\na letter of appreciation\n\nsuch a splendid\n\nMeeting\n\nseconded\n\nthe\n\nonly\n\nPlans for the February meeting were discussed and since the convention\nheld in St. Louis, Miss Tucker is to have charge of all local arrangements.\nA\n\nthe\n\nBusiness\n\nMeeting,\n\nTuesday\n\nof the following\n\ncommittees\n\nwere\n\ngiven: Resolutions\n\nCommittee — Sarah\n\nEducation\n\nCommittee — Harry\n\nH. Haw,\n\nOakland,\n\nCalif.; Visual\n\nAfternoon,\n\nJuly 4\n\nCalif.; and Necrology Committee — Irvin A. Wilson, La Grange, Ill.\nIsabel Tucker, St. Louis, chairman of the Nominating Committee\n\nSan\n\ngave\n\nL.\n\nDiego,\nthe fol¬\n\nlowing report for the officers for 1939-40: president, Irvin A. Wilson, La Grange,\nIll.; first vicepresident, Maude A. Rhodes, Atlanta, Ga.; second vicepresident,\nRobert\n\nH. Edgar,\n\nPittsburgh,\n\nPa.; third vicepresident,\n\nSarah\n\nL. Young,\n\nOakland,\n\nCalif.; fourth vicepresident, Lester J. Nielson, Salt Lake City, Utah; fifth vicepresi¬\ndent, Marjorie Walters, Cedar Rapids, Iowa; member of the Executive Committee to\nfinish unexpired\n\nterm\n\nof Irvin\n\nA. Wilson,\n\nArnold\n\nGregory,\n\nLincoln\n\nPark,\n\nMich.;\n\nmember of the Executive Committee for a four-year term, Elizabeth Malcolm, New\nHaven, Conn.; and director of the Professional Relations Division, Mason A. Strat¬\nton, Atlantic City, N. J.\nA motion\n\nwas\n\nmade\n\nby Miss\n\nTucker,\n\nthat the report be accepted. Motion\nA\n\nmotion\n\nwas\n\nmade\n\nby Harry\n\nseconded\n\nH. Haw,\n\nPeoria, that voting\n\nby ballot be dispensed\n\ninstructed\n\nto cast\n\nthe\n\nCommittee.\n\nMotion\n\ncarried.\n\nDepartment\n\nvote\n\nof the\nThe\n\nby Miss\n\nSophie\n\nBachmann,\n\nDetroit,\n\nseconded\n\nby Joseph\n\nMurphy,\n\ncarried.\nSan\n\nwith, and\n\nassembly\n\nballot was\n\nRepresentative\n\nDiego,\n\nthat the executive\n\nfor the\n\nsecretary\n\nnominees\n\npresented\n\ncast by the executive\n\nsecretary.\n\nMeeting,\n\nWednesday,\n\nJuly\n\nby\n\nbe\nthe\n\n5, 1939\n\nThe meeting of the representatives of the Department of Elementary School Prin¬\ncipals met in the Comstock Room, Palace Hotel, 1:30 p. M to discuss plans for the\nenrolment\n\ncampaign\n\ncould be of more\n\nthis coming\n\nservice. To\n\nyear\n\nand\n\nthis meeting\n\nto present\nwere\n\nstate, county, district, and city organizations.\nE.\n\nBrown,\n\nBurlingame,\n\nWienke,\n\nFresno,\n\nAngeles,\n\nCalif.; Mrs.\n\nCalif.;\n\nCalif.; Vincent\nLeo\n\nMay\n\nMrs.\n\nThe\n\nfollowing\n\nI. Correll, Long\nLos\n\nso that headquarters\n\ninvited presidents\n\nHowardine\n\nGamble,\n\nproblems\n\nAngeles,\n\nsecretaries\n\npeople attended:\n\nHoffman,\n\nBeach,\n\nand\n\nChino,\n\nof\n\nWilliam\n\nCalif.;\n\nMay\n\nCalif.; O. D. Enfield, Los\nCalif.; Mrs.\n\nGertrude\n\nBest\n\nHammond, Los Angeles, Calif.; Sarah L. Young, Oakland, Calif.; Fred B. Zim¬\nmerman, Oakland, Calif.; Clarinda Baltzer, Petaluma, Calif.; Harry H. Haw,\nSan Diego, Calif.; Jessie K. Fitzpatrick, Boulder, Colo.; Eva G. Pinkston, Wash¬\nington, D. C. ; Maude A. Rhodes, Atlanta, Georgia; Coral M. Norton, Boise, Idaho;\nAimee\n\nE. Lyford,\n\nWichita,\n\nElgin,\n\nKans. ; Winnie\n\nN. J.; Fred\n\nIll.; W.\nThornburg,\n\nE. Swarthout,\nWichita,\n\nB. Painter, Ithaca, N. Y. ; Mrs.\n\nMaywood,\n\nKans.;\n\nIll.; Clara\n\nA. Virginia\n\nA. R. Wilson,\n\nAdams,\n\nDurham,\n\nRebstein,\nVineland,\n\nN. C.; Sadie\n\nA.\n\nWalker, S. Fargo, N. Dak.; L. Daisy Hammond, Dayton, Ohio; George W. Coffman,\nArdmore, Okla.; Thomas N. Johnson, Knoxville, Tenn.; Lester J. Nielson, Salt\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nLake\n\nNational\n\nCity, Utah;\n\nYa.; James\n\nEducation\n\nLillian M. Johnson,\n\nMoler,\n\nCharles\n\nTown,\n\nAssociation\n\nNorfolk,\n\nYa.; Mrs.\n\n\\Y. Ya.; and\n\nFred\n\nEdith\n\nB. Joynes,\n\nNorfolk,\n\nS. Schnell, Sheboygan,\n\nWis.\n\nWith the problem of educating the youth of our land, always one of the most\npertinent and most important, the following topics were discussed: how to get\nprincipals interested in their professional organization, the help colleges and univer¬\nsities can give to a principals organization, the stressing of the state and local\ngroups holding conferences at which their problems will be discussed, how head¬\nquarters can help local and state organizations in their work, what the local and\nstate organizations can do for the national department, a report of new organiza¬\ntions and clubs thruout the United States, and the help which local groups give to\nstate organizations\n\nif they become\n\ninterested\n\nin the larger\n\nmovements\n\nwhich\n\nonly\n\nstate and national groups can work on. Suggestions were given that state superin¬\ntendents and county superintendents are glad to give help in holding these con¬\nferences. A report was made that California and Virginia principals were called to¬\ngether this past year to hold a conference and that the expenses were paid by the state\nassociation.\nEvery\n\nrepresentative\n\nor her state organizes\nmentarv education.\n\nat the meeting\n\nleft with the firm determination\n\nprincipals clubs and\n\nthat they try to improve\n\nto see that his\n\nthe work\n\nin ele-\n\n"}
{"page": 481, "printed_page": null, "text": "!Department\n\nof J-Come Economics\n\n"}
{"page": 482, "printed_page": null, "text": "HISTORICAL\n\nAt\n\nthe\n\nAtlanta\n\nmeeting\n\nNOTE\n\nof the Association\n\nin 1929\n\nthe necessary\n\npeti¬\n\ntion for the formulation of a Department of Superzisors and Teachers\nof Home Economics zvas presented to the Representative Assembly and\nto the Executive Committee. This petition zvas presented by the National\nConference of Supervisors and Teachers of Home Economics. In 1930\nat the Columbus , Ohio, meeting the Department zvas created by formal\nvote. At the meeting in Atlantic City, February 1938, it zms voted to\nchange the name of the Department to the Department of Home Eco¬\nnomics. The former home economics organization has had a history rich\nin accomplishments. Its good zvork zrnll continue as a department of the\nAssociation.\nThe officers of the Department for the year 1939-40 are: president,\nFreda G. Winning, Nezv York University, Nezv York, N. Y.; vicepres¬\nident,\n\nEdna\n\nWaples,\n\nSupervisor\n\nof Home\n\nEconomics,\n\nPublic\n\nSchools,\n\nPortland, Ore.; secretary, Dorothy Jones, Supervisor of Home Eco¬\nnomics, Cleveland, Ohio; treasurer, Nell M. Waddington, Treasurer,\nWichita High School, East 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\n1932 :695-712\n\n193 3:697-708\n1934:693-704\n1933:645-658\n\n[ 478 ]\n\n1936:543-553\n1931:591-604\n1938 -.453-464\n\n"}
{"page": 483, "printed_page": null, "text": "HOME\nCARLOTTA\n\nECONOMICS,\nC. GREER,\n\nAN\n\nESSENTIAL\n\nHOME\n\nECONOMICS\n\nSCHOOL,\n\nCLEVELAND,\n\nHEAD,\nHIGH\n\nIN\n\nEDUCATION\n\nDEPARTMENT,\n\nJOHN\n\nHAY\n\nOHIO\n\nA girl’s education is no less important than a boy’s nor is it equally\nimportant. It is twice as important. This is because a girl’s education\nshould prepare her for a double role : to earn a livelihood for the few years\nbetween school days and marriage and to care for a home and train children\nfor the many years that follow.\nSince there are over 28,000,000 women in our nation engaged in home¬\nmaking, is it fair to our girls not to prepare them for this important work?\nIs it fair that boys are not instructed in certain phases of homemaking? The\nsuccessful home is that in which both men and women create a wholesome\natmosphere\n\nand either contribute to or appreciate household procedures.\n\nWhether or not a woman marries, the study of home economics is still\nan essential. Regardless of whether a person is a homemaker or works in a\nfactory, an office, a store, or a schoolroom she must mingle with people,\nselect her food and clothes, and spend money for many commodities. Of the\nmillions spent for food each year, women spend or direct the spending of 80\npercent. Hence education in buying is an essential part of her training.\nHow important is the matter of teaching pupils discrimination in plan¬\nning and purchasing clothes? Becoming clothes have a social value; more¬\nover, they have a psychological effect upon the wearer. Becoming clothes\nimprove one’s appearance, and a good appearance is one of the factors con¬\ntributing to a pleasing personality. Any phase of education that helps in\nthe development\nwhile.\n\nof a pleasing personality is important and decidedly worth¬\n\nIn regard to food study this question arises: Is studying about food values\nenough for the pupil in school or is it necessary also to give her training\nin the preparation of food, that is, in manipulation? It has been found thru\nresearch that there is usually very slight relationship between information\nregarding food values and knowledge of the preparation of a well-balanced\nand palatable meal. It has also been found that cooking, home cleaning, and\ncare of children take place chiefly in the home, and indications that these\nfunctions may depart from the home are only slight.\nLet us now consider education pertaining to household furnishings. One\nnecessarily observes that while invariably our pupils, and often their mothers,\nare well dressed, their homes are seldom furnished in good taste. Money\nhas been spent more effectively for clothes than for home furnishings, or the\nenergy spent in making clothes has been used more effectively than that spent\nin making household furnishings. The effect of harmonious furnishings\nupon the occupants of a home is subtle but in the long run pronounced. It is\nmuch easier to relax and maintain poise in a room with furnishings which\ndo not jar. Moreover, it has been found that the basis of good taste is laid\nin childhood ; an artistic environment provides a fine first lesson in art.\n[ 479 1\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNational\n\nEducation\n\nAssociation\n\nNot only should girls be educated in the technics and mechanics of the\nhousehold, but they should also be taught something about the training of\nchildren. Such education is not necessarily training for parenthood several\nyears hence or for a remote responsibility. A large percent of our pupils have\nyounger brothers and sisters. It is thus important that the older children be\ntaught how to cooperate with their parents in caring for and training the\nvery young members of the family.\nIn this new era when education for life as we live it today is being\nemphasized, home economists have increased responsibilities and also great\nopportunities. They must prepare girls for an occupation that is followed\nby more women than any other occupation. They have an unusual oppor¬\ntunity to give effective instruction in thrift and in teaching the value of\nwholesome food and careful food preparation. They face the responsibility\nof teaching appropriate and pleasing clothes selection and the selection and\narrangement of household furnishings. They must welcome the responsibility\nof teaching child care and educating for a higher plan of family cooperation.\nThese are all essentials in everyday living.\n\nSOME\nSUGGESTIONS\nGRATING\nHOME\n\nFOR CORRELATING\nECONOMICS\nWITH\n\nAND\nINTE¬\nOTHER\n\nSUBJECTS\nFREDA\n\nG. WINNING,\nNEW\n\nYORK,\n\nN.\n\nSCHOOL\nY. ; AND\n\nOF\n\nEDUCATION,\n\nPRESIDENT\n\nOF\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nTHE\n\nDEPARTMENT\n\nThe first requisite to the development of well-adjusted personalities in a\ndemocracy is lacking in our schools as long as we regard subjects as un¬\nrelated units, whether the subjects be English, history, mathematics, art, or\nhome economics. No subject is a vested interest unto itself. In fact, all\nteachers of tightly departmentalized subjects forget that in their classes\nstudents should be living, thinking, and doing — not just assimilating and\naccepting the teacher’s way. The subjectmatter way is the indoctrination\nway. Teachers, as well as students, should together be seeking the best way.\nStudents should be initiating, planning, and doing with the teacher not for\nthe teacher.\nLearning occurs firsthand as it does in the integrated program. Learning\ngained from experience is real because a student has participated in it. He\nhas set up standards of evaluation. He adjusts himself to changing con¬\nditions. The integrated individual will have power which comes thru under¬\nstanding, and power will bring freedom.\nDemocracy depends upon an intelligent consideration of common prob¬\nlems by all the people. Nothing can prevail against a society which is made\nup of citizens who work and live sympathetically, intelligently, and co¬\noperatively. These attributes and attitudes we require outside the classroom\nand should develop within the schools.\nThe first step is correlation so that all subjectmatter items, without losing\ntheir identity, will contribute toward a harmonious whole. The next step\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n481\n\nEconomics\n\nshould be integration, or the loss of identity of subjectmatter groups, the\nemphasis being placed on the eventual product — the well-adjusted personality\nin a democracy. When the school approaches integration in its largest sense,\nnot only are subjectmatter barriers broken but also all barriers between the\nhome and community life and the school. Integration is easily accomplished\nthru home economics. No better place to begin can be found to study the\nreal integration of subjects than in the elementary schools where teachers\ninstruct thru units, not subjects. The integrated program could well be\ninitiated by the home economics teacher for living involves planning.\nTRENDS\n\nGEORGE\n\nA. RICE,\n\nING,\n\nIN\n\nTHE BASIC CURRICULUM\nSECONDARY\nSCHOOLS\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nOF\n\nEDUCATION,\n\nCALIFORNIA;\n\nHIGH\n\nSCHOOL,\n\nDIRECTOR\n\nIN\n\nOF\n\nAND\n\nPRINCIPAL,\n\nOAKLAND,\n\nCALIF.\n\nTHE\n\nPRACTICE\n\nTEACH¬\n\nUNIVERSITY\n\nDuring the past few years a trend toward the establishment of a basic\ncourse, sometimes called a core course, has been taking place. In some schools\nthe basic courses have supplanted the four years of English or four years\nof history previously taught. Such courses have attempted to tackle the prob¬\nlem of the real skills needed in getting an education. They have also at¬\ntempted to counteract the compartmentalization into which high-school\neducation has fallen. Below are listed a dozen trends in presentday basic\ncourses.\n1. A\n\nplan to teach\n\nEnglish\n\nand\n\nhistory together\n\nas one\n\nsubject has\n\nnot worked\n\nout well. It has been found easier to build a new course not directly founded on\neither of these subjects, altho in the basic course many of the English skills are taught\nand many opportunities to speak and write are afforded students.\n2. Basic courses, often called “Social Living” or “Personal Management,” tend\nto make the child the center of the program, building the curriculum around his\nimmediate needs and interests.\n3. Basic courses place much emphasis upon social behavior. Training in citizen¬\nship is broadened to include home training.\n4. Basic courses emphasize health. In many schools the basic course teacher is\nthe one to which health records of the pupils gravitate. Probably as large a pro¬\nportion as one-third of the students in any high-school group needs both health\neducation and health service.\n5. Very\n\nlittle of the educational\n\nuniversities\n\nhas found\n\nbasic courses\n\nprovide\n\nits way\n\nresearch\n\nwhich\n\nhas been going\n\ninto the educational\n\nan excellent\n\nlaboratory\n\non in colleges and\n\npractices of the classroom.\n\nin which\n\nto try out new\n\nThe\n\nmethods.\n\n6. The progressive education movement has provided leadership in the measure¬\nment of the results of education. Many new tests have been manufactured, scored,\nand\nmade\n\nevaluated\n\nin the Progressive\n\nEducation\n\nAssociation\n\npossible a study of classroom\n\nprocedure\n\nand\n\nlaboratory.\n\nclassroom\n\nThese\n\nhave\n\nresults.\n\n7. Basic courses offer an opportunity to explore the high-school curriculum with\nthe idea of examining the ideals, goals, and outcomes of presentday courses. They\nprovide educational guides for youngsters in the choice of courses pursued.\n8. Vocational and social guides are offered in the basic courses. They often help\nthe student to make a more realistic choice of vocation.\n9. Basic\n\ncourses\n\nrests, the most\n\nattempt\n\nimportant\n\nto analyze\nof which\n\nthe basic skills upon\n\nis reading\n\nability, and\n\nwhich\n\ngood\n\nprovide\n\nscholarship\n\nthe commoner\n\n"}
{"page": 486, "printed_page": null, "text": "482\n\nNational\n\nstudy helps such\nmemorization.\n\nas\n\nEducation\n\nacquaintance\n\nwith\n\nAssociation\n\nthe library, rapid\n\nreading,\n\nand\n\n10. Basic courses attempt to broaden the cultural basis of a high-school\nthru excursions and contact with leading people in a community.\n11. Basic courses offer all high-school students an acquaintance\nmusic from the viewpoint of a consumer rather than a producer.\n12. The basic course is the answer of the modern school to modern\n\nHOME\nELLEN\n\nECONOMICS\n\nJ. MILLIGAN,\n\nASSISTANT\nARTS,\n\nIN\n\nTHE\n\nSUPERVISOR\nLOS\n\nANGELES,\n\nBASIC\n\nwith\n\nefficient\n\neducation\nart\n\nand\n\nconditions.\n\nCOURSE\n\nOF VOCATIONAL\n\nAND\n\nPRACTICAL\n\nCALIF.\n\nA school program must recognize the pupil’s interest, environment, ex¬\nperience, and concerns. The basic or unified studies are organized around\naspects of living, thus meeting individual needs better. Until recently educa¬\ntion for home living has not been recognized by the secondary schools as a\nprime objective. However, within the last few years interesting develop¬\nments are going which lead to such a purpose being generally accepted.\nEducators are realizing that the family experience is the most vital one\nin the development of personality. It is where most of us acquire our basic\nbehavior pattern, our religious sentiments, our attitudes toward people, and\nour unique personality. Because the family is so important in determining\nthe character and personality of the individual it holds a place of first\nimportance as an educational institution. The family also functions as the\ninterpreter and transmitter of the meaning of our culture to a new\ngeneration.\nIn a philosophy based upon democracy, a functioning home economics\nprogram implies the rights of individuals, social understandings and concern\nfor others, achievement and maintenance of physical health, social inter¬\nrelationships, problems of housing, causes of broken homes, community\nhealth and recreation, and human problems.\nMuch general curriculum revision at the secondary level centers in the\nplanning of an instructional core. In the Los Angeles city schools such a\ncore curriculum, namely, senior problems, has been set up. This plan em¬\nbraces four major fields — consumer education, social arts, family relations,\ncultural and leisure time with vocational interest acknowledged by all areas.\nThis basic course, senior problems, is planned thru the cooperation of the\nsteering committee, which is a representative from each interest area. The\ncourses of these various areas are compiled by the core representative with\nthe cooperation of the teachers in each individual area of interest.\nAt present, of the forty-two high schools in our Los Angeles city system,\ntwenty- four of the number elected to establish the “senior problems’-’ curri¬\nculum for all seniors. These basic courses are also used as orientation courses\nin the tenth-grade level.\nSocial arts is the representative course of the home\nis presented in four units:\n1. How\n\ncan\n\nthe home\n\n2. How\n\ncan family\n\nserve\n\nas a background\n\nactivities contribute\n\neconomics\n\nfor the individual?\n\nto the successful\n\nhome?\n\narea and\n\n"}
{"page": 487, "printed_page": null, "text": "Department\n\n3. How\n\ncan\n\nthe home\n\n4. How can manners\nof the individual?\n\nserve\nand\n\nof\n\nHome\n\nas a center for entertaining\n\nconvention\n\ncontribute\n\n483\n\nEconomics\n\nfriends?\n\nto the social life and personality\n\nEach unit is presented separately with the subtopics and curriculum\ncontent. Due to the valuable experience of the committee, it was decided\nthat these four units would best meet the needs of the student in a tenweek course. Because of time allotment the course emphasizes the student\nin the home of today, his friends, his part in the family life, and his social\ndevelopment.\nThe administrative setup of the senior problems basic course varies due\nto the needs of the student in each individual school. The time allotment\nof the course varies from four to ten weeks. The social arts course is also\npresented as a BIO orientation course as well as a senior problems unit.\nAt present the home economics department is experimenting with an\norientation course, junior arts, for the junior high-school level in two of\nour junior high schools. The outcome has not yet been evaluated.\nIn launching the basic course we try to provide every situation time will\npermit for the learning experience. For example, colored films on proper\ndress for the high-school boy and girl, lectures on charm and good groom¬\ning, discussions on family relations with suggested remedies and child be¬\nhavior thru observation in day nurseries. We feel that all social activities\nshould be created and participated in by the group to help impress upon\neach individual student their importance and their responsibility to society.\nThru this course students may realize that establishing a successful home\nis one of life’s greatest accomplishments.\nOBJECTIVES\n\nSAIDEE\n\nSTARK,\n\nOF CONSUMER\nEDUCATION\nSEVERAL SCHOOL\nLEVELS\n\nINSTRUCTOR,\nCOLLEGE,\n\nHOME\n\nECONOMICS\n\nSACRAMENTO,\n\nFOR\n\nDEPARTMENT,\n\nTHE\n\nJUNIOR\n\nCALIF.\n\nThere have always been consumer problems, even as early as the medieval\nguilds, but it is only recently that consumption has developed into a social\nproblem. Educating the consumer to spend money wisely includes education\nin choice-making or making decisions as to what to buy. It includes educa¬\ntion in the allocation of money to choices of goods and also includes educa¬\ntion in the actual purchase of goods or market selection.\nThe problems arising from the attempt to maintain a desirable standard\nof living and a satisfying home with reduced income and mounting living\ncosts have caused interest to be centered on the consumer and his buying\nactivities. The satisfactions derived from these expenditures depend greatly\nupon the judgment of those responsible for the purchasing. With the home\nso largely a center of consumption, the ability to make intelligent selection\nand evaluation of commodities is a need of both young and adult life.\nRecent figures published by the federal government showed that the\nmedian income for 1935-36 of all families, relief and nonrelief, was $1160,\n\n"}
{"page": 488, "printed_page": null, "text": "National\n\n484\n\nand the median\n\nEducation\n\nAssociation\n\nincome for nonrelief families was $1285. These\n\nfigures\n\ndefinitely give us standards to which we can key our consumer-buyer educa¬\ntion, which is a challenging problem.\nSince it is impossible to give pupils facts about a large variety of consumer\ngoods and services, the basis for determining the emphasis and objectives in\nconsumer buying will depend on such factors as the age and previous experi¬\nence of the pupils, type of course or unit in which instruction is given, amount\nof time which can be allotted to buying problems, and qualifications of the\nteacher.\nSome of the most fundamental aims in teaching consumer buying at the\ndifferent school levels are to help pupils in planning for purchases; in\nanalyzing the qualities of goods and services in relation to the purposes for\nwhich they are needed; in judging the satisfactions received from them;\nand in guiding them in utilizing reliable sources of information on con¬\nsumer goods. The strongest program in consumer education is secured when\nthe program of the school is supplemented by the home, by merchants and\nmanufacturers, by various community organizations, and by government\nagencies.\nDIFFERENTIATION\nIN MATERIALS\nCONSUMER\nEDUCATION\nFOR\nSCHOOLS\n\nAND\nTECHNICS\nTHE SEVERAL\n\nLEILA\n\nHOME\n\nECONOMICS,\n\nPAST\n\nPRESIDENT\n\nBUNCE\n\nSMITH,\n\nCOUNTY\n\nFORMER\n\nSCHOOLS,\nOF\n\nSUPERVISOR\n\nATLANTA,\nTHE\n\nOF\n\nGA. ; AND\n\nIN\n\nFULTON\n\nDEPARTMENT\n\nThe new demand and the impetus it has received for setting up consumer\neducation as a definite unit in the home economics course of instruction did\nnot originate until after the enactment of the Agricultural Adjustment Act\nand the National Recovery Act. Inspiration for the movement grew out of\nthe fear that cost inflation would follow the passage of these laws and that\nall users of farm produce as well as manufactured articles would be con¬\nfronted with a rise in the price of everything consumed in the home, which\nwould greatly increase the cost of living.\nThose who are responsible for making the curriculum should always\nlisten with attentive ears to suggestions from the outside. The public has a\nbetter understanding of what we are doing than we are prone to give it\ncredit for. For example, one of the greatest tributes paid us as a group has\ncome thru the employment of professionally trained home economists in\nbusiness and industry.\nSocialization — In the proper socialization of home\n\neconomics\n\ninstruction,\n\nwe need more help from our superintendents — a greater understanding on\ntheir part of the value as well as the futility that may be attributed to some\nof our efforts. If we have gone too far in certain directions, not far enough\nin others, and have accumulated an excess of static, these faults may be\naccounted for by the fact that superintendents and principals have left us\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n485\n\nEconomics\n\ntoo much to our own devices without giving our department the critical\nexamination that was vitally needed. If the general clamor for incorporating\nconsumer education in the curriculum has caused superintendents to focus\nattention upon the work\n\nof our department, much\n\ngood will result from\n\ntheir enforced scrutiny and re-examination.\nAllocation problejns — In the allocation of subjectmatter\n\ndivisions of consumer\n\nthere are certain\n\neconomics that cannot appropriately be assigned for\n\nstudy by school students. The problems involved in these divisions are re¬\nmote from the experience, concern, or responsibility of youth ; hence, highschool students evince no interest in learning their solution. If interest, need,\nand experience can be accepted as the determining criteria for the place¬\nment of basic study material, all problems of an adult nature and of concern\nonly to adults will be relegated to study by clubs, by community groups of\nhomemakers, and in extension courses.\nTeachers\n\nproblem\n\nin allocation\n\nand\n\nplacernent — The\n\nproblem\n\nof the\n\nteacher can be simplified, so far as the classification of material goes, if the\ntextbook she uses makes the necessary distinction between problems that are\nof interest to high-school girls and those that are of interest only to their\nmothers. Without such help from the textbook, the teacher’s problem then\nbecomes a real one. Most of the literature existing in the form of bulletins\nor magazine articles has been written for adults by adults and by men at\nthat. The teacher must gauge her course of investigation by the need of her\npupils for information. Then she must be guided in the placement of study\nmaterials by the manifestations of interest and the power to grasp their\nsignificance that are displayed at the various age levels.\nNeeds\n\nof students — Since consumer\n\neducation\n\nis an economic\n\nsubject, the\n\nmost obvious need of the high-school student is a fully developed knowledge\nof those principles of elementary economics that relate to the issuance and\ncirculation of money. He should learn what money is for, what it symbolizes\nin the exchange of goods and services, and what the barriers are to the free\nexchange of money for goods and services, such as tariffs on imports and\ncosts of the services rendered by middlemen who operate between producer\nand consumer.\nAnother obvious need of the high-school student is the development of an\nattitude of wholesome respect for the obligation to use his money wisely.\nThe development of such an attitude can be accomplished by the teacher’s\nbuilding up in her class a state of mental resistance that is characterized by\nabhorrence of waste of any sort, be it foolish spending, buying thru ignorance\nof facts as to value and quality, or losing money thru incompetent manage¬\nment. Having more or less negatively established a dislike for waste and\nwastrels, the next step should be a build-up of respect for the positive virtues\nof thrift and the old-fashioned economy of saving as well as for the per¬\nsonal rewards of those who practice these virtues.\nIt is legitimate, however, to follow the law of self-interest in the place¬\nment of consumer economics study materials wherever the subject may\ngather concreteness by application to the consumer\n\nexperiences of high-school\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\nstudents. The normal girl student can see at a glance the advantage of getting\nthe full value of her money in the purchase of clothing for her personal\nwardrobe; she can also see with equal readiness that money saved by the\nwise buying of food may be used to increase the clothing allotment of the\nfamily budget. This girl can also be made to see the value of quality stand¬\nards thru her interest in avoiding the sure loss entailed by the purchase of\ninferior or highly adulterated products.\nConsumer buying represents only one part of the underlying economic\nphilosophy that constitutes the foundation of the homemaking course ; it has\nbeen there from the first but without the artificially stimulated emphasis it\nnow receives. Consumer economics cannot be successfully taught if pre¬\nsented as an isolated unit, but must run as a cross section all thru the course,\nentering discussion where applicable and synchronizing with experience in\nall natural and unforced associations.\nHow\n\npresented — The\n\nstudy of group\n\nphenomena\n\nprovides an interesting\n\ndevice for approaching many questions of a purely social nature. Such study\nappeals to the imagination and satisfies the intellectual desires of the more\nmature high-school pupils. The discussion of personal problems can be made\nto lead into and articulate with the study of problems that affect large groups\nif plans for the discussion are made by the teacher with sufficient care and\nforethought.\nSince consumer economics in its broader phases is purely a social problem,\nthere is no place for it apperceptively unless a background of sympathetic\ninterest and understanding is created for it. Unless the teacher succeeds in\ncreating such a background, stalemate will meet all her efforts.\nDevelopment\n\nof interest in group\n\nour foremost leaders have advocated\n\nsocial activities — For years many\n\nthe addition of new\n\nof\n\nareas of social\n\nstudy materials to the homemaking program of instruction for the benefit\nof girls and boys who are not interested in a study in which the acquisition\nof skills dwarfs all other objectives. It is to be hoped that the readjustment\nrequired to find a more useful place for consumer economics will reveal\ninterstices in the fabric of our course that can be filled in no other way than\nby the incorporation of more social study materials.\nPRACTICES AND IMPLICATIONS\nOF HOMEMAKING\nCATION\nFOR BOYS AND MEN\nON VARIOUS\nSCHOOL\nLEVELS\nESSIE\n\nL. ELLIOTT,\n\nHomemaking\n\nHEAD,\n\nHOME\n\nHIGH\n\nSCHOOL,\n\nECONOMICS\n\neducation for men\n\nLOS\n\nDEPARTMENT,\n\nANGELES,\n\nMANUAL\n\nEDU¬\n\nARTS\n\nCALIF.\n\nand boys has long since ceased to be a\n\npedagogical novelty. It is now an accepted part of many secondary curriculums. Some excellent adjustments in this area are being made for boys in\njunior high schools and colleges. There is reason to believe that as progressive\neducation permeates the school systems, homemaking for boys will be an\nintegral part of the core curriculum.\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n487\n\nEconomics\n\nHome economics departments have pioneered in the development of courses\nin health, nutrition, food study, education for family life, and child rearing.\nBoys as well as girls find that mutual understanding in these experiences\ncommon to daily life are desirable.\nAdolescent boys keenly desire to improve their personalities. They\n\nwish\n\nto become socially acceptable and at ease in recreational and business situa¬\ntions. They like food but realize the necessity for wise selection in order\nto develop optimum health and physiques.\nThe late adolescent becomes conscious of imminent responsibility as a\nwage-earner and head of a family. He therefore wants help in financial\nproblems, sex adjustments, and family relationships. These are being met in\nsome schools quite satisfactorily altho our inherited taboos have prevented\nadministrative assistance in very important items. Some of these are:\n1. School “clinics” where students may receive premarital advice\n2. Practice houses or cottages where homemaking procedures take on\nreality\n3. Parallel\nchildren\n\nclasses for parents\n\nwho\n\nwill study the same\n\n4. Nursery schools where observations of young\non child guidance and family relationships.\n\nproblems\n\nchildren\n\nan\n\nconfronting\n\nmotivate\n\nair of\ntheir\n\nthe discussions\n\nFinally we find ample justification for homemaking education in three\nimportant realms, namely, the social, the economic, and the biologic.\n\nMORALE\nGERTRUDE\n\nLAWS,\n\nCHIEF,\n\nMENT\n\nOF\n\nBUREAU\n\nIN\nOF\n\nEDUCATION,\n\nFAMILY\nPARENT\nLOS\n\nLIFE\nEDUCATION,\n\nANGELES,\n\nSTATE\n\nDEPART¬\n\nCALIF.\n\nHome life is a major concern of every individual. All promoters, all\nreformers, and all dictators make a strong effort to affect home practices.\nEvery survey of human problems — books, plays, periodicals — consistently\nemphasizes the vital importance of the quality of family life, both to the\nindividual and to society.\nChanges in curriculum and in school practices have been gradual and in\ngeneral quite slow. There is much evidence of a shift, however, from a\npattern and recipe philosophy toward what might be called a growth and\ndevelopment philosophy.\nPractices with reference to marriage and family life have been affected\nby social and economic changes. We can no longer expect that the majority\nof our children will be adequately cared for in early childhood by two\nparents, go to school, get a job, marry, and set up a new family.\nSchools must be concerned with practices which will provide “goods”\nfor each individual which were available in the simple plan suggested above.\nHuman nature remains the same in the midst of environmental change.\nDenial of satisfaction of fundamental human needs over too long a period\nmakes an individual an unsuitable member of his own generation and unfit\nto be a progenitor of future generations.\n\n"}
{"page": 492, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\nIn periods of accelerated change each institution must strengthen its\nprotection of human values and increase its service to individual morale\nand welfare. Every specialist must become again a “general practitioner”\nconcerned for the total welfare of each individual, whether it be a parent,\na teacher, or a child.\nIn one sense every change is a transition. But the transition from long\nyears of established practice in looking upon a separation of the functions\nof homes, schools, and churches to the practice of looking upon growth and\ndevelopment of human beings as a single continuous process, in which each\ninstitution participates, and among the practices of which there is a con¬\ntinuous interaction, calls for extended rethinking on the part of parents\nand teachers.\nFor the reasons indicated, it seems undesirable to fix education for family\nlife in an existing school department or to establish a special department\nfor it. Every public school worker contributes to or detracts from the appre¬\nciation of the value and dignity of family life. All the social sciences, the\nnatural sciences, and the fine and industrial arts bear upon that inclusive\nexperience.\nThe total resources of schools, homes, and communities need to be enlisted,\norganized, and used in an effort to banish excessive worry, boredom, and\nfrustration which constitute serious threats to individual and social welfare.\nOrganized study by all the fathers and mothers and teachers in every\nschoolroom in our country would seem to be increasingly important. One\nevening each week by such groups, studying the outcomes of reliable\nresearch centers, defining local problems, planning solutions for those prob¬\nlems, and building a basis for mutual respect and confidence seems almost\nnecessary to continued stability.\nThe morale that comes out of doing a task wTell and of feeling aware\nof the nature of problems and of being important to their solution is differ¬\nent from the morale which is generated by martial music, waving banners,\nand inflaming speeches. The courage necessary to faithful discharge of duties\nattendant upon human growth and development is as great as that which\nis necessary to war which destroys human life.\nIn addition to adult study there are three points in typical school expe¬\nrience at which boys and girls might well study with wise leadership in a\nnursery school. They occur:\n1. In early adolescence, before there is too much self-consciousness, or\nsex consciousness, but a beginning of altruism and interest in the meaning\nof life\n2. In the senior or junior year in high school, after which many boys\nand girls marry, and when a broader and more inclusive study of marriage\nand family life is needed\n3. In college still broader and more technical study of the family in\nrelation to individual development\ntions.\n\nand in relation to other social institu¬\n\n"}
{"page": 493, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nKandergar ten-Trim a r y Education\n\n"}
{"page": 494, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nNOTE\n\nkindergarten-primary\n\neducation\n\ngrew\n\nout\n\nof\n\na meeting of the Froehel Institute of North America, which met in con¬\nnection with the Association's meeting in Madison, Wisconsin, in 1884.\nThe name of the Department was changed in 1927 to the Department\nof Kindergarten-Primary Education.\nThe officers of the Department for the year 1939-40 are: president,\nEthelyn L. Mitchell, 5535 Kenmore Avenue, Chicago, III.; vicepresi¬\ndent,\n\nRuth\n\n0. Ferguson,\n\nsecretary-treasurer,\n\n8 North\n\nMrs.\n\nNinth\n\nI essie\n\nD.\n\nAvenue,\n\nMount\n\nReilly,\n\n1414\n\nVernon,\n\nElmdale\n\nN.\n\nY .;\n\nAvenue,\n\nChicago, III.; regional directors, A. Maud Sproat, Supervisor, City\nand County Building, Salt Lake City, Utah; Helen S. Baldwin, 325\nBeverly Avenue, San Leandro, Calif.; Grace L. Phelps, 120 Seward Ave¬\nnue, Detroit, Mich.; Amy E. Emery, 45 Auburn Street, Brookline, Mass.\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings as follows:\n1884: 74\n1885 \\349-368\n1886 -.499-560\n1887 :329-361\n188 8:323-360\n1889 -.441-482\n1890 -.543-582\n1891 :527-568\n1892 -.251-304\n189 3:321-382\n1894 -.679-704\n\n1895 \\510-560\n1896 -.471-514\n1897:584-613\n189 8:589-619\n1899 :5 30-574\n1900:365-402\n1901:501-539\n1902:409-429\n190 3:377-406\n1904 :415-437\n190 5:341-372\n\n190 6:626-629\n1907 :455-474\n1908 :501-542\n1909:437-456\n1910:377-416\n1911:477-516\n1912 -.607-632\n191 3:425-446\n1914 -.405-420\n1915:629-670\n1916:289-310\n\nL 490 ]\n\n1917 :417-430\n1918 :151-156\n1919:171-178\n1920 :191-202\n1921:461-470\n1922:969-986\n192 3:705-718\n1924:583-596\n1925:478-503\n1926 -.497-528\n1927:457-472\n\n1928 -.411-434\n1929:425-448\n1930:367-390\n1931 :467-482\n1932 :407-414\n19 33:423-434\n1934:409-422\n1935 :379-388\n1936:267-273\n1937:305-314\n1938 :465-474\n\n"}
{"page": 495, "printed_page": null, "text": "READING\nMRS.\n\nMARCIA\n\nAND\n\nV. BONSALL,\n\nLANGUAGE\nASSISTANT\nLOS\n\nAND\n\nSUPERVISOR,\n\nANGELES,\n\nFAILURES\nELEMENTARY\n\nSCHOOLS,\n\nCALIF.\n\nIN los angeles we have found a problem in our upper grades which\nseems to be typical in other cities; for example, many\n\nchildren in our\n\nfourth, fifth, and sixth grades have a reading accomplishment of secondand third-grade level. Perhaps one of the main reasons for failures, where\nthe child is of normal intelligence, has good health, has a fine home back¬\nground, and seems well adjusted socially, is that of forcing children to read\nwhen they are too immature or before they are “ready to read.” In so doing\nthere is built up within the child an inferiority complex about his own\nability. Failure to comprehend the written word becomes a habit. We must\nget across to our teachers what we mean by reading readiness. How is a\nteacher to know whether a child has advanced to the stage of being willing\nand ready to begin working with the printed page?\nLet us consider a teacher with a group of children in his classroom. Let\nus assume that they have had kindergarten training. First of all, the teacher\nneeds to know what kind of health each child has at present. The doctor and\nnurse in their examinations assist in determining good eyesight and hearing.\nIt behooves us in school to take into account that children live in a world\nof children as well as a world of adults and they have adjustments to make\nwith each other. How well do they play together, assume a fair amount of\nresponsibility, show initiative, as well as be individuals? The teacher needs\nto take these things into account. He must be able to judge the emotional\nstability of his pupils. Children who have had a wealth of experiences show\ntheir background in their block play, the thinking they do while making\nsomething in clay, calcimine, and wood, and in the conversations which they\nhave in groups.\nThere is one criterion upon which many teachers have passed their judg¬\nment, but which, in my opinion, is not at all infallible — that of mental\nmaturity. Unless there is a balance of characteristics, too much emphasis can\nbe placed upon the ability to learn facts.\nThe daily program should be made up of good experiences drawn from\nmany fields so that the children’s days will be balanced.\nReading then is only one of the many delightful experiences when it\nappears. These various phases of experiences carry thru to the middle grades\nby providing an adequate background of interest and accomplishment.\nCHARACTER\nWORCESTER\n\nWARREN,\n\nRecognizing\n\nBUILDING\n\nTO\n\nSUPERINTENDENT\n\nPREVENT\nOF\n\nSCHOOLS,\n\nFAILURES\nBRIDGEPORT,\n\nCONN.\n\nthe importance of coordinating education in the home\n\nand\n\neducation in the school we have made it possible for some of our kinder¬\ngarten teachers to visit in the homes one afternoon a week. This plan was\n[491 1\n\n"}
{"page": 496, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\ninaugurated in 1935. We began with three teachers located in different\nparts of the city dealing with different types of parents: people of Italian\nextraction, a remnant of old Yankee stock in poor circumstances living next\nto a section of Negroes, and parents in better circumstances. In the last two\ngroups there have been active parent-teacher associations. The first year this\nwas tried was during the depression. Since then we have gradually extended\nthis program so that during the past year we were able to relieve twenty-five\nteachers for this purpose. Next year we plan to include every teacher in the\ncity in the plan. Every year this group sends a report of progress on Janu¬\nary 1. In March we get together for a discussion of our experiences, and in\nJune an annual report is sent. The following values have come out of this\nproject :\n1. It has helped\na. Giving\n\nthe teacher\nhim\n\nby:\n\na better knowledge\n\nof home conditions which\ncomes one of his pupils.\n\nhave\n\nb. Bringing about the cooperation\nbefore had it.\nc. Increasing the teacher’s\nents for help.\n2. It has helped\n\nthe parent\n\nof the child, especially\ncontributed\n\nunderstanding\n\nto his personality\n\nof the parent in a way\n\nappreciation\n\nan\n\nthat we\n\nof the interest and\n\nwhen\n\nhe be¬\n\nhave\n\nnever\n\ndesire of the par¬\n\nby:\n\na. Giving the parent the benefit of guidance from a trained teacher.\nb. The teacher, dealing with the child as one of a group of thirty, being able\nto do for the child things that the parent has been unable to do.\nc. Giving the parent\nto help.\n3. It has helped\na. Bringing\n\nan appreciation\n\nof the interest and\n\ndesire of the teacher\n\nthe child by:\ntogether\n\nthese\n\nschool, in a constructive\n\ntwo\n\nimportant\n\ncoordinated\n\ninstitutions, the\n\nplan for guiding\n\nhome\n\ngrowth\n\nand\n\nthe\n\nof the child.\n\nOur kindergarten teachers are especially interested in character develop¬\nment. Each teacher maintains a chart on which by a system of symbols he\nkeeps careful note of important elements of personality in his pupils. If you\nare going to actually secure growth it is necessary to keep some record which\ncan be studied.\nThe interest in personality growth shown by our kindergarten teachers\nhas stimulated the thought of our primary department in this direction.\nWhatever the causes, our supervisory and teaching staffs are becoming con¬\nscious of the need for the development of the whole child. Several years ago\na committee was appointed to study this problem. After three years of study\nit proposed a new type of report card wdiich attempts to direct the attention\nof the school and the home to this idea. This card, in operation since 1936,\nhas undergone several revisions and will be revised next year to give the\nteachers more opportunity to write their comments. These cards are sent\nout only three times a year as we feel that it takes at least twelve weeks for\nthe teacher to collect the material necessary for this type of report. We began\nthe use of these report cards in six schools and have gradually extended their\nuse until during the past year fifteen schools were using them. We expect\nto extend them to four more schools next year.\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nAs a result of this interest in the development\n\nEducation\n\n493\n\nof the child, a committee\n\nof kindergarten teachers has written a pamphlet entitled “The Kindergarten\nSpeaks.” A copy of this pamphlet is handed to each parent when he or she\nenrols the child in kindergarten, is discussed, and later becomes the subject\nfor discussion at the time the teacher visits in the home. After the kinder¬\ngarten pamphlet was published the primary teachers felt that there was a\nneed for a similar description of their work and so a committee developed\na pamphlet entitled “The Primary School.” The purposes of it are similar\nto those discussed for the kindergarten pamphlet with the additional thought\nof building a broader concept of the primary school especially with the idea\nof building in the minds of parents, teachers, and children the idea of a\nthree-year unit instead of three one-year units.\nIn 1933 two schools were willing to undertake the program of the junior\nschool. Our junior school program is as follows: A teacher picks up the\npupil in the first year following the kindergarten and stays with that group\nfor three years, moving from room to room. In general, all children stay\nwith him; the principal makes this decision. The thought of grade promo¬\ntions is eliminated. No promotion decision is made until the end of the third\nyear. The teacher deals with the child at his level of accomplishment during\nthose three years so that in any one room there may, of course, be several\nsmall groups. At the end of the third year we determine which pupils can\ngo on successfully with the intermediate program and which ought to take\na fourth year to accomplish the objectives of the primary school. During\nthese three years we have been trying to build up a proper relationship\nbetween school and home and those who may have to take more than three\nyears have already become acquainted with that fact. At the end of three\nyears it becomes more or less a natural part of the program rather than a\ndemotion. No child is sent into our classes for subnormals until the end of\nthe three-year period. If the building is large enough for two divisions in\nany one year we do not hesitate to change a child from one teacher to another\nif a personality conflict is of such a nature that it cannot be corrected by\nthe teacher.\n\nFrom the standpoint of character building the junior school program\ntributes as follows :\n\ncon¬\n\n1. It makes it possible for the teachers to know the child and to do work on an\nindividual basis. Every teacher who has undertaken it seems to appreciate the\ngreater opportunity to secure child growth by capitalizing on knowledges already\nobtained.\n2. The closer personal relationship between teacher and pupil gives him greater\npower to use these knowledges.\n3. Going on with the same teacher eliminates the strain of adjustment to a new\nteacher.\n\n4. Postponing the problem of promotion standard to the end of the third year\neliminates the discouragement of demotion, whether you call it failure or not, during\nthe first two years and makes it possible to build up a different attitude toward\ntaking an additional year in the primary school.\n5. The teacher has the opportunity to better coordinate the educational situation\nin the home and the school.\n\n"}
{"page": 498, "printed_page": null, "text": "494\n\nNational\n\n6. The\nwatching\n\nteacher\n\nhas\n\nchild growth\n\nEducation\n\nthe opportunity\nunder\n\nAssociation\n\nto experience\n\nthe satisfaction\n\nand\n\njoy of\n\nhis guidance.\n\nThis plan has been found to work\n\nwith average or better than average\n\nteachers. Our experience has been that the junior school program has chal¬\nlenged some of the less than average teachers to a professional growth and\na personality interest in children which they did not show before. It has\nmade new personalities out of some of these teachers. In other cases where\nteaching weaknesses may not have been alarmingly apparent in the first\nyear, the experience of going on with the child has brought these weaknesses\nto the surface so that we could deal with them as such with the idea of\ncorrecting them. In only one case have we encountered\n\na teacher whom\n\nwe\n\ndid not feel we should send back for another three years’ experience. We\nnow have this program in ten schools and will extend it to five more schools\nnext year. The greatest obstacle seems to be the hesitancy of a principal to\ntry out a new teacher in the first year and to give a successful first-year\nteacher an opportunity to teach in the second and third years.\nAnother part of this program is the reorganization of the curriculum of\nour primary school, in which we are giving attention to social values, per¬\nsonality growth, and the problem of reading readiness thru an activity pro¬\ngram. We believe in projecting into the primary school the philosophy and\nprogram of the kindergarten, and we have recently reorganized the work\nof the first year to resemble quite closely the program of the kindergarten.\nNext year we plan to put movable furniture into every first-year room in\nthe city. For a city with as many old buildings as Bridgeport this is a dis¬\ntinct step in advance.\nCONTRIBUTION\n\nKATHERINE\n\nPAGE\n\nOF ESTHETICS\nOF FAILURE\n\nPORTER,\n\nSUPERVISOR\n\nOF\n\nTO\n\nART,\n\nPREVENTION\n\nBEVERLY\n\nHILLS,\n\nCALIF.\n\nArt in the elementary school is concerned largely with the concrete expres¬\nsion of individual thoughts and feelings, to the end that life itself shall be\nricher and more beautiful for all. From the beginning to the end of the\nschool course art experiences should be one of continuous self-expression ;\nof aspiration and of dreams; of experiment with a diversity of materials\nand of experience with beautiful things; of recreation; and of productive\nwork done in the spirit of play, of freedom of thought and opinion, of men¬\ntal and spiritual growth.\nIn planning for the wholesome growth and development of the child,\nthe art program is regarded as one of the means of securing mental and\nemotional balance in living, and the approach to art is made from the\nstandpoint of the individual as well as from that of the social group. The\nart experiences engaged in not only help the individual to be a greater source\nof material, as well as spiritual satisfaction to himself, but also to help make\nhim a better citizen in the community environment in which he lives.\nWe feel that the art program has definite influence on the life of the\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n495\n\ngrowing child, and thru the work in the elementary schools that we\ncontributing to the development of the child in the following ways:\n1. Art contributes to the good life.\n2. Art unifies the social group.\n3. Art is an important factor in personality development.\n4. The art program contributes to the gaining command\ntechnics.\n\nare\n\nof certain skills and\n\nLet us agree that the school is interested in the growth\n\nof the whole\n\nchild, not just his mental growth. It provides many ways of learning, dis¬\ncussions, experiments, trips, books, creating, and constructing. It sees value\nin children getting acquainted with one another and learning to work to¬\ngether in happy social relationships. We feel that the art program plays an\nimportant part in furthering the growth of the whole child. It has been\nplanned to motivate the entire curriculum and to contribute generously to\nthe integration of school experience. We aim both to stimulate in the child\nthe experience of creating and to help him to improve in the manner in\nwhich he expresses himself thru creative processes, and at the same time to\nstimulate in him the experience of appreciating by acquainting him with fine\nexamples of the arts of various peoples both of the present and the past.\nHowever, it is not the. primary purpose of the art curriculum to create\nartists but to give every child the opportunity to express himself.\nWHAT\n\nKINDERGARTEN\nAND\nPRIMARY\nTEACHERS\nDO TO PREVENT\nFAILURES IN THE MIDDLE\nGRADES— AN\n\nAGNES\n\nSAMUELSON,\nCIATION,\n\nDES\n\nATTEMPT\n\nEXECUTIVE\nMOINES,\n\nAT\n\nSECRETARY,\n\nIOWA;\n\nEDUCATION\n\nAND\n\nPAST\n\nCAN\n\nSOLUTION\n\nIOWA\n\nSTATE\n\nTEACHERS\n\nPRESIDENT,\n\nNATIONAL\n\nASSO¬\n\nASSOCIATION\n\nThe proble?n — At the close of a study center meeting\n\nheld in a county\n\nseat town, the speaker, a specialist in the primary field, and the county\nsuperintendent, who had nearly a hundred one-room schools under her\ncharge, were discussing the teaching of reading appreciation. The county\nsuperintendent explained to the speaker that her material on literature was\nwonderful, but the pupils out in those one-room schools were not ready for\nit. So they began to make plans.\nThey spent two weeks visiting county schools and getting a firsthand\ncontact with the situation. Untrained teachers, lonely localities, books, and\ninstructional equipment were lacking. The county superintendent explained\nabout the failures in the first grade, time spent upon words instead of\nthoughts, cumbersome habits which prevented success and enjoyment in read¬\ning, difficulty of most first-grade books, immaturity of children, and the\naccumulated problems following the forcing of reading upon these children.\nThe task was not easy. It had all the problems inherent in the early child¬\nhood education in larger, well-supervised, and well-equipped school systems.\nIn addition, such factors as distances, smallness of enrolment, teacher turn¬\nover, closeness of control of local communities, and an untried program\nwhich was different from the traditional were present. The situation was\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\na challenge, however, which they proceeded to meet with a carefully planned\nprogram and all the enthusiasm in the world. A pre-primer grade developed\nas the answer to reading readiness.\nIntroducing and manipulating — We believe you will be more interested\nin the procedures than in the content, for the reason that the common ele¬\nments would be the same. The supervision of it over such a large area and\nunder such difficult conditions is what makes this not just another example.\nIn the first place, there was a county superintendent sensitive to the prob¬\nlem and its implications in later grades and ready to attack it vigorously\nand intelligently. Associated with her was a successful primary educator to\ngive direction to the program and guide it along modern scientific direc¬\ntions. She came to the county several times during the year to conduct teach¬\ning demonstrations, meet with teachers and patrons, and present materials\nand suggestions for working out experience charts and other details. The\ncounty superintendent was in active charge. She had administrative duties\nenough to occupy her full time had she been willing to allow them to do so.\nThe first year was spent in developing readiness in the county thru several\nmeetings with rural teachers, parents, directors, and the county board of edu¬\ncation. Various phases of beginning reading work were demonstrated. Teach¬\ners learned the “what and how” of providing experiences which would lead\nto reading readiness instead of placing a primer in the hands of the pupil\nthe first day of school and allowing him to memorize the pages on the as¬\nsumption that he was reading or giving him spelling workouts. No wonder\nthe idea of schools as unpleasant experiences still prevails among some\nadults.\nStandard reading tests were given the first- and second-grade rural pupils\nin April. Parents were urged to be present, and many were. The new plans\nwere explained. Schoolboards were asked to purchase the necessary books\nand materials to become the property of each school. The pupils were to\nbuy their workbooks and seatwork.\nDuring August the rural teachers met for a week in the courtroom and\nmade their plans and much of the material for the year. Can you picture\nabout seventy teachers at work at a temperature of 90 degrees? They did,\nand in vacation, too. Rural teachers are like that when they have sympathetic\nleadership and understanding of their peculiar problems. They organized\nthemselves into township groups which met during winter and spring\nmonths. Meetings with parents were an important aspect always and ab¬\nsolutely essential to the carrying forward of the plans. The work to be\naccomplished was explained without overlooking study and health habits\nand social contacts. Much attention could be given to the treatment of in¬\ndividual differences. The procedures, of course, included class instruction,\nseatwork which takes much time in one-room schools, between-class activi¬\nties, testing over the work covered, writing, and spelling. Language was\ncombined with health, social studies, science, nature study, and safety. Rela¬\ntionships with numbers were introduced. Many stories and poems were read.\nThe Iowa Pupils Reading Circle is one of the ways in which good litera-\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n497\n\nture for children in the recreatory field is made known. Children’s choices\nenter into the selection of the preferred titles. Books are made available to\nschool libraries thru the office of the Iowa State Teachers Association. Each\nspring reading parties were held in the townships. They consisted of half¬\nday meetings with teachers, pupils, and parents at which the county superin¬\ntendent and the primary worker were present. Children read sight material,\nwrite, spell, and recite poems learned. Standard reading tests were given.\nParents were consulted concerning pupils who were having reading difficul¬\nties. Many eye, ear, and throat corrections were made in the attempt to\novercome physical handicaps retarding progress. Parents grew aware of the\ndifficulties which teachers found in rushing immature children into reading\nand the need of preparation.\nResults — This\n\nprogram\n\nbegan\n\nin 1931. There\n\nhas therefore been time\n\nenough to see some results in the intermediate grades. Some of them are :\n1. Rural school libraries have been built up with suitable books and in¬\nstructional materials. In this county the rural schoolboards allocated $600\nto the county superintendent with which to buy books for the rural schools.\nThis amount was in addition to the 15 cents per person in enumeration re¬\nquired by law in our state. If you know- of counties where the minimum is\nthe maximum, you appreciate what this kind of cooperation means. In all\ncounties following this program increase in working materials followed.\nThis does not imply that counties with different programs do not have library\nservice. Parents also purchase basic books and materials.\n2. Teachers have had the benefit of an in-service program of professional\ngrowth. It is obvious that some primary supervisors will come to the top\nas the result of this program. They have had opportunities to learn and to\nteach. They have sensed the difference between going thru the motions and\ngetting results.\n3. The pupils have benefited. The seventh- and eighth-graders had a start,\nand the fourth-graders show results. Fourth-grade pupils participating in\nthis program are able to do all types of reading with a superiority over those\nwho have not been taught that way.\nChildren enjoy coming to school. They try not to miss a single day, not\njust to secure the stars on a perfect attendance certificate but to enjoy the\nexperiences. If the roads are bad, fathers must take the children to school.\nTests show that the primary pupils rank in the upper quartile. Better\ncomprehension in content subjects and better spelling and handwriting are\nseen. Children do much reading in the summer as well as during the school\nyear. Many have their own library cards at the public library. In class they\nread from six to fifteen books.\nIt appears also that the IQ of children can be raised with early training\nand rich experiences. Dullness can be brought to an average level in some\ncases.\nWe are not claiming perfection and the curing of all ills by this program,\nbut it has produced results in certain counties where it has been intensively^\ntried.\n\n"}
{"page": 502, "printed_page": null, "text": "498\n\nNational\n\nEducation\n\nAssociation\n\n4. The parents are enthusiastic — not at first, but as they see the differ¬\nence. They want their children to succeed and they taste success, too, when\nthey see their children reading easily and widely, building larger vocabularies,\nand developing judgments. They see that materials are provided and work¬\ning conditions made desirable.\n5. This experiment in developing reading readiness led to a definite ele¬\nmentary reading program. What began as an experiment in developing read¬\ning readiness became a program of reading for elementary grades as a grade\nwas added each year. This demonstration is an example of a creative at¬\ntempt to attack a specific problem at its source. Instead of being an exten¬\nsion of a graded school plan, it was designed from scratch to meet ungraded\nsituations. The county superintendent explained to the Schoolmasters Club\nwhat was being done, and said that their participation would be welcomed.\nNow all the town and consolidated schools of the county are in the program\nexcept the one which has a kindergarten. When\n\nI asked the county superin¬\n\ntendent for the secret of its success, she replied, “By being discouraged at\nnothing.”\nRECENT\n\nMILDRED\n\nRESEARCH\nAND\nELEMENTARY\nB. MOSS,\n\nDIRECTOR\n\nOF\n\nITS IMPLICATIONS\nEDUCATION\n\nFOR\n\nEDUCATION,\n\nN.\n\nMETUCHEN,\n\nJ.\n\nThe work of the elementary school should begin with the raw material\nwith which it is furnished, that is, the abilities of its boys and girls. We\ncannot assume these abilities; we must analyze them and know what each\nindividual represents and how these abilities can be expected to mature.\nWe have become somewhat used to the idea that physical and mental\ngrowth are not necessarily synonymous, yet it has not permeated our educa¬\ntional practices. We still have chronological age specified as the sole criterion\nfor admission to various academic levels. W e know also that mental maturity\nand intelligence quotients as estimated by our standard testing procedures\ncan be influenced by very tangible factors. We accept the idea that physical\nand mental growth are not necessarily the same, but we are inclined to esti¬\nmate the mental age of a child and feel that we have a rather complete pic¬\nture of his performance abilities.\nTwo major emotional needs, that of need for affection and group security\nand the need to achieve, must be satisfied before optimum learning conditions\ncan be established. We need to determine maturity levels at which tasks can\nbe performed. We need to determine maturity levels of preparatory experi¬\nences, such as readiness for reading and other readinesses, as new thought\nprocesses are introduced in the educational process. It is vital that the en¬\nvironment be so arranged that each boy and girl can achieve on his own\nlevel and sense the respect of the group for his best accomplishment.\nThere is also a need for the relief of emotional tensions. Much of the\nchild’s ability to succeed in a competitive world may depend upon his de-\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n499\n\nvelopment of a sense of humor. Esthetic experiences may be developed for\nrelieving emotional tensions.\nThe Gestalt psychology offered by Goodwin Watson and interpreted by\nHartman is suggesting a new attack on remedial reading. Based on the\nassumption that reading is a natural growth, and that given a child with no\nmental or physical handicaps and surrounded by a reading environment, he\nwill read. If they do not learn to read it is because of some “blocking,” which\nmust be analyzed and removed.\nI should like to make two recommendations for this Department for the\ncoming year: (a) that we keep our thoughts directed on the researches, and\nthat as far as possible incorporate them into our practices; (b) that we publi¬\ncize our work. There is need for a periodic summary of news of the field of\nkindergarten-primary\n\nwork. It would\n\nseem that the N.E.A.\n\nthe “elementary-school service” page, would\nexchange our professional experiences.\nWE\nHELEN\n\nM.\n\nLOOK\n\nREYNOLDS,\nPUBLIC\n\nABOUT\n\nDIRECTOR\nSCHOOLS,\n\nOF\n\nbe a place where\n\nwe\n\nmight\n\nUS\n\nCHILDHOOD\n\nSEATTLE,\n\nJournal , under\n\nEDUCATION,\n\nWASH.\n\nWhat meanings lie in the experiences which any spot may offer to children\nunder the guidance of grownups who will take time to go about with\nchildren? We look about us; we talk over what we see from our wdndow;\nnew discoveries may come every day. We draw maps to record our “finds.”\nWe may use our ideas and words in our schoolmade newspapers. We make\ndictionaries of our own with Indian words, pioneer words, arithmetic words,\nneighborhood words, playtime words, and birthday words. The poetry books\nyield rhymes about all the things we see and hear and do. The newspapers\ngive us pictures. The Hudson Bay Company’s store, the oriental ship, and\nthe big market all yield experiences with words to fit them.\nIf we highly value these understandings, we shall find a room arranged\nby the teacher with the children’s help, a room stimulating to thought\nbecause everything in it is tied up with meanings derived from their own\nexperiences. The contents of the room should be so significant that the child\nwandering\n\ninto the empty\n\nroom\n\nwill linger to “read his way\n\naround\n\nthe\n\nroom.”\nSECRETARY’S\n\nMINUTES\n\nSan Francisco, California\n\nBusiness Meeting, July 3, 1939\nThe annual business meeting of the Department of Kindergarten-Primary Educa¬\ntion of the National Education Association was called to order by President Ethelyn\nMitchell of Chicago.\nIt was moved and seconded that the president appoint a committee to approve\nthe minutes of the business meeting before they are printed in the Proceedings.\nMotion carried. The president appointed Evelyn Chasteen, May L. Darlow, and\nAnna Irene Jenkins.\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\nThe minutes of the 1938 meeting were read and approved.\nRuth O. Ferguson, Mt. Vernon, N. Y. chairman, Resolutions\nfollowing report for the Committee:\n\nCommittee,\n\nmade\n\nthe\n\nThe widespread reaching out for new and better ways of administering to the\neducational needs of growing children merits the attention of all teachers. It is,\nhowever, quite natural for this Department to be especially concerned with the\nproposed changes in kindergarten-primary procedure. The Department is also\nkeenly alive to the need for ample kindergarten facilities if the best results are\nto be attained in the work of our public schools.\nYour Committee on Resolutions therefore recommends:\nI. That the Department of Kindergarten-Primary Education reaffirm its pur¬\npose as set forth in Section I of Article II of the bylaws which reads as follows:\n“To unite kindergarten-primary\n\nteachers thruout the country for the discussion of\n\nquestions pertaining to this field of education.”\nII. That continued emphasis be placed on this section during the period of\npronounced experimentation.\nIII. That the Department promote and support united effort looking toward the\nrestoration of kindergarten privileges that existed in our public schools prior to\nthe early days of the depression.\nEugenia West\nabove report:\n\nJones offered and read the following resolution to be added\n\nto the\n\nIV. That the Department deplores the chaotic condition of state educational\nsupport in New York and the apparent imminent effect of such uncertainty in the\ncurtailment of kindergarten opportunities for the children of that state as well as\nthe harmful precedent which is set for other states; and that the Department at\nonce communicate with the board of education and the mayor of New York City,\nand the governor of the state of New York, emphasizing the responsibility of\nthese officials to resolve the existing uncertainty in state educational support into\nas nearly its former status as is possible; and that the Resolutions Committee of\nthe National Education Association be requested to submit a resolution to the\ndelegate assembly during its San Francisco meeting, embodying the position of\nthe Department as stated in this resolution.\nAfter the reading of the resolution it was duly voted and added.\nRuth O. Ferguson offered a resolution thanking San Francisco for its generous\nhospitality during the 1939 convention.\nlutions report.\n\nIt was\n\naccepted and made\n\npart of the reso¬\n\nAnna Irene Jenkins made a report of the Headquarters Committee for 1937-38.\nPermission was requested and granted that the report of the Committee be spread\nupon the minutes of this meeting in order that the report and its recommendations\nmay be on file for the information of those who follow.\nGrace Phelps, chairman, made the report for the Nominating Committee as follows:\nEthelyn L. Mitchell, Chicago, Ill., president; Ruth O. Ferguson, Mt. Vernon, N. Y.,\nvicepresident; Mrs. Jessie D. Reilly, Chicago, Ill., secretary; and Amy E. Emery,\nBrookline, Mass., board member.\nMoved, seconded, and carried that the Nominating Committee report be accepted\nand the secretary was instructed to cast the ballot. The ballot was cast. The meeting\nwas adjourned.\n\n"}
{"page": 505, "printed_page": null, "text": "5Department\n\nof J^ip Treading\n\n"}
{"page": 506, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nlip\n\nestablished\n\nreading\n\nwas\n\nat the\n\nPhiladelphia\n\nmeeting of the National Education Association in July 1926, following\nthe required successive meetings of the group, and after a petition had\nbeen presented to the Association.\nThe officers of the Department for the year 1939-40 are: president,\nMary E. Van Horn, 480 Lexington Avenue, New York, N. Y\nvicepresident,\n\nLeone\n\nM.\n\nsecretary-treasurer,\n\nKabat,\n\n2806\n\nElizabeth\n\nS.E.\nBrand,\n\n75th\n\nAvenue,\n\nExecutive\n\nPortland,\n\nSecretary\n\nOre.;\n\nfor\n\nthe\n\nWashington, D. C., League of Hard of Hearing, 1116 Vermont Ave¬\nnue, Washington, D . C.\nMeetings are held once each year in July. The Department publishes\nthe lip reader and an occasional bulletin. The annual dues, $1, are\npayable to the secretary-treasurer. Facts relating to the establishment of\nthis Department and the record of meetings are to be found in earlier\nvolumes of proceedings as follows:\n1926:1067 , 1100\n1927 :473-486\n1928:435-450\n1929:449-462\n\n1930:391-400\n1931:483-494\n1932:415-422\n\n1933:435-444\n1934 :42 3-434\n1935 -.389-396\n\n[ 502 ]\n\n1936 :275-282\n1931:315-324\n1938:475-483\n\n"}
{"page": 507, "printed_page": null, "text": "CHILDREN— LOOK,\nFRANCIS\n\nW.\n\nDOYLE,\n\nSUPERVISOR\nSCHOOLS,\n\nOF\n\nLISTEN,\n\nAND\n\nDEAF\n\nHARD\n\nAND\n\nOAKLAND,\n\nLEARN\nOF\n\nHEARING,\n\nPUBLIC\n\nCALIF.\n\nsuffer has been given\nof hearingbutpersons\nwhich forhardgenerations,\nhandicap\nThequalitative\nonly recently has any attempt\nrecognition\nbeen made\n\nto determine quantitatively the extent of this handicap and to\n\nemploy any scientific methods of discovering and alleviating the difficulty.\nOne of the greatest services that can be rendered by the administrative\nstaffs of our schools is for them to demand that every school child be given\nperiodic scientific tests of hearing and by making certain that the proper\nfollowup is made in order that children who evidence slight hearing losses\nreceive medical attention.\nWhile\n\nit may not be possible to prevent inherited progressive deafness or\n\nto cure it if the loss is too great, still it is possible to at least arrest most im¬\npairments caused by infection if the disease is detected in its incipient stage.\nThis can be made possible by administering periodic audiometer tests of\nall children, by educating parents as to why they must follow recommenda¬\ntions set forth by the school doctors, and by teaching children the danger\nof colds, the methods of averting these dangers, and by impressing upon par¬\nents, teachers, and nurses the importance of protecting the ears during and\nafter such diseases as scarlet fever, whooping cough, measles, diphtheria,\nand influenza.\nTest for hearing impairments have been made in the Oakland\n\nschools for\n\nseveral years. Staff meetings have been held at intervals at which the prob¬\nlems of hearing defects have been discussed in detail among administrators,\nteachers, consultants in guidance, doctors, and school nurses. Out of these\nmeetings has come an understanding of the general aims of an audiometric\nsurvey. Due to the conscientious and untiring efforts of the school nurses,\nwho are responsible for home calls, parents have in 65 to 75 percent of\nall cases followed the recommendations of the school otologist. During\nthe school year 1938-39\n\na complete survey was\n\nmade\n\nof all junior and\n\nsenior high schools, comprising a total of over 23,000 pupils. Of this num¬\nber, which included children whose impairment had been discovered in\nformer years, slightly more than 3 percent showed a loss of nine decibels\nor more. This small percent is due to the fact that parents, teachers, and\nchildren were made “hearing impairment conscious” thru the efforts of\nthe audiometrist, school otologists, teachers, and nurses at the time these\nsame children were tested in elementary and primary grades.\nThe age at which we begin giving remedial and medical attention to the\nchild is the most important factor to be considered. This necessitates con¬\nstant, intelligent observation of pupils in kindergarten and primary grades.\nIt is in these grades that the child with subnormal hearing is placed at a\nserious disadvantage. His knowledge is less complete and his dependence\nupon\n\ncommunication\n\nwith others is greater. Moreover,\n[ 503 ]\n\nit is during this\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nperiod that he is forming those attitudes toward\n\nindividuals which\n\nwill\n\ndetermine his future conduct. If a hearing handicap hinders the develop¬\nment of skills necessary in the future, an antagonism toward his fellows\nis often aroused. It is during this period of a child’s life that the public\nschool teacher can be of great service by being alert at all times to the pos¬\nsibility of a hearing deficiency and by notifying health authorities of his\nsuspicions rather than be too hasty in attributing a child’s lack of school\nprogress and failure to make a proper adjustment to inferior academic\nability, laziness, or inattentiveness. Such accusations tend to instil a spirit\nof resentment in the child and cause him to lose confidence in his own\nability. In addition, the constant nervous\n\nstrain of trying to hear what\n\nis\n\nsaid develops, in many cases, such undesirable character traits as suspicious¬\nness and untruthfulness.\nWhen it is discovered that a child in the lower grades has a hearing\nimpairment sufficiently great to handicap his understanding of all that is\nsaid to him in the classroom, he should be immediately placed in a special\nclass in which a group hearing aid is used where he can study lip reading\nand at the same time obtain formal instruction in language, speech, and\nvoice conservation. According to neurologists and psychologists, the hearing\nfunction is most important in learning speech as there must be a stimulation\nof the sensory centers which contribute to the psychological functions if we\nare to produce and understand speech with maximum ability. With this\nability we are able to acquire language. In other words, we learn language\nconstruction most rapidly by hearing it spoken; consequently the deafened\nyoung child should be given the opportunity of hearing the voice of his\nteachers and classmates thru artificial means. He should be kept in this\nspecial class until he has become adept at lip reading, has acquired a good\nfoundation for language construction, and until his speech has been cor¬\nrected of all defective elements caused by a loss in hearing. It is not fair\nto expect a special school to perform miracles with these children. The re¬\nsponsibility rests with the regular schools. An early diagnosis, medical\ntreatment, and special educational opportunities, such as group hearing\naids, lip reading, and voice conservation would, in all probability, have\nenabled these children to remain in public schools competing satisfactorily\nwith normal children of their own ages.\nOf course we all know that deafness has no chosen age at which it attacks\nso we must now consider those adventitiously deafened children after\nspeech and language patterns have been acquired. Again, immediate\nmedical attention should be given upon discovering a deficiency in hearing\nacuity but it is with the child of this age who has progressive deafness or\none who has suffered a sudden and complete loss that lip reading will be a\nmanifold blessing. By acquiring this art the child is relieved of the con¬\nstant nervous strain and regains a hope of being restored to his former\nsocial status. We are now observing in our schools many instances in\nwhich deafened children are showing marked improvement in scholastic\nability, taking new interest in school activities, and evidencing a great\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n505\n\nimprovement in emotional control as their ability to read the lips increases.\nLip reading for the hard of hearing child is no longer in an experimental\nstage. It is a valuable method of instruction which produces tangible results\nfor those unfortunate\n\nchildren who\n\nare handicapped\n\nin that most impor¬\n\ntant function necessary in the acquisition of knowledge — the hearing func¬\ntion. The process of compensating for a deficiency in hearing by supple¬\nmenting the sense of sight as a means of understanding what is spoken is\nsound pedagogy if we agree with specialists who contend that the small\nchild employs the visual sense nearly as much as the auditory sense in\nlearning speech and language. This belief is substantiated by the fact that\ncongenitally blind children are somewhat retarded in speech. We are all, to\na certain degree, lip readers from infancy. Then is it not the natural\nprocedure to follow, after we discover a noticeable hearing impairment, to\ntrain more efficiently the sense of sight in order that we may analyze the\nvarious movements of speech as produced by the lips, the language of facial\nexpression, and the external physiology of speech?\nWith the child in the more advanced grades as well as with the younger\nchild, too much emphasis cannot be placed upon the value of conservation\nof speech. To impart the knowledge of lip reading is only part of the\nduties of the lip reading teacher. He must also give continuous speech\ntraining to the child whose hearing is impaired.\nDo these older children need the additional assistance of supplementing\ngroup hearing aids during the lip reading period? Yes! Especially is this\ntrue of elementary- and junior high-school pupils. It has been my experience\nthat until a child has reached high school he is very reluctant to wear an\nindividual hearing aid. This reluctance is due to two reasons: his fear of\nridicule from playmates and his inability to realize the actual benefits of\nwearing one. I am of the opinion that in the near future many of the larger\nschools will see the necessity for installing group hearing aids to be used in\ninstructing elementary- and junior high-school pupils whose hearing loss is\nso great that they miss a great deal of regular classroom instruction. By\nconcentrating all of this type of children of a large school system into\none or two schools equipped to meet their needs, far greater results in\nefficient lip reading and speech training could be accomplished.\n\nDISCUSSION\nMYRTLE\n\nERICKSON,\n\nTEACHER\n\nOF\nOF\n\nSCHOOLS,\n\nMR.\n\nTHE\nLOS\n\nDOYLE’S\n\nDEAF\n\nAND\n\nANGELES,\n\nHARD\n\nPAPER\nOF\n\nHEARING,\n\nPUBLIC\n\nCALIF.\n\nIn the spring of 1936, 1339 pupils at the Foshay Junior High School had\ntheir hearing tested. The reports of those who needed lip reading were\ngiven to the teachers in the department for the deaf. Arrangements were\nmade with the homeroom teachers of these pupils and also the teachers who\nhad these children in their classes the period that lip reading was to be\ngiven.\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNational\n\nEducation\n\nAssociation\n\nThe teachers all agreed that these children needed lip reading, but the\nresponses from the parents were quite different. Blanks were sent to the\nparents telling them about their child’s handicap. Some never realized that\nthe reason their child was having difficulty at school was because of his\ninability to hear well. Altho some parents were aware of the defect, they\nneglected it either from underestimation of its seriousness or from\npoverty.\nWhen these boys and girls entered these classes, the first and important\nthing was to develop an optimistic attitude toward the handicap and the\nclass because they and their parents resented the fact that this defect was\ndiscovered. It was brought out very distinctly that this class was for the\nhard of hearing and not for the deaf. It was explained very carefully that\nthe great strain of trying to hear would\n\nbe removed, that the eyes and ears\n\nwould be used, and that they would be taught the externally visible char¬\nacteristics and the positions of the various organs of speech. They would\nlearn to form the habit of not only watching the lips of the speaker but\nalso noticing the changes of expression which constantly pass over the\nfeatures of the speaker instead of turning their heads and lowering their\neyes.\nIt was pointed out that lip reading was the ability to follow movements\nrather than positions in general conversation, but because the various\npositions of the organs of speech was the basis of his skill in this art, they\nhad to be clearly pictured. Since positions and movements changed very\nrapidly, the eyes had to be trained to grasp the whole picture which was\nimpressed upon the brain; therefore, the lessons were divided into syllable\ndrills, sentence and mirror practice, questions, stories, and games related\nto that drill. Many interesting games were used, some found in books for\nparties, some in magazines and then changed to be used for lip reading.\nGames\n\nwere good, as lip reading required close concentration, and while\n\nthe pupils were watching the movements of speech, they were also building\nup unconsciously a visual vocabulary in different fields such as science,\nhistory, and vocations, along with the spirit of play. Then, too, by different\nchildren coming up in front of the room the class had the opportunity to\nread several lips instead of just the lips of the teacher.\nSince the spring of 1936 the children at the Foshay Junior High School\nhave not been tested by the 4A audiometer. One day every semester a\nnotice is put in the daily bulletin asking the teachers to send any child who\nhe thinks needs lip reading to one of the specially trained teachers.\nSome people think of lip reading as just reading speech from the lips of\na speaker. It is more than that. It is the ability to follow movements of\neyes, facial expressions, and bodily movements, as well as the lips. It is\nimmeasurably slow and requires infinite patience and perseverance. It is\nonly by continuous practice that pupils can see the small and insignificant\nmovements in the mouths of the speakers with an amazing rapidity and\naccuracy.\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nDISCUSSION\nFREDERIC\n\nM.\n\nDUCKLES,\n\nZONE\n\nOF\n\nFIELD\n\nTHE\n\nOF\n\nof\n\nMR.\n\nLip\n\nDOYLE’S\n\nSECRETARY,\n\nAMERICAN\n\nHEARING,\n\nReading\n\nSOCIETY\n\nBERKELEY,\n\nY. M.\nFOR\n\n507\nPAPER\n\nC. A., AND\n\nTHE\n\nTHE\n\nOF\n\nHARD\n\nPACIFIC\n\nCALIF.\n\nI have been asked to tell of some of the results we are finding in our\nwork in California. I can give only the approximate figures. During the\nschool year 193B-39, 126,439 children have been tested with audiometers;\n5057 have been found with hearing loss, and there have been over 10,000\nretests. That is extremely important since there are over 6000 children who\nhave been found on the border line.\nThe number of audiometers in California has increased about 50 per¬\ncent during the past year. Last year there were 25 audiometers in Cali¬\nfornia. This year 24 cities, 21 counties, and 5 colleges have them. We are\nworking to get an audiometer in every county in the state because we\nbelieve that the children will be looked after better by using the county as\na unit.\nOne weakness in our work in California is the lack of high-school test¬\ning. The most important years to discover hearing loss are the preschool\nyears or the more early years in the elementary schools. We\n\ncould do much\n\nwith the children of high-school age.\nWe have made wonderful progress in audiometer testing during the last\nthree years. Of the 58 counties in California, 52 of them have done some\ntesting and about 40 have made complete surveys.\nOakland has had fine success in getting parents to follow the recom¬\nmendations of the doctors in the clinics. Approximately 70 percent of the\nparents follow the recommendations; however, we are having considerable\ntrouble with the parents in rural counties.\nPasadena is working out a fine idea which should be adopted in other\ncommunities. The mothers of the hard of hearing children in Pasadena\nhave for three years had a club to discuss problems pertaining to their\nchildren.\nDEVELOPING\nMARSHALL\nMENT,\n\nCIVIC\n\nHESTER,\n\nRESPONSIBILITY\n\nSUPERVISING\n\nCALIFORNIA\n\nSCHOOL\n\nTEACHER\nFOR\n\nTHE\n\nTHRU\n\nOF\nDEAF,\n\nTHE\n\nLIP READING\nADVANCED\n\nBERKELEY,\n\nDEPART¬\n\nCALIF.\n\nIt does no good to talk about lip reading for the hard of hearing child,\nwhat it does for the hard of hearing child, or suggest special classes for the\nhard of hearing child unless we are going to insist on some means of dis¬\ncovering that child before he gets out of school, into jail, or on the relief\nprogram.\nThe projected tests are being carried out fairly well in a few isolated\nplaces. Oakland is one of them ; that is, Oakland has a test whereby every\nchild gets a checkup periodically. It also has a followup system.\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nWe must not depend on lip reading to solve the educational problem of\nthe hard of hearing child. In addition to tests and lip reading we must\nhave some sort of an educational checkup, something more than the nor¬\nmal child has. We must have something to assure the education of those\nwho do not lip read well.\nIn recent months and years hearing aids have improved a great deal.\nIt is now possible to secure hearing aids that are almost ideal. The hard\nof hearing child who has a severe loss and is in need of a hearing aid\nshould be given the benefit of a group hearing aid. They\nsively, compared to two or three years ago.\n\nare made\n\nDEVELOPING\n\nLIP READING\n\nF.\n\nMILTON\n\nCIVIC\n\nYOCKEY,\n\nRESPONSIBILITY\n\nPRINCIPAL,\n\nTECHNICAL\n\nOAKLAND,\n\nTHRU\nEVENING\n\nHIGH\n\nexten¬\n\nSCHOOL,\n\nCALIF.\n\nWe expect civic responsibility to be developed thru lip reading. Partici¬\npation is the crying need in our civic responsibility. Today the small number\nof possible voters who go to the polls is appalling. If democracy is going\nto be a success, that must change ; we must have participation, not in\nnational affairs alone but in our neighborhood affairs. It is up to all the\ncitizens to participate, but going to the polls is not enough ; it is as easy\nto cast your ballot on the wrong side as it is on the right side. It is not\nmy business to tell you which is the right side. The right side is the side that\nyou have decided upon after carefully studying the question and after\ninforming yourself on a particular proposition. The individual who waits\nuntil election morning or the day before election and gets out his sample\nballot and takes the names that he is going to vote for and then votes or\ncalls upon someone by phone to find out if he is voting right is not voting\nintelligently.\nThorndike says, “Thinking must be made conscious.” In other words,\nhere is a place where the lip reading teachers have a tremendous respon¬\nsibility and that is to direct the thinking of the lip reading students to an\nintelligent participation in civic affairs. You have that opportunity to meet\nand direct because these students repose wonderful confidence in you. You\nare in a strategic position to direct their thinking and to lead them forth\nto a confident and definite participation in the activities of the community,\nof the city, and of the nation.\nDiscussion groups are also of value. I do not know whether we could\nget the hard of hearing to participate in ordinary discussion groups with\nhearing aids or not. If you have discussion groups, civic problems can be\ndiscussed under the direction of an intelligent leader.\nDEVELOPING\nHELEN\n\nSCRIVER,\n\nCIVIC\nTEACHER\n\nRESPONSIBILITY\nOF\n\nADULT\n\nHARD\n\nOF\n\nTHRU\nHEARING,\n\nLIP READING\nPASADENA,\n\nCALIF.\n\nAt the beginning of every school year, in the state of California the\nteacher of lip reading, along with other adult education teachers, receives\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n509\n\na questionnaire which asks for the objectives and aims of the course together\nwith an outline of the program of study to be presented. We lip reading\nteachers agree that the immediate objective of our courses is to develop\nin our pupils ability to read the lips, while our ultimate aim is the rehabili¬\ntation of the hard of hearing thru lip reading. It is the immediate objective\nof learning to read lips that attracts pupils to the lip reading class, and we\nmust attain some measure of success in this particular if we are to main¬\ntain the required attendance which is at some time or other the bane of\nexistence of every lip reading teacher.\nEarly in 1939 the Saturday Evening Post carried an illuminating article\nby Robert Hutchins of Chicago University in which he tells us that the\npeople of America want adult education. ‘‘And by adult education,” says\nMr. Hutchins, “they do not mean vocational education. They want a cul¬\ntural education in order to participate in the cultural pleasures that the\neducated enjoy.” If there is one word in this statement that stands out with\nmore force than any other it is the word “participate.” That is what people\nwant; they want to participate. That is what the hard of hearing crave\nabove everything else, perhaps because it is the one thing which defective\nhearing has made most difficult for them to realize.\nIt seems a far cry from developing ability to read the lips to developing\ncivic responsibility thru lip reading. But when one begins to talk in terms\nof participation the two become identical. Every experienced lip reading\nteacher knows that if during the course of the first few meetings he can\nprovide ways and means to make every single individual in the class raise\nhis hand, get to his feet, write something on the blackboard, do anything,\nhe has made the first forward step in the presentation of his subject. When\nthe hard of hearing individual begins to participate in the lip reading\nlesson he begins to participate in the affairs of his home. He takes his place\nin the family circle and contributes to the conversation something he has\npicked up at the class.\nH ave you ever stopped to think that responsibility depends in large meas¬\nure upon opportunity? It is to the credit of our lip reading classes and to\nour organizations for the hard of hearing which are definitely connected\nwith them that they offer opportunity for developing responsibility. We\nhard of hearing tend to shun responsibility under the cloak of deafness; we\nhave to be pushed out of our shells ; we have to be literally shoved into the\noffices of our societies, into the presidencies, the vicepresidencies, the chair¬\nmanships, and other positions to develop our own abilities and to learn to\naccept responsibilities.\nIf our lip reading classes are an important factor in the rehabilitation\nof the hard of hearing, then we are devolping civic responsibility thru lip\nreading. If the hard of hearing individual learns to participate in the\nexercises of the classroom, if he takes part in the activities of his own local\nand national societies, we need not fear that he will fail in those duties\npertaining specifically to a city, to a citizen, or to citizenship. He\nhis own efforts developed civic responsibility thru lip reading.\n\nhas by\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nIn the absence of all officers of the Department, the business meeting was\ncalled to order by the program chairman, Mrs. Lucelia Moore, at 4:30 P.M., July 3,\nin the club rooms of the San Francisco Society for the Hard of Hearing. Helen\nScriver was asked to serve as secretary.\nAfter the president’s message was read, the proposed change in the Constitution\nto provide for both a secretary and a treasurer was discussed. Upon motion by\nDelight Rice, seconded by Grace Wedemeyer, the members went on record as not\nfavoring this change.\nThe report of the secretary-treasurer, read by Mrs. Moore, was duly approved\nupon motion by Kate Morphy, seconded by Fern Nelson.\nUpon motion of Delight Rice, seconded by Grace Wedemeyer, the secretary pro\ntern was instructed to cast the ballot for Mary E. Van Horn, president; Leone M.\nKabat, vicepresident; Elizabeth Brand, secretary-treasurer.\nThere being no further business, the meeting was adjourned.\n\n"}
{"page": 515, "printed_page": null, "text": "5Department\n\nof -Music Education\n\n"}
{"page": 516, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nmusic\n\nwas\n\neducation\n\ncreated\n\nby\n\nthe\n\nBoard\n\nof\n\nDirectors at the Madison, Wis., meeting in 1884. The Department, dis¬\ncontinued in 1928, was re-created in 1934 by action of the Representative\nAssembly at the Washington meeting.\nReorganization plans are pending. No program of the Department zvas\nheld during 1938-39.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1884: 23\n1885 -.369-404\n1886 -.561-606\n1887 :605-652\n188 8:623-662\n1889 -.665-700\n1890:819-824\n1891:807-827\n1892 -.507-543\n189 3:507-524\n\n1894 :925-9J6\n1895 :7 65-807\n1896:717-753\n1891:772-791\n1898:832-855\n1899:970-997\n1900 :531-541\n1901 :7 04-7 20\n1902 :6 15-643\n190 3:683-718\n\n1904: 675- 709\n1905: 627- 668\n1906: 703- 706\n1907: 849- 876\n1908: 835- 870\n1909: 673- 700\n1910: 789- 832\n1911: 787- 826\n1912 -.1001-1030\n1913: 601- 618\n\n[512]\n\n1914: 625- 648\n1915: 847- 882\n1916: 575- 612\n1917: 473- 490\n1918: 315- 323\n1919: 291- 302\n1920: 309- 310\n1921: 507- 514\n1922 -.1047-1062\n1923: 733- 736\n\n1924:597-612\n1925:504-521\n1926:529-536\n1921:487-496\n1934 -.435-440\n1935:397-402\n1936:283-287\n1931:325-330\n19 38:485-486\n\n"}
{"page": 517, "printed_page": null, "text": "Rational\nT>eans\n\n»\n\n« Association\nof Women\n\nof\n\n"}
{"page": 518, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\nassociation\n\nof\n\ndeans\n\nNOTE\nof\n\nwomen,\n\na Department\n\nof the\n\nNational Education Association , associated itself with the National\nEducation Association in 1918.\nThe officers of the Department for the year 1939-40 are: president,\nSarah G. B landing, Dean of Women , University of Kentucky , Lexington,\nKy.; vicepresident, M. Eunice Hilton, Dean of Women, Syracuse\nUniversity, Syracuse, N. Y .; treasurer, Elizabeth B. Oakes, Dean of\nWomen, State Teachers College, Milwaukee, Wis.; secretary, Esther\nA. Dayman, Dean of Undergraduate Students, Mills College, Mills Col¬\nlege, Calif.; executive secretary, Kathryn G. Heath, 1201 Sixteenth\nStreet, N. 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\n1919 \\393-426\n1920 -357-364\n1921:407-420\n1922:693-794\n192 3:621-636\n\n1924:500-536\n1925:403-449\n1926:425-458\n1921:391-418\n1928 :35 3-374\n1929:369-390\n\n1930 :309-330\n1931:393-414\n1932:337-356\n19 33:357-376\n1934 :345-360\n1935 :3 11-326\n\n[514]\n\n1936:219-230\n1931:245-256\n19 33:619-630\n\n"}
{"page": 519, "printed_page": null, "text": "TRENDS\n\nRUTH\n\nIN\n\nTHE\n\nM. STRANG,\n\nPOSITION OF DEAN\nDEAN\nOF GIRLS\n\nASSOCIATE\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nOF EDUCATION,\nNEW\n\nYORK,\n\nWOMEN\n\nTEACHERS\nN.\n\nAND\n\nCOLLEGE,\n\nY.1\n\nUnder\nthe sponsorship\nthe research\ncommitteeCollege,\nof the Columbia\nNational\nAssociation\nof Deans of ofWomen\nand Teachers\nUniversity, and with the cooperation of presidents, principals, and deans of\nwomen and deans of girls, a study of trends in personnel work as repre¬\nsented in these two positions was undertaken. The investigation covered the\ndecade of 1926 to 1936 and constituted a followup of three studies published\nby the Teachers College Bureau of Publications in 1928 and 1929.\nThe man or woman frequently makes the position. It develops in accord\nwith the workers’ interests, abilities, and personality. This relationship\nbetween the position and the person who occupies it is most pronounced in\nfields in which the positions are loosely or broadly defined. Such a field is\nstudent personnel work. Marked overlapping has been found in the work of\nthe psychologist, vocational counselor, dean of women and dean of men,\nvisiting teacher, and registrar. In one institution the registrar performs\nalmost the same functions as the dean of men in another institution. The\npsychologist serves as a mental tester in one school and as an expert coun¬\nselor in another situation. A great deal of this variation and duplication in\nfunction is due to each worker’s interpretation of the position.\nIndividual differences in the institutions account for the rest of the\nvariation and duplication in student personnel work. The exigencies of a\ngiven situation often have forced vocational counselors, deans of women, or\npsychologists to take over responsibilities for which they were not adequately\nprepared. The philosophy of education held by the administrator occasionally\nhas necessitated their assuming functions not congenial to them.\nAccordingly, in order to understand personnel work today in high schools,\nnormal schools, colleges, and universities, it is necessary to study both the\npersonnel workers and the institution. An investigation merely of functions\nis inadequate. Nor is a survey of the position at any one point of time suffi¬\ncient to give insight into such a mobile vocation as student personnel work.\nIn order to understand its development, trends in the position in the same\ninstitutions must be studied. For these reasons this study of the most preva¬\nlent personnel position, namely, that of dean of women and dean of girls,\nover a ten-year period was undertaken.2\nThis report is a descriptive study of three groups of institutions and a\nsummary of opinions, not a series of generalizations involving statistical\ninference. It is a questionnaire study supplemented by visits to a limited\nnumber of institutions. These two limitations must be recognized in reading\nand in using the results here reported.\n1 Chairman of the research committee of the N.A.D.W., 1937-39.\n3 The complete report will be published in the fall of 1939 by the Bureau\nTeachers College, Columbia University.\n\nof Publications,\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\nFor the institutions included in the study certain significant conditions\nand trends have been reported in the foregoing chapters. These now will be\nsummarized briefly.\n\nPrevalence of deans of women\n\nand deans of girls — In colleges, universi¬\n\nties, and teachers colleges three significant facts emerged about the position\nof dean of women. It is a well-established position; it is a long-established\nposition ; it is a more highly developed position in the larger institutions and\nthose of higher rank.\nMoreover, the position is not being abolished. Altho the reorganization\nof personnel work has resulted in the elimination of the position in a few\ninstitutions, the trend toward\n\ncreating new\n\npositions and expanding\n\nthe\n\ndean’s staff is more prevalent than the trend toward abolishing the position.\nIn high school the position of dean of girls certainly is not so widespread\nas that of dean of women in institutions of higher learning. Approximately\nhalf of the larger and better high schools, and a much smaller percent of\nthe smaller schools, have established the position. The position of dean of\ngirls is a more recently established position than that of dean of women, a\nrelatively large number of positions having been established in the decade\nfrom 1926 to 1936.\n\nAcademic preparation — Deans of women\n\nand deans of girls represent a\n\ncollege trained group. Practically all hold the bachelor’s degree. The deans\nin liberal arts colleges and universities are best prepared scholastically, those\nin normal schools and teachers colleges next best, and the high-school group\nshowed the smallest amount of graduate study. In all cases, however, the\namount of graduate study was large. In colleges and universities 82 percent\nhold the master’s degree and 20 percent the doctor’s degree. In teachers\ncolleges and normal schools three-fourths hold the master’s degree and 10\npercent the doctor’s degree. In high schools 57 percent hold the master’s\ndegree and 2 percent the doctor’s degree. In general, the largest percent of\nhigher degrees was found in the larger institutions of highest rank.\nThe most marked trend during the ten-year period was in the number of\ndeans having higher degrees. Altho many exceptions occurred, a general\npattern was discernible, involving better academic preparation, slightly\nhigher salary, lighter teaching load, and appointment in large and accredited\ninstitutions.\n\nTeaching load — In the institutions studied the majority of deans of\nwomen and deans of girls teach. The range of teaching hours is wide, and\nthe variation among institutions of the same type is marked. No unmistakable\ngeneral trend during the decade in respect to teaching load was discernible.\nIf any change has occurred, it probably is slightly in the direction of de¬\ncreasing rather than increasing the dean’s load and is more evident in the\ninstitutions in which the deans initially had the heaviest teaching load.\n\nSalary — The positions of dean of women\n\nand dean of girls carry no fixed\n\nsalary. One dean of women may receive five times as large a salary as another\ndean of women performing the same functions. The range in salary among\nthe deans of girls studied is almost as wide. Many factors other than the\n\n"}
{"page": 521, "printed_page": null, "text": "National\n\nexpertness with which\nwhich she receives.\n\nAssociation\n\nof\n\nDeans\n\nof\n\nthe dean performs her work\n\nWomen\n\n517\n\nenter into the salary\n\nThe higher salary level is not necessarily associated with the higher edu¬\ncational level. On the average, salaries of high-school deans are slightly\nhigher than those of deans in institutions of higher learning. The person who\nwants to obtain a high salary in the field, however, would aim at a position\nin a fairly large accredited college or university. In all groups the higher\nsalaries, in general, were obtained in the larger institutions of high rating.\nIn the early part of the decade the salaries of many deans of women and\ndeans of girls were rising gradually. This trend toward increase in salary\nwas interrupted seriously by the depression, as was also the upward trend\nin salaries of all educational workers. By 1936 the average salaries of deans\nhad not quite reached the initial average of 1926. This trend was true of\ncollege presidents and teachers also, altho the 1938-39 figures show a return\nto predepression levels. Thus in the three groups studied, salaries follow the\ngeneral pattern of a constant or ascending salary in the early years of the\ndecade, a decrease in salary following the depression, and a return toward,\nbut not quite to, the predepression level in 1936.\nOrganization and staff — Only impressions rather than generalizations\nregarding the organization of personnel work in educational institutions\ncan be drawn from the data obtained on organization. Each institution has\na somewhat different form of organization. The terms “centralization” and\n“decentralization” are not clearly defined and mean a different form of\norganization to different persons. The three strongest impressions were\nthose of an increasing use of coordinating committees, an increasing recog¬\nnition of the personnel services rendered by health officers, and an increasing\nawareness of the importance of faculty participation.\nThe staff for performing personnel services appeared to be expanding\nrather than contracting, and shifts in staff in the majority of cases appeared\nto represent a superficial rather than a fundamental change. Colleges and\nuniversities reported more reorganization and change in staff during the\ndecade than did the teacher-training institutions and high schools. In high\nschools in 1936 the dean of girls was reported more than twice as frequently\nas the dean of boys, and the term “counselor” was used more frequently.\nFunctions — Personnel functions included both personnel services and ad¬\nministrative duties. Four services are reported almost universally as impor¬\ntant and as performed in these institutions. These services are educational,\nvocational, and social guidance, and administrative aspects of personnel\nwork. The functions most definitely persisting in the office of dean of women\nare counseling, housing, work with student organizations, record-keeping,\nand executive and committee work. The functions tending to be performed\nby persons outside the dean’s office are vocational guidance and placement\nin full-time positions.\nThe positions of dean of women and dean of girls are well established\nand long established. Their future development depends, to a large extent,\nupon the personal qualifications and professional expertness of the persons\nholding these positions.\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNational\n\nGENERAL\n\nDOUGLAS\n\nEducation\n\nAssociation\n\nSEMANTICS\nIN EDUCATION,\nAND THERAPY\nGORDON\n\nPSYCHIATRY,\n\nCAMPBELL,\n\nASSISTANT\n\nUNIVERSITY\n\nOF\n\nCOUNSELING,\n\nPROFESSOR\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nCLINICAL\nILL.\n\nConsiderable confusion exists in the minds of professional and lay people\nalike about the theoretical claims and practical application made by psy¬\nchologists, counselors, guidance and personnel experts, psychoanalysts, and\npsychiatrists in the fields of child development, scholastic education, indus¬\ntry, etc. The confusion is increased by lack of adequate definition of the dif¬\nfering functions of these workers, their technics, and particularly by their\nown apparent confusions and differences of emphasis as reflected by their\nstatements, writings, and working methods. It is the purpose of this article\nto call attention to some of the factors involved in this complex situation.\nUnderlying any scientific system there can be found certain assumptions\nwhich both direct and limit its activities. The more basic assumptions, spoken\nof as system-functions by Alfred Korzybski,1 from which specific doctrines\nare derived, often are unconscious and hence defy ready analysis.\nConsider the activities, including verbalizations, of scientists whose as¬\nsumptions include the notions of the separate existence ; for example, of sub¬\nject and object, heredity and environment, etc. While they often enough will\ngive lip service to emergent notions represented by the terms “organism-asa-whole,” “organismal-environmental unity,” etc., they usually betray their\nunwitting adherence to primitive assumptions by setting up artificial bound¬\nary lines. Psychologists of the old schools have been misled most. Even psycho¬\nanalysts whose derivation from medicine and neurology forces them to have\nplenty to say about the uorganism-as-a-whole,” continue to operate according\nto a doctrine, the dichotomous, over-rigid structure of which is traceable to\nthe most primitive origins both in the individual and the race. Naturally such\na scheme not only confuses students but hinders preventive work and therapy.\nMore difficulties of this nature are to be found in the bio-social sciences\nthan in the physical sciences. In the latter group new instruments and\nmethods of investigation have been aided by the development of math¬\nematical languages which permit greater accuracy of representation and\ngreater flexibility than has been possible by ordinary language. Mathematical\nlanguages vary in their structure, their way of relating relations, according\nto the needs of the situation. One set of assumptions determines one math¬\nematical structure, another a different one. Assumptions, implied in the struc¬\nture of languages, may not be in agreement with realities. Such often is the\ncase in the bio-social fields of study where, with the exception of some bio¬\nlogical sciences, implementation of research technics has not been so rapid\nand workers are restricted to the use of ordinary language for purposes of\nrepresentation and communication.\n\nAltho new terms are produced with facility to represent new structural\nobservations, they are embedded too often in an old linguistic matrix, the\n1 Science and Sanity: An Introduction to Non- Aristotelian Systems and General Semantics.\n\nLancaster, Pa.: Science Press, 1933. p. 145.\n\n"}
{"page": 523, "printed_page": null, "text": "National\n\nstructure of which\n\nAssociation\n\nof\n\nDeans\n\nof\n\n519\n\nWomen\n\nis based on inappropriate assumptions. Take\n\nthe state¬\n\nment, “Smith has an anxiety neurosis because Smith is a Jew.” Complicated\nand useful psychiatric and sociological abstractions are implied but the tradi¬\ntional syntactical arrangement produced by the verbs “to have” and “to be,”\nif uncritically evaluated, implies many false-to-fact relations such as that a\ndiscrete part of Smith is an anxiety neurosis, produced by his being a Jew,\nand that all Jews are anxiety neurotics, etc. Thus, the very structure of our\nordinary tongue may distort what we mean to convey, mislead ourselves and\nothers, and actually restrict our horizons of investigation.\nIt is important to realize that scientific progress is bound up inseparably\nwith its medium of communication. This is the principal reason for the recent\naccelerated progress of the so-called physical sciences. They utilize math¬\nematical forms of representation both as instruments of communication and\nof investigation. The structure of mathematics is adjustable so that it can\nbe made to correspond to the structural relations observed in the facts under\nconsideration. Ordinary language derives what flexibility it possesses from\nthe richness of metaphor. But its structure, largely determined by rules of\nsyntax, is too rigid and tends to perpetuate false-to-fact structural assump¬\ntions.\nThe solution of this problem does not lie so much\n\nin the development\n\nof\n\nrefinements of terminologies, application of mathematical methods and lan¬\nguage, or syntactical changes of ordinary tongues as some would suggest.\nWhile these contributions are important it is more likely that methods of\nsolution will be found by reworking much of the assembled descriptive data\nfrom the various bio-social sciences. To the work of Einstein, Pavlov, Freud,\nand Korzybski (named as figureheads of groups of more or less integrated\ninvestigators) may be attributed new orientations and methods which are\nleading to a new synthetic science of man.\nEinstein may be considered the founder of non-Newtonian physics. Where\nprevious workers had disregarded the unavoidable delay in recording or\nobserving, due to the finite velocity of light, or any other signal, Einstein\nincluded the finite velocity of light or signals, and thus built up a relational\nsystem free from so-called absolutes and hypothetical entities, like forces,\nspace, etc. His friend and follower, the mathematician Minkowski, developed\nan adequate four-dimensional\n\nmathematical\n\ntechnic, and coined the term\n\n“space-time” which avoided the elementalistic structural implications of\nspace and time. As the observer is part of every observation he makes, science\nof any kind comes to be the formulation of relations between the observer\nand the observed. Objects, or individuals, do not exist in isolation. Structure\nis describable only in terms of relations and order, often highly complex and\nmultidimensional. Thus knowledge becomes structural, and language, to\nserve its purposes of communication and prediction, must be structuralized\nin such a way that it is similar in structure to the relations, order, etc., of\nthe observations.\nPavlov and Freud\n\napproached\n\nthe problem of the human\n\nneuropsychic\n\nconstitution by technics which, tho radically different, have led to comple¬\nmentary findings lacking only a general theory to harmonize them. The\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\nEducation\n\nAssociation\n\nconditional reflex technic of Pavlov made it possible to study neuro-physi¬\nology in the living organism and was predicated upon the integrative, unitary\nresponsiveness of nervous systems. It demonstrated that subhuman forms\nof life had organismally determined limits to the number of orders of con¬\nditioning stimuli whereas human beings, if healthy, had apparently unlimited\ndegrees of conditionality. Thus human reactivity has the potentiality, at\nleast, of indefinite flexibility: primitive, infantile, or other responses to\nenvironmental stimuli which are for various reasons inappropriate for sur¬\nvival may be repatterned, redirected toward new goals, by conditioning\nthem to higher orders of stimuli. Pavlov’s followers, notably Ischlondsky,2\nhave shown that the majority of human conditional reactions are governed\nby symbols of which words form the greatest number. Human beings alone\ncan represent their higher abstractions by extra-neural means which may be\naccumulated to build up a symbolic environment which, in turn, may govern\nconditional reactions in contemporary and subsequent generations of people.\nFreud’s technic of “free” association led to the discovery of so-called\nunconscious mechanisms governing human behavior. Adult behavior patterns\nin general were considered to be repetitions of infantile reactions, the source\nof which was to be found in the impressions formed in infancy and stored in\nthe “unconscious.” Debatable as Freudian doctrine may be, the chief merit\nof his investigations was to demonstrate the symbolic character of the deter¬\nminants of human conduct. Analytic technic, coupled with other psychiatric\nmethods, shows that human reactions are conditional upon impressions, no¬\ntions, and other factors of psycho-logics. An internal environment of such\nfactors determining conduct may have their origin in past experience, in¬\nstinctual drives, etc., rather than in immediate, correct-to-fact, evaluation\nof external realities.\nKorzybski, a mathematician\nthe contemporary\n\nknowledge\n\nand engineer, synthesizing for the first time\nin the physical, mathematical,\n\nand bio-social\n\nsciences, formulated a general science of human evaluation called “general\nsemantics.” 3 Semantics, from a Greek root meaning signification, has been\ndescribed roughly as a science of word-fact relations in comparison with\nlogic which deals with word-word relations and science which deals with\nfact-fact relations. The term “evaluation,” as shown by Korzybski, is\nbroader, more general, than meaning or signification, includes them, and\ncovers those very processes by which human beings obtain, transmit, and\nreact to their varieties of knowledge. A general theory of evaluation, i. e.,\ngeneral semantics, would be fundamental to all human activities and of par¬\nticular importance in education, psychiatry, etc., as the researches of Pavlov\nand Freud would indicate.\nNeuro-physiology, a biological science, has shown that nervous systems\nare constructed and function in an ordered series of levels thru which at\na finite velocity flow complicated electro-chemical processes spoken of as\n2 Neuropsyche and Hirnrinde: 2 volumes, German. Under the titles: The Conditioned Reflex\nand Its Importance in Biology, Medicine, Psychology and Pedagogics; and Physiological Basis of\nProfound Psychology. Urban and Schwarzenberg, Berlin, 1930.\n3 See Manhood of Humanity, New York, and Science and Sanity: An Introduction to NonAristotelian\n\nSystems\n\nand General\n\nSemantics,\n\nLancaster,\n\nPa.: Science\n\nPress, 1933.\n\n"}
{"page": 525, "printed_page": null, "text": "National\n\nAssociation\n\nof Deans\n\nof Women\n\n521\n\nnervous currents. Certain areas or levels abstract certain characteristics of\nthe original nervous current and transmit reactions to those abstractions to\nstill other levels in such a way that analysis of incoming nervous data guides\nthe reactions of the organism-as-a-whole to its environment. At human levels,\nabstractions reaching higher centers, are synthesized into imagery of various\ntypes. Finally, these imaginal forms of representation may be further ab¬\nstracted in such a way that a single characteristic may stand for the whole —\nsymbolization. And symbolization is capable of expression for purposes of\ncommunication.\nHuman organisms can transmit their experience by symbolism and, theo¬\nretically at least, commence where the preceding generations left off. This\nhuman capacity to abstract experience and produce extra-neural symbolism\nwhich may be accumulated and transmitted with the race has been called\ntime-binding by Korzybski. It is the central observation upon which general\nsemantics depends.\nTime-binding would not be possible without the uniquely human develop¬\nment of the cortex of the nervous system, which means that immature humans\nhave limited capacities to abstract and that conditional reactions may be\ndeveloped in childhood which will need reconditioning for the changed con¬\nditions of adult life. The persistence of reactions appropriate to infancy, in\nadult life, is the source of so-called adult infantilism. Education\n\nshould pre¬\n\nvent this situation; psychiatry has to “cure” the condition when\nrise to maladjustments.\n\nit gives\n\nEducation, narrowly and broadly conceived, involves conditioning indi¬\nvidual human nervous systems to develop patterned reactions governed by\nthe evaluations implicit in various symbols and symbol-systems. Since symbols\nare meaningless apart from nervous systems producing and evaluating them,\nwe should speak of the neuro-symbolic environment. Of this, the neuro-lin¬\nguistic environment forms, in our western civilization, the greatest and\nmost important part. Human nervous systems are as much conditioned to\nstandardized thought patterns as they are to standardized evaluations of\ntraffic lights or clothing. Thus, even our so-called creative thought is often\nlimited in its range of utility because it is cast in the mould of traditional\nlogics which are actually methodologies of evaluation. While it undoubtedly\nshould be the aim of education to train students in methods of “thinking,”\nrather than “cramming them with facts,” obsolete “logics” may be as dis¬\nastrous as Procrustes’ bed. A new, contemporarily adequate “logic” must\nreplace older ones which have outlived their usefulness. Non-Euclidean,\nnon-Newtonian, and non-Aristotelian systems have appeared. While they\nreplace the old they do so by inclusion rather than exclusion. It is these new\nsystems of evaluation which should govern the conditional reactions of nerv¬\nous systems functioning in western civilization.\nGeneral semantics shows that the neuro-linguistic environment auto¬\nmatically conditions archaic, primitive, and other inappropriate reactions\nin immature nervous systems thru the structure of ordinary language, in\nthe following ways :\n1. Any form of representation functions as a guide to action in direct\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\nrelation to its similarity of structure to the empirical structure. Structure\nis a function of relations; relations a function of order. A complex map,\nlike a weather map for flying, would have to represent multidimensional\nstructure. These principles hold true for any kind of representation or\nsymbolism. As symbolic representations become more highly abstracted they\nbecome more static and hence progressively unlike the dynamic processes of\n“reality.” Various devices, as in mathematics, have to be used to represent\nmultidimensional structure, changing relations, etc.\n2. This map-territory relationship of language to the facts it represents\nhas many implications. A map is not the territory ; a verbal representation is\nan abstraction, and is not the actual fact. This is a denial of identification\nof symbols with objects, people, etc., which has led to much psycho-pathology.\nFurthermore, because terms and statements may be similar they imply\nidentity when none exists in “nature.” Identification, in protean terms,\nunderlies most psycho-pathology ; our neuro-linguistic environment not only\nassumes it in linguistic structure but conditions us into reactions based on\nthis false-to-fact assumption.\n3. Any form of representation is an abstraction of some\n\norder. In the\n\ncase of language, high orders of abstraction are involved and may be con¬\nfused with each other as when we use inferential terms along with descriptive\nterms in a statement. At each successive level of abstraction some char¬\nacteristics are left out. Thus no abstraction can represent all characteristics.\nNo map\n\nrepresents all the territory. Language,\n\nlike maps, leaves out many\n\ncharacteristics and these characteristics left out may or may not be im¬\nportant. But the structure of ordinary language, unless modified by syn¬\ntactical devices like punctuation marks, implies dogmatism, finality, etc.\n\n4. Language is replete with terms such as “space,” “time,” “mind,”\nand “emotion,” which divide verbally what is empirically indivisible. Such\nterms Korzybski labels elementalistic. Obviously, since they imply falseto-fact structural assumptions, they should be replaced by non-elementalistic\nterms like time-space and body-mind.\n5. Levels of abstraction determine the meanings of many words of the\ntype: love, fact, doubt. If a statement using such a term can be made about\nanother statement using the same term, their contexts, and so their evalua¬\ntions, are different. Korzybski labels this type of term multiordinal and\nshows that multiordinality characterizes much\nnology we have.\n\nof the most important termi¬\n\nThese are some of the outstanding features of our neuro-linguistic en¬\nvironment. They apparently underlie a great deal of human maladjustments,\nbecause language symbolism controls such a vast area of human behavior thru\nconditioning mechanisms. Language represents evaluation of low or high\norders. It produces semantic (evaluational) reactions of low or high orders.\nLanguage determines the structure of internal speech, often called thinking,\nso that we may be said to talk ourselves into misevaluations of reality thru\nreacting to the false-to-fact or limited assumptions contained in the structure\nof language.\n\n"}
{"page": 527, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nDeans\n\nof\n\nWomen\n\n523\n\nThe terms “intension” and “extension,” from classical “logic,” may be\napplied to the two trends of human orientations: to follow definitional,\nverbal accounts or maps of life or to be guided by the facts themselves.\nBy intension we go to definition; by extension we follow current realities.\nIt is clear that our neuro-linguistic environment\n\ngives us intensional orienta¬\n\ntions if we follow it too “literally.” Neurotics and psychotics are the best\nexamples of intensional orientation, but theorists of all fields not only cling\nto their verbiage as if “the word was God,” but they proselytize and coerce\ndefenseless children and students to the worship of words.\nThe structure of the old language induced intensional orientations. It was\nthe product of primitive, prescientific, abstractions made by nervous systems\ndependent upon their crude senses. Thus it is assumed that the sensations\nof an object were identical with objects or with each other. Extra-neural\ninstruments of investigation revealed microscopic and submicroscopic hap¬\npenings unaccountable in the old systems of evaluation, contradictory to\nmere “sensory perception.”\nNew languages appeared, the structures of which were extensional, or\nat least less intensional. Orientation by a more extensional language is safer,\nand it is essential for human survival in a world created by modern science.\nWe cannot orient ourselves by science in 1939 in one field of life and by\nprimitive animism or the pure logic of Aquinas in others.\nProgress in preventive medicine is a result of the scientific knowledge\n\nof\n\nthe mechanisms of disease processes. Thus <?sepsia replaced <z/z//sepsis, im¬\nmunization, and the costliness of hospitalization. Neuro-semantic disorders,\nranging from mild to severe maladjustments, may be eliminated also when\nwe become conscious of their mechanisms. Neuro-psychiatry and education\nonly recently have begun to realize the very great importance of symbolism\nin human affairs. General semantics, as a general theory of human evalua¬\ntion based on scientific 1939 knowledge from the fields of the physical\nand bio-social sciences, not only generalizes the problems into one unified\ntheory but has developed practical, working technics of prevention and\ntreatment. It stresses prevention rather than therapy, thru modification of\nand immunization\n\nto, the neuro-linguistic and\n\nment. Unequivocally,\neducators.\n\nneuro-semantic,\n\nenviron¬\n\npreventive neuro-psychiatry is the responsibility of\n\nPractical applications of general semantics involve the training of children\nor adults in (a) consciousness of mechanisms of evaluation, (b) technics\ndesigned to “immunize” the nervous system against “shocks” produced by\nconditional reactions to the old neuro-semantic and neuro-linguistic environ¬\nments, and (c) changing the structure of language in order to make it more\nextensional.\nTraining in extensional orientation by well-known educational technics\nof repetition, drill, etc., has the effect of diminishing and even stopping\npsyscho-pathological anxiety. Shocks, ordinarily produced by bumping into\nunexpected realities, become less frequent because, when nervous systems\nare trained to evaluate correctly, predictability increases.\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nConnected\n\nNational\n\nEducation\n\nwith the above methods\n\nAssociation\n\nfor changing our own, individual and\n\ncollective, neuro-semantic reactions, either by changing already conditioned\nadults or by conditioning children in new, extensional orientations, methods\nhave been devised for changing the structure of ordinary language without\nchanging the language in any radical way. The object, of course, is to alter\nthe structure of our neuro-linguistic conditioning factors so that they no\nlonger arouse improper evaluational reactions. Certain devices, adapted from\nmathematics, are utilized. These have the effect of introducing extensional\nfactors of evaluation into our thinking, speaking, etc. Verbal statements,\nordinarily static in implication, can be given a form which denotes the\ndynamic process character of the facts they are used to represent. Thus any\nstatement is true only at the date it is made : facts, of any order, are changing ;\nonly the statement is fixed. And any statement is not the only statement that\ncould be made about a series of happenings ; this must be indicated.\nBy dating statements we eliminate dogmatic, true for all time, assumptions.\nBy indexing statements we differentiate apparently similar evaluations. The\nexpressions “et cetera,” “among other things,” “and so forth” remind our¬\nselves and others that only a few facts have been covered by the statement ;\ncharacteristics possible yet to be discovered have been left out. Hyphens\nunite many elementalistic terms and produce the implication at least of\nnonelementalistic structure.\nThese technics of general semantics already have accomplished astonishing\nresults in education and therapy. There is every reason to believe that their\nchief merit lies in prevention. But prevention cannot be proved. They\nsupplement other psycho-therapeutic procedures and radically shorten the\nduration of therapy. Therapeutic results appear, at the present date, to be\nmore lasting. Patients seem to acquire a much deeper flexibility of adaptation\nwhich carries them thru situations which, under other re-educative technics,\nwould have precipitated relapses. They do not become so dependent on the\ntherapist.\nSince teachers in our school systems have the responsibility of mediating\npast collective experience to children for present and future problems of\nadaptation, they themselves should be extensionalized by the technics of\ngeneral semantics, neuro-psychiatry, etc. Teacher training is the most im¬\nportant area for the general application of preventive technics for mental\nhealth. The selection of healthy, fairly well-balanced, biologically sound\nindividuals is presupposed. After selection of the best material, training\nshould be rigorous. No longer can the teaching profession be a haven for\nunhealthy, neurotic “escapists.” Our racial future depends upon professional\neducators, i. e., if we are not to succumb as a race to the influence of\ndegenerate leaders who skilfully condition their subjects to behave at primi¬\ntive, animalistic levels. Professional educators, aware of mechanisms, guided\nby a theory of sanity will train children how to abstract those characteristics\nof their culture which have the greatest value in terms of human survival\nand how to discover thru improved methodologies new structural data\nwith which to construct more suitable human environments in the future.\n\n"}
{"page": 529, "printed_page": null, "text": "Rational\n\nAssociation\n\nSECONDARY-SCHOOL\n\nof\n\n‘PRINCIPALS\n\n"}
{"page": 530, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\nassociation\n\nof\n\nNOTE\n\nsecondary-school\n\nprincipals,\n\na De¬\n\npartment of the National Education Association , was organized in\nT opeka, Kansas , in 1886, under the name of the Department of Secondary\nInstruction. Anticipating the proposed merger of the National Associa¬\ntion of Secondary Principals with the National Education Association, the\nname of the Department was changed to the Department of SecondarySchool Principals. In February 1939 at the Cleveland meeting, the name\nof the Department\nPrincipals.\nThe\ndent,\n\nbecame the National Association of S econdary-S chool\n\nofficers of the Department\nK. J. Clark, Principal,\n\nvicepresident,\n\nOscar\n\nfor the year 1939-40\n\nMurphy\n\nGranger,\n\nHigh\n\nPrincipal,\n\nSchool,\n\nare: presi¬\n\nMobile,\n\nHaverford\n\nAla., first\n\nTownship\n\nHigh\n\nSchool, Upper Darby, Pa.; second vicepresident, John E. Wellwood,\nPrincipal, Central High School, Flint, Mich.; executive secretary,\nH. V. Church, 5835 Kimbark\nmittee,\n\nPaul\n\nE. Elicker,\n\nAvenue, Chicago, III.; executive\n\nPrincipal,\n\nNewton\n\nHigh\n\nSchool,\n\ncom¬\n\nNewtonville,\n\nMass. (term expires 1940); Virgil M. Hardin, Principal Pipkin and\nReed Junior High Schools, Springfield, Mo. (term expires 1940) ; Tru¬\nman G. Reed, Principal, Lewis and Clark High Schools, Spokane, Wash.\n(term expires 1941) ; Hugh H. Stewart, Principal, Davis High School,\nMount Vernon, N . Y. (term expires 1942).\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 \\393-442\n1888 -.401-434\n1889 -.497-534\n1890 :613-656\n1891 -.615-688\n1892 :333-374\n1893:177-242\n1894 :743-794\n1895 :57 9-635\n189 6:557-619\n1897:644-699\n\n189 8:664-700\n1899:601-817\n1900:428-453\n1901:565-604\n1901:455-492\n190 3:429-486\n1904 -.473-536\n1903:423-480\n190 6:633-636\n1907:521-710\n1908 -.577-668\n\n1909 :479-522\n1910 -.443-534\n1911 -.555-658\n1912:663-766\n191 3:469-500\n1914 -.445-488\n1915:723-754\n1916 :517-574\n1917 -.253-284\n191 8:177-190\n1919:195-204\n\n[ 526 ]\n\n1920:\n1921:\n\n209- 230\n667- 678\n\n1922 -.1267-1294\n1923: 861- 880\n1924: 775- 802\n1925: 609- 632\n1926: 637- 652\n1927: 599- 678\n1928: 591- 650\n1929: 579- 632\n1930: 543- 596\n\n1931:577-620\n1932:493-524\n19 33:507-530\n1934:493-512\n19 35:461-470\n1936:361-371\n1937:405-424\n1938:551-564\n\n"}
{"page": 531, "printed_page": null, "text": "CLEVELAND\nEDUCATION\nLORD\n\nBERTRAND\n\nRUSSELL,\n\nMEETING\n\nFOR\n\nBRITISH\n\nDEMOCRACY\n\nMATHEMATICIAN\n\nAND\n\nPHILOSOPHER\n\nI shall take it for granted that democracy is a desirable thing, assum¬\n\ning that it can be worked, tho I should be quite willing on another occa¬\nsion to argue that at length. I shall assume that we should like to preserve\ndemocratic government, that we think it is a good thing, and that we want\nto know how it is to be made workable. It is subject to a challenge in our day\nwhich is surprising in view of the way that during the nineteenth century it\nseemed to be carrying everything before it, and therefore we have to recon¬\nsider the foundations of it and how it is to be defended.\nIt is quite clear that education has a very large part to play in making\ndemocracy a workable system. To start at the extreme point, you certainly\ncannot work a democracy when the population is illiterate; if they cannot\nread or write, all the machinery which is required for democracy does not\nwork. It is necessary to have a fair amount of education before democracy\nbecomes at all possible. But I am not concerned with this elementary portion\nof the matter. I am concerned rather with what kind of education is neces¬\nsary if one is to avoid the pitfalls into which many democracies have fallen\nand which have led in many parts of the world to dictatorships.\nThere is a curiously difficult line psychologically to be drawn if democracy\nis to succeed, because it needs two things that tend in different directions.\nOn the one hand, every man needs to have a certain degree of self-reliance\nand self-confidence, a certain willingness to back his own judgment and to\nset forth his own point of view, to defend it, to do propaganda for it, to\norganize the propaganda if necessary, and so on ; all the ordinary business\nof democratic politics implies confidence in your own judgment. But then,\non the other hand, if democracy is to be workable, a man must be willing to\nsubmit to the authority of the majority when that authority goes against him.\nYou find that one or the other of those two things is very apt to fail.\nEither men become too subservient and follow some vigorous leader into\ndictatorship ; or they are too self-assertive, they do not submit to the ma¬\njority, and lead their country into anarchy. One or the other of those\nopposite dangers faces democracy, and the business of education in relation\nto democracy is to try to produce the type of character which is willing to\nadvocate its own opinion as vigorously as may be, but also willing to submit\nto the majority when it finds the majority going against it.\nThere are two different parts of what education has to do in this matter\nas in most other things. There is on the one hand the relation to character\nand the emotions, and on the other hand the intellectual part. The part that\nhas to do with character and the emotions I should like to say something\nabout, altho it is in the main not a matter for schools; it is much more a\nmatter that is determined in the home. To some extent schools can deal\nwith it, but to a much\n\ngreater extent it is determined\n[ 527 ]\n\nby the home. It is\n\n"}
{"page": 532, "printed_page": null, "text": "528\n\nNational\n\nEducation\n\nAssociation\n\nso important that one cannot pass it over, but in this respect schools for\nparents are as much needed as schools for children.\nIf democracy is to be workable, the population must be as far as possible\nfree from the fiercer emotions of hatred and destructiveness and also from\nthe emotions of fear and subservience.\n\nNow,\n\nthose are emotions which\n\nare inculcated in very early childhood. A parent of average ferocity begins\nwith his or her child by the attempt to teach him complete obedience, and\nmakes him either a slave or a rebel, and neither a slave nor a rebel is what\nis wanted in a democracy. A citizen is a different sort of person from either\na slave or a rebel, but you cannot get the proper emotions for a citizen out\nof an autocratic and rather cruel type of parent, or, of course, out of an\nautocratic and cruel type of school.\nIt is clear that too much discipline is not a good thing if you want to\nproduce a population capable of democracy. If you want to get people into\nthe habit of initiative, of thinking for themselves, and not taking over their\nopinions from others, you must get them into the attitude of neither sub¬\nservience nor rebellion against authority which is natural in the man who\nfeels that he is part of what makes authority.\nEverybody in a democracy ought to have in a greater or lesser degree a\nportion of the governmental mentality. The governmental mentality, where\nyou do not have a democracy, is that of masters toward dependents, which\nis out of place in a democracy. In a democracy, what is needed is equal\ncooperation, which involves assertion of your opinion up to a point but not\nfurther.\nThis brings us to a source of trouble to a great many democrats, namely,\nwhat is called “principle.” It is wise to scan rather skeptically most talk\nabout principle, about self-sacrifice, and about heroic devotion to a cause.\nThere is always more of what appears like heroic, unselfish devotion where\nthe cause is bad ; and if you apply a little psychoanalysis to it, you find it\nis not what it appears to be. It is really people’s pride, or hatred, or desire\nfor revenge that has got itself idealized and collectivized and personified\nin the nation as a noble form of idealism. That is extremely dangerous. You\nalways should apply psychoanalysis before you settle whether an emotion\nis good or bad, and when you find a man patriotically devoted to his country,\nask yourself, “Now what is it that he is willing to do for his country?” It\nappears that what the nazi is willing to do is to kill people. That is the\nreality of the “unselfish devotion” that he shows for his country. Killing\npeople, if you do not say you are doing it for your country, is not considered\nadmirable, and it does not seem to me to be any better because a lot of\npeople do it all together. If this activity, which they all believe to be noble,\nis really one that does harm to mankind, you may be sure that the passion\nwhich inspires it is really not a good one. If you had a kindly population, a\npopulation who in their childhood had been well treated and happy, who\nhad grown up imagining the world a friendly place, they would not have\nhad that particular sort of idealism which consists in joining together to kill\npeople in large numbers and which is called patriotism. I do not admire\n\n"}
{"page": 533, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n529\n\nthat sort myself, and I do not think it is a sort that you would find in a\npeople who had had a kindly upbringing. Its belongs with a certain type of\ncruelty, of unhappiness, of unsatisfied needs, and would tend to disappear\nif early education were emotionally what it ought to be.\nThe temper of intelligence that is needed to work a democracy is exactly\nanalogous in practical life to what the scientific temper is in the intellectual\nlife. The man of science lives in a sort of halfway house between complete\nskepticism and complete dogmatism. He, not like the skeptic, says, ‘‘All\nknowledge is impossible,” or does he say, like the dogmatist, “I know the\ntruth already.” He is always just between these two saying, “The truth\nis difficult to ascertain, in fact impossible to ascertain completely, but up to\na point, to a certain degree, some of it can be found out by hard work.”\nThat is the scientific attitude of mind: Truth is ascertainable to a certain\ndegree, but not wholly, and that only with difficulty.\nYou will observe that in all countries which have autocratic govern¬\nment, there is combined with that a creed. The followers of Hitler have\none creed, the followers of Mussolini another, and the followers of Stalin\nanother. When I say a creed I mean a set of beliefs which are to be instilled\ninto the minds of the young while they are too young to think, which are\nto be taught so constantly and persistently that pupils shall never after¬\nwards be able to get away from the hypnotic influence of that early teach¬\ning. And the beliefs are instilled, not by giving you this, that, or the other\nreason to suppose that they are true; that is not the mechanism. The me¬\nchanism is purely one of parrot-like repetition, insistence, mass hysteria,\nmass suggestion. I say that it is not the sort of thing to be aimed at in a\ndemocracy. For by this method you teach people to believe a thing, not be¬\ncause there is any evidence for it, but merely because they have been taught\nit in a hypnotic fashion, and they cannot get away from it. When two\nopposite kinds of teaching of this sort co-exist, they produce two crowds of\npeople who clash, and there is no means by which you can mitigate that\nclash. Each hypnotized automaton feels everything that is most sacred\nbound up with the victory of his side, everything that is most horrible ex¬\nemplified by the other side. Such fanatical factions are quite incapable of\nmeeting together in Congress and saying, “Let us see which has the ma¬\njority.” That would seem altogether too pedestrian and terrestrial because\neach of them stands for a sacred cause.\nI should like to see people exposed in schools to the most vehement and\nterrific argumentation on all sides of every question. I should like to see\nthis Department get the most eloquent advocates of every imaginable point\nof view to broadcast to all the schools in the country, opposing each other,\nputting their rival points of view. I should like the teachers then afterward\nto say to the children: “Well, now, you have heard what so-and-so said.\nI think the time has come when you should analyze his arguments, put them\ndown on paper and see what they come to.” The children would very soon\nfind out that the orators who had the most effect at the moment were those\nwho had the fewest arguments when you put them on paper. If you had\nopposite points of view put on every kind of thing, the opposite propagandists\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\nwould neutralize each other, and in the end you would get people who\nmight be capable of listening to eloquence without being carried away by it.\nThat is one of the most important things — to learn to be immune to\neloquence. You will not be that by never hearing eloquence; you have to\nhear a lot. I would like to have all the schools listening to all the sorts of\neloquence, only I would take care that it was of opposite sorts.\nThe whole modern technic of government in all its worst elements is\nderived from advertising. Advertisers are the practical psychologists of our\nday. They were long before Freud and the rest of the psychologists of the\nunconscious. They discovered that what makes you believe a proposition is\nnot the fact that there is some reason to think it true. The same thing\napplies exactly in government.\n\nWe\n\nhave long known\n\nit in regard to presi¬\n\ndents. You see a president’s head on the coins and stamps, and presidents\nhave always realized that it was very desirable to make themselves known.\nThe modern dictators do the same thing. You see their pictures everywhere,\nhear their names everywhere, and it has much the same effect on you as\nthe advertisements of pills and soaps.\nAs I said, the advertisers led the way; they discovered the technic of\nproducing irrational belief. What the person who cares about democracy\nhas got to do, I think, is to construct deliberately an education designed to\ncounteract the natural credulity and the natural incredulity of the un¬\neducated man, because the uneducated man has these two opposite defects:\nHe believes a statement when no reasons are given for it and equally dis¬\nbelieves it when reasons are given. You have two opposite tasks to cause\npeople not to believe when there is no reason and also to cause them to\nbelieve when there is reason. The credulity and the incredulity are exactly\nwrong in the natural man. I think if there is any department for original\nsin, it is perhaps in this direction, in the ways in which we come to believe\nand to disbelieve things.\nI would start very young. If I had to run an infant school, I would have\ntwo sorts of sweets, if I were the teacher — one very, very nice and the\nother very, very nasty. The very nasty ones should be advertised with all\nthe skill of the most able advertisers in the world. On the other hand, the\nnice ones should have a coldly scientific statement, setting forth their\ningredients and consequent excellence. I would let the children choose\nwhich they would have. I would, of course, vary the assortment from day\nto day, but after a week or two they would probably choose the ones with\nthe coldly scientific statement.\nThere is a great deal to be done in this direction if people are to be capable\nof understanding how to judge a political question. I do not want to teach peo¬\nple one opinion or another opinion ; it is not the business of education to do\nthat. The business of education is to teach pupils to form opinions for them¬\nselves, and they need for that purpose to be rather impervious to eloquence and\npropaganda, to be on the lookout for the things that are intended to mislead,\nand to be able to pick out what really is an argument and base their opinions\non that.\n\n"}
{"page": 535, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n531\n\nI would go thru, for instance, the history of past wars and let them read\nthe propaganda on both sides and see how extraordinarily far from the mark\nit really was. I would let them occasionally have a newspaper of some period\nduring the Great War. I do not know whether any of you in recent years\nhave had occasion to look up any newspaper of any day during the Great\nWar. If you had, you would be astonished. You would think, those of you\nwho are old enough to have lived thru that time, “Dear me, did I really\nread that at the time and think it quite sensible?” Because as you read it a\nsort of hot blast of insanity comes out of the page at you. You cannot be¬\nlieve that we were really all collectively in a state of excitement in which\none cannot see things right. Part of the business of education for democracy\nis to try to prevent people from getting too much excited ; but it is a difficult\nart, because you do not want, on the other hand, that people should be\nwithout emotion.\nI want to safeguard myself at this point. You cannot get any kind of\nimprovement in the world, or any kind of good life, without a basis in the\nemotions. But you have to be sure that that basis is the right one. I think\nthat the only sort of emotional basis is what I should call kindly feeling, that\nis to say a wish, not only in regard to your friends and the people you know,\nbut in regard to mankind at large, that as far as possible they should be\nhappy, enlightened, able to live a decent sort of life. When you find other\nideals, as you very often do, strongly recommended in terms that sound\nlike lofty morality, such ideals as national greatness, the victory of this or\nthat cause, or any kind of thing that involves the suffering, the destruction,\nthe misery of some large group of mankind, then say, “That is not an ideal\nthat I care for or that any democrat can care for, because it is of the\nessence of democracy that we think every human being counts alike.”\nWe are not content with a purpose that suits one group at the expense\nof other groups. Therefore, any narrow patriotism, however necessary it\nmay be at the moment in practice, is not a thing that you can accept as an\nideal. The emotion that must inspire our purposes is an emotion of pain\nin the suffering of others, and happiness in their happiness. That is the\nonly emotional basis that is any good. Given that, you then want a belief\nthat it is possible to make human life happier. Many people are so pessimistic\nand so miserable that they feel as if that were impossible, as if it were no use\nto struggle. The world, they think, is dreadful and that we cannot do\nanything about it.\nI cannot and do not take that view. Whatever the immediate future may\nbe, and I think it may be very unpleasant, I do not feel any doubt that\nhuman beings will emerge into a world very much happier than any that\nwe have known in the past, a world in which ordinary men, women, and\nchildren will be finer, freer, healthier, less destructive, and more kindly than\nthey were before.\nIf we had any sense, we could now with our existing knowledge have\na world in which practically everybody would be happy. It is only the\nhatreds between groups that prevent that, and those hatreds between groups\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\nare the sort of thing that I think our education for democracy should\nundermine both emotionally and intellectually. We should get people into\nthat kindly frame of mind where they will not feel violent hatred of an¬\nother group, and also into the intellectual state where they will see how\nabsurd the arguments are in favor of acting against other groups. I think\nthat our education has in some respects been a good deal to blame, perhaps\nmore in other countries than in ours, in the fact that there are certain be¬\nliefs which are very convenient to the government, very convenient to the\npowers that be, but not rationally defensible. Those beliefs have been en¬\ncouraged in schools — the whole set of beliefs that make up patriotism, re¬\nspect for the flag, and many others. The flag may be all right in its place,\nbut consider what it means as an emotional stimulus in education.\nThere have been many great Americans, and one is very glad there have\nbeen. But it is just as good that there should be great Frenchmen, Germans,\nor Russians. The fact that they have been Americans is nothing to the\npurpose, but when you get them collected under the flag, it is this irrelevant\ncharacteristic that is emphasized. Moreover, it is not quite the same Amer¬\nican that the flag suggests whom you would admire otherwise. You might\nadmire Edison and Burbank, but when you see the flag they do not come\ninto 5T)ur head ; we think then of Sherman and Grant. The flag is essentially\nconcerned with the militant aspect of one’s country. In the world in which\nwe live, perhaps countries may have to have a militant aspect, but for my\npart I think Edison and Burbank and Emerson and Thoreau are something\nmore to be proud of than Sherman and Grant, and therefore I do not\nthink that the collecting of children’s minds around the flag is a good thing.\nAll of us who have classes to teach find it more convenient if we are\nrespected. It is easier to keep discipline, and also, since we are there to teach,\nwe want to be believed when we speak. There is a certain inconvenience in\na class of children who all think for themselves and who regard you as no\nbetter than anybody else. Therefore we are all, so far as we are engaged in\nteaching, much tempted to set ourselves up as little gods. It is more con¬\nvenient if we do, but it does not really help to educate the child except so\nfar as it is necessary in order that the business of education should be car¬\nried on.\nI remember reading a description of Tolstoy’s schools. When anybody\nexcept Tolstoy taught in them, there was pandemonium, but when Tolstoy\ntaught them there was absolute silence, absolute respect. This seemed\nrather astonishing until it was found that if any noise was made he got\ninto such a fury and rage that every child cowered with terror. You do\nhave to have enough respect for the teacher to enable the business of teach¬\ning to be carried on. But that is a comparatively small amount, and I do\nnot think you want to set up to be certainly right or to discourage any kind\nof intellectual independence in the children. That has to do not only, of\ncourse, with the teacher. It has to do with the wThole of the existing struc¬\nture of society, with all the powers that be. We should take care not to\ninculcate unthinking respect. Respect should be thinking respect. It should\nbe based upon some kind of recognition that so-and-so really has some merits,\n\n"}
{"page": 537, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nand not simply upon tradition or pomp\n\nPrincipals\n\n533\n\nor a hypnotic effect. In this country\n\nyou suffer much less in that respect than most countries do ; but still you can¬\nnot very well help it where you have a long tradition. You tend inevitably\nto have more respect given to certain things than those things deserve.\nChildren are willing enough to give respect. Those who seem not willing\nto are those who have seen thru demands to enlist their respect for things\nthat did not deserve it and have thus acquired a sort of debunking attitude,\nnot believing anything. But if you do not try to impose upon the young, if\nyou do not try to deceive them but let them find out for themselves what\nthey respect, put things before them that are worthy of their respect and let\nthem choose, my experience is that they are quite as willing to respect things\nas they should be, and that it is not necessary to inculcate an artificially re¬\nspectful attitude, which, when it goes beyond a point, is inimical to thinking.\nOne knows how different it is at the university from what it was before.\nA university teacher who has to teach clever people never expects from them\nthe faintest respect. He takes it for granted that they will occasionally\ncatch him in the wrong and that he will have to admit it. We should try\nto have as much approach to that attitude in earlier teaching as is com¬\npatible with the actual business. You want to encourage independence,\ninitiative, thinking for themselves, and the realization that anybody may be\nmistaken. You do not want to have them think wThat you say, just because\nyou say it, must be right. After all, it may not be. Of course, if you state a\nmere fact, it will be right; but if you state an opinion, you should realize\nthat, if you take the opinions held by people three hundred years ago, you\nwill find very few that you would think right now, and in the same way\nthere must be few of our opinions now that are right.\nI have said very little about the nonintellectual aspects of the matter,\nbut I would like to end with a few words about that, because while I have\nsaid that what I want is as far as possible something like the scientific atti¬\ntude, I do want also besides that some capacity to feel what are the ends of\nlife and what makes life important to human beings. That is a matter for the\ncultural side of education. I do not think it is to be obtained merely by know¬\ning facts. It is to be obtained in different ways by different people. Many get\nit from music or poetry; some people get a great deal from astronomy. I\nsometimes think that if people would reflect upon the size and antiquity of\nthe stellar universe, they would perhaps feel that some of the controversies\nupon this rather insignificant planet are not as important as they seem to\nsome of us, and perhaps that might take a little of the acerbity out of our\ndisputes. We need negatively the realization that our disputes are not as\nimportant as they seem, and thru art, music, and poetry the feeling that\nthere are things really valuable which human beings can enjoy and achieve,\nand that these are different things from the ones that come in the clash\nof politics. All these are to be kept alive and are not to be sacrificed to the\ncollective, organized life of the community. That life is necessary but it is\nnot the highest part of our life. The highest part of our life is more\nanalogous to what the religious teachers have always spoken of. It is some¬\nthing more individual. I think perhaps that is the deepest quarrel I have\n\n"}
{"page": 538, "printed_page": null, "text": "534\n\nNational\n\nEducation\n\nAssociation\n\nwith the people who believe in the corporate state and all the rest of it,\nthat they seem to think that our highest life is in collective activities, and I\ndo not believe that at all. I think our highest life is something more per¬\nsonal, and that where we cooperate in large groups, altho cooperation is im¬\nmensely important and necessary, it is not as a rule with the very highest\npart of our nature because all of us reach our best in somewhat different\nthings, so that where we all work together it is hardly possible that we\ncan each of us reach quite the best that our nature is capable of.\nAll education should bear that in mind and should be very conscious of\nthe possibility of individual excellence in the future. For that reason much\nthe most important of all qualifications in a teacher is the feeling of spon¬\ntaneous affection toward those whom he teaches, the feeling with each one\nof them, “This is a person with certain capacities, a person who can do\ncertain things, who has a right to his place in the world,” and not “This\nis a soldier in the army,” or “This is material for propaganda,” or “This\nis one of the persons out of whom I can make a great power which can do\nthis, that, or the other.” That is not the way to use the material which you\nteach. The right way is one much more analogous to the religious way,\nwhich realizes that each human being has in himself certain excellencies\nand certain possibilities, and that the business of education is to bring\nthose out.\nTHE\n\nFRANCIS\n\nPURPOSES\n\nL. BACON,\n\nAND POLICIES OF\nCOMMITTEE\n\nEVANSTON\n\nTOWNSHIP\n\nHIGH\n\nTHE\n\nSCHOOL,\n\nPLANNING\n\nEVANSTON,\n\nILL.\n\nA number of factors contributed to the origin of the Planning Committee\nand the general attitude of uncertainty following the precipitation in 1929\nof the period of economic distress no doubt had some influence. However,\nthere had been repeated suggestions over a fairly long period which pointed\nto the need of a central planning body. In 1936, these suggestions came to\nspecific proposals and the executive committee established the planning com¬\nmittee at the time of the St. Louis convention, February 1936.\nThe first statement of purpose indicated the need for an overview an¬\nalysis of the Department in relation to its status, program of work, and\nfuture development. Hitherto, the growth in membership had been possibly\nthe outstanding accomplishment. The rise of the roll of members from the\nsmallest of beginnings to a total constituting one of the largest departments\nin the National Education Association has been uniformly steady over a\nperiod of twenty years. This gradual growth it seems was due to the excellent\nability and character of the leadership, as ably reflected in many effective\nways by the executive secretary, the officers, and the members of the execu¬\ntive committee, rather than by a well-defined long-time view or according\nto a planned design worked out in advance.\nThe Department grew up, it would appear, and with maturity it became\nconcerned with the problems incident to a worthy career. The mere process\nof acquiring a membership\n\nwas\n\nno longer sufficient. Questions to be con-\n\n"}
{"page": 539, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n535\n\nsidered, values to be determined, programs of work to be outlined, and\nfunctional operations to be planned, arose as items of major concern and\nthus it was apparent that a special central agency was necessary. The Plan¬\nning Committee was the result.\nIt was understood from the first that the Planning Committee was created\nby the executive committee as a permanent agency to serve as a constant\nsource of planning and long-term consideration of the best interests of the\nDepartment. In respect to the executive committee the new body was to\nact in an advisory and recommending capacity except as specific jurisdiction\nand instruction were indicated by the executive committee. This initial policy\nhas been carried out. A number of joint meetings of the executive and\nplanning committees testify to the successful coordinative relationship.\nIn the beginning, by means of survey, correspondence, and deliberation,\nthe Committee was able to formulate a program including plans both for\nimmediate and for future development. These plans and policies follow:\n1. The interpretation and extension of the reports of the Committee on\nOrientation — The\n\nCommittee\n\non Orientation was in the process of com¬\n\npleting its significant reports at the time of the Planning Committee’s\norigin. These reports were far too important to permit mere distribution,\nperhaps cursory reading, and the filing away to be forgotten according to\nthe customary routine. The initial work of the Committee was directed to\nan immediate plan to stimulate discussion, evaluation, and study of the Issues\nand Functions of Secondary Education as prepared by the Committee on\nOrientation. The design as worked out was to bring the problems, issues,\nfunctions, and objectives of secondary education to the attention of both the\neducational and lay fields in the hope that educational service everywhere\nmight be thereby improved.\nThese reports constituted a new set of objectives for secondary educa¬\ntion accompanied by an explanatory background ; a resolution of the\nissues; an indication of the problems with directional philosophies; the\nessential foundations for the development of a modern program of secondary\neducation ; a set of criteria for the evaluation of educational theory and\npractice. The Committee believed that here was a program which pre-emi¬\nnently deserved thorogoing followup procedure and plans were formulated\naccordingly. For the first time a national report in secondary education\nreceived a definite and persistent followup and a designed machinery for\nextended study and interpretation. The effectiveness of this first plan of the\nCommittee has been amply exemplified in many ways.\n2. Finding the most significant problems — A second major purpose was\nto ascertain the specific needs and the problems facing principals in the field\nand to relate these, so far as practicable, with the general design of orienta¬\ntion as set forth in the reports. This effect resulted in bringing into focus\ncertain problems of immediate concern and also of such nature as suggested\nfurther study and analysis. Study materials were prepared and distributed\nfor a number of these problems.\nThus was indicated, to the Committee, what seemed to be the beginning\nof the vastly important common\n\nattack of the secondary-school adminis-\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\ntrators upon\n\nNational\n\nEducation\n\nthe problems with which\n\nAssociation\n\nthey are most\n\nconcerned. These\n\nbeginning experiences seemed sufficiently clear to justify the long-time\nplanning of a nationally coordinated scheme for the consideration and ex¬\nperimentation of the most significant problems. It appeared that a successful\nprogram on this front should produce results sufficiently wide in scope and\nspecific in character to give certainty to the factors involved and to the\nbest practices indicated.\nIt, therefore, became the policy of the Committee to favor the develop¬\nment of a program of cooperative discussion and research with the hope\nthat the central office might become a clearinghouse for the discovery of\nthe most acute problems, the promotion of projects which promise helpful\nexperimentation, and the distribution of best practices.\n3. The development of discussion groups — An early policy of the Plan¬\nning Committee has been to foster the growth of the small discussion group.\nIsolated examples and somewhat meager evidence of the potentiality within\nthe discussion group method was apparent but it remained for suitable\nrecognition to vitalize the possibilities. In this the plans of the Committee\nhave been amazingly realized. A remarkable impetus has been given to the\nidea with a resulting nationwide movement not only within the plans for\nthe Department but in many manifestations in other organizations both lay\nand educational. The recent programs of national conventions bear abund¬\nant witness to the growth of the conception of discussion by groups. It was\nthis Department which first announced the discussion plan on a wide scale\nand first presented it before a convention of the N.E.A.\nThe plan of the Committee in making available a pamphlet on the\ntechnic of group discussion entitled “Talking It Thru” has been of con¬\nsiderable service in suggesting ways and means for aiding the discussion\ngroup movement. The October 1938 Bulletin , No. 76, of the Department\nis also especially allotted to discussion group reports on purposes, plans,\ntechnics, references, and accomplishments. Further plans of the Committee\ninclude the preparation of additional material with particular design for\ncombined use by educators and laymen.\nThe main purpose lying within the plan for developing discussion groups\nis to promote a means whereby the secondary-school principal and other\nmembers of the Department may make known their problems, discuss them,\nformulate them for further analysis and research, and send them to the\nnational office. Here it is hoped materials will be prepared and distributed\nwhich will be of particular value for use by the discussion groups thus afford¬\ning an opportunity for wide cooperative research and interpretation. It is\napparent that significance can result with findings, interpretations, and\nsolutions coming from such a broad and concerted attack. To better accom¬\nplish this end it has therefore become the plan to further the affiliation of\nlocal, regional, and state groups with the national organization. It is desirable\nthat new groups within regions will be formed in order to develop the\nmutual helpfulness of concentration and that additional groups will be\ncreated in new areas so that a larger number of principals and schools may\nprofit by the cooperative plan.\n\n"}
{"page": 541, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n537\n\n4. The Washington office — It became apparent early that a closer affilia¬\ntion with the National Education Association would be desirable. The\nmutual advantages were obvious. Accordingly, the opportunity was accepted\nfor the establishment of an office for the Department of Secondary-School\nPrincipals in the building of the National Education Association in Wash¬\nington, D. C. This development has proved most successful in the carrying\nout of plans for the discussion group project. Pleasant relations and much\naid have come from the general or parental organization ; and helpful\ncontacts have come from other departments and with other educational\norganizations centering in Washington.\nIt would appear that future plans should include the further extension\nof Departmental activities from the Washington office looking toward a\ngradual, if not immediate, centralization of all the work of the Depart¬\nment in the Washington office. Thus would increasingly significant rela¬\ntions with the headquarters of many national departments and organiza¬\ntions be made more conveniently and successfully operative.\n5. Coordinative effort with other national organizations — In the preced¬\ning topic indication was given to a desirable trend for wider coordinative\nrelationships. The Planning Committee believes that not only the past but\nthe existing tendency toward isolated efforts, both within horizontal levels\nand perpendicular channels, in the various fields of educational endeavor is\nopen to serious question.\nThe Committee is interested in creating a policy for the mutual con¬\nsideration of common problems and of coordinating attempts for their solu¬\ntion. It has already taken a number of steps toward a larger realization\nof such a policy. For example, a joint project has been outlined with the\nNational Congress of Parents and Teachers. An outline of the possibilities\nfor joint procedure has been prepared and has received a favorable reaction\nfrom the executive body of that organization. It is hoped that this project\nwill be carried forward so that principals in the field will have a common\nprogram to work out with their local parent-teacher organizations jointly\nsponsored by the two national organizations.\nAnother example of the same intent was a suggestion made to the Edu¬\ncational Policies Commission of the National Education Association and\nthe American Association of School Administrators that this Department\nwould welcome an opportunity to be a part, even a small one, of what\nobviously would seem to be a significant chance for a wide and meaningful\ncoordination of the departments of the National Education Association on\ncommon problems and projects. The tremendous achievement already made\nby this Department toward the recognition and interpretation of the later\nannounced objectives of the American Association of School Administrators\nwTould appear to emphasize desirable cooperation. With so much talk about\ndemocracy in administration, in fact, within all educational effort, and with\nsuch obvious need for suitable recognition and development it is clearly\napparent that our departmental policy should be manifestly clear and that\nwe should make every reasonable effort toward cooperation no matter what\nunfortunate attitudes are encountered.\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\nAnother example of our current effort is the happy relationship now going\nforward with the National Committee on Coordination in Secondary Edu¬\ncation. It is believed that the mutual advantages may be large.\nThe Committee is taking a long-term view of coordinative effort and\npromises the most careful consideration to such opportunities as may be\noffered to the Department or as may be created by the initiative of the\nCommittee.\n6. Coordinative relations with state secondary-school associations — Prior\nto the work of the Planning Committee a plan of affiliated membership\nbetween state associations and the national Department had been worked\nout with considerable success. However, the plan ended with the advan¬\ntage of a saving in the combined dues and the membership services accruing\ntherefrom. With the development of the discussion group project came a\nplan for a truly significant affiliation of the national and state organizations.\nCertain advantages within a more direct and meaningful relationship are\nobvious enough but the promise appears even greater than anticipated.\nA natural development of the Committee Policy for State Coordinators\nhas been the investiture of these officers with a portfolio from the state asso¬\nciations. Another logical step has been the adoption of the discussion group\nidea as an integral part of the state association work. Interestingly enough\nthe local discussion groups and the regional coordinators have become in¬\ncreasingly vital parts of the state programs. Thus the national and state\nplans have mutually stimulated and vitalized each other. Not the least advan¬\ntage has been the creation of important positions and activities of participa¬\ntion within the several regions and within the states for men who reserve\nsuch opportunities for wider leadership and service. This, too, should pro¬\nvide a most significant realization of a greatly increased personnel for\npositions of national representation and leadership.\nThe Committee wishes to establish a policy devoutly helpful in all matters\nthat will enrich the coordinative efforts thus briefly described. It looks for¬\nward hopefully to a program of increasing interchange of state and national\nservices.\n7. Improvement of educational practice — Early in the thinking of those\nwho worked out the Orientation Reports and in the planning of the new\ncommittee appeared the necessity for the putting of the Issues and the Func¬\ntions into operative practice. Undoubtedly this should be a logical last step.\nImplementation was finally agreed upon as the most representative word.\nThe Planning Committee, after due consideration, recommended the ap¬\npointment of a committee on implementation. In the words of Will French,\nthe chairman, implementation became “an outgrowth of the Department’s\neffort under the guidance of the Planning Committee, to give continuity\nand cohesiveness to its program. It was a logical next step in the Depart¬\nment’s program of seeking to improve American secondary education thru\nthe study of its purposes, problems, and programs.”\nThis agency of implementation has now been under way for several\nmonths and has already outlined a most significant approach to the general\nproblem of the practical interpretation of the best theory in terms of the\n\n"}
{"page": 543, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n539\n\nactual improvement of practice in the field. To achieve the goal thus an¬\nnounced is a major purpose of the Planning Committee and it ardently\nhopes that all of its policies and plans will conspire to such end.\nThe work of the Committee on Implementation may, in the judgment\nof the planning body, actually produce the most important accomplish¬\nment in this history of the Department. It is the strong purpose of the\nPlanning Committee to give this implementation effort all possible support\nand for this endeavor is sought the most favorable reaction and, indeed, the\npersonal aid of all members of the Department.\n8. New\n\ncommittees — In its early work\n\nconsideration was given by the\n\nCommittee to special phases of the Department’s program which might well\nreceive the careful attention of specific committees. It was agreed that a de¬\nsirable policy would be to create a wide opportunity for participation by\nthe membership of the Department. Evidence has already been given else¬\nwhere of this policy.\nIn this particular connection, it was believed that the publications of the\nDepartment might well be improved. Accordingly, a special committee on\npublications was recommended. The successful accomplishments of this\neffort has been witnessed in the extent and character of the Service Bulletin\nand in the launching of the new publication “Student Life.” Aid relative to\npublications was also given to the National Honor Society as it is a specific\nproject of the Department.\nAnother special committee on student activities was created, designed to\nstudy and report on policies for the guidance of the Department\n\nand its\n\nindividual members relative to the major considerations in this rather con¬\nfused field. The growth of a number of state and national student organi¬\nzations outside the regular educational agencies; the problem of student\nconvention attendance; the increasing significance of student participation\nin administration; the relationship of our state and national secondaryschool principals organizations to these problems constitute a few of the\nmajor questions involved.\nThe report of this committee deserves much consideration, and in the\njudgment of the planning body this committee should either be authorized\nto continue its work with increased instructions or a new followup com¬\nmittee should be appointed. It is believed that in this area are problems\nwhich require long-term consideration and planning.\nIt will also be the purpose to recommend other special committees\n\nfrom\n\ntime to time for specific jobs which need to be done. Suggestions from the\nfield relative to such work will be most welcome.\n9. Reorganization of the machinery for elected personnel — The Com¬\nmittee has submitted to the executive body proposals for improvement of\nthe methods of selecting officers. Now that the Department membership has\nbecome truly national, the departmental projects of great significance, and\nextensive participation by members rapidly developing, it seems especially\ndesirable that our selection of the most able leaders should be reasonably\nassured. The\n\nCommittee\n\nalso believes that the Department’s\n\npolicy should\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nembrace the most democratic procedures consistent with the widest possible\nopportunities for representation, good faith, and suitable efficiency.\nIt will be the purpose of the Planning Committee to offer other proposals\nfrom time to time designed to improve the operation of the constitutional\nmachinery in the light of the program\nbership.\n\nof work and the wishes of the mem¬\n\n10. Financial policy — The national program now going forward requires\nlarge financial support, if it is to be truly effective. The remarkable progress\nalready made has been largely due to the beneficent subvention of the Gen¬\neral Education Board. The Committee hopes that the unusual significance\nof the program now going forward and the even greater promise in the\nprogram as planned will bring additional financial aid from outside sources.\nH owever, there can be no guarantee to this desire and there are indications\nthat the foundations are so changing their policies that further aid will be\nout of the question.\nIt would appear entirely reasonable that the Department should be\nsufficiently interested in its own place among the great professional organi¬\nzations of education and in the peculiar services which only a national plan\nmay give to make reasonable efforts to provide necessary funds. The mem¬\nbership dues are low in comparison with other national organizations which\noffer comparable services and the dues alone could never have supported\nthe program and services of recent years. The income other than dues,\nchiefly from the National Honor Society, and also from other special sources\nhas not only been the means of developing the work of the Department but\nhas permitted the building up of a significant reserve.\nThe Committee believes that all these sources of income should be con¬\ntinued and developed under the direction of the Department ; that a reason¬\nable reserve should be maintained ; that in view of the desirability of the\nmore meaningful program of service now going forward and its enlarged\ncost, the membership dues should be classified according to the plan pro¬\nposed to the executive committee.\n11. Future planning — The Committee feels that a mere beginning has\nbeen made. A look ahead calls for persistently continued planning. In the\nforegoing only a few of the possibilities have been briefly indicated. It is\nhoped that this report will be suggestive of the important services which this\nnew committee may bring to the Department. If the needed financial assist¬\nance can be secured to permit the Committee to continue its program, many\nadditional projects could be planned for which there are definite needs and\ndemands. In some form or other certain needs in secondary education arc\ngoing to be met. If some organization such as the National Association of\nSecondary-School Principals, which can focus on the development of a pro¬\ngram all the insight, imagination, and experience that the professional back¬\nground of many teachers and school administrators affords, does not assume\npositive leadership by meeting these needs with a real program, haphazard\nplans are certain to emerge and serious obstacles are sure to be placed in\nthe way of the future development of secondary education.\n\n"}
{"page": 545, "printed_page": null, "text": "Rational\n\nCouncil\n\nSocial\n\nfor\n\nStudies\n\nthe\n\n"}
{"page": 546, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nfor\n\nthe\n\nNOTE\n\nsocial\n\nstudies\n\nwas\n\ncreated\n\nas\n\nDepartment of the National Education Association by the Board\nDirectors at the Indianapolis meeting of the Association in 1925.\n\na\n\nof\n\nThe officers of the Department for the year 1939-40 are: president,\nRuth West , Lewis and Clark High School , Spokane , Wash.; first vicepresident,\n\nHoward\n\nR.\n\nAnderson , Department\n\nUniversity, Ithaca, N. Y .; second\nGeorge\n\nPeabody\n\ntreasurer,\n\nof Education,\n\nFremont\n\nP. Wirth,\n\nCollege for Teachers, Nashville, Tenn.;\n\nsecretary-\n\nHoward\n\nvicepresident,\n\nCornell\n\nE. Wilson , Graduate\n\nSchool\n\nof Education,\n\nHarvard\n\nUniversity, Cambridge, Mass.; executive committee, Nelle E. Bow¬\nman, Central High School, Tulsa, Okla.; Burr W. Phillips, Assistant\nProfessor in the Teaching of History, University of Wisconsin, Madi¬\nson, Wis.; ex-presidents and officers.\nThe publications of the Department consist of social studies and a\nyearbook. The annual dues, $3, are payable to the secretary-treasurer.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1925 \\1055- 56\n1926: 653-664\n1927: 679-696\n1928: 651-654\n\n1929:633-642\n1930:597-606\n1931:621-632\n1932 :5 25-5 32\n\n19 33:531-536\n1934 -.513-520\n1935:471-482\n1936:373-382\n\n[ 542 ]\n\n1937:425-434\n1938 :641-646\n\n"}
{"page": 547, "printed_page": null, "text": "PROBLEMS\nBRUNO\n\nLASKER,\n\nINSTITUTE\n\nOF\n\nOF\nPACIFIC\n\nTHE\n\nPACIFIC\n\nRELATIONS,\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nA peculiar attitude, now difficult to understand in retrospect, has\n\npersisted almost to our own days in regard to the civilizations of the\nwestern Pacific. During the nineteenth century, a few American travelers\nand missionaries observed the folkways in the Far East and in the island\nworld of the Pacific, but what they wrote was often biased by their own\ninterest in converting the heathen. Realistic accounts of countries and re¬\nsources more often appeared in business and government reports to which\nthe general public had no access. Anthropologists, for the most part drawn\nfrom missionary circles, were for long preoccupied with language problems,\nsince it was their business to translate the Bible. In this way, many of them\nbecame active also in translation from Oriental languages, and so gradually\ntheir interest broadened into a more scientific concern with Pacific cultures\n\nin all their aspects.\nWhile scholarly interest extended to the Far East more rapidly with\nthe growth of contacts, classroom teaching on that part of the world until\nquite recently was limited to sections in courses on world geography. In the\nhistory textbooks, only a few pages were devoted even to the larger countries\nof the East. In fact, the American schoolman of twenty-five years ago as¬\nsumed that the only history of the Far East of sufficient importance to be\ntaught was that of its modern contacts with the West. As a result, even in\nmany of the textbooks now in use, the history of China and Japan begins\nwith the Opium War of 1841 and the arrival of Commodore Perry in the\nBay of Tokyo in 1853.\nThe situation has greatly changed — and this for three reasons: the im¬\nprovement that has taken place in the teaching of the social sciences gen¬\nerally; the recognized importance of the Pacific region to the United States;\nand the changed status of the United States in the community of nations,\nespecially since the World War. There are those of the older generation\nwho still look upon this Pacific Coast as an outpost of civilization ; but for\nthe great majority, the peoples of the southern and western Pacific are no\nlonger strange and menacing parts of the world population but participants,\nwith ourselves in a civilization that is gradually becoming unified.\nThe change that has taken place in the relation of this country to the\nworld around may be explained in various ways; but on the fact that any\nkind of continental isolation is henceforth impossible, there seems to be\ngeneral agreement. A remarkable shift in public opinion toward international\nrelations has taken place in this quarter-century. In recent years the task\nfor education has not been so much that of stimulating an interest in foreign\naffairs as it has been the task of guiding that interest and of implementing it\nwith reliable information and helpful principles.\nIn the higher elementary grades, knowledge about alien peoples and their\nways is increased and deepened, with the object of securing some under¬\nstanding for the relation between the character of a people and its environ-\n\n"}
{"page": 548, "printed_page": null, "text": "544\n\nNational\n\nEducation\n\nAssociation\n\nment and resources. In the secondary schools, the student is introduced\nmore fully to the influences that condition the history of nations and the\nprocesses thru which their internal development reacts upon their external\nrelations with other nations. Human or economic geography here merges\nwith history in courses of study which often bear directly on international\nrelations as the subject of central importance.\nThe importance of the Pacific for the future of America has an even\nlarger basis: It is on this ocean that the final struggle for a balance of the\nunequal development of power in different parts of the world must take\nplace. It is here that racial and national rivalries, magnified thru coalitions\ninto a combat of larger forces than this world has ever witnessed, must\neither lead to a new era of barbarism or to the rise of a cooperative com¬\nmonwealth of peoples.\nIt is in the present formation and reformation of international relations\nthat our own United States emerges as a dominant factor. The wealth of its\nresources and the high standard of its technical achievements qualify it\nfor a new type of leadership. In its own interest, the aim is not for further\nterritorial aggrandizement but rather the integration of national purposes\nuntil a new balance and stability in world relations will have been achieved.\nThis general view of present economic trends would be incomplete if we\ndid not also pay attention to the cultural changes which they bring with\nthem and which are just as inevitable as are the political consequences. Mass\nproduction and mass distribution have swept over national boundaries and\nhave engulfed the individual and familial capitalism that was characteristic\nof the economic life of the nineteenth century, with its excessive emphasis\non individualism in the cultural realm. Tradition and progress are inimical\nto each other only where one or the other is reinforced by artificial devices.\nWith its more than 700,000,000 people, including the largest blocks of\npeoples judged to be backward from the standpoint of technical advance,\nthe Pacific region is today the center of a conflict which, like that for\neconomic control, can lead either to destruction or to a new security for\nold-established cultural values. Only a willingness to smooth the way for\nnecessary adaptations can insure that each culture group will enjoy the\nfreedom it needs to survive and to develop in line with its own genius.\nThe conflict between tradition and progress is not limited, of course, to\npeoples which, for historic reasons, have been late in coming into the modern\nworld, or which have been kept down by foreign domination. We see it in\nprocess in our own midst, for our whole social life is permeated with minor\ncontroversies over the tempo of cultural change. In other countries there\nis a similar division, and the Pacific region has become the major battlefield\nin the strife between progress and tradition.\nThe fact that Japan has managed in the space of two generations to crown\nits ancient ways with the structure of a modern economy must not blind us\nto the fact that in the island empire the traditional basis of society remains\nstrong; that the ideas, tastes, and aspirations of the pre-Meiji era still\ndominate the life and thought of the people. Nor can we overlook that\n\n"}
{"page": 549, "printed_page": null, "text": "National\n\nCouncil\n\nfor\n\nthe\n\nSocial\n\nChina, after a century of foreign encroachments\n\nStudies\n\n545\n\nwhich, more than any other\n\nfactor, have held back its development into a modern nation, is now experi¬\nencing an almost magical transformation in its political life.\nThe problem of the Pacific, whether we look at it from an economic,\npolitical, or cultural standpoint, is not, then, simply that of pacification,\nof stabilizing the status quo. Mighty currents have been set free with the\nloosening of ancient chains, whether they were chains imposed by conquest,\nor by the beliefs and moral restraints derived from social experience. These\ncurrents can be harmonized ; they cannot be arrested.\nEven from the standpoint of American business, to adopt a concrete\nstandard for judging the values at stake, the size of our present economic\nrelations with the other countries of the Pacific — one-fifth of our total\nforeign trade, one twentieth of our total foreign investments — is hardly\nof paramount significance as compared with the interest we have in peace\nitself and in the free flow of commerce, the only hope for a really important\nenlargement of the American stake in this region. But peace and freedom\ncannot be assured without regard to the particular position of other nations,\ntheir historic character and ambitions, their separate as well as their com¬\nmon needs.\nThe problem of the Pacific may be envisaged, then, as that of a region\nthat has but recently, as time is measured in history, entered into an active\ninternational exchange of peoples, commodities, tastes, and ideas, a region\nin which some of the oldest and some of the youngest of the world’s civiliza¬\ntions are close neighbors and react upon each other thru impacts that can¬\nnot but produce friction tho they also set free new streams of mutually\nenriching influences.\nWe have here side by side an old empire, China, which for ages has been\nable to maintain a high civilization in virtual seclusion from the rest of\nthe world ; a new empire, that of our own United States, which but recently\nhas conquered a rich continent and still sees its main task in the develop¬\nment of a well-ordered commonwealth on its own territory without inter¬\nference from, or interference with, the plans of other nations; the outposts\nof European empires, administered in the main as feeders of their central\npower but also increasingly as parts of integrated political systems with\nclaims of each section on the combined resources of the whole common¬\nwealth ; an old-new empire, Japan, which within living memory has trans¬\nformed itself from a semifeudal island state into an expanded realm, com¬\npeting with the older empires for opportunities of material aggrandizement\nand of culture diffusion.\nThe great variety of the land areas of the Pacific in political status, re¬\nsources, and culture does not in itself constitute a problem ; the transforma¬\ntion of the ocean itself from barrier to highway has made it such. Or we\nmight say that the present era differs from previous ones in that isolation\nof any part of the Pacific region is no longer possible. In varying degrees\nall its continental and island territories have been brought into the realm\nof a single economy. Thus the world depression which deprived millions\n\n"}
{"page": 550, "printed_page": null, "text": "546\nof Americans\n\nNational\n\nEducation\n\nof their accustomed\n\nAssociation\n\nlivelihood similarly affected millions of\n\nChinese, Japanese, Indo-Chinese, Malays, Australians, Koreans, Man¬\nchurians, and Javanese. The European war emboldened Japan to make its\nTwenty-One Demands on China, the first step in a campaign to make of\nthat country a vassal of Japan, a campaign not yet ended. Australia looks\nwith anxiety upon a possible weakening of its outer gate which is at\nSingapore, 4300 miles from Sydney. An English king, for the first time in\nhistory, has just visited Canada to reinsure the loyalty of a Dominion which\nthe United Kingdom finds it increasingly difficult to defend against possible\nattack. And the United States is centering its foreign policy upon a\nstrengthening of the Monroe Doctrine, hoping by stages to transform that\nunilateral declaration into a multilateral alliance for mutual defence, strong\nenough to ward every danger of aggression from the Western Hemisphere.\nOvershadowing these immediate critical tasks of readjustment is the\nfact that two worlds, that of the East and that of the West, hitherto with\nbut a few marginal interests in common, are entering into a partnership in\nwhich the fortunes of each vitally affect those of the other. In former times,\npolitical and economic assimilation did not greatly interfere with regional\ndifferences in the mode of living. The new interdependence of nations\nderives its historic significance from the fact that mass production and\nmass distribution leave no aspect of life untouched. Even in agricultural\ncountries, the old reliance on native experience is disappearing as new ideas\nand tastes filter in. Price levels determined by world demand and supply\ninfluence what we eat and what we wear.\nIn no country, however rich in resources or however backward in its\nassimilation of modern civilization, can all the ingredients be found which\ntoday are considered essential to make life worth living. International trade\nhas become a necessity for all countries. Therefore, controversies that arise\nfrom international competition are no longer the only sources of friction.\nEqually vexing today are those questions which\n\narise from\n\nan exclusive\n\nnational use of resources as against free access to all. Our open-door policy\nin China, first formulated by John Hay in 1899 and restated in the Wash¬\nington Treaties of 1922, was in recognition of the principle — a recognition\nnot yet shared by all the other nations with trade and investments in that\ncountry — that in the long run the interest of foreign powers in China is best\nserved by a generous sharing of opportunities with all who can take ad¬\nvantage of them.\nSpecifically, the immediate situation calls for the re-enforcement of the\nprinciple of the open door, for a revival of our traditional concern in the\nindependence of China, for a fuller recognition of the principle of inter¬\ndependence thru trade agreements. We have nothing to fear from a peaceful\ndevelopment of other nations, even tho some of them, learning to manu¬\nfacture more articles for their own use, may in time become competitors of\nAmerican industry. For, the progressive state, equipped with its own means\nof communication and manufacture, is a better customer than the state or\nterritory exploited for its raw materials and cheap labor.\n\n"}
{"page": 551, "printed_page": null, "text": "National\n\nCouncil\n\nfor\n\nthe\n\nSocial\n\nStudies\n\n547\n\nIn the Philippines, American capital and technical assistance is needed\nto build up an industrial structure devoted to increasing the output and\nhence lowering the cost of goods entering into Philippine home consumption.\nIn this way, a larger part of the people’s energy would be free for the pro¬\nduction of commodities that we can use but not produce in America, and\nconsequently the Filipinos would increase their buying power for products\nof American industry which at present only the most affluent can afford.\nThere is also the need for security from aggression. Without such\nsecurity billions of dollars of revenue are expended on national defence\nthat ought to go into basic works of reconstruction. Two concepts in this\nconnection have of late occupied world attention : The concept of “collective\nsecurity” is little more than a compact of nations with established Colonial\npossessions to reinforce thru mutual cooperation their monopolies to the\nexclusion of others. The other concept, that of “peaceful change,” admits\nthat effective control must correspond more nearly to actual changes in the\npossession of political and military power, and that a true balance, predis¬\nposing for peace, requires a more flexible arrangement than that of com¬\npletely independent control of resources and markets by individual nations\nin their own exclusive interest.\nThere certainly is no prospect that the East will go back to the kind of\nlife which Occidentals found there before the advent of the steamboat.\nIn the present war of resistance, the Chinese are said to be using ancient\ntactics, but their supplies come in over modern roads on automobile trucks,\nand thousands of small cooperative industries have been set up in the\ninterior, using machinery brought from Shanghai and other port cities, to\nsupply the fighting forces and the people with machine-made goods which\nthey no longer find it easy to go without.\nThe change in ideas brought about by the use of cheap power in such a\ncountry as Japan is more revolutionary than the effect of communist propa¬\nganda pamphlets. Of course, this impact of the new upon the old is not\neven all along the front of culture-contact in the Pacific. In many places,\nmodernization remains on the surface, while beneath the old mode of living\nstill holds sway.\nLooking to the future, the task is plain. Hitherto, the cultural byprod¬\nucts of contact between the peoples of the Pacific have been haphazard, often\ntroublesome and even damaging in their effect. Arts of a high perfection\nhave been lost, rules of conduct resulting from age-old experience have\nbeen loosened ; too often a rather primitive materialism has usurped the\nplace of more civilized motives in the control of social life. W e now realize\nthat many cherished traditions, our own as well as those of others, must\ngo because they no longer serve a useful purpose in the modern world.\nBut we realize also that other traditions still have regional if not universal\nmeaning and should be conserved in the interest of sound progress. Prin¬\nciples and systems of education that respect the sanctions of experience with¬\nout slavishly following old models can preserve what is of value in the old\nwithout shutting out the new.\n\n"}
{"page": 552, "printed_page": null, "text": "National\n\n548\nTHE\n\nGUIDANCE\n\nEVERETT\n\nB. CHAFFEE,\n\nEducation\n\nAssociation\n\nFUNCTION\n\nOF\n\nVICEPRINCIPAL,\n\nSAMUEL\n\nSCHOOL,\n\nLOS\n\nANGELES,\n\nTHE\n\nSOCIAL\nGOMPERS\n\nSTUDIES\n\nJUNIOR\n\nHIGH\n\nCALIF.\n\nAltho teachers of the social studies have done much\n\ntoward\n\neducating\n\nyoung people to the needs of society at large, they have accomplished little\nin helping individual boys and girls toward meeting their own personal\nneeds. Along with a knowledge of the needs of society at large we must\nbalance the needs of the boys and girls within our classrooms. Educators\nneed to find out more concerning the basic needs of adolescence in a demo¬\ncratic society. According to a study now being made by the Progressive\nEducation Association, young people need training in meeting problems\nthey face daily in their family life and in their relationships with other\nboys and girls. They also need greater opportunities to serve in socially\nsignificant activities within the school and local community. The dictator\nnations have capitalized to a great degree on this universal desire of young\npeople while we in America have done little about it. Young people must\nbe given assurance and confidence that the world needs their services.\nA proper consideration of adolescent needs, such as those mentioned above,\nmeans that the social studies teacher must become a guide and counselor\nto whom young people may come with their problems. This means that\nteachers must know a great deal more about their individual pupils. They\nwill have to acquaint themselves with the background and problems of each\nboy and girl thru a study of their past school record, a knowledge of their\nabilities as a result of a testing program, home visitation, personal confidence,\nand other guidance technics. Such a program\nin administration and teaching methods.\nBUILDING\n\nMRS.\n\nROSE\n\nSOCIAL\n\nT. STELTER,\nPUBLIC\n\nwill necessitate wide changes\n\nSTUDIES COURSES\nNEEDS\nASSISTANT\nSCHOOLS,\n\nSUPERVISOR,\nLOS\n\nTO\n\nMEET\n\nSECONDARY\n\nANGELES,\n\nPUPIL\n\nCURRICULUM,\n\nCALIF.\n\nThruout the report of the Regents’ Inquiry of New York State emphasis\nis repeatedly laid on the statement that “curriculums should deal more defi¬\nnitely with matters growing out of pupils’ own problems in the field of\nhuman relationships.”\nOur twelfth-year course in senior problems is, indeed, literally growing\nout of the major concerns and interests of students at the twelfth-year level\nof experience. This course, in its present stage of organization, is taking, in\nmost schools, somewhat the pattern of four ten-week units of work, offered\nusually in the areas of :\n1. Social arts — This part of the course deals with the development of good man¬\nners, improved social conduct in the home, school, and community, and with a\n\n"}
{"page": 553, "printed_page": null, "text": "National\n\nCouncil\n\nfor\n\nthe\n\nSocial\n\nStudies\n\n549\n\nfree and frank consideration of many personal problems which are of vital concern\nto high-school seniors.\n2. Consumer education — Matters considered in this unit are: better buymanship ;\ninvestments; frauds and their detection; use of credit; budgeting; insurance. It is\na thoroly practical, functional course in the wise use of the small income.\n3. Family relationships — Each pupil, in this unit, has opportunity to see himself\nin relation to family life and to study family and personal problems from all aspects\n— biological, sociological, psychological.\n4. Relationship with community , vocational, educational, recreational — Emphasis\nmay be placed on all three or on any one of the three relationships indicated above,\naccording to the specific needs and interests of each class group.\n\nThruout\n\nthe course the ideal is steadily held that the living senior and\n\nhis immediate needs and real problems transcend in importance all precon¬\nceived and ready-made patterns of subjectmatter. The content of the course\nvaries in each school, for it is constantly being reconsidered by each teacher\nin the light of its real vitality, usefulness, and importance in the lives of\nthe students. The rapid success of this course would seem to be sufficient\nindication that in many ways it actually is meeting student needs.\nThe essentials for curriculum building may be summarized as follows :\n(a) Study the individual child to ascertain his needs, (b) Study the com¬\nmunity with which the child is interacting, (c) Secure a modification of col¬\nlege entrance requirements to meet more truly actual life situations, (d)\nProvide opportunities for continuous, less painful and wearisome participa¬\ntion of teachers in developing curriculums. (e) Build courses on a scientific\nstudy of student understanding and comprehension relative to subjectmatter\ncontent, instead of on unfounded conclusions, pet beliefs, and wishful think¬\ning. (f) Plan sequence of work so as to insure progress from grade to grade,\nfrom kindergarten to college.\nTEACHING\nDEVICES AND ENRICHMENT\nMATERIALS\nMEETING\nTHE NEEDS OF ADOLESCENTS\nAVERILL\n\nM.\n\nCHAPMAN,\n\nTRAINING\nLOS\n\nTEACHER,\n\nANGELES,\n\nUNIVERSITY\n\nHIGH\n\nFOR\n\nSCHOOL,\n\nCALIF.\n\nModern teaching technics in the social studies are complicated and varied,\nbut so are the needs of the adolescent youth. Young people must learn in\ndemocratic classrooms and school life to participate actively in their own\ngovernment. They must be given the feeling that they have a share in the\nsolution of our complex social problems. Boys and girls need to feel “at\nhome” in school if they are to find a real interest in school life.\nThe use of a variety of newspapers, magazines, radio programs and tran¬\nscriptions, motion pictures, and vital but inexpensive visual-type pamphlets\nmay enrich the pupil’s classroom experience and reduce an ever increasing\nrange of personal interests. Modern teaching procedures, such as panel dis¬\ncussions; open forums; mock legislatures, national conventions, and elec¬\ntions ; propaganda analysis ; and excursions into community life, build within\nthe maturing student a sense of unity with the activities of the adult world.\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nPersonality adjustments, and increasingly mature relationships with agemates of both sexes grow out of countless group organizations in the class¬\nroom and the school.\nThe forward-looking teacher must understand the aims and technics of\nprogressive education and must interpret schoolwork to the public in terms\nof enjoyable but purposeful activity. Knowledge and discipline are not dis¬\npensed with but are made more functional in the lives of the children.\n\nThe\n\neighteenth\n\nat Pittsburgh\nteachers\n\nSECRETARY’S\n\nMINUTES\n\nSan Francisco,\n\nCalifornia\n\nannual\n\nmeeting\n\non November\n\nrepresenting\n\nevery\n\nof the National\n\n25 and\n\nCouncil\n\nfor the Social Studies, held\n\n26, 1938, was\n\nattended\n\nby approximately\n\nsection of the country.\n\nPrograms\n\ndealing\n\nwith\n\n700\n\na wide\n\nvariety of subjects were presented. On Friday sessions were devoted especially to\nthe social studies curriculum and to the presentation of the ninth yearbook of the\nCouncil,\n\nThe\n\nUtilization\n\nof Community\n\nResources\n\nin Teaching\n\nthe Social Studies.\n\nOn Saturday important sessions were devoted to visual and auditory aids to edu¬\ncation. At the annual business meeting, the following officers were elected: president,\nRuth West, Lewis and\nHoward R. Anderson,\n\nClark High School, Spokane, Washington; first vicepresident,\nCornell University; second vicepresident, Fremont P. Wirth,\n\nGeorge Peabody College for Teachers; secretary-treasurer, Howard E. Wilson,\nHarvard University. Additional elected members of the Board of Directors were\nMary G. Kelty of Chicago and A. K. King of the University of North\nRoy A. Price, Syracuse University, continues as chairman of the Committee\n\nCarolina.\non Public\n\nRelations and Wilbur F. Murra, Harvard University, as chairman of the Com¬\nmittee on Publications. It was agreed that the annual meeting for 1939 would be\nheld in Kansas City.\nMeeting\n\njointly with the American\n\nHistorical\n\nAssociation\n\nin Chicago\n\non December\n\n29, 1938, the program was devoted primarily to curriculum matters. At the meeting\na committee on the curriculum was appointed under the chairmanship of Edgar\nB. Wesley\n\nof the University\n\nof Minnesota.\n\nFour sessions of the Council were held in Cleveland on February 25, 1939, in\nconnection with meetings of the American Association of School Administrators.\nAll sessions\nexpanding\n\nwere\n\nwell\n\nattended.\n\nthe publication\n\nThe\n\nprogram\n\nBoard\n\nof Directors\n\nof the Council,\n\nand\n\nagreed\n\nupon\n\nfor undertaking\n\nplans\n\nmore\n\nfor\n\nactive\n\nefforts to provide speakers for local and regional meetings and to cooperate with\naffiliated associations of social studies teachers. The secretary reported the final\nincorporation\n\nof the Council\n\nunder\n\nthe laws\n\nof the state of Illinois.\n\nOn July 3, 1939, sessions of the Council were held in connection with the San\nFrancisco meetings of the National Education Association. Large crowds attended\nmeetings\n\ndevoted\n\nto the social studies curriculum\n\nand\n\nmethods\n\nof teaching.\n\n"}
{"page": 555, "printed_page": null, "text": "JA (ational Council of\nz. Administrative Women in\nEducation\n\n"}
{"page": 556, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof\n\nNOTE\n\nadministrative\n\nwomen\n\nin\n\neducation,\n\na Department of the National Education Association, was organized in\nOakland, California, in 1915 by a group of women in attendance at the\nannual meeting of the National Education Association. One of its pur¬\nposes set forth in its constitution at that time was to strengthen the\nfriendly and professional relations of administrative women in educa¬\ntional work and to maintain high professional standards among them.\nSince its organization 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 zvas made to the Board of Directors for the admis¬\nsion of the Council as a Department and favorable action on the appli¬\ncation was taken by the Representative Assembly on Friday morning,\nJuly 1, 1932.\nThe officers of the Department for the year 1939-41 are: president,\nMrs. Inez Johnson Lewis, State Superintendent of Public Instruction,\nDenver, Colo.; vicepresident, Lucy Mason Holt, Principal, Ocean Viezv\nSchool, Norfolk, Va.; secretary, Mrs. Margaret Mendenhall Smith,\nPrincipal, Ebert Platoon School, Denver, Colo.; treasurer, Margaret\nC. Mackintosh, Principal, Public School No. 140, 343 Sixtieth Street,\nBrooklyn, N. Y .; auditor, Mary Elizabeth O'Connor, Supervisor,\nElementary School, Arlington, Mass.; directors, Sue M. Powers, Super¬\nintendent, Shelby County Schools, State House, Memphis, Tenn. (term\nexpires 1941); Caroline S. Woodruff, Principal, State Normal School,\nCastleton, Vt. (term expires 1941); Louise W. Mears, Professor of\nGeography, Milzvaukee State Teachers College, Milwaukee, Wis. (term\nexpires 1941); Sarah A. Whitlock, Principal, Lincoln School, New\nBrunswick, N. J. (term expires 1940); Agnes Samuelson, Executive\nSecretary, Iowa State Teachers Association, Des Moines, lozva (term\nexpires 1940).\nThe dues, $1.50, are payable to the secretary. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n1932:261-262\n1933:269-274\n\n1934:265-272\n1933:251-254\n\n[ 552 ]\n\n1936:157-160\n1931:173-176\n\n1933:631-640\n\n"}
{"page": 557, "printed_page": null, "text": "CLEVELAND\nWOMEN\nBESS\n\nGOODYKOONTZ,\n\nMEETING\n\nIN\n\nEDUCATION\n\nASSISTANT\n\nCOMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION,\n\nD. C.\n\nWE are frequently inclined to say that administrative women not\n\nonly in education but also in other fields are disappearing and that\nthey will soon be extinct. The following figures are calculated to give you\nsome encouragement :\n1925\n\n1939\n\n8\n\n146\n\n9\n856\n\n699\n\n40\n10\n\n46\n15\n\n9\n\n45\n\n3\n\n323\n\n26\n\nThe first row refers to state superintendents, 8 and now 6. The next row\nrefers to assistant or deputy state superintendents, 9 in 1925 and now 14.\nThe next one refers to county superintendents, and you will see the com¬\nparative numbers. The next are city superintendents, 40 and 46 ; college\npresidents, 10 and 15; junior college presidents, 9 and 45; presidents of\nstate teachers colleges or normal schools, 3 and 3 ; and executive officers of\nstate library commissions, 26 and 32.\nNow let us look at the first two rows. You will remember that in 1925\nwe had gone thru serious times, the serious years of adjustment during the\nwar and because so many of the men were pulled away from their adminis¬\ntrative positions and others in order to undertake war service, a great many\nwomen went back into education and into other lines of work. Into ele¬\nmentary-school principalships, secondary-school principalships, and other\npositions went a great many capable, well-trained women who had given\nup their work for a fewT years but now were badly needed. During the period\nof adjustment after the war many of those women retained their positions,\nand until 1925 in the first column you will see the effect of a great many\nwomen having gone back into educational work and new positions being\nfilled by well-prepared women to take administrative work.\nWe had also seen great increases in enrolment, increases in the amount\nof money spent for education, larger numbers of students entering and\ntherefore an increased demand not only for teachers but also for adminis¬\ntrative officers in education. All along the line there was growth. There\nwere increases in numbers.\nLook at the second column\n\nfor a few minutes. 1939 represents a different\n\ndirection of growth, a downward\neconomic\n\ntrend. We\n\nhave gone thru a very serious\n\ndepression during which time there have been decreases in enrol[ 553 ]\n\n"}
{"page": 558, "printed_page": null, "text": "National\n\n554\n\nEducation\n\nAssociation\n\nmeat, decreases in the amount of money available for education and avail¬\nable for administrative and supervisory positions. We have gone thru a period\nin which there was a great economic competition for jobs, as all of you well\nknow.\nWe have also seen the influence of foreign philosophies about the place of\nwomen in administrative and other lines of work. All of those influences\nhave come in, and yet as we look at the columns of figures we see that there\nare very few important losses, some very remarkably important gains, and\nif a bit pessimistic sometimes because growth does not go faster, look at these\nfigures or remind yourselves of them sometimes and remember that growth\nis slow and that we have very many fine women in administrative positions\nand going on into new fields of work, as the presidency of junior colleges\nshow.\nI should like to read for you two quotations, then ask if you would\nto guess which one came first and which one is relatively late.\nThe first one is like this:\nEducation\n\nneeds\n\nmen\n\npositions of grave\nin varied\n\nphases\n\nbecause\n\nit is an elaborately\n\nresponsibility\n\nand\n\nauthority.\n\nof educational\n\nwork,\n\norganized\n\nOnly\n\naugmented\n\nenterprise, with\n\nindividuals\n\nlike\n\nmany\n\nof long experience\n\nby close study and\n\nbroad\n\nknowl¬\n\nedge of its problems can be deemed capable of holding such positions. The con¬\nsideration that men are much more likely to look upon education as a career there¬\nfore carries a large weight. Most of the administrative positions in American edu¬\ncation are now held by men. It is almost entirely among men that candidates having\nenough experience and ability are to be found for such positions. No superintendent\nof schools would choose to appoint a principal, man or woman, whom he had any\nreason to suppose would plan or hope to leave the school system as soon as an\nopportunity was offered. Among\ncommon than among men. Right\n\nwomen teachers such plans and hopes are more\nor wrong, opportunities for promotion are much\n\nmore\n\nto women.\n\nfrequently\n\nopen\n\nto men\n\nthan\n\nHere is the second one :\nSince the number\n\nof male\n\nassistants\n\nof desirable\n\nmen\n\nfor principals\n\nat hand\n\nhave\n\nhad\n\nwho\n\nexecutive\n\nhas been\n\nhas all been\n\nlong experience\n\nability, principalships\n\nhave\n\nreduced\n\nin teaching\nbeen\n\ngiven\n\nand\n\nwho\n\nto them.\n\nof economy enters into the calculation for when a woman\nship she does not as a rule receive as much as her male\nThe\n\nfeeling is now\n\nprincipals\n\nin many\n\nplaces that experienced\n\nthat can be secured\n\narises, therefore, where\n\nunder\n\nis this going\n\nto a minimum,\n\nbut cut off and\n\nthe present\n\nshow\nHere\n\nwomen\n\nto end. Is the tendency\nmay\n\nthe supply\nare\n\nevidence\nagain\n\nalways\nof some\n\nthe question\n\nis promoted to a principalpredecessor had been paid.\n\nconditions.\n\nare no more male principals of whom superintendents\nto be entirely administered by women?\n\nas women\n\nteachers\nThe\n\nmake\n\nthe best\n\nquestion\n\nnaturally\n\nto continue\n\nbe made?\n\nAre\n\nuntil there\nthe schools\n\nThe first was last and the last was first. The last one I read was written\nand published in 1899 and the first one in 1938.\nDoes it not show possibly that there is not a very great deal of change\nin attitude after all, that pretty much the same point of view exists, a little\nbit of uneasiness possibljq a little bit of doubt certainly, but a very great\nwillingness to concede that women, if they will just stay in it, have some\nvery fine capacities for administrative work in education. What we can say\n\n"}
{"page": 559, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n555\n\nthen is that so far as figures show we are holding the line pretty well ; so far\nas philosophy is concerned, in spite of foreign influences in the last few years,\nwe have not gone back farther than 1 899.\nNow\n\nwhat\n\ncan we do about this situation? There\n\nare several things that\n\ncan be done practically. I think that first and fundamentally we need to con¬\nsider what our point of view is in regard to the place of women in admin¬\nistrative work. I have no illusions as to the fact that women themselves are\nnot of the same\n\nopinion as to the place of women\n\nin administrative\n\nand I think it would be well if we could consider the matter\nwhat we think is good, not for us but for the schools.\n\nwork,\n\nseriously, decide\n\nSecond, it seems to me that we can do a great deal to help prepare women\nwhom\n\nwe know\n\nto have a chance\n\nfit them for administrative\n\nto get the experience that is necessary to\n\nwork. We\n\nhear all over this country the statement\n\nmade, “He is a good man and we ought to take care of him.” I should like\nto propose a new national organization, not that I think we need any more,\npossibly even a slogan for this organization would be enough, “She is a fine,\nwell-trained, conscientious woman and I would like to help give her a\nchance to get more experience.”\nAnd third, I believe that we\n\ncan do much\n\nto help develop a philosophy\n\nof administration, not philosophy of administration\n\nfor women\n\nbut philosophy\n\nof administration of schools that will characterize women’s\nit. We have all been on the receiving end of administration\n\nparticipation in\nlonger than we\n\nhave been on the giving end of administration.\n\nWe\n\nhave heard much\n\nsaid\n\nabout the principles of democracy\n\nand the importance\n\nof saving democracy\n\nby the establishment\n\nof democratic\n\naction. What\n\nneed is not any more\n\nbelief in democracy\n\nbut the working\n\nwe\n\nout of technic for democratic\n\naction\n\nthat will prevail.\n\nSAN\nWOMAN’S\nMRS.\n\nALICE\n\nE. FIELD,\nAND\n\nDoes\n\nFRANCISCO\nPLACE\n\nIN\n\nCOMMUNITY\n\nDISTRIBUTORS\n\nOF\n\nhas been argued\n\nCHANGING\n\nSERVICE,\nAMERICA,\n\nthe intelligence of woman\n\none which\n\nA\n\nMEETING\n\nthruout\n\nMOTION\n\nWORLD\nPICTURE\n\nHOLLYWOOD,\n\nequal that of man?\nthe ages. Most\n\nPRODUCERS\n\nCALIF.\n\nThe\n\nquestion is\n\nof the evidence\n\nwhen\n\nsifted down would seem to indicate that we must recognize a major differ¬\nence. In the history of the race it is man who has shown the greatest genius;\nhe holds all the highest awards\n\nfor achievement\n\nindustry, science, and religion. Just how\nflowered\nmore\nwomen\n\nwithout\n\nof that genius would\n\nthe inspiration or the fostering care of some\n\ndifficult to answer.\nthruout\n\nmuch\n\nin art, music, literature,\n\nOne\n\nthing we\n\ndo know\n\nhistory has been a humanizing\n\nhave\n\nwoman\n\nis\n\nis that the influence of\n\none. Theirs has always been\n\nthe task of preserving the home influence, of safeguarding the lives and\nactivities of children, and of defending the health and ethical standards of\nthe home\n\nand the community.\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nThe professions which draw most largely upon women are those of teach¬\ning, social service, nursing, and library and secretarial work. In all of these\nprofessions women are at home because these fields of work offer an outlet\nfor their special talents.\nOutside\n\nof the professional and business world\n\nfrom household\n\ndrudgery\n\nto occupy themselves\n\nfind women,\n\nby the inventive genius of men,\n\nin community\n\nreleased\n\nseeking new\n\nways\n\nservice of some kind. It is surprising that\n\nthey do not move\n\nmore\n\nthey might\n\nquickly accomplish\n\nmore\n\nwe\n\nswiftly into local, state, and national politics where\nsome\n\nof their objectives, but perhaps\n\nthat will come. Surely it would offer opportunity for their special skills and\ntheir desires to create better conditions for the home, children, and their\nneighbors.\nWhen\n\nwTe come\n\nto the problem\n\nof leisure-time activities we\n\nfind women\n\ntaking an active part, and quite naturally. Changing conditions in our mod¬\nern world offer large opportunities for service in this field. Socially-minded\nwomen all over the nation began to inquire into the social values of motion\npictures as much\n\nas fifteen years ago or more. Today,\n\nso-called motion\n\npicture councils operating\n\nthere are thousands\n\nof\n\nin cities and in small towns —\n\nforces that are focusing the interests of their communities upon this ques¬\ntion. In addition, there are countless club departments in such organizations\nas the General Federation of Women’s\nDaughters of the American Revolution,\nUniversity Women\naudience standards\nThe\n\nmotion\n\nClubs, parent-teacher congresses,\nand the American Association of\n\ngiving at least part-time to the question of elevation of\nand support of selected motion picture entertainment.\n\npicture industry, like all other great industries today, is a\n\ncreation of the mind\n\nof man.\n\nFew\n\nin its executive positions. Some\n\nwomen\n\nhave found\n\ntheir way\n\nten years ago, in a conference\n\nrepresentatives of industry, art, and science in New\n\nYork\n\nto the top\nmeeting\n\nof\n\nCity, delegates\n\nfrom eleven women’s organizations asked Will Hays, president of the\nMotion Picture Producers and Distributors of America, if they might\nhave a woman\n\nexecutive on his staff to represent women\n\nin the industry.\n\nMr. Hays was quick to respond to their request. “Name the woman,” he\nsaid, “and I will see that she has an office and a staff in Hollywood.”\nWith one accord they chose Mrs. Thomas G. Winter, past president of\nthe General Federation of Women’s Clubs. In September 1929 Mrs.\nWinter took up her duties as director of public relations in the West Coast\noffice of the Motion Picture Producers and Distributors of America. A few\nmonths\n\nlater it was my great privilege to become\n\nassociated with her. During\n\nthese past ten years we have seen many changes, among the most significant\nof which is the transformation both in the quality of pictures and in audience\nsupport of worthwhile pictures. This change did not “just happen.” It was\nan outstanding example of the humanizing and inspiring influence of women\nupon men’s creation.\nIt might be interesting to dwell for a few moments\nby women,\n\naside from acting, inside the Hollywood\n\nmay be named\n\nupon\n\nthe work\n\nstudios. Top\n\ndone\n\nexecutives\n\non the fingers of one’s two hands. Of writers there are many.\n\n"}
{"page": 561, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nAdministrative\n\nSecretaries are legion. Research\nfor a few more. With\n\nWomen\n\nin\n\nEducation\n\n557\n\nworkers, teachers, and film editors account\n\nrespect to career roles for women\n\nin pictures, life is\n\npretty accurately reflected with only here and there a woman\n\ndoctor or lawyer\n\nor big business executive. But it is quite evident that woman’s share in the\nart and industry of motion picture production is an indispensable and\nvital one.\nAs more\n\nwomen\n\nin this changing\n\nfind their way into executive and administrative\n\nworld, it is to be hoped that their humanizing\n\npositions\n\neffect upon\n\nman’s creation will be extended. As guardians of children and champions\nof health and higher moral standards, theirs is a challenge equal to that\nof man\n\nin extending\n\nthe boundaries\n\nof science and industry, one that calls\n\nfor equal intelligence, altho of different emphasis.\nperhaps heal a sick world\n\nmay\n\nOhio\n\nFirst Session, March\n\nAgnes\n\nZiska,\n\nof attractive\n\nlocal chairman,\n\nmeeting\n\nto order\n\nand\n\nkoontz,\ntion.\n\nassistant\n\ncommissioner\n\nMrs.\n\nof education\n\nCity\n\non\n\nhad\n\nbeen\n\nquoting\n\ntwo\n\nin woman’s\n\nseveral trite comments\n1. We\nof women\n2. Help\n\nneed\n\nin answer\n\nto consider\n\nschools .\n\n.\n\none issued in 1899\nto her own\n\njust what\n\nin administrative wrork.\nprepare women who are\n\nour\n\nand\n\nGoody-\n\n1925\n\n1939\n\n8\n\n6\n\n9\n856\n\n14\n699\n\n40\n\n46\n\n10\n9\n3\n\n15\n45\n3\n\n26\n\n32\n\n921\n\n860\n\nthe other in 1939, she made\n\nquestion, “What\npoint of view\n\nequal\n\nthe\n\nplace in administra¬\n\n.\n\nstatements,\n\nby\n\nStates Office of Educa¬\n\n.\n\nState library commissioners\n\ncalled\n\nBess\n\nstate superintendents .\nsuperintendents .\n\nsuperintendents\n\narranged\n\nLewis,\n\nthe program,\n\nin the United\n\nCollege presidents .\nJunior college presidents .\nPresidents of state teachers colleges and normal\n\nThen\n\nwhich\n\nInez Johnson\n\nthe first speaker\n\nThe speaker stated in terms of figures the trend\ntive positions. They are as follows:\n\nDeputy\nCounty\n\n1, 1939\n\nappointments\n\nthe president,\n\nintroduced\n\nState superintendents\n\nand\n\nMINUTES\n\nCleveland,\n\nthe luncheon\n\nstrengthen\n\nwell be the destiny of woman.\n\nSECRETARY’S\n\nFollowing\n\nTo\n\ncan\n\nwe\n\ndo about\n\nis in regard\n\nthis?”\n\nto the place\n\nto the job to get the administrative\n\npositions open to candidate. “Stand by,” much as men stand by, when they\nsay, “He is a fine man; we must take care of him.” Do women talk like that?\n3. Develop a philosophy of administration of schools that will characterize\nwoman’s\n\nparticipation\n\nin it.\n\nMiss Goodykoontz concluded her remarks with a word of exhortation, urging\nthat as administrative women in education we do everything we can to make the\nplace women\n\nhold in administration\n\nunselfish, sincere, and constructive.\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNational\n\nMrs.\n\nLewis\n\npresented\n\nMrs.\n\nEducation\n\nNorma\n\nAssociation\n\nF. Wulff,\n\na member\n\nof the Cleveland\n\nBoard\n\nof Education, who extended greetings, and Chari O. Williams, who responded in\nbehalf of the Department of Administrative Women\nin Education. The other\nhonor\n\nguests\n\nwere\n\nintroduced,\n\neach\n\nacknowledging\n\nMrs. John Sexson and Mrs. Heiser from\nmont, and Miss Hickman of Cleveland.\nMrs.\n\nJames\n\nC. Hoffman,\n\npresident\n\nthe\n\nCalifornia,\n\nintroduction\n\nCaroJine\n\nof the League\n\ninformally:\n\nWoodruff\n\nof Women\n\nVoters,\n\nfrom\n\nVer¬\n\nmade\n\nthe\n\nclosing address, her topic being “Women’s Place in a Democracy.” Women, she\nsaid, are too often “apathetic citizens.” We need to work out more “Go-See”\nprojects to become actively interested in community needs, in legislation, in or¬\nganizations promoting civic welfare, in short, we need a more glamorous patriotism.\nWe should exercise our suffrage privilege to its full extent. Therein lies strength.\nMrs. Hoffman answered questions from the floor. The meeting was adjourned.\n\nBusiness\nThe\n\nbusiness\n\nmeeting\n\nwas\n\nMeeting,\n\nMarch\n\ncalled to order\n\n1, 1939\n\nimmediately\n\nafter conclusion\n\nof the\n\nprogram by the president, Mrs. Lewis, who expressed to the local group, Agnes\nZiska, chairman, the appreciation of the Administrative Women\nin Education for\narranging\n\nand\n\ncarrying\n\nout\n\nplans\n\nfor the Cleveland\n\nmeetings.\n\nMiss O’Connor presented the amendment to the bylaws changing the term of\noffice from one to two years. After her explanation of the need for this change,\nthe amendment was unanimously adopted.\nMiss\nbook\n\nZander,\n\nby Mrs.\n\nThe\n\nof Wisconsin,\n\nMary\n\nproblem\n\nwas\n\nD. Bradford,\n\nbefore\n\naccorded\n\nformer\n\nthe executive\n\nthe privilege\n\npresident\n\nboard,\n\nof announcing\n\na new\n\nof the organization.\n\nthe status of women\n\nin the field of ad¬\n\nministration, was discussed briefly by the president, and Mary Elizabeth O’Connor\nwas named chairman of a committee of three to explore the field for research\nwhich\n\nis in progress\n\nas has been carried\n\nNominating\n\nCommittee,\n\nThe\n\nand Agnes\nfollows :\n\nSamuelson,\n\nPresident,\n\nMrs.\n\nconsisting\n\nbrought\n\nMrs.\n\nof Sue Powers,\n\nin a report.\n\nInez Johnson\n\n1939-41 ; secretary,\n\non relating to the question.\n\nLewis,\n\nMargaret\n\nThe\n\nchairman,\n\nCommittee\n\n1939-41 ; vicepresident,\nMendenhall\n\nSmith,\n\nCornelia\n\nnamed\n\nAdair,\n\nthe officers as\n\nLucy\n\nMason\n\nHolt,\n\n1939-41 ; treasurer,\n\nMargaret Mackintosh, 1939-41; and auditor, Mary Elizabeth O’Connor, 1939-41.\nThe directors are: Sue Powers, 1939-41; Caroline Woodruff, 1939-41; and\nLouise Mears, 1939-41. The directors holding over until 1940 are: Sarah A.\nWhitlock,\n\n1938-40,\n\nand\n\nAgnes\n\nSamuelson,\n\n1938-40.\n\nThe report of the Nominating Committee was accepted and the motion that the\nsecretary be authorized to cast the ballot for the officers named in the report was\ncarried.\nReport\n\nof the treasurer\n\nwas\n\naccepted\n\nBusiness\n\nand filed. The\n\nMeeting,\n\nFebruary\n\nmeeting\n\nwas\n\nadjourned.\n\n27, 1939\n\nThe meeting was called to order by the president, Mrs. Lewis. Those present\nwere: Inez Johnson Lewis, Colorado; Agnes Samuelson, Iowa; Mary Elizabeth\nO’Connor, Massachusetts; Sue Powers, Tennessee; Caroline Woodruff, Vermont;\nMargaret Mackintosh, New York; Agnes Ziska, local chairman, Cleveland, Ohio;\nCornelia\n\nAdair,\n\nVirginia;\n\nand\n\nMargaret\n\nMendenhall\n\nSmith,\n\nColorado.\n\nThose\n\nabsent (excused) were: Lucy Mason Holt, Virginia, and Lucy Mears, Wisconsin.\nThe minutes of the board meeting in New York City, July 1938, were approved.\nThe minutes of the luncheon and business meeting in New York City on July 3\nwere approved.\nThe motion by Miss Adair that we send\nstatus of women in administrative positions\nby Reed\n\nCollege, Oregon,\n\nwas\n\ncarried.\n\nfor a copy of the study relating to\nin education, which had been made\n\n"}
{"page": 563, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n559\n\nIt was moved by Miss Samuelson that we analyze the work of women’s groups\nwho are studying the status of women in the administrative fields and that we\nexplore all possibilities, including the Research Division of the N.E.A., for get¬\nting a scientific study of the question. The motion was carried after interesting\ndiscussion.\nMiss O’Connor moved that a committee of three be appointed by the president\nto make exploration and bring in a report of progress at the summer meeting in\nSan Francisco. The motion was carried.\nMiss O’Connor\nof her committee.\n\nwas\n\nnamed\n\nchairman\n\nand\n\ngiven power\n\nto select the members\n\nIt was moved that the chairman, Miss O’Connor, and the president, Mrs. Lewis, be\ngiven power to arrange a time for making this report, either at a specially arranged\nconference or during the luncheon meeting at San Francisco. Motion was made\nby Miss Samuelson and seconded by Miss Adair and was carried.\nThe president appointed the Nominating Committee, Sue Powers, chairman, Miss\nSamuelson, and Miss Adair, to report at the meeting on Wednesday, March 1.\nIt was moved that the treasurer be empowered to send out due slips to Admin¬\nistrative Women in Education, and that these slips be accompanied by a state¬\nment explaining the purpose and plan of the organization. This statement is to\nbe made by the treasurer or by the secretary. The motion was carried.\nAgnes Ziska, local chairman of arrangements, made a complete report of\nluncheon plans and program.\nThe report was adopted and the motion made to allow payment of all bills\nincurred in carrying thru the mid-winter\nThe meeting was adjourned.\n\nmeeting.\n\nSan Francisco, California\nBoard\nThe\nThose\n\nmeeting\n\nwas\n\npresent were:\n\nMeeting,\n\ncalled to order\nMrs.\n\nJuly 2, 1939\n\nby the president, Mrs.\n\nInez Johnson\n\nLewis, Colorado;\n\nInez Johnson\nMrs.\n\nCaroline\n\nLewis.\nWood¬\n\nruff, Vermont; Mary Elizabeth O’Connor, Massachusetts; Sarah A. Whitlock,\nNew Jersey; Mrs. Florence Porter, California; Mrs. Edith McNabb Murphy,\nCalifornia; and Agnes Samuelson, Iowa. Those absent (excused) were: Lucy\nMason Holt, Virginia; Sue Powers, Tennessee; and Margaret C. Mackintosh,\nNew York.\nThe minutes were approved.\nThe topic for discussion was the luncheon and program for Wednesday, July 5.\nThe arrangements made by local committee for the program and luncheon were\napproved and bills for expense attached thereto were allowed.\nInformal discussion of membership resulted in a motion by Mrs. Murphy that\nthe president be authorized to appoint a state organizer or director in each state.\nThis person would contact city and county superintendents in each state to find\nmaterial for group organizations of administrative women in education. The\nmotion was carried.\nMotion to recognize the past presidents of the National Council of Administra¬\ntive Women in Education by making them honor guests at the head table on July 5,\nwas made. The motion was carried.\nInformal discussion of Miss O’Connor’s report on “The Status of Administra¬\ntive Women in Education” concluded the business of the morning.\nThe meeting was adjourned.\n\nLuncheon\n\nand Program\n\nMeeting,\n\nJuly 5, 1939\n\nThe Western Woman’s Club of San Francisco was selected as the scene of the\nmid-summer program and luncheon of the Administrative Women in Education.\nAround the beautifully decorated tables were assembled more than one hundred\n\n"}
{"page": 564, "printed_page": null, "text": "National\n\n560\n\nand fifty members\nMurphy\n\nand guests. The\n\nand Mrs. Porter had\n\nEducation\n\nAssociation\n\nlocal committees\n\nselected gardenias\n\nheaded\n\nby Mrs. Edith McNabb\n\nas the key flower of the decora¬\n\ntion and had made “Women’s Activity in All Administration” the keynote of the\nprogram.\nIn addition to the past presidents of the Administrative Women in Education\nwho were seated at the head table were: Mrs. Reuben Shaw, wife of the presi¬\ndent of the National Education Association; Mrs. Alice E. Field, executive from the\ncommunity service office of the Will Hays Corporation in Hollywood ; Mrs. Inez\nJohnson Lewis, president of the Administrative Women in Education; members of\nthe executive board of the Administrative Women in Education; and chairmen\nof the local committees on arrangements.\nMary Elizabeth O’Connor responded to the greeting extended by Mrs. Edith\nMcNabb Murphy.\nFollowing the luncheon Mrs. Lewis presented the speaker, Mrs. Alice E. Field,\nwho made a stirring plea for more action on the part of women — a more active\nparticipation in world, community, and civic affairs.\nFollowing the address by Mrs. Field, Mrs. Lewis presented the head table\nguests and invited the group to remain informally for further conference.\nThe meeting was adjourned.\n\n"}
{"page": 565, "printed_page": null, "text": "iDepartment\n\nof TDjral\n\nEducation\n\n"}
{"page": 566, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nThe department of rural education grew out of the Department of\nRural and Agricultural Education which was authorized by the Board of\nDirectors in 1907 . At the Chicago meeting in 1919, the Department was\nreorganized with three organized rural groups then existing — the Na¬\ntional Association of State Supervisors and Inspectors of Rural Schools,\nthe County Superintendents’ section of the National Education Associa¬\ntion, and the National Association of Persons Engaged in the 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 1939-40 are: president,\nNorman Frost, Professor of Rural Education, George Peabody College\nfor Teachers, Nashville, Tenn.; vicepresident, Mrs. Gladys Potter, As¬\nsistant Chief, Division of Elementary Education and Rural Schools,\nState Department of Education, Sacramento, Calif.; secretary, Lois M.\nClark, Early Childhood and Elementary Division, State Department of\nEducation, Harrisburg, Pa. (Members of the Executive Committee are\nlisted on page 603.)\nThe Department meets tzoice each year, in February and in June.\nThe annual 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 may 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: 44- 45\n1908 -.1187-1216\n1909: 953- 992\n1910 -.1081-1114\n1911 -.1117-1162\n1912 -.1365-1414\n1913: 801- 818\n\n1914: 877- 908\n1915 -.1131-1160\n1916: 613- 636\n1917: 599- 614\n1918: 271- 294\n1919: 281- 288\n1920: 271- 307\n\n1921: 523- 616\n1922 :1099-1222\n1923: 745- 841\n1924: 651- 714\n1925: 522- 576\n1926: 537- 600\n1927: 497- 560\n\n[ 562 ]\n\n1928 :45 3-544\n\n1929:463-542\n1930:401-500\n1931:495-540\n1932:423-454\n19 33:445-462\n1934:441-460\n\n1935:403-428\n1936:289-320\n1937:331-356\n1938:487-526\n\n"}
{"page": 567, "printed_page": null, "text": "CLEVELAND\n\nWILLIAM\n\nTHE\n\nSCHOOL\n\nE. YOUNG,\n\nDIRECTOR\n\nEDUCATION\n\nMEETING\n\nOF\nOF\n\nTOMORROW\nELEMENTARY\n\nDEPARTMENT,\n\nEDUCATION,\n\nALBANY,\n\nSTATE\n\nN. Y.\n\nThe first characteristic of tomorrow’s elementary school should be\nthat of democracy.\n\nrelates to an\n\nThe\n\nextension\n\nprinciple of democracy\n\nis best stated when\n\nof responsibility rather than\n\nto an\n\nextension\n\nit\n\nof\n\nfreedom. A valid criticism of the old school is that it failed to permit chil¬\ndren to assume responsibilities over matters of thought and conduct for\nwhich\n\nthe children were\n\nquite ready.\n\nThe quickest way to destroy freedom is to inaugurate a period of free¬\ndom running rampant. True and intelligent lovers of democratic education\nwill never be guilty of encouraging\n\nconfusion\n\nor what\n\nWoodrow\n\nWilson\n\nso aptly termed “miscellaneous restlessness.”\nIn tomorrow's elementary school there will be greater stress on the\ncooperative rather than the competitive attack on problems of living and\nlearning. As the foundation\n\nfor this work\n\nin cooperation\n\nthere will be the\n\ndeep-seated conviction and realization that wTe are interdependent and that\nif our growth is to be a lasting growth, its fruits, as well as its struggles,\nmust be widely distributed.\nThe third major difference in tomorrow’s elementary school will be the\nvariation which will be present between the schools of one community and\nthose of another and the schools of one year and the same\n\nschools five years\n\nlater. This variation might well be thought of as place and time adaptive¬\nness. Yet the fundamental principles of education and life will have even\ngreater geographical\nIn other words,\nprogram\n\nspread and relative permanency\nthere will be a fundamental\n\nnot only as between\n\ncommunity\n\nunity in the educational\n\nand community\n\none nation and another, and there will be a more\nhumanitarian\nthe new\n\naims. In the exaggerated\n\nthan they do today.\n\nwords\n\nbut also between\n\nunited seeking for basic\n\nof Dudley\n\nCrafts Watson\n\nslogan will be, “Infinite variety but absolute unity.”\n\nThe fourth characteristic of tomorrow’s elementary school is that the\ncurriculum will be considered more fundamental than the administrative\norganization.\nTomorrow’s elementary school will be more community-centered. It will\nbe a school of ever widening interests and sympathies. The school will\nrecognize that its community,\n\nfrom\n\nan economic\n\nas well as a cultural and\n\nintellectual standpoint, includes the whole\n\nworld.\n\ndenial but an enrichment\n\nthe community-centered\n\nof the concept,\n\nThis principle is not a\n\nIt is a denial of provincialism and cultural or economic\n\nschool.\n\ninsularity. The\n\ncom¬\n\nmunity-centered school does not mean the community-isolated school.\nThe school of tomorrow will be more intimately concerned with the very\nsmall child and will have a program\n\nsuited to him\n\n[ 563 ]\n\nfor his guidance\n\nand\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\ndevelopment. The nursery school will be a fundamental part of the educa¬\ntional system of America and it will be regarded more nearly as it should\nbe, as essential as any other of the so-called levels of school organization.\nREORGANIZATION\n\nOF\n\nEFFICIENCY\n\nRURAL\n\nSCHOOL\n\nDISTRICTS\n\nAND\nECONOMY— PROCESS\nRESULTS\nIN OHIO\n\nFOR\n\nAND\n\n%\n\nCARL\n\nH.\n\nSHANKS,\n\nSUPERINTENDENT\n\nOF\n\nWILMINGTON,\n\nThere\n\nare two\n\nreorganized\n\noutstanding\n\nCLINTON\n\nSCHOOLS,\n\nOHIO\n\nreasons why\n\nfor efficiency and economy.\n\nCOUNTY\n\nrural school districts should be\n\nFirst, we have witnessed\n\na gradual\n\nincrease in urban population from 1900 to 1930, and a corresponding de¬\ncrease in rural population in the same period of time. However, since 1930\nthere has been a marked\n\ndecrease in the rate of growth\n\nin urban\n\ncenters,\n\nbut there has been an increase in the population of rural areas. This increase\nin rural population\nmetropolitan\nadequately\nThe\n\ncenter. Our\n\npresent organization\n\nsecond reason for a reorganization\n\nin secondary\n\nthere is a large\n\nof rural schools does not\n\nof rural schools is the change in\n\nIn 1900, 3.3 percent of the public school enrolment\n\nwas\n\nschools and in 1934 this figure had increased to 21.4 percent.\n\nis a declining employment\n\nbe reorganized\ncurriculum.\nThe\n\nin those counties where\n\ncare for this shifting population.\n\nschool enrolment.\nThere\n\nis very marked\n\nof young\n\npeople, and our schools must\n\nto give a longer period of training and also offer a broader\n\nrural schools of Ohio\n\nare being reorganized\n\nunder\n\nHouse\n\nBill No.\n\n466, which was passed by the Ninety-First General Assembly, and became\neffective in June 1935. This act provided the process whereby the county\nboard\n\nof education\n\nwould\n\nproper\n\npublic hearings\n\ndraw\n\nup\n\na plan for reorganization\n\nthe plan would\n\nbe submitted\n\nand\n\nafter\n\nto the director of\n\neducation for his approval. It also provided certain requirements for partici¬\npation in the state public school fund, which was created by this act. It\ngives the director of education power to withhold funds from those ele¬\nmentary and high schools with an enrolment of less than one hundred\nand eighty pupils. The\n\nact guaranteed\n\na minimum\n\noperating\n\npublic schools in Ohio, thereby equalizing educational\nparts of the state.\nAt the present time there is a need for more\nreorganization\nnumber\n\nprogram\n\nof one-room\n\n1938, 261 one-room\n\nmay\n\ncost to all\n\nopportunities in all\n\nlegislation in order that the\n\ncontinue. It has been possible to decrease the\n\nschools from 2654 in 1935 to 1471 in 1938. In the year\nschools were\n\nabolished, but in the same\n\nperiod of time\n\nonly five small high schools of first-grade rating, four second-grade\n\nhigh\n\nschools, and four third-grade high schools were eliminated. Three things\nshould be done at once : first, the amount of money allocated to small high\nschools should be decreased ; second, some\n\nmeans\n\nshould be found\n\nto elimi-\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n565\n\nEducation\n\nnate small districts having a high per pupil wealth; third, a school-planning\ncommission should be established for determining school boundary lines.\nREORGANIZATION\nOF RURAL\nWEST\nVIRGINIA\nE. R. VAWTER,\n\nSUPERINTENDENT\n\nOF\n\nVILLE,\n\nFAYETTE\nW.\n\nDISTRICTS\n\nCOUNTY\n\nSCHOOLS,\n\nIN\n\nFAYETTE¬\n\nVA.\n\nThe county unit system of administering schools was inaugurated in\nWest Virginia in 1933. This meant an absolute reorganization of all school\nmatters within the state. All independent districts, as well as other districts,\nwere consolidated within the county into one district.\nFayette County, which I represent, has an area of 666 square miles, a\npopulation of 75,000, the teachers employed number 680, the annual budget\nis $1,090,000, and the average daily attendance 20,000. This county is\nlocated in the Appalachian highland. The terrain is decidedly rough. The\nexploiting of coal, oil, gas, and timber resources are the main industries.\nAgriculture is comparatively of little importance. The county is bisected\nby the New River canyon, cutting it into two parts and increasing transpor¬\ntation problems. The roads are for the most part improved, but there are\nsome dirt and gravel roads over which we must dispatch buses. The\n\nnature\n\nof the country renders some phases of transportation difficult and makes con¬\nsolidation in some regions impossible. On the tops of the mountains and at\nthe heads of the hollows where population is sparse, there seems to be no\nalternative than to maintain one-room schools.\nOur superintendent’s staff is composed of the superintendent and four\nassistants, of which one is a Negro in charge of Negro schools. The superin¬\ntendent supervises the work of seventeen high schools, and in addition has\ncharge of the administration of the entire system. Purchases are made by\nthe person detailed by the superintendent, but all bills are approved by him\nand expenditures are finally approved by the board of education.\nThe assistant superintendents have supervisory duties as well as other\nassignments, care being taken that no one has a particular territory to\nsupervise, but that his activities are spread over the entire county. In addi¬\ntion to the supervisory duties, one assistant superintendent has charge of\ntransportation in all its phases ; he also has charge of the handling of insur¬\nance. Another has the duty of supervising the maintenance, the handling\nof the fuel supply, and the testing program. Another purchases all books\nfor the elementary schools, for the high-school libraries, and all high-school\nlaboratory equipment. He also supervises the enforcement of truancy and\nacts as financial secretary.\nWe do not have a purchasing agent. This supervision is lodged in the\nhands of the superintendent. The office force consists of an office manager\nwho is also a stenographer. She supervises the payment of bills. We have a\nbookkeeper, a statistical clerk, and a full-time stenographer.\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nWe maintain a private telephone exchange in our offices, garage, and\nsupply rooms, and have constant telephonic contact with all high schools\nand bus centers. Our transportation system is administered by an assistant\nsuperintendent, mechanic, and assistant mechanic. All bus drivers are care¬\nfully selected, given an intensive course in first-aid training, a rigid medi¬\ncal examination, and are supplied with uniforms by the board of education.\nGreater economy and efficiency are derived from doing our own repairing.\nLittle time from school has been lost due to buses not running. Recently,\nwe celebrated the fact that we had had 6,000,000 child rides without a fatal\naccident since the inauguration of the county unit system.\nEmphasis is also laid upon our method of extending our maintenance\nthruout the county. We have a central supply house presided over by a re¬\nsponsible man who clears all maintenance calls thruout the county and in\nturn dispatches the work crews on their different missions. He is furnished\nwith a truck so that he may, in emergency,\n\ncarry supplies where needed in\n\na hurry. This truck is also used by the assistant superintendents when\neling difficult roads in order to visit schools.\n\ntrav¬\n\nWe employ two carpenter forces each equipped with a truck. There is\none master carpenter. It is the duty of these forces to go when and where\ncalled, and also to make periodic visits, when not otherwise engaged, in\norder to make necessary repairs before something actually breaks down.\nThen, too, this force keeps the bus stops in repair and in order.\nWe maintain a painting force during the months when painting can be\ndone, both inside and outside. It was found more satisfactory and economical\nto employ a painting crew rather than to contract for the work. Plumbing\nwork is done by a master plumber and an assistant, equipped with a truck.\nOf all our workmen, the plumber has been one of the most satisfactory.\nAll supplies needed in transportation, maintenance,\n\nand plumbing\n\nwork\n\nare purchased at wholesale prices, and advantage is taken of any bargains\noffered. Whenever possible, these purchases are based on competitive bid¬\nding, thus eliminating all favoritism. This same principle extends to the\npurchasing of books for the elementary- and high-school libraries. We have\nsaved hundreds of dollars alone in the purchase of books. At present, we are\nhaving our books repaired by a WPA force, but are planning to. continue\nthis after the WPA is closed, as we have found that thousands of dollars\nhave been saved by repairing books at the crucial moment. Each high school\nmaintains a hook repair department. For the elementary schools, we match\n$5 worth of books for each $5 put up by the teachers, and in one-room\nschools the offer is extended to $7.50. The books are purchased and placed\non display in the county office so that principals and teachers may inspect\nthem before purchases are made. In this manner, we have been able to add\napproximately\n\n15,000 columns per year to our libraries.\n\nOur fire insurance has been handled in blanket form on a three-year plan\ninstead of a one-year plan, which arrangement\n\nhas resulted in a considerable\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\nsaving. Also, we have fire insurance\ndamage on our buses and trucks.\n\nRural\n\nEducation\n\n567\n\non our buses and liability and property\n\nAs regards some additional matters of economy, it has been found advan¬\ntageous to discount utility bills, to have all freight prepaid and added to\nthe bill, do all buying\n\non the wholesale\n\nplan, as I have\n\nmentioned,\n\nand\n\nplace all orders before the first of July, after having received requisitions\nwith final reports of the teachers and principals in May.\nAs our yearly increment\nance, the enforcement\n\nof state aid is based upon\n\nof the truancy\n\naverage daily attend¬\n\nregulations has become\n\ndoubly impor¬\n\ntant. This truancy enforcement is supervised by one of the assistant super¬\nintendents. Under the old district system seven or more truant officers were\nemployed ; at present, there are three.\nMaintaining\n\ncontact\n\nwith\n\nteachers is done\n\ndifferent sorts, and by having prompt\n\nby visitations, meetings\n\nand efficient routes by which\n\nof\n\nmessages\n\ncan be dispatched instantly. By the use of the telephone and bus centers, it\nwas possible, a few years ago, to announce\n\nthe approach\n\nof a blizzard. The\n\nbuses were\n\nsafely at home\n\nbefore the storm\n\nstarted and all children were\n\nstruck. In distributing uniform\nwere able to distribute some\nremote schools.\n\ntests, we\n\nexperimented\n\nand\n\nmaterial in two hours’ time to all but the most\n\nAs regards contact with the teachers, we have found\nletters are ineffective messengers.\nlished in a little newspaper\n\none afternoon\n\nAccordingly,\n\nthat mimeographed\n\nour instructions\n\nare pub¬\n\npatterned after our high-school publications and\n\nedited by one of the high-school journalism\n\nteachers. We\n\ncall this “The\n\nCounty Unit.” It serves as a medium thru which our office can reach not\nonly the teachers and children but the parents and the public as well. The\nresponse on the part of the teachers and the public has been most gratifying.\nAn\n\nitem that escaped attention formerly\n\nis the handling\n\nof extracurricu¬\n\nlum funds on the part of principals and teachers. Whereas some are effi¬\ncient in this connection, many are not, the result being that the honesty of\ncertain individuals is questioned. To\nordered\n\na uniform\n\nhigh school with\nthe way\nfrom\n\nsystem\n\nof extracurriculum\n\nnecessary bookkeeping\n\nthis bookkeeping\n\nthe county\n\nforestall this, the board\naccounting,\n\nof education\n\nfurnished\n\neach\n\naids, directed the principals as to\n\nshall be accomplished\n\nand sent a representative\n\noffice periodically to audit all extracurriculum\n\nI should like to invite your attention to a comparison\n\naccounts.\n\nof our county\n\nunit\n\nwith the old district system. By wiping out district lines, we have been able\nto consolidate on a wider scale ; a system of transportation\n\nhas been devised\n\nwhich is both more economical and more effective ; the average daily attend¬\nance has been increased ; the upkeep of buildings and equipment is on a\nsound regulated basis. Furthermore, it has been possible, due to rigid econ¬\nomy, to add more services such as departments of art, music, journalism,\nhome economics, and\nand athletic fields.\n\nindustrial arts and\n\nto provide necessary\n\nequipment\n\n"}
{"page": 572, "printed_page": null, "text": "National\n\n568\n\nRESPONSIBILITIES\nFOR\nIZETTA\n\nM.\n\nEducation\n\nOF\n\nTHE\n\nTEACHER\n\nBYERS,\n\nCOUNTY\n\nmay\n\nSUPERVISING\n\nbuilding of a program\n\nmake\n\ngrowth\n\nSUPERVISOR\n\nGROWTH\n\nWEST\n\nThe\n\nAssociation\n\nIN\n\nSERVICE\n\nTEACHER,\n\nBEND,\n\nPROVIDING\n\nWASHINGTON\n\nCOUNTY,\n\nWIS.\n\nof experience\n\nby means\n\nof which\n\nin desirable ideals, interests, knowledge,\n\nchildren\n\npowers,\n\nand\n\nskills is the duty of the supervising teacher. To secure these ends he must\nbe on tap but not on top. He must be well trained and experienced so that\nhe may democratically\nteacher of teachers.\nTo\n\napproach\n\nguide teachers to improve\n\nthe problem\n\nwhile\n\nteaching. He\n\nis a\n\nintelligently an inventory of the capacities to\n\nachieve on the part of the teachers and pupils had to be made. This inven¬\ntory revealed a wide range in pupil ability and need which evidenced two\nsignificant factors: (a) It is impossible to assign children\n\nthe same\n\nlevel\n\nof work where a wide range of abilities obtains, and (b) there are overlap¬\npings in any range of grades.\nIn providing for child welfare we keep in mind his needs, interests, and\nability. Merely keeping records and enforcing rules are not sufficient. Simi¬\nlarly in teacher welfare we need to keep in mind the same things. The\nsupervisor must\nthan a group\n\nthink of each teacher as progressing\n\nof teachers progressing as a whole.\n\nHe\n\nat his own\n\nrate rather\n\nmust begin where\n\nteacher is rather than at the point he wishes the teacher were\n\nthe\n\nor thinks he\n\nought to be.\nTo\n\nsecure the growth\n\nof teachers and have that growth\n\nneeds of children, informal\nwere\n\nheld. The\n\nmeetings\n\non the\n\nfor discussing the results of the test\n\nteachers then adjourned\n\ngeneral meeting was held where\n\ncentered\n\nfor creative reflection. Later\n\nthe problem\n\nwas\n\nset and an experiment\n\na\nin\n\nnineteen schools was begun where grade lines were broken down and chil¬\ndren were assigned problems in keeping with their needs and abilities. These\nschools later became demonstration\ngram to other teachers.\nThe\n\nsolution of this problem\n\nthe administrative\nmaterials. This\nlibrary.\n\ncenters where\n\nin teacher growth\n\ndemanded\n\na change\n\nin\n\nsetup, especially in regard to the supply of instructional\n\nchange\n\nwas\n\nperfected thru the establishment\n\nIn this transition, the pupils became\nexists for the child. His welfare\nservice. The\n\nthe teachers sold the pro¬\n\nof a central\n\nthe center of supervision. The\n\ndemands\n\nthat the teacher grow\n\nplans for training teachers in service are many,\n\nschool\n\nwhile\n\nand\n\nin\n\nothers\n\nwill develop as teachers and supervisors democratically\n\nwork\n\nbetter and better procedures.\n\nOne\n\nas administrators,\n\nsupervisors, and teachers must\n\ngive our best and that must\n\nimproving\n\nif the youth of America\n\nwith faith, hope, and confidence.\n\nthing is certain; we\n\nout together\nbe constantly\n\nis to have an opportunity to look forward\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n569\n\nEducation\n\nADAPTING\nTHE\nCURRICULUM\nTO\nTHE\nNEEDS\nEXPERIENCES\nOF\nCHILDREN\nIN RURAL\nCOMMUNITIES\nTHRU\nORGANIZATION\n\nAND\n\nHELEN\n\nSTATE\n\nHEFFERNAN,\n\nCHIEF,\n\nDEPARTMENT\n\nA trip to the Harmony\n\nOF\n\nDIVISION\n\nOF\n\nEDUCATION,\n\nELEMENTARY\n\nEDUCATION,\n\nSACRAMENTO,\n\nCALIF.\n\nSchool reveals a typical rural school situation\n\nwith twenty children of five different racial or national backgrounds rang¬\ning in age from six to sixteen and with homes representing every type from\nparental neglect to superior understanding and care. An analysis of this\nsituation reveals the necessity for an educational program organized in\nterms of the growth needs of these particular children. The children made\na realistic attack upon the improvement of their own environment which\nled to a study of housing in their own\nmunity.\n\narea and in the adjacent village com¬\n\nOut of this learning situation certain clues to the adaptation of curriculum\nemerge: (a) The children were living a vital experience rather than merely\nacquiring subjectmatter. (b) The teacher’s first consideration was always\nthe interests, needs, and capacities of the particular children who constituted\nthe group, (c) The teacher recognized that children learn in response to\ninnate drives; therefore, provision was made for the stimulation and satis¬\nfaction of curiosity, for manipulation, dramatic play, construction, com¬\nmunication and the sharing of experiences, physical activity, and the ex¬\npression of creative and esthetic impulses, (d) The children lived freely,\nhappily, and naturally, exploring and experimenting in and with their en¬\nvironment, learning from firsthand experiences as well as from books.\n(e) A rather broad, socially significant area of experience stimulated many\ngroup enterprises and also many activities representing individual interests.\n(f) The teacher as the member of the teacher-pupil group having the widest\nexperience served to guide the group into socially valuable content, interest,\nand activities which were likely to be productive of the greatest growth for\neach individual and for the group as a whole, (g) The teacher was con¬\nstantly conscious of the importance of developing socially desirable atti¬\ntudes basic to the democratic way of life, (h) The teacher recognized all\nsubjectmatter learnings as means to insure richer and more effective living,\nnot as ends in themselves, (i) Teacher and pupils made increasingly effec¬\ntive use of a wide variety of materials in re-creating the realistic experiences\nof community life, (j) Pupil control was not based upon teacher domina¬\ntion and the imposition of adult standards of behavior, but upon gradual\ndevelopment of self-directive choice of ways of behaving consistent with the\ninterests and welfare of all.\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\nNational\n\nADAPTING\n\nTHE\n\nEducation\n\nAssociation\n\nCURRICULUM\n\nTO\n\nEXPERIENCES\nOF CHILDREN\nNITIES IN ORGANIZATION\n—THE\nMRS.\n\nHAZEL\n\nC. MC\n\nPHYSICALLY\n\nIN TIRE,\n\nMENT\n\nOF\n\nTHE\n\nNEEDS\n\nAND\n\nIN RURAL\nCOMMU¬\nAND CONTENT\n\nHANDICAPPED\n\nSUPERVISOR\n\nOF\n\nSPECIAL\n\nCLASSES,\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nDEPART¬\n\nThe provision for special classes for exceptional children made by the\ndivision of special education of Ohio includes at present only those for\ncrippled, cardiopathic, blind, partially sighted, deaf, and hard of hearing\nchildren. For the orthopedic classes, the organization and content of the\ncurriculum is the same as for regular classes. This is true also of sight¬\nsaving classes, except that a course in eye hygiene is added. For hard of\nhearing classes, special courses in lip reading, speech correction, and ear\nstimulation are added to the curriculum of the so-called normal classes.\nThe curriculum for primary deaf classes, however, is completely different\nfrom that of the regular grades since the totally deaf child enters school\nwithout speech and with no understanding of language. These classes must\nhave preliminary courses to develop language, understanding, to lay the\nfoundations for speech, to secure correct voice placement, to stimulate and\ndevelop residuary hearing, and to give the deaf child the art of lip reading\nthat will open the world of knowledge thiu the spoken word of his teacher.\nThese courses, on which most of the time is spent during the first three or\nfour years of his school life, follow him thru all the grades, but as he ac¬\nquires skill thru the use of them the curriculum broadens into that of the\nregular school. In fact, the child enters the regular classes for a steadily\nincreasing proportion of work until at the completion of the eighth grade\nhe is able to go to high school or into industrial training without the aid of\nhis special teacher.\nThis participation of the deaf pupil in the work of the regular classes\nrepresents our policy for all handicapped children. We firmly believe that\nevery child should have the opportunity of socialization and competition\nfound within the larger group of normal children, to the extent of his abil¬\nity to succeed. No child is thrust into such a group to face failure, but every\nchild participates as far as he is able in the regular program.\nOhio believes if a handicapped child is to succeed he must have all the\nadvantages given those of normal physique, and then the scales must be\nweighted in his favor thru the addition of the best scientific treatment for\nhis disability and the most modern training in the classroom. The state has\nevidenced this belief by offering to share the cost of special education with\nany local school district which will open special classes and maintain them\non a reasonable level.\nThe community bears a cost for each child in the special class equal to\nthat of educating a normal child in the same district for the same period.\nThe state pays the excess cost over this amount, within certain prescribed\nlimits, to the local board of education after the close of the school year.\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n571\n\nCounty classes may be organized to serve an entire county or portion\nthereof. Children may he transported daily or boarded in supervised homes,\nreturning to their own homes over the week-end. The statutes provide for\na state fund to be used for transportation and board.\nThis school year more than 5100 children have found their school days\nhappy and profitable thru some type of special-class service in 258 classes\nin 47 districts. Of this number 1091 receive home instruction. The state\nhas supported the program to the extent of $550,000 per year.\nA division of special education in a state department is developed to\nshare the responsibility for the proper education of every handicapped child\nwhether he lives in the largest city or whether he lives where creeks must\nbe forded with the help of high courage and a pair of stout rubber boots.\nIt is the particular obligation of such a division to give unusual attention\nto the children of the county districts. Organization within organization\nmakes the wheels go round in the cities, but too often there is no power gen¬\nerated in the country to give impetus to a program of special education.\nPerhaps it has been this conviction combined with much hard work which\nhas placed a portion of the state subsidy in some form of special education\nin every one of Ohio’s eighty-eight counties.\nSomeone has said, “The way we are facing has much to do with our\ndestination.” We faced the problems inherent in placing special schools in\nrural districts and pressed forward with the county class as our goal. We\nopened the first county units in 1926, one for crippled children in the east¬\nern part of the state in a mining section, and the other, a sight-saving class,\nin a county which stretches along Lake Erie. This year Ohio is the proud\npossessor of eleven county or regional classes. We call them regional units\nif children are enrolled from several counties. Two of these are for deaf\nand hard of hearing, three enrol cripples, and five are for children with\npartial sight. One other county unit is a combination sight-saving and ortho¬\npedic class. Twenty percent of all the children enrolled in Ohio’s special\nclasses are tuition pupils coming from outlying districts.\nEDUCATION\n\nCARL\n\nCOFFEEN,\n\nFOR\nCHILD\n\nTHE PHYSICALLY\nHANDICAPPED\nIN AN OHIO COUNTY\n\nSUPERINTENDENT\n\nOF\n\nSUMMIT\n\nCOUNTY\n\nSCHOOLS,\n\nAKRON,\n\nOHIO\n\nIn telling what my county is doing for the physically handicapped child,\nit will be my aim to tell you what we have done and how we have done it.\nAltho Summit County has Akron as its countyseat and two other cities\nwithin its borders, it is still a rural, or at least a semirural, county. Our\nproblems in the establishment of centers for handicapped children have been\nthe problems that any rural or partially rural county would\n\nmeet. Summit\n\nCounty is thirty-one miles long and sixteen miles wide. The important cen¬\nters of population are Akron, Cuyahoga Falls, and Barberton.\nOur\n\nrural school population totals 11,000 — 8000\n\nin the elementary\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nschools and 3000 in the high schools. There are nineteen different school\ndistricts with a local board of education in control of each. We have one\none-room school, one two-room school, two three-room schools, and twentyseven schools with five or more teachers.\nPrior to the establishment of our county sight-saving and crippled chil¬\ndren's centers, our pupils were either sent to physically handicapped centers\nin Akron or left to work out their own salvation in the school in their dis¬\ntrict. Often they were retarded, not because of the lack of ability or interest\nbut because of the absence of proper care. This was especially true of chil¬\ndren with poor vision. Imagine the heartaches of the child limited thru\nphysical handicaps and yet subjected to the same physical environment and\nthe same requirements that the normal child meets.\nWe have been blessed in all of our efforts to care for these handicapped\nchildren. First of all, we have had a competent, cooperative, and under¬\nstanding state director of special classes, Mrs. Mclntire. No one could be\nchosen who would more ably fill this position than she. Secondly, by an\nefficient and interested county health department, headed by R. H. Markwith, who was recently appointed state health director by Governor B richer.\nWithout the support of these two agencies our efforts would have been\nfutile.\nThe first year of organization we limited our efforts to a sight-saving\ncenter. Our procedure was briefly this: The county health department\nlocated all children with eye conditions. Parents were told of our program\nby the nurses and were requested to have competent oculists examine their\nchildren's eyes. Formal reports were then submitted to the health depart¬\nment. If the parents could not afford the required examination, it was done\ngratis by the Children's Hospital of Akron. After all data had been col¬\nlected it was forwarded to the state director of special classes for final\napproval.\nWhile this work was in progress your speaker had busied himself secur¬\ning a suitable room in a centrally located school. With this went the task\nof convincing the members of the local board of education that it was a wise\nventure and one that would entail little expenditure of funds on their part.\nThis was not so difficult a problem as I had anticipated. These men were\nproud to have this special class in their school. We were fortunate also in\nbeing able to use one of our own teachers; over a period of time she had\nbeen in training for this type of work.\nOur next tasks were the preparation of the room, the purchase of equip¬\nment, and the arrangement of transportation for our pupils. In the prepara¬\ntion of the room and the purchase of equipment we were guided entirely\nby the state department. We have a beautiful room, well lighted and well\nequipped. Transportation arrangements fell to my lot. We chose our drivers\ncarefully, told them exactly what we wanted, fixed a rate that we thought\nwas fair, and then with Mrs. Mclntire’s approval arranged the contracts\nwith the Copley board of education, in whose district the class is located.\nThe rate for drivers at present is five and three-fourths cents per mile. Out\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n573\n\nEdu cation\n\nof his earnings he must purchase liability insurance which the state requires\nhim to carry.\nThe second year in cooperation with the Barberton and Cuyahoga Falls\nboards of education, we established centers for crippled children at two\npoints: one in Lincoln School, Cuyahoga Falls, and the other at Portage\nJunior High School in Barberton. Children from the county or the city\nattend these schools, but the school is actually operated by the board in\nwhose district it is located.\n'Phis plan of uniting forces in operating these schools has been of advan¬\ntage to all concerned. Without the county children neither Barberton nor\nCuyahoga Falls would have had enough eligible pupils to permit of the\norganization of a class. On the other hand it would have been necessary to\ntransport the county children much farther to school had we been forced to\nestablish our own center. The procedure in the organization of these classes\nwas much like that followed in the establishment of the sight-saving center.\nTo round out a complete program which will care for all types of physi¬\ncally handicapped children, we plan next year to add to the classes already\norganized a center for pupils who are hard of hearing. At least 15 pupils\nare eligible for such a class. To give you a better idea of this work, we\nhave 24 Summit\n\nCounty\n\npupils enrolled in our sight-saving center, 32 in\n\nour crippled children’s centers, and 13 to whom we are providing home\ninstruction, another state service for those who cannot be transported to\none of these special centers. If we add to this total of 69 children who are\nnow being cared for the 15 who will be members of our hard of hearing\ncenter next year, we have 84 boys and girls who are profiting by this special\nservice.\nIn the three years we have been developing this service for our handi¬\ncapped children we have learned that: It is important that board members,\nparents, and teachers know what the program is; the cooperation of the\nstate director of special classes and the local health authorities must be\nsecured ; children and parents deeply appreciate the special opportunities ;\nand the teacher must be selected carefully, since the success of the enter¬\nprise depends largely upon him.\nADAPTING\nTHE\nCURRICULUM\nTO\nTHE\nNEEDS\nEXPERIENCES\nOF RURAL\nCHILDREN\nFOR\nBEHAVIOR\nPROBLEMS\nRAYMOND\n\nS. HYSON,\n\nSUPERINTENDENT,\nWESTMINSTER,\n\nCARROLL\n\nCOUNTY\n\nAND\n\nSCHOOL,\n\nMD.\n\nCarroll County, Maryland, is a strictly rural county — 85 percent of its\nincome comes directly from the farm. The area is 452 square miles, the\npopulation 37,000, and the assessable basis, $40,000,000. The school popu¬\nlation is 6300 white and 400 colored. The largest town is the countyseat,\nWestminster, with a population of 5000. This town is located in the geo¬\ngraphical center with seven other incorporated small towns around it. The\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nschools are administered by an appointive board of six members,\npointed by the governor each year.\nI shall attempt to define the term “behavior problems.” Wickman\n\none ap¬\nin his\n\nbook, Childrens Behavior and Teachers' Attitudes, gives the following:\n. . As those kinds of behavior which are recognized and declared to be\nproblems by the social group in which the child happens to live.” This then\ninvolves an analysis both of the individual who manifests the behavior and\nthe social order that declares the behavior unacceptable, undesirable, and\nunwholesome. Here you have two aspects, the pupil or child and his group\n— his parents, teachers, or the school.\nWhen a “problem” develops, it is time for someone to get busy and start\nstudying, not the problem but the situation that caused the problem. Of\ncourse, the “problem” will need to be readjusted and helped. I hold to the\nthesis that “an ounce of prevention is worth a pound of cure,” and as school\nadministrators, it is our job to see that our schools are so organized that\nthese “problems” are reduced to a minimum.\nThese problems are “picked up” or reported to our supervisors and\nattendance officer. Then one of several things may follow:\nLocation\n\nof problems — A child may\n\nbe examined\n\nat one of our regular\n\nmonthly clinics. The parents are always interviewed and, whenever possi¬\nble, present at the examination. A trained psychiatrist is present and the\nBinet Test is given. A conference is held at the end of the day with the\nclassroom teacher, principal, and supervisor with the psychiatrist, and rec¬\nommendations given are carefully considered and, if possible, followed.\nCreating\n\nnew\n\ninterests within the school — In some\n\ncases the child’s pro¬\n\ngram is changed — home economics or industrial arts is added and the con¬\ntent subjects dropped. Complete understanding between the teachers as to\nthe pupils’ difficulties is especially effective for over-age pupils.\nEarl, aged fourteen years, a normal-sized boy with a pleasant manner,\nhad reached the sixth grade by courtesy. His performance in schoolwork\nindicated a discrepancy between his ability and the average ability of the\nchildren of his grade. One way for him to get attention was thru disorderliness, and since conforming to conduct requirements was too difficult,\ntruancy followed.\nA complete study was made of the case and with the approval of all con¬\ncerned, Earl was given an opportunity to work in the shop under the direct\nsupervision of the industrial arts teacher who was keenly interested in adoles¬\ncent boys. The child was made the teacher’s assistant and was held respon¬\nsible for all of the tools in the shop. He learned the names of the tools and\nused many of them to make articles that were later sold. Earl returned to\nthe regular classroom for the afternoon session. He was regular in attend¬\nance and adjustment for him was quite satisfactory.\nCreating\n\nnew\n\ninterests by changing\n\nschool home\n\nenvironment — The\n\nsu¬\n\npervisory staff of the Carroll County school system had considered for nearly\ntwo years the advisability of establishing a class for children unable to do\nthe regular work in their grades. We hesitated in naming this class once it\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n575\n\nwas established ; however, it is known as a “special” class or as Mrs. Blank’s\nclass. The pupils comprising it are brought in on buses from five other ele¬\nmentary schools near Westminster. Since we have the county unit admin¬\nistration, this was easy to do, as buses are operated from these communities\nfor high-school pupils.\nSeveral factors had to be carefully considered before actual classroom\ninstruction could begin. The first was the selection of the pupils for the\nclass. In our school the Binet Test was given by a trained psychiatrist, and\nachievement tests were given in order to find reading and arithmetic levels\nand frequent conferences were held between teachers and supervisors be¬\nfore actual selection was made. A list was then made up of all available\ncandidates from the several schools from which a group of about twenty\nboys was selected. They range in age from eleven years to fourteen and in\nIQ’s from 53 to 83. The average age is thirteen and the average IQ is 65.\nA letter was sent to the parents explaining the work and, if necessary, a\nhome visit was made. Only two parents refused to permit their sons to\nenrol, and at present we are refusing applications to the class.\nThe second factor, and probably the most important, was the selection of\nthe teacher. We selected an individual who had had experience in a rural\nschool, in a large graded school, and one that could make the necessary ad¬\njustments. She is taking special training in this work and to date has won\nthe confidence of all the boys. A teacher of a special group must be enthu¬\nsiastic about the work, must have a sympathetic understanding of the prob¬\nlems, and must possess initiative and vitality.\nAnother factor is the type of physical conditions under which the class\nand teacher must work. Too frequently these classes are put in basement\nrooms or the least desirable room in the building. The room should be\nattractive, with good furniture and workbenches, well lighted, and if possible,\nlarger than the regular classroom unit. It is foolish to organize a class and\nthen set up or permit conditions that hinder effective work.\nThe relationship of the class to the rest of the school must also be care¬\nfully considered and worked out. Teachers in the building and the other\npupils must and will accept the class as a part of the regular school organi¬\nzation. Those in the special class participate in all school activities, and\nsome of the boys are on the student patrol.\nFinally, careful consideration must be given to the program taught. Our\npupils range in reading ability from the primer to the third reader and in\narithmetic from Grade I to V. Hence the instruction must be largely indi¬\nvidual. No failures are permitted, and all pupils succeed on their level of\nachievement. Much of their arithmetic, spelling, writing, social studies, and\nreading is an outgrowth of their manual activities. A careful check is kept\nof the progress of all pupils, and we can report at this time a group of boys\nhappy and successful in their new school environment.\nWe have established in the Westminster schools a teacher of remedial\nreading for normal children. The class was organized after a series of tests,\nconsisting of Detroit Reading, Forms II and III-B, and Iowa Silent Reading\n\n"}
{"page": 580, "printed_page": null, "text": "5 7o\n\nNational\n\nEducation\n\nAssociation\n\nTest. Grade VI. Some pupils were given the Durrell-Sullivan Tests and\nthe National Achievement Tests. Using these tests, teacher judgment,\nschool marks, and the results of previous tests we were able to make up the\ngroups from each grade. These pupils reported to the remedial teacher one\nhour each day; the schedule was arranged so that they missed the regular\nreading period. Ungraded reading material is used, and the remedial teacher\nis in constant conference with the regular classroom teachers. She also fol¬\nlows up the work in the content subjects.\nA group of twenty-one fourth-grade pupils was tested in September\n1937. All hut one tested second grade in reading. In May another form\nof the same test was given and the growth varied as follows: four showed\nno change; two tested two years, ten months; three, third grade; two, three\nyears, ten months; nine, four years, nine months; and one, fourth grade.\nOf this same group, nine are now doing regular fifth-grade work and\ntwelve are continuing with remedial work but are in the regular fifth grade.\nOf the grand total of 99 doing remedial work in Grades III-VI, inclusive,\nin 1937-38, 49 were returned to the regular classes, 37 are continuing the\nwork this year, seven are in our special class, and six withdrew. Eighteen\npupils were returned to their regular reading work in February of the 66\nwho started the work this September.\nThe classes in composition are changing constantly for as soon as a pupil\nis able he is returned to his regular reading class. However, the composi¬\ntion class remains stable over a fairly long period of time, usually a semester.\nCOMMUNITY\nAn\nKATE\n\nV. WOFFORD,\n\nRESOURCES\nIntroduction\n\nDIRECTOR\n\nOF\n\nCOLLEGE,\n\nIN\n\nRURAL\n\nSCHOOLS\n\nto the Yearbook\n\nRURAL\n\nEDUCATION,\n\nBUFFALO,\n\nSTATE\n\nTEACHERS\n\nN. Y.\n\nThe title of the yearbook. Community Resources in Rural Schools , tells\nus many things about the yearbook itself. It presupposes that the rural\nschool has resources and that they can be used. This is, in itself, a refresh¬\ning thought, for who of us cannot remember the time when the average\nschool administrator talked of the rural school only in terms of its liabili¬\nties. and a program to meet them only in terms of consolidation. Far dis¬\ntances lie between those days and now, not in years but in ideas. Not only\nis it now recognized that the rural school has something vital and significant\nto offer children in its educational program, but the administrators of pro¬\ngressive school systems actually look with envy upon the small school and\nseek whenever possible to imitate it.\nThe relationship of the school and the community, as is brought out in\nthe first chapter of the yearbook, is basic to the philosophy upon which the\nyearbook is built. The present interest of the school in the community is\nrooted in the interest which the community has always had in its school,\nan interest as American as apple pie. It is a part of our democratic tradition\nand schools have suffered in proportion as educational leaders have tended\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n577\n\nEducation\n\nto minimize its importance and ignore its usefulness. The present trend to\nlink the school more closely to community life, and the community to the\nlocal school is honorably linked with the past. Yet the trend achieves more\nthan historical significance. It also reveals new movements in education.\nBriefly, these are three.\n1. The movement to link education with life is a recognition of the neces¬\nsity to make the educational process lifelike, indeed to link it with life.\nThis is no new idea in education for as early as 1899 John Dewey pointed\nout in School and Society the isolation of the school from life. In order to\nbreak down this isolation of life and education the modern school is making\na serious effort to make the learning process more like life itself. To imitate\nthis process educators have discovered that they must know the environment\nin which the school functions.\n2. The current concern with the community lies in a new conception of\nthe social function of the educational process. Education has always taken\nseriously its responsibility for the betterment of the individual child. It has\nonly recently given serious thought to its possible responsibility for the bet¬\nterment\n\nSchools\n\nof the community.\n\nBuild\n\na New\n\nCounts’ book of a few years ago, Dare\n\nSocial Order f proposed\n\na revolutionary\n\nthe\n\nprocedure\n\nand raised new questions about the function of education. For the first time\nlarge numbers of educators began to wonder if the duty of the school was to\nimprove both the individual and society. The\n\ndiscussion and its repercus¬\n\nsions have unquestionably greatly influenced the whole philosophy underly¬\ning community-school relationships.\n3. Recent researches, particularly those of Wellman and Stoddard of the\nUniversity of Iowa, have tended to focus the attention of educators upon\nthe importance of the environment in the development of the intelligence\nof children. These researches tend to indicate that intelligence is not fixed,\nthat it can be changed, and that the environment is the deciding factor in\nany changes effected. If this be true, teachers who wish to understand their\npupils can no longer ignore the fact that all child growth is doubly rooted,\nit is both biological and sociological. A teacher who would understand his\npupils must study the educational implications of the environment in which\nthey grow as well as the process of growth itself.\nBecause of these reasons and because the Committee on Publications feels\nthat the rural school would profit from a yearbook that emphasized the\nresources inherent in the community, the present volume came into being.\nThe yearbook is divided into three parts: Part I is divided into two chap¬\nters, the first of which is a statement of the philosophy upon which the year¬\nbook has been based. The second chapter is a practical statement of the best\nand most employed technics for discovering community resources. Many\nrural teachers and supervisors will hail this chapter with delight for it\ngives a method to translate philosophy into practical classroom situations.\nThe technics given for gathering community data are the same as are\nused in making any good survey: (a) observation, (b) the conference or in¬\nterview, (c) documentary research, (d) the questionnaire, and (e) the\nschedule or checklist.\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\nPart II is concerned with developing community\n\nresources. The chapters\n\nare on questions of conservation and development of resources. On the ques¬\ntion of conservation the author emphasizes the importance of the protection\nand promotion of our natural resources, that is forests, soil, and wild life,\nand then lists a wealth of practical suggestions whereby youth now in school\nmay assist in a program. These suggestions find form in Arbor Days, school\nbeautification, in the work of the Future Farmers of America, conservation\nweek, in field trips, the CCC, the NYA, the Four-H Clubs. Miss Henderson\nof the Virginia Department of Education approaches her chapter on the\ndevelopment of the community thru an encouraging emphasis upon the\nhuman\n\nresources. She presents the thesis that youth should share in the devel¬\n\nopment of community resources because (a) living in this manner becomes\nreal to children; (b) community activities offer youth the opportunity to\nparticipate in socially worthwhile undertakings and give them insight into\ndemocratic values and processes; (c) such activities develop within youth\nthe desire to improve conditions about them; and (d) something beneficial\nhappens to adults as they work with children. Lest she be accused of being\ntheoretical only, Miss Henderson then gives actual illustrations of vital and\nworthwhile experiences in which children have engaged in a program of\ncommunity service.\nPart III, composed of four chapters, considers using community resources.\nThis is approached from two viewpoints: the use of community resources\nin curriculum development and in the education of special culture groups\nas illustrated by the Spanish and Negro groups. The authors report the\nsignificant community experiment now in process at Spring Hope, N. C.\nThat education should take place in terms of the culture of groups as well\nas in terms of the environment\n\nin which those groups live would seem inevi¬\n\ntable. Yet the education of the Negro, the Spanish, the Indian, and the moun¬\ntaineer groups in America is an illustration that the process can ignore both.\nIn order to meet the needs of a Spanish culture group the Nambe Community\nSchool is now in the process of evolving a curriculum which will probably\npoint the way to other communities which have similar problems. As a guide\nto progress the teachers have agreed upon a set of twelve basic considerations\nand are proceeding upon them as a sort of educational bill of rights. A\nreading of the chapter in its entirety gives one an encouraging prospect of\nwhat can be expected when a group of intelligent teachers with a sound\neducational philosophy attempt to make the school not merely lifelike but a\npart of life itself.\nMrs. Whiting of the Georgia Department of Education reports a similar\ndevelopment in terms of the Negro group in that state. Taking the com¬\nmunity needs as a starting point, a functioning curriculum is gradually\nevolving to meet those needs. In view of this objective it is not surprising to\nlearn of the realistic activities thru which children are learning. A few of\nthese are: school gardens, canning vegetables, digging a school well, poultry\nraising, bee culture, and dairying. According to Mrs. Whiting the activities\nare typified by cooperative study, cooperative planning, execution of plans,\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n579\n\nEducation\n\nappraisal of results, recognition and use of outstanding work for the benefit\nof all thru regular term activities and summer school guidance.\nIn the last chapter, Fannie W. Dunn of Teachers College, Columbia\nUniversity, evaluates the educational movement to integrate the school and\nthe community. As she points out, the movement is old and has always been\na characteristic of good rural school teaching. Indeed, the early movement\nto make the school community-centered is the forerunner of the modern\none to integrate the school and the community. However, in its beginning\nthe school-community relationship was developed to provide extracurriculum\nopportunities for adult and child education.\nOn\n\nthe other hand, there were\n\nrural schools as early as 1900 which at¬\n\ntempted curriculum adaptations in terms of the child’s environment. But\nthese forward developments, as Miss Dunn points out, were the results\nof isolated leadership usually in the person of a county superintendent who\nrose briefly to influence a program. The cooperative efforts of teachers,\nchildren, and parents which characterize the chapters in this yearbook were\nsingularly lacking, probably because the rural teachers of that day were too\nyoung, too poorly educated, and too immature professionally to develop a\nphilosophy of rural life of their own and put it into practice. Because of\nthis, as might be expected, the early movement “to link schools with life” was\nsporadic and except for certain centers largely ineffective.\nBecause of these beginnings, however, and because of the teachings of\nsuch leaders as Bonser, Kilpatrick, Merriam, and others, the school began to\nlook at its environment and to study about it. This period was characterized\nby school excursions and the beginning of the selection for study of certain\nsocial aspects in the environment outside the school. By 1930, according to\nMiss Dunn, distinct progress has been made in the incorporation of the life\nof the child into the education of the school.\nThe authors of this yearbook see beyond this stage of development in the\nintegration of school and the larger environment of which it is a part. In\nthe words of Miss Dunn: “The school faces the only partly solved problem\nof finding its place in the program of social reconstruction which is essential\nto the actual survival of our society. ... Its first contribution to the total\ntask is so to modify its own inner organization and processes that the indi¬\nvidual it trains grows both in ability to deal intelligently with the world and\nin the disposition so to do.” The yearbook was written to assist the average\nrural teacher and his pupils to make this first contribution to the total educa¬\ntional task.\nTRANSPORTATION— GENERAL\nPLAN OF OPERATION\nTHE STATE OF FLORIDA\nEDGAR\n\nL. MORPH\n\nET, DIRECTOR\n\nDEPARTMENT\n\nOF\n\nPUBLIC\n\nOF\n\n.ADMINISTRATION\n\nINSTRUCTION,\n\nAND\n\nFINANCE,\n\nTALLAHASSEE,\n\nIN\n\nSTATE\n\nFLA.\n\nSchool transportation in Florida as in most other states has been growing\nvery rapidly. This rapid growth has brought many problems which have not\nyet been solved.\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nFor many years after transportation was begun each county board devel¬\noped its own procedures and regulations. There was little uniformity. Some\ncounties bought very cheap buses while others provided more adequate equip¬\nment. Some counties were careful about the selection of drivers, while others\npaid little attention. Some counties had comparatively strict regulations\nregarding the operation and maintenance of transportation, while others left\nthe matter largely to the individual driver. Some counties went in for county\nownership, while others adhered strictly to a contract plan.\nThe state first became seriously interested in school transportation about\nsix years ago at the time the legislature provided an appropriation, part of\nwhich could be used for transportation. The state then prescribed a few basic\nregulations and began to attempt to help counties to determine what part of\nthe state fund was needed for transportation. Some effort was also made to\nencourage uniformity in records and reports, altho this early effort was\nlargely unsuccessful.\nEarly in 1937, the state department began an intensive study of the prob¬\nlems in the field of transportation. A member of the state department staff\nwas assigned the responsibility of attempting to work out solutions for the\nproblems. In the summer of 1937, the county superintendents had become\nconscious of the need for a more extensive study of the field and particularly\nfor statewide rules and regulations. Accordingly, they appointed a com¬\nmittee for the purpose of cooperating with the state department in carrying\non various studies.\nThe committee of county superintendents devoted its attention mainly to\nthe problem of minimum standards and rules and regulations. By the spring\nof 1938, the entire situation had been canvassed thoroly and a set of regu¬\nlations to be of statewide application had been agreed upon. These regula¬\ntions, which are probably the most comprehensive of any state regulations\nadopted up to that time, cover practically every phase of the field of school\ntransportation. They have been found most satisfactory during the year in\nwhich they have been in operation and have aided materially in bringing\nabout major improvements in the transportation of pupils in the schools of\nFlorida.\nDuring the past year, the problem has been carefully studied and for the\nfirst time unit costs have been arrived at on a uniform basis. Unit costs for\ncounties which have county-owned buses were computed to include not\nonly the operating cost but a reasonable depreciation on the equipment.\nThus unit costs of counties having county-owned equipment could be\ncompared with the unit cost of other counties. These comparisons showed\nthat in general the true cost of transportation in counties having countyowned equipment was considerably less than in counties using some form\nof contract plan, altho some counties having county-owned equipment were\nfound to have a much higher unit cost than corresponding counties with\ncontract equipment.\nThis study also showed marked variation in costs without adequate justifi¬\ncation. In some of the more sparsely populated counties, unit costs per pupil\nwere found to be lower than in some of the more densely populated counties.\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n581\n\nThis is partly accounted for by the differences in the type of equipment used,\nbut in most cases it is only explained by variations in practice and procedure.\nA comprehensive study has also been made of the cost of transportation\nas related to the number of pupils transported and the area from which they\nwere transported ; that is, these studies were made in terms of the density of\nthe transported population.\nThe results of these studies led definitely to the conclusion that the plan\nfor state aid should be changed. The old plan had been to allow $800 for\neach $1500 spent for transportation. That served its purpose for the years\nwhen transportation needed stimulating. In these days, however, it has many\nobjectionable features, which were brought to light by these studies.\nIt is proposed that in the future state aid for transportation be based,\nfirst, on the number of pupils transported and, second, on the area from\nwhich those pupils are to be transported. In each county, one unit is to be\nallowed for each eighty pupils transported and one unit is to be allowed for\neach fifty-sixth square miles of area from which pupils are transported. This\nplan allows for the greater cost of transporting of pupils in the counties\nhaving greater sparsity of transported population. It permits each county to\nuse its own initiative in developing its program subject, of course, to mini¬\nmum standards to develop programs which are economical, because funds\nsaved by good administration will be available for other purposes. A county\nwhich is uneconomical will soon find that it has to pay for its lack of economy\nout of county funds needed for other purposes.\nThere are many features of the general plan of operation of the trans¬\nportation system in Florida which might be mentioned. It is possible to dis¬\ncuss only one or two of them here and to state only a few of the others. The\nrequirement that all drivers be given a physical examination annually and\nthat they hold a special license represents notable progress. This requirement\nwas first established last year. The regulation that all school buses be\nequipped with manually or mechanically operated stop signals and that\nchildren who are to cross the highway after being unloaded from a school\nbus cross in front of the bus under the direction and control of the driver\nrepresents a marked\n\nincrease in safety. Numerous\n\nother features involving\n\nsafety, economy, and efficiency will be discovered by an analysis of the trans¬\nportation regulations or a study of the improved practices noted in many of\nthe counties.\nSCHOOL\n\nBUS\n\nTRANSPORTATION\n\nM. D. COLLINS,\n\nSTATE\n\nSUPERINTENDENT\n\nThe\n\nOF\n\nIN\n\nSCHOOLS,\n\nGEORGIA\nATLANTA,\n\ntransportation of public school pupils in Georgia\n\nGA.\n\nhas developed\n\nrapidly during the past few years. During 1937-38 there were 24,077,867\npupils transported — 37 percent of the entire yearly enrolment.\nTypes of school buses are metal, composite, and home built. The total\nvalue of all publicly-owned transportation equipment is $703,750.71.\nApproximately 10 percent of pupils are transported by motor vehicles\nowned and operated by the numerous school districts of the state. The\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\nremaining children are transported chiefly in vehicles operated by various\ntransportation agencies or by the parents of the pupils, such transportation\nusually being provided thru contract between the transportation agencies or\nparents in the school district.\nThe large number of pupils being transported and the widespread geo¬\ngraphic distribution of children thruout the state presents a problem in costs\nand hazards which are causes of trends toward centralized state regulation\nand state control.\nThe laws of the state require that motor vehicles passing school buses dis¬\ncharging or taking on children should stop and that school buses are required\nto be marked.\nThe greater part of school transportation in Georgia is not only countycontrolled but also district-controlled. Thus far there have been compara¬\ntively few serious accidents in the state of Georgia involving pupils being\ntransported to or from school. The accidents which have occurred, however,\nhave pointed to the urgent necessity for state regulation and state control.\nAll motor vehicles used in transporting school children to and from schools\nshall be distinctly marked “School Bus” on front, rear, and sides thereof in\nletters of not less than five inches in length. But drivers must stop said\nschool buses on the right-hand side of the road or street as close to the curb\nor edge of said road or street as is practicable.\nThe total number of miles (one way) traveled in 1937-38 was 52,420.\nCounty superintendents of the different county systems make their own regu¬\nlations regarding speed. This is wise because of different types of road con¬\nstruction.\nThe types of surface roads traveled over are classified as follows:\nHard surface .\nGravel .\nGraded .\nUnimproved .\nTotal\n\n.\n\n3,883.82\n2,618.70\n31,980.59\n13,937.37\n52,420.48 miles\n\nThere were 2665 buses used in the state last year. There were 979 metal\nbodies, 756 composite bodies, and 930 home built. Of these 2665 buses, 465\nhave shatter-proof glass. These\n1 .4 loads per bus each day.\n\n2665 buses made\n\n71,812 loads, averaging\n\nThe cost paid by the county boards of education was $1,730,318.87 and\ndistrict cost, $179,221.23, making a total operation cost by local boards of\n$1,909,540.10. Public utilities (privately-owned buses) operated at a cost\nof $12,747.43. The unit cost per load was $1.55, per bus mile $.078, per\npupil per month, $2.46. The amount paid by pupils was $3,377.50. The\naverage months operated was 8.53.\nRules and regulations of employing mechanics are left with local boards\nof education.\n\nRecommendations for improvement are: (a) state department to have\na supervisor of transportation, (b) rules and regulations and standard equip¬\nment for bus drivers, (c) county boards of education to own and operate\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n583\n\nbuses, (d) the elimination of unnecessary stops, and (e) to build regular\nbus shelter for protection from bad weather.\nPUPIL\nA. R. CLIFTON,\n\nTRANSPORTATION\n\nIN\n\nSUPERINTENDENT\n\nANGELES\n\nLOS\n\nBy way\n\nOF\n\nANGELES,\n\nof introduction, it may\n\nLOS\n\nCALIFORNIA\nCOUNTY\n\nSCHOOLS,\n\nCALIF.\n\nbe said that over 100,000 pupils are\n\ntransported daily to and from schools in California. Approximately threefourths of these pupils are transported by motor vehicles owned and operated\nby the school districts of the state. The remaining children are transported\nchiefly in vehicles operated by transportation agencies or by the parents\nof pupils.\nIn California all expenditures of funds for transportation are, with\nfew exceptions, made thru local school district officials. Thus, the actual\npurchase of buses, payment of drivers, and payment of transportation costs\nare paid from local school funds, as authorized by boards of education or\nboards of trustees. However, school moneys for current expenditure and\ncapital outlay purposes are secured by statewide support of schools to the\nextent of 54.38 percent for elementary purposes, 32.88 percent for highschool purposes, and 37.86 percent for junior college purposes. The fore¬\ngoing percents are for Los Angeles County for the year 1937-38.\nThe larger districts tend to own their own buses and employ drivers,\nwhile the smaller districts tend to contract for the transportation of pupils\non an annual contract basis, which contract may run for a maximum of three\nyears. In exceptional circumstances, where transportation is a major problem\nof a given school district and represents such an expense as might interfere\nwith financing the educational program, the county superintendent of\nschools is authorized by law to make special emergency apportionments from\nstate-furnished school funds for payment of pupil transportation costs.\nCalifornia school law provides for statewide regulation and control of\nvehicles operated by schools, transportation agencies, and parents of pupils.\nThis control involves a plan whereby the state department of education,\nthe department of motor vehicles, the department of industrial relations,\nand the railroad commission endeavor to guarantee pupil safety as far as\nthis is possible. The legal provisions and regulations regarding pupil trans¬\nportation are at a very high standard and relate to qualifications of bus\ndrivers, agreements and contracts, and the operation and equipment of\nmotor vehicles used. The California Department of Education Bulletin\nNo. 22, November\n\n15, 1937, entitled The\n\nRegulation\n\nportation, contains 32 pages of specific information\n\nof Pupil Trans¬\n\nregarding requirements,\n\nduties, and liabilities in this matter.\nThe time consumed in collecting children obviously varies greatly in the\ndifferent districts. However, school officials are encouraged to provide suf¬\nficient service so that no pupil would be required to spend more than fortyfive to sixty minutes going to or from school.\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nThe restrictions and regulations regarding pupil transportation require\na high standard of efficiency in the equipment, the qualifications of drivers,\nand the maintenance of facilities.\nAs stated in the introductory remarks, 75 percent of pupils are trans¬\nported in school buses owned by the local district. Thus, 25 percent of\npupil transportation is by use of privately-owned facilities, either by contract\nwith public carrier, private agencies, or parents.\nIn larger districts which own their own school buses it is customary to\nemploy mechanics, or secure bus drivers who are qualified mechanics, to\nmake the necessary repairs and adjustments. Also, in smaller districts, bus\ndrivers may be employed as part-time janitors or engaged in maintenance\nof school plant.\nIn California the consensus seems to be that present regulations are\nadequate in most respects. There is some criticism of changing regulations\nregarding school bus equipment which are made retroactive, but such prob¬\nlems are matters of adjustment in individual districts. There is also some\ncomplaint of overlapping regulatory authority vested in several depart¬\nments. The present California legislature now in session is giving consid¬\neration to these problems.\nTRANSPORTATION— GENERAL\nIN ALABAMA\nA. R. MEADOWS,\n\nSUPERVISOR\n\nDEPARTMENT\n\nOF\n\nOF\n\nRESEARCH\n\nEDUCATION,\n\nPLAN\n\nAND\n\nAS\n\nUSED\n\nSURVEYS,\n\nMONTGOMERY,\n\nSTATE\n\nALA.\n\nAlabama gives state aid to transportation of pupils to public schools not\nas a separate item but as a necessary part of the state minimum program.\nPhis provision permits flexibility and simplifies “fund accounting.” The\nallowance for teachers in the minimum program is transferred to trans¬\nportation where teaching positions are eliminated thru consolidation. This\nhas encouraged the consolidation of inefficient and costly small schools.\nNinety percent of the white pupils now attend schools having three teach¬\ners for more than six grades. Only 4 percent of the white pupils are in oneteacher schools. Furthermore, under this financial plan available, funds may\nbe shifted to a limited degree to and from transportation as needs arise and\nconditions permit and fund accounting is simplified.\nIn allocating state aid to transportation a cost figure was set up for each\nschool system on the basis of the average prevailing costs in counties and\ncities grouped according to density of transportable pupils. Transportable\npupils include physically handicapped children and those who live two miles\nor more from school.\nCounty, city, and even state boundary lines have been ignored quite gen¬\nerally in the efforts to transport children to the nearest school offering satis¬\nfactory instruction at the least cost. The state plan makes this possible by\na transportation allowance to the school system within the state which bears\nthe transportation cost. The calculation of such allowance is simple and\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n585\n\nis made by the state department of education thereby removing the neces¬\nsity of one local school unit having to settle the transportation cost with\nanother school unit. The local units agree on the number of children to\nbe transferred and report the data to the state where full transfer is made in\nthe minimum program allowance.\nIn the state financial plan, provisions are made for local school systems to\ntransfer from the privately-owned contract system to county ownership of\nschool buses and the operation of central repair and maintenance shops.\nThis is done thru the issuance of capital outlay warrants against county or\ndistrict taxes for the purchase of buses and construction of a central shop.\nSuch warrants have netted par at 2 Y\\ percent interest to be retired annually\nover a six- or seven-year period for buses and a twenty-year period for the\nshop. Counties, thru public ownership, have improved the school bus equip¬\nment and have reduced the cost of transportation.\nLocal initiative is encouraged,\n\nthru local resources, to go beyond the\n\nstate minimum provisions for transportation, but constitutional tax limita¬\ntions definitely limit local initiative.\nSchool buses as such are exempted from state and local taxation. School\nbus license tags are issued by the state free to public and private owners of\nschool buses used exclusively for pupil transportation.\nThe present technics for allocating state aid to transportation are defective\nto the degree that original cost figures were based on defective equipment,\non any road conditions not taken care of in the density of population cor¬\nrection, and on inadequate routing, if any. However, if a given appropria¬\ntion is to be allocated, the use of the average cost in several counties tends\nto make the allocation fair on the basis of existing conditions. Alabama is\ninaugurating a program to correct these defects thru school surveys which\nset up model systems of transportation in areas of the state having different\nnatural conditions beyond the control of local superintendents, such as roads,\nclimate, and density of population. Thru experimental studies the cost of\nadequate, safe, and comfortable transportation can be determined for sample\ncounties in areas having different conditions.\nThe administration of pupil transportation in Alabama is thru county\nand city school superintendents under policies approved by local boards of\neducation and by the state board of education. Local superintendents are\nresponsible for selecting drivers, purchasing or contracting school bus equip¬\nment, and for setting up bus schedules and operating rules and regulations.\nThey work partly thru school principals and county school bus supervisors\nin seeing that policies and contracts are properly carried out.\nThe state highway patrol assists in enforcing traffic laws and in inspection\nof school buses. The state department of education recommends minimum\nsafety standards for the transportation program, must approve the issuance\nof all capital outlay warrants, and provides uniform accounting record\nbooks and report blanks. This year each school bus driver is furnished a\nrecord and report book consisting of seven forms. These forms are designed\nto give complete and accurate cost accounting on transportation by type\nof roads and number of bus stops and to encourage safety thru adequate\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\nsafety inspection of equipment. All school bus accidents are reported to the\nlocal superintendents and to the state superintendent of education.\nThe state department of education, in cooperation with state institutions\nof higher learning, thru surveys, sets up proposed school bus routes and\nschool bus schedules, traces routes to show location of road hazards which\nshould be removed, and recommends procedures for improving school bus\ntransportation. The survey presents plans based upon objective data for\nschool consolidation, for the proper location of school centers, and for\ntransportation to the school centers. The state department of education\nfurnishes consultative services on marketing of capital outlay warrants,\nestimating number and size of buses needed, purchase of school bus equip¬\nment, construction of repair shops, appraisal of school bus equipment offered\nfor sale or in use, cost accounting, budgeting, and all other phases of pupil\ntransportation.\nTRANSPORTATION:\n\nGENERAL\n\nPLAN\n\nAS\n\nUSED\n\nIN\n\nWISCONSIN\nJOHN\n\nCALLAHAN,\n\nSTATE\n\nSUPERINTENDENT\nMADISON,\n\nWisconsin\nwhich are:\n\nfunctions under\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nWIS.\n\na transportation law the chief features of\n\n1. Schoolboards may provide transportation for all children in any dis¬\ntrict of the state if they are so directed by the annual meeting of district\nvoters.\n2. The\n\nboard shall provide transportation for all children more\n\nthan\n\ntwo and one-half miles from school in elementary districts and four miles\nin union free high-school districts.\n3. If boards fail to provide transportation in cases such as those above,\nparents may\n\nprovide transportation and be paid therefor at the rate of\n\ntwenty cents per day for the first child and ten cents per day for each addi¬\ntional child if they attend school at least one hundred and twenty days.\n4. Any child more than four miles distant from his home school may\nattend school in another district and have his tuition paid by the home dis¬\ntrict if he is one-half mile nearer the school of his choice and provided\nfacilities in this school permit.\nIf the voters of a school district vote to consolidate or to close the school,\nthe board shall provide transportation for all children over two miles from\nthe nearest public school.\nIn the case of suspended schools the board shall pay tuition for all chil¬\ndren in the district and shall pay transportation for all over two miles from\nthe nearest public school.\nChildren living over two and one-half miles from school may get board\nand lodging in lieu of transportation aid not to exceed $2 per week.\nWisconsin meets its crippled children problem by allowing any district\nto provide transportation and tuition for crippled children regardless of\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n587\n\ndistance. There is no stipulated number of days a child must attend. The\napproval of the crippled children division is necessary. State aid in these\ncases is the same as provided in ordinary situations.\nThese provisions apply to children outside of cities. One\n\nof the duties of\n\nthe county superintendent of schools is to inspect buses used for child trans¬\nportation. Minimum requirements involving drivers, kinds of vehicles, in¬\nsurance on cars, bonding of drivers, and contracts with transporters are set\nup by the state superintendent of public instruction. There is no state or\ndistrict participation in the purchase of vehicles.\nWisconsin at present plays a minor part in meeting its transportation\nproblem. Our legislature appropriates annually $240,000. Local communi¬\nties spend $600,000. Of Wisconsin’s 500,000 children in school, approxi¬\nmately 18,700 are transported.\nWisconsin needs new legislation for the government of transportation. A\nbill at present before the legislature provides that:\n1. The board\ntricts and over\n\nshall provide transportation for all children in common school dis¬\ntwo miles from school and three miles in the case of union free\n\nhigh schools.\n2. The board may be mandamused to compel compliance with the above\nstipulation.\n3. The state superintendent of public instruction may withhold state and county\naids if requirements as to distance, vehicles, etc., are not met.\n4. Schoolboards may purchase buses from school funds.\n\nA second bill relating to high schools provides that :\n1. The\ndistrict.\n\nboard may\n\nprovide transportation for all students in and out of the school\n\n2. The state superintendent\nroutes for buses to travel.\n3. Schoolboards\n\nmay\n\nshall prescribe specifications for cars and\n\npurchase\n\nbuses from\n\nestablish\n\nschool funds.\n\n4. High-school buses traveling thru districts with closed schools may\nchildren for elementary-school attendance and be paid therefor.\n5. All drivers must be under written contract.\n\npick up\n\nWisconsin’s transportation laws are not new ; since their inception, new\nproblems have arisen and new conditions need to be met. We hope the\nproposed acts outlined above may be of aid in this direction. Every accident\ninvolving a driver of school children retards the possibility of establishing\nschool transportation routes. It is our hope in Wisconsin that with new\nlegislation and stringent rules covering equipment and drivers that school\ntransportation can be made safe and thus advisable in the eyes of parents.\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNational\n\nSAN\nTHE\n\nUSE\n\nOF\n\nEducation\n\nFRANCISCO\n\nTHE\n\nMATERIAL\nSCHOOL,\n\nCOUNTY,\nD. HARLEY\n\nFITE,\n\nAUSTIN\n\nMEETING\n\nCOMMUNITY\n\nINSTRUCTIONAL\nPROVIDENCE\n\nAssociation\n\nPEAY\n\nAS\n\nA\n\nSOURCE\n\nIN\n\nTHE\n\nOF\n\nNEW\n\nMONTGOMERY\n\nTENNESSEE\nNORMAL\n\nSCHOOL,\n\nCLARKSVILLE,\n\nTENN.\n\nEight years ago the Austin Peay Normal School secured the New Provi¬\ndence Elementary School, one of the schools in Montgomery County,\nTennessee, for use as its training school. It is as director of teacher train¬\ning and principal of this school that I have labored for the past eight\nyears.\nIn the New\n\nProvidence\n\nSchool we study farm law and county govern¬\n\nment. We learn from neighbors and the Magistrate's Code Book such\ninformation as is in daily use by our own citizens. We use the county\ncourt in the proceedings of our state and national lawmaking bodies as\nreported in our newspapers to make our teaching real and vital about this\nbranch of our government. We do not learn merely encyclopedic defini¬\ntions of referendum, recall, and ballot, but our procedure is to organize\nthe class into similar bodies and go thru the whole performance. We use\nold ballots for the study of election methods, and on election days we\nsecure unofficial ballots and vote on actual candidates. A real election is\nheld with all the officers, judges, and clerks at their posts.\nOur files contain bonds, magistrate’s warrants, search warrants, official\nballots, leases, deeds, mortgages, bank notes, and census blanks. We visit\nthe courtroom to observe trials and lawsuits. Our lawyers and judges are\ninterviewed. Police headquarters and the jail are made use of in our\nstudies.\nA significant feature of the New Providence School is its program of\nbeautification. When the school opened in September 1931, there was a\nfour-room structure but not a shrub or flower. During the first year 1260\nbulbs and pieces of shrubbery and 68 trees were planted. Pupils learned\nwhat flowers were best and how far apart to set them. Today there is a\nten-room structure, including a gymnasium and community house, on a\ncampus that is beautifully landscaped. Local flowers, shrubs, and trees were\nused. Not a cent of appropriated money was spent for plants. Parents\ndonated, children and teachers went to the woods for them, and pupils and\nteachers planted and cared for them.\nI believe every country school should supply a home for at least the\nprincipal. In addition to the home there should be a few acres of land owned\nby the school. We have a teacher’s home with twenty-two acres of land.\nA portion of this land is used for demonstration plots for various crops\nunder different cultivation and fertilization. It is expected that they will\nbe helpful not only to the pupils but also to farmers in the school district.\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n589\n\nAnother portion of the plowed land is reserved for a vegetable garden for\nthe principal’s home.\nWe keep a small herd of sheep, a flock of chickens, sonie hogs, and a few\nbeef calves. Our Four-H Club boys care for these. They learn the practical\nas well as the theoretical side of farming. With these acres, crops, and live¬\nstock we bring right to the door of the school environmental teaching\nmaterial similar to that of the whole country side. Agriculture classes are\ntaught daily in the upper grades. In these classes are taught just the things\nfarmers should know. Book knowledge of agriculture will not suffice.\nLast year we bought a flock of purebred Wyandottes. These hens laid\non an average of three eggs per day for the first week. They averaged nine¬\nteen eggs per day the third week. The children had concrete evidence of the\nvalue of balanced rations. In the spring we purchased one hundred “Triple\nA” White Rock baby chicks. Some of these were used to supply Four-H\nClub boys with chickens for their projects. The others were kept at school\nwhere we grew them in a brooder made by the children.\nThe children of each room have gardens. These they plant and cultivate\nand harvest. The outdoor work is correlated with that taught inside. Grape¬\nvines, fruit trees, and shrubbery are pruned by the pupils. Fertilizers are\nmixed and applied by them. Lessons on such jobs as pruning peach trees\nare not so effective unless accompanied by actual participation. Saying that\nthe trees should be V-shaped or cone-shaped means little unless the actual\npruning is done.\nConservation is studied carefully at New Providence School, mostly thru\nthe use of the local surroundings. Strip farming is practiced, check dams\nare constructed, land is terraced by the use of the county instruments, cover\ncrops are planted, and actual experiments are carried on to show the practical\nway to conserve our soil. Trips to nearby farms are made to observe erosion\nunder different methods of farming.\nExcursions open fields of new interests and thinking to children; they\nawaken dormant curiosity; they insure meaning for subsequent vicarious\nexperiences; they provide real situations calling for the exercise of desirable\ntraits such as promptness, courtesy, and consideration for the rights of others.\nThe children learn much that is valuable thru arranging their engagements\nfor their interviews.\nOur study of communication\n\nand transportation has carried us far afield,\n\nbut we have always begun with our own local means. We visit the tele¬\nphone office, the telegraph office, the newspaper plants, the post office, the\nrural carriers, the farms, the bus station, the freight and passenger depots,\nroad building, bridges, tourist camps, steamships docked at Clarksville, and\nthe airport.\nIn our study of the social needs of the community\n\nwe visited the homes\n\nas well as the local places of amusement. Out of this study grew a gymna¬\nsium, club room, kitchen, and tennis courts. These facilities are in almost\nconstant use by the people of the community, young and old. The school\nsponsors a community recreational program which takes care of the needs of\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nthe people locally. Instead of leaving the local community to buy amuse¬\nment of the spectator type, our people now provide their own amusement.\nTHE\n\nUSE\n\nOF\n\nCOMMUNITY\nRESOURCES\nSCHOOL\nHERBERT\n\nWENNERBERG,\n\nESSEX,\n\nIN\n\nTHE\n\nESSEX\n\nCALIF.\n\nThe Essex School is a rural school of about forty pupils, located in a\ndesert community forty miles west of Needles, California. The school bus\npicks up the children from four small communities in this section. About\nhalf of the school population is composed of Mexican\n\nrailroad section labor¬\n\ners’ children and the remainder are white children of miners, tilling station\nowners, and highway maintenance men. All eight grades of the elementary\nschool were represented in grade placement and group mental tests show\nmental abilities which range from about 45 to 122 in terms of IQ.\nI have been impressed with what seems to be three more or less differen¬\ntiated characteristics of my rural community. In the first place, isolation\nfrom the large centers of activity found in the city disturbed nearly all of\nthe parents because they realized that many experiences of social organiza¬\ntion which were commonplace to them were strange to their children. Con¬\nsequently, they were willing to aid the school in whatever manner pos¬\nsible, but they wanted to be convinced of the value of any excursion planned\nand of the child’s interest in it before they gave unqualified support. When\nparents, as well as children, participate in the planning, the enthusiasm and\nexpectation with all of the attendant activity of preparation for the excur¬\nsion is one of the most interesting experiences in small community life.\nThe second observation was that the school was a ready medium for\nfocusing the social life of the community and that this social interest also\ntied into an interest in pupil progress. The social life of the community was\nnot dependent upon the school, however, since there were social activities\nwhich had no relationship to the school, but the school could, because of\nthe interest in pupil progress, draw a larger, wider sampling of the com¬\nmunity in social activities, particularly as conducted by the parent-teacher\nassociation.\nIn the third instance, this rural community had an unusual interest in all\nof the activities of the school, particularly as they related to their children.\nI believe that it is a fundamental desire on the part of parents that their\nchildren reflect only that which could be praiseworthy to the parents. Back\nof this perhaps is a compensatory hope, a hope that the child or children will\nevidence achievement which may indicate success as the child matures,\nparticularly if the parent had experienced reverses, and most of them had.\nCombine these three situations and one finds a ready desire on the part of\nthe community to participate in school activities.\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n591\n\nWM.\n\nMC\n\nTHE\n\nSTATUS\n\nKIN LEY\n\nROBINSON,\n\nWESTERN\n\nSTATE\n\nOF\n\nTHE\n\nDIRECTOR,\n\nTEACHERS\n\nRURAL\n\nTEACHER\n\nDEPARTMENT\n\nOF RURAL\n\nCOLLEGE,\n\nKALAMAZOO,\n\nEDUCATION,\n\nMICH.\n\nThose of us interested in rural education all too often get together to\ncommiserate over the inadequacies and handicaps of the rural school. Before\ncoming to that portion of my report on the study of the professional, social,\ncultural, and economic status of the rural teacher, may I point out one or\ntwo causes for rejoicing.\nA study of one-teacher schools in 1911-12 showed that 40 percent of the\nteachers had completed only the elementary school or less than two years\nof high school and that an additional 30 percent had completed but from\ntwo to four years of high school. Just twenty-five years later, our study\nshowed that 62 percent had completed two years and 10 percent four years\nof normal school or college work. Not limiting the data to the one-teacher\nschool, including rather all teachers in the elementary and secondary schools\nof the open country and centers of less than 2500 in population. 40 percent\nreported the completion of four years of college work, and 22 percent had\ndone some graduate work.\nWhile inexperience and insecurity still remain as major problems in rural\neducation, there has been some gain. For the 1 1 .000 teachers the average was\nseven years of teaching experience, three years of which were in the school\nof that year. The Committee on the Status of the Rural Teacher has no\nhesitation in recommending the final report of the study as contained in\n“Teachers in Rural Communities,” the 128-page N.E.A. Research Bulletin,\nissued in February of this year, as being as accurate a picture of the rural\nteacher as can be obtained by the questionnaire method.\nThe average salary of the teacher reporting was 5867, which of necessitymany had to supplement by other means bringing the average total income\nto $967. Salaries varied less in relation to sex, number of years of teaching\nexperience, and number of dependents than in relation to the years of pro¬\nfessional training and state in which the teaching was done. With an average\nof $559 in one state, salaries ranged on up to an average of 51501 in Cali¬\nfornia. There were some surprises in the ranking of the twenty states in¬\ncluded in the study, for the positions in some states seemed to have little\nrelation to the total wealth or the agricultural wealth of the state. With\ntwenty-two teachers receiving less than $200 and but one hundred and sixty\nreceiving more than $2000, the high-school teachers and those with some ad¬\nministrative responsibilities were in the higher brackets as usual. On these\nsalaries two-thirds of the teachers — both men and women, married and\nsingle — had others wholly or partly dependent upon them, a fourth having\ntwo or more entirely dependent upon them.\nWhat professional, social, and cultural standards does an income of some¬\nwhat less than $1000 allow? Thirty percent of the teachers were continuing\ntheir professional education thru attendance at summer school. The great\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nNational\n\nmajority were members\n\nEducation\n\nAssociation\n\nof their state teachers associations. But over against\n\nthese must be weighed the facts that one-half bought no professional books,\ntwo-thirds no nonprofessional books, and 15 percent subscribed for no pro¬\nfessional magazine in that school year. As residents of rural communities\nthey had access to meager if any public library services. More than onethird of them had no automobile, a limitation the more keenly felt because\nof the distances with which to reckon and because of the limited public\nconveyance facilities. Whether maintaining their own homes, boarding in\nthe community, or living with relatives, from one-third to one-half of them\nlacked the conveniences and refinements accepted as standard in housing.\nBut 17 percent owned or were buying homes of their own. A sufficiently\nlong period of rest or travel during the summer vacation to merit mention\nwas noted by only 15 percent. Savings and face value of insurance policies\naveraged a total of less than $3000.\nFurther interesting and significant classifications of data and breakdowns\nof data are included in the final report. Thanks to a grant from the General\nEducation Board, it was possible to include a comparable study of the Negro\nrural teacher of the southern states.\nAre these conditions which will attract and hold the teachers which the\npeople of this great democracy wish for one-half of their future citizens?\nThis nation can afford higher standards and will do so when fully aware\nof the situation. From the beginning the primary purpose of the Committee\nhas been to obtain the data with which to arouse a more widespread concern\non the part of both the public and the profession. That the profession is be¬\ncoming somewhat more interested in the problem is evidenced by the fact\nthat within recent months comparable studies of rural teacher status have\nbeen made in Alabama, Florida, Louisiana, Nebraska, and Wisconsin. A\nstudy of the economic status of the rural teacher in seven other states has\nrecently been published by the United States Office of Education as a co¬\noperative WPA project in research in universities. But the general public\nwill not be so easily reached.\nThere has just come from the press A Fair Start in Life for the Country\nChild , a brief interpretive bulletin in popular form\n\nbased upon\n\nthe report\n\nof the Committee. Another is soon to follow. The first bulletin is designed\nprimarily for distribution directly to lay individuals and organizations such\nas schoolboard members, legislators, parent-teacher organizations, Granges,\netc. The other bulletin, also brief and in popular form, is for the use of\nindividual teachers and teacher organizations. These, prepared by members\nof the headquarters staff, are a somewhat new venture for the N.E.A. Your\nsuggestions and criticisms and aid in their distribution are earnestly solicited\nby the Committee.\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nRURAL\n\nSCHOOLS\nOF\n\nAT\n\nWORK\n\nCOUNTRY\nUNION\n\nJAMES\n\nE. POTTER,\n\nof\n\nDISTRICT\n\nRural\n\nTO\n\nIMPROVE\n\nLIFE— THE\nHIGH\n\nEducation\n\n593\n\nTHE\n\nQUALITY\n\nFALLBROOK\n\nSCHOOL\n\nSUPERINTENDENT,\n\nFALLBROOK,\n\nCALIF.1\n\nImproving the quality of country life has long been recognized as a prob¬\nlem, but, like many other American problems, it has not been solved because\nno one was directly responsible. No one group can, of course, effect a solu¬\ntion, and different localities may have different requirements, but there is\nno doubt that in many places the modern school can accomplish much. The\nFallbrook Union High School recognized this fact several years ago and\nrealized that one of the great needs in a rural community is a central agency\nto supply the facilities for a fuller life — facilities which, in the city, are\nprovided from many sources. By expanding its program to meet all the com¬\nmunity needs, the Fallbrook Union High School has become just such an\nagency.\nThe only high school in a large agricultural district comprising over four\nhundred square miles in northern San Diego County, Fallbrook Union High\nSchool serves as a community center for the rather sparse population for\nmiles around and affords cultural and recreational privileges which would\notherwise be entirely lacking.\nOne of the first requirements in securing this “fuller life” is providing for\nthe physical needs. Altho this section is ideally situated as to climate and\nnatural resources, it is by no means a rich community exempt from the\nproblem of unemployment. Yet there has been no unemployment around\nFallbrook since the beginning of the government’s works program, for the\nschool immediately began a series of projects which, under CWA first, then\nunder SERA, and finally thru the PWA, WPA, and SRA, have provided\nemployment for all the needy when they could not otherwise secure it.\nOf major importance in this expansion program is an auditorium-gym¬\nnasium building, which also contains a cafeteria and music room. Here all\nlarge public gatherings are held, community dinners are served, and the\nCommunity Players or other groups are free to use the beautifully equipped\nstage for plays or other programs. During the basketball season, teams of\nthe town league and surrounding towns have night games in the gymnasium.\nThe mild southern climate makes outdoor recreational facilities even\nmore important. WPA\nprojects have completed an athletic field which\nprovides for all sports, including a nightball court and cement bleachers.\nHere, four nights a week, large crowds gather to see the various teams of\nthe Nightball Association play. There are even two girls teams who have\ntheir turn at the court.\nNext in appeal to nightball is the swimming pool maintained under\nstrictly sanitary conditions and open to the public free of charge. Students\nlove to boast that they have the only school swimming pool in the county.\n1 Presented by Miss Laura McKeever,\nPotter’s absence.\n\nEnglish Department,\n\nFallbrook Union\n\nHigh School, in Mr.\n\n"}
{"page": 598, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\nA crew of recreation officials, under the WPA, are on duty constantly\nthruout the year to supervise play on the various parts of the campus, where\nall types of games are available for all, old or young, at almost any time.\nGolf fans may even practice driving or putting.\nThere is also a small club house on the corner of the athletic field, where\nboys may meet for indoor games and handcraft, and there is a room in the\nshop building where one of the women of the recreation staff teaches crafts.\nNext is the free nursery school, one of the most popular and most appre¬\nciated of the services rendered by the high school. In a district where the\nprincipal industry is the growing of citrus fruits and where the packing house\nemploys many young women, the nursery school is of vital importance to\nmany. Young mothers on going to work in the morning may leave their\nchildren in the care of competent workers, and may pick them up after work,\nconfident that they have had perhaps better care than they would have had\nat home if the mother had been with them. All children up to grammar\nschool age are accepted, and many families send their children simply be¬\ncause they love it and the mothers realize the benefit they receive from this\nhappy association with other children.\nThe girls of the homemaking department of the high school also profit\nby receiving practical experience in child training thru their regular visits\nat the nursery school in correlation with their class work. The girls look\nforward with much enthusiasm to their turn at the nursery school.\nSince a large percent of a high-school student body will not enter insti¬\ntutions of higher learning, it is the business of the modern secondary school\nto do all it can to train its young people for the lives they will lead, giving\nthem as great a background and as wide an experience as possible. Acting\non this policy, the Fallbrook Union High School stresses its homemaking\nand vocational agriculture courses. The WPA\nbuilding project now in\nprogress is a complete new homemaking unit and a model home. Next will\ncome an equally extensive agriculture unit. Plans are being made to use the\nmodel home in connection with the courses in home planning, decorating, and\nmanagement. The girls will take turns actually living in the home and man¬\naging it. They will also entertain, and demonstrations will be held for the\nbenefit of women of the community who wish help with their own plans.\nMost of the boys will go into agricultural work. Each boy has a home\nproject of his own, and the whole group does experimental budding, has\na garden, etc. While in school some of the boys started money-making\nprojects which they continued after graduation. The Future Farmers of\nAmercia has for several years sponsored a community Farmers’ Day, which\nhas proved popular with its parade, community dinner, and judging contests.\nNor is the cultural side of this “fuller life” neglected. Fallbrook Union\nHigh School maintains its “A” rating at the University of California and\noffers the complete curriculum of college preparatory courses. An excellent\nschool library, open to the public, is raising the standards of reading taste by\nfurnishing incentive for better reading. Such modern facilities as the radio\nand motion pictures are used in vitalizing the curriculum. In the music\ndepartment, musical instruments and equipment are made available to all.\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n595\n\nAppreciation of good music and a desire for the finer things of life have been\ngreatly stimulated.\nT rips, sponsored each year by the school, enable bus loads of eager young\npeople to go to San Diego to visit beautiful Balboa Park with its famous zoo.\nThey go thru the newspaper building, the airplane factory, and see the court\nin action. This year a trip to Los Angeles and vicinity enabled nearly half\nthe student body to visit Griffith Planetarium, the Huntington Library and\nArt Gallery, Hollywood’s Radio City, and attend the Civic Light Opera\nFestival at the Philharmonic Auditorium. The inspiration gained and the\nmemory of these excursions influence their lives more than can be under¬\nstood from a mere telling of the facts.\nFew individuals fail to respond to beautiful surroundings, and pride in\nthese surroundings instils a desire to live up to them. This pride in their\nschool is shown by students and townspeople alike. The terraced hillsides\nwith their many rock walls, the well-kept buildings, the excellent landscaping\nwith lawns, flowers, and shrubs, and the well-planned athletic field with its\ngreen turf make the high-school grounds the showplace of Fallbrook. For\nmany years, cuttings and plants from the schoolgrounds and lath house have\nbeen distributed freely to any who desire them. Each year new means of\nserving the community are devised so that Fallbrook Union High School\nmay further improve the quality of country life.\n\nRURAL\n\nSCHOOLS\nOF\n\nAT\n\nWORK\n\nCOUNTRY\n\nLIFE:\n\nPLACER\nMRS.\n\nARTA\n\nBRADT\n\nFLOOD,\n\nTO\n\nMUSIC\n\nCOUNTY,\n\nSUPERVISOR\nAUBURN,\n\nIMPROVE\n\nOF\n\nTHE\n\nPROGRAM\n\nQUALITY\nIN\n\nCALIFORNIA\nRURAL\n\nSCHOOLS,\n\nPLACER\n\nCOUNTY,\n\nCALIF.\n\nIn order to show what contribution our music program has made to im¬\nproving the quality of country life, let me turn the clock back a few years\nand picture a county, definitely rural, much of it mountainous, its wide\narea dotted with approximately forty schools, the majority of them one-room.\nIn some of the largest schools music was a part of the program, but in\nmany of the others days went by without the joyous, friendly experience of\nsinging together, due to the lack of training on the part of the teachers\ncoupled with the feeling that they could not teach music.\nOur problem, then, was to supply the training lack and to build up the\nteacher’s confidence in his own ability. Briefly the procedure was this: When\nthe supervisor visited the schools he taught some songs by rote. This demon¬\nstrated to the teacher the sheer delight that the children took in the experi¬\nence and the fact that a fine voice was not essential.\n\nAn extension course was organized under the direction of a music super¬\nvisor from a neighboring city, a woman with high professional standards\ncombined with real human understanding. She used elementary procedures,\nsuch as the teaching of a rote song and the simplest of reading. It was unmis-\n\n"}
{"page": 600, "printed_page": null, "text": "5%\n\nNational\n\nEducation\n\nAssociation\n\ntakable evidence of the teachers' interest and desire to improve the way they\ncame faithfully, week after week, often thru stormy weather over difficult\nmountain roads.\nAt about this time the state adopted a new music series. The county\nrural supervisors made a yearly outline for this, dividing the work into\nmonthly periods. Each month a meeting was held, attendance at which was\nvoluntary, where the songs for the month were taught the teachers and\nadditional training in note reading and so on was given. Interest was such\nthat these meetings continued over a period of several years. Occasionally a\nteacher brought one of his pupils whose voice was true and sweet to help\nhim in his teaching.\nAt the present time not a day passes but the children in all the schools\nshare in some sort of musical experience; it may be singing, it may be per¬\nforming on some instrument, or again it may be intelligent, appreciative\nlistening. In a few of the small one-room schools the singing has not ad¬\nvanced much beyond the unison stage, in most you will find two-part sing¬\ning, and in an occasional one, three-part. It is a thrilling experience to walk\ninto a little school of about sixteen average children distributed thru all the\ngrades and hear them singing such delightful harmonies as “Stars of the\nSummer Night ' or “Dawn at Carmel” in three well-balanced parts.\nPractically every school in the county has a piano, many have phonographs,\nquite a number have radios, so the children have the opportunity to hear\nand learn to appreciate good music in different mediums of expression. In one\nsmall school I know, if you arrive sometime after eleven o’clock on Thurs¬\nday morning, you will find the children in or around the teacher’s car with\nthe most absorbed expressions on their faces listening to the “Standard\nSymphony Hour” over her car radio.\nWhen boards of trustees are hiring new teachers, one of the first ques¬\ntions is, “Can you teach music?” That question alone is significant of the way\nthe music program is affecting the quality of rural life, but let me cite you\na few examples:\nHere is a little school of about a dozen pupils in a small mountain community, a\nrelic of the gold rush days. Its teacher desired the best of everything for the children,\nyet realized her musical deficiencies. There was living in the community a music\nteacher who was interested enough to help. Thru his interest and generosity those\nchildren have acquired a joy in and an appreciation of good music which many\nchildren in larger centers will never experience. It is really remarkable the facility\nwith which the children change from one instrument to another and how well they\nplay. Incidentally, many of the instruments were lent by this same kind gentleman\nuntil the children were able to buy their own. Their pleasure has been shared with\nthe community as well. In almost any kind of neighborhood gathering the children’s\nmusical ability functions.\nTraveling farther up and up into the high Sierras we find a real orchestra, unique\nin its personnel, composed as it is of elementary-school boys and girls, their teacher,\nhigh-school boys and girls, and adult members of the community. When this\norchestra was first organized the community was served by a one-room elementary\nschool and a very small branch high school housed in a makeshift building. Now\nboth the elementary and the high school have two teachers and together occupy a\nfine modern building.\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nNow\n\ndown\n\nof\n\nRural\n\nEducation\n\ninto the valley to a little school, the timber\n\nfor whose\n\n597\n\nbuilding\n\ncame\n\naround the Horn back in the 1850’s. Here the leaven supplied by the children’s\nsinging inspired the grownups to hold community sings. For the first one the children\nborrowed the song books from the Rotary Club in town; later they chose old favorites\nfrom their song books and had other songs mimeographed. This school makes\nanother\nEach\n\nreal contribution\n\nChristmas\n\nlittle group\n\nto the folk of its neighborhood\n\nfor several years,\n\nhas gone\n\nsinging\n\nthru\n\nan interested\n\npatron\n\nthe community,\n\nthru a charming\n\nold custom.\n\nhas lent his truck, and\n\ntheir fresh young\n\nvoices\n\nthe\n\nin the\n\nwell-loved carols bringing a message of joy and peace thru the winter night.\nIn one of our largest centers the music teacher has been a member of the\nsymphony orchestra in a nearby city. Thru her efforts the thrilling musical experi¬\nence and rare privilege for rural children of seeing as well as hearing a symphony\norchestra\nprivate\n\nhas been\n\nmade\n\npossible for many.\n\ncars; this last year\n\nthe school\n\nThe\n\nfirst year\n\nthey were\n\nbus took fifty children\n\ntransported\n\nin\n\nto the concert.\n\nThe high point of our musical year is the May music festival. What an\ninspiration to see 900 eager little faces turned to the leader and then to\nhear them “sing, sing, loving the singing.” For that is the reason they are\nthere. They are not necessarily the children with the best voices, not in any\nway a selected group. They are there simply because they find joy in their\nmusic, because they themselves have chosen to come. Father or mother or\none of the good neighbors has brought groups of children from here, there,\nand everywhere. A bus or two from the larger centers has brought their\nsingers. Some of the children have traveled as far as ninety miles to share\nin this happy occasion.\nOut in their separate schools they have learned their songs: unison, twopart, and some three-part, these last mostly in the larger schools. Then on a\nSunday afternoon in May they meet at a central point in a beautiful out-ofdoor setting. An orchestra from one of our three high schools plays a pro¬\ncessional and the children file into their places. It is the kind of sight that\nbrings a lump into your throat.\nThe program begins. This is the first time the children have all sung to¬\ngether and they gain confidence as the festival proceeds on its ordered way.\nPresently the orchestra plays “Country Gardens,” and groups of children\ndance gaily out to the Maypoles on the green. The orchestra stops, and the\nchorus takes up the tune, singing the words with spirit. Again the orchestra\ntakes up the strain, and the dancers merrily wind the Maypoles.\nThen more groups of songs interspersed with music by the orchestra, and\nwe come at last to the traditional closing hymn, “Now the Day Is Over.”\nThe festival is over for another year leaving its imprint on all concerned,\naudience as well as participants. It is a lovely memory.\nTHE\nANNE\n\nThe\n\nRAYMOND,\n\nSouthwest\n\nLAND\n\nFIELD\n\nIS THE\n\nTEXTBOOK\n\nREPRESENTATIVE,\n\nSOIL\n\nALBUQUERQUE,\n\nMEX.\n\nN.\n\nCONSERVATION\n\nSERVICE,\n\nis a country with a peculiar and special sort of delight.\n\nMountains pushed up out of the sea tell a story of earth’s changes, and all\nabout one there is an old pattern of living which has scarcely been nicked.\n\n"}
{"page": 602, "printed_page": null, "text": "National\n\n598\n\nEducation\n\nAssociation\n\nHere in the Southwest, villages are often sixty to a hundred miles one from\nanother and one is able to feel and realize the land. It has an awe-inspiring\nquality of destruction ; its storms are fierce, its action terrible. Nestled in its\ncracks and crevices are the small villages and cities with people rich in color¬\nful surroundings living simple lives. There is delicate balance between earth\nand sky, wind and rain, soil and vegetation. People live close to the soil.\nEach and every one feels and shares in the beauty of nature and likewise\nsuffers immediate consequences when storms wrack the land. Perhaps only\nthose who\nstory.\n\nlive in the midst of it can adequately understand\n\nits fascinating\n\nMany are the stories of this fascinating study. I could tell of the lessons\non soil and water by the children of Flagstaff high in the Arizona forest\nland. But I will not, for you can read this day-by-day story of land and\nwater written by children and teacher which has been recorded for those\nwho wish it. It was published in part in the October number\nTeacher's\n\nMagazine\n\nof the Arizona\n\nand will be available in full in the near future.\n\nToday, as always, soil and water run to the sea. We\n\nmust know\n\nthe bal¬\n\nance in nature and the many cycles within cycles of nature’s orderly sequence.\nMan must live within the cycles; he must not break them or short circuits\nwill bring him trouble. Know its rhythm, follow its ways, and man and\nearth, animal and plant are replenished.\nWe graze our cattle and sheep enough to use the grass but we consider\nthe needs of the land and of the grass so that each year enough grass will\ngrow to hold the soil and catch the rain and plant itself again. We use\nour forests for food and shelter and clothes but we study the forest and\nuse it wisely so that it will continue to build soil, catch snow and rain, break\nthe wind, and grow new trees.\nThe land is the textbook full of beauty, interest, and surprises. The world\naround us supplies the subjectmatter for our learning. Ralph Waldo Emerson\nsaid, ‘‘He who knows what sweets and virtues are in the ground, the waters,\nthe plants, the heavens, and how to come at these enchantments, is the rich\nand royal man.”\nRURAL\nOF\n\nSCHOOLS\nAT WORK\nTO IMPROVE\nTHE QUALITY\nCOUNTRY\nLIFE: DEVELOPING\nGOOD\nTASTE\nAT S1LVERHILL, ALABAMA\nV. D. MOORE,\n\nPRINCIPAL,\n\nSILVERHILL,\n\nALA.\n\nSilverhill School, in the fall of 1938, was a typical school of rural Ala¬\nbama, the average five-teacher rural school in a brick building of six\nclassrooms and an auditorium. The grades extended from the first thru\nthe eighth. The first live grades were equally divided between three teachers;\neach teacher had two grades with approximately fifteen pupils. The sixth,\nseventh, and eighth grades were in two rooms taught by two teachers alter¬\nnating. The spare room was used as a study hall and an unclassified library.\nThe large auditorium was well equipped with double folding chairs and\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n599\n\na stage; a velour curtain was the sole stage equipment. The unsanitary\ncondition of two outdoor toilets required immediate attention.\nThe cooperative attitude of the people of the community toward the\nschool was manifested by their activities before school opened in the fall.\nThe townspeople had cleaned the grounds and had planted trees and\nshrubs around the building. The schoolhouse was cleaned, the windows\nwashed, and the grass mowed by members of the parent-teacher association.\nAt the beginning of the school year 1938-39 the teachers of Silverhill\nSchool studied a number of state educational bulletins. In order to find\nthe needs of the community and of the children, a survey was made.\nTen general aims were set up, and a statement of the guiding philosophies\nof the teachers was outlined.\nThe toilets were in fair repair but unsanitary, a situation quite common\nin rural schools. A project of sanitation was accordingly begun in all the\ngrades, after a discussion of a number of health enemies common to the\narea: ground-itch (hookworms), flies (carriers of summer complaints or\ndysentery), and mosquitoes (carriers of malaria). Plans were made to\ncorrect the unsanitary conditions. A committee on ways and means was\nelected by each room. A general health committee was formed from the\nroom representatives. All of the pupils’ suggestions were\nthe following were decided upon :\n\nconsidered and\n\n1. A committee on supplies found that a merchant had several cases of toilet paper\nthat had been rained on and slightly damaged. He was willing to sell it for two\ncents a roll. The parent-teacher association was asked to buy it.\n2. Each teacher donated a paper towelrack and two rolls of towels. The children\nbrought three cents per month. This amount was sufficient to pay for towels for\nthe children to use.\n3. Samples of soap and health charts were secured from Lever Brothers, Cam¬\nbridge, Mass. Letters of request were written in a sixth-grade English lesson. The\nbest letter was chosen by the pupils to be sent.\n4. The building committee was responsible for the furnishings of the dressing\nrooms. Dressers were made by nailing boards across the ends of orange crates.\nThese were painted to harmonize with the colors in the room. Cretonne was draped\naround the crates. The children secured nail kegs which were made into vanity\nseats by packing cotton into the shallow end of kegs and by making cretonne\nskirts for them. The kegs were too tall for the little children; hence the committee\nmade slip covers for small reading chairs to serve the purpose. The vanities and\nseats were placed under the cloakroom windows, and mirrors were hung. This\nproject made possible the “fresh-up corner.” Each child brought his own supplies\nand was free to refresh himself after recreation periods and during free time.\n5. Small stands with open drains were built of apple boxes and placed under\nthe outside faucets so that the children could wash their hands.\n6. A sixth-grade boy secured used oil from his father’s garage. This was mixed\nwith creosote and poured into the toilet pits.\n7. In the workshop the boys took old desk tops and sawed out toilet seats. The\nrusted iron work was knocked off, and scrap pieces of two-by-fours were notched\nso that they were level with the seats. These were nailed across the booths; the\nseats were hinged to the two-by-fours with old leather; covers were sawed and\nhinged to one-inch boards nailed to the two-by-fours.\nThe organization of the workshop was an outgrowth of an exhibit of articles\nmade by all of the children for a booth at the Baldwin County Fair. No tools were\navailable. The week after the fair a letter was sent to the patrons asking for tools.\n\n"}
{"page": 604, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\nIn reply to this letter the children brought to school approximately sixty hand tools\nof all kinds, shapes, and sizes. Most of them could be utilized. A number of people\noffered to supply necessary tools which had not been donated. In less than two weeks\nthere were enough tools supplied to equip a workshop which would compare favor¬\nably to most manual training shops.\nThe school program was changed to allow the pupils to use the shop at least an\nhour each day if they desired to; thus the manual training department of the\nschool came into existence at an actual cost of two dollars for welding and sharp¬\nening planes, chisels, and saws. The workshop grew so rapidly that arrangements\nwere made to use an old building across the street in order to have space for\nthe power machinery which was acquired during the winter.\n8. Two gallons of brick red paint had been left by PWA workers; these were\nused to paint the toilets. No money was on hand to buy brushes; there were none in\nthe shop equipment which the children had secured. A call was sent out for old\nbrushes that had been ruined by leaving them in paint. A dozen or more were\nbrought in. The brushes were cleaned by boiling them in a solution of baking soda\nand water and working out in kerosene. The toilets were then painted inside and\noutside. This project, begun during the first month of school, was kept alive thruout the year by a committee composed of children elected by the rooms. A new\ncommittee was elected each Friday. As a result many of the pupils repaired and\npainted their toilets at home; some made new seats at school to carry home.\n\nNo provision had been made at school for the care of sick children. This\nproblem was discussed in the health class shortly after the completion of\nthe sanitation project. The Four-H Club girls decided to equip a room.\nThe principal, having no need for his office, since he taught every period\nin the day, lent it for this purpose. The furnishings consisted of three\nbattered tables, a chair, a heatrola, and a filing cabinet. There were no\ncurtains or shades at the windows; the walls were dull and uninteresting.\nIn order to raise money to redecorate and equip the hospital room, a play\nwas given by the girls, the proceeds of which netted six dollars. The pupils\nused this sum to buy green and walnut enamel, a rug, cotton, bed ticking,\ngreen homespun cloth, and cream-colored marquisette. One of the teachers\ndonated a discarded iron cot. The tables, chairs, cot, and cabinet were\nenameled walnut color. A pillow and mattress were made by the pupils\nunder the guidance of the mother of one of the pupils. The couch cover was\nmade of green homespun and the draperies of the same material. Sheer\nmarquisette glass curtains gave a bright, cheery atmosphere to the room.\nAn old display case was given to the children; this they enameled green.\nSuitable medical supplies were purchased and placed in this case. A tan,\ngrass rug was selected by the Four-H Club girls. The boys\nstands of brush poles, painted coffee cans for flower pots,\nwood box with hinged top. It was really surprising how many\nthere were for the first few days !\nThe seventh and eighth grade girls found that soup would\n\nmade flower\nand made a\nsick children\nsell at lunch\n\ntime. A study of food values revealed the need for hot lunches. The parentteacher association had a small wood-burning cook stove and enough equip¬\nment to serve about fifty persons. The kitchen was a small room 10 x 20\nfeet with a 6 x 6 pantry. In November the organization was asked to lend\nits equipment to the school. The principal made a trip to interview the\ncounty welfare agent, who promised to furnish enough food to feed the\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n601\n\nunderprivileged children. With the aid of two NYA and two PWA helpers\nthe girls provided hot lunches which were sold at a very low price. Each\nclass in turn lined up before the refreshment room door and was served.\nAfter securing their lunches, the children returned to their own rooms where\ntheir lunch period was supervised. This provided an opportunity to learn\ngood table manners. Children who were unable to purchase their lunches\nwere fed ; in this way needy children were not made conspicuous.\nA\n\nrest period after lunch was\n\nstarted in December.\n\nThe\n\nlarger boys\n\ndesigned and made folding cots for the smaller children at a cost of fortyfive cents each. The older pupils plan to make some for themselves this fall.\nDuring the year the observance of health habits, such as care of teeth,\nbathing, proper sleep habits, and the use of first aid, greatly increased our\nattendance.\nThe writer has chosen to describe the procedure of the beautification\nof one room, altho all rooms were in the same condition. The project had\nits beginning in the seventh- and eighth-grade room early in the school year.\nThe room was uninviting. There were old style desks of the double type in\npart of the room and single type in the other, no shades or curtains at the\nwindows, no flowers, three prints hung so high on the wall that no one\nnoticed them, badly smoked walls, poor light, stove wood on the floor, and\nonly a large pasteboard box for wastepaper.\nFirst, the seventh- and eighth-grade pupils decided to paint the room. The\nteacher lent them two dollars to buy a good grade of calcimine. Thru the\nteacher’s guidance an appropriate color scheme was selected, sea green for\nthe walls and golden tan for the ceiling; thus the study of color and the\namount of light reflected by various colors was motivated thru a real\nneed. The children measured the walls, floor space, windows, and cloakroom\ndoors in mathematics class to ascertain the amount of material needed. In\nEnglish class the order for materials was made out and the best one selected\nby the pupils and sent to a mail-order house. The curtain material was\ncream colored with green and gold figures. The girls made the curtains\nwhile the boys were painting the room.\nA campaign was begun to raise money to buy lumber to build tables.\nSome of the ways used in raising money were: a comic baseball game, a\nbingo party, the sale of soup, homemade candy and cookies, a three-cent\nplay, a game party, a cake raffle, and a cake walk. The entire community\nenjoyed the parties.\nLumber was bought, and the boys built tables four feet square. Each\nchild dressed his part of the table and painted it. The base was painted\nforest green and the top, cream; a woodbox and wastepaper basket were\nmade of scrap lumber and painted forest green. The folding steel chairs\nfrom the study hall were enameled forest green to match the tables. The\nchildren planted flowers in green enameled coffee cans. These were placed\non the stands in the windows and on the tables. Appropriate colorful prints,\nobtained from\n\ndiscarded magazines\n\nlevel with the children’s eyes. The\n\nand advertisements, were hung on a\nother rooms in the school followed the\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nsame procedure of beautification, using different color schemes\nroom.\n\nfor each\n\nThe community showed an interested and cooperative attitude thruout\nthe school year. This was due, in part, to the different kinds of useful\nhousehold articles which the children made for their homes. They located\nand got possession of an old loom, which they repaired and on which they\nwove rugs. They made exhibits for three fairs: the Baldwin County Fair,\nthe West Florida Fair at Pensacola, and the Gulf Coast Fair at Mobile,\nAlabama. One hundred dollars in prize money was the reward for their\nefforts. This money was placed in a general fund to pay for school supplies.\nAt Christmas each child made a gift for his parents in the workshop.\nAs a result of the school program the parents and children are happy\nand extremely proud of Silverhill School. The year’s attendance was 96\npercent, and the enrolment increased 36 percent over the school year\n1937-38. People purposely visited the school in large numbers from dis¬\ntances as far away as three hundred miles.\nAs a direct result of the close contact between the parents and the school,\nmany homes were calcimined or painted, two churches were repainted,\nand four local business houses were painted. Furniture, rugs, plaques,\nwoodboxes, pine needle baskets, and many other useful articles were made\nby the children and their parents to beautify their own homes.\n\nSECRETARY’S\n\nMINUTES\n\nCleveland, Ohio\nBusiness Meeting, Tuesday Afternoon, February 28, 1939\nThe annual business meeting of the Department of Rural Education was held\nimmediately following the program in South Hall C, Public Auditorium, Cleveland,\nOhio. Mrs. Katherine M. Cook, president of the Department, presided.\nThe report of the Committee on Publications and Constructive Studies was called\nfor. The chairman, Kate V. Wofford, speaking for the Committee, reported as\nfollows :\n1. The 1938 yearbook, Newer Types of Instruction\nhas been widely sold, and a reprint is being made.\n\nin Small\n\nRural\n\nSchools,\n\n2. The 1939 yearbook, Community Resources in Rural Schools, has been pub¬\nlished and is ready for distribution. (It was reviewed briefly during the after¬\nnoon program.)\n3. The 1940 yearbook will be prepared by Miss Carney’s Committee on\nTeacher Education. (Miss Carney reviewed the Committee’s plans during the\nafternoon program.)\n4. The Committee is seeking an appropriation to carry on studies of the\ninstructional and social programs of centralized schools. While this has not yet\nbeen granted, the Committee is hopeful that satisfactory arrangements will\nsoon be completed.\nThe president called for the report of the Committee on Membership.\nman, Norman Frost, presented the following recommendations:\n\nThe\n\n1. That state membership chairmen be continued and that the names\nchairmen and state membership data be given wider publicity\n\nchair¬\n\nof these\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n603\n\n2. That a special committee of the Department of Rural Education be ap¬\npointed to organize one or more regional rural life and education conferences\nin cooperation with other agencies\n3. That special requests be made to state education associations to find a place\non their general programs for rural life and education and that rural departments\nof state associations be encouraged where they exist and organized where they\ndo not exist\n4. That a committee be appointed to canvass the possibility of special rates\nfor members of the Department for professional literature and teaching aids\n5. That a committee on membership be continued to canvass possibilities and\nmake further report.\nThe report was accepted and approved.\nThe report of the Committee on Resolutions was called for, and was given by\nRay P. Snyder, chairman. It was accepted, amended, and approved. (This report\nfollows the secretary’s minutes.)\nThe president called for the report of the Committee on Program and Policy.\nFrank W. Cyr, chairman, reported that the Committee had a report ready to\nsubmit. He recommended that the Committee be authorized to mimeograph the\nreport, send it to all members of the Department for thoro, careful consideration\nand their written reactions, and that the report be printed after due consideration\nby the Committee of the recommendations of members. His recommendation was\naccepted and approved.\nThe president called for the report of the Nominating Committee. The report\nwas made by the chairman, H. E. Ryder. A motion was made and carried to accept\nthe report, suspend the rules, and vote by acclamation. This was done and the\npersons named were elected (see Historical Note, page 562).\nMembers of the Executive Committee were elected as follows: Donald MacKay,\npresident, Eastern New Mexico Junior College, Portales, N. Mex. (term expires\n1940) ; Chloe C. Baldridge, director, Rural Education, State Department of Public\nInstruction, Lincoln, Nebr. (term expires 1940) ; May Trumper, head, Rural Edu¬\ncation Department, State Normal School, Geneseo, N. Y. (term expires 1941) ;\nR. D. Baldwin, professor of education, West Virginia University, Morgantown,\nW. Va. (term expires 1941); L. P. Terrebonne, superintendent, Iberville Parish\nSchools, Plaquemine, La. (term expires 1942) ; S. T. Burns, state director of music,\nState Department of Education, Baton Rouge, La. (term expires 1942) ; A. F. Elsea,\ndirector, Rural Education, State Department of Education, Jefferson City, Mo.\n(term expires 1943) ; Edwin R. Embree, president, Julius Rosenwald Fund, Chicago,\nIll. (term expires 1943) ; Lois M. Clark, Early Childhood and Elementary Division,\nState Department of Education, Harrisburg, Pa. (term expires 1944) ; Frank\nRansdell, superintendent, Hardin County Schools, Kenton, Ohio (term expires 1944) ;\nMrs. Katherine M. Cook, chief, Division of Special Problems, United States Office\nof Education, Washington, D. C. (term expires 1940, ex officio) ; president and\nvicepresident, ex officio.\n\n"}
{"page": 608, "printed_page": null, "text": "National\n\n604\n\nREPORT\n\nOF\n\nTHE\n\nEducation\n\nAssociation\n\nCOMMITTEE\n\nON\n\nRESOLUTIONS\n\nAgriculture continues ns the greatest industry in the United States. The welfare\nof all the people is largely dependent upon a prosperous farm population. Since\nthere can be no prosperity without intelligent citizenship, it is of first importance\nthat adequate provision be made for the education of all rural children. In spite\nof some improvement the Department recognizes that in many states of the Union\nchildren who live on the farms do not have educational opportunities comparable\nwith those provided in most urban and suburban centers of population. We recog¬\nnize the need for study and guidance of all rural children and we emphasize the\nneed for special attention to the exceptional child in all programs of rural education.\nAs items in a program that will have large influence in removing inequalities in\neducation that now exist we list as of first importance:\n1. Federal aid — The Department of Rural Education reaffirms the resolution\nconcerning federal aid adopted at Atlantic City in 1938 herewith repeated:\nThe Department of Rural Education thoroly endorses the principle of federal\naid for public education. It recognizes the fact that schools in the rural areas\nof many states can provide equality of educational opportunity only thru federal\naid. 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\non an objective basis determined by law. The statutory provisions for federal\naid should contain ample safeguards against federal interference with state\nand local autonomy in the administration of their educational systems. We urge\nthat when federal aid becomes available the states use the funds for a funda¬\nmental program of equalizing educational opportunities, taking full cognizance\nof the needs of schools in rural areas.\n2. Stair aid — Many of the inequalities as between urban and rural education are\ndue to the failure of the states to recognize their responsibility in providing adequate\nsupport to supplement local support of schools. Therefore, the Department urges\nthat the executive and legislative authorities in each state give consideration to a\nstate program of aid by which funds will be distributed on an equalization plan\nso that each community may provide the minimum program which is recognized\nas necessary for the education of all children without an undue burden of local\ntaxation. In this connection it may be emphasized that experience indicates the\npossibility of a high degree of state support to localities without interfering with\na large measure of local initiative and self-determination in the management of\nschools, except as it may be necessary for the state to determine and supervise the\nmaintenance of minimum standards.\n3. District reorganization — Efficient schools in any community are dependent upon\na satisfactory local unit of administration within which there may be a community\nof interest to provide the necessities for the schools. This local unit, in order to be\neffective, should contain a sufficient number of children to make possible wellorganized educational programs for both elementary- and high-school children. In\nmany states it is, therefore, of first importance that the unit for local taxation and\nadministration be enlarged.\nIn making this recommendation we reaffirm our belief in democracy and we\nrecognize that the practice of democratic procedure is essential to the perpetuation\nof democratic government. This practice should first take place in local units of\ngovernment and it should be so exercised as to protect the rights of the residents\nof the communities and also of the people of the state and of the nation. Therefore,\nin the reorganization of local units of taxation and administration we would provide\nfor a large measure of local initiative and control within the minimum standards\nwhich are considered necessary for the welfare of all the people.\n4. Curriculums — Rural life in many ways has enrichments not enjoyed in the\ncity; also there are physical limitations inherent to the rural setting. Curriculums\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n605\n\nEducation\n\nshould be so organized as to take full advantage of the materials and resources of\nthe rural environment and to use the same in method of approach, in emphasis on\ncertain phases of subjectmatter and, to a certain extent in content and in teaching\nmaterials.\nSyllabuses, teaching aids, and related material, adapted to rural school conditions,\nshould be just as available to the rural teacher as materials based on the urban\nenvironment are now available to the city teacher.\n5. Supervision — There is a critical need of increased supervision in rural areas\n(a) because the majority of beginning teachers are now employed in these areas\nthruout the United States; and (b) because teacher turnover is still very great in\nthese areas, requiring adjustment of large numbers of teachers every year to new\nsituations. The rural teacher also is handicapped in maintaining additional pro¬\nfessional training because of lower salary schedules and greater costs in reaching\neducational centers, and therefore is in especial need of supervisory assistance.\nSupervisory services for these areas is well worthy of state support both in\nproviding local supervisors and in promoting and strengthening departments of\nrural education in teacher-training institutions and in state education departments.\nWe regret the apparent loss of such services in some states during recent months\nas a result of reorganization or of economy programs.\n6. School buildings and equipment — It is recognized that adequate school build¬\nings and equipment are most certain of attainment in a satisfactory local unit of\nschool administration. However, the children are here today and gone tomorrow.\nWe accordingly urge that all rural children be given the opportunity now to attend\nschool in safe school buildings, buildings that conserve health and promote a high\ndegree of pupil morale, efficiency, and civic appreciation.\nWe further urge the planning of new school buildings with a view to wide\ncommunity interests and to the increasing use by all the rural people in programs\nfor youth and adults to promote an active interest in economic, social, civic, and\neducational affairs.\n7. The intermediate unit — Experience teaches that rural schools may have the\ngreatest service in supervision and in rural leadership thru well-organized inter¬\nmediate units, as for example the county unit or the supervisory district intermediate\nunit as each may exist in the respective states. Therefore, we urge the further\nextension of the intermediate unit and its strengthening where it now exists as a\nmeans of improving rural education service. The administrative officer and his\nsupervisory assistants should possess a high degree of professional training and\nshould be appointed by and be responsible to a lay board.\nWe condemn any practice of selection of the professional officers of the inter¬\nmediate unit or of any other unit of school organization except on a basis of quali¬\nfications of competence and ability gained thru professional training and experience.\n8. Teacher training — Rural teachers carry on their work under quite different\nconditions and in a totally different environment than do urban teachers. Many\nare teaching for the first time. Therefore, we recommend that special emphasis be\nplaced upon\n\nrural teacher training in all teacher-training\n\ninstitutions.\n\n9. Teacher salaries, tenure, and retirement — We believe in equality of salary,\ntenure, and retirement as between the rural and the urban teacher. We recognize\nthe frequent limitations of the local unit in its relation to these matters. In fairness\nto the rural child it should not be necessary for rural teachers to look to the city\nas the only means of advancement in the profession. We also recognize that there\nhas been a far greater percentile decrease in rural than in urban school salaries\nduring depression years and that the present rural school status in both training\nand experience is below national norms. Therefore, we recommend that\nA. The\n\nsalaries of teachers in rural areas be made\n\nadequate\n\nto invite and to\n\nhold well-trained and experienced teachers.\nB. Required training and certification be of such an order that qualified and\ncompetent\n\nteachers shall be provided\n\nfor rural schools. By this we mean\n\nprepara-\n\n"}
{"page": 610, "printed_page": null, "text": "National\n\n606\n\nEducation\n\ntion and training, with special adaptation\nprovided for urban teachers.\nWe\n\nrecognize\n\nthat in many\n\nand to teacher-training\nrealized.\n10. Research — We\nResearch\n\nto rural needs, comparable\n\nstates federal aid and\n\ninstitutions are\n\ncommend\n\nAssociation\n\nand\n\nBulletin of the National\n\nnecessary\n\nrecommend\n\nEducation\n\nto that\n\nstate aid to school districts\n\nif these objectives are to be\nfor\n\ncareful\n\nAssociation,\n\nconsideration\n\nVol. XVII,\n\nNo.\n\nthe\n\n1, en¬\n\ntitled, “The Rural Teacher’s Economic Status,” prepared by a committee of this\nAssociation, and also the 1939 yearbook of the American Association of School\nAdministrators entitled Schools in Small Communities.\n11. Transportation — The transportation of children to school is essential to\nadequate schooling in many rural areas and has had a tremendous increase in\nrecent years. In order to guide pupil transportation in ways of maximum safety\nand service we recommend the establishment and the strengthening of state super¬\nvisory staffs. We further recommend the establishment of minimum standards of\npractice and equipment to provide for maximum pupil safety and maximum economy.\nFor the accomplishment of these purposes we approve and are appreciative of\nthe study now being carried on and made possible by a grant from the General\nEducation Board.\nD. L. Bailey,\nFannie\n\nW.\n\nDunn,\n\nCaroline J. Evingson,\nLois M. Clark,\nRay\n\nP. Snyder,\n\nChairman.\n\n"}
{"page": 611, "printed_page": null, "text": "5Department\n\nof Science Instruction\n\n"}
{"page": 612, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof science\n\nNOTE\n\ninstruction\n\nis an outgrowth\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.\nTJic officers of the Department for the year 1939-40 are: president,\nMildred Fahy. Principal , Peirce School, 1423 Bryn Mawr Avenue, Chi¬\ncago. III.: regional vicepresidents : George J. Skewes, State Teachers\nCollege, Mayzllle, N. Dak.: Jack Hudspeth, Coordinator of Science,\nAustin , Texas; Glen Cline. Pasadena Junior College, Pasadena, Calif.;\nPhilip Johnson. Cornell University, Ithaca, N. Y.; secretary, Helen M.\nStrong, in charge of Educational Relations, Soil Conservation Service,\nL\\ S. Department of Agriculture. Washington, D. C.: treasurer, Aelfric\nJames, Sr., 801 Spring Garden Street, Easton, Pa.\nThis Department meets once each year, in July. The Department\npublishes a yearbook. The annual dues, $.50, are payable to the treas¬\nurer. Facts relating to the establishment of this Department and the\nrecord of meetings are found in earlier z’olumes of proceedings\nlows:\n1895: 951 - 958\n1896: 937- 967\n1897: 916- 958\n1898: 959- 984\n1899:1097-1 1 17\n1900 : 592- 608\n1901: 771- 802\n1902: 759- 789\n1903: 847- 896\n\n1904: S431905: 7811906 : 7191907: 951-\n\n806\n826\n720\n95S\n\n1°0S: o05- '\n1909 : 789- 82S\n1910: 949- 968\n1911: 939- 992\n191 1:1153-1194\n\n191 5:695- 716\n1914 .721- 772\n1015:995-1028\n1016:699- 750\n1917:535- 556\n1918 295- 296\n1010:289- 290\n1920:305- 308\n1921:663- 666\n\n[60S]\n\n1922:1239-1266\n1923: 843- 860\n1924: 753- 774\n1925: 598- 608\n1926: 625- 636\n\n1927: 555- 598\n1928: 569- 590\n1929: 559- 578\n1930: 529- 542\n\nas fol¬\n\n1931 :561-576\n1932 -.467-480\n19 33:477-488\n1934:469-480\n19 35:439-448\n1936 :333-346\n1937:375-386\n19 38:527-538\n\n"}
{"page": 613, "printed_page": null, "text": "THE\n\nORGANIZATION\nOF THE NATIONAL\nON SCIENCE TEACHING\nIRA\n\nC. DAVrIS,\n\nUNIVERSITY\n\nOF\n\nWISCONSIN,\n\nCOMMITTEE\n\nMADISON,\n\nWIS.\n\nThepastcommon\nconventions\nassociations\nthe\nfew yearstalk\nhas at\nbeen\nthe need of ofa science\nnationalteachers\ncommittee\non science\nteaching. Many recognized that we have a large number of associations\nworking independently of each other and often at cross purposes. Practically\nall of these teachers wanted to know why the associations were not coopera¬\nting with each other to solve the large number of problems so urgent in\nscience education today. All of these teachers and associations apparently\ndesired that some action be taken but usually with the intimation that some¬\none else should start it. The big problem was how to get started.\nEnough of you are members of different associations to realize the im¬\nportance of finances. None of the existing organizations of science teachers\nare in a position to finance the activities of a national committee for a period\nof two or three years. If all of these organizations pooled their financial\nresources, they still could not undertake such a venture. The problem was\nwhere to get the money.\nThe officers and members of the Department of Science Instruction had\ndiscussed this problem at its meetings at Denver, Portland, Detroit, and\nNew York. Other organizations were consulted. A few suggested that we\nmight attempt to interest some of the education foundations or boards in\nfinancing a science committee. Some objected to this procedure. However,\nthere was unanimous agreement that the National Education Association\nwas the organization that should sponsor such a committee. This Associa¬\ntion has approximately 200,000 members, is well financed and managed,\nand is genuinely interested in initiating and promoting new developments\nin education.\nThe Department of Science Instruction made a formal request to the\nExecutive Committee of the National Education .Association for funds two\nyears ago. The request was accepted in principle at that time, and last year\na fund of $1000 was provided for the organization of the science com¬\nmittee and for continuing its work for one year.\nNow that the money was available, what plan should be followed in\norganizing a national committee on science teaching? Definite principles were\nset up and agreed upon. These principles were unanimously accepted by\ncooperating groups :\nFirst, that the committee should be organized and conducted on demo¬\ncratic principles. The whole procedure should be a real demonstration of\ndemocracy in action. Second, the Committee should be a real national\norganization of science teachers. Every organization of science teachers\nshould be given an opportunity to cooperate by hav ing a member on the\ngeneral committee or by having a consultant on one of the subcommittees.\nThird, the Committee should develop a program in science teaching for\n[ 609 ]\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\nGrades I-XIV, inclusive, thru the inductive or problematic approach. This\nmeans that the program, when developed, will be based on the opinions,\nbeliefs, and judgments of a large group of teachers after the careful dis¬\ncussion and consideration of all available evidence.\nAll national organizations of science teachers were invited to select one\nof their members to represent them on the general committee. Each of these\norganizations was asked to take care of the expenses of its representative\nin attending meetings. The American Association for the Advancement of\nScience has two members on the general committee. The following national\norganizations each have one or will have one member on the general\ncommittee :\nAmerican Chemical Society — Chemical Education Section\nAmerican Nature Study Society\nAmerican Science Teachers Association\nCentral Association of Science and Mathematics Teachers\nNational Association for Research in Science Teaching\nNational Association of Biology Teachers\nNational Council on Elementary Science\n\nThe\n\nAmerican\n\nPhysics Teachers\n\nAssociation and\n\nthe Association of\n\nScience Teachers of the Middle Atlantic States and Maryland have repre¬\nsentatives acting as consultants, but I am quite certain we can complete\narrangements soon to take care of the finances of their representatives as\nmembers of the general committee.\nThe Department of Science Instruction has six members on the general\ncommittee. Five of these members have their expenses paid by the National\nEducation Association and one by the board of education of the city in\nwhich the member teaches. You may ask why the Department of Science\nInstruction has six members and all others a maximum number of nine.\nYou must keep in mind that this is a financial arrangement to make possible\nthe getting together of a representative national committee of science\nteachers. We had the money to pay the expenses of this number. The\nothers had difficulty in taking care of the expenses of one member of the gen¬\neral committee. Then, too, the members of the general committee repre¬\nsenting the Department of Science Instruction are members of practically\nall of the other associations.\nThe members of the general committee represent associations having\nmore than 30,000 members. The members of the committee come from\neleven different states from California to New York and from North\nCarolina to Minnesota.\nIt is necessary to have one general committee with a relatively small\nmembership if satisfactory progress is to be made. It is also essential to have\nthese members attend all meetings of the committee. However, this general\ncommittee must be in a position to reach out and get a large number of\nteachers to cooperate with it. The general committee then becomes the\npolicy-making and policy-forming committee. It should be in a position to\nevaluate all of the contributions made by the large number of cooperating\ngroups.\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof\n\nIn order to get a large number\n\nScience\n\nInstruction\n\n611\n\nof cooperating groups, each state, district,\n\nor local group of science teachers was invited to select a consultant to co¬\noperate with the general committee. At the present time we have more than\none hundred and fifty consultants from forty-three states. The number will\nbe enlarged as we find additional science teachers who can represent geo¬\ngraphic areas not now represented or teachers who can do specific tasks the\ngeneral committee desires to have done. Any science teacher who really wants\nto cooperate with the committee will be welcomed as a consultant.\nThe total membership of science teachers represented by members of the\ngeneral committee and by consultants is in excess of 50,000. The members\nof the general committee feel we should solicit the advice and suggestions\nof other associations which are in a position to help us. An extensive and thoro\nconsideration of all phases of a new science program from all points of view\nshould help to make it more practical and workable. The associations now\ncooperating are : Educational Policies Commission, Society for Curriculum\nStudy, Association of Teachers Colleges, and National Association of State\nHigh-School Supervisors and Directors.\nThe first meeting of the committee and consultants was held in Cleve¬\nland, February 23 and 24. The total attendance of the members of the\ncommittee, consultants, and invited guests was forty-one. The first meeting\nwas devoted to organization and getting the plans and points of view of\neach member of the committee. Each member was given an opportunity to\npresent his or her plans and suggestions for the committee to follow. Each\npresentation was followed by a brief discussion. The discussions were used\nto get the meanings of the suggestions made, not to argue over differences\nof opinion. Consultants and visitors took an active part in the discussions.\nMost of the time the second day was devoted to a discussion of fields of\ninstruction which are a part of science or are closely allied to it. The problem\nof health instruction was discussed by Dr. Teschler of the American\nMedical Association, and the problem of conservation by E. Laurence\nPalmer of Cornell University. “Geography and Social Problems” were\ndiscussed by Helen E. Strong of the Soil Conservation Service, by C.\nLangdon White, and by Dr. Donner of Western Reserve University. The\nrepresentative selected to present the problems in the social studies was not\nable to be present because of illness. Willard E. Givens, executive secretary\nof the N.E.A., and Reuben T. Shaw, president of the N.E.A., discussed\nthe future plans of the Educational Policies Commission and the ways in\nwhich the National Education Association might help and cooperate with\nthe science committee.\nThe general committee agreed on a five-point attack for developing this\nnew program. Five subcommittees were selected as follows: Subcommittee\non Philosophy or Frame of Reference or Point of View, Nathan A. Neal,\nchairman; Subcommittee on the Personal and Social Needs of Children,\nW. C. Croxton, chairman; Subcommittee on Evaluation of Methods, Ma¬\nterials, and Results of Teaching, Carleton E. Preston, chairman; Subcom¬\nmittee on Teacher Training, S. R. Powers, chairman; and Subcommittee on\nAdministrative Practices, Ira C. Davis, chairman.\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAll members of the general committee\nto one of these subcommittees.\n\nAssociation\n\nand consultants have been assigned\n\nThe chairmen of these committees made an intensive survey of the areas\nin which they might operate and the problems which they might undertake.\nFurther, the opinions of all consultants were solicited and considered in mak¬\ning final plans for presentation at the meetings at Cleveland on May 12 and\n13. Mr. Powers distributed a large number of his preliminary reports on\nteacher education and Mr. Croxton distributed over 3000 copies of his\nquestionnaire on the personal and social needs of children. Mr. Neal and\nMr. Preston made careful surveys of all literature which might be of inter¬\nest to their committees. The committee on administration attempted to sum¬\nmarize the information on administrative practices, problems, and difficulties\nwhich would be of value and interest to the general committee and to all of\nthe subcommittees.\nA careful and thoro survey of all of the problems the committee\n\nmight\n\nconsider in developing a fourteen-year program in science was made before\nthe meeting at Cleveland in May. This two-dav meeting at Cleveland was\ndevoted to two meetings of the general committee, several meetings of each\nof the subcommittees, and several joint meetings of all committees.\nThe general committee voted to add another subcommittee on materials\nneeded for teaching. E. S. Obourn has agreed to act as chairman of this\ncommittee.\nI have attempted to give you, as briefly as possible, the activities and prog¬\nress of the National Committee on Science Teaching to date. I shall answer\nbriefly one of the questions raised, What are the greatest difficulties the com¬\nmittee has encountered and will continue to encounter in the future?\n1. The getting of funds to carry on the work. We\n\nhave\n\nrequested a considerably\n\nlarger budget this 5rear than we had last year.\n2. Reaching a larger number of teachers of science and getting them to believe\nthis is a real cooperative venture. We need now more leaders for groups in some\nof our larger cities or in other areas in which different groups might work together.\nWe need more consultants who will really assume leadership and responsibility.\nWe need people who can persuade boards of education that this new work is so\nvaluable that teachers should be relieved of some teaching duties, be provided\nsome secretarial help, and have their expenses paid to the meetings of committee.\nWe could use fifty to one hundred more consultants if we could locate them.\n3. Getting teachers to feel they have a certain degree of responsibility in develop¬\ning this program. The committee has no desire to make a plan of its own and\nforce it on teachers. What the committee wants are the opinions, beliefs, plans,\nphilosophies of teachers so it can work with them to get a new program.\n\nTo me, these are the issues and opportunities we\nteachers :\n\nmust face as science\n\nAre we willing to assume leadership in demonstrating\ntribute to a better democratic mode of life?\n\nhow\n\nAre we willing to face the facts concerning\nand in education in general?\n\nscience can\n\ncon¬\n\nthe results of instruction in science\n\nAre we going to insist on teaching science for subjectmatter alone? Can we jus¬\ntify the statement any longer — study science for the sake of science alone?\n\n"}
{"page": 617, "printed_page": null, "text": "of\n\nDepartment\n\nScience\n\nInstruction\n\n613\n\nAre we willing to undertake the reorganization of our whole program of sci¬\nence education if a new kind of organization will better fill the needs of children.\nIn other words, are we willing to organize schools for boys and girls rather than\nfor subjectmatter ?\nAre we willing to work together to discover what the personal and social needs\nof children are? Are we willing to base our evaluation program on the acquisi¬\ntion of desirable social outcomes rather than the acquisition of facts and principles.’'\nAre we willing and eager to be scientific in teaching science?\n\nCan\n\nteachers work\n\nSCIENCE\nKENNETH\n\ntogether cooperatively\n\nMEETS\n\nTHE\n\nE. OBERHOLTZER,\n\nin improving\n\nNEEDS\n\nOF\n\nSUPERINTENDENT\n\ntheir teaching.-'\n\nBOYS\nOF\n\nAND\n\nSCHOOLS,\n\nGIRLS\nLONG\n\nBEACH,\n\nCALIF.\n\nScience instruction given in our schools should attempt to meet the most\npersistent, important needs of boys and girls if it is to be a vital factor in\nthe improvement of living. There are indications of trends in curriculum\ndevelopment which point in this direction, and the fact that this Department\nof the National Education Association has a national committee at work\nstudying “needs” as a basis for the science curriculum is noteworthy. Learn¬\ning at its best has been characterized as the application of intelligence to the\nmeeting of needs.\nThe school cannot be concerned with all of the needs of all pupils, but it\ncan certainly be concerned with the more important and persistent personal\nand social needs. Aims or values have much to do in the selection of needs\nfor consideration. We first recognize the need, then we try to evaluate it\nin our scheme of values and meet the need in accordance with this. Our\nneeds are sources of activity, points of departure in curriculum development,\nwhereas aims are points of reference by which we are guided in our evalua¬\ntion of the needs. The concept of interests has a vital relation to the concept\nof needs. Interests are those powerful motivating factors that give rise to\na differentiation in activities which satisfy the needs. The more complex our\ncivilization and the higher the general degree of intelligence, the greater\nthe variety of interests. Interests give character to the activities of people in\ntheir efforts to satisfy their needs.\nWe should consider the immediate, felt needs of boys and girls as well as\nthe more remote needs. Aside from the expressed and observed needs are\nthose which may be gained from an examination of studies on child growth,\nof studies on the general activities of persons, from an examination of the\nproblems found in current literature, and from studies of community condi¬\ntions. Conservation and safety are two areas of interest to which science can\nmake a contribution.\nSchools are giving more attention to the personal-social needs of boys and\ngirls. Science has much to offer in meeting these needs of today. Needs should\nbe a principal basis for the reconstruction of the science curriculum.\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nA LAND\n\nUSE\n\nHELEN\n\nM.\n\nSTRONG,\n\nIN\n\nTION\n\nSERVICE,\n\nUNITED\n\nEducation\n\nPROGRAM\n\nFOR\n\nCHARGE,\n\nAssociation\n\nTHE\n\nEDUCATIONAL\n\nSENIOR\n\nHIGH\n\nRELATIONS,\n\nSTATES DEPARTMENT\nWASHINGTON,\nD. C.\n\nOF\n\nSCHOOL\n\nSOIL\n\nCONSERVA¬\n\nAGRICULTURE,\n\nCity industries and agriculture alike depend upon the land. The way in\nwhich the land is used today will determine its capabilities for sustaining\na high standard of living in the American nation of the future.\nThe results of scientific research provide the basis for all sound land use\npractices. High-school sciences such as physics, chemist^, geography, biology,\ngeology, and botany are some of the sciences that contribute to sound land\nuse procedure on farm and forest and range and pasture lands. Consequently,\nthese high-school sciences can well include in their laboratory and field\nstudies consideration of problems pertaining to the land.\nInformation of interest to science teachers about work and research in the\n\nfield of land use is available from the Soil Conservation\nStates Department of Agriculture, Washington, D. C.\nTEACHING\n\nWILLIAM\n\nTHE\n\nH. CONLEY,\n\nSCIENTIFIC ATTITUDE\nCOLLEGE\nDEAN\n\nOF\n\nWRIGHT\n\nJUNIOR\n\nService, United\n\nIN THE\n\nCOLLEGE,\n\nJUNIOR\n\nCHICAGO,\n\nILL.\n\nProbably all educators will agree that one of the important tasks of the\njunior college in the field of general education is the teaching of the scientific\nattitude. This may be taught thru various channels, even in courses that are\nnot in themselves sciences. However, 1 shall confine my discussion to teach¬\ning the scientific attitude thru the scientific method, and shall use as examples\nthe physical science survey course and the course in integrated mathematics.\nThe scientific method is used to mean the complex pattern of thinking\nwhich is an interplay between reasoning and experiment. It involves the col¬\nlection and classification of facts, derivation of general principles, proposal\nand testing of hypothesis, and statement of the theory.\nThis method can probably be taught to more people thru an integrated\ncourse in physical sciences than thru the traditional courses of that field.\nThe evidence at Wright Junior College where such a course has been given\nfor the past five years, using the lecture demonstration method and employ¬\ning the overview descriptive approach, seems to indicate that there has been\na measure of success in teaching the scientific method thru such technic.\nAnother important channel for teaching the scientific method is a func¬\ntional course in mathematics in which the thinking process and applications\nare stressed rather than merely mathematical skills and abilities. Many tra¬\nditional courses emphasizing skills fit into the category with some laboratory\nsciences where cookbook methods were used without success to give the stu¬\ndents an idea of the scientific attitude.\nThe\n\nmost important single factor in teaching this method\n\nis the teacher.\n\nIf the teacher is well trained, sets up the scientific method as a specific objec-\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n615\n\ntive, understands it thoroly and has enthusiasm for it, he will probably\nsucceed. All things being equal, the methods here described will probably be\nmore effective for the greater number of students than the traditional\ntechnics.\nCONSERVATION\nBEN\n\nJ. ROWAN,\n\nFUNCTIONS\n\nSUPERINTENDENT\n\nIN\nOF\n\nA\n\nSCHOOL\n\nSCHOOLS,\n\nSYSTEM\n\nAPPLETON,\n\nWIS.\n\nOne of the primary functions of American education is to perpetuate and\nimprove democratic society. In order to do this schools should aim to help\nconserve and improve both human and natural resources. These two are so\ninterdependent that to conserve one the other must also be maintained and\nkept from destruction. This means that every teacher, no matter where or\nwhat he teaches, must be a teacher of conservation.\nThe work is approached from four levels: primary grades, intermediate\ngrades, junior high school, and senior high school. Each level is divided into\nthree main topics: animal life, plant life, and the earth’s surface. Each main\ntopic is divided into subtopics. Objectives for each are chosen, activities and\ncorrelations determined, and materials listed.\nA survey of any classroom will reveal an abundance of conservation ma¬\nterial in texts, supplementary texts, plants, flowers, and pets. The various\nstate governments and the United States Department of Agriculture thru\nits forestry and soil division offer much\nable amount at nominal cost.\n\nfree material as well as a consider¬\n\nThe conservation concept, so far as the pupil is concerned, should be a\ngradually cumulating one. In the elementary grades sensory appeal opens the\ndoors to nature study. The child’s love for birds, flowers, and animals can\nbe led to a desire to protect them. In the junior high school cause and effect\ntreatment gives new life to the facts, and activities become the keynote. In\nsenior high school the adult level is approached and the social and economic\nimplications stressed. Thus, conservation functions in a school system.\nRESPONSIBILITY\nH.\n\nHARWOOD\n\nTRACY,\n\nOF\n\nSCIENCE\n\nINSTRUCTOR\nCOLLEGE,\n\nIN\n\nLIFE\n\nIN\n\nSOCIAL\n\nSCIENCES,\n\nFULLERTON,\n\nATTITUDES\n\nFULLERTON\n\nJUNIOR\n\nCALIF.\n\nThis discussion is limited to a single phase of social life, namely, college\nyouth associations and the preparation for marriage. When one stops to\nthink of the far-reaching influence of ignorance and false philosophies in\nour social life, it is very apparent that someone has a responsibility that has\nnot been fulfilled. College students from every part of the country are\ndemanding that the schools do something about this lack of proper knowl¬\nedge of marriage. The business world is full of failures or half successful\nmen who entered the business world full of ambition and capacity. Stanley\nS. Dickinson, a leading business consultant, says, “Trouble at home causes\nmore emotional upsets and more instability in business than any other single\nfactor.” Our\n\ninstruction in colleges, in other words, has taught men\n\nthe\n\n"}
{"page": 620, "printed_page": null, "text": "National\n\n616\n\nEducation\n\nAssociation\n\nscience of their jobs; but someone has failed in preparing men and women\nto live an adjusted life at home.\nModern science has discovered new knowledge regarding sex development\nof childhood that is almost revolutionary. It is on the psychic side of sex\nthat this newer understanding of sex has developed most strongly. The\naverage parent has little opportunity to secure this newer understanding of\nsex. Also, in the upper adolescent years the youth must with increasing com¬\npleteness wean himself from the parent. The urge for independence is strong.\nInstruction by a parent seems to savor of direction, of continued parental\nguidance, thus seeming to defeat the desire for independence. Here lies the\ngreat argument for school instruction in problems dealing with courtship\nand marriage.\nStudents who have been permitted to take courses in marriage prepara¬\ntion are emphatic in their approval of the courses and the benefits derived\nfrom them. The enrolment in the family relations courses as offered in the\nFullerton Junior College has steadily grown. The work was introduced as\na part of the discussion of the study of heredity in the regular college class\nin zoology. Four years ago the work was offered in a special course called\n“Family Relations.” These classes meet coeducationally for two meetings a\nweek, and one session in which the sexes are separated. Such student com¬\nments as “I have obtained more helpful knowledge in this one semester’s\ncourse than in all the rest of my college work” indicate youth’s acceptance\nof these courses. Doctors to whom marriage relations students have gone for\nfurther aid have voluntarily reported how well informed and what a fine\nattitude the young people have.\nMarriage adjustments cannot be isolated from life adjustments. Mental\nhygiene is greatly needed by our youth. The problem of mental hygiene is\nbest taught in connection with a practical subject, not in the abstract. The\nenthusiasm, hope, and idealism of youth, especially as associated with mar¬\nriage, make them receptive to the suggestions for more wholesome living\nthat can and should be a part in any course in marriage. Youth’s social and\nmarriage problems are among the most vital of all life. Youth is asking for\nour help. Can we refuse?\n\nHOW\n\nWILLIAM\n\nSCIENCE\nGIRLS\nH.\n\nFULFILS THE NEEDS OF BOYS\nIN THE CHICAGO\nSCHOOLS\n\nJOHNSON,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nAND\n\nCHICAGO,\n\nILL.\n\nScience instruction in the Chicago public schools has developed rapidly\nin the first eight grades. Administrators, teachers, and pupils have shown\nmarked interest in the many phases of elementary science. Children of today\nare living in a world of applied science and are anxious to learn more about\ntheir environment and the many mechanical inventions they see about them.\nElementary science opens not only a new learning area for the exploration\nof elementary-school children but it affords much objective material that\nmay be correlated with reading, mathematics, social studies, safety, and\nhealth education.\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n617\n\nThe teachers and pupils have been provided with texts and reference ma¬\nterials suitable to their grade level. The use of high-school texts and advanced\ntechnics commonly taught in high school has been discouraged.\nEvery precaution is taken to protect teachers and pupils from possible\ninjury. The supply list has been revised, and concentrated acids and poisons\nhave been dropped from the list. Principals have been instructed to destroy\nall such concentrates that may have been received previously. Teachers have\nbeen instructed not to use 110-volt electrical current in experimental work\nwith the children because of the possibility of receiving severe electrical\nshock.\nElementary science is not a book subject altho texts and reference ma¬\nterials have an important place in instructional procedures. Teachers are\nencouraged to use objective materials in their teaching. Boys and girls are\ngiven an opportunity to experiment, observe, and construct models involving\nthe principles of science. The elementary science work is intended to give\npupils an opportunity to investigate and explore in an elementary way the\nbreadth of information that the courses in science afford. Science also offers\nmany opportunities for developing desirable social habits. The children work\nas individuals, in small groups, and as members of the larger group. Habits\nof civic pride and respect for property are encouraged by the planting and\ncaring of flowers and shrubs around the school and in the community.\nAn interest in native birds and their care is encouraged from the kinder¬\ngarten thru the eighth grade.\nThe science bulletin, issued to each school every two weeks, has proved\npopular with the teachers because it contains items of practical help for\ntheir teaching. Sample lessons, construction problems, experiments, book\nreviews, science poems, and announcements are typical of the content. Much\nof the material that appears in the bulletin is contributed by principals and\nteachers.\nThe new science course of study for Grades VII-VIII has been well\nreceived. The work, divided into units by months, suggests activities, refer¬\nences, experiments, related handwork, visual education materials, and educa¬\ntional trips. The course offers the teacher ample opportunity to make selec¬\ntions of instructional content within the interest and ability of the class and\nadapted to the community and school.\nThe science work in the first six grades of the elementary school is taught\nby the room teacher. The course at present is organized on the spiral plan.\nThe units of instruction for the first six grades are as follows : trees, insects,\nbirds, garden plants, wild flowers and weeds, energy and matter, aquatic\nplants and animals, sky study, and larger mammals. The science work in\nGrades VII-VIII is departmentalized and the content is arranged seasonally.\nChicago high schools offer an extensive program of science education.\nMarked strides have been made in the past two years in the improvement\nof laboratories and refinement of instructional materials. Every science lab¬\noratory in every high school is in excellent working condition. Every piece\nof equipment is on inventory. All purchases are made from approved, listed\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nspecifications, which procedure has raised the quality of apparatus delivered\nto schools. Collective buying has resulted in a saving of about 20 percent in\ncost of apparatus and supplies.\nChicago’s three junior colleges offer courses in science and have wellequipped laboratories and research facilities. The Chicago Teachers College,\nnow a four-year school, offers a major in science for those who wish to\nbecome science teachers in the elementary school.\nMany science courses are also given in our special schools for crippled,\nretarded, and truant boys and girls. The work here is modified and adapted\nto the needs and accomplishment levels of these children. Related science\nis given in our vocational schools. The science work in these schools em¬\nphasizes the applied science of trade and industry. In addition to the day\nschool science work, hundreds of adults take science in Chicago’s evening\nschools. In general, all of Chicago’s 500,000 school children and the 30,000\nadults who take evening classes have an opportunity to study science and\nfor those who show special interest and aptitude specialized instruction is\navailable at the college level.\n\nSECRETARY’S\n\nMINUTES\n\nSan Francisco\nThe Department of Science Instruction held its sessions in the Veterans Building\nin San Francisco. Ira C. Davis, chairman of the National Committee on Science\nTeaching, gave an excellent report of the organization of the group and the con¬\ntribution of the other science groups to the committee. The theme of all the meetings\nwas “How Science Fulfils the Needs of Boys and Girls.” Kenneth E. Oberholtzer,\nsuperintendent of schools of Long Beach, California, sounded the keynote in his\naddress. The four sections — elementary, junior high school, senior high school, and\njunior college — held sessions on July 3 and 4.\nOn July 5 at the luncheon session, William H. Johnson, superintendent of schools\nof Chicago, discussed the theme as it applied to a great city. “Science in the Modern\nSchool Program” was the title of a panel discussion under the able leadership of\nGrayson N. Kefauver, dean of Stanford University. Fred Anibal of Stanford Uni¬\nversity and Mrs. Gladys L. Potter of the state department of education, Sacramento,\nlocated the problems in their fields. Leila Ann Taggart, director of rural education,\nSanta Barbara; Olga Schwellinger, Horace Mann Junior High School, San Fran¬\ncisco; and George J. Skewes, State Teachers College, Mayville, North Dakota, were\nother members of the panel.\nThe Constitution of the Department was revised so that four regional vicepresidents were elected. This was done with a view to increasing personal contacts\nand membership of the Department. Proceedings of all the sessions will be printed\nand mailed to members of the Department. Aelfric James, Sr., 801 Spring Garden\nStreet, Easton, Pennsylvania, is the new treasurer to whom dues of 50$ may be sent.\n\n"}
{"page": 623, "printed_page": null, "text": "‘Department\n\nof\n\nSecondary\n\nTeachers\n\n"}
{"page": 624, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof secondary\n\nNOTE\n\nteachers\n\nwas\n\nestablished in 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. At the San Francisco meeting in 1939 the name of the\nDepartment was changed from the Department of Secondary Education\nto the Department of Secondary Teachers.\nThe officers of the Department for the year 1939-40 are: president,\nGeorge R. Rankin, Boys Technical High School, Milwaukee, Wis.; vicepresident,\n\nRuth West, Teacher, Lewis and Clark High School, Spokane,\n\nWash.; secretary, Edith V. Titcomb, Woodrow Wilson Junior High\nSchool, San Jose, Calif.; treasurer, Joseph C. Driscoll, Erasmus Hall\nHigh School, Brooklyn, N. Y .; executive secretary, Ernest D. Lewis,\nEvander Childs High School, New York, N . Y .\nThis Department meets once a year, in July. The dues, $1, may be sent\ndirectly to the National Education Association. The principal publication\nis a bulletin — issued five times a year. Facts relating to the establishment\nof this Department, its revival, and the record of meetings are found in\nearlier volumes of proceedings as follows:\n1886 :21\n1887 :393-442\n1888 :401-434\n1889 -.497-534\n1890 -.613-656\n18,91:615-688\n1892 -.333-374\n189 3:177-242\n1894 -.743-794\n1895 -.579-635\n\n1896 :557-619\n1897 :644-699\n1898:664-700\n1899 :601-817\n1900 :428-453\n1901 -.565-604\n1902 :455-492\n190 5:429-486\n1904 :473-536\n190 5:423-480\n\n1906 :633-636\n1907 -.521-710\n1908 :577-668\n1909 :479-522\n1910 :443-534\n1911 :5 55-658\n1912:663-766\n1913:469-500\n1914 :445-488\n1915 :7 23-7 54\n\n[ 620 J\n\n1916 :517-574\n1917:253-284\n191 8:177-190\n1919:195-204\n1920 :209-230\n1921:667-678\n1922:1267-1294\n192 3:861-880\n1924 :775-802\n1932 :481-492\n\n19 33:489-506\n1934:481-492\n1935:449-460\n19 36:347-360\n1937:387-404\n19 38:539-550\n\n"}
{"page": 625, "printed_page": null, "text": "UNIFYING\n\nTHE SECONDARY\nTHE PROBLEMS\n\nJ. PAUL\nAny\n\nadequate\n\nLEONARD,\n\nstudy\n\nCURRICULUM\nOF YOUTH\n\nSTANFORD\n\nof the youth\n\nUNIVERSITY,\n\nsituation\n\nAROUND\n\nCALIF.\n\nin America\n\nmust\n\ntake\n\ninto\n\naccount the program of the school, the activities of youth on leaving\nschool, and the relationship between what youth do in school and what they\ndo in life upon entering the activities of an adult society. There has been very\nlittle change in the relative amount of time devoted to college preparatory\nwork and general education in our secondary schools since 1925. In fourteen\nAmerican cities in 1924, 62.5 percent of the pupil’s time was devoted to\nacademic subjects of the college preparatory type. In 1929 this figure was\nstill 60.9 percent.\nUniform deficiencies — There is remarkable uniformity in our high schools ;\nall are doing the same thing. High schools five miles apart offer the same\ndearth of subjectmatter courses, each failing to meet the needs of the various\npupils. We do not supplement each other; we duplicate. We have no regional\nplanning of our educational institutions, either secondary or higher, to meet\nthe collective needs of boys and girls. Hence, we have equalized uniform\ndeficiencies.\nWhat do youth think of the organization of our secondary school? Sixty\npercent of the large sampling of our youth indicated they would leave high\nschool immediately if they did not think continued schooling would improve\ntheir vocational chances. Compare this with our figures which show that less\nthan 15 percent of the total time of the secondary pupil is spent on any type\nof vocational work. Compare this also with the figures which show that about\n75 percent of our youth leaving high school need to earn their own living\nimmediately.\nFrom 25 to 50 percent of our youth say the guidance was not helpful;\n48 percent of our youth declare their education to be of little or no economic\nvalue; 75 percent want sex information in the secondary school; 60 percent\nof them want the school to give them some versatility in vocational training.\nAll of them cry out to our schools to give them an understanding of the social\nconditions that will engulf them upon leaving school.\nNote that 10 percent of youth goes to college; yet 75 percent of our school\ntime is taken up with courses chiefly college preparatory in character. Only\n19 percent of our youth between the ages of sixteen and twenty-four are in\nhigh school or college ; 33 percent are employed full-time ; the remaining\n52 percent are doing odd part-time jobs, loafing, or bumming.\nAll of our studies show that pupils in large numbers are seriously deficient\nin social competence, adequate reading ability, intelligent communication,\npowers basic to understanding of qualitative relationships and knowledge of\ndaily problems and social tensions, and the ability to earn their own living.\nWe turn out pupils fundamentally conservative on social issues; intolerant\nand narrow-minded pupils who do not know what freedom in a democracy\nmeans; pupils wfith little appreciation of individual rights and duties. To\n\n[621]\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nquote from the New York Survey, “Students leaving our high schools are\nreluctant to assume responsibility, for civil cooperation, or to commit them¬\nselves to action which will involve personal sacrifice or effort.”\nOnly one out of every eleven youth leaving our schools take any part-time\nor supplementary education after graduation from high school. Only 3 per¬\ncent of youth maintain that the schools were responsible for helping them\nsecure positions. There is little evident relationship between school training\nand the kinds of jobs pupils get. Does it surprise you that businessmen con¬\ntend the nation over that they pay little attention to recommendations of\nteachers when they are looking for youth to employ? The most important\nfactor that youth has to offer when he leaves high school is an “approach\npersonality.” This sells. The array of courses the pupil has taken is of little\ncommercial value.\nAbout two-thirds of our youth leave school without graduating. Fifty-four\npercent of our youth leave school before graduation because of economic\nreasons, and 25 percent leave because of lack of interest in school. Note that\nthis 79 percent of our youth who leave school do so largely because of reasons\nentirely beyond their control. With an academic curriculum in which they\ncannot be interested and a poverty-stricken home for which\nresponsible youth faces an almost impossible position.\nDissatisfaction — From\n\nthey are not\n\n85 to 98 percent of our male youth and from\n\n23\n\nto 100 percent of our female youth prefer other occupations than the ones in\nwhich they are engaged, but why this dissatisfaction among youth? More\nthan 50 percent of our youth out of high school one year will have to leave\ntheir present employer if they are to earn enough to marry, live decently, and\nstay out of debt. Taking all types of employment together, only 5 Yz percent\nof our youth receive over $20 per week and only 1 percent receive over $30\nper week. If you have been to college your average wage is likely to be around\n$22. One-third of our youth hold jobs with firms paying 75 percent of their\nemployees less than $20 a week. Add to these conditions the facts that labor\nunions do not welcome into their ranks graduating youth and that the policy\nof many of our firms is to employ young people at low wages during their\nmost vigorous years, and then discharge them before they have attained\nenough seniority to justify high wages.\nReorganization\n\nneeded — I wish to propose for your consideration\n\nand dis¬\n\ncussion a seven-point program of reorganization. First, we must build among\nour profession much greater social understanding of modern life than we\nnow possess. Second, we must make a clean break with the academic tradition\nwhich controls secondary education today. This means renouncing allegiance\nto college preparatory curriculums : it means severing the tie of subservience\nwith colleges, which in secondary schools becomes obedience to impersonal\nregulations. Third, our secondary schools need to be reoriented around the\nproblems of youth. Fourth, we must establish an adequate system of guidance.\nFifth, we are obligated to remap our vocational education program ; industry\nas well as the schools. Business as well as professional enterprise must combine\nto work out for youth a satisfactory program of vocational training. Sixth,\nall educational institutions within the community need to consolidate legally\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n623\n\nTeachers\n\nto provide adequate educational guidance and services. As soon as possible\nthe departments of public health, libraries, recreation, and juvenile correction\nneed to be brought under the control of a unified educational system. We\nshould develop a social planning institution for the education of youth placed\nunder the control and direction of professional people and removed entirely\nfrom the array of political appointment. Seventh, adequate attention needs\nto be given by all citizens to guaranteeing the distribution of public funds\nso that money spent for relief and old-age security, both of which are neces¬\nsary in modern life, shall not be taken from the funds which should be\nreserved for the education of youth.\nTHE\nELIZABETH\n\nSPARHAWK,\n\nCORE\nTEACHER,\n\nCURRICULUM\nEAST\n\nHIGH\n\nSCHOOL,\n\nDENVER,\n\nCOLO.\n\nThe content of a core course in every school varies so widely that it would\nbe impossible to answer specifically what is the content. The content is\ndetermined by arduous and thoughtful planning on the part of parents,\nteachers, and pupils. Many years ago teachers were not confronted with the\nquestion in class, “Why should I do this?” There was an acceptance of the\nfact that what teacher said was right and not to be questioned. Now we are\nbecoming more and more aware of the need for answering this question.\nShall we have our curriculum so constructed that we have an hour of English,\nan hour of mathematics, an hour of home economics, and let the material\nlearned be dropped at the end of a fifty-minute period ? Should not our\nEnglish carry into every classroom we enter? Will not the study of a geo¬\nmetric design or an understanding of graphs enable us to interpret the charts\nwhich are so common today in our reading intelligently newspapers and\nperiodicals? Problems or content of core courses should carry over into\nelective subjects and into everyday living. Thus we should attempt to plan\nwith our students and assist them to see the “why” of what they are doing.\nAnother phase of planning for content and for guidance in the core is the\nwork of the staff. A most stimulating and helpful feature of this core program\nhas been teacher planning. It takes some time for six adults, trained in dif¬\nferent subjectmatter fields, to abandon their pet subject and see a problem\nin the whole.\nBefore any unit of work is started the pupil-teacher planning takes place.\nThis is valuable in helping the students feel that they are planning the work.\nOnce they selected a unit of work which when started proved uninteresting\nto them. However, the unanimous feeling of the classes was that they must\ncomplete it in a satisfactory manner as they had selected it. Group and\nindividual responsibility thus is developed.\nThe parents are the most difficult to educate in the core program. We have\nformed a parent-council, with two parent representatives from each of the\nsix classes. This parent-teacher council meets approximately once a month,\nat night, to plan the work of the core and parent and community meetings.\nWe have found the parents most eager to learn of the new philosophies of\neducation, curriculum changes, and trends in education.\n\n"}
{"page": 628, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nThe question of learning comes next. Frequently, it has been said of core\nstudents that their knowledge is general, and lacks specific detail. A study\nmade in the spring of 1938 in the Denver high schools indicated that in com¬\nparison to other classes previously visited the core students were trained to\ncheck in an analytical manner the material presented. Of course, this does\nnot prove that core students are better trained than other students. There\nis a growing awareness among core teachers and students of a need for\naccuracy as an answer to the challenge of a too general education.\nOne of the most serious charges directed against the core course is the lack\nof discipline. It is true that greater freedom does exist in this type of cur¬\nriculum, but core courses do not do away with the teacher ; they increase the\nresponsibilities and ingenuity of each one concerned in the work.\nThe school which is about to introduce a core program would be wise to\nprecede it by a little teacher education. Also, the principal needs to be well\naware of the problems which face him in pioneering in the core field. The\ncommunity is not always sympathetic to a change as radical, as they consider\nit, as this new curriculum offers. So it needs firm, wise, and tolerant leader¬\nship on the part of the executive to bear the brunt of repeatedly unwarranted\ncriticism. Again, within the school there is much dissension among the\nteachers who are selected to do this experimental work and those who are not.\nAn understanding of what the work is to be and a volunteering on the part\nof those interested might seem to offer a solution for this problem. The\nenthusiasm and interest of the teacher play a tremendous part in the success\nof the core program.\nCore programs in various schools differ, but it would seem desirable to\nallocate to a unified studies program, or core curriculum, the consideration\nof problems which :\n1. Are common\n\nto large groups\n\nof pupils, if not all\n\n2. Are persistent or recurring in human experience, or are related to or illus¬\ntrative of such problems; that is, a bond issue for the construction of a local sewage\ndisposal plant may illustrate the persistent problem of sanitation\n3. Are not likely to be handled well by any of the traditional subjects, that is,\nfamily relationships\n4. Require, or would profit by, cooperative planning, teaching, and learning\n5. Call for exploration in several areas of experience; that is, health in biology,\nrecreation, the home, sex, care of children, public health, health hazards in industry,\nthe consumer, safety, etc.\n6. Require orientation in a wide range of relationships and implications for their\nsignificance to become apparent; that is, the corporation — as related to mass pro¬\nduction. advertising, absentee ownership, labor problems, propaganda, war, im¬\nperialism, pressure groups, etc.\n7. Require consideration of various points of view in addition to factual data, for\nexample, race relations\n8. Require larger blocks of time than conventional periods, that is, community\nstudy and participation\n9. Call for relatively continuous experience rather than a unit course, for example,\nthe arts. These are not strictly problems, but kinds of experience which should be\nincluded in the core curriculum\n10. Extend the application of such objectives as technics of thinking, work habits,\nstudy skills, social sensitivity, creativeness, etc., over a wider range of experience\nthan the traditional subjects\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\n11. Require\n\na minimum\n\n12. Do\n\nrequire\n\nnot\n\nof\n\nSecondary\n\nof specialized\n\nextended\n\nlaboratory\n\nequipment\n\ndrill in specific skills; for example,\n\nmonths off for drill in typing or percent or cabinetmaking\n13. Do not require sudden extension or drastic modifications\nwork\n\nhabits\n\ncomplete\n\nand\n\n625\n\nTeachers\n\nstudy skills; for example,\n\na sudden\n\ntaking\n\nof present\n\nshift from\n\nthree\n\nlevels or\n\nlesson learning\n\nto\n\nresponsibility.1\n\nThe building and development of a core course offers a challenge to the\nteacher whose primary interest is the child, and whose paramount interest is\nin promoting a democratic way of living.\n• PROBLEMS\n\nJOHN\n\nOF\nTHE\n\nINTEGRATION\nAND CORRELATION\nSECONDARY-SCHOOL\nLEVEL\n\nT. WAHLQUIST,\nTRAINING,\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nOF\n\nUTAH,\n\nEDUCATION\nSALT\n\nLAKE\n\nAND\n\nDIRECTOR\n\nCITY,\n\nAT\n\nOF\n\nUTAH\n\nThree viewpoints are discernible in contemporary American secondary\neducation : the ideological, the utopian, and the progressive. On the extreme\nright are the worshippers of traditions, more or less content with the status\nquo. What could be more natural than to transfer to the classroom the\nbeliefs in transcendental values and eternal verities preached in the churches,\ninculcated in the homes, and lauded in certain political circles.\nAt the other extreme are the Utopians. On the assumption that practically\nevery feature of the conventional program is wrong, the members of this\ngroup indulge in wishful thinking and radical experimentation. This has\nbeen the fault of many so-called Progressive schools (spelled with a capital\nP), as Dewey has ably argued in his Experience and Education. A complete\nbreak with empirical traditions and conventions is fraught with dangers and\ndifficulties. Altho the members of this group usually rally under the prag¬\nmatic flag, they forget that a true pragmatist is an empirical idealist guided\nby the experience of mankind and a concrete realist advocating experimental\nstudies. Consequently, they philosophize from their arm chairs, fail to take\nadvantage of the empirical findings of the seasoned school masters, and ignore\nthe findings of the scientists.\nIn between these two extremes are the true progressives (spelled with a\nsmall p). Here consideration is given to the present faculty, the preparation\nof the individual members, their interests, their studies, etc. ; to the present\nstudent body, the backgrounds of the individual members, their interests,\ntheir plans, etc.; to the school plant with its rooms, equipment, libraries; to\nthe parents ; and to the taxpayers. The members of this group, be they prag¬\nmatists or realists, recognize how little is known about education. Further¬\nmore, they realize the danger of superimposing upon any school any pattern\nevolved elsewhere.\nFor our present purposes we are interested in this third approach, the\nprogressive (spelled with the small p). If realists, we are more likely to favor\ncorrelation than integration ; and, if pragmatists, we are more likely to favor\nintegration than correlation. The new realist recognizes both content and\n1 Manual\n\nfor Teachers Working\n\non Core Courses, Denver public schools, November\n\n1938.\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\nAssociation\n\nactivity, both the reality of externals and the reality of personal experiences.\nOn the other hand, he refuses to make a god out of either subjectmatter or\nthe individual learner. He is willing to do anything that will be more con¬\nducive to the adjustment of the individual to his world. Nevertheless, he\nhangs to the concept of an external world beyond the whims and caprice of\nthe individual. For these reasons, it is difficult for a realist to see the necessity\nfor an integrated curriculum, if by that term we mean a student-centered\ncurriculum, whereas he will give wholehearted approval to some attempts\nat correlation of subjectmatter fields.\nThe pragmatist, on the other hand, is frankly skeptical of any scheme of\neducation concerned with the “eternal verities” of the idealist or the scientific\nabstractions of the realist outside the immediate experience of man. The\nsame pragmatic forces which were so successful in challenging the traditional\nelementary school are now challenging the high school. Pragmatic views\ninevitably end with concern for the individual and his integration. Further¬\nmore, it is the unitary whole and not the unified whole which receives the\nattention. Here the pragmatist parts company with the realist.\nIt is not the purpose of this paper to discuss the core-curriculum. However,\neven after the concept has been accepted, there is the problem of organiza¬\ntion. What shall we select: (a) culture-epoch units, (b) unified studies,\n(c) broad fields, (d) contemporary problems, or (e) pupil-teacher planned\nunits? The realist will accept the former and balk at the latter. The cultureepoch approach, the typical “unit-activity” is essentially correlation, not\nintegration : for example, ancient Greece is studied in terms of art, music,\nliterature, political science, and science proper as set forth in a course of\nstudy. Similarly, unified studies, such as English and the social studies, may\nbe regarded as an attempt at correlation, altho from another angle partial\nintegration may be uppermost. Similarly, broad fields usually stop short of\nintegration, leaving more or less conventional divisions in the school day,\nas art and crafts, language arts, physical activities, science, social-economic\nstudies, etc. The contemporary-problems approach makes a complete break\nwith chronology and logical organization. Here the realist may balk and the\npragmatist rejoice. Few realists would approve informal, impromptu\nteacher planned curriculums, especially at the secondary level.\n\npupil-\n\nAfter we have evolved our philosophy, formulated our psychology, and\nset up our organization, we must face the problem of teaching personnel.\nUndoubtedly, the greatest obstacle to the reconstruction of secondary educa¬\ntion is the problem of finding teachers properly qualified for the new pro¬\ngrams. Such teachers must have philosophic insight, conception of learning,\nbreadth of education, and personality necessary for the new enterprise.\nThe new programs present challenges to many conventional practices,\nsuch as grades, credits, honors, methods of testing, and ability grouping.\nAltho realist and pragmatist alike are about thru with grades and credits,\nin theory,* if not in practice, there will be a division of opinion upon such\nitems as measurement and grouping students. The realist still retains his\nfaith in quantitative measurement of objective realities. The pragmatist is\nthru with measurements and anxious for personal evaluations. Nevertheless,\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nTeachers\n\n627\nthe more common\n\nvarieties of the core curriculum involve educational meas¬\n\nurement. Only extreme pupil-teacher planned activities stress pupil-teacher\nevaluations. Similarly, the less extreme varieties of the core curriculum invite\nrealistic concern for scheduling and grouping. On the other hand, homo¬\ngeneous grouping and complete integration are incompatible.\nIn The Evaluation of the Elementary School , J. R. McGaughy says,\n“We cannot have true homogeneous grouping, because no individual is him¬\nself homogeneous — in other words anyone differs widely in his capacities and\nabilities. . . . The assumption that the homogeneous grouping of twenty to\nfifty children is possible, and even a few of the more important fields of\nactivity . . . become an absurdity.”\nWith McGaughy’s conclusion the speaker agrees; namely, . . the\nproblem of homogeneous groupings, in the light of present evidence, must\nbe solved on the basis of the philosophical and psychological problem involved,\nrather than on the statistical evidence of the achievement\nTHE\n\nSIGNIFICANCE\n\nCARL\n\nG. WINTER,\n\nMC\n\nOF\n\nTHE STUDY\nRELATIONS\n\nCLATCHY\n\nHIGH\n\nOF\n\nSCHOOL,\n\nof pupils.”\n\nINTERNATIONAL\n\nSACRAMENTO,\n\nCALIF.\n\nAmerica with the finest resources and the greatest power of all the nations\ntoday is failing to assume its natural leadership. International relations is\nthe course that will prepare us for this leadership. It may be approached\nthru the study of political science, diplomatic history, contemporary events,\npersonalities, economic organization, world geography, international law,\ninternational organizations, or thru a study of such topics as transportation,\ncommunication, or peace.\nIrrespective of the method of approach, the results should show some\ncommon factors. The first is a concept of world reality today. It should pre¬\nvent the characterization of nations as personalities. Carefulness in the use\nof words is learned, which should help overcome prejudices attached to\nlabels, such as the word “radical.” A concept of world reality helps us, by\nthe study of conditions elsewhere, to chart our own course of action. By\nstudying how others have solved their problems we can advance on the social\nplane. The practical value of this course for foreign trade and diplomats is\nundisputed. Rural dwellers find out what crops to plant or not to plant by\na knowledge of conditions in the world. They learn also about the formation\nof cooperative markets and buying associations, such as have been developed\nin Denmark. The urban dwellers can be benefited by a study of the forward\nstrides that Belgium has taken in the last few years when wages increased\n37 percent, unemployment was reduced by two-thirds, and taxes were re¬\nduced 900,000,000 francs a year.\nExamples of successful problem solving by others aids us in solving our\nown problems. Since we are a democracy, all people should understand gov¬\nernment problems. International relations courses enable us to educate large\ngroups. They also tend to minimize prejudices detrimental in problem solv-\n\n"}
{"page": 632, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\ning by broadening the views of the people. Social scientists are too prone to\npresent problems in too elementary or too advanced a fashion. International\nrelations prevents this by keeping the presentation on the level of the people\nstudying the problem. The greatest value of this course is that it teaches\nfriendship and peace.\nTHE\n\nDEPARTMENTAL\n\nIDA\n\nMAY\n\nSHRODE,\n\nPLACEMENT\nGEOGRAPHY\n\nPASADENA\n\nJUNIOR\n\nOF\n\nCOLLEGE,\n\nJUNIOR\n\nPASADENA,\n\nCOLLEGE\n\nCALIF.\n\nWhat placement of junior college geography most effectively aids in\nsynchronizing geographic education with other pupil learnings? This is a\nquestion which administrators and geography teachers need to consider in\nplanning for geography’s maximum contribution to education at the junior\ncollege level.\nFew junior colleges as yet offer enough work in geography to justify the\nexistence of separate departments, hence there arises this question of depart¬\nmental affiliation. Teachers in junior colleges, in which departments are\ngrouped into the divisions of humanities, the social sciences, biological\nsciences, and physical sciences, have the additional problem of finding the\ndivision as well as the department in which our work will function most\neffectively. A leading university which has pioneered in grouping courses\ninto four divisions has placed the department of geography in both the\nphysical and social science divisions.\nIn certain California junior colleges, geography is offered only by com¬\nmerce departments; others include it with social science offerings. In a few\nit is allied with physical sciences, in at least one with biology, and in another\nis in a department of earth sciences. One junior college has a separate oneman department of geography. Where administered with unlike subjects,\nthere is a possibility that geography may be taught by nonspecialists and be\nneglected in the budget.\nInquiring into the departmental affiliation of mathematics, botany, French,\nor typewriting one would not encounter such confusion, because of more\ngeneral agreement as to the place of those subjects in the curriculum. Altho\nthe lack of uniformity in geography’s curriculum position comes in part\nfrom local conditions, it doubtless arises primarily from the inherently dual\nnature of the subject. Since the landscape, the focus of geographic study, is\ncomposed of both natural and manmade features, geography does not belong\nexclusively either to the natural or to the social sciences but to both and\nserves as a connecting link between them. It has been introduced into some\njunior colleges to broaden business training and help prepare students for\nadmission to the college of commerce in the universities. In a few institutions\nit has sprung from geology and physiography and remains allied with those\nsciences.\nIn junior colleges, in which boundaries between departments are not\nformidable walls, the departmental placement of a subject may not be highly\nsignificant, but departmental barriers are still real in many institutions, and\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nwe geographers must hurdle them. We\n\nTeachers\n\n629\n\nare challenged not only to ascertain\n\nthe place in the curriculum in which geography can render its greatest con¬\ntributions but also to present work which meets the needs of various types\nof students.\nThe topics treated and the emphasis on them depends in part on the de¬\npartments in which geography is offered. Most junior colleges offer work\nwhich parallels the year course in the lower division of the universities and\nmeets the requirements of students who will study beyond the fourteenth\nyear. Most junior colleges also offer courses for students who hope to go\ndirectly into jobs. Generally in such courses the economic aspects of geog¬\nraphy are particularly stressed. We who are most vitally concerned that\ngeography live to the fullest its role of synthesizing learnings and experi¬\nences will have to find its most favorable departmental alignment in the\nexpanding junior colleges.\nMUSICAL\n\nFRANCES\n\nEXPERIENCES\nAPPROPRIATE\nOF INTEGRATION\nHAWKINSON,\n\nEAGLE\n\nROCK\n\nHIGH\n\nSCHOOL,\n\nTO\n\nLOS\n\nA\n\nPROGRAM\n\nANGELES,\n\nCALIF.\n\nAn integration program requires emphasis on personality rather than\non subjectmatter. Such a procedure lends itself to a philosophy of learning\nbased on children’s immediate relative needs, ultimate absolute needs, and\nnatural interest. Means for self-revelation of personality must be provided\nfor all children. Thru an integrated program the student is given oppor¬\ntunity to develop capacities for self-expression thru participation, and he is\ngrowing in understanding by becoming familiar with and knowing the\ncontributions of people who have had the same desires and satisfactions.\nIntegration means\n\nthe use of different technics on the part of teachers.\n\nIt means a greater “particularity” on our part as to the material that has\nmost worth. For the student it means making for himself one pattern of\nlife in which all his activities are included. It makes him an individual of\nsome consequence.\nChildren are by nature musical. They long for a means of self-expression.\nTeachers and adults should see to it that they have the opportunity to\nexpress themselves. The\n\nacceptance of a musical experience in the learning\n\nprogram gives the student a natural outlet for his emotional reactions with¬\nout self-consciousness.\nThe considerations which guide the procedure of an integrated program\ninclude: (a) the type and general interest of the class, the amount of time\ndesired for a unit of work, events of local interest, the school program ;\n(b) the content of the unit of work; and (c) the activities in which chil¬\ndren engage while realizing the contributions of the past and present culture.\nThere should be no expectation of ultimate attainment, but there should\nbe opportunity for maximum participation, the teacher providing the means\nthru the integrated program. The ultimate achievement thus grows directly\nout of the child’s needs and proceeds on the level of the child’s ability.\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nSan Francisco, Calif.\nFirst Session, Monday\n\nAfternoon,\n\nJuly 3, 1939\n\n“Correlation and Integration of High-School Subjects” was the theme of this\nsession which consisted of a general meeting and fourteen joint conferences of the\nDepartment of Secondary Teachers and subject groups. The general meeting and\nmost of the joint conferences were held in the Mission Senior High School and the\nEverett\n\nJunior\n\nassistance\n\nHigh\n\nSchool.\n\nof cooperating\n\nArt Education,\n\nMuch\n\nof the success\n\ndepartments\n\nthe National\n\nCouncil\n\nand\n\nof this session\n\nassociations\n\nof Teachers\n\nsuch\n\nwas\n\ndue\n\nto the\n\nas the Department\n\nof English,\n\nthe National\n\nof\n\nCouncil\n\nof Geography Teachers, the National Vocational Guidance Association, the Depart¬\nment of Home Economics, the National Council of Teachers of Mathematics, the\nNational Federation of Modern Language Teachers, the Music Educators’ National\nConference, the National Council for the Social Studies, the National Association of\nTeachers\n\nof Speech, the American\n\nEducational\n\nof Science Instruction, the Department\nof Vocational Education.\nValuable\nMany\n\npapers\n\nwere\n\nread\n\nof these will appear\n\nEducation,\n\nTheater\n\nof Visual\n\nat the general\n\nin the September\n\nAssociation,\n\nInstruction,\n\nmeeting\n\n1939 and\n\nand\n\nand\n\nthe Department\nthe Department\n\nthe joint conferences.\n\nsucceeding\n\nthe official organ\n\nof the Department\n\nof Secondary\n\nSecond\n\nSession, Tuesday\n\nNoon,\n\nissues of Secondary\n\nTeachers.\n\nJuly 4\n\nThis session was a luncheon conference and quite appropriately dealt with the\neducation and problems of American youth. Ernest D. Lewis of Evander Childs\nHigh\n\nSchool\n\nand\n\nA\n\nlarge\n\nnumber\n\nKefauver,\nSecondary\n\nexecutive\n\nsecretary\n\nof teachers\n\nof the Department,\n\nenjoyed\n\na\n\npresided.\n\nwell-balanced\n\nprogram.\n\nGrayson\n\nN.\n\ndean of education, Stanford University, spoke on “Trends in European\nEducation” and Robert J. Kerner, professor of modern European history,\n\nUniversity of California, Berkeley, spoke on, “Youth Movements and the Interna¬\ntional Crisis.” Dorothy Gordon, advisory consultant on children’s programs of the\nNational Broadcasting Company, presented in a delightful manner and in costume\na series of American and European folks songs. The American folk songs were\nnationally\nThe\n\nbroadcast\n\nconference\n\nover\n\nwas\n\nNBC.\n\nconcluded\n\nwith a forum\n\ndiscussion\n\nby high-school\n\npupils from\n\nthe Galileo high school, San Francisco, on the topic, “Do American High Schools\nPromote Good Citizenship?” Esther Bruckner was in general charge of the dis¬\ncussion group and Allen C. Blaisdell, president of the International House, Berkeley,\nacted as moderator.\n\nThird\nFollowing\ncitizenship\n\nSession, Wednesday\n\nthe discussion\n\nof the previous\n\nAfternoon,\n\nJuly 5\n\nday, problems\n\nof youth,\n\ntraining, held chief attention. Joseph\n\nSchool, Brooklyn,\n\nN. Y., presided.\n\nAubrey\n\nDriscoll\n\nA. Douglass\n\nand\n\nof the Erasmus\n\nespecially\nHall\n\nHigh\n\nof the state department\n\nof\n\neducation, Sacramento, presented a paper on, “What Is Happening in Our Sec¬\nondary Schools in Promoting Social Competence,” and Harold F. Tuttle of the\nCollege\n\nof the City of New\n\nYork\n\nspoke on, “Indoctrination\n\nin Civic Training\n\nin the\n\nHigh School.”\nAt this session a film just released depicting some aspects of secondary education\nto be seen at the Golden Gate International Exposition was presented thru the\ncourtesy\n\nof Ira W.\n\nKibby,\n\nFourth\nThe\n\nlast session was\n\ndirector\n\nof educational\n\nSession, Thursday\na luncheon\n\nconference,\n\nexhibits.\n\nAfternoon,\ndealing\n\nwith\n\nJuly 6\nthe ten-point\n\nprogram\n\nof the Committee on Motion Pictures. William Lewin, the chairman of the Com¬\nmittee, presided. Fourteen states and Canada and Hawaii were represented.\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nTeachers\n\n631\n\nAfter the luncheon at the Palace Hotel, the members present continued the dis¬\ncussion at Galileo High School, where scenes from new photoplays were presented.\nA classroom discussion of the plays followed by pupils from Galileo High School\nunder the direction of Esther Bruckner of that school. A teacher discussion of the\nsame\n\nplays was\n\nthe concluding\n\nIn addition\n\nfeature\n\nto the regular\n\nof this session.\n\nsessions, the department\n\narranged\n\nother\n\nactivities.\n\nThere were several informal committee conferences held at the department head¬\nquarters in the Palace Hotel. One of the most important considered the need for a\ncloser cooperation of subject groups and the Department of Secondary\nduring the school year as well as during the annual convention period.\nThru\n\nthe courtesy\n\nof Samuel\n\nGoldwyn\n\nthe Department\n\nwas\n\nTeachers\n\nable to invite con¬\n\nvention delegates and their friends to a preview of the photoplay, “They Must\nHave Music,” featuring Heifetz, master violinist. Between seven and eight hundred\nteachers present gave their reactions in writing as to the educational and recrea¬\ntional values of the picture. Almost unanimous\ntory remarks were made by James Roosevelt.\nFollowing\n\nthe convention,\n\nthe Hollywood\nCommittee\n\non Monday,\n\nstudios, under\n\non Motion\n\nenjoyed\n\nunusual\n\nprivileges\n\nWarner\n\nBrothers,\n\nAbout\n\nannual\n\nat the different\n\nMetro-Goldwyn-Mayer,\n\nbusiness\n\ncalled to order\n\nof William\n\nthe verdict. Introduc¬\nan\n\neducational\n\nLewin,\n\nfifty teachers, in groups\n\nBusiness\nThe\n\nwas\n\nJuly 10, there was\n\nthe guidance\n\nPictures.\n\napproval\n\nchairman\n\ntour\n\nof\n\nof the\n\nof from\n\nfive to ten,\n\nstudios\n\nvisited, including\n\nParamount,\n\nSelznick,\n\nand\n\nothers.\n\nMeeting\n\nmeeting\n\nof the\n\nDepartment\n\nby the president,\n\nGeorge\n\nR. Rankin,\n\nof Secondary\n\nTeachers\n\nat 4:30\n\non\n\nP.M.\n\nwas\n\nWednesday,\n\nJuly 5, 1939. The meeting was held in the auditorium of Mission High School, San\nFrancisco, California. Agnes B. Churchill, South Division High School, Milwaukee,\nWisconsin, was named secretary pro tem in the absence of Mrs. Nettie R. Bolland,\nsecretary. Minutes of the 1938\nN.E.A. Proceedings.\nThe\n\nreport\n\nof the executive\n\nthe Department\n\npublication,\n\nannual\n\nmeeting\n\nwere\n\nsecretary,\n\nErnest\n\nD. Lewis,\n\nSecondary\n\nEducation,\n\naccepted\n\nas printed\n\nstressed\n\nin the\n\nthe services\n\nthe activities of various\n\nof\n\ncom¬\n\nmittees and subcommittees, and the preparation of convention programs. He re¬\nported a successful luncheon conference at Cleveland, Ohio, on March 1. Due to the\nenthusiastic response\nwere present to hear\n\nby local high-school teachers, more than five hundred persons\nthe chief speaker, Ben Cherrington, United States Department\n\nof State, and others who participated. In this conference the Department of Visual\nInstruction and the American Association of Technical High Schools and Institutes\ncooperated.\nMr.\n\nLewis\n\nspoke\n\nof the need\n\nfor reorganization\n\nHowever,\n\nthe Committee\n\nhas been\n\nvery\n\nsuccessful, for a large preview\n\non Motion\n\nPictures\n\nthe year\n\nand\n\nupon\n\nits recommendations\n\nseveral films. For fourteen weeks\nducted in New York City under\n\nMr.\n\nof which\n\nof some\n\ncommittee\n\nWilliam\n\nF. Lewin\n\nsubcommittee\nLewin\n\nactivities.\n\nis chairman\n\nhas functioned\n\nhas published\n\nstudy\n\nthruout\n\nguides\n\non\n\nduring the summer of 1939 there is being con¬\nthe direction of this committee a weekly radio\n\ndiscussion of an important photoplay. Recent activities of Chairman W. L. Rice of\nthe Committee on Citizenship Training were reviewed by Mr. Lewis.\nIn the absence of the treasurer, Mr. Lewis presented a statement of the finances\nof the Department.\nDiscussion\n\nof the need\n\nfor wider\n\npublicity and greater\n\nmembership\n\nfollowed\n\nand\n\nsuggestions were offered.\nA vote of thanks to the retiring officers was moved, seconded, and passed.\nPresident Rankin reappointed Ernest D. Lewis, Evander Childs High School, New\nYork, New York, as executive secretary for the year.\nA proposal to change the name of the Department to the Department\nTeachers was left to the discretion of the incoming officers.\nThe\n\nmeeting\n\nduly adjourned.\n\nof Secondary\n\n"}
{"page": 636, "printed_page": null, "text": "'\n\n.\n\n.\n\n.\n\n.\n\n"}
{"page": 637, "printed_page": null, "text": "DEPARTMENT\n\nSpecial\n\nOF\n\nEducation\n\n"}
{"page": 638, "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 zvas made at the Atlanta convention in 1929. A petition bearing\nmore than 250 names zvas presented at that time. The creation of the\nDepartment zvas authorized a year later at the convention in Columbus.\nIn Los Angeles the group of teachers and administrators interested in\nspecial education met on Jidy 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 1939-40 are: president,\nRosemarie Dacey, Oakman School for Crippled Children , Detroit, Mich.;\nvicepresident,\n\nElizabeth\n\nWalsh,\n\nDirector,\n\nBureau\n\nfor\n\nChildren\n\nwith\n\nRetarded Mental Development, New York, N. Y secretary-treasurer,\nJessie Tritt, Director, Special Classes, Public Schools, Los Angeles, Calif.\nThe annual dues for the Department, $.50, are payable to the secretarytreasurer. Facts relating to the establishment of this Department and\nthe record of meetings are found in earlier volumes of proceedings as\nfollows:\n1931:633-644\n\n1934:521-534\n\n1931:435-446\n\n1932 :533-542\n\n1935 -.483-498\n\n1933:565-578\n\n19 33:537-550\n\n1936:383-398\n\n[ 634 ]\n\n"}
{"page": 639, "printed_page": null, "text": "THE\n\nCALIFORNIA\n\nHARRY\n\nD. HICKER,\nSTATE\n\nnpHE\n\nPROGRAM\n\nCHIEF,\n\nDEPARTMENT\n\nwelfare\n\nof\n\nthe\n\nBUREAU\nOF\n\nOF\nOF\n\nVOCATIONAL\n\nEDUCATION,\n\nexceptional\n\nSPECIAL\n\nEDUCATION\nREHABILITATION,\n\nSACRAMENTO,\n\nchild\n\ndemands\n\nCALIF.\n\nour\n\nbest planned\n\n^ endeavor. The needs of the exceptional child differ from those of the\nnormal child, and appropriate procedures must be made effective to take\ncare of those needs. The life satisfactions of the exceptional child depend\nupon the attention and efficiency with which suitable measures provided for\nthem are carried out.\nCalifornia has long been mindful\n\nof the need of special provisions for\n\nexceptional children. The term “exceptional children” includes the gifted,\nthe academically maladjusted, the mentally retarded, those presenting be¬\nhavior problems, those with defective speech or any type of physical handicap.\nThe larger cities of the state provide for these children special opportunity\nclasses, adjustment classes, welfare classes, and orthopedic classes. For the\nphysically handicapped children there are also hospital classes, hospital\nbedside instruction, and home instruction. The enrolment of exceptional\nchildren in the state as a whole is approximately 30,000, and to provide for\ntheir educational needs there are nearly 1200 special supervisors and teachers.\nThe state aids the work for physically handicapped children in the local\nschool districts by reimbursing the district for excess cost of instructing such\nchildren. The state provisions for special education are administered by the\nCommission for Special Education in the state department of education.\nOrganized about two years ago, the Commission has partly carried out a\ndefinite program of activities including formulation of general policies and\nprinciples concerning the education of exceptional children ; formulation\nof minimum standard requirements for special classes and qualifications of\nteachers of special classes; a survey of physically handicapped children in\nthe state; and a study of the current status of special education. Reports\nhave been published of the two studies made, and a general bulletin con¬\ncerning special education is now in preparation.\nThe\n\nCommission\n\nhandicapped\n\nfor Special Education\n\nchildren should\n\nbelieves that all programs\n\ninclude a five-point endeavor\n\nfor\n\nto include\n\nremedial treatment for improvement of physical condition, social adjust¬\nment to aid the child to learn to get along with others, academic instruction,\ncounseling and guidance in social, educational, and vocational matters, and\nfinally vocational training which may make each child employable if his or\nher handicap can possibly be overcome to this extent. Such a program,\nproperly coordinated and efficiently carried out, will aid each exceptional\nchild toward adjustments which will bring a maximum of life satisfactions.\nThe Commission further believes that the program of special education\nshould he made so complete that no child in the state who needs special\n[ 635 ]\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNational\n\nEducation\n\nAssociation\n\nattention shall be deprived of the opportunity. Already\naccomplished in that direction.\nSOME\nJOHN\n\nNEW\n\nSTEPS\n\nIN THE\n\nFIELD\n\nLOUIS\n\nHORN,\n\nPROFESSOR\n\nOF\n\nSAN\n\nOF\n\nSPECIAL\n\nEDUCATION,\n\nRAFAEL,\n\nmuch\n\nis being\n\nEDUCATION\n\nDOMINICAN\n\nCOLLEGE,\n\nCALIF.\n\nCrippled children are, educationally speaking, among\n\nthe most neglected\n\nin the United States. The Rotary Clubs, the Shriners, and other philan¬\nthropic groups and individuals are doing more for the welfare of these\nchildren than the states in which they live. It is as true today as it was\ntwenty years ago that, as the United\n\nStates Commissioner\n\nof Education\n\nthen said, “These children are not enumerated in the decennial federal\ncensus, and in the schools of most cities, towns, and rural districts not even\nsuitable seats and desks are provided for them.”\nWhile considerable progress has been made in providing hospitalization\nand surgical care for these children, and some cities make generous pro¬\nvision for their elementary education, such as the splendid new Sunshine\nSchool of San Francisco, they are almost universally barred from secondary\neducation. Crippled children cannot go up and down stairs in the usual high\nschool, nor can they use the ordinary chairs, desks, or work in the laboratories.\nTo quote from a study of the United States Bureau of Education, “A high\nproportion of crippled children are unable to go beyond the elementary\nschool, because there are no special high schools for cripples in the United\nStates.”\nThe outstanding need of the crippled child in America today is the estab¬\nlishment of state schools, not hospitals, where children from rural districts\nmay be received for their entire education, and children from the cities\nwhich maintain special elementary schools may be given secondary and\nvocational education. In view of the facts that higher education of college\nand university grade is available for the deaf and blind and that large sums\nare being spent in the United States in teaching the feeble-minded, it seems\ntragic that children of normal mentality whose handicap is only physical\nare barred from education beyond the elementary school in almost every\nstate in the union.\nState schools, when\n\nestablished, should be located in the largest urban\n\ncenters. This would enable many children to continue to live at home, at¬\ntending as day pupils, and give rural children, who would reside in the\nschool, access to the medical resources of these cities. When all the crippled\nchildren of the state are gathered into one or two schools it will be possible to\naccomplish what not even the largest American cities can do today — provide\nexpert physical care and the secondary education as well as the vocational\ntraining and guidance so important to children who\npermanently\n\nhandicapped.\n\nmust face the future\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\nTHE\n\nFEDERAL\nGOVERNMENT\nMUST\nASSUME\nBILITY FOR AIDING THE EDUCATION\nOF\nICALLY HANDICAPPED\nCHILDREN\n\nJOHN\n\nJ. LEE,\n\nGENERAL\n\nCOLLEGE\n\nOF\n\nADVISER,\n\nEDUCATION,\n\nDEPARTMENT\n\nWAYNE\n\n637\nRESPONSI¬\nPHYS¬\n\nOF\n\nSPECIAL\n\nEDUCATION,\n\nUNIVERSITY,\n\nDETROIT,\n\nMICH.\n\nIn stating our theme that “the federal government must assume responsi¬\nbility for and aid in the education of physically handicapped children,” we\nare not simply making a plea for federal aid. Instead, we shall attempt to\nemphasize a responsibility which our federal government has not assumed\nand which in the interest of its citizens it must meet. Both of these con¬\ntrolling limitations have been removed.\nWe maintain that the federal government is now able to aid and that\nthru the Office of Education it can and should assist in the education of\nphysically handicapped children. We maintain further that extended delay\nin meeting this responsibility to its citizens constitutes a withholding and a\ndenial of its duty and obligation to them.\nFor the education of the handicapped there are three services, two of\nthem limited. The Braille Printing House for the Blind at Louisville,\nKentucky, is financed by an annual appropriation of $125,000, and Gallaudet\nCollege in Washington, D. C., is maintained for the collegiate training of\nthe adult deafened. The third educational service is the Civilian Vocational\nRehabilitation for the training and placement of the adult handicapped in\nremunerative employment. It is generally recognized and accepted that the\nfederal government\ntional services.\n\nhas the right to aid in and provide for essential educa¬\n\nSpecial education for the deaf and blind in this country dates back a\nhundred years. More than 370,000 handicapped children are being educated\nthru special schools and classes every year; approximately 21,000 teachers\nare employed to teach these children and the annual expenditures for the\neducation of these 370,000 children totals approximately $66,000,000. We\nhave vast experience and we have extensive research in every field to amply\nassure that both our methods and our results are beneficial and reliable.\nThe urgent necessity for a federal program and for federal aid for the\neducation of physically handicapped children is strikingly obvious when we\nobserve further that the federal government has assumed responsibility for\nthe physical health and well-being of these same children thru the aid given\nunder the Social Security Act for public health and for medical treatment.\nIt assumes responsibility for the social and living conditions of children\nunder authority of the same act and thru the services of the Children’s\nBureau. It recognizes its responsibility for helping to make these handicapped\npersons become self-supporting thru the services of counseling, guidance,\nvocational training, and placement, which are extended and made available\nthru the rehabilitation service.\nWhen we emphasize the need for special educational aid, we point out\nthat the government is now aiding in the medical and health phases of the\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nprogram which is the first essential service for the physically handicapped.\nWe are asking that aid then be forthcoming for education and training,\nwhich is the second essential service. But to date the national policy seems\nto be one of neglect and omission, leaving the entire burden and responsibility\nupon the states. Yet for the third essential service of vocational training and\nplacement the federal government\nsented\nservice. inducement\nNow\n\nitself inaugurated this service and pre¬\n\nto the state’s to come in and assist with this program\n\nand\n\nwhat provision and plan do we propose or submit for federal aid\n\nin this undertaking? I refer to the Pepper-Boland Bill which was intro¬\nduced in the Congress three years ago. Extended hearings were held before\nthe Senate Committee on Education and Labor. The bill was reported\nfavorably by the Committee but failed to pass. The same bill was introduced\nin the present Congress, but to date there appears to be little promise of\nimmediate enactment. At least eight national organizations have endorsed\nthe bill, but there has been a lack of strong and wide demand or of support\nfor it. The bill proposes an annual federal appropriation of $11,800,000.\nForty thousand dollars is to be allotted to each state without the requirement\nof state matching. This should insure the inauguration of special educa¬\ntional services in every state. Approximately $9,000,000 is to be allotted to\nthe states with the requirement that each state match its federal grant.\nApproximately $500,000 is designated for use in research and in the prepa¬\nration of teachers to teach handicapped children.\nWe\n\nwho are engaged in special education have not met our full responsi¬\n\nbility in presenting the case for the education of 2,500,000 physically handi¬\ncapped children in the United States. We know what their problem is.\nOur methods are tried and promise an effective solution of the problem.\nMay I propose and urge that the Department of Special Education of\nthe National Education Association assume an active interest and exercise\na strong leadership, in helping America meet its responsibility for the educa¬\ntion of the 2,500,000 physically handicapped children now living in the\nshadows.\nTHE\n\nPERSONALITY\n\nWINIFRED\n\nRICHMOND,\nTHE\n\nOF\n\nTHE\n\nPSYCHOLOGIST,\nINTERIOR,\n\nSPECIAL\nUNITED\n\nWASHINGTON,\n\nCLASS\n\nSTATES\n\nCHILD\n\nDEPARTMENT\n\nOF\n\nD. C.\n\nThe psychologist or psychiatrist who studies adult cases of maladjustment\nlearns from his patients that which throws considerable light upon the prob¬\nlems of childhood and adolescence. Viewing the patient as a “total person¬\nality” he is studied from all angles — physical make-up, intelligence, emo¬\ntional make-up and habits of feeling, the various attitudes and behavior\npatterns which he displays in life situations or in the environment of clinic,\nhospital, or other institutions. What he is at present has a history, and in\ntracing that history back thru adolescence and childhood we may find reasons\nfor the picture he presents at present.\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n639\n\nMan is first of all an animal, and if he is a good animal he has a better\nchance to develop the distinctly human qualities of intelligence, emotional\nbalance, and self-direction. Tho not by any means all cases of maladjust¬\nment or nervous breakdown occur in people with poor bodies, many of them\ndo. The mental disease known as dementia praecox or schizophrenia is an\noutstanding example. As a group these people are “asthenic,” weak, with nar¬\nrow chests and flabby musculature, with poor posture and poor coordination,\nand these characteristics were present in childhood. Tho we cannot say cer¬\ntainly which children of this physical make-up will develop into schizo¬\nphrenics, we can recognize them as needing a special hygienic regime. In a\nstudy of five hundred cases of dementia praecox at St. Elizabeth’s Hospital,\nit was found that 76 percent of them had been retarded in school. The aver¬\nage grade attainment was the sixth and the average mental age, judged by\ncareful individual studies, was around eleven years.\nIn studying the intelligence of our adult cases of all types, we are forced\nto conclude that many adults who appear to have functioned on a defective\nlevel all their lives have enough intelligence, if they had ever been able to\nuse it, to enable them to have made social and economic adjustments. There\nare many causes of intellectual retardation — physical disabilities in the cen¬\ntral nervous system and the endocrine glands especially; special disabilities,\nespecially those in the language field; emotional factors and poor methods of\nchild care and training.\nThe study of emotional development and the retraining of emotional atti¬\ntudes form a large part of the work with mental and nervous patients. Emo¬\ntional immaturity and emotional defect are far more common than defec¬\ntive intelligence, and doubtless they too have many causes.\nMental patients frequently display a poor language sense, and vocabulary\ntests upon a large number of normal adults imply that many people are con¬\nfused thinkers because their language sense is poor. When we have discovered\nby the trial-and-error method which children fall into this category, it is\nfrequently too late to do much about it. We know little yet about how\npeople think and the connection of language with thought. Perhaps if we put\nless stress upon words with children and sought first to give them clear\nconcepts and to develop expression thru whatever physical media seem to\nsuit individuals best, we would have fewer nonreaders and speech defectives.\nTHE\n\nEMOTIONAL\n\nFACTOR\nAND\nOF CHILDREN\n\nTHE\n\nPROBLEMS\n\n*\n\nELTA\n\nS. PFISTER,\n\nDIRECTOR,\n\nDIVISION\n\nOF\n\nINDIVIDUAL\n\nPUBLIC\n\nSCHOOLS,\n\nBURBANK,\n\nGUIDANCE,\n\nBURBANK\n\nCALIF.\n\nThere is disagreement concerning a basic philosophy of education for the\nyouth of today, as evidenced by such descriptive terms as the conventional\nschool, the progressive school, the experimental, the modern, creative, and\nothers. We who are interested in the child and his problem ask for a com¬\nprehensive conception of education. It is not enough in this world of acknowl-\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\nAssociation\n\nedged changing values to teach the tools of learning as such. It is necessary\nto recognize, among other socio-psychological objectives, the emotional factor\nand emphasize the importance of mental hygiene.\nIt has been clearly indicated that the exceptional child, who may be termed\ndelinquent, is merely an individual who is in greater need than another of\na stimulation to develop his constructive potentialities. If there are individ¬\nuals who need proof of the importance of the consideration of an emotional\nfactor either in training or retraining the exceptional child, let him pick up\nany one of the nation’s daily newspapers and he will find evidence of ram¬\npant, untrained emotions releasing and expressing themselves antisocially in\nindividuals who were undoubtedly repressed, restrained, and never led\ntoward an integration of personality. Behavior is merely a symptom, an\nexpression of underlying motivations.\nIn order better to understand this underlying emotional factor, an investi¬\ngation was conducted in southern California. Eighty-two case histories were\ngathered from twenty-four communities. This is not a large number or is\nthe material fully developed, but the results are significant. Among these\nresults are the following:\nThe\n\nsocially unadjusted\n\nbut the emotionally\nThe\n\nemotionally\n\nBinet booklets\nof 96.\n\nchild is more\n\nlikely than\n\nunstable\n\nis not always\n\nunstable\n\nare not necessarily\n\nreveal\n\na range\n\nnot to be emotionally\n\nunstable,\n\ndelinquent.\nlow\n\nof intelligence earned,\n\nor high\nfrom\n\nin mental\n\nability. The\n\n57 to 147, with\n\na median\n\nPsychographic analysis indicates that, in general, cases of emotional instability\nrange above mental age in language comprehension, strength of mental imagery,\nattention and associative processes. They range\nspontaneous interest, and motor coordination.\n\nWhen\n\nbelow\n\nmental\n\nage\n\nin memory,\n\na boy or girl persists in antisocial conduct, careful probing into the\n\nhistory of that child will reveal a sore spot or pent-up emotions which to him\nor her is action-directing. Careful release in wholesome conduct or even sym¬\npathetic understanding will bring out more happiness and success in living.\nIn the cases of the atypical, exceptional, or handicapped child, educational\nmethods as first indicated can be stamped a failure if they do not make it\npossible for boys and girls to live happily and successfully with other boys\nand girls in a community.\nA SPECIAL EDUCATIONAL\nSERVICE FOR HOMEBOUND,\nPHYSICALLY\nHANDICAPPED\nELEMENTARY\nYOUTH\nMEREDITH\nTION,\n\nW.\n\nDARLINGTON,\n\nTEACHERS\n\nCOLLEGE\nOF\n\nDIRECTOR\n\nOF\n\nAND\n\nEXTENSION\n\nTHE\n\nNEBRASKA,\n\nELEMENTARY\n\nLINCOLN,\n\nCOURSE\n\nDIVISION,\n\nCONSTRUC¬\n\nUNIVERSITY\n\nNEBR.\n\nEducational leaders seem to have overlooked a group of American chil¬\ndren, the physically handicapped, who because they are unable to make an\neducational plea for themselves and cannot conform to the predetermined\npattern of the public school are shut off from their rightful educational\nheritage, a common school education. A nationwide survey revealed tens of\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n641\nthousands of crippled children with no future except to become\n\ncrippled\n\nadults dependent upon society — a bleak future since only about 50 percent\nof the states have legal provisions for the education of the handicapped pupil.\nBecause an economically feasible educational technic is lacking, only crippled\nchildren in metropolitan areas have educational privileges, while crippled\nchildren in the small towns and open country because of their remoteness\nare denied educational opportunities. If society is to help the crippled child\nto help himself, it must provide: (a) more special classes and schools in\nlocalities where such classes are feasible; (b) more visiting teachers where\nthe services are desirable; (c) the development of an educational technic\nthat will provide a continuous program of education suited to their needs\nand abilities of crippled children living in small towns or villages or in the\nopen country miles from a modern school district with special classes or\nvisiting teachers.\nIndividualized instruction has proved satisfactory in many progressive\nschools. James E. McDade, formerly assistant superintendent of the Chicago\nschools, states: “. . . The day of vocal pedagogy is passing. We are in an\nage of readers, and pupils ought not to be continually talked to. Let them\nget much of their education by silent reading thru the quiet medium of print.\n. . . Most of the pedagogical direction that is now wasted on the desert air\nof class recitation would be better reserved in print to come to the pupil\nprecisely when he needed it, and when he could make use of it to just the\nextent necessary for his own guidance.”\nIndividualized instruction materials with modifications can provide super¬\nvised home study courses for those crippled children, homebound or remote\nfrom schools or visiting teachers. Home study has been satisfactory for more\nthan twenty years in Australia, New Zealand, and Canada. Australia has the\noldest and largest correspondence school in the world with an enrolment of\n5260, a Gibraltar in educational annuals. In addition to a mastery of the\nthree R’s, home study gives social and character development. The United\nStates put the cart before the horse when it started the supervised home\nstudy program on the college level. In 1929, Nebraska began developing\nsecondary courses which have been used in forty-two states. Realizing the\nnational as well as the state need of educational materials for crippled and\nisolated pupils, the University of Nebraska is developing a complete series\nof elementary supervised home study courses to be released in September\n1939.\nThe functional administration and success of supervised home study depend\non three factors: (a) the local supervisor, (b) instructional materials, and\n(c) supplementary teaching and correction service. Since the pupil is the\neducational responsibility of the local community, the local school authority\nnames the supervisor and enrols the pupil for supervised home study. The\npupil’s guidebook, My Silent Teacher , contains instructional directions and\nintegrated activities which permit the pupil to progress and to master skills\nand understandings at his own rate. The correspondence teacher, alert to\nindividual needs and abilities, provides the correctional service and supple¬\nmentary material to meet individual differences.\n\n"}
{"page": 646, "printed_page": null, "text": "National\n\n642\n\nEducation\n\nAssociation\n\nSupervised home study courses are complete, practicable, individualized,\nand enriching, but they do not promise a panacea for all the educational ills\nof crippled children. It is inspiring to vision the time when supervised home\nstudy will be functioning on a national scale with every state providing edu¬\ncational opportunities for its handicapped and isolated children.\nSIGHT-SAVING\nFRANCES\n\nBLEND,\n\nFOR\n\nPRINCIPAL, SCHOOL\nLOS ANGELES,\n\nEVERY\n\nCHILD\n\nFOR BLIND\nCALIF.\n\nAND\n\nSIGHT-SAVING,\n\nThe most valuable pair of eyes in the world are the ones that each person\nsees every day in his mirror. No\nthe best he will ever have.\n\ndoubt they are not perfect, but they are\n\nEye difficulties are on the increase. Twenty percent of our school children\nhave some degree of defective vision. By the time they reach college this\nproportion has increased to 40 percent. Changed living conditions and de¬\nmands are largely responsible for this alarming development of eye diffi¬\nculties. The last century, and particularly the present generation, has added\na burden and strain to the human eyes so rapidly that there has not been\nsufficient time for the eyes to adapt to these increased demands.\nWhat can be done about it ? Civilization must not turn back. Adaptation\nwill still be our most effective basis for progress in solving the problem of\nsaving sight. We must learn to use intelligently and at the same time con¬\nserve the one pair of eyes with which nature has endowed us. While a false\ntooth has been perfected that functions very well indeed, who has ever\ndiscovered an artificial eye that serves any but a beautifying purpose?\nThe first step in solving a problem is in the understanding of its conditions.\nThe problem of lasting sight conservation must be initiated with the\nchildren. The five hundred and ninety-six special classes in the United States\nfor pupils with seriously defective vision have blazed the trail and have\nproved that sight-saving does pay. Since the children of today with normal\nvision will be the ones to carry on the world’s work tomorrow, should they\nnot be receiving the most skilled training in eye conservation? Should not\nthe principles by which the vision of pupils in special classes has been con¬\nserved be practiced in all classrooms? Should not each teacher become in\ntheory and also in fact a sight-saver?\nPARENTS\nGERTRUDE\n\nLAWS,\n\nSTATE\n\nCHIEF,\n\nAND\n\nSPECIAL\n\nBUREAU\n\nDEPARTMENT\n\nOF\n\nOF\n\nEDUCATION\n\nPARENT\n\nEDUCATION,\n\nEDUCATION,\n\nSACRAMENTO,\n\nCALIFORNIA\n\nCALIF.\n\nTraditionally there is a wide cleavage between homes and schools. Educa¬\ntion in homes goes on entirely unaffected by school practices which are often\nbased upon quite different beliefs. In the past if there was any awareness on\nthe part of parents of what the schools were doing, it was mostly expressed\nas annoyance, criticism, fault-finding, or in indiscriminate approval. Always\n\n"}
{"page": 647, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n643\n\na small percent of the parents have been sympathetic participants in the\neducation planned in the schools.\nAt the same time many schools plan their programs of study in complete\ndisregard of the process of education which went on entirely in homes during\nseveral years and for about 90 percent of children’s time after they enter\nschool. Churches plan their programs, other community agencies plan their\nprograms and feel and act as if the thing we say were not true. We say\nthat education is a process, complex and slow. We do not speak of it as\nbeing processes any longer, but as a process for each individual : A process\nis affected by the conditions in which it takes place. Those conditions are\nprovided in part by adults. It is obvious that the wiser, the healthier, the\nsafer, the better, and the happier adults are the better the conditions in\nwhich children will learn. No matter how professional school workers may\nact with reference to parents, the fact remains that all parents are enormously\nimportant to the process of education not only while the learner is at home\nbut while he is at school as well. They are the only continuous factor in the\nlives of their children. A teacher may be ever so brilliant, ever so excellent\nin every way, but at best he is a relatively temporary factor in the life of\nany child.\nNo one would assume that the teacher can make fathers and mothers more\nmature than they are; or in other words that the process of maturing can\nbe speeded up, beyond limits. But it is not naive in the least to assume that\na teacher can learn to recognize the signs of immaturity and understand the\nimmaturity of parents as a factor in the child’s problem.\nWhat are some of the most familiar signs of immaturity in adults, whether\nthey are parents or teachers? Probably the most common is fussiness. It has\nbeen said that there are two kinds of conditions about which a mature person\nis not fussy: those which can be changed and those which cannot be changed.\nThe mature person sets about changing conditions which need to be, and\ncan be, changed and has no time to fuss about them. The mature person\nis able to recognize conditions which are beyond human control and knows\nthat fussing about them is useless. A fussy parent is either ill or immature —\nthe illness or immaturity is to be understood by the professional worker.\nA fussy teacher is ill or immature — the illness or immaturity of the teacher\nis to be understood by the parents. Another evidence of immaturity of\nadults is overseverity. The mature or “grownup’' person knows that severity,\nbeyond limits, hinders the process of learning. He knows that violence is\ndestructive. The emotionally immature being turns to violence when he feels\ninadequate. On the other hand, overindulgence on the part of adults is an¬\nother sign of immaturity.\nThe inconsistent adult who vibrates between one extreme and the other,\ndepending upon his own personal feeling, rather than upon mature insight\ninto the nature of the problem and a clearly defined method of attack upon\nthe problem, is familiar to all of us. There are many parents and teachers\nwho give expression to annoyance in violence of some form and they try to\natone for it by some injurious form of indulgence not only in their dealings\nwith children hut with each other.\n\n"}
{"page": 648, "printed_page": null, "text": "644\nThere\n\nNational\n\nare immature\n\nEducation\n\nadults who\n\nAssociation\n\nare flippant concerning really serious\n\nand important conditions. Lacking the judgment\n\nor even the knowledge\n\nnecessary to wise action they “laugh it off.” Then there is the bragging,\nboasting, swaggering adult who goes about like a child dressed up in his\nfather’s clothes, really feeling big. The more mature, the wiser the person,\nthe more aware is he likely to be of the subtle factors in any human problem.\nThe strutting adult never makes anyone bow the head because of a feeling\nof being in the presence of a great soul.\nAnother sign of immaturity is habitual self-pity. The mature person\nknows his own assets and liabilities. He knows that he has to live with\nhimself and makes every effort to make that living tolerable. We might go\non indefinitely in consideration of more obscure and less common signs of\nemotional immaturity in adults. These illustrations should serve to emphasize\nthe point sufficiently that immaturity is the problem rather than the mani¬\nfestations of it. Such manifestations in children are understandable by most\nof us, but we tend to forget that the rate of emotional maturing varies just\nas the rate of physiological growth does, and we feel critical of the adult\nwho displays the signs of his immaturity. What can be done about it? It\ncan be understood. The understanding person is likely to act more wisely\nwith reference to any situation than the person who does not understand.\nThe place to begin with effective plans for special education would seem\nto be with the parents and ourselves. We want to be aware of our own\nimmaturities as they are revealed by our customary attitudes and practices.\nWe want to be aware of the ways in which adult fears are expressed and try\nto understand the ways in which adult immaturities and fears affect\nchildren. The teachers must really see the importance of parents and must\nhave a genuine regard for the part parents play in the total process of each\nindividual’s education, even if the particular parent may be extremely im¬\nmature or extremely fearful. With such insight and regard, both parents of a\nchild would be included in making plans with the child whose problem is\nbeing studied. Too many people still look upon education as a matter of\nsome person telling another what to do, how to do it, when to do it, and\nthen being strong enough to enforce the orders. Such practice is not even\nremotely connected with the complex and difficult problems of special educa¬\ntion. Nobody can feel his own personal importance who is not permitted to\nparticipate in making the plans he is expected to carry out. The long experi¬\nence of a parent with his own child and his knowledge of experiences which\nthe child has had but which may not have been considered as having a bear¬\ning upon the child’s difficulties are invaluable. One never ceases to wonder\nat the temerity of professional people who dare deal with children’s educa¬\ntion without the help and cooperation of the parents; nor does one cease to\nwonder at the confidence of parents who entrust the care of their children to\nteachers whom they do not know and whom they may never see.\nMy belief is that in instances in which initiative in bringing about coopera¬\ntion between schools and homes must be taken by the teachers, the parents\nshould be invited to come to the school for a conference. It still seems to be\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\n645\n\nEducation\n\ngood manners to wait for an invitation to go to a home. If a parent takes\nthe initiative and invites the teacher into the home there is an entirely different\natmosphere from that which obtains when a teacher goes uninvited. I know\nall the arguments about parental indifference and inertia and have heard\nmany stories of advantageous outcomes of home visits by teachers. But even\nin those instances one cannot but think that added advantages might have\ncome from the observance of custom in visiting parents. The teacher has\nthe advantageous position. He can always feel free to request the help of\nthe parent in planning for the needs of a child, especially in cases where\nthere are evidences that special care is needed.\nThe keynote of all real progress will continue to be individual ingenuity\nand perseverance in relationship to others not opposed to them. There is no\nreal basis for opposition between or among adults who are engaged in\neducation, either at home or at school. The basis for cooperation in some\ninstances, however, can be built only by use of patience, wisdom, and humor\non the part of those who are emotionally mature enough to exercise them.\nSECRETARY’S\n\nMINUTES\n\nSan Francisco,\n\nCalifornia\n\nJuly 3, 4, 5, 1939\nThe\n\nfirst general\n\nVeterans\n\nBuilding.\n\nCalifornia,\n\nsession\nRosemarie\n\nextended\n\nof exceptional\n\nwas\n\nDacey,\n\ngreetings.\n\nchildren,\n\nU.\n\nheld\n\nMonday,\npresident\n\nJuly\n\n3, 1939,\n\nat 2:00\n\nof the Department,\n\nElise H. Martens,\n\nin the\n\npresided.\n\nLillian\n\nspecialist in the education\n\nsenior\n\nS. Office of Education,\n\np.m.\n\nD.\n\nWashington\n\n,\n\nC., gave\n\nan\n\naddress on “Curriculum Adjustment for the Exceptional Child.” Harry D. Hicker,\nstate department of education, Sacra¬\nchief, bureau of vocational rehabilitati\non,\nmento, California, gave an address on “The California Program of Special Educa¬\ntion.” John Louis Horn, professor of education, Dominican College, San Rafael,\nCalifornia, gave an address on “Some Next Steps in the Field of Special Education.”\nApproximately 250 persons attended and 50 persons paid up their memberships\nfor 1939-40.\n\nThe\n\nsecond\n\nsession, a luncheon\n\nconference,\n\nwas\n\nheld\n\nat the Bellevue\n\nHotel\n\nat\n\n12:30 p.m. on Tuesday, July 4, 1939. Veronica Dickey, teacher of speech correction,\nOakland public schools, presided. Helen Heffernan, chief, division of elementary\neducation, state department of education, Sacramento, California, gave an address\non “Mental\n\nHealth\n\nU. S. Department\n\nthru the Reading\n\nProgram.”\n\nWinifred\n\nRichmond,\n\npsychologist,\n\nof the Interior, St. Elizabeth’s\n\nHospital,\n\nWashington,\n\nD. C., gave\n\nan address on “The Personality of the Special Class\nApproximately 70 persons attended the luncheon.\nThe\n\nthird session was\n\nVeterans\n\nBuilding,\n\nA. Behavior\n\nWe\n\nCivic Center,\nProblem\n\nto section meetings,\nat 2:30 P.M. The\n\nChildren\n\nmost\n\nof them\n\nE. Deaf\n\nand\n\nHard\n\nF. Sight-Saving\nG. Gifted\n\nD. Mentally\n\nH. Remedial\n\nRetarded\n\nthat a total of 400 to 500 persons\n\nlast meeting\n\nwas\n\na dinner\n\nmeeting\n\nbeing held at the\n\nsections were:\n\nB. Speech Correction\nC. Crippled\n\nestimate\n\nThe\n\ndevoted\n\nChild.”\n\nattended\n\nof Hearing\n\nand\n\nBlind\n\nReading\n\nthese section meetings.\n\non Wednesday,\n\nJuly 5, 1939. Mrs.\n\nMabel\n\nF. Gifford, chief, bureau of correction of speech defects, state department of educa¬\ntion, San Francisco, California, presided. Jessie A. Tritt, supervisor, education of\n\nB\nHill, chie.\nf, bureau of\nmental hygi\nene,\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\nexceptional children, Los Angeles\nof bureau\n\nof parent\n\nEducation\n\nAssociation\n\npublic schools, introduced\n\neducation, state department\n\nGertrude\n\nLaws,\n\nchief\n\nof education, Los Angeles,\n\nCali¬\n\nfornia, who gave a talk on “Parents’ Problems.”\nAbout 50 persons attended the dinner.\nThe chairman of the Resolutions Committee reported the following resolutions:\nWhereas, the Pepper-Boland Bill is a bill to provide federal aid for the purpose\nof enabling each state to establish, extend, and improve services for educating\nphysically handicapped children, and\nWhereas, Rosemarie Dacey, president; Elizabeth Walsh, vicepresident; and Jessie\nA. Tritt, secretary-treasurer, have worked so effectively and untiringly to promote\nsuch an excellent program, and\nWhereas, the local group has assisted so ably and untiringly in perfecting the\nprogram presented here; therefore, be it\nResolved, That the Department of Special Education extend to these people and\nto all speakers and others its sincere apprecation and gratitude.\nO. Spencer\nM. Henderson\nM. Murphy,\nAt the dinner meeting the officers for 1938-39 were\nlist of officers on page 634.)\n\nChairman\n\nre-elected for 1939-40. (See\n\n"}
{"page": 651, "printed_page": null, "text": "DEPARTMENT\nSupervisors\n\nand\n\nOF\nDirectors\n\nof Instruction\n\n"}
{"page": 652, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof supervisors\n\nand\n\nNOTE\ndirectors\n\nof instruction\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,\nzms published in September of the same year. At the Boston meeting, in\nFebruary 1928, the name of the society zms 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 zms\nacted upon favorably at the Minneapolis meeting of the N.E.A. in\nJuly 1929 and a regular department was thus created. The Department\npublishes a yearbook and a journal, now called educational method.\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. and\nof the American Association of School Administrators.\nThe officers for the year 1939-40 are: president, Julia L. Hahn, Third\nDivision Supervising Principal, Washington, D. C.; first vicepresi¬\ndent, Helen\n\nHeffernan,\n\nChief, Division of Elementary\n\nEducation\n\nand\n\nRural Schools, State Department of Public Instruction, Sacramento,\nCalif.; second vicepresident, Prudence Cutright, Assistant Superinten¬\ndent, Minneapolis, Minn.; field secretary, James F. Hosic, Professor\nEmeritus ■ of Education, 50 Rockland Ave., Yonkers, N. Y .; executive\nsecretary,\n\nEdna\n\nSimmons,\n\n1201 Sixteenth Street, N. W ., Washington,\n\nD. C.; executive committee: Edith M. Bader, Assistant Superintend¬\nent, Ann Arbor, Mich. (term expires 1942) ; Hollis L. Caswell, Teachers\nCollege, Columbia University, New York, N. Y. (term expires 1941);\nRudolph D. Lindquist, Director, Cranbrook School, Bloomfield Hills,\nMich. (term expires 1940) ; and the officers of the Department, ex officio.\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollozvs:\n1928 -.831-832\n1929 :803-826\n1930:773-800\n1931:801-824\n\n1931:679-694\n19 33:681-696\n1934:673-692\n19 35:627-644\n\n[ 648 ]\n\n1936:523-541\n1931:567-590\n19 33:579-597\n\n"}
{"page": 653, "printed_page": null, "text": "CLEVELAND\nTHE\nJAMES\n\nF. HOSIC,\n\nCASE\n\nFOR\n\nMEETING\nSUPERVISION\n\nPROFESSOR\n\nEMERITUS\n\nOF\n\nCOLUMBIA\n\nUNIVERSITY,\n\nEDUCATION,\nNEW\n\nYORK,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nSupervision\nwas were\nhit fairly\nhard Some\nby thegeneral\ngreat andslump.\nMany\nsuper¬\nvising principals\ngiven classes.\nspecial\nsupervisors\nwere returned to the ranks. Superintendents, here and there, even in large\ncities, were left with almost no supervisory assistants. One state legislature\npassed a law abolishing supervisory officers other than superintendents and\nprincipals altogether. In the absence of a much needed national survey in\nthis area, no one knows precisely what happened nor how far lost super¬\nvisory services have been restored. Certainly no one can estimate the damage.\nEither these services were not really so valuable as we thought or an enor¬\nmous amount of harm was done.\nChanges in staff organization — The situation has been complicated by\ncertain changes in the staff organization of many central educational offices.\nNew officers, with new titles, are employed to perform one or more of the\nmajor functions of supervision. This tends to give the impression that super¬\nvisory services have been curtailed, whereas they have actually been inten¬\nsified. We must recognize that all school officers in any way responsible for\nthe instructional program are supervisory officers so far as they have that\nrelation, no matter what titles they bear. This is important not only for the\nsake of a true estimate of how much supervision there is but also for the sake\nof judging its worth and for other reasons.\nThere are additional factors to be considered. Among them are the in¬\ncreased emphasis placed in recent years on the principal as a supervisor, the\nlength of time devoted to the preservice education of teachers, and the stress\nlaid by educational reformers on the “freedom” of the individual teacher.\nGreatly concerned about the teaching of cooperation, the reformers seem to\nhave overlooked the importance of example. They would have the teacher\nplay a lone hand. Pestalozzi would be delighted to see Gertrude\nchildren ; however, Pestalozzi lived a long time ago.\n\nwith her\n\nEquality of opportunity — The one-room school has its advantages but it\nis not adequate for the needs of our time. The Gulick Commission in its re¬\nport on the schools of New York State recommends legislation to abolish\nat an early date all of the old-fashioned district schools, and a bill has been\nintroduced in the assembly to bring this about. The Commission might have\ndone a further service by striking at the “one teacher with his class in his\nclassroom” idea that still persists. It is merely a survival. Children should\ngo to a school, not merely to a teacher, and that school should be as good as\nthe schools provided for any other children.\nSo far in our history, educators and statesmen alike have talked equality\nof opportunity for America’s\n\nchildren mainly in terms of administration.\n[ 649 ]\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\nThe costs of schools, we are told, should be equalized. Every school child\nshould have a seat in a good building — a building that is well lighted,\nheated, and ventilated, with a principal and teachers as highly certified and\nwell paid as elsewhere. There should be adequate furnishings, books, and\nother materials, library, lunchroom, and playground. These are highly desir¬\nable conditioning factors and every effort to obtain them is to be applauded.\nNevertheless, they are not enough. As the Gulick Commission says, the\nquality of schools is not in direct proportion to their cost. Some schools\noperating on restricted budgets manage to give their pupils fine educative\nexperiences. That is, the pupil as an individual learns to make the most\nof himself ; as a member of society, he learns to give a maximum of service\nto his fellow men.\nThe modern\n\nprogram\n\nof activities — In the last analysis, the question of\n\nequality of opportunity is a question of the program of activities actually pro¬\nvided. A good modern program is skilfully devised for the growth of the\npupils as individuals — a great variety of individuals — and at the same time\nfor the maintenance and improvement of society. Neither of these is allowed\nto obscure the importance of the other. The use of the local environment is\nblended with use of the world at large. Fact and fancy, man and nature, past,\npresent, ard future, firsthand and vicarious experience, individual and group\nactivity, freedom and guidance, learning thru error and learning thru hitting\nthe bull’s-eye, all are kept in just balance.\nThis is a large order. The one-room school, single or multiple, cannot\ncompass it. Few schools left to their own devices can be expected to accom¬\nplish it. Even approximation in schools generally demands the mobilization\nof all the wisdom, tact, and skill available. Teachers in schools and schools\nin systems must have expert leadership and guidance, and expert leader¬\nship and guidance of schools and teachers in improving educational programs\nis supervision — not, be it said, in carrying out programs\n\nthat have been de¬\n\nvised by others, but in a never-ending process of building and rebuilding,\ntrying out and evaluating, continually adapting, by means of experiment and\nexperience, thru cooperative effort. It is idle to talk of equality of oppor¬\ntunity apart from supervision.\nThe true purpose of supervision — Obviously this is not the lame duck\nconcept of supervision. In that view, teachers are generally inadequate in\npersonality, lacking in scholarship, and imperfectly trained for their tasks.\nGranted. So are we, all of us. Like Goethe, we shall pray at the last, “Mehr\nlicht ! Mehr licht!” Supervision is amply justified by what it does for teach¬\ners and supervisors — as persons. It will be, always. But this is not its ulti¬\nmate aim. To make better schools for the community and the community’s\nchildren, this is its true informing purpose. It is in striving together for this\ncommon end that teachers and supervisors find the incentive to growth and\nthe means of attainment. Leadership and cooperation are the watchwords\nfor the task. “Each for all and all for each” should be the motto. The con¬\nsciousness that teacher and supervisor alike are contributing all they can to\nthe joint effort will be the reward.\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n651\n\nThis is not totalitarianism either. There are those who would hand down\nready-made\n\nprograms\n\nwith the authority of the state. One\n\nsuch was speak¬\n\ning in a national conference on the curriculum. “Let a special commission,”\nsaid he, \"lay out a program for all schools and let the authorities see that\nthey follow it.” When an inquirer in the audience rose to ask, “What then\nwould the teachers in the schools have to do with it?” the speaker replied,\n“Nothing, until they got the blueprints.” There is a budding Fiihrer for\nyou !\nCurrent practice does not support his position. There is, however, a dan¬\ngerous tendency to set the formulating of the program of activities apart\nfrom other aspects of supervision. This dates perhaps from the publication\nof the excellent Speyer School Curriculum for the elementary school. In¬\nterest in the publication of elaborate course of study bulletins grew apace\nafter that, and resulted in such elaborate curriculum revision programs as\nthose instituted in Denver and St. Louis. Hundreds almost as elaborate\nhave been carried out since, tho not usually in such wholesale fashion. Cur¬\nriculum specialists and bureaus of curriculum research, both in schools of\neducation and in school systems, appeared. Systems not having specialists\nof their own called them in from outside. State offices in particular have\nmanaged revision programs in this way, with notable results.\nLeadership the chief function of supervision — The fact remains that put¬\nting plans on paper and getting them into effect are two different things.\nBuilding a program of activities is a process of growth from within, not\na pronouncement\n\nfrom without. Some of the more ambitious projects in cur¬\n\nriculum-making have been conspicuous for failure to produce results in\npractice. The influence of such a project in a given situation seems to be felt\nin direct proportion to the degree in which principals and teachers participate\nin it. After all, the actual curriculum of a school is the series of experiences\nwhich the pupils of a school in fact do have. Plans are indispensable, but\nthey are seldom literally realized. Circumstances have a way of modifying\nplans, often for the better. The curriculum is bound to be a growth in the\nindividual school amid actual conditions, and these are never twice exactly\nthe same. In any case, leadership in curriculum\n\nimprovement,\n\nwhoever\n\nmay\n\nexercise it, is a supervisory function. It is, indeed, the supreme supervisory\nfunction. And it is indispensable. For without it there is only individualism,\nrugged or otherwise, instead of well-organized effort in which\ndoes its perfect work.\n\nteam play\n\nLet us repeat, curriculum research and special skill in gathering, formu¬\nlating, and publishing materials for both teachers and pupils are invaluable\nand the training of more experts in these lines is greatly to be desired. The\nproblem is to coordinate their work as specialists with the program of super¬\nvision as a whole. To divide the field between curriculum making, on the\none hand, and guidance of teachers in their work, on the other, would be\nmost unfortunate. Teaching method is intrinsic in the program of activities\nor it is merely a body of standardized rules and procedures, like the “method\nof the recitation,” from which, good Lord, deliver us! Subjectmatter is not\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nsimply something to be transmitted by word of mouth or printed page, re¬\nceived and stowed away; it is something to be lived, done, experienced, built\ninto one’s behavior. Method is, on the teacher’s part, leadership and guidance\nof pupils in doing this. All that the pupils do has some significance. The old\ndichotomy of discipline and teaching is irrelevant. We are agreed, I take it,\nthat the modern teacher thinks in terms of experience, the total experience.\nthen can anyone essay to help teachers with their work except by aid¬\ning them to play their parts in enabling the pupils to have desirable experi¬\nences and have them abundantly? But those experiences are the curriculum.\nHow\n\nT eaching as a profession — The case for supervision becomes stronger when\nwe look over the presentday educational scene. One striking feature is the\nrise of the university professional school to a position of enormous prestige\nand power. The advanced scientific study of education is now so widespread\nthat we are tempted to forget how young it is. A department that was\nlooked at askance by professors of other departments only yesterday is already\nfar on the way to a place of respectability. That conquest, however, has its\ndangers. Schools of education are associated, not with other professional\nschools, but with the academic faculties, and academic faculties are engaged\nprimarily in the pursuit of knowledge. Schools of education appear to be in\nprocess of assimilation to the academic ideal. They tend to prize knowledge,\nnot as an instrument but for its own sake. The professor of education yearns\nfor recognition as a scholar and devotes his energies more and more to re¬\nsearch and less and less to the improvement of his teaching. Some would\nsay that in schools of education teaching is becoming a lost art, that students\nexist solely as the occasion for the organization and presentation of publish¬\nable knowledge. This is an exaggeration, tho the tendency in that direction\nis unmistakable. Lecturing, accompanied by assigned readings and examina¬\ntions, is common tho by no means universal practice. One professor of psy¬\nchology goes beyond this by reading in class from his own treatise, which\nhis students use as a textbook. His scholarly pursuits leave him no time or\ninclination to prepare fresh lectures, to say nothing of planning class meet¬\nings in which the students can really participate and pool their efforts, or\nof giving adequate direction to their out-of-class activities. In this connection\nit is well to remember that a large proportion of our secondary-school teach¬\ners are graduates of academic colleges, in which they frequently have only\ngeneral education courses and little or no opportunity for observation and\npractice in demonstration schools. Normal schools, moreover, are gradually\nbecoming colleges, even state universities, in which academic interests tend\nto take precedence over interest in the art of teaching.\nThe point is that neither the prospective teacher’s attitude toward teach¬\ning nor his ability to deal with people is likely to be developed helpfully by\nhis experience in these college classes. What he sees and does will probably\ninfluence him more than what he hears or reads. Ambition for scholastic\nachievement goes up, along with a tendency toward formal methods of\ninstruction. Meanwhile, appreciation of the social art of teaching goes down.\nHe will be likely to teach as he was taught. His experience as a pupil in\nelementary or secondary school may come to his aid, it is true, but even this\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n653\n\nwill probably be found to be inadequate as a guide to teaching in a school\nof today. Broader scholarship, deeper culture, greater maturity are all to\nthe good. No one in his right mind will belittle them. But the fact remains\nthat teaching, like engineering, is a profession and makes unique demands.\nTeachers must be trained — if not before, then after they come\nThe responsibility of supervision is obvious.\n\non the job.\n\nThe war between science and philosophy — The bearing of all this on the\ndevelopment of modern programs of activity in the schools is likewise obvi¬\nous. There is, however, a second feature in the educational scene that de¬\nserves attention. This also is an affair of the universities.\nIt is the war between science and philosophy, typified by the measurement\nmovement on the one hand and the activity movement on the other. Both\nare familiar and need not be discussed here. They can and doubtless will be\nharmonized, with concessions on both sides. At present the bewildered\nworker in the field can hardly be chided for saying, “a plague on both your\nhouses.” “A definitive spelling vocabulary,” says the scientist, “can be worked\nout by careful investigation and we shall then be able to assign to each school\ngrade the words that all pupils must learn to spell.” “Not so fast,” says the\nphilosopher. “Each pupil should learn to spell the words he wants to use\nwhen he wants to use them. If he is allowed to express his individuality, his\nspelling needs will be different from those of any other pupil. A standardized\nlist is undesirable.” “Research,” says the scientist, “will enable us to stream¬\nline the subjects of study, so that only the essentials will be taught in each\nand those by sure-fire methods.” “Not so,” says the philosopher; “it is im¬\npossible to decide in advance what subjectmatter will be used by any class\nor pupil or will appeal to his interests. We will rely on integrated units of\nactivity and draw upon the so-called subjects of study as required.” It is all\nvery confusing. Meanwhile schools must keep open and daily programs must\ngo on. If ever level-headed supervisors were needed as mediators, it is now.\nThere is truth in all these contentions and supervisors have a golden oppor¬\ntunity, in their role as leaders and guides, to help their fellow workers in\nthe schools to find it. For “a house divided against itself cannot stand.”\nCoordinating the work of specialists — Improvement of the school program\nof activities calls for experimentation. Armchair philosophy may provide\nhypotheses but it must finally resort to fact finding to secure the raw material\nfor conclusions. Here supervision has been increasingly valuable. Schools have\nbecome laboratory centers and, recognizing the necessity of check and counter\ncheck, several schools have associated themselves and pooled their results.\nThis has become common procedure.\nThe problem of coordinating the work of specialists in research with\ngeneral and special supervisors is the same as in the case of curriculum\nexperts. This paper holds no brief for one plan of organization as opposed\nto others but does insist on the necessity of coordination and on regarding\nsupervision as an inclusive function. Staff officers, other than teachers, who\nare concerned with instruction are supervisors, no matter what titles they\nhappen to bear.\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nAll will agree, I think, that school systems should make constant use of\nscientific method in solving their problems. The facts as to pupils should be\naccurately known and carefully considered in planning both for groups and\nfor individuals. Gathering and using such facts is quite as truly a super¬\nvisory function as helping teachers to guide their pupils in the use of library\nbooks, for example.\nCertainly supervisors perform an indispensable service when they assist\nteachers in keeping up with the results of the scientific study of education.\nMerely to know what conclusions investigators have reached entails an\nenormous amount of reading, attendance at conventions, and perhaps summer\nor extension courses. To discriminate between the important and the unim¬\nportant, the valid and the spurious among the numerous contentions made\nis far from easy, even for the best informed. For the individual teacher or\nsupervisor it is too much to ask — too much to accomplish working alone.\nWhere there is cooperative supervision, however, one does not have to work\nalone. The intelligence of all concerned is focused on the problem.\nHarmonizing conflicting opinions — In the present state of educational\ntheory in this country, steering a sane middle course is difficult. It is some¬\nthing like trying to be a true liberal in politics; the reactionaries want to\nchange nothing, the radicals want to change everything. Both are full of\nconviction and insist that they are right. Amid such loudly conflicting voices,\nwhat chance have the mild tones of the moderate to be heard? Nevertheless,\nsupervision now has a fine opportunity of proving its worth as a harmonizer\nof conflicting opinions and an agency for selecting the best among offered\nalternatives.\nThe report of the Regents’ Inquiry is highly suggestive as to what en¬\nlightened supervision can do. Such surveys have usually proceeded by means\nof testing, accompanied by classroom observation and interviews. The Gulick\nCommission laid stress not only on general conditions but also on outstanding\nexamples of good work. The idea was to disseminate knowledge thruout the\nstate of typically good administration and typically good teaching and super¬\nvision. In some cases schools were encouraged to carry experiments further\nin order to explore more fully the possibilities of improvement. Thus the\nCommission acted as a clearinghouse, not with the idea of setting up a\nstandardized practice but of enabling each school and school system to profit\nby the example of others in the process of developing its own program. The\nCommission seems to favor unity of spirit and purpose rather than uni¬\nformity of procedure. But it does not leave the individual in the dark as\nto what procedures have been followed successfully.\nThis is a nice point and might well be labored. Some of the more radical\namong us seem to be pure individualists. Surely the individuality of teachers\nshould be respected. A few more studies of the actual individual differences\nof teachers, present and prospective, would help. But it is one thing to\nchoose a course of action as a teacher because that is what you are accus¬\ntomed to or because you have got a new idea and quite another to choose\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n655\n\nit after due consideration of alternatives in the light of all the facts. The\nRegents’ Commission chose to walk by sight, not alone by faith. In doing\nso it set a good example of supervision and demonstrated the service of\ndissemination — seeking to make schools as good everywhere as they are\nanywhere. It is unnecessary to urge that such service as this is invaluable.\nOur own position regarding supervision — Our executive committee has\nrecently issued a report on the functions of supervision in which it stresses\nthe growth of teachers. To quote the words of the report: “We believe the\nmajor concern of supervision should be to contribute to teacher growth\nin the following large areas, namely:\n1. The area of personal growth in terms of wholesome physical and\nmental development\n2. The\n\narea of socio-economic understanding\n\nand adjustment\n\n3. The area of professional competence.”\nWhether the major concern of supervision is best stated in the three divi¬\nsions of teacher growth above named is of course open to honest difference\nof opinion. That supervision can and often does contribute richly to the\ngrowth of teachers is undoubtedly true. The converse is true also. Many a\nhigh-school teacher of science or mathematics has come to be a fair to good\nelementary principal, largely thru the cooperation of an experienced teaching\ncorps in the school to which he was sent. We might generalize by saying\nthat a good school sj^stem should contribute to the growth of everyone,\nwhether child or adult, in the territory it serves. Certainly the board should\ngrow, likewise the superintendent and his immediate staff, the principals\nand the parents, as well as the teachers and the children.\nThe practical question that confronts us is, What sort of supervision will\ncontribute most to desirable growth on the part of pupils, parents, teachers,\nand supervisors alike? The Morrison Committee of our Department de¬\nscribed it as at once philosophic, cooperative, creative, scientific, and effective.\nOthers have added “and democratic.” Perhaps this is implied in “coopera¬\ntive.” Other committees of our Department have dealt most constructively\nwith such topics as how to encourage creativeness in teachers, how to inte¬\ngrate the supervisory services in a school system, how to evaluate such\nservices, how to employ the scientific method in laying out and developing\nsupervisory programs, and how to apply in supervision the principles of\nleadership. A highly significant body of doctine has gradually been brought\ntogether, by these committees, by writers in Educational Method , and by\nothers. The foundations for a highly competent professional service of super¬\nvision have been laid. There remains the task of building thereon. We have\ngood reason to hope and believe that when the next “recession” comes the\nvalue of supervision — supervision that is far more than mere inspection and\nfirst aid to the weak and ailing, a vital and necessary force in making good\nschools — will be better recognized, not only in the profession but by schoolboards, legislators, and even by the man in the street.\n\n"}
{"page": 660, "printed_page": null, "text": "656\n\nLILLIAN\n\nNational\n\nEducation\n\nAssociation\n\nINCREASING\n\nSOCIAL UNDERSTANDING\nTEACHERS\n\nA.\n\nDIRECTOR\n\nLAMOREAUX,\n\nSANTA\n\nOF\n\nCURRICULUM\n\nBARBARA,\n\nAND\n\nOF\n\nINSTRUCTION,\n\nCALIF.\n\nMy task is to speak on “Increasing Social Understanding of Teachers.”\nWe might ask ourselves, “Why do we wish to increase the social understand¬\ning of teachers?” There can be but one reply, “We believe that increasing\nsocial understanding of teachers will enable them to guide pupils to a better\nunderstanding of the world about them, thereby helping the pupils now\n\nand\n\nat all time to find their place in the world in which they live.”\nAs I view the in-service training of teachers in Santa Barbara, for the\npast three years, I see that it involves three definite steps: (a) increasing\nsocial understanding thru widening teachers’ experiences; (b) making it\npossible for social understanding to reach the classroom thru teacher partici¬\npation in curriculum building; and (c) the refinement of classroom technics\nand procedures.\nWidening teachers’ experiences thru excursions — Santa Barbara teachers\nare trying to gain an understanding of their community and of their be¬\nhavioral environment. Saturday excursions have been planned to Los Angeles\nand vicinity. The teachers have examined the harbor, its facilities and activi¬\nties; investigated processing and distributing plants in and around the com¬\nmunity; and visited observatories, museums, and art galleries.\nOur community has a rich and romantic historical background. Many\nevidences of colorful days of the Indian, Spanish, and Mexican past remain\nin Santa Barbara today and have a very decided influence upon its presentday life. A series of lectures was arranged at the Historical Museum to\nacquaint the teachers with the three different Indian cultures that have\noccupied Santa Barbara. The Botanic Garden paralleled with a series of\nlectures describing the plant and animal life of those Indian periods. This\nopportunity to see, taste, and handle plants that were used for food and\nclothing in those days and are still existent in Santa Barbara’s community\ntoday was a valuable experience for teachers. The old Mission, with its\nhistorical records, the perfectly good dam built by Indians during the Mission\ndays, and the aqueducts for carrying the water from the dam to the Mission\nand the life surrounding the community make their contribution to teachers’\nsocial understanding. Excursions to the Channel Islands can be taken under\nthe direction of the Museum\nevidences of past cultures.\n\nand excavation may be carried on there for\n\nContributions of foreign neighbors to American culture — Our community\nparticipates in an activity which we feel is quite unique, yet we have definite\nproof of its utility in bringing the schools and the community into a closer\nrelationship — a relationship based not only on understanding but also upon\nservice as well. One of our teachers is released from the classroom for half\na day. He spends his time in going about the community, contacting and\nmeeting the members of the thirty-two foreign groups who live among us.\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n657\n\nHe instils in these people the sincere desire of the public schools to under¬\nstand them and their contribution to the American way of life. They in turn\nfeel a responsibility to understand and meet the needs of the schools ; so,\nunder the direction of the school’s coordinator, they organize themselves\ninto a cultural group and work together. On a certain given date they bring\nthe treasures of their culture to a large room reserved in the public library,\nand a program in which the schools and the given group cooperate is\nplanned. These people tell of their contribution to American culture.\nThey give us an understanding of their native country, why they left home,\nwhat they found when they got here, the adjustments they had to make\nto live among us. They share with us their folk music, dances, and customs.\nThis program was originally planned for one day and one evening but it\nhas become so much a part of the community that it now spreads over three\ndays. One evening is reserved for the teachers in order that their social\nunderstanding may be enlarged, and they in turn may carry it back to the\npupils. During the day excursions for the children are scheduled, in which\nthey go and view the treasures of the culture being represented. A working\nrelationship is established between the school and the given culture whereby\nthe schools feel perfectly free to call upon these people at any time during\nthe year to participate in classroom activities. Thus the community is carried\ndirectly into the classroom.\nCommunity service — Believing that teachers should have time to partici¬\npate in community activities, women teachers are released each Wednesday\nafternoon to attend the Woman’s\nticipate in Service Club work.\n\nClub programs, while men\n\nteachers par¬\n\nAnother helpful means of widening teachers’ experiences is to give them\nresponsibility for the leadership of parent groups who desire an understand¬\ning or an interpretation of school practices. The central staff provides guid¬\nance for these teachers, and they in turn serve as leaders of parent groups.\nThis activity has met with surprising success during the past semester.\nGood speakers have been secured to talk to the teachers on events of the\nday, on hobbies, and other interesting things of life, and discussion groups\nhave been formed.\nCommittee work — Committees working on problems that involve policies\nof the system have had their social understanding enlarged. For example,\nwe had the neat little problem in Santa Barbara of determining what we\nwould do about the school excursions. Every teacher felt that excursions\nwere an indispensable part of instruction and were one of the most important\nvisual aids. In the state of California excursions for children are*not pro¬\nvided for and made legal in the school code. However, they are recognized\nas happening, for the law states that if we go on a school excursion we must\ncarry a Red Cross kit. Public funds cannot be spent for hiring a public\nconveyance for transporting children on these school excursions. A committee\nwas formed to work upon the problem of the excursion policy. A great deal\nof interaction between teachers, community, and law took place in the setting\nup of the policy on this one occasion.\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNational\n\nEducation\n\nAssociation\n\njParticipation in curriculum building — We have said that the second step\nof the in-service training was making it possible for social understandings\nto reach the classroom thru teacher participation in curriculum building.\nPreliminary to specific curriculum building activity, Santa Barbara teachers\nand administrative staff spent one year in study and discussion. The admin¬\nistrative staff set the stage for this study, deliberately planning to make it\nattractive as well as profitable to teachers. A good library was made available\nand readily accessible to teachers in each school building. Outlines for study\nwere developed and leadership was furnished. Problems of our changing\nworld, philosophical and psychological points of view, as well as changing\nschool practices were studied.\nClassroom teachers are periodically released from the classroom to sit for\none day, two days, or a week, as is found necessary, to work with our own\nadministrators and representatives of the Stanford staff in curriculum build¬\ning. Three-fourths of the members of curriculum committees are teachers\nand one-fourth are administrators and Stanford representatives. The entire\ntheme of Santa Barbara’s curriculum pattern is “Guiding Youth in Living\nEffectively in Their Behavioral Environment.” We believe that teachers are\nable to put into practice effectively only those things which they understand\nand in which they believe. Our aim has been to understand and put into\npractice, rather than to publish a quantity of material for the world to look\nat. Those functioning on committees carry directly back to the teaching\ngroup the results of their work for teacher reaction.\nTeachers meetings have been held on different growth levels. At these\nmeetings teachers have had the opportunity to raise problems and discuss and\nplan the organization of their work. Teachers are consciously making an\neffort to bring about a closer relationship between the activity carried on in\nthe room and the problems that are raised. The same principles of learning\napply to teachers that apply to children. We have strived in our teachers\nmeetings to carry on the same good practices that we hope teachers will carry\ninto their classrooms.\nRefinejjient of technics — The third point in the teacher-training program\nhas been the refinement of technics. To aidln this, four major activities have\nbeen carried on. These I will describe briefly by using illustrations.\nThe teachers felt that the classroom conference period could well be im¬\nproved and they especially wanted help with their planning and evaluation\ntechnics. We came together on the different levels of the school and discussed\nplanning and evaluation. We started .first with the principles underlying\nthese activities. Following the teachers meeting, we selected a demonstrator\nand a conference leader on each grade level — one who would be willing to\ngive a demonstration and another who would be willing to lead a conference\nfollowing the demonstration. These people were given definite training to\ndevelop power and confidence in themselves for the coming demonstrations.\n\nOrientation sheets' were worked out for the visiting teachers, telling\nthem how to be good visitors, indicating some points that they might look\nfor in the demonstration, and general orientation to the class being ob¬\nserved. On a given day substitutes were placed in the classrooms of the\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n659\n\nteachers on that grade level and the teachers all gathered in the classroom\nof the demonstrator. The director of instruction invited the principals and\nsupervisors to stay away. The thought was that the classroom teachers\nmight feel more freedom to speak among themselves without revealing their\nweaknesses to a higher-up. The demonstration was carried on for an hour\nand a half and a conference followed for the rest of the morning. Later on\na bulletin was developed out of these learning experiences and released\nto the teachers.\nA second type of demonstration has been by specialists. We would in¬\nvite in someone particularly good in choric verse, creative activities in\nverse, dance, or music to demonstrate some special feature.\nThe third type of demonstration has been the regular type of inter¬\nschool or inter-class visitation.\nThe fourth type of demonstration was planned for the purpose of giving\nteachers information and practice in the same manipulative experiences\nwhich children are expected to carry on in the classroom. For instance, a\nteacher who is dealing with Mexico and expects to do some work with\nMexican pottery sits down with an authority and actually makes Mexican\npottery in the same way that the Mexicans make it. Or, a teacher who\nexpects to develop with his children creative dances actually works out,\nunder supervision, creative dances of his own.\nThe major activities just described illustrate the manner in which teach¬\ners gain insight into basic understandings and desirable technics and pro¬\ncedures. Out of a vast exposure they develop or refine procedures to use\nin their classrooms with their pupils.\nUSING\nEDGAR\n\nDALE,\n\nNEW\n\nBUREAU\n\nOF\n\nEDUCATIONAL\nEDUCATIONAL\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nTOOLS\n\nRESEARCH,\n\nOHIO\n\nSTATE\n\nOHIO\n\nIf we are going to be of genuine assistance in “helping children in their\nuse of radio, movies, and newspapers,” we ought to be quite clear at the\noutset just wThat we are about. We can use new educational tools just as\nblindly, just as stupidly, as we have used old ones. Certainly we do not\nwant to use these tools to do better what ought not be done at all.\nThe major premise in my discussion of new educational tools is that the\nschool is, ideally, not an isolated and insulated institution. On the contrary,\nthe school should bear an organic relationship to the rest of the com¬\nmunity. The weakness of all educational effort is that it operates out of\nfocus, apart from the community context in which it should function.\nSchools are too frequently operated under the assumption that they are the\nmajor educative agencies in the community. That may once have been true\nin a very simple type of community life. It is not true today.\nBut who is doing the educational job in a situation where one man can\nspeak by radio to the entire listening world ? Who is doing the educational\njob when\n\na single movie may be seen by as many\n\nas thirty-five or forty\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nmillion people? Who is doing the educational job when forty million news¬\npapers are issued every day in the United States? Who is checking up on\nthe educational qualifications of the three great unlicensed teachers — the\nradio, the movies, and the press?\nI am no alarmist. But can we ignore in the school an agency like the\nradio, which occupies the attention, direct and indirect, of boys and girls\nfrom two to three hours a day? Is it none of our educational business when\nhigh-school boys and girls in our towns and cities average one movie a\nweek? Does it make no educational difference when high-school boys and\ngirls spend from twenty-five to thirty-five minutes a day reading the comics,\nthe front page, and the sports or woman’s page ?\nWe know, certainly, that theatrical movies can and do influence informa¬\ntion, attitudes, conduct. Curiously enough, we worry about the wrong\nthings as far as these media are concerned. We worry about the effect of\nthese media on narrow, restricted areas of morals, but are frequently un¬\naware of the problems which are raised on the broader questions of morals\n— on our philosophy of life, our basic values. Censors can become tre¬\nmendously concerned about whether a criminal discloses the technics of\ncommitting a crime but they have no hesitancy in passing a movie which\nshows war and espionage as glamorous.\nFamiliar stereotypes — Do you agree with the fictional stereotypes pre¬\nsented in the movies, the radio, and the press? Is it true, as the movies tell\nus, that romantic love solves all problems? Is “getting the boy” (or the\ngirl) the big problem of American life? Or is this problem merely one of\na whole series of problems in public relations which everyone must face\nas he grows up, as he lives thru a rich and mature life? What kind of\nmental food is this for the four and one-third million young people between\nthe ages of sixteen and twenty-four who are unemployed? What kind of\ndiet is this for the four million persons who have postponed marriage since\nthe depression ?\nAnother stereotype found in these media is that success is to be mea¬\nsured in material terms, by pecuniary standards, that success is one man\nfighting his way alone (or with his wife) against a cruel, unfriendly world\n— competitive individualism. Movie heroes, by actual statistical study, are\nshown to move in a world of top hats and tails, evening gowns, fashionable\nresorts, big cars, devoted but humorous butlers, palatial mansions. Is this\nthe goal toward which that long line of fighters for the democratic way\nof life have been striving? Or should our writers, our dramatists, point\nout to us with striking clarity and force the richness and joy of the\ncooperative way of life? I once heard the late Anna Wilmarth Ickes say:\n“If we must have pomp and majesty and dramatic spectacle in American\nlife, I would like to give a golden crown and robe of ermine to Jane\nAddams of Hull H ouse.” Movies, radio, and the press tell us what and\nwho are important in American life. Wherein do you agree and disagree\nwith their judgments? This is a critical question for discussion in the\nclassrooms of America.\n\n"}
{"page": 665, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n661\n\nNote, also, the treatment by these media of minority groups, especially\nthe Negro. Where does the average individual get his stereotype of the\nNegro? Do not the movies tell us that Negroes are comical, that they are\nshiftless and superstitious, slaves of voodoo, that they best fit into the role\nof servants? Did you ever see a newspaper story which said that “John\nSmith, white,” had been arrested by the police?\nWhy was it so easy to revive the Ku Klux Klan in the twenties? Why\ndoes anti-Semitism and anti-alienism grow so readily here in America,\nnurtured as it is each week by that kindly Christian, Father Coughlin?\nWhy cannot Negroes attend the movies, even in a northern city like\nColumbus, where it is actually against the law to exclude them? Why are\nthe fourth-grade children in a favored community where I recently spoke\nalready anti-Semitic? Why does anti-Catholicism strike such a responsive\nnote in the hearts of many “un-Americans”? The answer is not easy, but\ncertainly we in the schools of America have not genuinely dedicated our¬\nselves to the democratic way of life. How else can we explain the fact that\nan organization of educators, the Phi Delta Kappa fraternity, still has a\nclause in its constitution which restricts membership to white persons?\nOur responsibility — I am not seeking a scapegoat for this situation. Each\none of us helped either thru action or inaction to weave this web of ignor¬\nance and intolerance. I am not trying to indict any group or any com¬\nmunication agency. But certainly we must be clear as to what the problem\nis if we expect to do anything sensible about solving it. May I commit the\neducational sin of being specific?\nFirst, get the cooperation of your local parent-teacher association in find¬\ning out the nature and extent of the radio, press, and newspaper problem\nin your community. Plan a simple, easily tabulated study which will give\nyou answers to these questions: (a) the amount of time spent each week\non these media; (b) the movies, radio programs, newspaper features best\nliked and least liked; (c) recreational opportunities within the home or\ncommunity which serve as substitutes for these media.\nStudy these data as a group of teachers and ask yourselves the questions :\nWhat responsibility do we have for these media? What is the responsibility\nof the home or of other community agencies? Next, meet with parent\nleaders and plan a panel discussion at which basic problems and issues in\nthese fields will be discussed jointly with children and young people. Then\nwork out a program of action which receives general agreement.\nAfter having carried forward such a program, I suggest that you find\nsome place in the curriculum, formally or informally, where the following\nobjectives in the field of discrimination can be developed.\nDeveloping good taste — A second activity which you can carry forward\nin order to derive the greatest values from the radio, the movies, and the\npress is to develop the habit of discriminating selection. We develop good\ntaste by tasting good things. There are superior newspapers, foreign cor¬\nrespondents, sports writers, movies, and radio programs. But far too fre¬\nquently the attention of youngsters has not been called to them. Should\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nnot all high-school students have tasted radio’s “Town Meeting of the Air,”\nthe “University of Chicago Round Table,” the excellent musical offerings,\nthe many creditable news broadcasts? But have they? The report of the\nRegents’ Inquiry in New York State indicated that they have not.\nThird, we can evaluate the whole process of film-going as a recreation\nand the way in which films are viewed. Why we go to the movies is a\nquestion we can discuss with our students. We can also evaluate the films\nthemselves — not, 1 assure you, by a predetermined set of values provided\nby the teacher or by some textbook, but by a homemade, working, grow¬\ning set of standards made by the student, standards that become increas¬\ningly clear and consistent. We can move from the meager standards of a\nflat liking or disliking to the more refined and enriching standards of social\nvalues, direction, photographing, casting, lighting, and music and sound\neffects.\nBroadcasts need similar evaluation. Let us ask about the integrity, the\ncompetence, and the logic of a speaker. Let us write down on paper the\nassumptions underlying the argument\n\nof a radio advertiser. Is he trying\n\nto give an unworthy product an aura of prestige and dignity by surround¬\ning it with symphonic music? Are his statements appeals to reason or are\nthey appeals to rivalry in display, to prestige, to selfishness? Would an\nunbiased scientific laboratory find the product as satisfactory as the ad¬\nvertiser suggests?\nEvaluating newspapers — Let us also develop standards for evaluating\nnewspapers. Let us do as scores, yes hundreds, of teachers are doing — com¬\npare daily newspapers in different cities with each other. Note how some\nnewspapers editorialize in their headlines, a practice which, by the way, is\ndisapproved by their own codes of ethics. Have your students check on the\ngeneralization that “newspapers are filled with crime news.” Are they,\nreally? Note also a form of editorializing by omission, by position, by\nspace, by repetition. Study the comic strips. What are good ones and poor\nones, in the opinion of your grade children? Your mature students may\nwant to study them to see what comic cartoon culture is really like. Are\ncartoons ever used to put across certain social ideals, for example, favor¬\nable to gambling, for or against the New Deal, for or against certain\ntypes of business? Discover the rich mine of information available in a\ngood metropolitan newspaper. Teach students how to use the index, how\nto get the highlights of the news in a minimum\n\nof time by skilful skimming.\n\nI tilizing known technics — I have suggested some things that we might\ndo in the classroom with these community instruments of education. These\nappear to me to he activities leading toward the attainment of our present\nobjectives of education. Why are most teachers not carrying them out?\nThere may be many reasons, but I should like to suggest a specific one.\nThese new tools of community education are not clear-cut subjectmatter\nso much as they are experience itself. They are not easily handled thru\na memorization-of-information\n\nprocess. A\n\nmotion picture like “The\n\nLife\n\nof Emile Zola” does not have chapter headings; there are no questions\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n663\n\nat the end of the chapter, no boldface type which indicates what is im¬\nportant. Instead, there are literally hundreds of facts in the picture. Fur¬\nthermore, it is a unitary experience which cannot be handled in the piece¬\nmeal fashion typically used in handling written subjectmatter in books.\nThis is not to suggest that it is difficult to use such materials. But, cer¬\ntainly, a new outlook about purposes in education must be an accom¬\npaniment to their intelligent use.\nWe now have available scientific knowledge of how to develop a world of\nplenty, but that information and the necessary attitudes are not yet built\ninto the hearts and minds of men. In the field of health, we know with\ncertainty that we can completely eliminate a disease like diphtheria, yet\neach year this disease takes its toll of thousands of lives here in the United\nStates. Each year some 35,000 people lose their lives in automobile acci¬\ndents in spite of the fact that, as Paul Hoffman, president of the Auto¬\nmotive Safety Foundation, has informed us, we now possess known technics\nfor cutting this death-rate exactly in half. Our soil conservation experts\ndo know how to conserve the fertility of the soil, yet we allow this basic\nresource to be depleted at an alarming rate. We do have technics for crime\nprevention which too often remain unused. Somehow or other, many of\nthese findings of the experts do not reach the lives of the common\nWe have not learned yet how to bridge that gulf.\n\nman.\n\nIn the past, we have depended largely upon written materials and faceto-face oral communication for transmitting ideas. Certain basic reading\nskills were necessary before one could be put into the possession of sci¬\nentific knowledge. But today, with these new tools of communication, no\nsuch barrier exists. Hearing alone is necessary for radio, sight and hearing\nfor the motion picture. And the newspaper is making increasing use of\npictorial material for the communication of ideas.\nThe challenge — Here, then, is the challenge of these new ways of com¬\nmunicating experience. How can they be used to increase our understanding\nof reality? How can they be used for the spread of scientific knowledge?\nHow can they be used to reconstruct many outmoded stereotypes? How can\nthey be used so that they will promote, not stultify, thinking? In the past,\nwe had poverty, disease, prejudice, and intolerance because known technics\nfor dispelling them were either lacking or unavailable. Today no such bar¬\nrier exists. Indeed, the only barrier to an intelligent, sane, kindly world\nis our own inertia, our lack of willingness to use the educational oppor¬\ntunities which stare us in the face. That barrier can and must be sur¬\nmounted.\nSECRETARY’S\n\nMINUTES\n\nCleveland, Ohio\nBusiness\nThe\n\nannual\n\nbusiness\n\nSession, Tuesday,\n\nmeeting\n\nFebruary\n\nof the Department\n\n28, 1939\n\nof Supervisors\n\nInstruction was held on Tuesday, February 28, President Bader\nThe first item of business concerned action on the amendments\nof the Department\n\nas printed\n\nin Educational\n\nMethod\n\nand\n\nDirectors\n\nof\n\npresiding.\nto the constitution\n\nfor December\n\n1938.\n\nThese\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNational\n\namendments\n\nprovided\n\nEducation\n\nfor an increased\n\nnumber\n\nDepartment with representation on the Board\nin the arrangements for meetings.\n\nAssociation\n\nof state branches\n\nand\n\nof Directors\n\nfor more\n\nand\n\nsections of the\nflexibility\n\nRudolph D. Lindquist, chairman of the Nominating Committee, presented a re¬\nport of the officers elected by the Board of Directors for 1939-40. (For list of officers\nsee Historical Note, page 648.) The chairman then read the names of the five\ndirectors whose terms expired this year: Prudence Outright, Helen Heffernan,\nRudolph D. Lindquist, William T. Melchior, and Lucile Nicol, and called attention\nto a sixth vacancy due to the resignation of E. T. McSwain, whose term would have\nexpired in 1941. He then presented the following nominations for re-election: Pru¬\ndence Outright, Helen Heffernan, and William T. Melchior, each to serve a term\nof three years;\n\nnew\n\ndirectors, Blanche\n\nFuqua,\n\nInd., and Paul T. Rankin,\n\nsupervising\n\nDetroit, Mich., for a term\n\nof three years;\n\ndirector\n\nof instruction, Terre\n\ndirector of research\nand\n\nand informational\n\nL. S. Tireman,\n\nbeing no further\n\nbusiness\n\nthe meeting\n\nservice,\n\nhead, Department\n\nElementary Education, University of New Mexico, Albuquerque,\nterm of two years to fill out the unexpired term of E. T. McSwain.\nnominations were accepted.\nThere\n\nHaute,\nof\n\nN. Mex., for a\nOn motion these\n\nadjourned.\n\nNote:\nAt\n\nthe Atlantic\n\nCity meeting\n\nin February\n\n1938, the executive\n\ncommittee\n\nof the\n\nDepartment wTas commissioned to make a study of supervision with a view to re¬\nstating the purpose and function of the Department and revising its program in the\nlight of this purpose. At the Cleveland meeting, the final report was submitted.\nThis\n\ncontains\nWe\n\nthe following\n\nconceive\n\nsummary:\n\nthe purposes\n\nof education\n\nPolicies Commission\n\nin its reports, The\n\ncan Democracy\n\nThe\n\nand\n\nPurposes\n\nto be well defined\n\nUnique\n\nFunction\n\nof Education\n\nby the Educational\n\nof Education\n\nin American\n\nin Ameri¬\n\nDemocracy.\n\nWe\n\nconceive the function of the Department of Supervisors and Directors of Instruc¬\ntion to be to contribute to teacher growth in the furtherance of these purposes of\neducation. We believe the major concern of supervision should be to contribute to\nteacher\n\ngrowth\n\nin the area\n\nof personal\n\ngrowth\n\nin terms\n\nof wholesome\n\nphysical\n\nand mental development; the area of socio-economic understanding and adjust¬\nment; and the area of professional competence in the guidance of children thru\nlearning\n\nexperiences.\n\nRecommendations\n\nof the executive\n\ncommittee\n\nincluded:\n\n(a)\n\nthe revamping\n\nof\n\nthe policies governing the Department publications; (b) the development of a wider\ntype of activities in the form of meetings and conferences; (c) the development of\nworking groups among the membership; and (d) a closer articulation with other\ngroups whose purposes are in line with those of the Department. The reorganization\nof the work of the headquarters office, including provision for handling the new\nphases\n\nof the revised\n\nprogram,\n\nwas\n\nalso recommended.\n\n"}
{"page": 669, "printed_page": null, "text": "‘Department\n\nof\n\nVisual\n\nInstruction\n\n"}
{"page": 670, "printed_page": null, "text": "The\n\ndepartment\n\nSan Francisco\n\nof visual\n\nNOTE\n\ninstruction\n\nwas\n\norganized\n\nat the Oakland-\n\nmeeting in July 1923.\n\nThe officers of the Department for the year 1939-40 are: president,\n/. E. Hansen, Chief, Bureau of Visual Instruction, University of Wis¬\nconsin, Madison, Wis.; first vicepresident, Etta Schneider, Associate\n\n7\n\n2\n\n9\n\nHISTORICAL\n\nin Audio-Visual Education, Teachers College, Columbia University, New\nYork, N. Y\nsecond vicepresident, (To Be Appointed) ; secretarytreasurer,\n\n(To\n\nBe\n\nAppointed) ; executive\n\ncommittee:\n\nE.\n\nWinifred\n\nCrawford, Director, Visual Education, Fublic Schools, Montclair, N.\nF. D. McClusky, Director, Scarborough School, Scarborough, N. Y.;\nEdgar Dale, College of Education, Ohio State University, Columbus,\nOhio; Nelson Greene, Editor, educational screen, 64 E. Lake St., Chi¬\ncago, III.; Charles E. Hoban, Jr., Director, Motion Picture Project,\nAmerican Council on Education, Washington, D. C.; Grace F. Ramsey,\nAssociate Curator, American Museum of Natural History, New York,\nN. Y.\nThe dues for this Department, $2, are payable to the secretary. The\nchief publication is educational screen. This Department meets once\neach year, in July. Facts relating to the establishment of this Department\nand the record of meetings are found in earlier volumes of proceedings\n\nas follows:\n1931:947-964\n1932:787-800\n\n1 9044\n179-7\n:49938:9\n9 :9\n192 -1997201930\n1\n\\95\n\n1923: 85-A\n1924 :963-986\n1925 -.864-871\n1926 -.949-964\n\n19 33:779-796\n1934 :777-788\n\n-93\n0\nf 666 ]\n\n1933:719-726\n1936:619-620\n1931:659-668\n1938:599-607\n\n"}
{"page": 671, "printed_page": null, "text": "THE\n\nPAUL\n\nADMINISTRATION\n\nG. EDWARDS,\n\nDIRECTOR\n\nOF VISUAL\nSYSTEM\n\nOF\n\nVISUAL\n\nCHICAGO,\n\nAIDS\n\nINSTRUCTION,\n\nIN\n\nA\n\nPUBLIC\n\nCITY\n\nSCHOOLS,\n\nILL.\n\nWith a correct program, proper materials, and trained teachers,\n\nvisual instruction can simplify the work of teaching. Simplicity always\nincreases effectiveness, and effectiveness is a supreme end in American\neducation.\nThe Chicago public school system maintains 325 elementary-school\nbuildings, 37 high-school buildings, 30 branch high schools, 30 special\nschools, 3 junior colleges, and 1 teachers training school. All of the ele¬\nmentary and special schools have one or more stereopticon lanterns and\none or more silent 16 mm. projectors. Thirty elementary schools have 16\nmm. sound projectors. All of the high schools and colleges have more than\none stereopticon lantern and several silent and sound 16 mm. motion picture\nprojectors. All of this equipment is purchased thru sealed bids by the board\nof education upon recommendation by the superintendent of schools who\nin turn calls upon the director of visual instruction for advice and council.\nOne of the difficulties connected with operating a large city bureau is to\nget the films to the schools when needed. In Chicago all elementary schools\nare handled on a “block-booking” basis. Five reels of films and four sets\nof slides on assorted subjects are packed in a shipping unit. The contents\nof this unit remain intact during the school year and are listed inside the\ncover of the heavy fiber shipping cases. The\n\nsubjects included cover geog¬\n\nraphy, science, health, and children’s literature. Thirty-two schools are\nplaced on a round-robin shipping schedule, each school on the circuit get¬\nting one shipment per week for thirty-two weeks. Thus each school will\nreceive a total of 160 reels of films and 128 sets of slides per year. Ten such\ncircuits are now in operation.\nAt the beginning of the school year every school is notified what shipping\nunits they will receive, the contents of each unit, and the shipping and pick-up\ndates. These booking notices are placed on the bulletin board in the office\nof the school so that teachers may know far in advance what to expect and\nplan their work accordingly. We have found that the flexible curriculum of\nthe elementary school adapts itself to this booking plan, and teachers like\nit better than any other. Nothing disappoints or discourages a teacher more\nthan to make repeated requests for films and slides only to have them denied\nbecause material is not available. The “block-booking” plan determines a\npre-arranged program for the school and we find that it works to better\nadvantage for all.\nMaterial is never sent from school to school. While on paper the roundrobin may so indicate, we actually bring the films and slides into our inspec¬\ntion department after each school uses them and before they are sent for¬\nward. One fourth of this material is moved on each of the days — Tuesday,\nWednesday, Thursday, and Friday.\n[ 667 ]\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNational\n\nEducation\n\nAssociation\n\nHigh-school and college courses are not as flexible as the work\n\nof the\n\nelementary school. Therefore all films and slides are “spot booked” for use\nin these institutions. Each high-school teacher orders directly from our\nbooking clerk. If the film required can be booked within one week of the\ndate requested the booking is made and the teacher notified. If the booking\ncannot be made within that time limit the request is denied.\nThe booking record of each film for an entire year is kept on a single\nfolded form lying flat in a visible file. This “film-booking record” form\nholds also separate record of each duplicate of the film up to eight copies.\nFor films with more than eight duplicates a second form is placed in the file.\nWhen this booking has been entered, merely by writing the name of school\non horizontal line under proper date, the orders are filed by the name of\nthe school in chronological order. As each shipping day arrives the orders\nfor that day are assembled for the day’s shipment.\nAll deliveries are made by package delivery service at twenty-five cents\nper stop. We have found this cheaper and more efficient than our own\ntrucking service. The delivery problem is a special business in itself, and we\nfind that the people prepared to render the service can do it better than\nwe can ourselves. Our deliveries leave the department at 8 a.m., and we\nhave a receipt for the delivered merchandise the same evening. Mechanical\ntroubles, labor troubles, difficulty due to weather, etc., are all borne by the\nhired delivery company.\nA constant running inventory of every piece of equipment and a separate\ncard form for every film and slide are kept up to date and are never more\nthan six hours behind the shipping schedule.\nAll minor repairs on projection equipment are made in the bureau. We\nhave found that it is not practical or economical to install a service bureau\nfor major repairs which require elaborate and expensive tools and instru¬\nments. Once each year every projector receives a thoro inspection, usually\nmade during the summer vacation period.\nPractically all of the work of caring for records of film showings in the\nschools and the actual work of projection are done by crews of trained\nstudent operators. Our larger high schools have between 50 and 100 boys\navailable in crews during their school periods when they are not actually in\nclass. The student secretary on duty for a given period has the schedule for\nthe day before her each period and assigns these operators to duty in the\nproper rooms. About 25 of these students actually carry on the mechanical\nroutine of visual instruction, thus leaving the teacher free to teach the chil¬\ndren and develop their best reactions to the visual lesson.\nADAPTING\nCHARLES\n\nH.\n\nVISUAL\n\nLAKE,\n\nMATERIALS\n\nSUPERINTENDENT\n\nOF\n\nTO\n\nINSTRUCTION\n\nSCHOOLS,\n\nCLEVELAND,\n\nOHIO\n\nAs visual instruction directors you will be called upon to furnish working\nplans for the program of visual instruction and the materials to make the\nprogram effective. Your first assignment is to ascertain what materials are\ndesirable to supplement the existing program of studies and the next will\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n669\n\nbe the selection of materials within the limits of the budget. As a director\nof visual instruction you must be skilled in the technics of these new tools\nas they apply to classroom instruction. You must be constantly revising your\nmaterial, rejecting that which proves to be relatively valueless, improving\nthat which is out of date or inferior, and adding new material to keep abreast\nof the course of study.\nMotion pictures are excellent as an instructional 'device. They are ex¬\npensive, of course, and there is still much room for the development of\nfilms which accurately supplement the work of the schoolroom.\nThen there is the question of the advertising film. Many of these films\ncontain valuable instructional material, and I have no great worry about\nusing a good film which is adapted to the regular course of study, even if\nit does contain some advertising. I do object, however, to the use of a film\nwhich contains but a small amount of material that amplifies or clarifies\nthe course of study, just because the film is free.\nAnother field which deserves attention is the selection and grouping of\nstill pictures according to subjects and levels of learning. All still pictures\nshould be suitably mounted, properly labeled, documented, and arranged\nsystematically in topical sets for quick reference and classroom use. The\ndevelopment of illustrative material for local community study has not re¬\nceived the attention that it deserves. Community material should sensitize\nthe pupil to the local industries and governmental problems.\nGraphs , slides , and charts — The glass lantern slide is a visual tool, the\nserviceability of which can be much increased with a little ingenuity in\nadaptation. There is no reason why the lantern slide should not replace to\na large extent mounted pictures, charts, graphs, wall maps, diagrams, and\nsimilar graphic material. In the place of wall maps and wall charts, a small\nbox of lantern slide maps will give more service at less cost. The slide is\neasily used, can be easily stored, and is readily adapted to the usual use\nmade of charts, diagrams, graphs, and maps. Lantern slides make it possible\nfor a teacher to work without loss of time and at small cost.\nLantern slides become static thru their organization into large sets which\nhinder instead of help the busy classroom teacher. The breaking up of these\nlarge sets into small units that can be taken into the classroom will change\nthe slide from a storehouse tool into one readily usable.\nEducational films — Extensive experiments have proved that the motion\npicture is an aid to learning, but I suspect that comparatively few of these\nessential findings have been applied in the school use of films. Not enough\ndiscrimination is used in selecting the pictures and too frequently the real\nneed of the teacher who is to use the film is ignored. There are three import¬\nant problems in the adjustment of motion pictures in the school curriculum.\nThey are (a) the problem of relating the film content to the curriculum;\n(b) the problem of the classroom technic used by the teacher; and (c) the\nproblem of the cost of the equipment including the projector and films. The\nsolutions of these three problems are vital to real progress in the use of films\nfor instruction purposes.\nThe film content is, of course, just as important as the content of a text-\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nbook. It is important that the content of the film shall stimulate thought\nconcerning the unit of study before the class.\nThe educational standards of the director of visual education ip a school\nsystem or in a building can be checked when you inspect the films which he\nrecommends to teachers. The films, of course, should supplement the various\nunits being taught. In the use of educational films, the director of visual\ninstruction should exert a very important influence. He is both a super¬\nvisory and an administrative officer of the school system. He is administrative\nso far as the management of his visual education library or museum is con¬\ncerned. He should have control of the budget for the purchase of visual\neducation materials. He administers the distribution of all such materials.\nHis supervisory duties include the suggesting of suitable materials for the\nuse of teachers in the various fields of work.\nAn adequate budget for the purchase of visual materials is essential. So\nfar as possible, suitable materials should be purchased outright and become\na part of the regular equipment of the school system. Rentals for short-time\nuse generally are unsatisfactory and rarely enable teachers to make satis¬\nfactory adjustments wholly suitable to instruction.\nEach instructor using a film should (a) preview each film that he con¬\ntemplates using; (b) adjust the film ideas to the purpose of the lesson; (c)\nprepare the class to receive the film; (d) allow time before and after the\nshowing of the film for class activity; and (e) make\nideas which the pupils got from the showing.\n\na “check up” of the\n\nThe radio and visual materials — Recently we have been experimenting\nwith the radio as a connecting link between the pupils, teachers, and the\nvisual materials. In 1938 the Cleveland public schools constructed an ultrahigh frequency broadcasting station (41.5 me). This station broadcasts\nmany lessons daily to Cleveland schools. Each school has a receiving set\nand it is possible to teach all classes. The radio equipment has been supple¬\nmented by selected visual materials, mostly lantern slides. At the present\ntime, 130,000 lantern slides are arranged into 3000 small units, closely\ncorrelated with these radio lessons. Each unit consists of fifty slides which\ncover a series of broadcast lessons.\nEducation\n\nby radio is still in the experimental stage and it is hoped thru\n\nour experimentation to test the feasibility and effectiveness of radio com¬\nmunication on an ultra-high frequency as it applies to: (a) direct teaching\non the several grade levels; (b) the supervision of instruction in any or all\nbranches; (c) the problems of administration in a large school system; (d)\nthe promotion of special types of education such as the safety education pro¬\ngram ; (e) the stimulation and the unification of the work of parent-teacher\ngroups and other cooperating organizations; (f) information for groups of\npatrons and interested citizens with respect to the policies, program, and\nneeds of the school system; (g) the presentation of the “news of the day”\nto pupils of the junior and senior high schools; and (h) the presentation\nof special feature programs, such as those of school musical organizations,\nsuccessful dramatizations, and short talks on subjects of special interest to\npupils.\n\n"}
{"page": 675, "printed_page": null, "text": "Department\n\nof Visual\n\nInstruction\n\n671\nREPORTING\nWILLIAM\n\nTO\n\nG. HART,\n\nTHE\n\nIN CHARGE\n\nPUBLIC\nOF\n\nFILM\n\nBORN,\n\nMany\n\nTHRU\n\nMOTION\n\nPUBLICITY,\n\nFORDSON\n\nPICTURES\nSCHOOL,\n\nDEAR¬\n\nMICH.\n\nof us are convinced that the schoolmade\n\nmotion picture offers the\n\nmost effective available means of vitalizing the school public relations pro¬\ngram. The purpose of this meeting is to bring together those of us who are\ninterested in the schoolmade film designed specifically for publicity purposes.\nNow the problems of film production in any field are so varied as to have\nmerited the consideration of a number of entire conferences over a period\nof several days. Involved are the problems of necessary equipment, choosing\nthe activity to be filmed, writing the scenario, “shooting” technics, and edit¬\ning and titling. Neither co-worker Godfrey Elliott nor I know the final\nanswer to all the problems we intend to raise here today. It has been our\nprivilege, perhaps, to make some of the mistakes first. But it is our hope and\nplan that the meeting may bring forth an interchange of ideas which will\nbe mutually helpful.\nIn our limited time we propose to make a frontal attack upon one of the\nmost fundamental considerations: Exactly what activities should we film for\ngreatest returns in terms of intelligent public understanding of our schools?\nAs for other areas of discussion, we shall entrust you to point the avenues of\ngreatest interest.\nIn considering what to film, there arises at the outset the practical prob¬\nlem of the different approach needed in a city school as over against the\nschool serving a wide area. What activities should receive the greatest em¬\nphasis in each case? Godfrey Elliott, principal of the Oakvale, West Vir¬\nginia, public schools, has worked intimately with this problem for the past\nthree years. His conclusions should be valuable.\nREPORTING\nGODFREY\n\nThe\n\nTO\n\nTHE\n\nELLIOTT,\n\noverwhelming\n\nPUBLIC\n\nPRINCIPAL\n\nTHRU\nOF\n\nSCHOOLS,\n\nmajority of schools when\n\nMOTION\nOAKVALE,\n\nPICTURES\nW.\n\nVA.\n\nconfronted with the prob¬\n\nlem of what to tell the public via the films have turned to the “survey” type\nof film, one that attempts to give a broad general picture of the operation\nof their schools. This statement is borne out by the nationwide survey con¬\nducted for the last twro years by Hardy Finch for the National Council of\nTeachers of English. About 80 percent of the public relations films found\nin this survey were definitely of this type. Typical description comments\nare: “eight hundred feet on school activities, faculty, and board members”;\n“one thousand feet on student activities,” “scenes from nursery schools thru\njunior college.”\nNowr the survey type of film is undoubtedly valuable. In our school, we\nare inclined to credit such a film with an important part in saving our junior\nhigh-school organization during the depression. But one cannot go on turn-\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\ning out epics of the same general character indefinitely any more\n\nthan we\n\ncan continue publishing news articles on the general theme of “What Our\nSchools Do from Kindergarten to Graduation.” A choice of material in¬\nevitably becomes necessary. What shall we film? What points shall we\nemphasize ?\nA number of school systems have experimented with this problem. Typical\nis the film project carried on by the Dormont (Pennsylvania) High School\nwhere in 1937 a series of movie shorts was produced for public consumption\nthru the local theater. Subjects treated here included basketball, track, arts\nand crafts, band, school newspaper, honor pupils, the superintendent, con¬\ncerts, and cafeteria. The films were, as far as was discernible, a success. In\nspite of their success, these films were of a hit-or-miss character. The Dor¬\nmont films, as is true of our own — and, as far as we can discover, practically\nall publicity films to date — aimed to give the public what they thought it\nwanted to know, or better, what they thought it ought to want to know.\nNow what does the public want to know? Shall we feature sports or\nparent-teacher associations, extracurriculum activities or the three R’s? A\nsurvey of the literature reveals all. too little investigation into the problem.\nMost helpful is the study carried on by Belmont Farley several years ago.\nIn his survey of 5067 school patrons, Farley found that the topics in which\npatrons were most interested was headed by pupil progress and achievement,\nfollowed by methods of instruction, health of pupils, and courses of study.\nLast on the list were parent-teacher and extracurriculum activities. By way\nof contrast, a similar survey of school newspaper publicity on the West Coast\nshowed the topics to have been stressed in almost direct reverse order to that\nof parent interest.\nIt would appear that much of our newspaper publicity has been misdi¬\nrected. Movie publicity may easily follow in the same traditional channels\nif not subjected to critical analysis.\n\nPHOTOPLAY\nFRIEDA\n\nLICHTMAN,\n\nAPPRECIATION\nJULIA\n\nRICHMAN\n\nIN\n\nHIGH\n\nNEW\nSCHOOL,\n\nYORK\nNEW\n\nCITY\n\nYORK,\n\nN. Y.\n\nAs the result of in-service courses on the art of the cinema, given under\nthe direction of the Bureau of Visual Instruction of New York City, there\nhas been a notable growth in the number of courses in photoplay apprecia¬\ntion in the junior and senior high schools. In one elementary school, the\neighth-grade pupils developed a film project in which critics’ reviews and\narticles on film production were arranged in scrapbooks. Frequent oppor¬\ntunity for discussion of current films was provided, and the teacher reports\nenthusiasm of the students thruout.\nIn a junior high school, the photoplay appreciation program\n\nreceived the\n\nsupport of the parents, resulting in an organized course for seventh- and\neighth-grade pupils. Thirteen classes meet weekly to consider various aspects\nof the motion picture, including its history, problems of production, and\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nproblems of acting. The\n\nof\n\nVisual\n\nInstruction\n\n673\n\nteacher in charge has noted active participation\n\namong slow-learning pupils. A more advanced course is being contemplated.\nIn a number of the city high schools, photoplay clubs, sponsored by the\nEnglish departments, have been initiated. One of these has begun a program\nof schoolmade films, depicting school activities.\nA survey of the movie habits of the girls attending Julia Richman High\nSchool, one of New York City’s largest schools with an enrolment of 8000,\nbore out the testimony of other studies, namely, that these high-school stu¬\ndents were attending the movies on an average of once a week. Junior highschool students revealed similar movie-going habits, with 1 percent in one\nschool admitting to attendance at seven movies a week! When one considers\nthe influence of 8000 girls living in various sections of the city and the regu¬\nlarity with which they patronize the movies, a program of photoplay appre¬\nciation is justified.\nSuch a program was recently initiated in the Julia Richman High School\nunder the direction of the visual instruction department. With the coopera¬\ntion of four teachers of English and members of the library staff, students\nbecame cognizant of the worthwhileness of the film “Wuthering Heights.”\nPosters which depicted the story, casting, costuming, settings, make-up, fin¬\nishing touches, and rehearsals of the production were displayed in the school\nlibrary and in the corridors. Discussion among 400 students in English\nclasses stimulated interest in the novel and the photoplay. In one group of\nclasses pupils prepared reports on one of the following: a biography of Emily\nBronte; the novel, Wuthering Heights, by Bronte; Miracle of Harwood by\nWhite; the film, “Wuthering Heights”; the play, “Wuthering Heights.”\nThe students considered the medium or media which would best portray\nthe mood of the story.\nThe posters, prepared by the Motion Picture Producers and Distributors,\nprovided the basis for much discussion. Some of the comments on their value\nwere :\nThe pictures are very beautiful, especially the gowns. I imagine that the picture\nis very interesting, affording not only enjoyable entertainment, but opportunity to\ngaze into the mode of living a century ago. The posters have aroused my desire\nto see the picture.\nI am greatly interested in the study of cosmetics. I find the poster on make-up\nof the stars very interesting.\n\nIn one class of thirty-five girls, a full period discussion was given to the\nphotoplay and novel ; committee reports based on each of the posters included\ndiscussion of the direction of the polka by Jackie Crosby, conference re¬\nhearsals, and lighting effects to create desired moods. One girl noted the\ncontrast of Cathy’s costumes in the scenes with Heathcliff and with Edgar.\nMood was detected in the make-up of the principals. A pupil commented\nthat Cathy’s complexion in the death scene reflected solemnity and the will\nto die. They noted the moods represented in the three main sets: gaiety at\nthe Linton’s, sadness at Wuthering Heights, and adventure at the moors.\nOther questions discussed on the film, “Wuthering Heights,” were: Are\nthere any scenes in the film which could not be cut? Do you see any value\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\nin such discussion? Students agreed that organized study of current photo¬\nplays would help them to appreciate better and more serious films. They\nrecommended the production of such classics as Jane Eyre and Lorna Doone.\nAn increase in library circulation and reservations for the novel resulted\nfrom this study. Worthwhile literature can be fostered by intelligent film\nrenditions. The motion picture film is a valuable medium for the mental,\nsocial, and psychological growth of the individual. Let us guide the adoles¬\ncent in his critical evaluation and selection of photoplays. Better films will\neventually be produced.\n\nSECRETARY’S\nSan\n\nMINUTES\n\nFrancisco\n\nBusiness Session, July 5, 1939\nResolutions and other business passed during the business meeting of July 5, at\nwhich Rita Hochheimer presided, were:\n1. That a protest be made to the National Education Association regarding a\nprogram given at the general sessions in this field, in which cooperation from our\nDepartment was not solicited. It is requested that any arrangements in the future\nfor a visual education program for the general sessions of the National Education\nAssociation be made thru the Department of Visual Instruction.\n2. The following officers have been elected for 1939-40: president, J. E. Hansen,\ndirector, Bureau of Visual Instruction, University of Wisconsin, Madison, Wis. ;\nfirst vicepresident, Marian Evans, director of Visual Instruction Center, San Diego,\nCalif.; second vicepresident, Etta Schneider, associate in curriculum and teaching,\nNew York, N. Y. ; secretary-treasurer pro tern., Don C. Ellis, Teachers College,\nColumbia University, New York, N. Y. ; Executive Committee, E. Winifred Craw¬\nford, Edgar Dale, F. Dean McClusky, Charles F. Hoban, Jr., Mrs. Grace F. Ramsey,\nand Nelson Greene.\n3. The committee report, prepared by Mrs. Grace Fisher Ramsey, was recom¬\nmended for mimeographing and distribution to the members of the Department. It\ndeals with school-museum cooperation.\n4. The Committee To Cooperate with Warner Bros, in making available their\nshort subjects in 16 mm. for school use was empowered to continue its efforts.\n5. The Report of the Committee on International Relations wras read by Mr. Lindstrom, chairman. His committee was asked to continue its work on the use of films\nin foreign countries for international understanding.\n6. The Editorial Committee reported progress in the development of the first\nyearbook of the Department. The Society for Curriculum Study has appointed\nEdgar Dale to act as chairman, in collaboration with F. Dean McClusky, chairman\nfor our Department. The joint yearbook will show how visual aids can be integrated\ninto the modern curriculum.\n7. The committee working with the Sloan Foundation regarding the production\nof films on economic problems recommended that the Foundation proceed with its\nplans, and add to them a program of teacher training in the use of films for eco¬\nnomics. (Since the meeting, an Educational Film Institute, under the direction of\nSpencer Pollard, economist from Harvard,\nversity by the Sloan Foundation.)\n\nhas been established at New\n\n8. The Teacher-Training Committee has sent out a questionnaire\nnics of instruction to summer session instructors.\n9. The\n\nrevised constitution was\n\ncation for the Depar\n\ntment\n\n.\n\nYork\n\nUni¬\n\nregarding\n\ntech¬\n\npassed, and copies will be mailed to members.\n\n"}
{"page": 679, "printed_page": null, "text": "DEPARTMENT OF\nVocational Education\n\n"}
{"page": 680, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nvocational\n\nNOTE\n\neducation\n\ndustrial section at Minneapolis , Minnesota,\n\nwas\n\norganised\n\nas\n\nthe in¬\n\n1875. See proceedings,\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 was changed to the Department\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 National Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers oj the Department for the year 1939-40 are: president,\nMack Stoker, Assistant Supervisor oj Teacher Training, Bureau of Trade\nand Industrial Education, State Department of Education, Sacramento,\nCalif.; secretary, J. G. Allen, Principal, Soldiers' Orphan School, Scot¬\nland, Pa.\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 :2 22-2 34\n1881 \\239-251\n1882 -.129-172\n1883 :xiv-xvi\n1884 -.293-333\n188 5:248-274\n1886 :479-498\n1887 -.539-550\n\n1888:545-590\n\n1889 -.615-636\n\n1890:757-808\n1891:741-758\n1892:435-474\n189 3:588-614\n1894 :871-892\n189 5:718-764\n1896 -.754-790\n1897 :7 36-7 54\n\n1902:549-579\n190 3:595-664\n1904 :593-630\n1905 :557-590\n1907 :7 59-820\n1908 :7 39-798\n1909 :5 97-644\n\n1898:757-786\n1899:904-931\n\n1910:595-788\n1911 -.709-786\n1912:897-1000\n1913:553-600\n\n1900 :491-504\n1901 :646-682\n\n1914 :565-624\n1915 :8 15-846\n\n[ 676 ]\n\n1916:461-516\n1917:431-472\n191 8:249-270\n\n1929:945-972\n1930:931-954\n1931:965-994\n\n1919 :271-280\n1920 :269-270\n\n1932 -.801-816\n\n1921:851-858\n1922:1465-1480\n1923:1025:1050\n1924 -.987-1014\n\n1925:872-912\n1926 :965-996\n1927 :97 1-1006\n1928 -.971-1004\n\n19 33:797-806\n1934:789-798\n1935 -.727-734\n1936 :621-628\n\n1937:669-676\n1938:609-618\n\n"}
{"page": 681, "printed_page": null, "text": "CLEVELAND\nPROGRESS\nJ. C. WRIGHT,\n\nIN\n\nASSISTANT\nOFFICE\n\nOF\n\nMEETING\n\nVOCATIONAL\nCOMMISSIONER\n\nEDUCATION,\n\nFOR\n\nEDUCATION\nVOCATIONAL\n\nWASHINGTON,\n\nEDUCATION,\n\nD. C.\n\nEnrolments\nvocational\nclassesgrantscarried\nin ofsecondary\nschools in theinUnited\nStates education\nunder federal\nat theonclose\nthe last\nfiscal year totalled 1,810,150. This enrolment, which is 313,000 greater than\nfor the previous year, includes 461,000 persons receiving instruction in voca¬\ntional classes in agriculture; 686,000 taking training in trade and industrial\nclasses; 627,000 attending home economics classes; and 36,000 in classes\nfor those engaged in the distributive occupations.\nThe comparatively small enrolment in classes organized for instruction\nof those engaged in the distributive occupations — occupations involved in the\ndistribution of farm and manufactured products from the producer to the\nconsumer — is because federally aided classes in this field are reimbursed\nfrom funds authorized under the George-Deen Act which did not become\noperative until the beginning of the last fiscal year. Approximately 8,500,000\npersons are employed in various capacities in these occupations; each year\napproximately 150,000 youths from eighteen to nineteen years of age find\ntheir first employment in these fields; and in addition, 130,000 workers be¬\ntween the ages of twenty and twenty-four enter the distributive occupations\nfrom other fields of employment.\nThe rate of business failures among retailers is unusually high due to\nlack of training on the part of personnel and failure on the part of owners\nand managers to apply sound principles in the operation of their businesses.\nLess than 10 percent of those who enter the field of retailing each year suc¬\nceed and somewhat less than 50 percent of those who embark in retailing\nare merely able to hold their own. Operating costs of department stores and\nother general merchandising establishments have increased approximately\n50 percent since the turn of the century, that is, from 24 to 36 percent of\nsales. There is widespread interest in vocational education in the distributive\noccupations on the part of trade and business associations representing dis¬\ntributive workers, chambers of commerce, and of leaders in the field of\nbusiness education.\nUnder the national vocational education act states are required to match\nfederal funds allocated for vocational education dollar for dollar, but last\nyear the states as a whole spent from their own funds for vocational educa¬\ntion of all types, $1.54 for every dollar of federal money. In the field of\nindustrial education the states as a whole spent $2 of state money for every\ndollar of federal money.\nThere is a tendency on the part of home economics and agricultural teach¬\ners in secondary schools in rural communities to set up cooperative programs\nof training having for their objective improvements on the farm, in the\nfarm home, and in the community.\n[ 677 ]\n\n"}
{"page": 682, "printed_page": null, "text": "678\n\nNational\n\nEducation\n\nAssociation\n\nThere is increased interest in the development of training for those en¬\ngaged in public service occupations — police officers, public health nurses,\nfiremen, tax assessors, inspectors of weights and measures, food inspectors,\nand others. Special provision for this was made under the terms of the\nGeorge-Deen Act.\nOf interest is the program of vocational rehabilitation carried on under\nthe federal vocational rehabilitation act of 1920. This act provides for the\nuse by the states of federal funds for the rehabilitation of persons disabled\nthru sickness, injury, or congenital causes, and places them in self-supporting\nemployment, and is administered by the Office of Education. Under the\nfederal legislation, rehabilitation of the disabled person is accomplished by\nrestoring him physically, training him for employment suitable to his handi¬\ncap, placing him in employment either independently or in an industrial or\nother establishment, and following him up until his permanent employment\nis assured.\nMore than 9800 disabled persons were prepared for and placed in remun¬\nerative employment last year in forty-six states, Hawaii, Puerto Rico, and\nthe District of Columbia, under the program of vocational rehabilitation\npromoted thru federal grants. In addition, 47,843 disabled persons were in\nprocess of rehabilitation at the end of the year. Vocational rehabilitation is\ncarried out on an individual or case basis rather than upon a mass basis.\nVocational rehabilitation of an individual may take from a few days to three\nyears or more. The average cost of rehabilitating a disabled person is $300,\nwhereas the average cost of maintaining a disabled person as a public charge\nranges from $300 to $500 annually.\nNEW\n\nMARY\n\nDEVELOPMENTS\nIN HOME\nEDUCATION\n\nBEEMAN,\n\nBALL\n\nSTATE\n\nTEACHERS\n\nECONOMICS\n\nCOLLEGE,\n\nMUNCIE,\n\nIND.\n\nFrom time to time, as groups of intelligent, thinking people come to¬\ngether, they focus their attention on new developments. This is a very healthy\nattitude because it means that we are critically analyzing our position,\nevaluating the growth made, and recognizing that there is a job ahead, one\nthat needs concentration of effort and forces to keep on developing.\nThe Lyndes have pointed out in Middletown in Transition that the “finer\nthings of life are not all in the future, but are supported by us here and\nnow.” The support of home economics education has reached that stage of\ndevelopment where emphasis is placed upon social values rather than upon\ntechnical values, where the development of the individual means an aware¬\nness of his drives and the factors that inhibit or promote his growth. One\nof the most significant marks of progress is a realization that we must work\nwith the child, learn his interests, help him to analyze his needs, and plan\nmeans for meeting them.\nA second factor that is changing the program for this individual is the\ncurriculum which, if offered to provide rich experiences, will permit an\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n679\n\nEducation\n\nunderstanding of and means for solving current problems. This means\nthe child must have a part in planning his program of learning.\n\nthat\n\nAnother major concern of home economics today is the use of investiga¬\ntions and research in helping to determine what has been learned and the\ndirection to take. One of the more recent developments in the use of studies\nhas been to use the findings as guides to teachers to build their own programs\nfor each particular school and community. This guide is planned to stimulate\nthe teacher to a critical analysis and evaluation of his own philosophy of\neducation, followed by helps in determining “persistent problems” of the\nchild and suggestions on how to build a program. To help the child develop\na feeling for home calls for a more homelike plant and equipment in which\nto work. One school is now in the process of providing housing thru one\nlarge planning room and * around this smaller rooms for carrying out in¬\ndividual- and group-planned experiences.\nWe have been able to present here only a few of the factors at work in\nproviding for the individual at all levels of his training opportunity for the\nconsideration of the far-reaching modifications of the home which are oc¬\ncurring in our American way of living. That education for home and family\nliving aims at providing the child with means for an attack upon his prob¬\nlems and not to impose upon him their solutions, which can only at the best\nbe a relative matter.\nPART-TIME\nNINA\n\nCLOVER,\n\nCOOPERATIVE\n\nASSISTANT\n\nDISTRIBUTIVE\n\nSTATE\n\nEDUCATION,\n\nEDUCATION,\n\nCLASSES\n\nSUPERVISOR\nSTATE\n\nSTILLWATER,\n\nIN\n\nCHARGE\n\nDEPARTMENT\n\nOF\n\nOF\n\nOKLA.\n\nThe introduction of cooperative retail selling into public secondary\nschools and its further expansion is one of the most progressive attempts in\nvocational education to coordinate educational theory and actual working\npractices. The purpose of these courses is to enable junior and senior highschool students to become acquainted with actual selling in retail stores\nat the time they are studying retail selling and related subjects.\nThe cooperative plan has many advantages from the employer’s point of\nview. It provides him with extra help during the noon hour, on Saturdays,\nand on special sales days. The cost of training is lowered because of the\ninstructional material given in the direct related class, which is retail selling.\nIn selecting these new employees, he has the help of teachers, of vocational\ncounselors, high-school principals, the dean of boys and the dean of girls,\nand last but certainly not least, of the cumulative high-school records. In\nthis way the employment manager may select only those who have good\nscholastic and personality records, who have ability and willingness to learn,\nand who\nligations.\n\nhave a sense of responsibility both to the school and store ob¬\n\nThe cost of training these new employees is lessened because the funda¬\nmental principals of selling and related subjects are given in the classroom\n\n"}
{"page": 684, "printed_page": null, "text": "680\n\nNational\n\nby a special instructor who\n\nEducation\n\nAssociation\n\nhas thoroly studied the subject and who\n\nhas\n\nhad from two to eight years’ practical experience. These students, having\ncompleted one or two years of high school, are at a receptive age. Having\nhad little experience in selling, it is comparatively easy for the employer\nto teach them his methods. Since this is definitely a training program, a\nplanned schedule of processes is given the employer so that he too may\nbecome an educator in his own store. Having taught them the store policies\nand methods of merchandising during their apprenticeship he now has in his\norganization excellent promotional material.\nThe greatest advantage which a student derives from this course is\nthe opportunity to work on a job under favorable conditions. Students are\ngiven such beneficial training that most of them become interested in some\nphase of retailing and many are advanced and placed on the regular pay\nroll. Another advantage is that of early association with people; still an¬\nother, the excellent opportunity for gaining merchandise information,\nwhich will prove a valuable asset in their later business activities. The\npupils acquire a sense of self-reliance and self-confidence from successfully\nfulfilling store and school obligations. While taking this training reason¬\nable compensation is received by the student which often enables him to\nfinish high school. Credit is given upon satisfactory completion of the course.\nPREPARATION\n\nJACK\n\nMILLIGAN,\nOF\n\nCONTROL\n\nOF TEACHERS\nFOR DISTRIBUTIVE\nEDUCATION\nCLASSES\n\nCHIEF,\nFOR\n\nBUSINESS\n\nVOCATIONAL\n\nEDUCATION\nEDUCATION,\n\nDIVISION,\nLANSING,\n\nSTATE\n\nBOARD\n\nMICH.\n\nThe success of the distributive education program is in direct relation to\nthe personnel whose function it is to perform the teaching job. This, too,\nresults in the greatest problem in the field, which is that of securing such\na personnel.\nContrary to the concepts of a great number of individuals who witnessed\nbeginnings of this program and who foresaw a great deal of training on\nthe secondary-school level, we find that the largest portion of training must\nbe conducted in the adult field. Teachers in the adult field will be, pri¬\nmarily, distributive workers who spend part time in the teaching field. In\norder to prepare these individuals adequately for the teaching job, it is\nnecessary to use the following procedure:\n1. Organize intensive conference training groups wherein methods of instruction,\nphilosophy of distributive education, and course material surveys are discussed\n2. Individual contact work by state and local supervisors\n3. Frequent state and local conferences of these teachers.\n\nTeachers for the cooperative program may be secured from among the\ngroup of people who have already graduated from schools of retailing,\nor from among those teachers who can present the basic practical experi¬\nence qualifications. Teacher-training plans for distributive education must\nbe arranged in such a manner that we do not overload the field.\n\n"}
{"page": 685, "printed_page": null, "text": "Department\n\nA\nHARRY\n\nA.\n\nNATIONAL\nJAGER,\n\nSERVICE,\n\nU.\n\nof\n\nVocational\n\nVIEWPOINT\n\nCHIEF,\n\nON\n\nOCCUPATIONAL\n\nS. OFFICE\n\nOF\n\nEducation\n\nGUIDANCE\n\nINFORMATION\n\nEDUCATION,\n\n681\n\nAND\n\nWASHINGTON,\n\nGUIDANCE\nD. C.\n\nA scarcity of jobs has focused the attention of the whole country on the\nyouth who are out of school and out of work. They are an army to which\nadditions are made at the rate of nearly three quarters of a million annually.\nWhat are our public schools offering these young people in the way of\nopportunity to equip themselves with the knowledge and skills necessary\nto secure a job? Even more, what are our schools doing to give these young\npeople a knowledge of the world of occupations and to actively make a\nconnection between the school and such of these occupations as pupils may\nhave a chance to occupy?\nEvery recent inquiry into public school activities has pointed out the\nnecessity for strengthening the guidance and placement activities of our\nschools. The report of the Regents’ Inquiry in New York State says that\nonly in the specialized vocational schools can a boy or girl be reasonably\nsure that he gets a chance for employment after he completes his secondaryschool program. Nine-tenths of the academic high schools assume no active\nconcern for their pupils’ vocational adjustment when they leave school.\nCan we afford to continue lengthening the “in-school” period of our\nyouth without at the same time making some provision for their prepara¬\ntion for and placement in a suitable job when they are thru school?\nOur educational system must be replanned to meet the needs of modern\nlife. In this replanning due recognition must be given to the need for\ngiving as definite help to those who are going to work as to those who\nare going to college. The selection of a job, preparation for that job, and\nsecuring it are as important to some pupils as selection of a college, prepa¬\nration for that college, and entrance into it are to other pupils. This may\nnot be so much a question of additional costs as a question of change of view¬\npoint and emphasis.\nWork opportunities are not confined to the professions and the skilled\ntrades. The general high school should make as careful a study of the re¬\nquirements of these other work opportunities as the vocational schools\nhave of the skilled trades and should also make similar provisions for\nplacement.\n\nSAN\nA\n\nWORTH\n\nFRANCISCO\n\nMEETING\n\nCOMMUNITY\nPROGRAM\nOF VOCATIONAL\nEDUCATION\nIN OPERATION\nMC\n\nCLURE,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSEATTLE,\n\nWASH.\n\nVocational education belongs at the postgraduate level. It should not be\nexpected to be a substitute for high-school experience. Neither is it a panacea\nfor unemployment. Every school system has a responsibility to meet the\n\n"}
{"page": 686, "printed_page": null, "text": "National\n\n682\n\nEducation\n\nAssociation\n\nneeds of all of its youth and should not hesitate to adapt curriculums\n\nand\n\norganization in the interests of those needs. The Seattle policy of voca¬\ntional education is selective so far as the skilled trades are concerned.\nThe board proposes to provide only those vocational offerings which can\nmeet local employment requirements as demonstrated thru careful surveys\nof occupational needs. The board does not propose to train in excess of the\nemployment market. Preliminary surveys are made by the school staff.\nAdvisory committees representing both employers and labor aid in these\nsurveys, and each occupational course after its establishment retains its\nadvisory committee for consultation purposes. In view of the relatively ex¬\npensive character of vocational education, only those students are accepted\nwhose aptitudes are regarded as sufficient to justify the investment of their\ntime and the public’s money. Thus, the high-school general commercial\nand industrial offerings have become a means of exploration and selection\nand are serviceable to high-school counselors in advisement\ndation.\n\nand recommen¬\n\n-The most important new development in the Seattle occupational ad¬\njustment program is the agreement for a cooperative junior placement\nservice. One purpose of the service is that of providing a center where\nyouth between the ages of fifteen and twenty-two years may secure in¬\nformation, counsel, and assistance on problems relating to leaving school,\nvocational training, entrance into employment, and progress in a chosen\noccupation. Another purpose is that of assisting the schools by providing\ninformation for use in the adjustment of their curriculums with relation\nto conditions of employment and encouraging the development of voca¬\ntional guidance and vocational training in line with employment needs\nand opportunities so that such training may be available to those who\nneed and are qualified for it.\nPlacement is an essential part of any occupational adjustment program.\nThru it the schools have a check on the effectiveness of their occupational\ninstruction. Thru it in turn they receive an accurate reflection of the busi¬\nness and employment opportunities which are actually open to the products\nof the schools.\nOccupational adjustment is being viewed in Seattle as a vital phase of\nthe whole educational program and not as a separate picture. Seattle does\nnot subscribe to the belief that educational service should be confined to\nthe mere polishing of the intellect. Those who still adhere to this doctrine\nshould know more about the problems of modern youth in order that they\nmay sense the significance to American democracy of the answers American\neducation shall make in this generation.\nINDUSTRY’S\nHOWARD\n\nC. WELLS,\n\nRESPONSIBILITY\nDIRECTOR\nINC.,\n\nSAN\n\nOF\n\nFOR\n\nPERSONNEL,\n\nFRANCISCO,\n\nTRAINING\n\nPARAFFINE\n\nCOMPANIES,\n\nCALIF.\n\nAs early as the Babylonian Code of Hammurabi (2100 B.C.) appren¬\nticeship commanded state attention. The institution survives even today,\n\n"}
{"page": 687, "printed_page": null, "text": "Department\n\nof Vocational\n\n683\n\nEducation\n\ntho in a somewhat different form, as part of the European system of\nindustrial education and thru collective agreements between organized\nemployers and workers in some industries in the United States.\nTechnically, the system was suited to an industry based upon crafts.\nThe economy of indenturing a youth to a master and of a subsequent\nperiod of journeyman wandering and contact with other masters derived\nfrom two primary facts: that power in processing was essentially human\npower. Apprenticeship as a general and exclusive system of adjustment of\nyouth to livelihood activities lost its social usefulness when science and\ninvention discovered how to use other sources of power than human\nmuscles. Apprenticeship began to decline and apprenticeship legislation\nwas gradually repealed in order to render more simple the acquisition of\nlabor by the rapidly developing factory industries.\nIn the nineteenth century in the United States educators became in¬\nterested in the part that industrial education should play in preparing\nstudents for life. As a result of the interest of the various groups, provision\nfor industrial education in publicly-supported schools was made by a\ndozen states, and in 1917 the federal government put its support by the\npassage of the Smith-Hughes Act, which establishes a federal board for\nvocational education. Along with the government interest, private trade\nschools have come into being, and since 1882 an increasing number of large\nindustries are conducting schools to train their employees.\nTraining for foremen deserves special consideration because of the\nchanging character of the foreman’s job. Formerly, in large plants, and\neven now in small plants, the foreman was required to fix rates and costs,\nsupervise machine installation and repair, hire workers, keep production\nrecords, inspect the work, train new employees, and secure the required\noutput.\nNow that large plants have become functionalized by setting up depart¬\nments to carry on various activities, the foreman, with less work in detailed\noperations, has taken on the more important job of coordination and leader¬\nship — industrial relations is probably the most important part of the fore¬\nman’s job today.\nThe\nTHE\n\ntraining of foremen\nCALIFORNIA\n\nJOHN\n\nC.\n\nBESWICK,\n\nEDUCATION,\n\nis undoubtedly\n\nindustry’s biggest job today.\n\nPLAN FOR TRADE\nEDUCATION\nCHIEF,\n\nBUREAU\n\nCALIFORNIA\n\nEDUCATION,\n\nOF\n\nSTATE\n\nTRADE\n\nAND\n\nDEPARTMENT\n\nSACRAMENTO,\n\nIn order to meet basic economic\n\nAND\n\nINDUSTRIAL\n\nINDUSTRIAL\nOF\n\nCALIF.\n\nneeds of the individual and of society,\n\nwhich are essential to the state’s prosperity and stability, it is essential that\nindividuals be prepared for gainful employment in trade and industrial\npursuits and that persons already employed be upgraded in their specific\nskills and occupations for the stabilization of employment.\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nTo\n\nNational\n\nEducation\n\nAssociation\n\nestablish the most efficient trade and industrial education programs\n\neach community’s individual needs must be studied and determined. That\ncan only be done thru organized surveys conducted thru the local public\nschools, employer groups and employee groups, and such other agencies\nas may be concerned or interested with a view to determining training\nneeds.\nThe federal and state vocational education acts provide appropriations\nwhich may be used to reimburse local school districts for part payment\nof the salaries of directors, supervisors, coordinators, and teachers in voca¬\ntional programs and for specific services in the field of research and surveys.\nFederal and state vocational education funds are apportioned to school dis¬\ntricts for the purpose of promoting and developing trade and industrial\neducation programs to meet community needs and not merely for the pur¬\npose of lessening the financial burden of the districts. Therefore, because\nthere is a need for an expanded program in new trade and industrial fields\nin local communities, such as training for the fire service, training for\npolice service, in-service training for public service, and apprentice training\nfor new industries that are developing, it may become advisable to dis¬\ncontinue reimbursement to local communities for specific programs or\nclasses which may have been successfully maintained over a period of years\non a reimbursement basis.\nPrograms and classes in the field of trade and industrial education which\nmay be organized in local school districts, and for which reimbursement\nfrom the vocational education funds may be anticipated, if maintained in\naccordance with the provisions of the California Plan for Trade and In¬\ndustrial Education, include trade extension classes and preapprentice train¬\ning programs.\nPrograms and classes in the field of trade and industrial education to\nmeet the requirements of the California Plan for Trade and Industrial\nEducation must provide trade or manipulative instruction, trade technical\ninstruction, and related technical instruction. By manipulative instruction is\nmeant actual instruction in the skills and practices of the trade. Trade\ntechnical instruction is instruction that will equip the learner with the\nnecessary specific technical knowledge, designated as trade knowledge. Re¬\nlated technical instruction is instruction in subjects that will give the learner\nadditional technical or manipulative experience not absolutely required by\nthe ordinary worker in the trade or occupation but considered an addi¬\ntional asset to the learner. All such instruction must be of less-than-college\ngrade and should be offered primarily to those who would best benefit by\nsuch instruction ; that is, normal, intelligent, physically fit individuals.\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nVOCATIONAL\n\nBENJAMIN\n\nof\n\nVocational\n\nEDUCATION\nAND\nAGENCIES\n\nE. MALLARY,\n\nLECTURER\n\nCALIFORNIA,\n\nIN\n\nTHE\n\nCOMMUNITY\n\nEDUCATION,\n\nBERKELEY,\n\n685\n\nEducation\n\nUNIVERSITY\n\nOF\n\nCALIF.\n\nThe National Education Association is only one of many nationwide\norganizations concerned with the problem of social security. If we multiply\nthat concern by ten, by a hundred, or by a thousand, and if that deep\nconcern in turn be interpreted into action, would it by the simple social\nprocess of adding the efforts independently total up to national security?\nThis to' my mind is the fundamental policy of rugged individualism. I con¬\ntend that no matter how sincere the individualist may be or how rugged and\nefficient his efforts, adding these well-meaning brethren all together is more\napt to give us a negative rather than a plus social quantity.\nI have been very much interested in a trend which is taking place during\nthe last two or three decades. This trend may be observed by reading the\nspeeches at national conventions and the literature published in the various\nareas of our applied social sciences. Let us take three words: cooperate,\ncoordinate, and integrate. It should be obvious that the word “cooperate”\nmeans to work with and the word “coordinate” means to work together\nin an orderly way, yet I contend that our major problem of economic\nsecurity cannot be solved by all of us working simply with each other or\ntogether. The problem of interrelationship of functioning parts of an organ¬\nization is not a problem of with or together but involves an intricate inter¬\nfunctioning, the object of which is for the whole organization to act as a\nwell-knit or integrated unit. This means that we must approach the problem\nof vocational education, employment, and economic security as a community\nproblem, in broader areas a state problem, and in turn a national problem\nand perhaps an international problem.\nWhen the leaders in the field of vocational education sit down with the\nrepresentatives of the other socially functioning agencies of the community,\nstate, or nation they attempt to see the problem as a whole, work out a\nsolution in terms of the problem as a whole, not in terms of existing\nagencies and their present function, but in terms of the work to be done,\nindependent of who is to do it. The next step would be to find out what\nagency or institution could best perform the function, then to assign defi¬\nnitely to that agency that function clearly defined. The next step would\nbe to work out the way the agencies would work as a unit in solving the\nunique, specific, and definite problems of youth and other citizens whose\neconomic status must be made secure. In addition to solving the social\nproblem of economic security thru one of the specialized functions, that\nis, vocational education, we vocational educators have the other problem,\nperhaps the more important one, of learning to take part in a united attack\nunder a unified command.\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNational\n\nA PROGRAM\nS. D.\n\nEducation\n\nOF JOB-FINDING\n\nBENBOW,\n\nAssociation\n\nSTUDENT\n\nAND\n\nASSISTANT\n\nDIRECTOR,\n\nOAKLAND\n\nSCHOOLS,\n\nOAKLAND,\n\nCALIF.\n\nThe Oakland public schools are committed\n\nPLACEMENT\nVOCATIONAL\n\nto the policy of actively helping\n\nhigh-school graduates find jobs. Our job-finding activities fall in two\ngroups — direct placement activities and indirect placement activities. Direct\nplacement activities are carried on by placement agents and instructors in the\nOakland public schools so assigned.\nThe Merritt Business School’s placement record for the past few years\nis as follows: 1934-35 — 1322 placements; 1935-36 — 1663 placements;\n1936-37 — 2619 placements; and 1937-38 — 1702 placements. These place¬\nments were made by instructors with a part of their time assigned to place¬\nment work, the total assigned time being eqivalent to one and one-half teach¬\ning positions.\nThe Central Trade School’s placement record for the past few years\nis: 1934-35 — 374 placements; 1935-36 — 529 placements; 1936-37 — 697\nplacements; and 1937-38 — 602 placements. Trade placements are effected\nby the individual instructors, who spend part of one day every two weeks\nin the field.\nIn the high schools part of the responsibility of viceprincipals is to assist\nin the placement of the students. The record for the high schools for the\npast few years has been: 1934-35 — 218 placements; 1935-36 — 316 place¬\nments; 1936-37 — 456 placements; and 1937-38 — 276 placements.\nEach semester representatives of the California State Employment Ser¬\nvice tour the high schools and take employment applications of all grad¬\nuating seniors who expect to seek employment upon graduation. During\n1937 they placed 1167 youths in the sixteen- to twenty-year age range;\nin 1938 the figure was 761 ; for the first four months of 1939 it was 324.\nIndirect placement activities are along two lines. The first is occupational\nfilms. Five moving pictures have been produced to date by the visual\ndepartment of the Oakland public schools. The second is occupational\npamphlets. Two hundred and sixty-five thousand occupational pamphlets\nhave been printed for use in the senior high schools on forty-eight different\nsubjects. There are two types of pamphlets — occupational briefs and oc¬\ncupational bulletins.\nCURRICULUM\nRICHARD\n\nE.\n\nVALUES\n\nRUTLEDGE,\n\nIN\n\nVOCATIONAL\n\nDIRECTOR,\nOAKLAND,\n\nOAKLAND\n\nEDUCATION\n\nVOCATIONAL\n\nSCHOOLS,\n\nCALIF.\n\nIn the secondary-school curriculum changes of the greatest magnitude are\nin process of accomplishment. We know that in the industrial centers\nthere is a movement toward all youth being forced out of employment and\npresumably into high school. Most teachers naturally teach what they have\ntaught and in about the same\n\nmanner.\n\nDesigned\n\nfor the 5 to 10 per-\n\n"}
{"page": 691, "printed_page": null, "text": "Department\n\ncent who\n\nof\n\nVocational\n\n687\n\nEducation\n\nexpected to enter the professions, the high schools have added\n\na few activities and diluted the academic work so that probably 30 per¬\ncent of the students are fairly well satisfied with a program which meets\ncollege entrance requirements. For the remaining 70 percent the curriculum\nadjustment recently offered has been a continuous pushing out of school\nor an attempt to train for a vocation.\nFor most of the 70 percent this was no solution for two reasons: (a) For\nmost vocations no need for specific school training has been demonstrated,\n(b) The so-called vocational work was as academic as the languages and\ncollege preparatory mathematics.\nThe advancing age of employment is removing many vocational courses\nto the post high-school level. This is a blessing for it gives to the adminis¬\ntrator facilities for shopwork for many students without the necessity of\ngiving job preparation. The high school is taking over the objectives of the\njunior high school with great success. The vocational type of shop becomes\na general shop in this new movement just as the commercial department\nbecomes general training for consumers.\nLittle time need be spent on the values of the industrial arts program\nin the high school and college. All concede its valuable contributions. The\ngeneral courses in industrial arts, homemaking, and commercial subjects\ndo not solve the whole high-school curriculum problem. There are many\nyouths whose whole beings resent the confinement of school. I question the\nfitness of vocational education for any youth who enrols at his parents’\ninsistence. The real vocational students, such as the farm youth who is and\nlikes to be a farmer or the unemployed girl who has a definite promise of\nwork as soon as she can type acceptably, are different persons from those\nwho go to school thru compulsion or to escape from homework or aimless\nactivities in public playgrounds.\nIn the field of guidance, vocational education makes its greatest contri¬\nbution to the general school program. Since in after-school life persons shift\nfrom one type of work to another in search of vocational and economic\nadjustment so the school must offer opportunities for youth to discover\nits interests and abilities.\nIt is on the adult level that vocational education can show its full values\nto the community.\n\nIt can expand to meet new\n\ncommunity\n\ndemands.\n\nIt can\n\noffer training for the beginning job for beginners and extension and ap¬\nprenticeship training for wage-earners. Its courses, often short units, meet\nspecific needs, and its objective is to meet these needs with the least possible\nexpenditure of time by the student and of funds by the public.\n\n"}
{"page": 692, "printed_page": null, "text": "r\n\n*\n\n"}
{"page": 693, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n"}
{"page": 694, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nworld\n\ni'ederation\n\nof\n\neducation\n\nNOTE\n\nassociations\n\nwas\n\nthe outgrowth\n\nof a World Conference on Education which was called by the Committee\non Foreign Relations of the National Education Association to meet at\nSan Francisco in July 1923. The first biennial meeting of the World\nFederation of Education Associations was held in Edinburgh , Scotland,\nin July 1925. The second biennial conference was held in Toronto,\nCanada, in August 1927. The third conference was held in Geneva,\nSwitzerland, August 1929 ; the fourth conference took place in August\n1931, 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 year 1939-40 are: president, Paul Monroe,\nGarrison-on-Hudson, N. Y .; secretary-general, JJ el W. Lamkin, Presi¬\ndent, Northwest Missouri State Teachers College, 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\n192 3:106, 402-424\n1924 : 272-274\n1925 -.913-927\n1926 -.997-1004\n\n1927:1007-1016\n1928 -.1005-1012\n\n1929:975 -988\n1951:985 -994\n1933:807 -814\n1934:799\n\n[ 690 ]\n\n-800\n\n1935:735-742\n1936:629-630\n1937:677-678\n1938:647-650\n\n"}
{"page": 695, "printed_page": null, "text": "THE\nPAUL\n\nMONROE,\n\n1939 WORLD\n\nFEDERATION\n\nGARRISON-ON-HUDSON,\nN.\nFEDERATION\n\nCRUISE\n\nY., PRESIDENT\n\nOF\n\nTHE\n\nWORLD\n\nThe world federation of education associations held its goodwill\n\ntour to Latin America, July 6 to August 28, 1939. While we had\nexpected to hold our Eighth Biennial Conference in Rio de Janeiro August\n6 to 11, because of unsettled political conditions in Europe which had\naffected conditions in Latin America it seemed best not to hold the Con¬\nference and the Brazilian authorities requested its postponement which was\ngranted.\nHowever, since the steamer “Rotterdam” had been chartered and many\ntickets sold to American and Canadian teachers, and since the idea of the\ngoodwill tour was just as pertinent and desirable as it had been originally,\nthis part of the plan was carried out.\nThe cruise made calls at fifteen different ports. In most of them we\nvisited schools. However, the schools at Caribbean ports were not in session.\nUnfortunately, this was true of practically all of the English colonies which\nwe visited — Nassau, Jamaica, Barbados, and Trinidad, and of the Dutch\ncolony of Curacao. It was instructive to find in nearly all of the cities visited\nthat they had advance schools either of an experimental or of a demonstra¬\ntion nature which were quite as excellent as anything of the kind which we\nhave at home.\nWhile the original program which had been formulated for the meeting\nin Brazil and which had involved the representatives of many nations was\nnecessarily laid aside, all of the nineteen sections of the organization were\norganized and all except two of them had full programs involving one\nsession on the steamer between Rio and Puerto Rico and one session in\nPuerto Rico. Several of the sections held a third session on the steamer be¬\ntween Puerto Rico and New York, but one evening meeting was held in\nPuerto Rico.\nHowever, at each of the capitals which we visited addresses of welcome\nwere given either at a general meeting or at a dinner so that in place of one\ngeneral session devoted to addresses there were several.\nThe following impromptu remarks made by the leader of the North\nAmerican group, the president of the Federation at the Industrial School in\nMontevideo, will give some idea of the character of these general meetings\nand of the composition of the audience to which the remarks were addressed :\nThere are two points I would like to dwell on. The first one is addressed largely\nto our colleagues here to greet us and the second addressed largely to my own\ncolleagues from the North. The first point has to do with the purpose of the World\nFederation of Education Associations and the purpose of this cruise. We all sub¬\nscribe to the idea that disarmament of the mind must precede disarmament of the\nnations. We are all interested in this process of disarmament since the major pur¬\npose of the World Federation is to promote international understanding and thus\ninternational peace, and we realize that the disarmament of the mind is a task for\nthe teachers of the various countries of the world. One of the first steps in the\ndisarmament of the mind is to have the individual recognize that individuals of\n\nI 691 ]\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nother races or of other nationalities are neither better nor worse than he, but\ndifferent. The recognition of the fact that there can be many excellencies in national\ncharacter is one of the first steps toward the establishment of a world citizenship.\nThis recognition should be all the easier here in the Americas since the com¬\nposition of our body politic is made up of so varied a selection of representatives\nfrom various European nations. Each of these national groups has its own cultural\nachievements and cultural expressions and thus all can contribute to that complexity\nwhich we call our own culture and each becomes the very fabric of civilization.\nWe of the Americas are in a better position to realize this than are the people\nof any of the countries from which our various elements of population come. Con¬\nsequently, it is incumbent upon us to take the leadership in emphasizing the idea\nof world citizenship and of a common culture in which we all participate.\nBut this recognition of a world citizenship and of a universal culture is one for\nfairly remote realization and depends largely upon the inculcation of this idea\nin our pupils but the world will hardly await the development of such an idea.\nWe need something which is more immediately within our grasp so the members\nof the World Federation of Education Associations have also been emphasizing the\nimportance of personal acquaintance and personal contact among the teachers, for\nupon this personal acquaintance is based a better understanding between the\nrepresentatives of different nations or different races and upon that acquaintance¬\nship can be based a better understanding and a greater goodwill. This is an ideal\nimmediately attainable. It is for this purpose that we have participated in this\ngoodwill tour, to become better acquainted with our South American neighbors, our\nfellow teachers, and to acquire some firsthand acquaintance with the culture which\nthey have evolved. Therefore, we are among you today as visitors who have enjoyed\nevery expression of your cultural interests and of your educational endeavors.\nThe second point which I wish to emphasize is addressed to my own colleagues\nof this goodwill tour. I wonder if you could realize the importance of these schools\nwhich you have visited yesterday at Buenos Aires and today at Montevideo. Our\nboast at home is that our schools are the chief instruments of democracy; that in\nthem all of the children of all classes in society are educated together and are thus\nfused into a common democracy. But we would remember that in Canada there is\na very large minority, the French Canadian, different in culture and in language\nand in religion from the majority and that they have separate schools. In the\nUnited States, we would recognize that we have a still larger minority, the Negroes,\ndifferent in race and culture, and for them also, in most parts of the country, there\nexists a separate system of schools. To the extent that there exists these minorities,\nwe fail to attain complete democracy thru our schools. Even in Europe during the\nyears since the World\nocratic school.\n\nWar\n\nthere have been strivings after such a universal\n\ndem¬\n\nHere in Uruguay, as also in Argentina, countries which formed their educational\nsystem very largely on the model which we had worked out ourselves in the North,\nyou have the clearest attainment of this ideal of a universal school that is attained\nin any country in the world. There are no racial minorities in these countries.\nThere are no cultural minorities of any marked characteristics. For the most part\nall of the children attend these public schools and you find the nearest approach\nto the ideal that you will find in any of these countries.\n\nAt Rio our first entertainment consisted of special exercises in the School\nof the United States where a most elaborate program of songs and calis¬\nthenics by the children were greatly enjoyed by the visiting teachers. In the\nafternoon a reception was given by the minister of education. On this occa¬\nsion the minister of education made an address and an honorary degree\nwas conferred by the rector of the University of Brazil on the president of\nthe Federation.\n\n"}
{"page": 697, "printed_page": null, "text": "World\n\nFederation\n\nof\n\nEducation\n\nAssociations\n\n693\n\nAnother enjoyable. event was the reception of the entire body of teachers\nat the Grand Prix of the Annual Races of the National Jockey Club. The\nfollowing afternoon, the group was entertained in the Botanical Gardens at\na reception given by the minister of agriculture.\nIn the afternoon, the minister of foreign affairs, Oswaldo Aranha, thru\nwhom the original invitation had been extended, gave an elaborate reception\nto the visiting teachers. At this reception the minister of foreign affairs gave\nthe following address of welcome :\nWe receive you with much pleasure because you belong to the American family\nand also because you are educators. It is profoundly sad for us that the congress that\nshould have been held in this city had to be postponed because of international\ntrouble at this moment and its repercussion in Brazil.\nThere is nothing more important today than education. The greatest under¬\ntaking of our civilization is to humanize man, in order to give him greater soli¬\ndarity toward everything that is human. The meaning of the social sciences and\nthe arts thus becomes, gradually, an object of repercussion among statesmen, think¬\ners, and men of all social spheres. Thought dominated nature thru science, and\nnow, for the first time, it is trying to govern the relations between men, in order\nto make life richer and better.\nIn this era of social organization, the work of the educator is of the greatest\nimportance. Only thru the process of education can social habits be rectified, for\ncollective experience has proved that human existence becomes fuller and richer\nthru education.\nEducation is a life process and should not terminate with youth. It does not\nconsist in the preparation of man to carry on certain functions in life; rather,\neducation should help develop individuality to the fullest, making use of all the\npossibilities of growth and making the individual capable of future education.\nAnother aspect of modern pedagogy is that mind and sensibility must travel in\nparallel lines. It is not enough to store up abstract knowledge; we must connect\nknowledge with human sensibility. Thus, education embraces all forms of thought\nactivity.\nAmerican civilization, in the beginning characterized by its constant preoccupation\nwith human interest, has been transformed into a pioneer of this modern conception\nof education. Some of your greatest philosophers were educators also.\nThus, America has attained the ideal for which she fought — to create a new\nsystem where intellect and sentiment are correlated, all the while cultivating all\nhuman values and always aspiring to better things. This common conception of\nlife and of aspiration forms the essence of the friendship which exists between our\ntwo countries, and it is for this reason that it has the greatest possibilities of enduring.\n\nThe following morning a reception was given in the Municipal Art\nBuilding. Here the director of the Museum gave a personally conducted\ntour in which he explained the merits of Brazilian art and of the exhibition.\nDuring all of these four and a half days of our visit in Rio de Janeiro\nnumerous other visits to the manv places of interest had to be made.\nNo session of sections, general sessions, or delegates assembly were held\nin New York upon arrival on August 28 as had been planned and an¬\nnounced. The representatives that had planned to come from Europe and\nfrom other countries were unable to do so because of the war situation.\nConsequently, there could be held no World Conference. In the sessions\nheld on board the steamer we could recognize this limitation and that we\nwere a meeting of teachers from the United States, from Canada, and from\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNational\n\nEducation\n\nAssociation\n\nJapan and that our many other colleagues were prevented from being pres¬\nent. Hence, out of courtesy to them, if not for the reason that there was\nnot a quorum present, we could not hold the general meetings. Later on, at\na meeting of the directors held in New York on the 28th at which were\npresent two of the directors from England who had come over for this\npurpose, it was decided that the officers and directors of the past biennium\nshould hold over for an additional year and that a general conference should\nbe planned for next year, provided there was no war at that time. Since this\ndire event has since happened, it is obvious that there will be no attempt\nto hold a conference this coming season. However, the directors decided\nthat in case there should be a war we should attempt to hold either a direc¬\ntors meeting or a delegates assembly, or both, either in New York or in\nLondon, but that the decision on this point should be deferred until the\nspring until we knew exactly what political conditions would be.\n\n"}
{"page": 699, "printed_page": null, "text": "^Association al\nAND\n\n‘Records\n\nInformation\n\n"}
{"page": 700, "printed_page": null, "text": ""}
{"page": 701, "printed_page": null, "text": "Charter\n\n1857—1870\nThe\n\nNational\n\nTeachers\n\nAssociation\n\nOrganized August 26, 1857, at Philadelphia, Pennsylvania.\nPurpose — To elevate the character and advance\nfession of teaching and to promote\nUnited States.\n\nthe interests of the pro¬\n\nthe cause of popular education\n\nin the\n\nThe name of the Association was changed at Cleveland, Ohio, on August\n15, 1870, to the “National Educational Association.”\n\n1870—1907\nNational\n\nEducational\n\nAssociation\n\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, “National Education Association,” which was\nchanged to “National Educational Association,” by certificate filed\nNovember 6, 1886.\n\nNational\n\nEducation\n\n1907-\n\nAssociation\n\nof the\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\n\nAN ACT TO INCORPORATE\n\nTHE\n\nOF\n\nINCORPORATION\n\nNATIONAL EDUCATION\nUNITED STATES\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\nof Representatives\n\npersons, who\n\nEducational\n\nASSOCIATION\n\nOF THE\n\nof the United\n\nStates of\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\ntion of the Revised Statutes of the District of Columbia, viz.:\n\nIncorpora¬\n\nNathan\n\nC. 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\n[ 697 ]\n\n"}
{"page": 702, "printed_page": null, "text": "698\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 declared\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.\n\n2.\n\nThat\n\nthe purpose\n\n^id objects\n\nof the said\n\ncorporation\n\nshall\n\nbe to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National\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.\n\n3. That\n\nthe said\n\ncorporation\n\nshall\n\nfurther\n\nhave\n\npower\n\nto have\n\nand\n\nto use\n\na common seal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction;\nto make bylaws not inconsistent with the provisions of this act\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.\n\nwhich\n\n4.\n\nThat\n\nall real property\n\nof the corporation\n\nwithin\n\nshall be used by the corporation for the educational\n\ncorporation\n\nas aforesaid other than the purposes\n\nthe District\n\nof Columbia\n\nor other purposes\n\nof producing\n\nincome\n\nof the\n\nand all per-\n\n"}
{"page": 703, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n699\n\nRules\n\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce Property to be\nincome to be used for such purposes, shall be exempt from\nTax-Exempt\ntaxation; provided, However, that this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corpora¬\ntion; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\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\nshall be a Pres ident, one\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\nMembers\n\nor more\n\nOfficers\n\nAdditional\nBoards,\n\nshall consist of four members\n\nCoun¬\n\ncils, tees,\nCommit¬\nand\nOfficers\n\nelected by the\n\nBoard of Directors for the term of four years, and the President of the Association,\nwho shall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nAssociation at which they were elected, they shall elect one\nBoard of\ntrustee for the term of four years. All vacancies occurring in\nTrustees\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n(b) The invested fund now known as the “Permanent Fund of the National\nEducation Association,” when transferred to the corporation hereby created shall\nbe held in such corporation as a Permanent Fund and shall be in charge of the\nBoard of Trustees, who shall provide for the safekeeping and\ninvestment of such fund, and of all other funds which the corPermanent\nporation may receive by donation, bequest, or devise. No part\nFund\nof the principal of such Permanent Fund or its accretions shall\nbe expended, except by a two-thirds vote of the Representative Assembly, after the\nproposed expenditure has been approved by the Board of Trustees and the Board\nof Directors, and after printed notice of the proposed expenditure has been printed\nin the Journal of the National Education 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": 704, "printed_page": null, "text": "700\n\nNational\n\nElection of\nSecretary\n\n(d) The Board of Trustees shall elect the Secretary of the\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\nthe principal\n\nThat\n\nEducation\n\nAssociation\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 determined\nSec. 9.\n\nAssociation\n\nbe maintained, elsewhere, within\nin accordance with the bylaws.\n\nThat\n\nthe charter, constitution,\n\nshall continue\n\nand\n\nin full force and\n\nbylaws\n\nthe United\n\nStates, as may\n\nof the National\n\nEducational\n\neffect until the charter granted\n\nby\n\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Associa¬\ntion of the United States”; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia, and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books, or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Pro¬\nvided, That a verified certificate executed by the presiding officer and secretary of\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\nto become due, or any claim or demand, in any manner, or for\nany cause existing against the said existing corporation, be\nreleased or impaired; 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\nRights of\nCreditors\n\n"}
{"page": 705, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\nRules\n\n701\n\nSec. 11. That Congress may from time to time alter, repeal,\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\nSec. 12. That\n\nsaid corporation\n\nmay\n\nprovide, by 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 in and exercised by a representative assembly\ncomposed of delegates apportioned, elected, and governed in\naccordance with the provisions of the bylaws adopted by said\ncorporation.\n\nSections 1-11 were\n\npassed by Congress\n\nand approved\n\nAmendments\nto Charter\nto its bylaws, that\n\nCreation\n\nof\n\nRepresentative\nAssembly\n\nby the President, June 30,\n\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.\n\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\nBylaws\nAs A mended\n\nat the A nnnal Business Meeting of the Representative\nSan Francisco, July 1939\nARTICLE\n\nSection\n\n1.\n\nThe\n\nmembership\n\nAssembly,\n\nI— MEMBERSHIP\n\nof the National\n\nEducation\n\nAsso¬\n\nciation shall consist of four classes: Active, Associate, Corre¬\nsponding, and Institutional, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\nMembership\nDefined\n\nSec. 2. Active members of the Association shall be those actively engaged\nthe profession of teaching or other educational work.\n\nin\n\nSec. 3. The dues of an active member shall be $2 or $5 annually or $100 for a\nLife Membership. Active members shall be entitled to attend all meetings of the\nAssociation and its several Departments, to vote for delegates\nto the Representative Assembly, and to hold office. Those who\nObligations\npay annual dues of $2 shall be entitled to receive the Journal.\nand\nThose who pay annual dues of $5 shall be entitled to receive,\nPrivileges\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. All Life Directors shall have all the rights and privi¬\nleges of active members without the payment of annual dues,\nand shall receive free without\nlications of the Association.\n\napplication or condition the pub-\n\nLife\n\nDirectors\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNational\n\nSec. 5.\n\nAssociate\n\nmembers\n\nEducation\n\nof the Association\n\ntively engaged\n\nAssociate\nMembers\n\nAssociation\n\nshall be persons\n\nin the profession\n\nof teaching\n\nwho\n\nor other educa-\n\ntional work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\nbe the same\n\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\nin normal\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.\nSec. 7.\n\nare not ac¬\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, 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\n\nVote\n\nRight To\n\nSec. 9. The\n\nThe\n\nright to vote and to hold office in the National\n\nare Pa*^-of Education shall be limited to the membership of the\nCouncil\nsaid Council whose dues are paid in the National Education\nAssociation.\n\nRepresentative\n\nAssembly\n\nshall be composed\n\nVicepresidents, the Executive\n\nRepresentative\nAssembly\n\nSection\n\n1. (a)\n\nSecretary, and\n\nTreasurer\n\ntwelve\n\nof the\n\nNational Education Association, the United States Commissioner\nof Education, and the delegates elected from the various Affiliated\nState and Local Associations\n\nARTICLE\n\nof the President,\n\nas provided\n\nin the bylaws.\n\nII— OFFICERS, REPRESENTATIVE\nASSEMBLY,\nAND AFFILIATED ASSOCIATIONS\nThe\n\nofficers of said\n\ncorporation\n\nshall be\n\na President,\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)\n\nThe\n\nBoard\n\nof Directors shall consist of the President, the First Vicepresi¬\ndent, the Treasurer, the Chairman of the Board of Trustees,\n\nOfficers, Directors, Trustees,\nand Committees\n\nand one additional member from each state, territory, or district\nto be elected by the Representative Assembly for the term of\nthree years or until their successors are chosen, and of all Life\n\nDirectors of the National Education Association, provided, how¬\never, That any state which has 20,000 or more paid members of the National Edu¬\ncation Association as of May 31 preceding the annual meeting shall be entitled to a\nsecond director.\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,\n\n"}
{"page": 707, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n703\n\nRules\n\nthe terms of one-third of the members expiring each year. All members of the\nBoard of Directors representing the states, the District of Columbia, and the 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 hereinAssociations\nafter provided. The annual dues of an Affiliated State Asso¬\nciation shall be $10. Said Association shall receive without application, or other\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\n\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\nshall be designated an Affiliated Local Association. Each Affiliated Local\nciation shall be a local unit in the organization of the National\n\nand\nAsso¬\n\nEducation Association and as such shall be entitled to rep- Affiliated Local\nresentation in the Representative Assembly as hereinafter proAssociations\nvided. The annual dues of an Affiliated LocaL Association shall\nbe $5, which\n\nshall entitle said Association\n\nto receive without\n\napplication, or other\n\ncondition, all regular publications of the National\n\nEducation\n\nthe volume of Proceedings,\nments when issued.\n\nand all bulletins and\n\nSec. 4.\n\nEach\n\nAffiliated\n\na certificate of membership.\n\nreports of committees,\n\nAssociation,\n\nboth\n\nstate\n\nand\n\nAssociation, including\n\nlocal, shall\n\nbe\n\nannounce¬\n\nfurnished\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNational\n\nSec. 5.\n\nand\n\none\n\nmembers,\n\nEach\n\nAffiliated\n\nEducation\n\nState Association\n\nalternate to the Representative\n\nAssociation\n\nshall be entitled to elect one\n\nAssembly\n\nfor each\n\ndelegate\n\none hundred\n\nof its\n\nor major fraction 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.\nSec. 6.\n\nEach\n\nAffiliated\n\ngate\n\nLocal\nDelegates\n\nLocal\n\nand\n\nAssociation\n\none\n\nalternate\n\nshall be\n\nto elect one\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\nto the Representative\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\n\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\n\nAffiliated Associations, and no more;\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\nEducation\n\nand that one of these shall\n\nthe Executive\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\nwfith the 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\nsuch credentials to the Credentials Committee, when appointed,\nDelegates ;\nwith such information thereon as may be obtained from the\nCredentials ;\nrecords of the Association. The Representative Assembly shall be\nVoting;\nthe final judge of the qualifications of delegates. The delegates\n\nFreedom\nFloor\n\nof\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\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 some part of the expenses of delegates to the annual business meeting of the\nAssociation.\nARTICLE\nSection\n\n1.\n\nshall perform\n\nThe\n\nPresident\n\nIII— DUTIES\nshall preside\n\nOF\n\nOFFICERS\n\nat all meetings\n\nof the Association\n\nthe duties prescribed by the Act of Incorporation,\n\nand\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\nPresident\nabsence of the President and all Vicepresidents a Chairman pro\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\n\n"}
{"page": 709, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n705\n\nRules\n\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\nVicepresidents\n\nof the Association\n\nshall serve\n\nAssistants to the President for such services as may\nof them.\nSec. 3. The\n\nExecutive\n\nSecretary\n\nas\n\nDuties\n\nbe required\n\nshall keep a full and\n\nof\n\nVicepresidents\n\naccurate\n\nrecord\n\nof the pro¬\n\nceedings of the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the As¬\nsociation as provided in the Act of Incorporation and these\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 of Directors, and,\nSecretary\nin the absence of instructions from the Board of Directors or the\nExecutive\n\nCommittee,\n\nSec. 4. The\n\nshall be under the direction of the President.\n\nTreasurer\n\nshall perform\n\nthe duties prescribed\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\nsafekeeping all moneys paid to the Association; and shall pay\nDuties of the\nthe same only upon the order of the Board of Trustees.\nTreasurer\nSec. 5. (a)\n\nvacancies\n\nThe\n\nBoard\n\nin their own\n\nof Directors\n\nwhen\n\nbody and shall have\n\nin session shall have\n\npower\n\nto fill all\n\nin charge the general interests of the\n\ncorporation, excepting those entrusted to the Board\nof this section.)\n\nof Trustees. (See paragraph\n\n(e)\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,\nwhether\n\nby resignation or otherwise, shall be filled by the Board\n\nthe unexpired\n\nterm; and the absence of a Trustee\n\nof Directors\n\nfrom two successive annual\n\nfor\n\nmeet¬\n\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\ntion may be mainta\nin the United States other than its princi\nplace of\npal\nined\nbusine\nin Washin\nD. C., and where the meetin\nof the corpor\ni\nss\nation, ts\ngs\ngton,\nofficers commit\nand depart\nmay be held, and what busine\nss other than\ntees,\nments\n,\nprovid\nby the Act of Incorp\nthese bylaws\na\ns\nr\nm\nora\n, nd tanding ules ay be trans¬\ned\nacted at such office or offices andtiomne,etin\n(See Act of Incorp\nsection 8.)\noratio\ngs.\nn,\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nAssociation\n\nof Directors shall have such powers and perform such duties as are\nprescribed by the Act of Incorporation and by these bylaws; shall elect correspond¬\ning members as prescribed in Section 6 of Article I of these bylaws. The Board of\nDirectors shall approve all bills incurred by itself or by the\nDuties 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 I reasurer, 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(e) The Board\n\nof Directors shall meet in connection with the annual meeting of\nthe Representative Assembly, and may meet in connection with the annual meet¬\ning of the American Association of School Administrators and at such other times\nand places as may be determined by the President or requested in writing by a\nmajority of the elective members of the Board of Directors.\n(f) The\n\nBoard\n\nSec. 6. (a) The Executive Committee shall have authority to represent and to act\nfor the Board of Directors in the intervals between the meetings of that body,\nto the extent of carrying out the legislation adopted by the Board\ngeneral directions as may be given by said Board.\n(b) The\n\nExecutive\n\nCommittee\n\nmay\n\nrecommend\n\nof Directors under\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\namount of money to be appropriated for such investigations.\nCommittee\nWhen such special committees are provided for and duly au¬\nthorized by the Representative Assembly and appropriations for them have been\nauthorized by the Board of Directors, the Executive Committee shall, under the\ninstructions of the Board of Directors, have general supervision of them. The Ex¬\necutive Committee shall receive and consider all reports made by the special\ncommittees and shall print these reports and present them, together with the\nreports of the Executive Secretary, the Treasurer, and the Board of Trustees, and\nthe recommendations of the Executive Committee thereon, to the Board of Direc¬\ntors, which shall transmit the same with recommendations to the Representative As¬\nsembly at its annual business meeting. All such special committees shall be ap¬\npointed by the President of the Association.\n(c) The\n\nExecutive\n\nCommittee\n\nshall fill all vacancies\n\nofficers of the Association, except as otherwise provided\ntion or in these bylaws.\nSec. 7. (a) The\n\nBoard\n\nof Trustees\n\nshall have\n\nsuch\n\noccurring\n\nin the body of\n\nfor in the Act of Incorpora¬\n\npowers\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\nFurther Duties\nof Trustees\nCommittee\n\nreport of the finances of the Association to the Executive Committee not later than ten days prior to the annual meeting of the\nAssociation, which report shall be transmitted by the Executive\n\nto the Board\n\nof Directors\n\nat 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\n"}
{"page": 711, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n707\n\nRules\n\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\nshall consist of not\n\nto be selected as pro-\n\nof the Association.\n\nmeeting\n\nshall be considered\n\nTime of\nMeeting\n\nshall be held dur¬\n\nof the Council\n\nof a regular\n\nMembership\n\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.\nSec. 5.\n\nThe\n\nofficers of the Council\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\npublication.\nSec. 6. The\n\nNational\n\nCouncil\n\nof Education\n\nis hereby\n\nauthorized\n\nlaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by the Board of Directors\nof the Association before they shall become operative.\nSec. 7. The\n\npowers\n\nand\n\nduties of the Council\n\nmay\n\nbe changed\n\nCouncil\nOfficers\n\nto adopt by-\n\nBylaws and\nPowers of\nCouncil\nor the Council\n\nabolished upon a two-thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNational\n\nEducation\n\nARTICLE\nSection\n\n1. The\n\nDepartments,\n\nfollowing\n\nV— DEPARTMENTS\n\nDepartments\n\nfirst, of American\n\nAssociation\n\nare now\n\nAssociation\n\n(1939)\n\nin existence, to wit: The\n\nof School Administrators;\n\nsecond, of\n\nVocational Education; third, of Kindergarten-Primary Education; fourth, of Music\nEducation; fifth, of Secondary Teachers; 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, twenty-fifth, of Teachers of Speech; twenty-sixth,\nGarden Education; twenty-seventh, of Journalism Directors. There is also the\nNational Council of Education.\nSec. 2. Each Department shall have the right to fix the qualifications of its\nmembers for the purpose of electing officers and transacting the other business\n\nMembers\n\nof the Department; provided, Active members of the Associa¬\ntion, and no others shall be eligible to such Department mem¬\nbership; and provided also, That all active members of the\n\nof\n\nDepartments\n\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\nSec. 3. Each\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\n\nDepartment\nMeetings\nSec. 4. The\n\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\nObject of\nAssociation. Each Department shall be limited to two sessions,\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\nSec. 5. The officers of each Department shall consist of a President, a Vicepresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve for the term of office specified in the regulations of the\nOfficers of\nDepartment and until their successors are duly elected; and who\nDepartments\n\nshall at the time of their election, be active members of the Asso¬\nciation. Each Department shall provide for the creation of an\nExecutive Committee, and assign to it any duties consistent with the purposes of the\nDepartment and the Act of Incorporation and bylaws of the Association. In case\nthere is a vacancy in the office of President of any Department, it shall be filled by\nappointment made by the Executive Committee of the Department. Any other\nDepartmental vacancy shall be filled by appointment made by the President of the\nDepartment.\nSec. 6. The Secretary of each Department shall, in addition to performing the\nduties usually pertaining to his office, furnish to the Executive Secretary of the\nAssociation a copy of the proceedings of the meetings of the\n\nDepartment\nHeadquarters\n\nDepartment for publication. No Department shall establish an\noffice outside of the general headquarters of the Association with¬\nout the consent of the Board of Directors.\n\n"}
{"page": 713, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n709\n\nRules\n\nSec. 7. All Departments shall have equal rights and privileges, with the ex¬\nception stated in section 3 of this Article. They shall be named in\nRights of\nsection 1 of this Article in the order of their establishment and\nDepartments\nshall be dropped from the list when discontinued.\nSec. 8.\n\nUpon\n\nthe recommendation\n\nof the Board\n\nof Directors\n\na new\n\nDepartment\n\nmay be established by vote of two-thirds of the delegates to the Representative\nAssembly present at any annual meeting; provided, That a written application for\nsaid Department with title and purpose of the same shall have\nbeen made at the regular meeting of the Assembly next preHow\nceding the one at which action is taken by at least 250 memEstablished\nbers engaged or interested in the field in the interest of which\nthe Department is proposed to be established; provided, That no group shall be\nadmitted to Departmental status until it shall have 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\nof the delegates\n\nvoting\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 who shall transmit them monthly to the Executive Sec¬\nretary of the Association. Such funds shall be added to the DeFees for\n\npartment’s allowance from the Association and shall be used for\nDepartment\nMembers\nthe work of said Department only, and shall be disbursed upon\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\nSec. 10. Each Department is hereby authorized to adopt bylaws for its govern¬\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. There\n\nVI— COMMITTEES\n\nshall be a Committee\n\non Bylaws\n\nand Rules\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\nserve for five years. In July 1936, and in each July thereafter, Bylaws and\nthe President shall appoint one member to serve for five years.\nRules\nAll proposed amendments to the charter and to the bylaws shall\nbe referred to this Committee for comment. This Committee shall be responsible for\nrecommending and presenting rules of procedure to the Representative Assembly\nfrom year to year. This Committee may render decisions on any points referred\nto it by the Executive Committee, the Executive Secretary, or the President of the\nAssociation.\n\n"}
{"page": 714, "printed_page": null, "text": "710\n\nSec. 2.\n\nNational\n\nIn all committees,\n\nEducation\n\nboards,\n\nAssociation\n\nor councils\n\nin which\n\nthe entire personnel\n\nis\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.\n\nIn all\n\nconsisting of five members\n\nelected\n\nSec. 3. There\n\nshall be a Publishing Committee\n\nby the Representative Assembly by the method known as the Hare System of Propor¬\ntional Representation. Nominations shall be made by petitions signed by ten delegates\nand presented to the Executive Secretary on the second day of\nPublishing\n\nCommittee\n\nthe annual meeting. The\n\nelection in 1936 shall be held on Thurs-\n\nday, 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 To\nBe Held\nAnnually\n\nVII— MEETINGS\n\n1. Stated\n\nARTICLE\n\n1. The\n\nof the Association,\n\nProceedings\n\nthe instructions of the Board\n\nof Directors.\n\nVIII— PROCEEDINGS\n\nof the Association,\n\nments, and of all commissions\n\nPublication of\nProceedings\n\nof the National\n\nCouncil of Education, and of all Departments, except as otherwise 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\n\nSection\n\nmeeting\n\nof the Council,\n\nof the Depart¬\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\nSec. 2. No paper, lecture, or address shall be read before the Association or any\nof the Departments in the absence of the author, without the approval of the\nPresident of the Association, or of the President of the Depart-\n\nAbsence of\nAuthor\n\nment interested; nor shall any such paper, lecture, or address be\npublished in the Proceedings without the approval of the Execu¬\n\ntive Committee.\n\nARTICLE\n\nFormation\n\nof\n\nIX— QUORUM\n\nSection\n\n1. Elected\n\nAND\n\nRULES\n\ndirectors\n\nfrom\n\nOF\n\nORDER\n\ntwenty-five\n\nstates shall con¬\n\nstitute a quorum of the Board of Directors. A majority of all\nQuorum\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\n\nSec. 2. Robert’s\n\nof procedure\n\nRules of Order\n\nRevised\n\nshall be the authority governing\n\nall matters\n\nnot 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\n"}
{"page": 715, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nARTICLE\n\nSection\n\n1. The\n\ninvested\n\nfund\n\nand\n\nStanding\n\nX— PERMANENT\n\nnow\n\nknown\n\nRules\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. 2. The\n\nPermanent\n\nFund\n\nshall be in charge\n\n711\n\nof the National\n\nhereby created, shall\n\nof the Board\n\nof Trustees,\n\nwho\n\nshall provide for the safekeeping and investment of such fund, and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. (Article III,\nsection 6, second paragraph, first sentence.)\nSec. 3. No part of the principal of such Permanent\n\nFund\n\nor its accretions shall be\n\nexpended, except by a two-thirds vote of the Representative Assembly upon the\nrecommendation of the Board of Trustees, after such recommendation has been\napproved by vote of the Board of Directors and after printed notice of the proposed\nexpenditure has been mailed to all active members of the Association, and after all\nother requirements\nSec. 4. The\n\nmaintaining\n\nof the bylaws\n\nincome\n\nand the Act of Incorporation\n\nof the Permanent\n\nthe organization\n\nFund\n\nshall be used\n\nof the Association\n\nhave been fulfilled.\n\nonly to meet\n\nthe cost of\n\nand of publishing its annual volume\n\nof Proceedings , unless the terms of the donation, bequest, or devise shall otherwise\nspecify, or the board of Directors shall otherwise order.\n\nARTICLE\n\nSection\n\n1. These\n\nbylaws\n\nmay\n\nXI — AMENDMENTS\n\nbe altered or amended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the Repre¬\nsentative Assembly if the alteration or amendment shall have been proposed in\nwriting at the annual\n\nbusiness meeting\n\ntaken, and due announcement\n\nnext preceding\n\nof the proposed\n\nthe one at which\n\naction shall have\n\naction is\n\nbeen made\n\nin the\n\nofficial publication of the Association.\n\nSec. 2.\n\nIn all voting\n\non proposed\n\namendments\n\ning rules, written ballots shall be used whenever\nAssembly\n\nto the charter, bylaws,\n\n200 members\n\nand\n\nstand¬\n\nof the Representative\n\nby petition or by standing vote shall indicate that ballot voting is desired.\n\nIn case a petition for secret ballot is signed by at least 200 members of the Repre¬\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.\n\nSec. 3.\n\nThe\n\nstanding\n\nrules may\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": 716, "printed_page": null, "text": "712\n\nNational\n\nEducation\n\nStanding\n\nAssociation\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.\n\nMembership\nYear\n\nRule\n\nTime and\nPlace of\nPayment\nDues\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\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,\nMembership\nand as such entitled to all the rights and privileges granted by\nCard\nthe charter and bylaws of the Association. Arrangements may\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. (a) At the first business meeting of the Representative Assembly on the\nsecond day of the annual meeting of the Association, nominations\nNominations\nfor the following offices shall be made: President, Vicepresidents,\nTreasurer, and the three members of the Executive Committee\nto be elected by the delegates. Candidates for said offices shall be nominated from\nthe fioor upon roll call of the states.\n(b) On the first day of the annual meeting of the Association the delegates\nof each state, territory, and district of the LTnited States in which the term of office\nexpires shall nominate one person for member of the Board of Directors and the\nname of such person shall be reported to the Representative Assembly at the first\nbusiness meeting upon roll call of the states. Any person to qualify to serve as\nDirector shall have been an active member with dues paid in\nthe National Education Association and in a State, or District,\nQualifications\nof Directors\nor Territory, and a Local Association, if organized, for a threeyear period immediately preceding the election, provided, how¬\never, That the requirement of membership in a state association for a candidate\nfor National Education Association Director from a city having 10,000 or more\nNational Education Association members as of May 31 may be waived by a majority\nvote of the National Education Association delegates present from that state. Only\ndelegates who are active members of the National Education Association and whose\ndues have been paid in a State, or District, or Territory, or a Local Association, if\norganized, respectively, shall have the right to vote for such directors.\n(c) On the fourth day of the annual meeting, officers shall be elected from\nthe candidates by the delegates to the Representative Assembly by ballot. Said ballots\nshall be printed and shall contain the names of all nominees as provided above.\nPolls for voting shall be open from S a. m. to 6 p. m., at such\nplace or places as the President of the Association shall designate.\nThe candidates for President, Treasurer, member of Board of\nDirectors from each state, territory, or district, respectively, in\nOfficers\nwhich the term of office expires and the eleven candidates for the\noffice of Vicepresident receiving the highest number of votes\nshall be declared elected. The President of the Association shall appoint tellers and\ncomplete all arrangements for carrying out the election. The results of the election\n\nElection\no£\n\nherein provided\n\nshall be announced\n\nat the final business session of the Representa-\n\n"}
{"page": 717, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\nRules\n\n713\n\ntive Assembly. The officers thus chosen shall continue in office until the close of the\nannual meeting subsequent to their election, and until their successors are chosen,\nexcept as herein provided.\n(d) 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.\nRule 5. Each Affiliated Association shall be entitled to the active assistance and\nsupport of the National Education Association in promoting the interest of such\nAffiliated Association and its members insofar as such interest\ncomes within the purpose and object of the National Education Relationship:\nAssociation as set forth in its charter. The Executive Secretary National, State,\nof the National Education Association shall, wdth the advice and\nand Local\napproval of the Executive Committee, make such arrangements\nfor mutual cooperation between the National Education Association and the State\nand Local Affiliated Associations as will promote the welfare of all and advance\nthe interests of the teaching profession.\nOTHER\n\nDUTIES\n\nOF\n\nEXECUTIVE\n\nSECRETARY\n\nRule 6. The Executive Secretary shall receive or collect all moneys due the\nAssociation and pay the same each month to the Treasurer. He shall countersign\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\nof bills and shall deposit in an authorized depository in the name\nDuties of\nof the Association and disburse therefrom any funds authorized the Executive\nby the Board of Trustees advanced to him by the Treasurer for\nSecretary\nthe payment of expenses set forth in the budget adopted by the\nRepresentative Assembly. The Executive Secretary shall have his records present\nat all meetings of the Association, of the Board of Directors, and of the Executive\nCommittee. He shall keep a list of members and shall revise said list annually. He\nshall be Secretary of the Board of Directors. He shall be the custodian of all the\nproperty of the Association not in charge of the Treasurer and the Board of Trustees.\nHe shall give such bond for the faithful performance of his duties as may be re¬\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. At the expiration of his term of office, he shall transfer to his successor all\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 acting under the general instruction of the Board of Directors.\nOTHER\n\nDUTIES\n\nOF\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 $500; shall keep an exact account of his receipts and expenditures with\nvouchers for the latter, and said accounts, ending on the thirty-first day of May\neach year, he shall render to the Executive Committee not later\nthan ten days before the annual meeting of the Association, and\nDuties\nof the\nwhen approved by said Committee, these accounts shall be transmitted by this Committee to the Board of Directors at its meeting\nTreasurer\nheld in connection with the annual meeting of the Association\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\n\n"}
{"page": 718, "printed_page": null, "text": "714\n\nNational\n\nEducation\n\nAssociation\n\nof his duties as may be required by the Board of Trustees. At the expiration of his\nterm of office, he shall transfer to his successor all moneys, books, and other property\nin his possession belonging to the Association.\nCOMMITTEES\nRule 8. The Board of Directors shall appoint at its annual meeting a Budget\nCommittee for the ensuing year, whose duty it shall be to prepare and present a\nbudget to the Board of Directors at its next meeting. The\nBudget\nCommittee\n\nBudget Committee shall have authority to secure the support of\nthe Auditing Committee in preparing this budget.\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\nAuditing\nDirector; to this Committee shall be referred the report and\nCommittee\naudit of the expert accountant or accountants, together with the\ncommunication of the President transmitting the same as pro¬\nvided in Rule 14; and the Committee shall report its findings to the Board of\nDirectors.\nRule 10. On the first day of the annual meeting of the Association, at such time\nand place as shall be designated on the annual program by the President of the\nAssociation, the accredited delegates to the Representative AsDelegates Meet sembly from each state shall elect one member and one alternate\nby States\nwho are active members of the Association for each of the\nfollowing committees, to serve for the ensuing year: Credentials,\nResolutions, and Necrology.\n\nCredentials\n\nRule 12. The\n\nRule 11. The Committee on Credentials shall receive the official list of delegates from the Executive Secretary and report\nthereon to the Representative Assembly.\n\nCommittee\n\non Resolutions shall report at the annual business meeting\n\nof the Representative Assembly, and except by unanimous consent or by a two-thirds\nvote, all resolutions shall be referred to said Committee without discussion. This\nCommittee shall receive and consider all resolutions proposed by\nResolutions\nactive members, or referred to it by the President. Some time\nduring the second day of the annual meeting of the Association\nthe Committee shall hold a meeting, at a place and time to be announced in the\nprinted program, for the purpose of receiving proposed resolutions and hearing\nthose who may wish to advocate them.\n\nNecrology\n\nRule 13. The Committee on Necrology may prepare for the\npublished Proceedings brief memorial tributes to members who\nhave died during the 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 to do business as expert accountants; the accountant or accountants so\nappointed shall examine the accounts, papers, and vouchers of\nExamination\nthe Executive Secretary, the Treasurer, and the Board of\nof Accounts\nTrustees, and compare the same; shall also examine the securities\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.\n\nAssembly\n\nmay\n\nprovide\n\nsuch additional\n\ncommittees\n\n"}
{"page": 719, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nANNUAL\n\nAND\n\nannual\n\nStanding\n\nBUSINESS\n\nRule 16. The first day of the annual\nthe business meeting shall be Tuesday.\nRule 17. (a) The\n\nand\n\nmeeting\n\nbusiness meeting\n\n715\n\nRules\n\nMEETINGS\nshall be Monday;\n\nof the Representative\n\nthe first day of\n\nAssembly\n\nshall\n\nbegin at 9 a. m., on the second day of the annual meeting of the Association. A reg¬\nular meeting of the Board of Directors shall be held in connection\nAssembly,\nwith the annual meeting of the Association. The time and place\nMeetings\nof\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(b) The\n\nOF\n\nfirst regular meeting\n\nNEW\n\nBOARD\n\nof the new\n\nOF\n\nBoard\n\nDirectors, and\nTrustees\n\nDIRECTORS\nof Directors\n\nshall be held as\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\nOF\n\nBOARD\n\nOF\n\nTRUSTEES\n\n(c) The Board of Trustees shall hold its annual meeting at some convenient time\nand immediately following the meeting of the new Board of Directors. Special\nmeetings of the Trustees may be called by the Chairman and shall be called on\nrequest of a majority of the Board of Trustees. Due notice of all meetings of the\nBoard of Trustees shall be given to every member of the Board by the Secretary\nthereof.\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nAssociation\n\nKNOWN\n\nEDUCATION\n\nASSOCIATION\n\nAS THE\n\nASSOCIATION\n\nUNITED\n\nOF\n\nTHE\n\nSTATES\n\nCERTIFICATE\nof Acceptance of Charter\napproved June 30, 1906.\n\nand\n\nAdoption\n\nof Bylaws\n\nunder\n\nthe Act\n\nof Congress\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled “An Act To Incorporate the National Education Association of\nthe United States,”\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted bylaws as\nprovided in said act and selected officers; and the undersigned pursuant to said\nresolutions,\nDo\n\nhereby certify that the National\n\nEducation\n\nAssociation\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 whereof, we have hereunto\n1907.\n\nsigned our names\nNathan\nIrwin\n\nby¬\n\nthis 20th day of August,\n\nC. Schaeffer,\n\nPresiding\n\nShepard,\n\nSecretary\n\nMEMBERS,\n\nJULY\n\nOfficer\n\nVERIFICATION\nRESOLUTIONS\n\n1. Resolved, That\n\nADOPTED\n\nBY THE\n\nthe National\n\nACTIVE\n\nEducational\n\nAssociation\n\n10, 1907\n\nhereby\n\naccepts the char¬\n\nter granted by an act of Congress entitled “An Act To Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute\nand file with the Recorder of Deeds of the District of Columbia a verified certifi¬\ncate showing the acceptance by the Association of the charter granted by said act.\n2. Resolved, That the proposed bylaws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\nJournal of said meeting, be and the same are hereby adopted to take effect im¬\nmediately.\n\n3. Resolved, That\nthe title “National\n“1857-1907.”\n\nthe Association\nEducation\n\nadopt as its corporate\n\nAssociation\n\nof the United\n\nseal a circle containing\nStates,” and\n\nthe dates\n\n4. Resolved, That the Association do now proceed to elect officers, and\nganize under the charter granted by the act of Congress.\n\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nof the District of Columbia,\n\nto or¬\n\nSeptem¬\n\n"}
{"page": 721, "printed_page": null, "text": "—\n\nCalendar\n\n717\n\nof\n\nMeetings\n\nOF\n\nMEETINGS\n\n1\n8\n\nCALENDAR\n\n6\n\n1\n\n5\n\n8\n8\n8\n\nNATIONAL\n\n8\n\n6\n\n8\n\nTEACHERS\n\nASSOCIATION,\n\n—\n\nJames L. Enos, Chairman\n6\n6\n6\nW. E. Sheldon, Secretary\n\n4\n6\n7\n\n8\n\nHAR\n\nS. S. Greene, President\nW. E. Sheldon, Secretary\nZ. Richards, Treasurer\n\nRIS\nURGWickersham, President\nJ.BP.\n, P\nS. H. White,\nA. Secretary\nS. P. Bates, Treasurer\n\n18\n\n67 INDI\nNo ANAJ.\nP M. Gregory, President\nses L.OLVan\nIS, Bokkelen, Secretary\nsio James\nIND\nCruickshank,\nTreasurer\nn\n.\n\n—\n—\n—\n—\n—\n\nSO\n\nTreasurer\n\nIS\nNW,\n\nHancock,\n\nDI\n\nJohn\n\nHancock,\n\n.\n\nB. G. Northrup, President\nS. H. White, Secretary\n\nJohn\n\nRI\n\nNG\n\nS,\nN.\n\nNA\n\nM. A. Newall, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\n\nN. NF.\nT,.\nEN, ,ILNI\nONO\nT\nLTL ULMOCA, ON\nVI .PA C OR\nSH ST CIS T\nAN\nFR\n\nN\n\nPresident\n\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\nJ. Ormond Wilson, President\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\nJames\n\nH. Smart,\n\nPresident\n\nL.,\nO\nAIGL\n\nTO\n\nRA\n\nSA\n\nG. J. Orr, President\nW. E. Sheldon, Secretary\nH. S. Tarbell, Treasurer\n\nIC\nCH\n\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n\n,O.\nCEORL\nNV\nDE\nJ.\nY. RKN,.\nSN,. R\nPAY\nNGBU\nRIAS\nGSAP\n\nE. T. Tappan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n\nTreasurer\n\nTreasurer\n\nGove, President\n\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nL.\nIOL,\nAG\n\nGA\nSP\n\nW. F. Phelps, President\nW. D. Henkle, Secretary\nA. P. Marble, Treasurer\n\nHancock,\n\nCalkins,\n\nN. A. Calkins, President\nW. E. Sheldon, Secretary\n\nAaron\n\nS.\n\nTO\n\nIC\n\nRA\n\nCH\n\nSA\n\nN\nK,A\nKA\n\nPE\n\nTreasurer\n\nW. T. Harris, President\nM. R. Abbott, Secretary\nA. P. Marble, Treasurer\n\nJohn\n\nA.\n\nW. E. Sheldon, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nTO\n\nHancock,\n\nN.\n\nE. C. Hewett,\n\nTreasurer\n\nS. H. White, President\nA. P. Marble, Secretary\nJohn\n\nF. Louis Soldan, President\nW. E. Sheldon, Secretary\n\nMA\n\nE. E. White, President\nS. H. White, Secretary\n\nSA\n\n—\n\n—\n\n.\n\n—\n—\n—\n\nJ. W. Buckley, President\n—\nZ. Richards,\nSecretary\n7\nO.\nC.\nWight,\nTreasurer\nPH—\nILADE\nLPNo\nHIAsession\n1861,\n1862—\n,\nL. Van Bokkelen, President\nNA\nPA. (O\n—\nSH\nrganize\nCIN\nW. E. Crosby, Secretary\nd)\nVI\nJohn D. Philbrick, President\nCIN\nL\nA. L. Barber, Treasurer\nL\nNAT\nE,\nI, James Cruickshank, Secretary\nTE\nTR\nOO.\nNN B. Hagar, President\nHIOC. Wight, Treasurer\nDaniel\n.\nEN\nTO\nA. P. Marble, Secretary\nW. H. Wells, President\nN, W. E. Crosby, Treasurer\nDavid N. Camp, Secretary\nN.\n—\nJ.\nZ. Richards, Treasurer\nAS\nHI\nNG\nCL\nTO\nN,\nEV\n5\nD.\nEL\nC.\nAN\nTION, 1871-1907\nASSOCIA\nEDUCATIONAL\nNATIONAL\nD,\nN.\nO\nHI\nY.\nO\nThomas W. Bicknell, President\nJ. L. Pickard, President\n—\nH. S. Tarbell, Secretary\nW. E. Crosby, Secretary\nN. A. Calkins, Treasurer\nJohn Hancock, Treasurer\n\n85\n\n3—\n1\n0\n5\n9\n\n9\n9\n8\n9\n9\n4\n\n8\n8\n\n—\nZ. 8\nRichards, President\n9\nJ. W. Buckley, Secretary\nA. J. Rickoff, Treasurer\n—\nA. J. Rickoff,\nPresident\n—\n0\nJ. W. Buckley, Secretary\nC. S. Pennell, Treasurer\n\n7\n\n1857-1870\n\nAlbert\n\nY.\n\nP. Marble,\n\nPresident\n\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\nJ. H. Canfield, President\nW. R. Garrett, Secretary\nE. C. Hewett, Treasurer\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 Congress of\nEducation)\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nJ. M. Greenwood,\n\nTreasurer\n\nAlbert G. Lane, President\nIrwin Shepard, Secretary\n\nJ. M. Greenwood,\n\nTreasurer\n\nNicholas Murray Butler,\nIrwin Shepard, Secretary\nI. C. McNeill, Treasurer\n\nPresident\n\n"}
{"page": 722, "printed_page": null, "text": "—\n1\n1\n1\n9\n9 718\n0\n9 0\n\nNational\n\nEducation\n\nAssociation\n\n2\n\n0 3—\n\n8\n\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary\nMINCharles\nH. Keyes, Treasurer\nNEA\n\nNewton C. Dougherty,\n— President\nIrwin\nShepard, Secretary\n4\n\n9\n\n9\n\nS\n\nIN\n\nPres.\n\n,I William B. Owen, President\nOW J. W. Crabtree, Secretary\nACornelia S. Adair, Treasurer\n,M\nAS\nS.\nOlive\n\nM.\n\nJones,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nCarroll G. Pearse, President\nIrwin Shepard, Secretary\nKatherine D. Blake, Treasurer\n\nJesse\n\nOA\n\nS. Adair,\n\nH. Newlon,\n\nTreasurer\nPresident\n\nJ. W. Crabtree, Secretary\nK\nWL\nAA\nCornelia S. Adair, Treasurer\nSN\nH DI S\nN A\nMary McSkimmon, President\nG N\nT FR\nJ. W. Crabtree, Secretary\nO A\nND. N\n, CI Henry Lester Smith, Treasurer\n192 C7—\nWASH.\n. SEATTLE,\nCO\nFrancis G. Blair, President\n\nEdward T. Fairchild, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nDI\n\nAN\n\nAP\n\nJoseph Swain, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\n.\nND,\nIIS\n\nOL\n\nAD\n\nIL\n\nA.,\nPIA\nPH\n\nEL\n\nDavid Starr Jordan, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\n.,\n.\nGA\nNT\n,N\nI,O\nISN\nUHS\nBO\nLMI\nUM\n\nLA\n\nPO\nL\nCO\n\nPres.\n\nJ.\nN,.\nCTY\nCII\nNT\n\nLA\n\nAT\n\nL.,\nO\nAIGL\nIFC.\nC,LHI\nCSA\nLE\n\nGE\n\nPreston,\n\nSecretary\nTreasurer\n\nN\nSA\n\nCorliss\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nPresident\n\nSecretary\nTreasurer\n\nLO\n\nJosephine\n\nPresident\n\nSecretary\nTreasurer\n\nD. Strayer,\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nEA\n\nC. C. Bradford,\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nAT\n\nNN\n\nRobert J. Aley, President\nDurand W. Springer, Secretary\nThomas E. Finegan, Treasurer\n\nGeorge\n\nWilliams,\n\nON\n\nElla Flagg Young, President\nIrwin Shepard, Secretary\nDurand W. Springer, Treasurer\n\nMary\n\nOrmond\n\nTreasurer\n\nES\n\nST\n\nJames Y. Joyner, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nSecretary\n\nS. Adair,\n\nJ. W. Crabtree, Secretary\nCornelia S. Adair, Treasurer\n\nMO\n\nBO\n\nPH\n\n.\n\nCharl\n\nDE\n\nMI\n\n.\n\nNN\n\nIF\n\nCrabtree,\n\nCornelia\n\nLorenzo D. Harvey, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nDavid B. Johnson, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nOC,\nAL\n\nJ. W.\n\nIN\n\n—\n—\n\nL.,\nO\nAIGL\nIC\nCH\n\n—\n—\n—\n—\n—\n\nEdwin G. Cooley, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\n—\n\n3\n\n9\n\n0\n5\nIO\n6\n,\nDH .\nNO LO\nS.\nA CO,\nL ER\nA,S\n8\nV\nE\nOMN\nVN\nST\nEE\n2\nLD\nBO\nC\n1\n08\n2\n\n3\n\n2\n\n3\n\n3\n2\n2\n\n9\n\n6\n1\nI. C. McNeill, Treasurer\nPOLI\n—\nS,\n9\nMINN\n—\n.\nCharles\nR.\nSkinner,\nPresident\nCharles\nW. Eliot, President\n9\nBUF\n9\nF\nIrwin\nShepard,\nSecretary\nIrwin\nShepard,\nSecretary\nALO\n9\nBOS\nI. ,C. N.McNeill, Treasurer\nTW.\n9\nON,M. Davidson, Treasurer\n0\nY.\nMAS\n7\nS.\nJ. M. Greenwood, President\n0\n—\nJohn\nW. Cook, President\nIrwin Shepard, Secretary\n5\nIrwin Shepard, Secretary\n2\nI. C. McNeill, Treasurer\nS\nMcHenry\nRhodes, Treasurer\nT.\n2 MIL\nLOU\n—\nWA\n9\n7\nIS,\nUKE. Oram Lyte, President\nGROVE,\nN. J.\nEE\nMO.\n8\n,\nIrwin\nShepard, Secretary\nWIS\nWilliam H. Maxwell, President\n.\nI. C. McNeill,\nTreasurer\n—\nIrwin Shepard, Secretary\n—\n2\nOscar\nT.\nCorson,\nPresident\nJames\nW. Crabtree, Treasurer\n1\n2\nWA\nIrwin\nShepard,\nSecretary\nSH\nIN\n19 A\nGT Carroll G. Pearse, Treasurer\n06 SBU\n9\nON\n,\nNo RY Nathan C. Schaeffer, President\nPA\nD. M. Green, President\nJames\n—\nRK Shepard, Secretary\nse Irwin\nss\n2\nIrwin C.Shepard, Secretary\n—\nand\ni\no\nJ.\nTreasurer\nn N. Wilkinson,\nOC\nL. —\nC.\nGreenlee, Treasurer\n—\n—\nEA\nN\nL\nOS\n4\nAN\nGE\nLO\nLE\nS\nS,\nAN\nGE\nC\nC\nAL\n3\nLE\nHA\nIF\nEDUCATION\nASSOCIATION\nOF THE\nS,\n. NATIONAL\nRL\nDE\nCA\nES\nL\nTO\nTR\nUNITED\nSTATES, 1908 — IF.\nN,\nOI\nS. —\nT,\nC.\nMI\nCH\nFred M. Hunter, President\n. —\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nCornelia\n\nS. Adair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nUel\n\nW.\n\nSecretary\n\nSmith,\n\nTreasurer\n\nPresident\n\nSecretary\n\nSmith,\n\nTreasurer\n\nLamkin,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nHenry\n\nLester\n\nSmith,\n\nE. Ruth Pyrtle,\nJ. W. Crabtree,\nHenry\nWillis\n\nJ. W.\n\nHenry\n\nLester\n\nPresident\nSecretary\n\nSmith,\n\nA. Sutton,\n\nCrabtree,\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\nPresident\n\nJoseph\n\nRosier,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\nTreasurer\n\nSecretary\n\nSmith,\n\nTreasurer\n\n"}
{"page": 723, "printed_page": null, "text": "1\n\n719\n\nOFFICERS\n\n9\n3\n\n1\n\n7\n\n9\n\n—\n\n3\nJessie Gray, President\nJ. W. Crabtree,\n8 Secretary\nHenry\n\n1\n\nLester\n\nSmith,\n\nOrville\nWillard\n\nSecretary\nDETR\nJ.OIW.\nT, Crabtree, Secretary Emeritus\nMICH\nR. E. Offenhauer,\nTreasurer\n.\n\nTreasurer\n\n—\n\nHenry Lester Smith, President\n9\n93\nWillard E. Givens, Executive Secretary\n4— 3\nJ.\nW. Crabtree, Secretary Emeritus\nWASH\nIR.\nNGT\nE.O Offenhauer, Treasurer\nN,\n9\nD. C.\nAgnes Samuelson,\nPresident\n—\nWillard E. Givens, Executive Secretary\n5\n—\nJ. W. Crabtree, Secretary Emeritus\nDE\nR. E. Offenhauer, Treasurer\nNV\nER\n,\nCOL\nO.\n\nNATIONAL\n\nC. Pratt, President\nE. Givens, Executive\n\nCaroline S. Woodruff, President\nWillard E. Givens, Executive Secretary\n\nJ. W. Crabtree, Secretary Emeritus\nNEW R. E. Offenhauer. Treasurer 1\nYOR\nK,\nReuben NT.\n. Y Shaw, President\n.\nWillard E. Givens, Executive Secretary\nJ. W. Crabtree, Secretary Emeritus\nB. F. Stanton, Treasurer\n\nEDUCATION\nUNITED\n\nSAN\n\nFRA\nASSOCIATION\nNCI\nS\nSTATES CO, CA\n\nRT\n\nTHE\n\nNortheast\n\nHigh\n\nLIF\n\n—\nPO\n\nOF\n.\n\nOFFICERS— 1938-39\n\nLA\n\nND\n\n,\n\nOR T. Shaw..\nReuben\nE\n\nPresident .\nHead,\nPhiladelphia, Pa.\n\n.\n\nWillard\n\nE. Givens\n\nScience Department,\n\nSchool,\n\nExecutive Secretary .\n1201 16th St., N. W., Washington, I). C.\nSecretary Emeritus .\n1201 16th St., N. W., Washington, I). C.\nTreasurer. .\nPresident, Bowling Green State University,\nBowling Green, Ohio 1\n\nJ. W. Crabtree. . .\nR. E. Offenhauer\n\nHonorary\nJohn\n\nDewey\n\nMrs.\n\nSusan\n\n.\nM.\n\nProfessor\n\nNew\n\nDorsey .\n\n1506\n\nEmeritus\n\nArapahoe\n\nSt., Los\n\nExecutive\nReuben\n\nT. Shaw .\n\nPresident .\n\nAngeles,\n\nR. E. Offenhauer .\nFred D. Cram .\nMrs. Myrtle Hooper Daiil.\nSidney B. Hall .\nAmy H. Hinrichs .\nAlbert M. Shaw .\n\nColumbia\n\nUniversity,\n\nCalif.\n\nCommittee\n\n.....Head,\n\nScience\n\nPhiladelphia, Pa.\n\nCaroline S. Woodruff .\nJoseph H. Saunders .\n\nDepartment,\n\nNortheast\n\nHigh\n\nSchool,\n\nFirst Vicepresident .\nPrincipal, State Normal School, Castleton, Vt.\nChairman, Board of Trustees .\nSuperintendent of Schools,\n\nNewport News, Va.\nTreasurer .\nPresident, Bowling\nBowling Green, Ohio 1\n\nGreen\n\nState University,\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\nBoard\n\nVa\n\nof Trustees\n\nChairman .\nSuperintendent of Schools, Newport News, Va.\nPresident .\nHead, Science Department, Northeast High School,\nPhiladelphia, Pa.\nSecretary .\nBoard of Normal School Regents, Madison, Wis.\nEditor, The Grade Teacher, 29 Le Roy Ave., Darien, Conn.\nSecretary, Missouri State Teachers Association, Columbia, Mo.\n\nJoseph H. Saunders\nReuben T. Shaw . . .\nEdgar G. Doudna . .\nFlorence Hale ....\nThomas\n\nof Philosophy .\n\nYork, N. Y.\n\nJ. Walker.\n\nVicepresidents\nCaroline S. Woodruff .\nAndrew Avery .\n\nM.\n\nE. Brockman .\n\nEverett R. Erickson .\nHarley W. Holmes .\n\nFirst Vicepresident .... Principal, State Normal School, Castleton,\nCounty Superintendent of Schools, Bainbridge, Ga.\n\nSuperintendent\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 Ave., 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\n1 Deceased\n\nDecember\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\n29, 1938. B. F. Stanton served the remainder\n\nMass.\n\nof the year.\n\nNev.\n\nVt.\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNational\n\nEducation\n\nBoard\n\nAssociation\n\nof Directors\n\nReuben T. Shaw, President .\nCaroline S. Woodruff, Vicepresident .\n\nR. E. Offenhauer,\nJoseph\n\nH.\n\nSaunders,\n\nTreasurer .\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 Institltte .\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 .\nNevada .\nNew Hampshire\nNew Jersey . . .\nNew Mexico . .\nNew York\nNorth Carolina\nNorth Dakota .\nOhio .\nOklahoma\nOregon .\nPennsylvania\nPuerto\n\nRico...\n\nRhode Island .\nSouth Carolina\nSouth Dakota\n\n,L. Frazer Banks, Assistant Superintendent of Schools. .. .Birmingham\nEverett R. Erickson, Assistant Professor, University of\nAlaska .\nCollege\n.Harold W. Smith, Superintendent of Schools .\nGlendale\nW. E. rmprs. P. O. Box 13 .\nNorth Little Rook\nHelen Holt, Teacher, 1543 B Santa Clara Ave .\nAlameda\n. W. 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\n. James S. Rickards, Executive Secretary, Florida Education\nAssociation .\nTallahassee\n. M. D. Collins, State Superintendent of Schools .\nAtlanta\n. Earl L. McTaggart, Executive Secretary, Hawaii Education\nAssociation .\nHonolulu\n. W. D. Vincent, Superintendent of Schools .\nBoise\nJohn W. Thalman, Superintendent, Township Secondary\nSchools .\nWaukegan\n. Charles O. Williams, Secretary, Indiana State Teachers\nAssociation .\nIndianapolis\nFrf.d D. Cram. Professor, Iowa State Teachers College .... Cedar Falls\n. F. L. Schlagle, Superintendent of Schools .\nKansas City\nWilliam S. Taylor, Dean, School of Education, University of\nKentucky .\nLexington\nJ. N. Foche, 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\n.Annie C. Woodward, Teacher, 7S Highland Ave .\nSomerville\nGrover Stout, Principal, Wingert School .\nDetroit\n.Daisy Brown, Teacher, 407 South 6th St .\nStillwater\n. H. V. Cooper. Superintendent of Schools .\nVicksburg\n.Thomas J. Walker, Secretary, Missouri State Teachers\nAssociation .\nColumbia\n. M. P. Moe, Executive Secretary, Montana Education\nAssociation .\nHelena\n.Alice Robinson. Dean of Women, State Teachers College .... Kearney\nJ. R. Warren. Teacher. Billinghurst Junior High School .\nReno\nLyle Wilson Ewing, Head, English Department .\nClaremont\n.Sarah 0. Whitlock, Principal, Lincoln School .\nNew Brunswick\n.D. N. Pope, 711 West 5th Street .\nRoswell\n.Rena Rockwell, Teacher, 364 West Clinton .\nElmira\n.Elmer H. Garinger. Principal, Central High School .\nCharlotte\n. G. W. Hanna, Superintendent of Schools .\nValley City\nL. W. Reese, Superintendent of Schools .\nWashington Court House\nKate Frank. Teacher, Central High School .\nMuskogee\nC. R. Bowman, County Superintendent of Schools .\nMedford\nHarvey E. Gayman, Assistant Executive Secretary, Pennsylvania\nState Education Association .\nHarrisburg\nFrancisco Rodriguez-L6pez, Supervisor, Urban Elementary\nSchools .\nSan Juan\n.James F. Rockett. State Director of Education .\nProvidence\nA. C. Flora, Superintendent of Schools .\nColumbia\n. S. B. Nissen, Editor, South Dakota Education Association\n\nJournal .\n\nTennessee\nTexas .\nUtah .\n\nSioux Falls\n\n. S. L. Ragsdale, Principal. Humes High School .\nMemphis\nRush M. Caldwell, Teacher. Woodrow Wilson High School. . . Dallas\nN. Howard\n\nJensen,\n\nPrincipal, Central School..'. .\n\nTooele\n\n"}
{"page": 725, "printed_page": null, "text": "721\n\nOfficers\nVermont\nVirginia\n\n. . .\n\nJoseph A. Wiggin, Principal, High School .\nMrs. Edith B. Joynes, Principal, Washington-Gatewood\n\nSchools\n\nWashington .\nWest Virginia\nWisconsin . .\nWyoming\n\nCora\n\n.\n\nOleson,\n\nTeacher,\n\nRidpath\n\nH.\n\nSchuette,\n\nSpokane\n\nDirector\n\nof Commercial\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nCharleston\n\nEducation,\n\n220 South Van Buren Street .\nH. H. Moyer, Principal, High School .\n\n. .\n\nNorfolk\n\nHotel .\n\nW. W. Trent, State Superintendent of Schools .\nAmanda\n\nBrattleboro\n\nGreen Bay\nRawlins\n\nEDUCATION\n\nPresident — L. A. Pechstein, Dean, Teachers College, University of Cincinnati, Cincinnati, Ohio.\nVicepresidcnt — 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\n\nOF\n\nDEPARTMENTS— 1938-39\n\nAdult\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 — Erank M. Debatin, Dean, Washington University, St. Louis, Mo.\nAssistant Treasurer — George R. Bryant, State Supervisor, WPA Education, 8 E. Chestnut St.,\nColumbus, Ohio.\nCoordinate Vicepresidents — Caroline A. Whipple, State Education Department, Albany, N. Y.;\nGeorge\n\nL. Maxwell,\n\nAssistant Director, Education\n\nDivision, WPA,\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 L. Essert, Principal, Opportunity School, Denver, Colo.\n\nAmerican\n\nAssociation\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\nAdministrators\n\n(A Department\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, San Antonio, Tex. (1940);\n\nJesse H. Mason,\n\nSuperintendent\n\nof Schools, Canton, Ohio (1941); J. W. Ramsey, Superintendent of Schools, Fort Smith, Ark.\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\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. Baker,\n\nPresident, State Teachers\n\nCollege, Milwaukee,\n\nWis.\n\n(1941).\n\n"}
{"page": 726, "printed_page": null, "text": "722\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\nVicepresident — Bess Goodyicoontz, 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\nArt Education\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\nBusiness\nPresident — Joseph DeBrum, Sequoia Union\nFirst Vicepresident — Lelah Brownfield,\nMontevallo, Ala.\n\nOhio\n\nState\n\nUniversity,\n\nColo.; Sallie\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, Los\nAngeles, Calif.\nExecutive Committee — Ruby V. Perry, Margaret C. Hanson Normal School, New Orleans, La. (1939);\nElmer\n\nE.\n\nSpannabel,\n\nHolmes\n\nSchool,\n\nPittsburgh,\n\nPa.\n\n(1939);\n\nVernal\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\nClassroom\n\nTeachers\n\nPresident -Myrtle 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 Directors — Western, Elphe K. Smith, Box 22, R. D. #1. Tigard. Ore. (1939);\nMrs. Mary\nD. Barnes, 223\nReynolds,\n6820 North 24th\n\nSummit Road, Elizabeth, N.\nSt., Omaha, Nebr. (1941).\n\nElementary\n\nSchool\n\nJ. (1940);\n\nMidwestern,\n\nEastern,\n\nFlorence\n\nB.\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.\nFifth 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. Lockwood Ave., Chicago, Ill.\nRetirement Division — M. Emma Brookes, Windsor, Ashtabula County, Ohio.\n\nHome\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\n"}
{"page": 727, "printed_page": null, "text": "723\n\nOfficers\n\nKindergarten-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\nLip Reading\nPresident — Mary E. Van Horn, New York League for Hard of Hearing, 480 Lexington Ave., New\nYork, N. Y.\nVicepresident — Leone M. Kabat, 2806 S. E. 75th Ave., Portland, Ore.\nSecretary-Treasurer — Elsie O. Bensing, New York School for Deaf, Knollwood Road, White Plains,\nN. Y.\n\nMusic\nReorganizing — officers not\n\nNational\n\nEducation\n\nappointed\n\nAssociation\n(A Department\n\nat New\n\nof Deans\n\nYork\n\nconvention.\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. Mears, Professor of Geography, Milwaukee State Teachers College, Milwaukee, Wis. (1939);\nSarah A. Whitlock, Principal, Lincoln School, New Brunswick, N. J. (1940); Agnes Samuel son, State Superintendent of Public Instruction, Des Moines, Iowa (1940).\n\nNational\n\nCouncil\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\nNational\n\nAssociation\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": 728, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nRural\n\nAssociation\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\nScience\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 J. Skewes, State Teachers College, Mayville, N. Dak.\n\nSecondary\n\nTeachers\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. Y.\n\nSpecial Education\nPresident — Rosemarie Dacey, Oakrnan 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, Supervisor, Special Education, Public Schools, Los Angeles, Calif.\n\nSupervisors\n\nand\n\nDirectors\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\nVisual\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\nL. Greene, Editor, The Educational\nF. Hoban, Jr., Director, Educational Motion\n\nScreen, 64 East Lake St., Chicago,\nPicture Project, American Council\n\nIll.; Charles\non Education,\n\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\nPublic\n\nTeachers\n\nVocational\n\nSchools,\n\nMontclair,\n\nCollege, Columbia\n\nN.\n\nJ.;\n\nEtta\n\nUniversity, New\n\nSchneider,\n\nYork, N. Y.\n\nEducation\n\nPresident — Charles Sylvester, City Director of Vocational Education, Baltimore, Md.\nSecretary — Paul L. Cressman, Director, Bureau of Instruction, State Department of Public Instruc¬\ntion, Harrisburg, Pa.\n\n"}
{"page": 729, "printed_page": null, "text": "725\n\nOfficers\n\nNATIONAL\n\nEDUCATION\nUNITED\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\n\nOFFICERS— 1939-40\nAmy\n\nH.\n\nHinrichs .\n\nPresident .\n\nPrincipal,\n\nAudubon\n\nSchool,\n\nNew\n\nOrleans,\n\nWillard E. Givens .\nJ. W. Crabtree .\n\nExecutive Secretary .\nSecretary Emeritus .\n\n1201 16th St., N. W., Washington,\n1201 16th St., N. W., Washington,\n\nB. F. Stanton .\n\nTreasurer .\n\nSuperintendent\n\nHonorary\nJohn\n\nDewey .\n\nProfessor\n\nNew\nMrs.\n\nSusan\n\nM.\n\nDorsey .\n\n1506\n\nEmeritus\n\nH.\n\nof Philosophy .\n\nSt., Los\n\nExecutive\nAmy\n\nAngeles,\n\nPresident .\nPrincipal,\nFirst Vicepresident .\n\nJoseph\n\nH.\n\nChairman,\n\nPhiladelphia, Pa.\nBoard\n\nB. F. Stanton .\nHelen\n\nUniversity,\n\nCommittee\n\nHinrichs .\nT. Shaw .\n\nNewport\n\nColumbia\n\nCalif.\n\nReuben\n\nSaunders .\n\nof Schools, Alliance, Ohio\n\nPresidents\n\nYork, N. Y.\n\nArapahoe\n\nLa.\n\nD. C.\nD. C.\n\nAudubon School, New\n1329 Real Estate\n\nof Trustees .\n\nNews,\n\nSuperintendent\n\nVa.\n\nTreasurer .\n\nOrleans, La.\nTrust Bldg.,\n\nSuperintendent\n\nof Schools,\n\nof Schools, Alliance, Ohio\n\nT.\n\nCollins .\nPrincipal, Lovell School, New Haven, Conn.\nFred D. Cram .\nIowa State Teachers College, Cedar Falls, Iowa\nMrs. Myrtle Hooper Dahl..R.D. 2, Mound, Minn.\nAlbert M. Shaw .\nBox 885, Arcade Annex, Los Angeles, Calif.\nJohn\n\nWt. Thalman\n\n.\n\nSuperintendent\n\nBoard\n\nSecondary\n\nSchools,\n\nWaukegan,\n\nIll.\n\nof Trustees\n\nChairman .\nSuperintendent of Schools, Newport News, Va.\nPresident .\nPrincipal, Audubon School, New Orleans, La.\nSecretary. . . .Secretary, Board of Normal School Regents, Madison, Wis.\nEditor, The Grade Teacher, P. O. Box 345, Darien, Conn.\nSecretary, Missouri State Teachers Association, Columbia, Mo.\n\nJoseph H. Saunders\nAmy H. Hinrichs..\nEdgar G. Doudna. .\nFlorence Hale ....\nThomas\n\nTownship\n\nJ. Walker\n\nVicepresidents\nReuben T. Shaw .\nHarry Clark .\n\nFirst Vicepresident. ... 1329 Real Estate Trust\nSuperintendent of Schools, Knoxville, Tenn.\n\nJ. J. Clark .\nJ. Carl Conner .\n\nSuperintendent Roosevelt School, District 66, Route\n2215 North Walker Ave., Oklahoma City, Okla.\n\nArthur\n\nSuperintendent\n\nW.\n\nFerguson .\n\nof Schools,\n\nYork,\n\nCollege of Agriculture and Mechanic\n\nRalph\n\nSuperintendent\n\nof Schools,\n\nSuperintendent\n\nof Schools, Haratramck,\n\nM.\n\nJenkins .\n\nA. Kopka .\n\n.\n\nColo.\n\nMich.\n\nBox 303, Gresham, Ore.\nLincoln High School, Lincoln, Nebr.\nSupervising Principal of Schools, South\n\nB. C. B. Tighe .\n\nPrincipal, Senior High School, Fargo, N. D.\n\nAmy\n\nAriz.\n\nArts, State College, N. M.\n\nEnglewood,\n\nBirdine Merrill .\nSarah T. Muir .\nLester A. Rodes .\n\nBoard\n\n5, Phoenix,\n\nPa.\n\nPa.\n\nR. L. Hunt .\nB.\n\nBldg., Philadelphia,\n\nRiver, N. J.\n\nof Directors\n\nH.\n\nHinrichs,\n\nPresident .\n\nNew\n\nOrleans,\n\nLa.\n\nReuben\n\nT. Shaw,\n\nVicepresident .\n\nPhiladelphia,\n\nPa.\n\nB. F. Stanton,\nJoseph\n\nH.\n\nTreasurer .\n\nSaunders,\n\nChairman,\n\nBoard\n\nof Trustees .\n\nAlliance, Ohio\nNewport\n\nNews,\n\nVa.\n\nLife Directors\nBoard\n\nof\n\nIllinois\nTeachers\n\nEducation .\nState\n\nTeachers\n\nAssociation .\n\nInstitute .\n\nNashville,\n\nTenn.\n\nSpringfield,\n\nIll.\n\nPhiladelphia,\n\nPa.\n\n"}
{"page": 730, "printed_page": null, "text": "National\n\n726\n\nEducation\n\nAssociation\n\nState Directors\nAlabama .\nAlaska .\n\nL. Frazer\nEverett\n\nArizona .\nArkansas .\nCalifornia .\n\n.\n.\n.\n\nColorado\n\n.\n\n.\n.\n\n.\n\n.\n\n.\n\nConnecticut\nDelaware\n\nDistrict of Columbia\nFlorida .\n\n.\n.\n\nGeorgia\nHawaii\n\n.\n.\n\n.\n.\n\nIdaho .\nIllinois .\n\n.\n.\n\nIndiana .\nIowa .\nKansas .\nKentucky .\n\n.\n.\n.\n.\n\nLouisiana\n\n.\n\n.\n\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\n\n.\n.\n.\n.\n.\n.\n.\n\nMontana\n\n.\n\nMaine\n\n.\n\n.\n\nNebraska .\nNevada .\nNew Hampshire . . .\nNew Jersey .\nNew Mexico .\n\n.\n.\n.\n.\n.\n\nNew\n\n.\n\nYork\n\n.\n\nOregon .\nPennsylvania .\n\n.\n.\n.\n.\n.\n.\n\nPuerto\n\n.\n\n.\n\nRhode Island .\nSouth Carolina\nSouth Dakota .\n\n.\n.\n.\n\nTennessee .\nTexas .\n\n.\n.\n\nUtah .\nVermont .\nVirginia .\n\n.\n.\n.\n\nWashington .\nWest Virginia .\nWisconsin .\n\n.\n.\n.\n\nNorth Carolina ....\nNorth Dakota .\nOhio .\nOklahoma .\n\nRico\n\nWyoming\n\n.\n\nBanks,\n\nAssistant Superintendent\n\nR. Erickson,\n\nAssistant\n\nProfessor,\n\nof Schools. .. .Birmingham\nUniversity\n\nof\n\nAlaska .\n-. .\nCollege\nHarold W. Smith, Superintendent of Schools .\nGlendale\nW. F. Hall, State Department of Education .\nLittle Rock\nLeonard L. Bowman, Viceprincipal, Santa Barbara High\nSchool .\nSanta Barbara\nW. B. Mooney, Executive Secretary, Colorado Education\nAssociation .\nDenver\nDaisy Lord, Teacher, Public Schools, 1027 West Main\nSt .\nWaterbury\nH. V. Holloway, State Superintendent of Public\nInstruction .\nDover\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\nL. V. Phillips, Principal, Lincoln High School .\nVincennes\nFred D. Cram, Professor, Iowa State Teachers College .\nCedar Falls\nF. L. Schlagle, Superintendent of Schools .\nKansas City\nWilliam S. Taylor, Dean, School of Education, University\nof Kentucky .\nLexington\nJ. N. Poche, 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, 630 State Office Bldg .\nSt. Paul\nH. V. Cooper, Superintendent of Schools .\nVicksburg\nEverett Keith, Assistant 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\nR. J. Mullins, Secretary, New Mexico Education Association,\n114 E. Marcy St .\nSante Fe\nRena B. Rockwell, Teacher, 364 West Clinton St .\nElmira\nFrederick Houk Law, Teacher, 345 E. 15th St .\nNew York City\nElmer H. Garinger, Principal, Central High School .\nCharlotte\nG. W. Hanna, Superintendent of Schools .\nValley City\nL. W. Reese, Superintendent of Schools . Washington Court House\nKate Frank, Teacher, Central High School .\nMuskogee\nMarie A. Lessing, Teacher, 605 Columbia Bldg .\nPortland\nHarvey E. Gayman, Executive Secretary, Pennsylvania\nState Education Association .\nHarrisburg\nHelen Maxwell, Teacher, 2411 Highland Ave .\nNewcastle\nFrancisco Rodriguez-Lopez, Supervisor, Urban Elementary\nSchools .\nSan Juan\nJames F. Rockett, State Director of Education .\nProvidence\nA. C. Flora, Superintendent of Schools .\nColumbia\nS. B. Nissen, Secretary, South Dakota Education\nAssociation .\nSioux Falls\nS. L. Ragsdale, Principal, Humes High School .\nMemphis\nRush M. Caldwell, Teacher, Woodrow Wilson High\nSchool .\nDallas\nN. Howard Jensen, Principal, Central School .\nTooele\nJoseph A. Wiggin, Principal, High School .\nBrattleboro\nMrs. Edith B. Joynes, Principal, Washington Gatewood\nSchools .\nNorfolk\nCora Oleson, Teacher, Ridpath Hotel .\nSpokane\nW. W. Trent, State Superintendent of Schools .\nCharleston\nAmanda H. Schuette, Director of Commercial Education,\n220 So. Van Buren St .\nGreen Bay\nH. H. Moyer,\n\nPrincipal, High School .\n\n.\n\nRawlins\n\n"}
{"page": 731, "printed_page": null, "text": "727\n\nOfficers\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION1\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.\n1 These officers carry over from last year. No\nwill be elected in the fall of 1939.\n\nOFFICERS\n\nOF\n\nelection was\n\nheld at the regular meetings.\n\nOfficers\n\nDEPARTMENTS— 1939-40\n\nAdult\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 M. Debatin, Dean, Washington University, St. Louis, Mo.\nAssistant Treasurer — George R. Bryant, State Supervisor, WPA Education. Columbus, Ohio.\nCoordinate Vicepresidcnts — Caroline A. Whipple, Supervisor, Adult Education. State Education\nDepartment, Albany, N. Y.; George L. Maxwell, Assistant Director, WPA Education Program,\nWashington, D. C.; M. S. Robertson, State Director, WPA Education Program, New Orleans,\nLa.; Frances K. Wetmore, Supervisor, Adult Education, Public Schools, Chicago, Ill.; Paul L.\nEssert,\n\nAmerican\n\nPrincipal,\n\nEmily\n\nGriffith Opportunity\n\nAssociation\n\nPresident — Margaret Bell,\nAnn Arbor, Mich.\n\nSchool,\n\nfor Health,\n\nDenver,\n\nPhysical\n\nDirector, Department\n\nColo.\n\nEducation,\n\nof Physical\n\nEducation,\n\nand\n\nRecreation\n\nUniversity\n\nof Michigan,\n\nPresident-elect — Hiram A. Jones, Director, Division of Health and Physical Education, State Educa¬\ntion Department, Albany, N. Y.\nPast-President — Frederick W. Cozens, Dean of Applied Arts College, University of California.\nLos Angeles, Calif.\nVicepresident for Health Education — Ethel Mealey, Director of Health Education, Division of\nMaternal and Child Health, State Board of Health, Portland, Ore.\nVicepresident for Physical Education — Paul R. Washke, Director of Intramural Athletics, University\nof Oregon, Eugene, Ore.\nVicepresident for Recreation — -E. Dana Caulkins, Director, Westchester County Recreation Commis¬\nsion, White Plains, N. Y.\nExecutive Secretary-Treasurer — N. P. Neilson, 1201 Sixteenth St., N. W., Washington, D. C.\nEditor — E. D. Mitchell, Professor of Physical Education, University of Michigan, Ann Arbor, Mich.\nMembers at Large Governing Board— Jay B. Nash, New York University, New York, N. Y. ; C. E.\nTurner,\n\nMassachusetts\n\nof Education,\n\nBaton\n\nInstitute\n\nof Technology,\n\nCambridge,\n\nMass.;\n\nJess Hair,\n\nState\n\nDepartment\n\nRouge, La.\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators\n\nPresident — Ben G. Graham, Superintendent of Schools, Pittsburgh. Pa.\nFirst Vicepresident — John A. Sexson, Superintendent of Schools. Pasadena. Calif.\nSecond Vicepresident — -Homer W. Anderson, Superintendent of Schools, Omaha, Nebr.\nExecutive Secretary — S. D. Shankland, 1201 Sixteenth St. N. W., Washington, D. C.\nExecutive Committee — J. C. Cochran, Assistant Superintendent of Schools, San Antonio. Texas\n(1940); Jesse H. Mason, Superintendent of Schools, Canton, Ohio (1941); J. W. Ramsey,\nSuperintendent of Schools, Fort Smith. Ark. (1942); William J. Hamilton, Superintendent of\nSchools, Oak Park, Ill. (1943); and the president, first vicepresident, second vicepresident,\nex officio.\n\nAmerican\n\nAssociation\n\nof Teachers\n\nColleges\n\nPresident — Charles C. Sherrod, President, State Teachers College, Johnson City, Tenn.\nVicepresident — Frank D. McElroy, State Teachers College, Mankato, Minn.\nSecretary-Treasurer — Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — Marvin S. Pittman, President, Soufh Georgia Teachers College, Collegeboro,\nGa. (1940); Frank E. Baker, President, State Teachers College, Milwaukee, Wis. (1941);\nH. L. Donovan, President, State Teachers College, Richmond, Ky. (1942).\n\nAmerican\nPresident — Bess Goodykoontz,\nington, D. C.\nVicepresident — Carter\nCincinnati, Ohio.\n\nEducational\n\nAssistant Commissioner\n\nV. Good,\n\nSecretary-Treasurer — William\nWashington, D. C.\n\nResearch\n\nAssociation\n\nof Education,\n\nProfessor of Education,\n\nTeachers\n\nG. Carr, Director, Research\n\nU. S. Office of Education,\n\nCollege, University\n\nDivision, National\n\nWash¬\n\nof Cincinnati,\n\nEducation\n\nAssociation.\n\nExecutive Committee — Douglas E. Scates, College Station. Durham, N. C.; W. A. Brownell,\nProfessor of Educational Psychology, Duke University, Durham, N. C.; and the officers of the\nDepartment, ex officio.\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAssociation\n\nArt Education\nPresident — Clara MacGowan, Art Department, Northwestern University, Evanston. Ill.\nVicepresident — Jane Betsy Welling, Art Department, Wayne University, Detroit, Mich.\nSecretary — Shirley Poore, Supervisor of Art, Public Schools, Long Beach, Calif.\nTreasurer — Eugene E. Myers, Director of Axt, State Teachers College, Mayville. N. Dak.\nBoard of Directors — Mrs. Dora B. Hatfield, Art Department, Lindbergh Junior High School,\nKenmore, N. Y. ; William E. Warner, Department of Industrial Art. Ohio State University,\nColumbus, Ohio; J. B. Smith, Adams State Teachers College, Alamosa, Colo.; Elizabeth\nRobertson,\n\nDirector\n\nof Art,\n\nChicago\n\nHead, Division of Arts, Colorado\n\nBoard\n\nBusiness\nPresident — Mrs. Frances\nBaltimore, Md.\n\nDoub\n\nof\n\nEducation,\n\nState College of Education,\n\nNorth,\n\nChicago,\n\nIll.; Grace\n\nM.\n\nEducation\n\nDepartment\n\nof Commercial\n\nEducation,\n\nWestern\n\nHigh School,\n\nFirst Vicepresident — Vernal H. Carmichael, Ball State Teachers College, Muncie, Ind.\nSecond Vicepresident — Hollis P. Guy, University of Kentucky, Lexington. Ky.\nSecretary-Treasurer — Harold T. Hamlen, Morristown High School, Morristown. N. J.\nExecutive Committee — Thomas F. Ferry, Stuart Junior High School, Washington, D. C.\nMary\n\nStuart,\n\nHigh\n\nSchool,\n\nBrighton,\n\nMass.\n\nWilmington,\n\nDel. (1940);\n\nE. W.\n\nAlexander,\n\nMildred\n\nTaft,\n\nJunior\n\nCollege,\n\nE.\n\nColby\n\nBaker.\n\nGreeley, Colo.\n\n(1940);\n\nHadley\n\nNew\n\nMargaret\n\nVocational\n\nLondon,\n\nN.\n\nClassroom\n\nSenior\n\n(1940):\n\nHigh\n\nSchool,\n\nSchool. St. Louis, Mo.\n\n(1941);\n\nH.\n\nFullerton Junior College, Fullerton, Calif. (1942); Stanley\nDearborn, Mich. (1942); and the past president ex officio.\n\nKane,\n(1941);\n\nS. Smith,\n\nRuth\n\nJ. Plimpton,\n\nFordson\n\nHigh\n\nSchool,\n\nTeachers\n\nPresident — Elphe K. Smith, Capitol Hill School, R.D. 1, Box 22, Tigard. Ore.\nVicepresident — David E. Temple, Central High School, 215 Masonic Temple, Tulsa, Okla.\nSecretary — Anna J. Masterson, 14 Oakland Avenue, Lowell, Mass.\nDirector, Ex Officio — Myrtle Hooper Dahl, R.D. 1, Mound, Minn.\nRegional Directors — Northeastern, Mrs. Mary D. Barnes, 223 Summit Road. Elizabeth, N. J. (1940);\nSouthwestern, Wilbur W. Raisner, Presidio Junior High School, 419 Munich St., San Francisco.\nCalif. (1940); Southeastern, Katy V. Anthony, Binford Junior High School, 1903 Hanover\nAve., Richmond, Va. (1941); South Central, Florence B. Reynolds, Minne Lusa School. 6820\nN. 24th St., Omaha, Nebr. (1941); North Central, Harold H. Blanchard, Central High School.\nSouth Bend, Ind. (1942); Northwestern, Mary E. Bond, Whatcom Junior High School, Belling¬\nham, Wash. (1942).\n\nElementary\n\nSchool\n\nPrincipals\n\nPresident — Irvin A. Wilson, 437 S. Stone Ave., La Grange, Ill.\nFirst Vicepresident — Maude A. Rhodes, 185 Westminster Drive N. E., Atlanta, Ga.\nSecond Vicepresident — Robert H. Edgar, Principal, Bedford School, Pittsburgh. Pa.\nThird Vicepresident — Sarah L. Young, Principal, Parker School, Oakland, Calif.\nFourth Vicepresident — Lester J% Nielson, 724 Windsor St., Salt Lake City, Utah.\nFifth Vicepresident — Marjorie Walters, Principal, Harrison School, Cedar Rapids, Iowa.\nExecutive Secretary — Eva G. Pinkston, 1201 Sixteenth St. N. W., Washington, D. C.\nExecutive Committee — Ira M. Kline, 177 Gibson Ave., White Plains, N. Y. (1940);\nGregory,\n\nPrincipal,\n\nRaupp\n\nSchool,\n\nLincoln\n\nPark,\n\nMich.\n\n(1941);\n\nIsabel\n\nTucker,\n\nArnold\nPrincipal.\n\nFestus Wade School, St. Louis, Mo. (1942); Elizabeth R. Malcolm, Truman St. School, New\nHaven, Conn. (1943).\nCertification Division—' Cassie F. Roys, Director, 2609 Bristol St., Omaha, Nebr.\nLife Membership Division — Herbert C. Hansen, Director, 1045 N. Lockwood Ave., Chicago, Ill.\nProfessional Relations Division — Mason A. Stratton, Director, Principal, Brighton Avenue School.\nAtlantic City, N. J.\nRetirement\n\nDivision — M.\n\nEmma\n\nBrookes,\n\nDirector, Windsor,\n\nGarden\nPresident — Paul\nMich.\n\nH. Jones,\n\nVicepresident — Van Evrie\nNew York, N. Y.\n\nCurator, Fordson\nKilpatrick,\n\nAshtabula\n\nCounty,\n\nOhio.\n\nEducation\n\nHorticultural\n\nEmeritus\n\nGardens,\n\nDirector\n\nFordson\n\nof Nature\n\nHigh\n\nEducation,\n\nSchool, Dearborn,\n121\n\nE.\n\n51\n\nSt.,\n\nSecretary — Paul R. Young, School Garden Supervisor, Public Schools, Cleveland, Ohio.\nTreasurer — Clayton F. Palmer, Assistant Supervisor of Nature Study and Gardening, Public Schools,\nLos Angeles, Calif.\n\nHome\n\nEconomics\n\nPresident — Freda G. Winning, School of Education, New York University, New York, N. Y.\nVicepresident — Edna Waples, Supervisor of Home Economics, Public Schools, Portland, Ore.\nSecretary — Dorothy Jones, Supervisor of Home Economics, Public Schools, Cleveland, Ohio.\nTreasurer — Nell M. Waddington, Supervisor of Home Economics, Public Schools, Wichita, Kans.\n\n"}
{"page": 733, "printed_page": null, "text": "729\n\nOfficers\n\nKindergarten — Primary\n\nEducation\n\nPresident — Ethelyn L. Mitchell, 5535 Kenmore Ave., Chicago, Ill.\nVicepresident — Ruth O. Ferguson, 8 North Ninth Avenue, Mount Vernon, N. Y.\nSecretary — Mrs. Jessie D. Reilly, 1414 Elmdale Ave., Chicago, Ill.\nExecutive Committee — A. Maud Sproat, Board of Education, Salt Lake City, Utah (1940); Grace\nL. Phelps, 120 Seward Ave., Detroit, Mich. (1941); Helen S. Baldwin, 325 Beverly Ave.,\nSan Leandro, Calif. (1942); Amy E. Emery, 45 Auburn St., Brookline, Mass. (1943).\n\nLip Reading\nPresident — Mary\nYork, N. Y.\n\nE. Van\n\nHorn,\n\nNew\n\nYork\n\nLeague\n\nfor Hard\n\nof Hearing,\n\nVicepresident — Leone M. Rabat, 2806 S. E. 75th Ave., Portland, Ore.\nSecret ary -Treasurer — Elizabeth Brand, Washington, D. C. League\nVermont Avenue, Washington, D. C.\n\nMusic\nNational\n\n480 Lexington\n\nfor Hard\n\nAve., New\n\nof Hearing,\n\nEducation\n\nAssociation\n\nof Deans\n\nof Women\n\nPresident — Sarah G. Blanding, Dean of Women, University of Kentucky, Lexington, Ky.\nVicepresident — M. Eunice Hilton, Dean of Women, Syracuse University, Syracuse, N. Y.\nTreasurer— Elizabeth B. Oakes, Girls’ Counselor, Proviso Township High School, Maywood,\nSecretary — Esther A. Dayman, Dean of Undergraduate Students, Mills College, Calif.\nExecutive Secretary — Kathryn G. Heath, 1201 Sixteenth St. N. W., Washington, D. C.\n\nNational\n\n1116\n\nAssociation\n\nof Journalism\n\nIll.\n\nDirectors\n\nPresident— William E. Blake, Journalism Director, Hartford High School, Hartford, Conn.\nVicepresident — Olive Allen, Journalism Director, Central High School, St. Paul, Minn.\nSecretary — Orval C. Husted, Journalism Director, Senior High School, Sand Springs, Okla.\nTreasurer — Harriet L. Blum, Journalism Director, Eastern High School, Detroit, Mich.\n\nNational\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\nPresident — K. J. Clark, Principal, Murphy High School, Mobile, Ala.\nFirst Vicepresident — Oscar Granger, Principal, Haverford Township High School, Upper Darby, Pa.\nSecond Vicepresident — John E. Wellwood, Principal, Central High School, Flint, Mich.\nExecutive Secretary — Harry V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee— Paul E. Elicker, Principal, Newton High School, Newtonville, Mass, (1940);\nVirgil M. Hardin, Principal, Pipkin & Reed Junior High School, Springfield, Mo. (1940);\nTruman\nG. Reed, Principal, Lewis & Clark High School, Spokane, Wash. (1941); Hugh\nH.\nStewart, Principal, Davis High School, Mt. Vernon, N. Y. (1942).\n\nNational\n\nAssociation\n\nof Teachers\n\nof Speech\n\nPresident — A. Craig Baird, Professor of Speech, University of Iowa, Iowa City, Iowa.\nFirst Vicepresident — Dayton McKean, Professor of Speech, Dartmouth College, Hanover, N. H.\nSecond Vicepresident — T. Earl Pardoe, Professor of Speech, Brigham Young University, Provo, Utah.\nExecutive Secretary — R. L. Courtright, Professor of Speech, Wayne University, Detroit, Mich.\nEditor of Quarterly Journal of Speech — Giles W. Gray, Professor of Speech, Louisiana State Uni¬\nversity, Baton Rouge, La.\nEditor of Research Studies — Clarence T. Simon, Professor of Speech, Northwestern University,\nEvanston, Ill.\n\nNational\n\nCouncil\n\nfor the Social Studies\n\nPresident — Ruth West, Lewis & Clark High School, Spokane, Wash.\nFirst Vicepresident — Howard R. Anderson, Department of Education,\nN. Y.\n\nCornell\n\nUniversity,\n\nIthaca,\n\nSecond Vicepresident — Fremont P. Wlrth, George Peabody College for Teachers, Nashville, Tenn.\nSecretary-Treasurer — Howard E. Wilson, Graduate School of Education, Harvard University,\nCambridge, Mass.\nExecutive Committee — Nelle E. Bowman, Central High School, Tulsa, Okla. (1939); Burr W.\nPhillips,\n\nAssistant\n\nProfessor\n\nin the Teaching\n\nand the ex-presidents and officers.\n\nof History,\n\nUniversity\n\nof Wisconsin,\n\nMadison,\n\nWis.;\n\n"}
{"page": 734, "printed_page": null, "text": "National\n\n730\n\nNational\n\nCouncil\n\nEducation\n\nAssociation\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident — Mrs. Inez Johnson Lewis, State Superintendent of Public Instruction, State House,\nDenver, Colo.\nVicepresident— Lucy Mason Holt, Principal, Ocean View School, Norfolk, Va.\nSecretary — Mrs. Margaret Mendenhall Smith, Principal, Ebert Platoon School, Denver, Colo.\nTreasurer — Margaret C. Mackintosh, Principal, Public School 140, Brooklyn, N. Y.\nAuditor\n— Mary\nMass.\n\nElizabeth\n\nO'Connor,\n\nSupervisor of Elementary\n\nEducation,\n\nPublic Schools, Arlington,\n\nDirectors — Sue M. Powers, Superintendent. Shelby County Schools, State House, Memphis, Tenn.\n(.1940); Caroline S. Woodruff, Principal, State Normal School, Castleton, Vt. (1940); Louise\nW. Mears. Professor of Geography, Milwaukee State Teachers College, Milwaukee, Wis. (1940);\nSarah\n\nA. Whitlock,\n\nPrincipal, Lincoln\n\nSecretary, Iowa State Teachers\n\nSchool, New\n\nBrunswick,\n\nAssociation, Des Moines,\n\nRural\n\nIowa\n\nN. J. (1941);\n\nAgnes\n\nEducation\n\nPresident Norman Frost, George Peabody College for Teachers, Nashville, Tenn.\nVicepresident — Mrs. Gladys L. Potter, Assistant Chief, Division of Elementary\nRural Schools, State Department of Education, Sacramento, Calif.\nSecretary — Lois M. Clark.\nHarrisburg, Pa.\n\nEarly Childhood\n\nSamuelson,\n\n(1941).\n\nand Elementary\n\nDivision, State Department\n\nEducation\n\nand\n\nof Education,\n\nExecutive Committee — Donald MacKay, President, Eastern New Mexico Junior College, Portales,\nN. Mex. (1940); Chloe C. Baldridge, Director of Rural Education, State Department of Public\nInstruction, Lincoln, Nebr. (1940); May Trumper, Head, Rural Education Department, State\nNormal School, Geneseo, N. Y. (1941); R. D. Baldwin, Professor of Education, West Virginia\nUniversity. Morgantown, W. Va. (1941); L. P. Terrebonne, Superintendent, Iberville Parish\nSchools, Plaquemine, La. (1942); S. T. Burns, State Director of Music, State Department of\nEducation. Baton Rouge. La. (1942); A. F. Elsea, Director Rural Education, State Department\nof Education, Jefferson City, Mo. (1943); Edwin R. Embree. President, Julius Rosenwald Fund,\nChicago. Ill. (1943); Lois M. Clark, Early Childhood and Elementary Division, State Depart¬\nment of Education. Harrisburg, Pa. (1944); Frank Ransdell, Superintendent. Hardin County\nSchools, Kenton, Ohio (1944); Mrs. Katherine M. Cook, Chief, Division of Special Problems,\nLT.\nS. Office of Education,\nex officio.\n\nWashington,\n\nD.\n\nScience\n\nC.\n\n(1940);\n\nand\n\nthe president and\n\nvicepresident,\n\nInstruction\n\nPresident — Mildred Fahy, Principal, Peirce Elementary School, 1423 Bryn Mawr Avenue, Chicago, Ill.\nVicepresidents — North Central, George J. Skewes, State Teachers College, Mayville, N. Dak.;\nSouthern, Jack Hudspeth, Coordinator of Science, Austin, Texas; Western, Glen E. Cline,\nPasadena Junior College, Pasadena, Calif.; Eastern, Philip G. Johnson, Cornell University,\nIthaca, N. Y.\nSecretary — Helen M. Strong, Education Relations, Department of Agriculture, Washington,\nTreasurer — Aelfric James, Sr., 801 Spring Garden St., Easton, Pa.\n\nSecondary\n\nD.\n\nC.\n\nTeachers\n\nPresident — George R. Rankin, Boys Technical High School, Milwaukee, Wis.\nViceprcsident — Ruth West, Lewis and Clark High School, Spokane, Wash.\nSecretary — Edith V. Titcomb, Woodrow Wilson Junior High School, San Jose, Calif.\nExecutive Secretary — Ernest D. Lewis, Evander Childs High School, New York, N. Y.\nTreasurer — Joseph C. Driscoll, Erasmus Hall High School, Brooklyn, N. Y.\n\nSpecial\n\nEducation\n\nPresident — Rosemarie A. Dacey, Oakman School for Crippled Children, Detroit, Mich.\nVicepresidcnt — Elizabeth Walsh, Director, Bureau for Children with Retarded Mental Development,\nNew York, N. Y.\nSecretary-Treasurer — Jessie A. Tritt, Supervisor, Education for Exceptional Children Section, Public\nSchools, Los Angeles, Calif.\n\nSupervisors\n\nand Directors\n\nof Instruction\n\nPresident — Julia L. Hahn, Division of Supervising Principals, Public Schools, Washington, D. C.\nFirst Vicepresident — Helen Heffernan, Chief, Division of Elementary Education and Rural Schools,\nState Department of Education, Sacramento, Calif.\nSecond Vicepresident — Prudence Cutright, Assistant Superintendent of Schools, Minneapolis, Minn.\nField Secretary — James F. Hosic, 50 Rockland Avenue, Yonkers, N. Y.\nExecutive Secretary — Edna Simmons, 1201 Sixteenth Street N. W., Washington, D. C.\nExecutive Committee — Rudolph D. Lindquist, Director, Cranbrook School, Bloomfield Hills, Mich.\n(1940); Hollis L. Caswell, Professor of Education, Teachers College, Columbia University,\nNew York, N. Y. (1941); Edith M. Bader, Assistant Superintendent of Schools, Ann Arbor,\nMich. (1942); and the officers of the Department, ex officio.\n\n"}
{"page": 735, "printed_page": null, "text": "Officers\n\n731\n\nVisual Instruction\nPresident — J. E. Hansen, Chief, Bureau of Visual Instruction, University of Wisconsin, Madison, Wis.\nVicepresident — Etta Schneider, Associate in Curriculum and Teaching, Teachers College, Columbia\nUniversity, New York, N. Y.\nSecretary-Treasurer Pro Tem — Don Carlos Ellis, 20 Princeton St., Garden City, N. Y.\nExecutive Committee — Charles F. Hoban, Jr., Director, Motion Picture Project, American Council\non Education, 1013 Eighteenth St. N. W., Washington, D. C. (1940); Grace F. Ramsey, Associate\nCurator, American Museum of Natural History, New York, N. Y. (1940); Edgar Dale, College\nof Education, Ohio State University, Columbus, Ohio (1941); Nelson Greene, Editor, Educa¬\ntional Screen, 64 E. Lake St., Chicago, Ill. (1941); E. Winifred Crawford, Director, Visual\nEducation, Public Schools, Montclair, N. J. (1942); F. D. McClusky, Director, Scarborough\nSchool, Scarborough, N. Y. (1942).\n\nVocational\n\nEducation\n\nPresident — Mack Stoker, Assistant Supervisor of Trade\nof California, Berkeley, Calif.\nSecretary — J. G. Allen,\n\nPrincipal, Soldiers’ Orphan\n\nand\n\nIndustrial Teacher\n\nSTAFF\n\n1201 Sixteenth Street, Northwest,\nE. Givens,\n\nJ. W.\n\nCrabtree,\n\nUniversity\n\nSchool, Scotland, Pa.\n\nHEADQUARTERS\n\nWillard\n\nTraining,\n\nWashington,\n\nExecutive\nSecretary\n\nD. C.\n\nSecretary\nEmeritus\n\nDirectors of Divisions\n.\nAccounts and Records\n.\nBusiness\n.\nAffiliated Associations\n.\nField Service\n.\nMembership\n.\nPublications\n. .\nResearch\nAssociate Director, Research\n.\nRural Service\n\nMary J. Winfree .\nHarold A. Allan .\nAgnes Winn .\nCharl Ormond Williams\n\nT. D. Martin .\nJoy Elmer Morgan .\nWilliam G. Carr .\nFrank W. Hubbard .\nHoward A. Dawson .\nHarriett M. Chase .\n\n.\n\nSecretaries of Departments\nN.\n\nP. Neilson\n\n.\n\nS. D. Shankland.\nKathryn\nEva\n\nG.\n\nWalter\nEdna\n\nAmerican\n\n. . .American\n\nAssociation\n\nat Headquarters\n\nfor Health,\n\nPhysical\n\nAssociation of School Administrators\n\nG. Heath .\n\nNational\n\n. Director\n\nof Discussion\n\nSimmons .\n\nEducation,\n\nof Deans\n\nElementary\nGroup\n\nProject,\n\nNational\n\nSupervisors\n\nand\n\nRecreation\n\nand Administrative\n\nAssociation\n\nPinkston .\nE. Myer\n\nSecretary’s Office\n\nand\n\nSchool\n\nService\n\nof Women\nPrincipals\n\nAssociation\n\nof Secondary-\n\nDirectors\n\nof Instruction\n\nSchool Principals\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nCOMMITTEES, COMMISSIONS, AND COUNCILS\nOF THE NATIONAL EDUCATION\nASSOCIATION, 1938-39\nCOMMITTEE\n\nON\n\n(Authorized\n\nACADEMIC\n\nby\n\nRepresentative\n\nWest, Ruth, Head, Department of So¬\ncial Studies, Lewis and Clark High\nSchool, Spokane, Wash.\n\nAPPRAISAL\nSan\n\nby\n\nCOMMITTEE\n\nRepresentative\n\nFrancisco\n\nPratt, Orville C., Chairman; Superin¬\ntendent of Schools, Spokane, Wash.\nArmitage, Edith E., 28 Howard St.,\nAuburn, N. Y.\nBroderick, Lillian, President, Yonkers\nTeachers Association, 216 Park Ave.,\nYonkers, N. Y.\nKeenan, Robert C., Principal, Bowen\nHigh School, 2710 E. 89th St., Chi¬\ncago, Ill.\n\nCOMMITTEE\n\nON\n\nAssembly)\n\nConvention\nLively, Mrs. Emery,\nNew Orleans, La.\n\nAdair, Cornelia S., Chairman; 3208\nHawthorne\nAve., Richmond,\nVa.\n(1939)\nHendrix, H. E., Superintendent of Pub¬\nlic Instruction, Phoenix, Ariz. (1940)\nMarsh, Arthur L., Executive Secretary,\nWashington Education Association,\n707 Lowman\nBldg., Seattle, Wash.\n(1941)\n\nON\n\n(Special\n\n2900\n\nPrytania\n\nSt.,\n\nLord, Daisy, 1027 West\nMain St.,\nWaterbury, Conn.\nMerrill, Birdine, Box 303, Gresham,\nOre.\nRaines, Ona C., 1631\nTulsa, Okla.\n\nFourth\n\nSt.,\n\nShaw, Albert M., Box 885, Arcade\nnex, Los Angeles, Calif.\n\nAn¬\n\nBYLAWS\n\n(Authorized\n\nCOMMITTEE\n\nAssembly)\n\nRockwell, Rena B., Chairman, Academic\nFreedom Committee of the Depart¬\nment of Classroom Teachers, 364\nWest Clinton, Elmira, N. Y.\n\nSmith, Henry Lester, Chairman; Dean,\nSchool of Education, Indiana Univer¬\nsity, Bloomington, Ind.\nKilpatrick, William H., 106 Morningside Drive, New York, N. Y.\nOppe, Greta, Ball High School, Galves¬\nton, Texas.\n\n(Authorized\n\nFREEDOM\n\nAND\n\nEast\n\nRULES\n\nby Bylaws)\nRead, Faye, 131\nColo. (1942)\n\nVernon\n\nAve.,\n\nPueblo,\n\nSohl, Charles E., Principal, GlensideWeldon Junior High School, Glenside, Pa. (1943)\n\nCODE\n\nOF\n\nETHICS\n\nCommittee)\n\nKing, W. P., Chairman; Executive Sec¬\nretary, Kentucky Education Associa¬\ntion, 1422-23 Heyburn Bldg., Louis¬\nville, Ky.\n\nReeder, Ward G., Ohio State Univer¬\nsity, Columbus, Ohio.\nRemy, Kathora, 216 Primera Drive, San\nAntonio, Texas.\n\nHardy, H. Claude, Superintendent\nSchools, White Plains, N. Y.\n\nSanford, Mrs. Autie Curry, Superintend¬\nent. Rusk County Schools, Lady¬\nsmith, Wis.\n\nCOMMITTEE\n\nTO\n\nof\n\nCOOPERATE\nWITH\nLEGION\n\n(Authorized\n\nby\n\nRepresentative\n\nRepresenting\nBachrodt, Walter L., Chairman; Super¬\nintendent of Schools, San Jose, Calif.\nCram, Fred D., Professor of Education,\nIowa State Teachers College, Cedar\nFalls, Iowa.\nDienst, Charles F., Deputy State Super¬\nintendent of Public Instruction, Lin¬\ncoln, Nebr.\n\nTHE\n\nAMERICAN\n\nAssembly)\n\nN.E.A.\n\nFaust, J. Frank,\nChambersburg,\n\n524\nPa.\n\nMontgomery\n\nAve.,\n\nKy.\nRichmond,\nJames H., President, Mur¬\nray State Teachers College, Murray.\n\n"}
{"page": 737, "printed_page": null, "text": "Committee\n\nRepresenting\nSchwartz, William D., Jr., Chairman;\nP. O. Box 922, Charleston, S. C.\nAllen, C. Richard, 528 Cooper St.,\nCamden, N. J.\nO’Neil, James F., 351\nManchester, N. H.\n\nCOMMITTEE\n\nChestnut\n\nSt.,\n\nby\n\nLegion\n\nSowers, Dan, 337 Wilson\ngantown, W. Va.\nTwomey,\nMass.\n\nRepresentative\n\nSmith, S. L., Chairman; George Pea¬\nbody College for Teachers, Nashville,\nTenn.\nBabcock, Mildred D., 7-5 Minetta St.,\nNew York, N. Y.\nNewbold, N. C., State Director of\nNegro Education, Department of Edu¬\ncation, Raleigh, N. C.\nWilkinson, Garnet C., First Assistant\nSuperintendent of Schools, Franklin\nAdministration Bldg., Washington,\nD. C.\nWilliams, Fannie C., 1922 Louisiana\nAve., New Orleans, La.\n\nAdvisory\n\nAmerican\n\nJ. J., Court\n\nTO COOPERATE\nWITH\nTHE\nTEACHERS\nASSOCIATION\n(Authorized\n\nMembers\n\nBaer, H. K., Supervisor of Elementary\nSchools, State Department of Educa¬\ntion, Charleston, W. Va.\nBaltimore, Mrs. Thelma L., 206 Elm\nSt., N. W., Washington, D. 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.\nBird, C. L., Wilson High School, Wil¬\nson, Ark.\nBirr, O. A., Principal, N. Ninth Street\nSchool, Milwaukee, Wis.\nBrawley, James P., Dean, Clark Uni¬\nversity, Atlanta, Ga.\nBurns, Charles G., Principal, Miller\nHigh School, 2322 Dubois St., De¬\ntroit, Mich.\nBush, M. P., President, Jones County\nAgricultural High School and Junior\nCollege, Ellisville, Miss.\nBush, Norris F., South High School,\nLouisiana Ave. and S. William St.,\nDenver, Colo.\nButler, J. W., Principal, Sumner High\nSchool, Cairo, Ill.\nCaliver, Ambrose, Senior Specialist in\nthe Education of Negroes, U. S. Office\nof Education, Washington, D. C.\nCampbell, W.\nM., Superintendent of\nSchools, Roseburg. Ore.\nCarlson, George W., Marshall High\nSchool, Minneapolis, Minn.\nCarney, Mabel, Professor of Education,\nTeachers College, Columbia Univer¬\nsity, New York, N. Y.\nChester, Paul, Principal, Humboldt\nCounty High School, Winnemucca,\nNev.\nClement, R. E., President, Atlanta Uni¬\nversity, Atlanta, Ga.\nConway, Carroll, Superintendent of\nSchools, Eunice, N. Mex.\nCousins, Robert L., Director of Negro\nEducation, State Department of Edu¬\ncation, Atlanta, Ga.\nDickison, C. A., Principal, Thomas Jef¬\nferson High School, 1319 E. Fortyfirst St., Los Angeles, Calif.\n\n733\n\nMembers\n\nHouse,\n\nAve.,\n\nMor¬\n\nLawrence,\n\nAMERICAN\n\nAssembly)\n\nDillon, Ruby, Bellingham High School,\nBellingham, Wash.\nDoe, Chester W., Superintendent of\nSchools, Northwood, N. H.\nDuckrey, Tanner G., Principal, Paul\nLaurence Dunbar School, Twelfth St.\nNorth of Columbia Ave., Philadel¬\nphia, Pa.\nDuke, E. A., Rural School Supervisor,\nState Department of Public Instruc¬\ntion, Oklahoma City, Okla.\nEasom, P. H., State Agent for Negro\nEducation, State Department of Edu¬\ncation, Jackson, Miss.\nEdgerton, R. O., Principal, Thomas\nJefferson School, Portsmouth, Va.\nEdwards, Margaret M., Head, Depart¬\nment of Home Economics, Woman’s\nCollege of the University of North\nCarolina, Greensboro, N. C.\nEgan, Joseph, Principal, Harvard School,\nBoston, Mass.\nEleazer, R. B., Educational Director,\nCommission on Interracial Coopera¬\ntion, 710 Standard Bldg., Atlanta, Ga.\nElliott, Nellie L., Principal, Bird and\nGrant Schools, Des Moines, Iowa.\nFarmer, Samuel J., Jenkinjones, W. Va.\nFavrot, Leo M., Field Agent, General\nEducation Board, 49 W. Forty-ninth\nSt., New York, N. Y.\nFelton, J. B., State Agent for Negro\nSchools, Department of Education,\nColumbia, S. C.\nGallup, Ruth, 1833 Emerson St., Den¬\nver, Colo.\nGoodrich, Lowell P., Superintendent of\nSchools, Fond du Lac, Wis.\nGrossley, R. S., President, State Col¬\nlege for Colored Students, Dover, Del.\nHale, W. J., President, Tennessee Agri¬\ncultural and Industrial State College,\nNashville, Tenn.\nHammond, E. Kyle, 114 Cherry Ave.,\nHampton, Va.\nHenderson, L. E., Principal, Senior\nHigh School, Beatrice, Nebr.\nHill, Henry H., Superintendent of\nSchools, Lexington, Ky.\nHill, Leslie P., President, Cheyney\nTraining School for Teachers, State\nTeachers College, Cheyney, Pa.\nHill, Sam R., Principal, West High\nSchool, Elati St. and W. Tenth Ave.,\nDenver, Colo.\nHoban, Mary X., Westminster Hotel,\n2301 W. Pacific, Spokane, Wash.\nHodge, J. A., Principal, Sumner High\nSchool, Kansas City, Kans.\nHolbrook, Sara M., Assistant Professor\nof Education. University of Vermont,\nBurlington, Vt.\nHolmes, Mabel G., Continental School,\nSouth Seventh and Second Ave.,\nElizabeth, N. J.\nHuffington, J. Walter, Supervisor of\nColored Schools, Department of Edu¬\ncation, Lexington and Liberty Sts.,\nBaltimore, Md.\n\n"}
{"page": 738, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nHunt, R. L., Superintendent, Consoli¬\ndated School, Louise, Miss.\nJohnson, Bernice, 1454 Ellis St., Bell¬\ningham, Wash.\nJohnson, Charles S., Director, Depart¬\nment of Social Science, Fisk Univer¬\nsity, Nashville, Tenn.\nJohnson, Everet, Phoenix Public Schools,\nPhoenix, Ariz.\nKagarise, Blanche, 68 E. Pearl St.,\nNashua, N. H.\nKlein, Arthur J., Department of Educa¬\ntion, Ohio State University, Colum¬\nbus, Ohio.\nKnudson, K. O., Principal, Las Vegas\nUnion School District, Las Vegas,\nNev.\nLeavell, U. W., Professor of Education,\nGeorge Peabody College for Teachers,\nNashville, Tenn.\nLee, J. R. E., President, Florida Agri¬\ncultural and\nMechanical College,\nTallahassee, Fla.\nLester, L. M., Associate Director, Di¬\nvision of Negro Education, Depart¬\nment of Education, Atlanta, Ga.\nLewis, A. C., State Department of Edu¬\ncation, Baton Rouge, La.\nMcCuistion, E. M., Supervisor of Negro\nSchools, State Department of Educa¬\ntion, Little Rock, Ark.\nMcElwaine, S. R., Principal, Lincoln\nSchool, Lafayette, Ind.\nMcGehee, E. G., Jr., State Supervisor\nof Negro Schools, State Department\nof Education, Montgomery, Ala.\nMarshall, Clifton N., Principal, Glenfield School, Montclair, N. J.\nMartin, William H., Assistant Superin¬\ntendent of Schools, Mt. Vernon, N. Y.\nMerrill, A.\nW., Superintendent of\nSchools, Des Moines, Iowa.\nMorton-Finney, J., Head, Department\nof Languages, Crispus Attucks High\nSchool, Indianapolis, Ind.\nNelson, Olga, 609 Schoenbar Ave.,\nKetchikan, Alaska.\nNeulen, Leon, Superintendent of Schools,\nCamden, N. J.\nNeville, James H., Superintendent of\nSchools, Kirksville, Mo.\nNickell, V. L., Superintendent of Schools,\nChampaign, Ill.\nOberholtzer, E. E., Superintendent of\nSchools, Houston, Texas.\nPeregoy, C. G., Principal, Woodrow\nWilson High School, Beckley, W. Va.\nPerry, W. A., Principal, Dunbar Junior\nHigh School, Tucson, Ariz.\nPhillips, H. T., Chairman, Department\nof Education, Northwest Missouri\nState Teachers College, Maryville,\nMo.\n\nCOMMITTEE\n(Authorized\n\nby\n\nON\n\nAssociation\n\nPipkin, John G., Business Manager,\nPublic Schools, Eighth and Louisiana\nSts., Little Rock, Ark.\nPorter, P. G., Principal, Lincoln Junior\nHigh School, Atchison, Kans.\nPotter, Floyd A., Director, Elementary\nSchools, Atlantic City, N. J.\nPotts, Louis R., County Superintendent\nof Schools, Moundsville, W. Va.\nPriest, Charles, Superintendent of\nSchools, Carson City, Nev.\nPrimrose, J. W., Principal, Irving\nSchool, Quincy, Ill.\nRichardson, H. R., Principal, Jefferson\nSchool, Alexandria, Va.\nSartain, Auxford S., State Teachers Col¬\nlege, Troy, Ala.\nShepard, James E., President, North\nCarolina College for Negroes, Dur¬\nham, N. C.\nSmith, Frank K., 2228 Elizabeth St.,\nPueblo, Colo.\nStauterman, Eda B., President, Elmira\nWomen\nClassroom Teachers Associa¬\ntion, Elmira, N. Y.\nStout, Grover, Principal, Wingert School,\n1851 W. Grand Blvd., Detroit, Mich.\nTaylor, D. B., Special Supervisor, State\nDepartment of Education, Austin,\nTexas.\nThompson, Mrs. Marjorie Knorl, Bundy\nSchool, Washington, D. C.\nTowle, C. A., Superintendent of School\nUnion No. 16, Exeter, N. H.\nTurner, W. E., State Agent for Negro\nSchools, Department of Education,\nNashville, Tenn.\nVaughn, E. Norman, Superintendent,\nBannock County Schools, Pocatello,\nIdaho.\nVawter, E. R., Superintendent, Fayette\nCounty Schools, Fayetteville, W. Va.\nWalker, Mrs. Hazel M., Principal, R. B.\nHayes School, Cleveland, Ohio.\nWeakley, G. A., Superintendent of\nSchools, 900 Brighton St., El Centro,\nCalif.\nWeatherford, Mrs. L. R., Woodrow\nWilson Junior High School, Tulsa,\nOkla.\nWhisonant, E. D., Superintendent of\nSchools, Box 248, Baxley, Ga.\nWhitmer, J. W., Principal, Gunckel\nSchool, Toledo, Ohio.\nWilliams, C. R., Superintendent of\nSchools, Waterman, Ill.\nWilliams, W.\nT. B., Vicepresident,\nTuskegee Normal and Industrial In¬\nstitute, Tuskegee Institute, Ala.\nWright, Arthur D., President, Southern\nEducation Foundation, Inc., 726 Jackson Place, N. W., Washington, D. C.\n\nCOOPERATIVES\n\nRepresentative\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., Head, Department of\nEducation, Kansas State Teachers\nCollege, Emporia, Kans.\nMcAndrew, Mary B., Superintendent of\nSchools, Carbondale, Pa.\nO’Geran, Graeme, Professor of Eco¬\nnomics, Syracuse University, Syra¬\ncuse, N. Y.\n\nAssembly)\n\nAdvisory\n\nMembers\n\nAhlering, Inez, Head, Commercial De¬\npartment, Francis Joseph Reitz High\nSchool, Forest Hills, Evansville, Ind.\nAlbert, H. R., 1832 North Salinas, San\nAntonio, Texas.\nAmlin, Charles, 1124 Huntington Drive,\nSouth Pasadena, Calif.\nAnderson, H. E., 3107 North 12th St.,\nTacoma, Wash.\nAnnable, Charles W., Hope High School,\nProvidence, R. I.\n\n"}
{"page": 739, "printed_page": null, "text": "Committee\n\nArmitage, Edith E., 28 Howard\nSt.,\nAuburn, N. Y.\nBainbridge, Mrs. Jennie S., Box 204,\nHamilton Square, N. J.\nBeach, Agnes, 2328 S. W. 18th St., Port¬\nland, Ore.\nBoyd, Jack, East High School, Denver,\nColo.\nBriggs, Pearl, 1718 Seneca St., Buffalo,\nN. Y.\nBuck, L. Talbert, President, Federation\nof Evansville Public School Teachers,\nBosse High School, Evansville, Ind.\nBurkhard, Russell V., Principal, Frank\nA. Day Junior High School, Newtonville, Mass.\nButterfield, E. E., Principal, John\nAdams High School, East 116th St.\nand Corlett Ave., Cleveland, Ohio.\nCharter, Lena M., Supervisor, Home\nEconomics Education, State Depart¬\nment of Education, Charleston, W. Va.\nChipman, R. S., Principal, South Emery\nHigh School, Ferron, Utah.\nChristoffel, Thomas, Roosevelt Junior\nHigh School, St. Paul, Minn.\nClark, Harold F., Professor of Educa¬\ntion, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nColvert, C. C., Dean, Northeast Center,\nLouisiana State University, Monroe,\nLa.\nCool, Dwight, 432 South Second St.,\nSterling, Colo.\nCordero, Rafael de J., University of\nPuerto Rico, Rio Piedras, P. R.\nDahl, Mr. Arlie L., Principal, Craig\nPublic School, Craig, Alaska.\nDale, Hugh C., West End High School,\nBirmingham, Ala.\nDouglas, Lloyd V., Head, Department\nof Commercial Education, Iowa State\nTeachers College, Cedar Falls, Iowa.\nDrescher, H. A., Dean, Hibbing Junior\nCollege, Hibbing, Minn.\nEddy, Ralph L., Head, Department of\nScience, Eveleth Public Schools,\nEveleth, Minn.\nFloyd, Frank E., 1621 Grantwood Ave.,\nCincinnati, Ohio.\nFrack, George, 506 West Sandusky St.,\nFindlay, Ohio.\nFreeman, Mrs. Philip, Supervisor, Sus¬\nsex County School Board, Stony\nCreek, Va.\nFuller, Robert J., Superintendent of\nSchools, 8 Ridge Road, Hanover, N. H.\nGraves, Elizabeth, High School, Mason\nCity, Iowa.\nGray, M. P., Woodlawn High School,\nBirmingham, Ala.\nGreene, Robert A., Bristol High School,\nBristol, Conn.\nGuenther, J. J., Central High School,\n20th and Dodge St., Omaha, Nebr.\nHamill, Robert M., 11013 S. E. Powell\nBlvd., Portland, Ore.\nHammer, Nina G., 903 Broadway, Pekin,\nIll.\nHarap, Henry, Professor of Education,\nGeorge Peabody College for Teachers,\nNashville, Tenn.\nHays, Arthur H., Boise High School,\nBoise, Idaho.\nHolley, Ella J., Rural Supervisor, State\nDepartment of Public Instruction,\nWilmington, Del.\nHopkins, Helen, 627 Veronica Ave., East\nSt. Louis. Ill.\nHoward, Marie R., President, Prov¬\nidence Teachers Association, Prov¬\nidence, R. I.\nHoyman,\nW.\nH., Superintendent of\nSchools, Indianola, Iowa.\n\n735\n\nMembers\n\nHult, Selma A., Principal, Whittier\nJunior High School, Lincoln, Nebr.\nIhlenfeldt, R. S., Elementary School\nSupervisor, State Department of Pub¬\nlic Instruction, Madison, Wis.\nJenks, Mildred B., 320 Union St.,\nSpringfield, Mass.\nJohnson, Ina, 901 Ninth St., South,\nFargo, N. Dak.\nJones, W. J., Educational and Voca¬\ntional Director, Pennsylvania Indus¬\ntrial School, Huntingdon, Pa.\nKenehan, Katherine, 5700 Montview\nBlvd., Denver, Colo.\nKilburn, H.\nParley, Snow\nCollege,\nEphraim, Utah.\nKimball, Philip H., Principal, Wash¬\nington State Normal School, Machias,\nMaine.\nKincaid, W. A., Superintendent of Pub¬\nlic Schools, Montpelier, Vt.\nKline, Aaron, Principal, Pullman School,\n521 East 113th St., Chicago, Ill.\nLafferty, Oma\nClare, Central High\nSchool, Charlotte, N. C.\nLee, Miss A. Keakealani, Washington\nIntermediate School, Honolulu, T. H.\nLessing, Marie, President, Portland\nGrade Teachers Association, Inc., 831\nTerminal Sales Bldg., Portland, Ore.\nLinehan, Lenore, President, St. Paul\nDivision, M. E. A., 1343 Goodrich\nAve., St. Paul, Minn.\nLivingston, K. E., Principal, Junior\nHigh School, Portales, N. Mex.\nLund, M. A., Superintendent of School\nDistrict No. 18, Valier. Mont.\nLussenhop, Ray, 729 North Harvey Ave.,\nOak Park, Ill.\n\nJ., 200\nA. Va.\nMapp,\nmouth,\n\nMaryland\n\nAve.,\n\nPorts¬\n\nMartelle, W. W., 3500 Twenty-second\nAve., Kenosha, Wis.\nMartin, Wesley, Superintendent, Yerington Union Schools, Yerington, Nev.\nMaxwell, C. R., Dean, College of Edu¬\ncation, University of Wyoming, Lara¬\nmie, Wyo.\nMayo, Vera, William James Junior\nHigh School, Fort Worth, Texas.\nMehus, O. Myking, Department of So¬\nciology,Mo,State Teachers College, Mary¬\nville,\n\nMiller, J. Cloyd, Superintendent of\nSchools, Lordsburg, N. Mex.\nMillett, R. N., Springfield High School,\nSpringfield, Vt.\nMoe, O. Kay, 530 South Dakota St.,\nDillon, Mont.\nMoore. Wendall M., 2821 East Sixteenth\nSt., Oakland, Calif.\nO’Reilly, Violett, Principal, L. E.\nRabouin Vocational School, 727 Carondelet St., New Orleans, La.\nPage, Virginia Lee, 376 Washington\nAve., S. W., Roanoke, Va.\nParkinson, Robert O., Washington High\nSchool, Sioux Falls, S. Dak.\nPetty, Natalie Anne, 221 Park Ave.,\nPittsburgh. Pa.\nPittman, Marvin, President, South\nGeorgia Teachers College, Statesboro,\nGa.\nPorter, Louise, North Little Rock Senioi\nHigh School, North Little Rock, Ark.\n\nSt., Women’s\n109 Wall Wash.\nS. Spokane,\nMabel,\nReed,\nAthletic\nClub,\nResh, Mrs. Mary S., President, Educa¬\ntion Association of the District of\nColumbia, Abbot Vocational School.\nWashington, D. C.\nReynolds, Florence B., 6820 North\nTwenty-fourth St., Omaha, Nebr.\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nEducation\n\nThomas, M. Ray, Superintendent of\nSchools, Independent District No. 2,\nSt. Anthony, Idaho.\nThomas, Wesley E., Director of Field\nService, Michigan Education Associa¬\ntion, Lansing, Mich.\nThompson, James O., Professor of Com¬\nmerce, University Preparatory School\nand Junior College, Tonkawa, Okia.\nTownsend, George L., 3238 Green St.,\nHarrisburg, Pa.\n\nRobertson, C. L., Superintendent, James¬\ntown Public Schools, Jamestown, N.\nDak.\nRollo, Clint, 730 North Norton St.,\nTucson, Ariz.\nRussell, Loren H., 1235 South Main St.,\nElkhart, Ind.\nServis, Ual, County Superintendent of\nSchools, Raton, N. Mex.\nSherman, Ruth, Vermillion, S. Dak.\nSherwood, Ann V., Principal, Frank B.\nJohn School, Salisbury, N. C.\nSigtenhorst, Margaret G., 848 Bates St.,\nS. E., Grand Rapids, Mich.\nSlater, Vita L., 1022 North Twentieth\nSt., St. Joseph, Mo.\nSmith, Alfred W., Superintendent of\nSchools, Newport, N. H.\nSmith, R. B., State Supervisor, Voca¬\ntional Agricultural Education, State\nDepartment of Education, Little Rock,\nArk.\n\nTurrentine, Richard J., Director, De¬\npartment of Philosophy and Educa¬\ntion, Texas State College for Women,\nDenton, Texas.\nUnzicker, William L., Murphy High\nSchool, Mobile, Ala.\nWard, W. H., Director, Extension Di¬\nvision, University of South Carolina,\nColumbia, S. C.\nWexler, Isadore, Principal, Kimberly\nAvenue School, New Haven, Conn.\nWilkins, R. C., Central High School,\nSuperior, Wis.\nWilson, Josephine, Sam Houston Ele¬\nmentary School, Dallas, Texas.\nWright, C. O., Assistant Secretary,\nKansas State Teachers Association,\n315 West Tenth St., Topeka, Kans.\n\nSpikes, L. E., Superintendent of City\nSchools, Burlington, N. C.\nStoddard, J. A., Professor of Secondary\nEducation, University of South Caro¬\nlina, Columbia, S. C.\nStoner, Russell, R. R. #1, Dayton, Ohio.\nTapp, Hambleton, 1812 Norris Place,\nLouisville, Ky.\nTaylor, Elizabeth, Caddo Parish School\nBoard, Shreveport, La.\n\nSUBCOMMITTEE\nNew\n(The\n\ncomplete\n\nYork\n\nAssociation\n\nYarbrough, R. M., Superintendent, Sun¬\nflower\nCounty Schools, Indianola,\nMiss.\n\nON\n\nCREDENTIALS\n\nCity Convention\n\ncommittee is listed in the volume of Proceedings. A\nwill be elected for the San Francisco convention)\n\nRatcliffe, Betty, Chairman; Broadway\nApartments, Muskogee, Okla.\nBlankenhorn, John W.,\nLongview, Wash.\n\n1801 Hudson\n\nCOMMITTEE\n(Authorized\n\nSt.,\n\nCREDIT\n\nRepresentative\n\nMoran, James E., Chairman; National\nDirector, Connecticut Credit Union\nLeague, Box 1121, Waterbury, Conn.\nDixon, Florence E., P. A. Capdau\nSchool, New Orleans, La.\nHowell, J. C., General Manager, Detroit\nTeachers Credit Union, 1735 Calvert\nSt., Detroit, Mich.\nPinkney, Leslie A., Business Manager,\nTeachers Credit Union, 340 South\nLawn St., Kansas City, Mo.\nSherrard, J. P., Principal, Elementary\nSchool No. 44, Buffalo, N. Y.\n\nAdvisory\n\nUNIONS\nAssembly)\n\nBerry, Louise, Central Junior High\nSchool, Durham, N. C.\nBever, Louise W., Berkeley High School,\nBerkeley, Calif.\nBooth, John M., Superintendent of\nSchools, Kellogg, Idaho.\nBradford, Guy, 1616 Metropolitan Ave.,\nKansas City, Kans.\nBroome, Edwin\nW., Superintendent,\nMontgomery County Schools, Rock¬\nville, Md.\nBrown, W.\nSalem, Manager, Atlanta\nTeachers Association Credit Union,\n279 Ninth St., N. E., Atlanta, Ga.\nBrown, William J., 5012 Maunalani\nCircle, Honolulu, T. H.\nBrundrett, N. R., Secretary-Treasurer,\nBirmingham Credit Union, 2015 Sev¬\nenth Ave., N. Birmingham, Ala.\nBubbers, William, Washington High\nSchool, Sioux Falls, S. Dak.\nBuck, Mrs. Sarah A. K., Wailuku, Maui,\nT. H.\n\nMembers\n\nAllen, Bess Opal, 912 S. Wolcott St.,\nCasper. Wyo.\nAllen, Sherman A., 18 N. Parkway.\nWorcester, Mass.\nAnnable, Charles W., Hope High School,\nProvidence, R. I.\nBailey, P. L., Manager, Jackson County\nTeachers Credit Union, 535 Wildwood\nAve., Jackson, Mich.\nBarrick, D. L., 1014 Chestnut Ave.,\nMuskogee, Okla.\nBechtold, Ray H., Principal, Baldwin\nHigh School, Birmingham, Mich.\nBeck, C. R., Washington High School,\nSioux Falls, S. Dak.\n\ncommittee\n\nGordon, John G., Newhalen, Alaska.\nMiller, Grace Helene, 154 E. 68th St.,\nNew York, N. Y.\nSmith, Ben, Superintendent of Schools,\nGreensboro, N. C.\n\nON\nby\n\nnew\n\n.\n\nCarothers, M. W., Director, Division of\nInstruction, State Department of Pub¬\nlic Instruction, Tallahassee, Fla.\nCocanower, C. D., Director of Com¬\nmerce and Business Administration,\nPhoenix Junior College, Phoenix,\nAriz.\nCoffey, L.\nquerque,\n\nC., 458 N.\nN. Mex.\n\nSycamore,\n\nAlbu¬\n\n"}
{"page": 741, "printed_page": null, "text": "Committee\n\n737\n\nMembers\n\nComely, Elsie, 119 Seventeenth St.,\nN. E., Cedar Rapids, Iowa.\nCowperthwait, Elizabeth R., Principal,\nMedford\nPublic School, Medford,\nN. J.\nCross, Lester M., Wyandotte High\nSchool, Kansas City, Kans.\nCunningham, Frank P., 310 E. Cincin¬\nnati Ave., San Antonio, Texas.\nDaugherty, George, Principal, Yerington Union Schools, Yerington, Nev.\nDirksen, George, Superintendent of\nSchools, Wolsey, S. Dak.\nDoughton, Sam B., Berkley Apartments,\nColumbia, S. C.\nDuncan, R. H., Principal, Lee Junior\nHigh School, Roanoke, Va.\nDunham, A. S., Principal, Juneau High\nSchool, Juneau, Alaska.\nDunlevy, William P., Manager, San\nDiego Teachers Credit Union, 2924\nAsh St., San Diego, Calif.\nDunn, Mrs. M. U., Emery\nSchool,\nWashington, D. C.\nEllis, Emmett, Central Missouri State\nTeachers College, Warrensburg, Mo.\nEmmert, W. L., Principal, Broadwater\nCounty\nHigh\nSchool, Townsend,\nMont.\n\nHoward, Marie R., 29 Modena Ave.,\nProvidence, R. I.\nHunt, Donnell H., 1408 N. Sixth St.,\nBoise, Idaho.\nHyde, Parke S., 5934 Great Oak Circle,\nLos Angeles, Calif.\nInman, W.\nO., Superintendent of\nSchools, Paris, Tenn.\n\nErnest, Robert B., 1848 N. Main, Deca¬\ntur, Ill.\nEulenstein, Margaret E., Bosse High\nSchool, Evansville, Ind.\nForbes, Mrs. Margaret H., 2504 Grove\nAve., Richmond, Va.\nFranklin, E. E., Deputy State Super¬\nintendent of Public Instruction, Elko,\nNev.\nFreeman, Myrta A., General Supervisor,\nButte County Schools, 1540 Robinson\nSt., Oroville, Calif.\nFrench, Daisy B., 619 Seventh St.,\nHuntington, W. Va.\nGeorge, Lloyd, Treasurer, Cedar Rapids\nTeachers Credit Union, 218 Highland\nDrive, Cedar Rapids, Iowa.\nGepson, E. D., 4246 Grant St., Omaha,\nNebr.\n\nLocke, John F., 412\ncinnati, Ohio.\n\nGibbs, Edna, 1117 Twenty-fifth St., Des\nMoines, Iowa.\nGoodhue. Horace R., Manager, Moor¬\nhead Teachers Credit Union, Moor¬\nhead, Minn.\nGoodman, Clara G., Suffolk Manor, 15th\nand Clearview Sts., Philadelphia, Pa.\nGudmundson, G. G., Treasurer, Union\nCounty Teachers Federation Credit\nUnion, 160 Lincoln Ave., E., Roselle\nPark, N. J.\nHammond, L. L., Treasurer, Pittsburgh\nTeachers Credit Union, 176 Dakota\nSt., Bellevue, Pa.\nHampton, Mrs. Florence K., SecretaryTreasurer, Los\nAngeles Teachers\nCredit Union, 302 Trinity Auditorium\nBldg., Los Angeles, Calif.\nHargrave, E. B., 2215 W. Washington\nSt., Indianapolis, Ind.\nHerr, Marguerite M., 301 Watts St.,\nDurham, N. C.\nHickman, J. H., 1816 Washington St.,\nCharleston, W. Va.\nHippaka, T. A., Supervisor, Industrial\nArts Department, Madison Public\nSchools, Madison, Wis.\nHitner, John W., 4677 Adams\nAve.,\nPhiladelphia, Pa.\nHobbs, Lucy, Central High School,\nSioux City, Iowa.\nHolt, Miss Terrell, 728 Napier Ave.,\nMacon, Ga.\nHorton, A. H., Superintendent, Red\nRiver Parish School Board, Conshatta. La.\n\nIrizarry, Oscar B., Department of Edu¬\ncation, San Juan, P. R.\nJackson, Archie C., McKinley High\nSchool, Honolulu, T. H.\nJackson, Mrs. C. W., 122 Walnut St.,\nBluefield, W. Va.\nKeller, Fred, Superintendent of Schools,\nTarkio, Mo.\nKienbaum, Ervin, 740 W. Cambourne,\nFerndale, Mich.\nKilburn, H.\nParley, Snow\nCollege,\nEphraim, Utah.\nKincaid, William A., Superintendent of\nSchools, Montpelier, Vt.\nLaPoe, James L., Associate Professor\nof Education, Rutgers University,\nNew Brunswick, N. J.\nLindell, George E., Cheyenne High\nSchool, Cheyenne, Wyo.\nLindhorst, Genevieve, 3037 N. Sixteenth\nSt., Kansas City, Kans.\nE.\n\nSixth\n\nSt., Cin¬\n\nLyon, Laura, Tunnelton High School,\nTunnelton, W. Va.\nMaas, Harry, Principal, Nokomis Junior\nHigh School, Minneapolis, Minn.\nMcCombs, N. D., Assistant Superin¬\ntendent of Schools, Des Moines, Iowa.\nE. J., Superintendent of\nMcKean,\nSchools, Tomah, Wis.\nMcKee,\nW.\nT., Principal, Capitol\nHeights Junior High School, Mont¬\ngomery. Ala.\nMcLaughlin, Mrs. Ruth G., Roy, N.\nMex.\nMcLeland, Albert, Secretary-Treasurer,\nForth Worth Teachers Credit Union,\n1430 S. Jennings Ave., Fort Worth,\nTexas.\nMaehling, Hilda, 1357 Third Ave., Terre\nHaute, Ind.\nMay, Ernest A., 3924 N. Cramer St.,\nMilwaukee, Wis.\nMiller, Guy D., Executive Secretary,\nSpringfield Teachers Economic Asso¬\nciation, Springfield, Mass.\nMillerberg, Joseph D., 6858 S. State St.,\nMidvale, Utah.\n\nMoe, F. B., Dean. Virginia Junior Col¬\nlege, Virginia, Minn.\nMontgomery, Mrs. Mary\nM., West\nInnes St., Salisbury, N. C.\nMoynihan, Laura, 626 S. Kenilworth\nAve., Oak Park, Ill.\nMulrooney, Thomas W., Principal, Ban¬\ncroft School, Wilmington, Del.\nMyers, John T., President, Association\nof Chicago Teachers, 77 W. Washing¬\nton St., Chicago, Ill.\nMyers, Vest C., Dean, Southeast Mis¬\nsouri State Teachers College, Cape\nGirardeau, Mo.\nNeilson, Clara F., Ferndale, Wash.\nNoblitt, Dewey I., Chairman, Credit\nCommittee, Thurston County Teachers\nCredit Union, Olympia. Wash.\nO’Gara, Edward\nbon, N. H.\n\nJ., 247\n\nMain\n\nSt., Lis¬\n\nOlney,\nElbert Teachers\nY., Treasurer,\nDistrict\nof ‘\nColumbia\nFederal\nCredit\nUnion, Anacostia Junior-Senior\nSchool, Washington, D. C.\n\nHigh\n\nO’Neill. Elizabeth I., Head. Modern For¬\neign Languages Department, Brighton\nHigh School, Brighton, Mass.\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nOrtiz, Julio B., Dean, College of Busi¬\nness Administration, University of\nPuerto Rico, Rio Piedras, P. R.\nParks, Lillian, Central High School,\nCharlotte, N. C.\nPetersen, C. William, 482 Baxter Blvd.,\nPortland, Maine.\nPike, W. A., Secretary-Treasurer, Vir¬\nginia Education Association Credit\nUnion, 507 Seventh St., S., Virginia,\nMinn.\nPulliam, N. D., Secretary, Arizona Edu¬\ncation Association, 403 Security Bldg.,\nPhoenix, Ariz.\nRamsey, J. W., Superintendent of\nSchools, Fort Smith, Ark.\nRead. Faye, 131 Vernon Ave., Pueblo,\nColo.\nReichelt, Norma A., Logan High School,\nLa Crosse. Wis.\nRichards, W.\nM., Superintendent of\nSchools, Emporia, Kans.\nRichardson, H. R., Principal, Jefferson\nSchool, 32 Alexandria Ave., Alex¬\nandria, Va.\nRoberts, Gertrude, President, Huntington Teachers Federal Credit Union,\nHuntington, W. Va.\nRoecker, W. F., 3319 N. Fourteenth St.,\nMilwaukee, Wis.\nRupp, R. G., Hammond\nHigh School,\nHammond, Ind.\nSanborn, Clarence C., Headmaster,\nSenior High School, Portsmouth, N. H.\nScott, Burton F., President, Morton\nTeachers Credit Union, 602 N. Cen¬\ntral Ave., Chicago, Ill.\nScott, Katherine K., 106 N. Plum St.,\nRichmond, Va.\nShaw, O. A., University of Mississippi,\nUniversity, Miss.\nSheafer, Harley F., Treasurer, Cleve¬\nland Teachers Credit Union, Inc.,\n13826 West Ave., Cleveland, Ohio.\nSheldon, Don\nR., Superintendent of\nSchools, Prescott, Ariz.\nShierson, Harry E., Superintendent,\nThree Forks Consolidated School Dis¬\ntrict No. 24, Three Forks, Mont.\n\nCOMMITTEE\n\nON\n\nStack, Frank O., Treasurer, Portland\nTeachers Credit Union, Deering High\nSchool, Portland, Maine.\nStanfield, Mrs. Effie, McAlester, Okla.\nStone, Frederick R., 1441 S. Salina St.,\nSyracuse, N. Y.\nStout, Hugh\nG., Manager, Portland\nTeachers Credit Union, 307 Studio\nBldg., Portland, Ore.\nSweeney, Clara, 912 Walnut St., Knox¬\nville, Tenn.\nSwing, Glenn O., Superintendent of\nSchools, Covington, Ky.\nTaylor, A. B., Elizabeth Apts., Provo,\nUtah.\nThurston, Paul, Superintendent of\nSchools, District No. 1, Overton, Nev.\nTurner, L. C., Executive Assistant,\nBoard of Education, Akron, Ohio.\nWalton, Thomas A., Secretary-Treas¬\nurer, San Diego Teachers Credit\nUnion, 603 Commonwealth Bldg., San\nDiego, Calif.\nWarmbold, Lottie, 2843 Thirty-sixth\nAve., S., Minneapolis, Minn.\nWelch, Mrs. Marguerite S., 165 Searlwyn Road, Syracuse, N. Y.\nWhite, Mrs. Claire T., 2905 Fulton St.,\nLittle Rock, Ark.\nWilliams, J. D., Principal,\nSchool, Birmingham, Ala.\n\nby\n\nWong, Gilbert L. H., Wailuku Elemen¬\ntary School, Wailuku, Maui, T. H.\nYates, H. B., President, Dallas Teach¬\ners Credit Union, 715 Kirby Bldg.,\nDallas, Texas.\nYoung, Ralph B., Deering High School,\nPortland, Maine.\nYoungs, Olga, Eleanor McMain\nHigh\nSchool, New Orleans, La.\n\nRepresentative\n\nRobinson, William McKinley, Chair¬\nman; Department of Rural Educa¬\ntion, Western State Teachers College,\nKalamazoo, Mich.\nCavins, L. V., Director of Surveys and\nField Studies, State Department of\nEducation, Charleston, W. Va.\nCyr, Frank W., Associate Professor of\nEducation, Teachers College. Colum¬\nbia University, New York, N. Y.\nGaumnitz, W. H., Senior Specialist in\nRural Education Problems, U. S.\nOffice of Education, Washington, D. C.\nMead, A. R., Director of Educational\nResearch, University of\nFlorida,\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.\n\nMembers\n\nAdams, Sarah J., Lavton, Utah.\nBaldwin, R. D., College of Education,\nWest Virginia University, Morgan¬\ntown, W. Va.\n\nAvondale\n\nWilliams, John R., 609 Elm St., Em¬\nporia, Kans.\nWilson, Miss Linnie B., Business Man¬\nager, Tulsa Teachers Credit Union,\nMasonic Temple Bldg., Tulsa, Okla.\nWixon, John, Sterling High School,\nSterling, Colo.\n\nECONOMIC\nSTATUS\nTEACHER\n\n(Authorized\n\nAdvisory\n\nAssociation\n\nOF\n\nTHE\n\nRURAL\n\nAssembly)\n\nBirdwell, A. W., President, Stephen F.\nAustin State Teachers College, Nacog¬\ndoches, Texas\nBrown, Zeta I., State Department of\nEducation, Augusta, Maine.\nChute, Mrs. Emma\nR., Prescott, Wash.\nDoudna, Edgar G., Secretary, Board of\nRegents\nof Normal Schools, Madison,\nWis.\nFoster, J. Carlisle, Superintendent\nSchools, Bethune, S. C.\n\nof\n\nFree, Mrs. Juel, Public Schools, Spen¬\ncer, Ind.\nFreeman, Eleanor, Rural School Super¬\nvisor, Office of the County Superin¬\ntendent of Schools, Redwood City,\nCalif.\nFrost, Norman, Professor of Rural Edu¬\ncation, George Peabody College for\nTeachers, Nashville, Tenn.\nFulkerson, Mrs. Mary L., County Su¬\nperintendent of Schools, Salem, Ore.\nHargrove, W. H., Professor of Rural\nEducation, Colorado State College of\nEducation, Greeley, Colo.\nHerring, W. C., Head, Department of\nEducation, State Teachers College,\nAda, Okla.\n\n"}
{"page": 743, "printed_page": null, "text": "739\nCommittee\n\nHeyl, Helen Hay, Chief, Bureau of Cur¬\nriculum Development, State Educa¬\ntion Department, Albany, N. Y.\nHolden, A. John, Jr., Superintendent of\nSchools, Caledonia Central Super¬\nvisory Union, Danville, Vt.\nHolt, Harry L., Principal, Bay View\nSchool, Seward, Alaska.\nHouston, Mattie, Elementary School\nPrincipal, Greenville, Miss.\nHuff, Raymond,\nSuperintendent of\nSchools, Clayton, N. Mex.\nIrvine, Paul, Professor of Education,\nAlabama Polytechnic Institute, Au¬\nburn, Ala.\nJackson, Frank W., Superintendent of\nSchools, Madison, N. H.\nJackson, W. A., Benton, Ark.\nKilian, Raymond, Deputy State Super¬\nintendent of Schools, Box 680, Reno,\nNev.\nKing, H. B., Assistant State Superin¬\ntendent in Charge of Elementary\nSchools, State Department of Public\nInstruction, Dover, Del.\nKnehans, Esther L., State Teachers\nCollege, Cape Girardeau, Mo.\nMcMurtry, Horace, Department of Edu¬\ncation, Western\nKentucky\nState\nTeachers College, Bowling Green, Ky.\nMarkley, R. L., Commissioner of Edu¬\ncation, Cheyenne, Wyo.\nMoore, Harry W., County Superintend¬\nent of Schools, Flemington, N. J.\nMorris, Retson A., County Superintend¬\nent of Schools, Jefferson, Iowa.\nMyers, C. E., State Supervisor of Re¬\nsearch and Finance, State Depart¬\nment of Education, Richmond, Va.\n\nEDUCATIONAL\n(A Joint\n\nCommission\n\nNelson, Lowry, Professor of Sociology,\nUniversity of Minnesota, Department\nof Agriculture, University Farm, St.\nPaul, Minn.\nPartridge, H. R., Superintendent\nSchools, Alliance, Nebr.\n\nRosenlof, G. W., Professor of Secondary\nEducation, University of Nebraska,\nTeachers College, Lincoln, Nebr.\nStonecipher, E. E., Director of Rural\nEducation and\nExtension, Kansas\nState Teachers College, Pittsburg,\nKans.\nSutton, D. H., Director of School\nFinance, State Department of Educa¬\ntion, Columbus, Ohio.\nSwain, C. C., President, State Teachers\nCollege, Minot, N. Dak.\nSwenson, Anna,\nDirector, Teacher\nTraining Department, State Teachers\nCollege, Mankato, Minn.\nWarner, Mrs. Ida M., County Superin¬\ntendent of Schools, 419 Idaho Bldg.,\nBoise, Idaho.\nWeeks, I. D., President, University\nSouth Dakota, Vermillion, S. Dak.\n\nMembers\n\nAdair, Cornelia S., Principal, Franklin\nSchool, Richmond, Va.\nCoffman, Lotus D., President, Univer¬\nsity of Minnesota, Minneapolis, Minn.\n(Deceased, September 22, 1938.)\nCounts, George S., Professor of Educa¬\ntion, Teachers College, Columbia Uni¬\nversity, New York, N. Y,\nDay, Edmund\nE., President, Cornell\nUniversity, Ithaca, N. Y.\nEdmonson, J. B., Dean, School of Edu¬\ncation, University of Michigan, Ann\nArbor, Mich.\nHunter, Frederick M., Chancellor, Ore¬\ngon System of Higher Education,\nEugene, Ore.\nNorton, John K., Professor of Educa¬\ntion, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nSamuelson, Agnes, Executive Secretary,\nIowa State Teachers Association, Des\nMoines, Iowa.\nSexson, John A., Superintendent of\nSchools, Pasadena, Calif.\nSmith, Payson, Lecturer in Education,\nHarvard University, Cambridge, Mass.\nStoddard, Alexander J., Superintendent\nof Schools, Philadelphia, Pa.\n\nof\n\nCOMMISSION\n\nof the National Education Association\nAssociation of School Administrators)\n\nCarr, William G., Secretary; 1201 Six¬\nteenth St., N. W., Washington, D. C.\n\nof\n\nPeterson, Francis E., Supervising Prin¬\ncipal, West Hawaii Schools, Kealakekua, Hawaii, T. H.\nPittman, Marvin S., President, South\nGeorgia Teachers College, Collegeboro, Ga.\nRobinson, Raymond W., Chief, Division\nof Consolidation and Transportation,\nState Department of Public Instruc¬\ntion, Harrisburg, Pa.\n\nPOLICIES\n\nStoddard, Alexander J., Chairman; Su¬\nperintendent of Schools, Philadelphia,\nPa.\n\nAppointed\n\nMembers\n\nand\n\nthe American\n\nStrayer, George D., Professor of Edu¬\ncation, Teachers College, Columbia\nUniversity, New York, N. Y.\nSutton, Willis A., Superintendent of\nSchools, Atlanta, Ga.\nTarbell, Emily, Classroom Teacher, 235\nGlenwood Ave., Syracuse, N. Y.\n\nEx-Officio\n\nMembers\n\nDahl, Myrtle Hooper, President, N. E. A.\nDepartment of Classroom Teachers,\n312\nMinn. South Eighth St., Minneapolis,\nGivens, Willard E., Executive Secre¬\ntary, National Education Association,\nWashington, D. C.\nGraham, Ben G., President, American\nAssociation of School Administrators,\nSuperintendent of Schools, Pittsburgh,\nPa.\nShankland, S. D., Executive Secretary,\nAmerican Association of School Ad¬\nministrators, Washington, D. C.\nShaw, Reuben T., President, National\nEducation Association, 1327 Real Es¬\ntate Trust Bldg., Philadelphia, Pa.\n\nAdvisory\n\nMembers\n\nStudebaker, J. W., U. S. Commissioner\nof Education, Washington, D. C.\nZook, George F., President, American\nCouncil on Education, Washington,\nD. C.\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nCOMMITTEE\n(Authorized\n\nEducation\n\nAssociation\n\nON\n\nOPPORTUNITY\n\nby\n\nEQUAL\n\nRepresentative\n\nAssembly)\n\nBradley, Helen, Chairman; 2349 Ash¬\nland Ave., Cincinnati, Ohio.\nMorris, Mary E., Principal, Gove Junior\nHigh School, Denver, Colo., ViceChairman.\nBamberger, Florence E., College for\nTeachers, Johns Hopkins University,\nBaltimore, Md.\n\nDilks,\nElizabeth\nton, N.\nJ.\n\nKroner, Mrs. Frances W., 114 Valen¬\ntine St., Mt. Vernon, N. Y.\nMallory, Gertrude, 1518 Ardendale Ave.,\nSan Gabriel, Calif.\n\nDunlavy, Lena, 3426 Meadowbrook\nDrive, Fort Worth, Texas.\nJ. J., Superintendent of Schools,\nEarly,\nSheridan, Wyo.\n\nAdvisory\n\nMembers\n\nAdams, Mrs. A. Virginia, Principal,\nGeorge Cunningham School, Vineland, N. J.\nAlexander, Bessmarie, 2412 Broadway,\nBellingham, Wash.\nAllen, Ella Voltstedt, 5116 Crenshaw\nBlvd., Los Angeles, Calif.\nAmos, Esther L., Estree Junior High\nSchool, Gloversville, N. Y.\nBarnes, Floyd C., Superintendent of\nSchools, Drew, Miss.\nBates, Mrs. Vivian M., Colchester, Vt.\nBattle, L. H., Superintendent of Schools,\nP. O. Box 151, Douglas, Ga.\nBell, Josephine, Northeast High School,\nOklahoma City, Okla.\nBenjamin, Edith, 6414 Wayne Ave., Chi¬\ncago, Ill.\nBennett, Mrs. James H., Box 215, Fairhope, Ala.\nBloder, Mary, Box 131, Salmon, Idaho\nBogan, Gertrude L., Thomson School,\nWashington, D. C.\nBrell, Mrs. Mary C., 1725 Fleming Road,\nMiddletown, Ohio.\nBrown, Anne, Salmon Falls, N. H.\nBrowne, A. T., Superintendent, Acadia\nParish Schools, Crowley, La.\nBruner, T.\nA., Superintendent of\nSchools, Harlem, Mont.\nBryce, Marion, 821 Chestnut St., Erie,\nPa.\nBuker, Lou, Elementary Supervisor,\nDepartment of Public Schools, Au¬\ngusta, Maine.\nBurke, Gertrude M., 400 Graves St.,\nSyracuse, N. Y.\nCarlton, Mrs. Ada N., 1602 Claremont\nAve., Richmond, Va.\nChamberlain, Mrs. D. Edna, 2233 North\nDenver, Tulsa, Okla.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCoberly, E. L., Director of Research\nand Statistics, State Department of\nPublic Instruction, Springfield, Ill.\nCockerille, Clara, Grade Supervisor,\nPublic Schools, Altoona, Pa.\nCoffeen, Carl, County Superintendent of\nSchools, Court House, Akron, Ohio.\nConway, Walter, Superintendent, Chi¬\nnook City Schools, Chinook, Mont.\nCourt, Grace, Principal, Adams School,\nPhoenix, Ariz.\nCramer, R. V., Principal, Switzer\nSchool,\n1829 Madison St., Kansas City,\nMo.\nCraver, Mrs. Anna B., 32 Judson St.,\nBinghamton, N. Y.\nDavenport, Mrs. Minnie, Superintend¬\nent, Canyon County Schools, Cald¬\nwell, Idaho.\n\nR., 14 Broad\n\nDoherty, Helen F., Junior\nPortsmouth, N. H.\n\nSt., Clay¬\n\nHigh\n\nSchool,\n\nDoolittle, Howard C., 431 Club Drive,\nSan Antonio, Texas.\nDoremus, Mattie S., 365 Twelfth Ave.,\nPaterson, N. J.\n\nEasom, P. H., State Agent for Negro\nSchools, State Department of Educa¬\ntion, Jackson, Miss.\nEdington, Mrs. Agnes, County School\nSuperintendent, Lordsburg, N. Mex.\nEdmiston, Leon R., 110 Olive Ave.,\nDuBois, Pa.\nEkstrom, C. Emanuel, Head, Department\nof Education, Brown University, Prov¬\nidence, R. I.\nElliott,\nGrant\n\nNellie L.. Principal, Bird and\nSchools, Des Moines, Iowa.\nEngstrand, Agnes, Superintendent of\nCounty Schools, Manhattan, Kans.\nEversull, Frank L., President, North Da¬\nkota Agricultural College, Fargo, N.\nDak.\nFaison, Elizabeth O., 4523 Columbia St.,\nPortsmouth, Va.\nFay, Alice M., 65 Sherman St., Chapman\nSchool, Portland, Maine.\nForrester, Gertrude, 529 4th Ave., West\nBend, Wis.\nFosse. Frances, 1721 North Church St.,\nRockford, Ill.\nFoster, Blanche, Tilden Junior High\nSchool, Philadelphia, Pa.\nFrazier, Jesse M., Principal, Greensboro\nTownship Schools, Kennard, Ind.\nFurr, Mrs. Era Mae, Principal, Miami\nSprings School, Miami, Fla.\nGnau, Mrs. Beatrice B., 1702 S. Smithville Road, Dayton, Ohio.\nGraves, Elizabeth H., President, Iowa\nAssociation of Journalism Directors\n(1937), Senior High School, Mason\nCity, Iowa.\nGroves, Julia Wharton, Principal, Boyden High School, Salisbury, N. C.\nGrubbs, Mrs. Ethel C. Harris, President,\nColumbian Educational Association,\nBerret School, Washington, D. C.\nHancock, Annie, Principal, Broad Street\nSchool, Salem, Va.\nHanley, James L., Superintendent of\nSchools, Providence, R. I.\nHarvey, Clara W., Jennings Avenue\nJunior High School, Fort Worth, Texas\nHawfield, S. G., Superintendent, Catarrus County Schools, Concord, N. C.\nHenry, Beryl, Superintendent of Schools,\nHope, Ark.\nHolland, Mary, Principal, Trombly\nSchool, Detroit, Mich.\nHoller, J. C., Superintendent, Anderson\nCounty Schools, County Court House,\nAnderson, S. C.\nHorn, Carl M., Superintendent of Schools,\nDowagiac, Mich.\nHunt, Mrs. Emma\nAlbers, 214 Scenic\nDrive, Knoxville, Tenn.\nHurst, James, Division Superintendent,\nNorfolk County Public Schools, 51-5257 Nusbaum Bldg., Norfolk, Va.\n\n"}
{"page": 745, "printed_page": null, "text": "Committee\n\nJarrard, H. G., State School Supervisor,\nState Department of Education, At¬\nlanta, Ga.\nJohnson, K. C., County Superintendent\nof Schools, Woonsocket, S. Dak.\nKeith, Everett, Assistant Secretary,\nMissouri State Teachers Association,\nColumbia, Mo,\nKenney, Don E., Richfield, Utah\nKimbler, N. O., County Superintendent\nof Schools, Henderson, Ky.\nKoch, Hazel E., 1541 E. State St., Rock¬\nford, Ill.\nKohn, Charlotte, President, Madison Ed¬\nucation Association, Madison, Wis.\nKunde, Louise, 1218 Sixth Ave., Still¬\nwater, Minn.\nLangston, Mrs. Margaret, 6809 Welling¬\nton St., Tampa, Fla.\nLeavitt, Francis H., Principal, Moapa\nValley High School, Overton, Nev.\nLibbey, Frances Yale, 1212 W. Walnut\nSt., Stockton, Calif.\nMcCarthy, Alice, Junior High School,\nWinona, Minn.\nMcIntosh, Everett J., 62 Front St., Wey¬\nmouth, Mass.\nMacLennan, Mrs. Myrtle C., Stewart\nJunior High School, Tacoma, Wash.\nMcTaggart, Earl L., Executive Secre¬\ntary, Hawaii Education Association,\n1049 Likelike St., Honolulu, T. H.\nMapes, Elmer S., Superintendent of\nSchools, Bristol, R. I.\nMarkley, R. L., Commissioner of Edu¬\ncation, Cheyenne, Wyo.\nMarsh, J. F., President, Concord State\nTeachers College, Athens, W. Va.\nMasterson, Anna J., 14 Oakland St.,\nLowell, Mass.\nMessenger, Helen, Northern Illinois\nState Teachers College, De Kalb, Ill.\nMidlen, Lillie Huntington, 4524 Regent\nSt., Philadelphia, Pa.\nMiller, J. Cloyd, Superintendent of\nSchools, Lordsburg, N. Mex.\nMoncla, Robert O., Supervisor, La¬\nfourche Parish Schools, Thibodaux,\nLa.\nMorneweck, Carl D., Adviser, Child Ac¬\ncounting and Research, Department\nof Public Instruction, Harrisburg, Pa.\nMurphy, Edna I., Grand Rapids, Minn.\nNyman, Mrs. Mary O., 1503 Sunset\nDrive, Tacoma, Wash.\nOates, Anne J., 22 Prospect St., Willimantic, Conn.\nOlson, Mrs. Clara M., P. K. Yonge\nLaboratory School, College of Educa¬\ntion, University of Florida, Gaines¬\nville, Fla.\n\nJOINT\n\nMembers\n\nOrr, Lulu Rose, Superintendent, Webster\nCounty Schools, Court House, Fort\nDodge, Iowa\nParks, Lillian L., 238 Colonial Ave.,\nCharlotte, N. C.\nPearson, I. T., Supervisor of Instruction,\nDade County, School Administration\nBldg., Miami, Fla.\nPenn, Mrs. Ella M., 439 Clinton Heights\nAve., Columbus, Ohio\nPeters, Mrs. L. W., Box 1253, Baton\nRouge, La.\nPittenger, L. A., President, Ball State\nTeachers College, Muncie, Ind.\nPool, Calvin E., Superintendent of\nSchools, Nome, Alaska\nPowers, G. W., Superintendent, Wind¬\nham\nCentral District Schools, Athens,\nVt.\nProdoehl, A. L., 5204\nMilwaukee, Wis.\n\nby\n\nWells\n\nSt.,\n\nReiche, Howard C., 11 Moody St., Port¬\nland, Maine\nRobinson, Gertrude M., 1211 N. Wash¬\nington St., Lexington, Nebr.\nRosenfeld, Harriett, 446 South Third\nAve., Tucson, Ariz.\nRowlett, Mrs. Eleanor P., 4828 W. Sem¬\ninary, Richmond, Va.\nRundell, Mrs. Ruth Butler, 907 E. Park\nSquare, Prospect Park, Pa.\nRyan, Margaret M., 315 E. 16th St.,\nTucson, Ariz.\nSavage,\nEthel, Weston School, Elkhart,\nInd.\nSchulz, Mary C., 19185 Bretton Drive,\nDetroit, Mich.\nSmall, Mary F., Bryant Junior High\nSchool, Minneapolis, Minn.\nSmith, Elphe K., Route Number One,\nBox 22, Tigard, Ore.\nSmith, Katherine L., Woodbury, N. J.\nSmith, S. L., Director of Public Rela¬\ntions, George Peabody College for\nTeachers, Nashville, Tenn.\nSouthard, Elizabeth, 115 N. College,\nTulsa, Okla.\nStringer, Carolyn E., 2308 N. 50 St.,\nOmaha, Nebr.\nStringer, S. L., Vicepresident, M.E.A.,\nCommissioner of Schools, Crosby,\nMiss.\n\nRepresentative\n\nWilson, Charles C., Acting Chairman;\nDirector, Physical and Health Educa¬\ntion, Hartford Public Schools, 249\nHigh St., Hartford, Conn.\nNeilson, N. P., Executive Secretary,\nAmerican Association for Health,\nPhysical Education, and Recreation,\n1201 Sixteenth St., N. W., Washing¬\nton, D. C.\n\nW.\n\nRagland, Mrs. Geneva F., 514 S. 15th\nSt., La Crosse, Wis.\nRankin, Mrs. Vivian S., Principal, 2551\nN. Delaware St., Indianapolis, Ind.\nRarick, C. E., President, Fort Hays\nKansas State College, Hays, Kans.\nRector, Laura J., Mineral Wells, W. Va.\nReed, Lula B., County Superintendent\nof Schools, Red Oak, Iowa\n\nCOMMITTEE\nON HEALTH\nEDUCATION\n(Authorized\n\n741\n\nPROBLEMS\n\nIN\n\nAssembly)\n\nShaw, Fannie B., Director of Health\nEducation, Georgia State Department\nof Health, Atlanta, Ga.\nStoddard, George D., Director, Iowa\nChild Welfare Research Station, State\nUniversity of Iowa, Iowa City, Iowa\nWhitney,\nMass.\n\nAnne,\n\n134 Adams\n\nSt., Milton,\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNational\nCOMMITTEE\n\nEducation\nON\n\nINDIVIDUAL\n\n(Special\nStolz, Herbert R., Chairman; Assistant\nSuperintendent of Schools, Oakland,\nCalif.\nAllyn, Harriett M., Academic Dean. Mt.\nHolyoke College, South Hadley, Mass.\nLee, Edwin A., Professor of Education,\nTeachers College, Columbia Univer¬\nsity, New York, N. Y.\nThom, Douglas A., 520 Commonwealth\nAve., Boston, Mass.\n\nAdvisory\n\nMembers\n\nAdams, Karl L., President, Northern\nIllinois State Teachers College, De\nKalb, Ill.\nAlbert, Mrs. Gertrude, Central High\nSchool, Washington, D. C.\nAlbright. Paul, Director of Guidance\nand Research, Senior High School,\nCheyenne, Wyo.\nAllen, Catherine, 1532 Fourth Ave., Co¬\nlumbus, Ga.\nAllen. Charles F., Supervisor of Second¬\nary Education, Public Schools, Eighth\nand Louisiana Sts., Little Rock, Ark.\nAllen, Richard D., 20 Summer St., Prov¬\nidence, R. I.\nAmiss, Catherine, College Apartments,\nSalem, Va.\nBachman, Ross W., Maunoloa, Molokai,\nT. H.\nBackus, Bertie, Principal, Alice Deal\nJunior High\nSchool, Washington,\nD. C.\nBaker, Augusta, Hotel Shirley-Savoy,\nDenver, Colo.\nBalch, Mary, Catalina Foothills Estates,\nTucson, Ariz.\nBallenger, Harry L., Director of Person¬\nnel, New Mexico Normal University,\nLas Vegas, N. Mex.\nBarlow, Amy,\nBox\n394, Ketchikan,\nAlaska\nBarnes, Floyd C., Superintendent of\nSchools, Drew, Miss.\nBarnes, Lorine, 1618 Eleventh Ave., S.,\nApt. #3, Birmingham, Ala.\nBeers, Mrs. Maude O., Principal, Kapiolani School, Hilo, T. H.\nBelknap. Mrs. Stella. Washington In¬\ntermediate School, Honolulu, T. H.\nBennett, H. K., Regional Supervisor,\nDepartment of Public Instruction,\nState House, Des Moines, Iowa\nBennett, Margaret E., Director of Guid¬\nance, Pasadena City Schools, 320 E.\nWalnut St., Pasadena, Calif.\nBeschel, Margaret, President, Hamden\nTeachers League, Hamden. Conn.\nBible, B. A., Guidance Department,\nKnoxville High School, Knoxville,\nTenn.\nBigham,\nColo.\n\nRuth,\n\n1040 Detroit\n\nAssociation\n\nSt., Denver,\n\nBishop, Fred G., Superintendent of\nSchools, Two Rivers, Wis.\nBlack, Mrs. E. H., 306 W. Tenth St.,\nBristow, Okla.\nBockwith, Mrs. Mary M., President,\nElizabeth\nTeachers\nAssociation,\nSchool Eleven, Elizabeth. N. J.\nBoehringer, C. Louise, Director of Ele¬\nmentary Education, Department of\nPublic Instruction, State House, Phoe¬\nnix, Ariz.\nBowen, Edith, Supervisor, Elementary\nTraining, Utah State Agricultural Col¬\nlege, Logan, Utah\n\nGUIDANCE\n\nCommittee)\nBrockmann, L. O., President, North\nCentral District, Montana Education\nAssociation, Lewistown, Mont.\nBroholm,\nStella, Rice School, Elkhart,\nInd.\nBullard, Irma, 3539 Blaisdell Ave., Min¬\nneapolis, Minn.\nBurger, Florence, 817 W. Tenth St.,\nErie, Pa.\nByrne, Mrs. Helen C., 726\nDenver, Colo.\nCaldwell, William, Director\nWest\nTechnical High\nNinety-third and Willard\nland, Ohio\n\nS. York\n\nSt.,\n\nof Guidance,\nSchool, W.\nAve., Cleve¬\n\nCanaipi. Mario P., Head, Guidance De¬\npartment, Classical High School, Prov¬\nidence, R. I.\nCarson, Irene, 701 S. Beech St., Casper,\nWyo.\nCarson, Mrs. W. L., Beaufort, S. C.\nChapman, Paul W., Dean, College of\nAgriculture, University of Georgia,\nAthens, Ga.\nChristy, Erma B., Supervisor of Guid¬\nance, Division of Educational Research,\n101 Central High School Building,\nMuncie, Ind.\nClark, K. J., Principal, Murphy High\nSchool, Mobile, Ala.\nClay, Mrs. Wana, State Director of Spe¬\ncial Education, Department of Educa¬\ntion, Cheyenne, Wyo.\nClement, J. A., Professor of Education,\nUniversity of Illinois, Urbana, Ill.\nCochran, Clyde B., Executive Secretary,\nWest Virginia State Classroom Teach¬\ners Association, 1816 Washington St.,\nCharleston, W. Va.\nCollins, Henrietta, Eleanor Cope Emlen\nSchool of Practice, Chew and Upsal\nSts., Philadelphia, Pa.\nCooley, Emma\nPritchard, Director of\nVocational Guidance, Orleans Parish\nSchool Board, 703 Carondelet St., New\nOrleans, La.\nCooper, Bert,\nsion, State\nville, Mo.\n\nDirector, Extension Divi¬\nTeachers College, Mary¬\n\nCrane, L. D., Supervisor of Vocational\nEducation, Cheyenne Public Schools,\nCheyenne, Wyo.\nCross, A. J. Foy, Director of Instruc¬\ntion, Omaha Public Schools, 602 City\nHall, Omaha, Nebr.\nDarling, Millard S., 14 Colebrook St.,\nHartford, Conn.\nDarrow, Harriett L., Grasmere School,\nMeadowbrook Rd., Fairfield, Conn.\ndel Toro, Jose E., Supervisor of High\nSchools, Department of Education, San\nJuan,\nP. R.\nN. J. Edith\nDilks,\nA., 14 Broad\n\nSt., Clayton,\n\nDixson, Mary L., 572 Broadway,\nHarbor, Mich.\n\nBenton\n\nDobson, Gladys, Supervisor, Visiting\nTeacher Department and Child Guid¬\nance Clinic, Public Schools, 631 North¬\neast Clackamas St., Portland. Ore,\nDoty, Miss Frankie, 1236 Georgia Ave.,\nKansas City, Kans.\nDudley, L. Leland, Superintendent of\nSchools, Amherst, Mass.\nDunsmore, Clarence C., Director of\nGuidance, Department of Education,\n131 Huguenot St., New Rochelle, N. Y.\n\n"}
{"page": 747, "printed_page": null, "text": "Committee\n\nEastburn, L. A., Director of Research\nand Guidance, Phoenix Union High\nSchools and Junior College, Phoenix,\nAriz.\nEikenberry, D. H., College of Educa¬\ntion, Ohio State University, Colum¬\nbus, Ohio\nElam, Burton N., John Marshall High\nSchool, Richmond, Va.\nElmott, Mrs. Charlotte D., Director of\nGuidance, City Schools, 1235 Chapala\nSt., Santa Barbara, Calif.\nEnsign, Lela May, Girls Counsellor,\nJunior High School, Boise, Idaho\nEverett, Edna E., Box 165, Driver, Va.\nEwing, Lyle Wilson, Bible Hill, Clare¬\nmont, N. H.\nFarnum, Idella K., Keene Normal School,\nKeene, N. H.\nFeldman, Cecelia S., 2115 N. Fifty-ninth\nSt., Philadelphia, Pa.\nFelten, Mrs. Elizabeth, Washington Park\nHigh School, Racine, Wis.\nFlathers, Ila V., Lincoln Bldg., Man¬\nkato, Minn.\nFowler, Fred M., Occupational Coun¬\nselor, Public Schools, 354 W. First,\nN., Salt Lake City, Utah\nFrazier, Jesse M., Principal, Greensboro\nTownship Schools, Kennard, Ind.\nFreeh, J. L., Superintendent of Schools,\nSardinia, Ohio\nFriend, Marie, Educational Counselor,\nPaseo High School, Kansas City, Mo.\nFuller, Violet, District No. 20 Psy¬\nchiatrist, Congress Hotel, Pueblo,\nColo.\nGamble, Mrs. Leo May, Director, Ele¬\nmentary Principals Club, 3838 S. Ho¬\nbart Ave., Los Angeles, Calif.\nGentry, Curtis, Director, Department of\nSecondary Education, 204 E. Fourth\nAve., Knoxville, Tenn.\nGross, Mrs. Vivian, Robert E. Lee\nJunior High School, 3100 N. W. Fifth\nAve., Miami, Fla.\nHanna, Paul R., Professor of Educa¬\ntion, Stanford University, Stanford\nUniversity, Calif.\nHayes, Fanny B., Senior Girls Dean,\nTechnical High School, Omaha, Nebr.\nHeaton, Kenneth L., Cooperative Bu¬\nreau for Educational Research, 507\nMutual Bldg., Lansing, Mich.\nHeineman, Alma, 3511 Stacey Ave.,\nCincinnati, Ohio\nHenderson, Leon, President, Department\nof Classroom Teachers, Florida Educa¬\ntion Association, 5408 Cherokee Ave.,\nTampa, Fla.\nHier, Ruth, James Ford Rhodes High\nSchool, 5100 Biddulph Ave., Cleveland,\nOhio\nHilliard, D. M., Director of Instruction,\nBoard of Education, 317 Poplar Ave.,\nMemphis, Tenn.\nHillyer, Mrs. Carl, 825 N. Seventh St.,\nGrand Junction, Colo.\nHintgen, Josephine, Director of Guid¬\nance, Public Schools, La Crosse, Wis.\nHitner, John W., 4677 Adams\nAve.,\nPhiladelphia, Pa.\nHoneycutt, A. W.. Superintendent of\nSchools, Chapel Hill, N. C.\nHubbard, Charlotte A., Augusta Lewis\nTroup Junior High School, Edgewood\nAve., New Haven, Conn.\nHunt, R. L., Superintendent of Schools,\nMadison, S. Dak.\nHurst, M. E., 3118 E. Fourth St., Tulsa,\nOkla.\nHutcherson, George E., Chief, Bureau\nof Guidance, State Education Depart¬\nment, Albany, N. Y.\n\nMembers\n\n7+3\n\nHutson, P. W., Associate Professor of\nEducation, University of Pittsburgh,\nPittsburgh, Pa.\nImhoff, Mrs. Donna Mae. Home\nEco¬\nnomics Department, High\nSchool,\nRocky Ford, Colo.\nIrle, R. L., Superintendent of Schools,\nGlasgow, Mont.\nJames, Virginia White, Principal, Wil¬\nson Dam School, Sheffield, Ala.\nJohnson, A. W., Principal, Junior High\nSchool, Minot, N. Dak.\nJohnson, H. D., Principal, Cleveland\nJunior-Senior High School, Fifteenth\nAve., S., and Lucile Sts., Seattle,\nWash.\nJones, Arthur J., Professor of Secondary\nEducation, University of Pennsylvania,\nPhiladelphia, Pa.\nKelley, Otela, 210 W. Ridgewood, San\nAntonio, Texas\nKelly, George A., Director, Psychological\nClinic, Fort Hays Kansas State Col¬\nlege, Hays, Kans.\nKeys, Alma, State Supervisor, Home\nEconomics Education, State Depart¬\nment of Education, Little Rock, Ark.\nKiely, Margaret, Dean, Queens College,\n65-30 Kissena Blvd., Flushing, N. Y.\nKilpack, John G., Board of Education,\n631 N. E. Clackamas St., Portland,\nOre.\nKroetch, Gertrude M., E. 1013 Mission\nAve., Spokane, Wash.\nLash, Ellen L., 31 Court St., Ports¬\nmouth, Va.\nLayton, Warren K., Director, Division\nof Guidance and Placement, Board of\nEducation, Detroit, Mich.\nLee, Charles A., Professor of Education,\nWashington University, St. Louis, Mo.\nLeeds, Albert M., Supervising Principal,\nTownship\nville,\nN. J. Public Schools, FranklinLeidy, E. E., Superintendent of Schools,\nNorth Baltimore, Ohio\nLiller, Chester, Kingwood, W. Va.\nLittell, Mrs. Flo-Ena, Harvey School,\nVancouver, Wash.\nLoree, D. H., Principal, High School,\nHollidaysburg, Pa.\nLudlum, Blanche, 527 E. First St.,\nLong Beach, Calif.\nLyseth, Harrison C., Director of Sec¬\nondary Education, Department of Ed¬\nucation, Augusta, Maine\nMcAdam, Nina E., Dean of Girls, Senior\nHigh School, 2450 S. W. First St.,\nMiami, Fla.\nMcCracken,\nGeorge\nE., Principal,\nChurchill\nCounty\nHigh\nSchool, Fallon,\nNev.\nMacDonald, M. Violet, 273 Washington\nSt., Gloucester, Mass.\nMcEwen, Elizabeth, Alamo Apartments,\nBellingham, Wash.\nMcGaw, Elizabeth, Grant High School,\nN. E. Thirty-sixth Ave. and Thomp¬\nson St., Portland, Ore.\nMcKechnie, Anne E., Dean of Girls,\nDeering High School, Portland, Maine\nMcKenney, Marjorie E., Henley School,\nSouth Portland, Maine\nMaehling, Hilda, McLean Junior High\nSchool, Terre Haute, Ind.\nManuel, H. T., Department of Educa¬\ntional Psychology, University of\nTexas, Austin, Texas\nMarshall, R. E., Principal, High School,\nClovis, N. Mex.\nMayo, Frank W., Principal, Rutland\nHigh School, Rutland, Vt.\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nMelcher, George, Superintendent, School\nDistrict of Kansas City, Library Bldg.,\nNinth and Locust Sts., Kansas City,\nMo.\nMeyer, Charlotte, 680 S. Broadway, De¬\ncatur, Ill.\nMilnes, Frances A., C. K. McClatchy\nSenior High School, Freeport Blvd.\nand Bidweil Way, Sacramento, Calif.\nMitchell, Byron L., President, Portland\nTeachers Association, Deering High\nSchool, Portland, Maine\nMoody, Dwight L., Director, Summer\nTutoring School, New Hampton, N. H.\nMoody, Earle W., Assistant Principal,\nOrange High School, Orange, Mass.\nMorgan, DeWitt S., Superintendent of\nSchools, Indianapolis, Ind.\nMorris, Glyn L., Director, Pine Moun¬\ntain\nKy. Settlement School, Pine Mountain,\nMorrison, Maria P., Assistant Superin¬\ntendent of Schools, Nashua, N. H.\nMorrison, Sam H., 51 N. Burgess Ave.,\nColumbus, Ohio\nMoss, Mildred B., 236 Woodbridge Ave.,\nMetuchen, N. J.\nMottley, Bessie M., Educational and\nVocational Adviser, Thomas Jefferson\nHigh School, Richmond, Va.\nMowry, Florence P., Principal, Junior\nHigh School, Woonsocket, R. I.\nMurray, Ruth A., 30 Kidder St., Port¬\nland, Maine\nNeal, Elma A., First Assistant Superin¬\ntendent of Schools, San Antonio,\nTexas\nNeville, Charles E., 14 W. Lodges Lane,\nBala-Cynwyd, Pa.\nNewman. Sallie B., Director of Instruc¬\ntion, Elementary Schools, Jackson,\nMiss.\nNiedermeyer, Carrie, Supervisor, Ele¬\nmentary Education, Primary Depart¬\nment, Public Schools, Omaha, Nebr.\nNorris, Helen, Public Schools, Pekin,\nIll.\nNylen, Donald, Supervisor of Guidance\nin Secondary Schools, Administration\nBldg., Seattle, Wash.\nObenchain, I. R., Director of Curricu¬\nlum, Public Schools, Birmingham, Ala.\nO’Gara, Edward\nbon, N. H.\n\nJ., 247\n\nMain\n\nSt., Lis¬\n\nO’Gara, Mrs. Queen, Roosevelt School,\n11526 Linwood St., Detroit, Mich.\nOlson, Willard C.. School of Education,\nUniversity of Michigan, Ann Arbor,\nMich.\nOrcutt, W. E., Principal, Central Junior\nHigh School, Marion, Ohio\nOrr, Lulu Rose, Superintendent, Web¬\nster County Schools, Fort Dodge,\nIowa\nO’Toole, Anna,\nClairton, Pa.\n\nClairton\n\nPaddock, Howland H.,\nPlace, Kenosha, Wis.\n\nHigh\n720\n\nSchool,\n\nFifty-ninth\n\nPage, A. R., 1831 Van Hise Ave., Madi¬\nson, Wis.\nPalmerton, L. R., Student Counselor,\nSouth Dakota State School of Mines,\nRapid City, S. Dak.\nPercy, Mrs. Mildred S., 3900 Connecti¬\ncut Ave., Washington, D. C.\nPerkins, Ella H., Primary Supervisor,\nEducation District No. 1, Overton,\nNev.\nPeters, Mrs. L. W., Principal, Nichol¬\nson School, Baton Rouge, La.\nPetry, D. A., Principal of Schools, Fel¬\nton, Del.\n\nAssociation\n\nPhelps, Edson\nfield, Vt.\n\nE., High\n\nSchool,\n\nSpring-\n\nPierce, Gladys, 1236 Georgia Ave., Kan¬\nsas City, Kans.\nPittard, Thelma, Elementary School\nTeacher, Milton, W. Va.\nProbst, Ella M., 4836 S. Lyndale Ave.,\nMinneapolis, Minn.\nQuig, Emily H., Principal, Washington\nSchool, Summit, N. J.\nRace, Stuart R., Supervising Principal,\nPublic Schools, Glen Rock, N. J.\nRaines, Ona C., President, Department\nof Classroom Teachers, 1631 E. Fourth\nSt., Tulsa, Okla.\nRandall, Elmer, Principal, Virgin Val¬\nley High School, Bunkerville, Nev.\nRankin, Mrs. Vivian S., 2551 N. Dela¬\nware St., Indianapolis, Ind.\nRayne, Eleanor W., North Texas State\nTeachers College, Denton, Texas\nReed, Catherine E., Dean of Women,\nState Teachers College, Buffalo, N. Y.\nReed, Jennie M., Director of Educa¬\ntional Research, Central School, Ta¬\ncoma, Wash.\nReeder, Julia E., Dean of Women, High\nSchool, Huntington, Long\nIsland,\nN. Y.\nRiddick, Ruth, President, Norfolk Edu¬\ncation Association, Maury\nHigh\nSchool, Norfolk, Va.\nRoberson, Avis K., Treasurer, Texas\nClassroom Teachers Association, 2224\nWeatherbee St., Fort Worth, Texas\nRobinson, Bruce B., Director, Depart¬\nment\nof Child\nNewark,\nN. J. Guidance, 31 Green St.,\nRodriguez-Bou, Ismael, Polytechnic In¬\nstitute of Puerto Rico, San German,\nP. R.\nRoot, Frank S., Superintendent of\nSchools, Fayetteville, Ark.\nSanderson, Ruth L., Dean of Girls,\nWilliam Nottingham High School,\nSyracuse, N. Y.\nSanford, C. W., Principal, University\nHigh School, University of Illinois,\nUrbana, Ill.\nSchrader, Katharine, 1275 Franklin St.,\nDenver, Colo.\nShannon, Mary Neal, Elementary Su¬\npervisor, Fulton County Board of Edu¬\ncation, Atlanta, Ga.\nShewmaker, Roberta, Principal, Park\nView School, Warder and Newton\nSts., N. W., Washington, D. C.\nSimmons, Hazel L., High School, Charleston-Kanawha, W. Va.\nSmith, Mrs. Alathena J., Shorewood\nPublic Schools, Milwaukee, Wis.\nSmith, Leo, Assistant Principal, High\nSchool, Great Falls, Mont.\nSohl, Charles E., Principal, GlensideWeldon Junior High School, Glenside,\nPa.\nSorensen, R. R., Superintendent of\nSchools, Tracy, Minn.\nSouthall, Maycie, Professor of Elemen¬\ntary Education, George Peabody Col¬\nlege for Teachers, Nashville, Tenn.\nStarr, Anna S., Psychological Clinic,\nN.\nJ.\nRutgers\nUniversity, New Brunswick,\nStevens, Roland E., Principal, Lincoln\nJunior High School, Portland, Maine\nStout, A. J., Superintendent of Schools,\nAdministration Bldg., 415 W. Eighth\nAve., Topeka, Kans.\nSymonds, Percival M., Professor of Edu¬\ncation, Teachers College, Columbia\nUniversity, New York, N. Y.\n\n"}
{"page": 749, "printed_page": null, "text": "Committee\n\nTaylor, Ida Belle, 622 N. Clinton Ave.,\nDallas, Texas\nThomas, Josephine, Principal, John McDonogh High School, New Orleans,\nLa.\nThomas, Melba, Public Schools, Jerome,\nAriz.\nThomas,\nN. J.\n\nRuth\n\nH., High\n\nSchool,\n\nPassaic,\n\nTrabue, M. R., Dean, School of Educa¬\ntion, Pennsylvania State College, State\nCollege, Pa.\nTurner, J. E., President, State Normal\nSchool, Lewiston, Idaho\nTyler, Harry E., Dean of Counseling and\nStudent Personnel, Sacramento Junior\nCollege, Sacramento, Calif. .\nVachon, Edmond J., Principal, Cabot\nHigh School, Cabot, Vt.\nWagner, M. Channing, Assistant Super¬\nintendent of Schools, Wilmington, Del.\nWahlquist, John T., Director, William\nM. Stewart School, University of\nUtah, Salt Lake City, Utah\nWalker, Mrs. Stephen, Franklin Ad¬\nministration Bldg., Thirteenth and K\nSts., N. W., Washington, D. C.\nWallin, J. E. W., Director, Division of\nSpecial Education, State Department\nof Public Instruction, Wilmington,\nDel.\nWannamaker, George W., Superintend¬\nent of Schools, Brunswick, Ga.\nWarden, Kenneth W., Director, Re¬\nsearch and Attendance, Board of Edu¬\ncation, Memphis, Tenn.\nWashburne, Carlton, Superintendent of\nSchools, Winnetka, Ill.\nWeber, George F., Executive Assistant,\nElementary Education, Board of Edu¬\ncation, Akron, Ohio\nWestby,\nGeorge, Superintendent of\nSchools, Greenfield, Iowa\nWheatley, Benjamin W., Superintend¬\nent, White Pine County High Schools,\nEly, Nev.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nWhite, Mrs. W. J., 206 N. James St.,\nGoldsboro, N. C.\nWhitlock, Sarah O., Principal, Lincoln\nSchool, New Brunswick, N. J.\nWickstrom, Milma, Division of Guidance\nand Placement, Board of Education,\nDetroit, Mich.\nWilliams, Harold J., Superintendent of\nSchools, Spencer, Iowa\nWillis, N. Elliot, Principal, Junior High\nSchool, Winthrop, Mass.\nWilmoth, Stark A., Principal, Junior\nHigh School, Elkins, W. Va.\nWilson, Miss Edgar Ellen, State Direc¬\ntor, Elementary Education, Depart¬\nment of Education, Austin, Texas\nWilson, Elizabeth K., Director, High\nSchool Counseling, Ninth and Locust\nSts., Kansas City, Mo.\nWilson, Elsie E., 110 Apple Ave.,\nHampton, Va.\nWood, Julian C., State Director, De¬\npartment of Business Education, High\nSchool, Tooele, Utah\nWooden, Harley Z., Assistant State\nSuperintendent of Schools, Depart¬\nment of Public Instruction, Lansing,\nMich.\nWoods, Elizabeth L., Supervisor of Ed¬\nucational Research and\nGuidance,\nBoard of Education, Los Angeles,\nCalif.\nWorcester, D. A., Professor of Educa¬\ntional Psychology, University of Ne¬\nbraska, Lincoln, Nebr.\nWorlton, James T., Assistant Superin¬\ntendent of Schools, Salt Lake City,\nUtah\nWright, Barbara, Supervisor of Coun¬\nselors, Board of Education, Minne¬\napolis, Minn.\nWright, Juliette Dodd, 2438 Dudley\nAve., Parkersburg, W. Va.\nWyllie, David, Jr., High School, Ham¬\nden, Conn.\nYoung, Dorothy CL, Bethesda-Chevy\nChase High School, Bethesda, Md.\n\nINTERNATIONAL\nby\n\nRepresentative\n\nWoodward,\nAnnie C., Chairman, 78\nHighland Ave., Somerville, Mass.\nMonroe, Paul, Honorary Chairman, Garrison-on-Hudson, N. Y.\nKing, W. P.. Vice-Chairman, Secretary,\nKentucky Education Association, 142223 Heyburn Bldg., Louisville, Ky.\nKoerner, Grace, Secretary, Hotel East\nOrange, East Orange, N. J.\nSimmons, Mrs. Louise B., 1216 S. Knox¬\nville St., Tulsa, Okla.\n\n745\n\nMembers\n\nRELATIONS\n\nAssembly)\n\nAiken, Georgia W., Hotel Alms, Cincin¬\nnati, Ohio\nAlger. John L.. President, Rhode Island\nCollege of Education, Providence, R. I.\nAllen, Constance, Elementary Depart¬\nment, Public Schools, San Antonio,\nTexas\n\nBeard, Mrs. Laura L., Principal, Frank¬\nlin Academy, Columbus, Miss.\nBerman, Samuel, Principal, James R.\nLudlow School, Sixth and Master Sts.,\nPhiladelphia, Pa.\nBigelow, Frances M., 187 Spring St.,\nPortland, Maine\nBlack, E. H.. Superintendent of Schools,\nBristow. Okla.\nBlackwelder, D. L., Superintendent of\nSchools, McComb, Miss.\nBlair, Francis G., 440 E. Conedy St.,\nSpringfield, Ill.\nBlaisdell, Helen E., South High School,\nMinneapolis, Minn.\nBlaisdell, Joseph E., Principal, Rock¬\nland High School, Rockland, Maine\nBlake, Katherine D., 353 W. Fifty-sev¬\nenth St., New York, N. Y.\nBlodgett, Mary M-, 1400 Lake Shore\nDrive, Chicago, Ill.\n\nAsbury, Emery, Principal, Gault Junior\nHigh School, Tacoma, Wash.\nBaker, Augusta, Lake Junior High\nSchool, Denver, Colo.\nBarlow, Amy,\nBox\n394, Ketchikan,\nAlaska\nBeachley, Catherine, Dean of Girls,\nHagerstown High School, Hagerstown,\nMd.\n\nBoyd, Margaret, President, Steubenville\nEducation Association, Steubenville,\nOhio\nBradford, Mrs. Mary D., 6028 Third\nAve,. Kenosha. Wis.\nBrantley, Mrs. Mary P., Hugh Morson\nHigh School, Raleigh. N. C.\nBrier, Adelia M., 3490 E. Fall Creek\nBlvd., Indianapolis, Ind.\n\nAdvisory\n\nMembers\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nBrookfield, Elsa, South Side High School,\nElmira, N. Y.\nBrown, Mrs. J. C. B., Senior High\nSchool, Miami Beach, Fla.\nBunting, R. L., Superintendent, London\nIndependent School District, New\nLondon, Texas\nBurke, J. L., Jr.. Superintendent of\nSchools, Jal, N. Mex.\nBurns, R. A., Professor of Education,\nDartmouth College, Hanover, N. H.\nBush, Maybell G., Elementary School\nSupervisor, Department of Public In¬\nstruction, Madison, Wis.\nCadman, Bernice M., 231 S. Main St.,\nJanesville, Wis.\nCampbell, Mary A., Supervisor of Ele¬\nmentary Schools, Walnut Hill School,\nNew Britain, Conn.\nCarleton, E. A., Salem High School,\nSalem, Ore.\nCasey, Martha S., 5929 Waterman Blvd.,\nSt. Louis, Mo.\nCasey, William V., Superintendent of\nSchools, Boulder, Colo.\nChambers, W. Max, Superintendent of\nSchools, Okmulgee, Okla.\nChamplin, Carroll D., Professor of Ed¬\nucation, Pennsylvania State College,\nState College, Pa.\nChurch, E. E., President, Potomac State\nSchool, Keyser, W. Va.\nClark, Mrs. Frances E., Director Emerita, 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.\nCool, Dwight W., 432 S. Second St.,\nSterling, Colo.\nCooper, H. V., Superintendent of Schools,\nVicksburg, Miss.\nCrawford, Mary Major, Nebraska State\nTeachers College, Kearney, Nebr.\nDavis, Deborah, 1621 Hayes St., Boise,\nIdaho\ndeFrancesco, Italo L., Art Instructor,\nState Teachers College, Kutztown, Pa.\nDevilbiss, Hilda, 310 Court St., Ports¬\nmouth, Va.\nDilks, Elizabeth\nton, N. J.\n\nR., 14 Broad\n\nSt., Clay¬\n\nDolph, A. H., Principal, Fremont County\nVocational High School, Lander, Wyo.\nDonovan, H. L., President, Eastern\nKentucky State Teachers College,\nRichmond, Ky.\nDowling, Evaline, Girls Vice-Principal,\nTheodore Roosevelt High School, 450\nS. Fickett St., Los Angeles, Calif.\nDuke, Florence E., 2224 W. Grace St.,\nRichmond, Va.\nEarley, Albert, Supervisor of Schools,\nDepartment of Public Instruction,\nSussex County Court House Annex,\nGeorgetown, Del.\nEisner, Miriam\nD., Vice-Principal,\nAlamo School, San Francisco, Calif.\nEllis, Mabel R., Principal, George Pea¬\nbody School, San Francisco, Calif.\nEllis, Roy, President, Southwest Mis¬\nsouri State Teachers College, Springfield, Mo.\nEvans, May, 175 W.\nNew York, N. Y.\n\nNinety-third\n\nSt.,\n\nFahey, Sara H., 185 Berkeley Place,\nBrooklyn, N. Y.\nFair, Jessie Frances, 296 Walhalla Road,\nColumbus, Ohio\nFeik, L. W., Superintendent\nSioux City, Iowa\n\nof Schools,\n\nAssociation\n\nFinley, John H., New York Times, New\nYork, N. Y.\nFinly, Emma\nC., Lorain High School,\nLorain, Ohio\nFord, Thomas\nH., Superintendent of\nSchools, Reading, Pa.\nForehand, Ruth, Murphy High School,\nMobile, Ala.\nFrazier, Maude,\nSuperintendent of\nSchools, Las Vegas, Nev.\nGadbery, Clara Frances, 1215 E. Second\nSt., Casper, Wyo.\nGallogly, Georgiana, 1109 N. Cass St.,\nApt. 308, Milwaukee, Wis.\nGardberg, Naomi, 1803 General Pershing\nSt., New Orleans, La.\nGardner, Ethel M., Principal, Andrew\nJackson School, 420 N. Jackson St.,\nMilwaukee, Wis.\nGibbons, R. O., Principal, Franklin\nSchool, Quincy, Ill.\nGlenn, C. B., Superintendent of Schools,\nBirmingham, Ala.\nGosling, Thomas W., Assistant Super¬\nintendent of Schools, Franklin Admin¬\nistration Bldg., Washington, D. C.\nGray, Clifton D., President, Bates Col¬\nlege, Lewiston, Maine\nGuhin, M. M., President, Hub\nCity\nSchool Supply Co., Inc., Aberdeen, S.\nDak.\nGyger, John T., Superintendent of\nSchools, R.F.D. #5, Portland, Maine\nHagerman, Mrs. Bernice, 1421 Logan St.,\nS. E., Grand Rapids, Mich.\nHaggard, C. Patience, Dean of Women,\nState Normal School, Potsdam, N. Y.\nHaight, R. C., State School Supervisor,\nHelena, Mont.\nHall, R. G., Professor of History, Albion\nCollege, Albion, Mich.\nHammer,\nNina G., 903 Broadway, Pekin,\nIll.\nHanrta, Lavone, Central High School,\nTulsa, Okla.\nHardy, Rosa, Principal, Blytheville High\nSchool, Blytheville, Ark.\nHaver, Jennie M., County Helping\nTeacher, Hunterdon County Schools,\nClinton, N. J.\nHawkins, Frederick E., Vice-Principal,\nHope High School, 324 Hope St.,\nProvidence, R. I.\nHayes, Maude, Principal, Centennial\nSchool, Little Rock. Ark.\nHolmes, W.\nH., Superintendent of\nSchools, 257 S. Fourth Ave., Mt.\nVernon, N. Y.\nHolt, Lucy Mason, Principal, Ocean\nView School, Norfolk, Va.\nHood, Cornelia, 1409 Pennsylvania Ave.,\nFt. Worth, Texas\nHood, Edna E., Supervisor, Household\nand Fine Arts, Public Schools, Admin¬\nistration Bldg., Kenosha, Wis.\nHood, Elizabeth, Supervisor, Depart¬\nment of Household Arts, Racine Pub¬\nlic Schools, Racine, Wis.\nHouston, Miss Gabriel. Principal, Oakhurst School, Clarksdale, Miss.\nHoward, Daniel, Superintendent Emer¬\nitus, Windsor Public Schools, Wind¬\nsor, Conn.\nJacobsen, Christine A., 1320 W. Fortyfirst Place, Los Angeles, Calif.\nJohnson, M. Irene, Director of Student\nTeaching, Manchester College, North\nManchester, Ind.\nKelly, D. J., Superintendent of Schools,\nBinghamton, N. Y.\nKennedy, Mary C., 535 Kossuth St.,\nLafayette, Ind.\nKroner, Mrs. Frances W.. Davis High\nSchool, Mt. Vernon, N. Y.\n\n"}
{"page": 751, "printed_page": null, "text": "Committee\n\nLaatsch, Melvin H., Assistant Professor\nof Political Science, University of\nVermont, Burlington, Vt.\nLefferts, Walter, Fitzsimons Junior\nHigh School, Twenty-sixth and Cum¬\nberland Sts., Philadelphia, Pa.\nLester, L. M., Associate Director, Divi¬\nsion of Negro Education, Department\nof Education, Atlanta, Ga.\nMcAlister, H. L., President, Arkansas\nState Teachers College, Normal Sta¬\ntion, Conway, Ark.\nMcAlpine, Mrs. Grace, Superintendent\nof Washington County Schools, Still¬\nwater, Minn.\nMcCardle, May R., Fresno High School,\nFresno, Calif.\nMcCarthy, Helen, 3621 Virginia Ave.,\nKansas City, Mo.\nMcCausland, Ina M., 454 N. Firestone\nBlvd., Akron, Ohio\nMacdonald, Flora Jane, President, Ash¬\nland Teachers Association, Ashland\nHigh School, Ashland, Wis.\nMcKean, Herbert A., Principal, Edison\nSchool, Tacoma, Wash.\nMagginis, W. D., Rock Hill, S. C.\nMann, Mrs. Margaret, County Superin¬\ntendent of Schools, Primghar, Iowa\nMarsh, Daniel L., President, Boston\nUniversity, Boston, Mass.\nMelkonian, Bertha, President, San Fran¬\ncisco Classroom Teachers Association,\n465 Post St., San Francisco, Calif.\nMoore, John Watson, Superintendent of\nSchools, Winston-Salem, N. C.\nNeubert, Jessie Lou, 1404 Laurel Ave.,\nKnoxville, Tenn.\nNielson, Minnie J., 901 Fifth Ave., Val¬\nley City, N. Dak.\nNitzkowski, Ellen, Phoenix Union High\nSchools and Junior College, Phoenix,\nAriz.\nNorman, J. W., Dean, College of Educa¬\ntion, University of Florida, Gaines¬\nville, Fla.\nNuttali, L. John, Jr., Superintendent of\nSchools, Salt Lake City, Utah\nO’Connor, Mary Elizabeth, Supervisor\nof Elementary Schools, Arlington,\nMass.\nPage, Laurence A., Head, Department\nof Social Studies, F. J. Reitz High\nSchool, Forest Hills. Evansville, Ind.\nParkinson, Ethel M., Head, English De¬\npartment, Decatur High School, De¬\ncatur, Ill.\nPatt, Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPatterson, Mrs. S. C., Superintendent,\nClinch County Schools, Homerville,\nGa.\nPeterson, Anna J., Supervisor of Ele¬\nmentary Education, 10 Suydam St.,\nNew Brunswick, N. J.\nPierce, Cedric E., Principal, Barton\nAcademy and Graded School, Barton,\nVt.\nPorter, George N., Principal, Garfield\nHigh School, Seattle, Wash.\nPrendergast, James J., President, Class¬\nroom Teachers League, 2814 Broad¬\nway, Bellingham, Wash.\nRalls, Mary Calvert, 6529 Jefferson St.,\nKansas City, Mo.\nRay, Charlotte, Simmons School, Minne¬\napolis, Minn.\nReady, I. E., Principal, Rocky Mount\nHigh School, Rocky Mount, N. C.\nReeder, Mrs. Fannie Scoville, 2017 Giddings St., Chicago, Ill.\nRhodes, Maude A., Principal, Whitefoord School, Atlanta, Ga.\n\n747\n\nMembers\n\nRichter, Leilet, George W.\nridge High School, San\nTexas\n\nBrackenAntonio,\n\nRiddle, Anna E., 2 Summit Place, St.\nJoseph, Mo.\nRideout, Walter J., Superintendent of\nSchools, Livermore Falls, Maine\nRoach, Mary Margaret, Principal, Roach\nSchool, 125 N. Edward St., Decatur,\nIll.\nRobinson, W.\nT., Superintendent of\nSchools, Chattanooga, Tenn.\nRodgers, Myrtle, Principal, Georgia\nTucker Grammar School, Monroe, La.\nRowland, Albert Lindsay, President,\nState Teachers College, Shippensburg,\nPa.\nScarborough, Ruth, Shepherd State\nTeachers\nCollege, Shepherdstown, W.\nVa.\nSchneider, Marcella, 3035 W. Wisconsin\nAve., Milwaukee, Wis.\nSchroeder, Mrs. Florah, County Super¬\nintendent of Schools, Condon, Ore.\nShepherd, Grace M., Professor of Edu¬\ncation, State Teachers College, Mary¬\nville, Mo.\nSiders. Walter R., Sixth Floor, City\nHall, Omaha, Nebr.\nSires, Ronald V., Burris School, Muncie,\nInd.\nSmith, Jessica, Head, Department of\nSocial Studies, Wichita High School\nNorth, Wichita, Kans.\nSmith, Mrs. Margaret H., Principal,\nSixty-first Street School, Los Angeles,\nCalif.\nSmith, Mrs.\nMargaret Mendenhall,\nPrincipal, Ebert School, Twenty-third\nand Glenarm Place, Denver, Colo.\nStanton, B.\nF., Superintendent of\nSchools, Alliance, Ohio\nStarn, Bertha, 1023 Lincoln St., Bea¬\ntrice, Nebr.\nStoker, Spencer, Department of Phi¬\nlosophy and Education, Texas State\nCollege for Women, Denton, Texas\nStover, Ella A., 309 Dinwiddie St.,\nPortsmouth, Va.\nStratton, Mason A., Principal, Brighton\nAvenue School, Atlantic City, N. J.\nSwenson, E. Hildegarde, 103 Forest Ave.,\nDayton, Ohio\nSwift, Fletcher Harper, Professor of Ed¬\nucation, University of California,\nBerkeley, Calif.\nSykes, Mrs. Dorothy Edison, Superin¬\ntendent, Gila County Schools, Globe,\nAriz.\nThompson, Anna M., Northeast High\nSchool, Kansas City, Mo.\nThompson, Laurence O., Superintendent\nof Schools, Keene, N. H.\nTighe, B. C. B., Principal, Senior High\nSchool, Fargo, N. Dak.\nTrent, Adelaide R.. Teacher in Charge,\nDuPont Circle School for Children,\nWashington, D. C.\nTurk, Genevieve, Principal, Scarritt\nSchool, Kansas City, Mo.\nVaughan, J. P., Superintendent, Inde¬\npendent School District No. 40, Chis¬\nholm, Minn.\nvon KleinSmid, Rufus B., President,\nUniversity of Southern California, Los\nAngeles, Calif.\nWalker, Anna W., 5732 Spruce St.,\nPhiladelphia, Pa.\nWellemeyer, J. Fletcher, Dean, Junior\nCollege, Ninth and State Ave., Kansas\nCity, Kans.\nWexler, Isadore, Principal, Kimberly\nAvenue School, New Haven, Conn.\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNational\n\nEducation\n\nWhite, Emilie Margaret, Central High\nSchool, Thirteenth and Clifton Sts.,\nN. W., Washington, D. C.\nWhitehouse, W. W., Dean, Albion Col¬\nlege, Albion, Mich.\nWhitener, Ann E., 2331 Cathedral Ave.,\nWashington, D. C.\nWilferth, J. W., Superintendent of\nSchools, Springer, N. Mex.\nWilliams, Harold J., Superintendent of\nSchools, Spencer, Iowa\nWillis, Charles F., Assistant Superin¬\ntendent of Schools, Department of Ed¬\nucation, Baltimore, Md.\n\nAssociation\n\nWilson, Mrs. Alice, Director, Student\nForum\non International Relations,\nGeorge Washington High School, San\nFrancisco, Calif.\nWilson, Elmer E., Superintendent, In¬\ndependent School District No. 12,\nMullan, Idaho\nWirt, Lula E., State Teachers College,\nKearney, Nebr.\nWynn, W. T., Department of English,\nGeorgia State College for Women,\nMilledgeville, Ga.\nYoshida, Shigeo, Vicepresident, Hawaii\nEducation Association, 1049 Likelike\nSt., Honolulu, T. H.\n\nJOINT COMMITTEE\nOF THE NATIONAL\nASSOCIATION\nAND THE AMERICAN\nASSOCIATION\n(Special\nParks, Martha\nDepartment\nTenn.\n\nManier, Chairman; State\nof Education, Nashville,\n\n^Baldridge, Chloe C., Director, Rural\nand Elementary Education, State De¬\npartment of Education, Lincoln, Nebr.\nBatchelder, Mildred, 520 North Michi¬\ngan Ave., Chicago, Ill.\n*Bristow, William H., Mansfield Teach¬\ners College, Mansfield, Pa.\nGreer, Margaret R., Central Library,\nBoard of Education, 315 City Hall,\nMinneapolis, Minn.\n*N.E.A.\n\nEDUCATION\nLIBRARY\n\nCommittee)\n*Gustafson, Myrtle, Claremont Junior\nHigh School, Oakland, Calif.\n*Lathrop, Edith A., Associate Specialist\nin School Libraries, U. S. Office of\nEducation, Washington, D. C.\nMcPherson, Oscar H., John Dixon Li¬\nbrary,\nLawrenceville\nSchool, Lawrenceville,\nN. J.\nPotter, Hope L., Senior High School\nLibrary, South Pasadena, Calif.\n*Ratcliffe, Betty, Broadway Apartments\n#33, Muskogee, Okla.\nRoos, Jean Carolyn, Cleveland Public\nLibrary, Cleveland, Ohio\n\nappointee\n\nJOINT COMMITTEE\nOF THE NATIONAL\nEDUCATION\nASSOCIATION\nAND THE NATIONAL\nCONGRESS\nOF PARENTS\nAND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nPettengill, Mrs. J. K., Chairman; Presi¬\ndent, National Congress of Parents\nand Teachers, Eddystone Hotel, De¬\ntroit, Mich.\nBingham, Mrs. J. W., 2005 Cowper St.,\nPalo Alto, Calif.\nIrons, Ralph, Superintendent of Schools,\nEvansville, Ind.\nSamuelson, Agnes, Executive Secretary,\nIowa State Teachers Association, 415\nShops Bldg., Des Moines, Iowa\nTurner, Mrs. C. H., 705 South Broadway,\nRedondo Beach, Calif.\n\nAdvisory\n\nMembers\n\nAllison, Mrs. Elsie N., 1136 S. Quincy,\nTulsa, Okla.\nAnderson, C. R., Principal, Elementary\nSchool, 1004 Madison, Helena, Mont.\nBailey, T. D., Supervising Principal of\nSchools, DeFuniak Springs, Fla.\nBench, Dean W., Supervisor of Schools,\nHuntington, Utah\nBeschel, Margaret, President, Hamden\nTeachers League, 327 Edgewood Ave.,\nNew Haven, Conn.\nBest, E. L.. Superintendent, Mechlenburg County Schools, Charlotte, N. C.\nBosshard, Lucy, Principal, Roosevelt\nSchool, Green Bay, Wis.\nBostrom, Roy O., Superintendent of\nSchools, Harvey, N. Dak.\nBosworth, Clarence W., Superintendent\nof Schools, Park and Pontiac Aves.,\nCranston, R. I.\nBready, Mrs. Helen P., Principal, Leland Junior High\nSchool, Chevy\nChase, Md.\n\nAssembly)\n\nBryson, George W., County Superin¬\ntendent of Schools, Welch, W. Va.\nBuford, J. Lester, Superintendent of\nSchools, Mt. Vernon, Ill.\nCarey, Frances, 132 E. DeVargas St.,\nSanta Fe, N. Mex.\nClark, J. J., Superintendent, Roosevelt\nSchool District No. 66, Rt. #5, Phoe¬\nnix, Ariz.\nCody, Frank, Superintendent of Schools,\nDetroit, Mich.\nCrawford, Carl, Sheridan High School,\nSheridan, Wyo.\nDille, G. E., Superintendent of Schools,\n7539\nManchester Ave., Maplewood,\nMo.\nEldred, Donald, Proctor, Vt.\nErickson, Everett R., University of\nAlaska, Box C, College, Alaska\nGill, D. W., Superintendent of Schools,\nDumas, Ark.\nHarmon, H.\nO., Superintendent of\nSchools, Lexington. S. C.\nHerrington, Frank H., Vice-Principal,\nCarrick High School, Pittsburgh, Pa.\nHopkins, P. H., Superintendent of\nSchools, Somerset, Ky.\nJenner, Arthur E.. Principal, John Simp¬\nkins School Bldg., Bass River, Mass.\nJordan, L. W., County Superintendent\nof Schools, Scottsboro, Ala.\nLeMay, S. R., Superintendent of Schools,\nAthens, Texas\nManley, Laura C., 711 W. Clinton St.,\nElmira, N. Y.\nMinor, Lillian, Supervisor, Norfolk\nCounty Public Schools, 51-52-57\nbaum Bldg., Norfolk, Va.\n\nNus-\n\n"}
{"page": 753, "printed_page": null, "text": "•Committee\n\nMorton, Max D., Chairman, Board of\nDirectors, Colorado Education Asso¬\nciation, Pueblo, Colo.\nMykland, A. A., Superintendent of\nSchools, Issaquah, Wash.\nPeavey, Carroll W., Headmaster, Ro¬\nchester High School, Rochester, N. H.\nPeet, J. H., Superintendent of Schools,\nCedar Falls, Iowa\nPence, Edith E., Director of Curriculum,\nSan Francisco Public Schools, San\nFrancisco, Calif.\nPetit, L. H., Superintendent of Schools,\nChanute, Kans.\nPorrata, Oscar E., University of Puerto\nRico, Rio Piedras, P. R.\nPyrtle, E. Ruth, Principal, Bancroft\nSchool, Lincoln, Nebr.\nRead, Helen P., Principal, Stirling\nSchool, New Brunswick, N. J.\n\nLEGISLATIVE\n(Authorized\n\nby\n\nMembers\n\nAdams, Mrs. A. Virginia, Principal,\nGeorge Cunningham School, Vineland,\nN. J.\n.\nAde, Lester K., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nAlford, T. H., State Commissioner of\nEducation, Little Rock, Ark.\nAlmen, A. L., State Senator, Thirteenth\nDistrict, Chairman, Committee on\nEducation, Balaton, Minn.\nAmes, W. R., Montana State University,\nMissoula, Mont.\nAmmerman, K. V., President, Indiana\nState Teachers Association, Principal,\nBroad Ripple High School, Marion\nRoad at Sixty-third St., Indianapolis,\nInd.\n\nAnderson, Esther L., State Superintend¬\nent of Public Instruction, Cheyenne,\nWyo.\nAnderson, H. D., Principal, Township\nHigh School, Secretary, Board of Edu¬\ncation, Ottawa, Ill.\nAnderson, Homer W., Superintendent of\nSchools, 601 City Hall, Omaha, Nebr.\nAnderson, J. T., President, Nebraska\nState Teachers Association, President,\nState Teachers College, Wayne, Nebr.\nAnderson, Walter W., Principal, White\nPine County Mining School, P. O. Box\n88, Ely, Nev.\nAndrews, W. J., President, Georgia Edu¬\ncation Association, Superintendent,\nStevens County Schools, Toccoa, Ga.\nAnnable, Charles W., 30 Hoppin Ave.,\nRiverside, R. I.\nApplegate, Mrs. Stella S., 307 StacyTrent Hotel, Trenton, N. J.\n\n749\n\nRogers, C. E., Superintendent of Schools,\nJohnson City, Tenn.\nScott, Arthur J., Principal, Samuel J.\nPeters High School, New Orleans, La.\nShelton, F. M., State Supervisor of High\nSchools, State Department of Educa¬\ntion, Columbus, Ohio\nSimley, Irvin T., Superintendent of\nSchools, South St. Paul, Minn.\nStrout, A. Everett, Principal, Butler\nSchool, Portland, Maine\nTaylor, Bertha E., Principal, Henry\nSchool, Seventh and P Sts., N. W.,\nWashington, D. C.\nWalker, Kirby P., Superintendent of\nSchools, Jackson, Miss.\nWhiteside, H. C., Principal of School,\nDelmar, Del.\nWilliams, M. E., Superintendent\nSchools, Winner, S. Dak.\n\nof\n\nCOMMISSION\n\nRepresentative\n\nHall, Sidney B., Chairman; State Super¬\nintendent of Public Instruction, Rich¬\nmond, Va.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nGraham, Ben, Superintendent of Schools,\nPittsburgh, 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.\n\nAdvisory\n\nMembers\n\nAssembly)\n\nArcher, C. P., President, Minnesota Edu¬\ncation Association, University of Min¬\nnesota, Minneapolis, Minn.\nAtwood, S. F., State Superintendent of\nPublic Instruction, Olympia, Wash.\nAvery, Andrew L., Superintendent, De¬\ncatur County Schools, Bainbridge, Ga.\nBabcock, Earl H., President, Michigan\nEducation Association, Superintendent\nof Schools, Grand Haven, Mich.\nBailey, Francis L., Commissioner of\nEducation, Montpelier, Vt.\nBailey, Fred C., 1947 Lafayette Ave.,\nS. E., Grand Rapids, Mich.\nBailey, Thomas D., President, Florida\nEducation Association, Principal, High\nSchool, DeFuniak Springs, Fla.\nBaker, Mary A., President, Iowa State\nTeachers Association, Garfield School,\nDavenport, Iowa\nBaldwin, G. H., President, Rhode Island\nInstitute of Instruction, Providence,\nR. I.\nBaldwin, R. D., Professor of Education,\nWest Virginia University, Morgan¬\ntown. W. Va.\nBall, Ernest C., President, Tennessee\nEducation Association, Superintendent\nof Schools, Memphis. Tenn.\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.\nBassett, Raymond E., Secretary, Ver¬\nmont Education Association, Goddard\nCollege, Plainfield, Vt.\nBeasley, N. C., Dean-Registrar, State\nTeachers College, Murfreesboro. Tenn.\nBell, Gerald L., Principal, McCallie\nSchool, Knoxville, Tenn.\nBenezet, Louis P., Department of Edu¬\ncation, Dartmouth College, Hanover,\nN. H.\nBenner, Thomas E., Dean, College of\nEducation, University of Illinois, Urbana. Ill.\nBennison, Olive W., Secretary-Treas¬\nurer, Department of Classroom Teach¬\ners, W. 1409 Fourth Ave., Spokane,\nWash.\nBiester, Fred L., Principal, Glenbard\nTownship\nHigh School, Glen Ellyn,\nIll.\nBlackwell, J. D., President, State Teach¬\ners College, Salisbury, Md.\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nBliss, Walton B., Executive Secretary,\nOhio Education Association, 21 E.\nState St., Columbus, Ohio\nBloom, W. C., Superintendent, Dawson\nCounty Schools, Lexington, Nebr.\nBoggs, Rose E., 2009 South E. St., Rich¬\nmond, Ind.\nBopp, Earl F., President, Cleveland\nTeachers Federation, John Adams\nHigh School, Cleveland, Ohio\nBowman,\nC. R., Superintendent of\nCounty Schools, Medford, Ore.\nBowman, George A., President, Ohio\nEducation Association, Superintendent\nof Schools, Lakewood, Ohio\nBrady, John F., Chief Deputy Super¬\nintendent of Schools, San Francisco,\nCalif.\nBrandenburg, W. A., President, Kansas\nState Teachers College, Pittsburg,\nKans.\nBray, Mildred, State Superintendent of\nPublic Instruction, Carson City, Nev.\nBreckner, Elmer L., Director of Re¬\nsearch, Washington State Planning\nCouncil, 400 Old\nCapitol Bldg.,\nOlympia, Wash.\nBrisker, Mrs. Sarah F., 726 Shepherd\nSt., N. W., Washington, D. C.\nBrister, R.\nH., Superintendent of\nSchools, Waco, Texas\nBrock, Frank M., Principal, Alki School,\nW. Stevens St. and Fifty-ninth Ave.,\nS. W., Seattle, Wash.\nBrockman, M. E., Superintendent of\nSchools, Chester, S. C.\nBroderick, Lillian, President, Yonkers\nTeachers Association, 216 Park Ave.,\nYonkers, N. Y.\nBrowe, Herman, Assistant Superintend¬\nent of Schools, Detroit, Mich.\nBrown, B. Frank, Superintendent of\nSchools, Gulfport, Miss.\nBrown, Daisy, 630 State Office Bldg.,\nSt. Paul, Minn.\nBrownfield, Harry J., Superintendent,\nFayette County Public Schools, Coun¬\nty Bldg., Uniontown, Pa.\nBryan, J. E., Superintendent, Jefferson\nCounty Schools, Birmingham, Ala.\nBugg, John J., Superintendent, Pinal\nCounty Schools, Florence, Ariz.\nBurkhard, Russell V., Principal, Frank\nA. Day Junior High School, Newtonville, Mass.\nBurkholder, E. Paul, Supervisor, State\nDepartment of Education, George¬\ntown, Del.\nBurt, W. T., Superintendent, Consoli¬\ndated School, Camilla, Ga.\nButler, Leslie A., Professor of Educa¬\ntional Administration, Michigan State\nNormal College, Ypsilanti, Mich.\nButterfield, E. W., Superintendent of\nSchools, Bloomfield, Conn.\nCaldwell, Rush M., 2527 Ross Ave.,\nDallas, Texas\nCampbell, Arthur, Superintendent of\nSchools, Anderson, Ind.\nCampbell, J. M., President, Washing¬\nton Education Association, Superin¬\ntendent of Schools, Selah, Wash.\nCarleton, E. F., Secretary, Oregon State\nTeachers Association, 602-603 Studio\nBldg., Portland, Ore.\nCarpenter, W. W., Professor of Educa¬\ntion, University of Missouri, Colum¬\nbia, Mo.\nCarter, George M., President, Maine\nTeachers Association, Superintendent\nof Schools, Caribou, Maine.\nCary, Miles E., McKinley High School,\nHonolulu, T. H.\n\nAssociation\n\nClark, Harry, Superintendent\nKnoxville, Tenn,\n\nof Schools,\n\nClark, J. J., President, Arizona Education\nAssociation, Superintendent, Roose¬\nvelt School District No. 66, Route 5,\nPhoenix, Ariz.\nClarke, M. J., Superintendent of Schools,\nEly, Nev.\nCloud, Roy W., Secretary, California\nTeachers Association, 155 Sansome\nSt., San 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 E. Weather¬\nford St., Fort Worth, Texas\nCollins, Albert H., State Superintend¬\nent of Education, Montgomery, Ala.\nCollins, Helen T., Principal, Lovell\nSchool, New Haven, Conn.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nCollison, Mrs. Nellie S., Secretary,\nDelaware State Education Associa¬\ntion, Wilmington High School, Dela¬\nware Ave. and Monroe St., Wilming¬\nton, Del.\nColvin, W. L., Principal, High School,\nJeanerette, La.\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho\nCondon, John W.,\nSecretary, New\nHampshire State Teachers Associa¬\ntion, 465 Maple St., Manchester, N. H.\nCooper, H.\nV., Superintendent of\nSchools, Vicksburg, Miss.\nCornish, William B., President, Con¬\nnecticut State Teachers Association,\nPrincipal, Glenbrook and Julia A.\nStark Schools, Stamford, Conn.\nCosgrove, Mrs. Alice G., President,\nIdaho Education Association, 517 S.\nFourth St., Pocatello, Idaho\nCouch, Edward\nBranson, 1133 N.\nEverett St., Glendale, Calif.\nCrable, A. L., State Superintendent of\nPublic Instruction, Oklahoma City,\nOkla.\nCram, Fred D., Extension Department,\nState Teachers College, Cedar Falls,\nIowa\nCrow, E. R., Principal, Columbia\nSchool, Columbia, S. C.\nCulp, V. H., Director, Rural\nNorthern Normal\nand\nSchool, Aberdeen, S. Dak.\n\nHigh\n\nEducation,\nIndustrial\n\nDacey, Cecile, Cooley High School, De¬\ntroit, Mich.\nDahl, Mrs. Myrtle Hooper, 312 S. Eighth\nSt., Minneapolis, Minn.\nDaniels, Martin E., President, Vermont\nEducation Association, Superintendent\nof Caladonia County Schools, Lyndonville, Vt.\nDexter. Walter F., State Superintendent\nof Public Instruction, Sacramento,\nCalif.\nDickison, P. E., Representative, 78th\nDistrict, Texas House of Representa¬\ntives, Court House, San Antonio,\nTexas\nDietrich, E. N., State Director of Edu¬\ncation, Columbus, Ohio\nDietrich, H.\nO., Superintendent of\nSchools, Norristown, Pa.\nDilts, Dwight F., Secretary, Nevada\nState Education Association, 402 W.\nMusser St., Carson City, Nev.\nDoudna, Edgar G., President, Wisconsin\nEducation Association, Board of Nor¬\nmal School Regents, Madison, Wis.\n\n"}
{"page": 755, "printed_page": null, "text": "Committee\n\nDowney, Walter F., State Commissioner\nof Education, Boston, Mass.\nDuggan, B. O., State Commissioner of\nEducation, Nashville, Tenn.\nD unn, D. Y., Superintendent of County\nSchools, Lexington, Ky.\nDunn, Wendell E., President, Maryland\nState Teachers Association, Principal,\nForest Park High School, Baltimore,\nMd.\nEaton, H. M., Superintendent of Public\nInstruction, Douglas County, Omaha,\nNebr.\nEckles, Isabel Lancaster, School of\nAmerican Research Museum of New\nMexico, Santa Fe, N. Mex.\nEdmonson, J. B., Dean, School of Edu¬\ncation, University of Michigan, Ann\nArbor, Mich.\nEikenberry, V. L., Superintendent of\nSchools, Vincennes, Ind.\nElcan, E. G., Superintendent of Schools,\nBainbridge, Ga.\nEldred, Arvie, Secretary, New\nYork\nState Teachers Association, 152 Wash¬\nington Ave., Albany, N. Y.\nEldridge, Raymon W., Principal, Law¬\nrence School, 27 Francis St., Brook¬\nline, Mass.\nElliott, Charles H., Commissioner of\nEducation, Trenton, N. J.\nElliott, Eugene B., State Superintend¬\nent of Public Instruction, Lansing,\nMich.\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., Assistant Profes¬\nsor of Education, University of Alaska,\nCollege, Alaska\nErwin, Clyde A., State Superintendent\nof Public Instruction, Raleigh, N. C.\nEvans, Evan E., President, Kansas State\nTeachers Association, Superintendent\nof Schools, Winfield, Kans,\nEwing, Lyle Wilson, Bible Hill, Clare¬\nmont, N. H.\nFaulkner, Robert M., President, Hawaii\nEducation Association, 1049 Likelike\nSt., Honolulu, T. H.\nFaust, J. Frank, Principal, High School,\nChambersburg, Pa,\nFerguson, Arthur W., Superintendent of\nSchools, York, Pa.\nFerguson, L. W., Principal, Haynesville\nHigh School, Haynesville, La.\nFeris, Frances F., Natrona County High\nSchool, Casper, Wyo.\nFidler, W. L., President, New Jersey\nState Teachers Association, Superin¬\ntendent of Schools, Audubon, N. J.\nFife, Ray, Professor, Department of\nAgricultural Education, Ohio State\nUniversity, Columbus, Ohio\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.\nFlinn, Virgil L., President, West Vir¬\nginia State Education Association. Su¬\nperintendent, Kanawha County Schools,\nCharleston, W. Va.\nFlora, A. C., Superintendent of Schools,\nColumbia, S. C.\nFoote, Leon R., Professor of Education,\nEastern Montana Normal School, Bill¬\nings, Mont.\nForce, Anna Laura, Principal, Lake\nJunior High School, Denver, Colo.\n\n751\n\nMembers\n\nFowler, Wade C., Chief Clerk, Depart¬\nment of Public Schools, Jefferson City,\nMo.\nFowlkes, John Guy, Professor of Edu¬\ncation, University of Wisconsin, Mad¬\nison, Wis.\nFox, George, County Superintendent of\nSchools, Board of Education, Annap¬\nolis, Md.\nFrancis, Thomas, President, Pennsyl¬\nvania State Education Association,\nSuperintendent, Lackawanna County\nSchools, Scranton, Pa.\nFrank, Kate, Central High School, Mus¬\nkogee, Okla.\nFrazer, L. E., President, Southwestern\nLouisiana Institute, Lafayette, La.\nFrench, Will, Teachers College, Colum¬\nbia University, New York, N, Y.\nFulmer, C. A., President, Delaware\nState Education Association, Prin¬\ncipal, Wilmington High School, Wil¬\nmington, Del.\nGaddy, Claude F., Superintendent of\nSchools, Raleigh, N. C.\nGaiser, P. F., Superintendent of Schools,\nVancouver, Wash.\nGaiser, Silar, Superintendent of Schools,\nSalem, Ore.\nGalbraith, C. Layton, Superintendent of\nSchools, McGill, Nev.\nGallagher, Edith, Attorney at Law,\n501^4\nS, Fifteenth St., St. Joseph.\nMo.\nGaringer, Elmer H., Principal, Central\nHigh School, Charlotte, N. C.\nGates, C. Ray, Superintendent of\nSchools, Grand Island, Nebr.\nGayman, H. E., Executive Secretary,\nPennsylvania State Education Asso¬\nciation, 400 N. Third St., Harrisburg,\nPa.\nGerling, Henry,\nSuperintendent\nSchools, St. Louis, Mo.\nGibson, Joseph E., Professor of\ncation, Tulane\nUniversity,\nOrleans, La.\n\nof\n\nEdu¬\nNew\n\nGlenn, Charles B., Superintendent\nSchools, Birmingham, Ala.\nGoins, Jesse L., Superintendent\nSchools, Cheyenne, Wyo.\n\nof\nof\n\nGoodall, Elizabeth, Assistant Superin¬\ntendent of Schools, Kanawha County,\nCharleston, W. Va,\nGordon, A.\nW.,\nSecretary, Maine\nTeachers Association, 185 State St.,\nAugusta, Maine\nGoslin, Willard E., President, Missouri\nState Teachers Association, Superin¬\ntendent\nof Schools, Webster Groves,\nMo.\nGrace, Alonzo G., State Commissioner\nof Education, Hartford, Conn.\nGray, C. H., County Superintendent of\nSchools, Quincy, Fla.\nGray, Jessie, 1210 Fillmore\nford, Philadelphia, Pa.\nGrier, B. M., Superintendent\nAthens, Ga.\n\nSt., Frankof Schools,\n\nGriffey, Annie G., Assistant Superin¬\ntendent of Schools, Eighth and\nLouisiana Sts,, Little Rock, Ark,\nGriffith, P. H., Director of Extension,\nLouisiana State University, Baton\nRouge, La.\nGrigg, Claude, Superintendent of\nSchools, Albemarle, N. C.\nGrosvenor, Edith Louise, Iowa Apart¬\nments, Washington, D. C.\nGrubbs, Mrs. Ethel C., Head, Depart¬\nment of Mathematics, Berret School,\nWashington, D. C.\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNational\n\nEducation\n\nGunn, Henry M., Principal, Lincoln\nHigh School, 1620 S. VV. Park Ave.,\nPortland, Ore.\nGunn, Thomas J., Principal, Central\nHigh\nSchool, 2425 Tuxedo\nAve.,\nDetroit, Mich.\nGuyger, John T., Superintendent of\nSchools, Falmouth High School, Port¬\nland, Maine\nHanley, James L., Superintendent of\nSchools, Providence, R. I.\nHanna, George W., Superintendent of\nSchools, Valley City, N. Dak.\nHarman, A. F., President, Alabama Col¬\nlege for Women, Montevallo, Ala.\nHarrington, Francis E., Secretary, Con¬\nnecticut State Teachers Association,\n320 State Office Bldg., Hartford, Conn.\nHarris, T. H., State Superintendent of\nEducation, Baton Rouge, La.\nHarvill, Halbert, Dean, Austin Peay\nNormal School, Clarksville, Tenn.\nHealy, Joseph E., President, Virginia\nEducation Association, Blair Junior\nHigh School, Norfolk, Va.\nHeatwole, C. J., Secretary, Virginia\nEducation Association, 401 N. Ninth\nSt., Richmond, Va.\nHelms, W. T., City Superintendent of\nSchools, Richmond, Calif.\nHendrix, H. E., State Superintendent\nof Public Instruction, Phoenix. Ariz.\nHickey, P. J., Secretary-Treasurer,\nBoard of Education, Madison School,\nSt. Louis, Mo.\nHighsmith, J. Henry, Director, Division\nof Instructional Service, State De¬\npartment of\nPublic Instruction,\nRaleigh, N. C.\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., Superintendent of Schools,\nAnderson, S. C.\nHolliday, Leonore, 2805 Stratford Ave.,\nCincinnati, Ohio\nHollis, L. P., Superintendent, Parker\nSchool District, Greenville, S. C.\nHollister, Mrs. Neva W., 1646 San\nPablo Ave., Fresno, Calif.\nHolloway, Harry V., State Superintend¬\nent of Public Instruction, Dover, Del.\nHolmes, Harley W., Superintendent of\nSchools, Marshall, Mich.\nHolt, A. D., Secretary-Treasurer, Ten¬\nnessee Education Association, 601-602\nCotton States Bldg., Nashville, Tenn.\nHolt, Helen F., 1543 B Santa Clara\nAve., Alameda, Calif.\nHope, James H., State Superintendent\nof Education. Columbia, S. C.\nHoward, Mrs. Aileen W., 2522 Florence\nAve., Arcadia Calif.\nHoward, C. A., President, Eastern\nOregon Normal School, LaGrande,\nOre.\nHowell, C. M., Secretary, Oklahoma\nEducation Association, 326 Key Bldg.,\nOklahoma City, Okla.\nHuff, Raymond,\nSuperintendent of\nSchools, Clayton, N. Mex.\nHughes, Rees H., Superintendent of\nSchools, Parsons, Kans.\nHughey, A. H., Superintendent of\nSchools, El Paso, Texas\nHumphrey, G. D., President, Missis¬\nsippi State College, State College,\nMiss.\nHunt, Homer\nE., Superintendent\nSchools, St. Albans, Vt.\nHunt, Lyman\nC., Suoerintendent\nSchools, Burlington, Vt.\n\nof\nof\n\nAssociation\n\nHunt, R. L., Superintendent of Schools,\nMadison, S. Dak.\nHutchinson, Mrs. Mary, College Station,\nColumbus, Miss.\nIreland, E. W.,\nSuperintendent of\nSchools, Stratford, Conn.\nJack, William B., Superintendent of\nSchools, Portland, Maine\nJacob, Walter, Principal, Public School\n#3, Bright St. and Jersey Ave., Jersey\nCity, N. J.\nJacobsen, E. W., Superintendent of\nSchools, Oakland, Calif.\nJacobson, C. C., President, South Dakota\nEducation Association, Superintendent\nof Schools, Canton, S. Dak.\nJames, W. A., Principal, Ball High\nSchool, Galveston, Texas\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\nJenkins, Ralph D., President, Colorado\nEducation Association, Superintend¬\nent of Schools, Englewood, Colo.\nJensen, N. Howard, Principal, Central\nSchool, Tooele, Utah\nJerde, O. J., Department of Social\nScience, State Teachers College, St.\nCloud, Minn.\nJohnson, Homer\nL., Superintendent,\nPike County Schools, Pittsfield, Ill.\nJohnson, Laurence B., Managing Editor,\nNew Jersey Educational Review, 605\nBroad St., Newark, N. J.\nJones, Ralph B., President, Arkansas\nEducation Association, Junior High\nSchool, Grand Ave. at Fifteenth St.,\nFort Smith, Ark.\nJoynes, Mrs. Edith B., Principal, George\nWashington and Gatewood Schools,\nBerkeley, Norfolk, Va.\nJulian, Roy\nB., Superintendent of\nSchools, Valparaiso, Ind.\nKarnes, Anthony E., Commissioner of\nEducation, Juneau, Alaska\nKeller, J. A., President, State Teachers\nCollege, Florence, Ala.\nKeller, W.\nK., Superintendent of\nSchools, Anchorage, Alaska\nKenehan, Grace, 5700 Montview Blvd.,\nDenver, Colo.\nKennedy, Margaret J., Dean of Women,\nNew Mexico Normal University, Las\nVegas, N. Mex.\nKerney, O. C., Secretary, Wyoming\nEducation Association, Newcastle,\nWyo.\nKersey, Vierling, Superintendent of\nSchools, Los Angeles, Calif.\nKidder, Gordon\nE., Superintendent,\nJoint School District No. 28, LakeMissoula Counties, Ronan, Mont.\nKilgore, L. L., Superintendent, Jefferson\nDavis Parish School Board, Jennings,\nLa.\nKimball, V. E., Assistant State Super¬\nintendent of Public Instruction, Madi¬\nson, Wis.\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 of\nCity Schools, Paris, Ky.\nKnezevich, Mrs. Laurel O., President,\nLos Angeles Elementary Teachers\nClub, 847 S. Grand Ave., Los Angeles,\nCalif.\nKnox, J. H., Superintendent of Schools,\nSalisbury, N. C.\nKnox, William F., Central Missouri\nMo.\nState Teachers College, Warrensburg,\n\n"}
{"page": 757, "printed_page": null, "text": "Committee\n\nKopp, Charles L., Superintendent of\nSchools, Allegany County, Cumber¬\nland, Md.\nKulp, Claude L., Superintendent of\nSchools, Ithaca. N. Y.\nLafargue, W.\nS., Superintendent of\nSchools, LaFourche Parish, Thibodaux, La.\nLafferty, Oma\nClare, Central High\nSchool, Charlotte, N. C.\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,\nMaryville, Mo.\nLangworthy, Harry W., Superintendent\nof Schools, Gloversville, N. Y.\nLarson, Jordan L., Superintendent of\nSchools, Ames, Iowa\nLaw, Frederick Houk, Stuyvesant High\nSchool, 345 E. Fifteenth St., New\nYork, N. Y.\nLawson, Miss Willie, Secretary, Arkan¬\nsas Education Association, 319 W.\nSecond St., Little Rock, Ark.\nLayton, C.\nM., Superintendent of\nSchools, Wooster, Ohio\nLee, Charles A., Professor of Education,\nWashington University, St. Louis,\nMo.\nLefkowitz, Abraham, Principal, Samuel\nJ. Tilden High School, Tilden Ave.\nand E. Fifty-seventh St., Brooklyn,\nN. Y.\nLefler, Millard C., Superintendent of\nSchools, Lincoln, Nebr.\nLewis, Mrs. Inez J., State Superintend¬\nent of Public Instruction, Denver,\nColo.\nLind, A. Grace, Supervising Principal\nof Schools, Emery School, Washing¬\nton, D. C.\nLindsey, John C., Superintendent of\nSchools, Mitchell, S. Dak.\nLittlefield, B. E., Superintendent of\nSchools, Fairmont, N. C.\nLivingston, Esther, 104 N. W. Third\nSt., Homestead, Fla.\nLofdahl, Leslie, 1510 Ninth Ave., Rock¬\nford, Ill.\nLogan, Jack, Superintendent, East Inde¬\npendent School District, Waterloo,\nIowa\nLong, Oren E., Superintendent of Public\nInstruction, Box 2360, Honolulu, T. H.\nLongfellow, J. T., Superintendent of\nSchools, Oregon City, Ore.\nLoper, John D., Superintendent of\nSchools, Phoenix, Ariz.\nLopez, Francisco Rodriguez-, 30 Vallejo\nSt., Rio Piedras, P. R.\nLord, Charles E., Superintendent of\nSchools, Camden, Maine\nLord, Daisy, 1027 W. Main St., Waterbury. Conn.\nLowe,\nBarrett, Superintendent of\nSchools, Wessington Springs, S. Dak.\nLuiz, John C., Principal, Waialae\nSchool, Nineteenth and Harding Aves.,\nHonolulu, T. H.\nMcAlister, Sam B., North Texas State\nTeachers College, Denton, Texas\nMcAndrew, Mary B., Superintendent of\nSchools, Carbondale, Pa.\nMcBride, E. A., Talladega, Ala.\nMcClenny, George L., State Superin¬\ntendent of Public Instruction, Topeka,\nKans.\nMcClure,\nSchools,\n\nWorth, Superintendent\nSeattle, Wash.\n\nof\n\nMembers\n\n753\n\nMcCombs, N. D., Assistant Superintend¬\nent of Schools, 629 Third St., Des\nMoines, Iowa\nMcCowen,\nE. O., Superintendent of\nSchools, Scioto County, 305 Court\nHouse, Portsmouth, Ohio\nMcCurdy, M. E., Secretary, North Da¬\nkota Education Association, 300 de\nLendrecie Bldg., Fargo, N. Dak.\nMcFarland, E. W., Department of Eco¬\nnomics,\nWayne\nUniversity, Detroit,\nMich.\nMacGregor, Effie, Principal, John Bur¬\nroughs School, 2003 Aldrich Ave., S.,\nMinneapolis, Minn.\nMcIntosh, Everett J., President, Massa¬\nchusetts Teachers Federation, 62\nFront St., Weymouth, Mass.\nMacKay, Donald, President, Eastern\nNew Mexico Junior College, Portales,\nN. Mex.\nMcKenna, Emmett, President, North\nDakota Education Association, Super¬\nintendent of Schools, Edgeley, N. Dak.\nMacLean, Daniel, Headmaster, Berlin\nHigh School, Berlin, N. H.\nMcLure, John R., University of Ala¬\nbama, University, Ala.\nMcMurray, Floyd I., State Superintend¬\nent of Public Instruction, Indian¬\napolis, Ind.\nMcShane, Mrs. Alice, Sullivan High\nSchool, 6631 N. Bosworth Ave., Chi¬\ncago, Ill.\nMcTaggart, Earl L., Secretary, Hawaii\nEducation\nAssociation, Honolulu,\nT. H.\nMahoney, J. R., Professor of Eco¬\nnomics, University of Utah, Salt Lake\nCity, Utah\nMallory, Gertrude, Franklin High\nSchool, Los Angeles, Calif.\nManning, C. G., Superintendent of\nSchools, District No. One, Junior\nHigh Bldg., Lewistown, Mont.\nVa; W. T., State Department of\nMarkham,\nEducation, Topeka, Kans.\nMarsh, Arthur L., Secretary, Washing¬\nton Education Association, 707 Lowman Bldg., Seattle, Wash.\nMarston, R. B., Secretary, West Vir¬\nginia State Education Association,\n1816 Washington St., Charleston, W.\nMartin, E. D., President, New Mexico\nEducational Association, Superintend¬\nent of Schools, Deming, N. Mex.\nMartin, John E., Superintendent of\nSchools, Suffolk, Va.\nMaryott, Alfred J., Secretary, Rhode\nIsland Institute of Instruction, As¬\nsistant Superintendent of Schools,\nEast Providence, R. I.\nMason, Jesse H., Superintendent of\nSchools, Canton, Ohio\nMasterson, Anna\nJ., Dover\nStreet\nSchool, Lowell, Mass.\nMattoon, A. L., Findlay Education As¬\nsociation, Findlay, Ohio\nMaxwell, Charles F., Superintendent,\nWestmoreland County Schools, Greensburg. Pa.\nMay, Ernest A., 3924 N. Cramer St..\nMilwaukee, Wis.\nMelcher. George, Superintendent of\nSchools, Kansas City, Mo.\nMerchant, Mrs. Pauline, Garden Grove,\nCalif.\nMerrill, Birdine, President, Oregon\nState Teachers Association, Shattuck\nSchool, Portland, Ore.\nMessner, Jacob C., Superintendent, Har¬\nrington Special School District, Har¬\nrington, Del.\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNational\n\nEducation\n\nMetcalf, J. L., Superintendent of\nSchools, Afton, Wyo.\nMiller, Chester F., Superintendent of\nSchools, Saginaw, Mich.\nMiller, G. Tyler, Division Superintend¬\nent, Warren and Rappahannock Pub¬\nlic School System, Front Royal, Va.\nMobley, M. D., State Director of Voca¬\ntional Education, State Department\nof Education, Atlanta, Ga.\nMoe, Martin P., Secretary, Montana\nEducation Association, 403-405 Power\nBlock, Helena, Mont.\nMontgomery, T. T., President, Okla¬\nhoma Education Association, Chickasha, Okla,\nMooney, W.\nB., Secretary, Colorado\nEducation Association, 230 Coronado\nBldg., Denver, Colo.\nMoore, C. H., Superintendent of City\nSchools, Clarksville, Tenn.\nMoore, Robert C., 312 N. High St.,\nCarlinville, Ill.\nMorgan, Barton, Head, Department of\nVocational Education, Iowa\nState\nCollege, Ames, Iowa\nMorgan, DeWitt S., Superintendent of\nSchools, Indianapolis, Ind.\nMorrison, Ed, President, Panhandle\nAgricultural and Mechanical College,\nGoodwell, Okla.\nMorrison, Howard D., Superintendent\nof Schools, Department of Public In¬\nstruction, Mercer\nCounty, Court\nHouse, Trenton, N. J.\nMosby, H. G., Superintendent of Schools,\nIrene, S. Dak.\nMoyer, H. H., Principal, High School,\nRawlins, Wyo.\nMuir, Sarah T., Nebraska State Teach¬\ners Association, Lincoln, Nebr.\nMullins, R. J., Secretary, New Mexico\nEducational Association, 114 East\nMarcy St., Santa Fe, N. Mex.\nMunro, Paul M., Superintendent of\nSchools, Columbus, Ga.\nMurdock, John R., Member of Congress\nfrom Arizona, House Office Bldg.,\nWashington, D. C.\nMurphy, J. H., Superintendent of\nSchools, New Holstein, Wis.\nNeale, M. G., Professor of School Ad¬\nministration, University of Minne¬\nsota, Minneapolis, Minn.\nNeulen, Leon N., Superintendent of City\nSchools, Camden, N. J.\nNissen, S. B., Editor, South Dakota\nEducation Association Journal, Sioux\nFalls, S. Dak.\nNixon, Hugh, Secretary, Massachusetts\nTeachers Federation, 15 Ashburton\nPlace, Boston, Mass.\nNorton, E. B., President, Alabama Edu¬\ncation Association, Andalusia, Ala,\nNorton, John K., Professor of Educa¬\ntion, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nOleson, Cora, Vicepresident, Washing¬\nton Education Association, Ridpath\nHotel, Spokane, Wash.\nOliver, T. W., President, Kentucky Edu¬\ncation Association, Box 128, Pikesville, Ky.\nOwen, Ralph D., Professor of Educa¬\ntional Administration, Temple Uni¬\nversity, Philadelphia, Pa.\nPage, William\nC., Superintendent,\nParental School, 5300 N. St, Louis\nAve., Chicago, Ill.\nParker, Jessie M., State Superintendent\nof Public Instruction, Des Moines,\nIowa\nPatrick, W. Burton, Superintendent of\nSchools, Orange, N. J.\n\nAssociation\n\nPearson, Irving F., Secretary, Illinois\nEducation Association, 100 E. Ed¬\nwards St., Springfield, Ill.\nPeters, Harry W., State Superintendent\nof Public Instruction, Frankfort, Ky.\nPhillips, A. J., Secretary, Michigan Edu¬\ncation Association, 935 Washington\nAve., Lansing, Mich.\nPhillips, L. V., Principal, Lincoln\nSchool, Vincennes, Ind.\nPhillips, Spencer, Secretary, Louisiana\nTeachers Association, 418 Florida St.,\nBaton Rouge, La.\nPhipps, W.\nE., Superintendent of\nSchools, Russellville, Ark.\nPillsbury, W.\nH., Superintendent of\nPublic Instruction, Schenectady, N. Y.\nPipkin, John G., Business Manager,\nPublic Schools, Eighth and Louisiana\nSts., Little Rock, Ark.\nPitcher, William, Superintendent, St.\nTammany\nParish School Board, Cov¬\nington, La.\nPlenzke, O. H., Secretary, Wisconsin\nEducation Association, 404 Insurance\nBldg., Madison, Wis.\nPoche, J. N., S. J. Peters High School,\nNew Orleans, La.\nPope, D. N., 711 W. Fifth St., Roswell,\nN. Mex.\nPowers, J. Orin, University of Mary¬\nland, College Park, Md.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPriest, Charles H., Superintendent of\nSchools, Carson City, Nev.\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,\nStephens College, Columbia, Mo.\nPulliam, Nolan D., Secretary, Arizona\nEducation Association, 403 Security\nBldg., Phoenix, Ariz.\nPutnam, Rex., State Superintendent of\nPublic Instruction, Salem, Ore.\nPyle, H. R., Superintendent of Schools,\nMarked Tree, Ark.\nQuigley, Georgia, Principal, Perkins\nSchool, Des Moines, Iowa\nRagsdale, S. L., L. C. Humes\nHigh\nSchool, Memphis, Tenn.\nRamsey, Ral*ph L., Secretary, Georgia\nEducation Association, 403-404 Wal¬\nton Bldg., Atlanta, Ga.\nRansom, Mrs. R. E., Supervisor, Adult\nEducation, Cleveland County, Kings\nMountain, N. C.\nReardon,\nPublic\n\nRuth, State\nInstruction,\n\nSuperintendent\nHelena, Mont.\n\nof\n\nRedding, William F., Assistant Super¬\nintendent of Schools, Providence, R. I.\nReese, L. W., Superintendent of Schools,\nWashington Court House, Ohio\nReeves, J. A., Superintendent, Union\nHigh School, District No. 1, Mt.\nVernon, Wash.\nReynolds, Mrs. Frances, High School,\nVancouver, Wash.\nReynolds, T. A., Assistant State Super¬\nintendent of Schools, Springfield, Ill.\nRichardson, E. S., President, Louisiana\nPolytechnic Institute, Ruston, La.\nKy.\nRichmond,\nJames H., President, Mur¬\nray State Teachers College, Murray,\nRickards, James S., Secretary, Florida\nEducation Association, 33 Centennial\nBldg., Tallahassee, Fla.\nRisley, James H., Superintendent of\nSchools, District No. 1, Pueblo, Colo.\n\n"}
{"page": 759, "printed_page": null, "text": "Committee\n\nRoberts, Roy W., Associate Professor\nof Agricultural Education, University\nof Arkansas, Fayetteville, Ark.\nRobinson, Alice, Dean of Women, State\nTeachers College, Kearney, Nebr.\nRockett, James F., Director of Educa¬\ntion, State House, Providence, R. I.\nRockwell, John Gundersen, Commis¬\nsioner of Education, St. Paul, Minn.\nRockwell, Rena, 364 W. Clinton St.,\nElmira, N. Y.\nRodes, Lester A., Supervising Principal\nof Schools, South River, N. J.\nRoe, Warren A., Principal, Alexander\nStreet School, Newark, N. J.\nRose, C. E., Superintendent of City\nSchools, Tucson, Ariz.\nRoss, Harry M., 803 E. Front St., Mis¬\nsoula, Mont.\nRowell, Virginia, 200 W. 107th St., Los\nAngeles, Calif.\nRushton, E. W., President, South Caro¬\nlina Education Association, Superin¬\ntendent of Schools, Batesburg, S. C.\nRussell, Charlotte, 448 W. Sixty-second\nSt., Chicago, Ill.\nRussell, Earle S., Superintendent of\nSchools, Windsor, Conn.\nRyder, H. E., Superintendent, Sandusky\nCounty Schools, Fremont, Ohio\nSt. John, C. E., Superintendent of\nSchools, Arkansas City, Kans.\nSamuelson, Agnes, Secretary, Iowa State\nTeachers Association, 415\nShops\nBldg., Des Moines, Iowa\nSanford, Mrs. Autie Curry, Superin¬\ntendent, Rusk County Schools, Lady¬\nsmith, Wis.\nSaunders, Joseph H., Superintendent of\nSchools, Newport News, Va.\nSaxvik, H.\nO., Superintendent of\nSchools, Bismarck, N. Dak.\nSchlagle, F. L., Superintendent of\nSchools, Kansas City, Kans.\nSchrock, Anna, 508 S. Fulton St., Salis¬\nbury, N. C.\nScully, Susan, 6410 Woodlawn\nAve.,\nChicago, Ill.\nSetzephandt, A.\nO.\nH., Principal,\nBarnard School, Tulsa, Okla.\nSexson, John A., Superintendent of\nSchools, Pasadena, Calif.\nShafer, B. F., Superintendent of Schools,\nFreeport, Ill.\nShaver, C. N., President, Sam Houston\nState Teachers College, Huntsville,\nTexas\nSheldon, Donald R., Superintendent of\nSchools, Prescott, Ariz.\nSherrod, C. C., President, State Teach¬\ners College, Johnson City, Tenn.\nSherwin, Willie May, County Superin¬\ntendent of Schools, 303 S. Fourth St.,\nHamilton, Mont.\nSkidmore, Charles H., State Superin¬\ntendent of Public Instruction, Salt\nLake City, Utah\nSkinner, Robert W., Principal, High\nSchool, Sheridan, Wyo.\nSmall, William J., President, New York\nState Teachers Association, Assistant\nSuperintendent of Schools, Niagara\nFalls, N. Y.\nSmith, Bela B., Superintendent of\nSchools, Kingston, Pa.\nSmith, B. L., Superintendent of Schools,\nGreensboro, N. C.\nSmith, Harold W., Superintendent of\nSchools, Glendale, Ariz.\nSmith, Harry P., School of Education,\nSyracuse University, Syracuse, N. Y.\nSmith, Henry Lester, Dean, School\nof Education, Indiana University,\nBloomington, Ind.\n\n755\n\nMembers\n\nSmith, Hugh\nS., Principal, Jefferson\nJunior High School, Sixth St. and\nVirginia\nAve., S. W., Washington,\nD.\nC.\nSmith, Irving W., Superintendent\nSchools, Great Falls, Mont.\n\nof\n\nSmith, J. M., President, Tennessee Poly¬\ntechnic Institute, Cookeville, Tenn.\nSmith, J. R., 1833 S. Fifteenth St., E.,\nSalt Lake City, Utah\nSmith, Q. M., President, State Teachers\nCollege, Murfreesboro, Tenn.\nSnyder, Raymond H., President, State\nNormal School, Albion, Idaho\nSparks, Elizabeth A., R. R. No. 1, Box\n158, Kansas City, Kans.\nStahl, H. E., Superintendent of Schools,\nClaymont,B.Del.F.,\nStanton,\nof\nAlliance, Superintendent\nSchools,\nOhio\nH. W.,\nStilwell,\nSuperintendent\nSchools,\nA. J.,\nTexarkana,\nTexas\nStoddard,\nof\nSuperintendent\nSchools, Philadelphia, Pa.\nStouffer, Samuel M., Superintendent of\nSchools, Wilmington, Del.\nStout, Grover, Principal, Wingert School,\n1851 W. Grand Blvd., Detroit, Mich.\nStraight, J. J., Superintendent of\nSchools, Fairmont, W. Va.\nStringer, S. L., President, Mississippi\nEducation Association, Commissioner\nof Education, Crosby, Miss.\nStrong, S. C., Secretary, New Jersey\nState Teachers Association, 307 StacyTrent Hotel, Trenton, N. J.\nSullivan, S. B., President, Illinois Edu¬\ncation Association, Principal, High\nSchool, W. Frankfort, Ill.\nSutton, D. H., Director of School Fi¬\nnance, State Department of Educa¬\ntion, Columbus, Ohio\nSutton, Willis A., Superintendent of\nSchools, Atlanta, Ga.\nSweeney, Joseph\nville, R. I.\n\nC., Chapel\n\nSt., Harris-\n\n¬\nTaylor, Charles W., State Superintend\nent of Public Instruction, Lincoln,\nNebr.\nTaylor, Milton B., Secretary, Utah Edu¬\ncation Association, Room 316, Bene¬\nficial Life Bldg., Salt Lake City, Utah\nTaylor, Walter N., Secretary, Missis¬\nsippi Education Association, Box 826,\nJackson, Miss.\nTaylor, William S., College of Educa¬\ntion,\nUniversity of Kentucky, Lexing¬\nton, Ky.\nTemple, D. E., 215 Masonic Temple\nBldg., Tulsa, Okla.\nTerrebonne, L. P., Superintendent, Iber¬\nville Parish Schools, Plaquemine, La.\nThalman, John W.,\nSuperintendent,\nWaukegan\nTownship High School,\nWaukegan, Ill.\nThompson, Arthur E., State Superin¬\ntendent of Public Instruction, Bis¬\nmarck, N. Dak.\nThompson, Laurence O., President, New\nHampshire State Teachers Associa¬\ntion, Superintendent of\nSchools,\nKeene, N. H.\nThornton, J. W., President, Utah Edu¬\ncation Association, Principal, Farrar\nJunior High School, Provo, Utah\nThrasher, Mrs. Anne N., Secretary,\nEducation Association of the District\nof Columbia, Woodrow Wilson High\nSchool, Washington, D. C.\nThurston, F. L., Secretary, California\nTeachers Association, Southern Sec¬\ntion, 408 S. Spring St., Los Angeles,\nCalif.\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\nThurston, Paul, Superintendent of\nSchools, District No. 1, Overton, Nev.\n\nWells, Guy H., President, Georgia State\nCollege for Women, Milledgeville, Ga.\n\nTighe, B. C. B., Principal,\nSchool, Fargo, N. Dak.\n\nWetherington, A. B., Superintendent\nSchools, Blevins, Ark.\n\nSenior\n\nTodd, G. W., Superintendent\nLewiston, Idaho\n\nHigh\n\nof Schools,\n\nWhelchel, E. V., Educational Director,\nWPA\nof Georgia, 10 Forsyth St. Bldg.,\nAtlanta, Ga.\n\nTownsend, W. B., College of Educa¬\ntion, Butler University, Indianapolis,\nInd.\n\nWhite, Holman,\nSuperintendent of\nSchools, District No. 7, Simon Muhr\nSchool, Twelfth Street and Allegheny\nAve., Philadelphia, Pa.\n\nTraner, Fred W., Secretary, Nevada\nState Education Association, Univer¬\nsity Station, Reno, Nev.\nTrent, W. W., State Superintendent of\nFree Schools, Charleston, W. Va.\nTroy, Ann A., Principal,\nSchool, Nutley, N. J.\nTurnbull,\nSchools,\n\nWhite, L. A., Superintendent of Schools,\nMinot, N. Dak.\nWhite, W.\nH. S., President, State\nTeachers College, Shepherdstown, W.\nVa.\n\nWashington\n\nL. W., Superintendent\nNorth Bend,, Ore.\n\nWhitlock, Sarah O., Principal, Lincoln\nSchool, New Brunswick, N. J.\n\nof\n\nWieland,\nPublic\n\nTurner, H. L., Director, Department of\nLaboratory Schools, Michigan State\nNormal College, Ypsilanti, Mich.\n\nVandiver, J. S., State\nof Education, Jackson,\n\nof\n\nSuperintendent\nMiss.\n\nWilliamson, Pearl, Superintendent of\nSchools, DeQueen, Ark.\nWillis, N. Elliot, Principal, Winthrop\nJunior High School, Winthrop, Mass.\nWilson, James H., Superintendent of\nSchools, Rocky Ford, Colo.\nWilson, J. T., Superintendent, Dade\nCounty Schools, 275 N. W. Second\nSt., Miami, Fla.\nWilson, Mrs. Julia S., 3044 Upper\nManoa Road, Honolulu, T. H.\nWoodbury, Mrs. Grace I., 4 Lakecroft\nCourt, Melrose, Mass.\nWoodruff, Caroline S., Principal, State\nNormal School, Castleton, Vt.\nWoods, L. A., State Superintendent of\nPublic Instruction, Austin, Texas\nWoodward, Annie C., 78 Highland Ave.,\nSomerville, Mass.\nWoodward, H. M., Regional Director,\nEducation and Recreation Divisions,\nWPA,\n303 Kearns Bldg., Salt Lake\nCity, Utah\nWooster, Earl, Principal, High School,\nReno, Nev.\nWright, C. O., Assistant Secretary,\nKansas State Teachers Association,\n315 W. Tenth St., Topeka, Kans.\nWyatt, Robert H., Secretary, Indiana\nState Teachers Association, 203 Hotel\nLincoln, Indianapolis, Ind.\nYount, M. E., Superintendent. Alamance\nCounty Public Schools, Graham, N. C.\n\nWatson, Bruce M., 509 Woodland Court,\nWayne, Pa.\nWeglein, David E., Superintendent of\nPublic Instruction, Baltimore, Md.\nWelch, Harold L., 174 Binford St.,\nOgden, Utah\nWells, Mrs. Elva C., 5425 Connecticut\nAve., Apartment 202, Washington,\nD. C.\n\n(Formed\n\nCOUNCIL\n\nby the merging\nand\n\nON\nTHE\n\nTEACHER\nN. E. A.\n\nof the Committee\n\nthe National\n\nCouncil\n\non Retirement\n\nof Teachers’\n\nHougham, Robert B., Chairman; Execu¬\ntive Secretary, Indiana State Teach¬\ners Association, Retirement Fund\nBoard, 334 State House, Indianapolis,\nInd.\nTaylor, Louis, Vice-Chairman; Secre¬\ntary, New York City Teachers Re¬\ntirement System, Municipal Bldg.,\nNew York, N. Y.\n\nSuperintendent of\nSpringfield, Ill.\n\nWilkinson, Garnet, Assistant Superin¬\ntendent of Schools, Franklin Bldg.,\nWashington, D. C.\n\nVan Duyn, Grover, Assistant Superin¬\ntendent of Public Instruction, Indian¬\napolis, Ind.\nVarney, Benjamin H., Jonesboro, Maine.\nVaughan, John, President, Northeastern\nState Teachers College, Tahlequah,\nOkla.\nVincent, W.\nD., Superintendent of\nSchools, Boise, Idaho\nWahl, James F., Superintendent of\nSchools, Helena, Ark.\nWalker, Thomas J., Editor, School and\nCommunity, Columbia, Mo.\nWaller, A. M., Superintendent, Ward\nCounty Schools, Minot, N. Dak.\nWalsh, John E., Principal, Nampa High\nSchool, Nampa, Idaho\nWarren, J. B., Secretary, North Caro¬\nlina Education Association, Box 350,\nRaleigh, N. C.\nWarren, J. R., Principal, B. D. Billinghurst Junior High School, Reno, Nev.\nWarters, Jane, Miami\nSenior High\nSchool, 2450 S. W. First St., Miami,\nFla.\n\nNATIONAL\n\nJ. A., State\nInstruction,\n\nWiggin, Joseph A., Principal, , Brattleboro High School, Brattleboro\nVt.\nWilcox, George B., President, Texas\nState Teachers Association, College\nStation, Texas\nWilhelms, Frederick T., 7354 Clyde\nAve., Chicago, Ill.\n\nUnderwood, Frank M., Assistant Super¬\nintendent of Schools, Board of Edu¬\ncation, St. Louis, Mo.\nVanBuskirk, D. A., Superintendent\nSchools, Hastings, Mich.\n\nof\n\nRETIREMENT\nAllowances\n\nRetirement\n\nOF\n\nof the N. E. A.\n\nSystems)\n\nRoch, Jennie, Secretary-Treasurer; As¬\nsistant Secretary, New\nOrleans\nTeacher\nRetirement System, 703\nCarondelet St., New Orleans, La.\nAllen, T. T., State Teachers College,\nEast Stroudsburg, Pa.\nClifford, J. M., Secretary, Michigan\nTeachers Retirement Fund, Michigan\nEducation Bldg., Lansing, Mich.\n\n"}
{"page": 761, "printed_page": null, "text": "Committee\n\nMedinger, Mildred, Secretary, Maryland\nState Teachers Retirement System,\nBaltimore, Md.\nRogers, P.\nC., Secretary-Treasurer,\nTeachers Retirement System of Loui¬\nsiana, 418 Florida St., Baton Rouge,\nLa.\n\nAdvisory\n\n*Housman,\nIda,\nHoboken, N. J.\n\n*Aiken, Georgia W.,\nHotel Alms,\nWalnut Hills, Cincinnati, Ohio\n*Allen, Catherine, 1532 Fourth Ave.,\nColumbus, Ga.\n*Allison, Laura L., 1807 East Ave.,\nAustin, Texas\nBaish, H. H., Secretary, Pennsylvania\nState School Employees Retirement\nBoard, Education Bldg., Harrisburg,\nPa.\n*Brotherson, Marie, 644 Ohio, Kansas\nCity, Kans.\n*Brown, Daisy, State Teachers Retire¬\nment Fund, 630 State Office Bldg.,\nSt. Paul, Minn.\n\nGarden\n\nSt.,\n\nMurphy, Sherwood R., Secretary, Balti¬\nmore Employees Retirement System,\nCity Hall, Baltimore, Md.\n*Richards, R. H., Principal, Lincoln\nElementary School, 9th Ave and 25th\nSt., Huntington, W. Va.\n*Ruiz, Fred, 908 Sixteenth Ave. S.,\nNampa, Idaho\nShanley, Dorothy M., Secretary, Con¬\nnecticut State Teachers Retirement\nBoard, State Capitol, Hartford, Conn.\n*Slade, A.\nA., Superintendent of\nSchools, Laramie, Wyo.\n\n*Brown, Mrs. Nina, 311 North D St.,\nIndianola, Iowa\nCole, Elva E., Executive Secretary,\nWashington\nTeachers\nRetirement\nFund, Box 748, Olympia, Wash.\nCongdon, Randolph T., Executive Secre¬\ntary. New York State Teachers Re¬\ntirement Board, 152 Washington Ave.,\nAlbany, N. Y.\n*Cowles, LeRoy, Dean of Education,\nUniversity of Utah, Salt Lake City,\nUtah\n\nSmith, Dee, Secretary-Treasurer, Min¬\nneapolis Retirement Fund Board, 742\nMetropolitan Bank\nBldg., Minne¬\napolis, Minn.\nStretcher, E. T., Secretary, Portland\nTeachers Retirement Fund Associa¬\ntion, 621 N. E. Clackamus St., Port¬\nland, Ore.\n\n*Crawford, Will C., Superintendent of\nSchools, San Diego, Calif.\n*Davis, Mrs. Jane, 1013 Horatio St.,\nTampa, Fla.\nDutton, Mary E., Recording Secretary,\nChicago Public School Teachers Pen¬\nsion and Retirement Board, 228 North\nLaSalle St., Chicago, Ill.\n*Emerson, Ethel, 911 Linwood Blvd.,\nKansas City, Mo.\n\nTete, A. J., Secretary-Treasurer, Board\nof Trustees, Teachers Retirement\nFund of New Orleans, 703 Carondelet\nSt., New Orleans, La.\n*Thompson, Elizabeth. Colebrook, N. H.\nTrathen, Albert, Director of Invest¬\nments, State of Wisconsin Annuity\nand Investment Board, State Capitol,\nMadison, Wis.\nWhite, H. E., Executive Secretary,\nMinnesota State Teachers Retirement\nFund, St. Paul, Minn.\nWood, John A., 3rd, Secretary, New\nJersey State Teachers Pension and\nAnnuity Fund, Box 550, Trenton, N. J.\n\n*Frank, Kate, Central High School,\nMuskogee, Okla.\nGibson, C. S., Roosevelt School, Syra¬\ncuse, N. Y.\n*Gray, M. P., Woodlawn High School,\nBirmingham, Ala.\n*Hickman, Alma, Station A, Hatties¬\nburg, M'ss.\n*N.E.A. appointee\n\nON\n\n(Authorized\nJames, W. A., Chairman; Principal, Ball\nHigh School, Galveston, Texas\nAdams, Mrs. May L., Fayette, Ala.\nBoehringer, C. Louise, P. O. Box 1008,\nPhoenix, Ariz.\nBurgoon, A. L., Superintendent of\nSchools, Diamondville, Wyo.\nBurke, Lottie C., Principal, Riverside\nSchool, Memphis, Tenn.\nCompton, Carolyn V., Principal, West\nBrunswick School, Brunswick, Md.\nCrosby, Otis, 18618 Santa Barbara\nDrive, Detroit, Mich.\nDalbey, Hazel, 1411 Twelfth Ave.,\nGreeley. Colo.\nEickler, George A., Superintendent of\nSchools, Northampton, Pa.\nErickson, Everett R., Assistant Pro¬\nfessor of Education, University of\nAlaska, College, Alaska\n\n1025\n\nKarraker, O. M., Secretary, Illinois\nState Teachers Pension and Retire¬\nment Fund, Centennial Bldg., Springfield, Ill.\nKershner, W. E., Secretary, Ohio State\nTeachers Retirement System, Ohio\nState Savings Bldg., Columbus, Ohio\nLane, Edward M., Secretary, Detroit\nTeachers Retirement Fund\nBoard,\n1354 Broadway, Detroit, Mich.\nLillywhite, Ray L., Secretary, Utah\nTeachers Retirement Board, 331 State\nCapitol, Salt Lake City, Utah\nLoining, Carl, Secretary, Duluth\nTeachers Retirement Fund Associa¬\ntion, Board of Education, Administra¬\ntion Bldg., Duluth, Minn.\n*Morse, Marguerite, 1615 Maple St.,\nClearwater, Fla.\n\nMembers\n\nCOMMITTEE\n\n757\n\nMembers\n\nNECROLOGY\n\nby Bylaws)\nFeagan, Archie A., Harrington, Del.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nGalbraith, C. L., Superintendent of\nSchools, McGill, Nev.\nGray, C. H., Superintendent of Schools,\nQuincy, Fla.\nGreenlee, Mary, Elementary Principal,\nMooresville, N. C.\nHamilton, Gertrude, South Eighth Street\nSchool, Newark, N. J.\nHammond,\nE. Kyle, Newport News\nHigh School, Newport News, Va.\nHeen, Elizabeth L., Principal, August\nAhrens School, Waipahu, Oahu, T. H.\nHenderson, L. E., Principal, High\nSchool,, Beatrice, Nebr.\nHensel, Bertha, 3600 North Spring, St.\nLouis, Mo.\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nHoward, Marie R., Candace Street\nSchool, Providence, R. I.\nHowell, Clyde M., Secretary, Oklahoma\nEducation Association, 326 Key Bldg.,\nOklahoma City, Okla.\nJohnson, Ruth, Idaho Falls, Idaho\nJohnson, W.\nF., Superintendent of\nSchools. Harlan, Iowa\nKeelen, Mrs. F. A., Zwolle High School,\nZwolle, La.\nKreiman, Lucy, 432 Clark St., Helena,\nMont.\n\nPohotski, Minnie, 1000 South Twentythird, Fort Smith, Ark.\nRay, Clara N., Principal, Elementary\nSchool, Corinth, Miss.\nRoderick, Edward\nE., Deputy Com¬\nmission of Education, Augusta, Maine\nRodriguez-Bou, Ismael, Polytechnic In¬\nstitute, San German, P. R.\nSmith, Edgar\nB., Principal, High\nSchool, Greenfield, Mass.\nStallings, Lila, Principal, Sydney Lanier\nSchool, Brunswick, Ga.\nTarr, Floyd, County Supervisor of\nPhysical Education, Oroville, Calif.\nTaylor, Milton B., Executive Secretary,\nUtah\nEducation Association, 316\nBeneficial Life Bldg.. Salt Lake City,\n\nKroetch, Gertrude M., East 1013 Mis¬\nsion Ave., Spokane, Wash.\nLichtenberger, James, Principal, Windom School, Minneapolis, Minn.\nMcCabe, Gertrude, Bristol, Conn.\nMacCracken, Elliott, Hargardine St.,\nAshland, Ore.\nMcCurdy, M.\nE., Secretary, North\nDakota Education Association, Fargo,\nN. Dak.\nMeikle, Jean B., Director, Intermediate\nGrades, Board of Education, Yonkers,\nN. Y.\nMiller, J. Cloyd, Superintendent of\nSchools, Lordsburg, N. Mex.\nMoore, Myrtle, Powell Junior High\nSchool, Washington, D. C.\nNelson, Bertha, 719 Union St., Fort\nWayne, Ind.\nO’Gara,\nN. H. Edward\n\nJ., Main\n\nUtah\nTempel, H. V., Henry Clay High\nSchool, Shelbyville, Ky.\nVachon, Edmond J., Principal, Cabot\nHigh School, Cabot, Vt.\nVoss, Viola, 1432 McVicar St., Topeka,\nKans.\nWis. Erwin,\nWall,\n\nPUBLISHING\n\nBerkeley\n\nJohn Allen Smith, 4727 South\nnue, Los Angeles, Calif.\n\nHelen Wilson,\nton, Pa.\n\n28 Lincoln\n\nAvenue,\n\nGraf¬\n\nPearl\n\nBurt\n\n3306, Omaha,\n\nNebr.\n\nCOMMITTEE\n\nON\n\n(Authorized\nHall, W. F., Chairman; State Super¬\nvisor of Elementary Schools, State\nDepartment of Education, Little Rock,\nArk.\nBradley, Helen, Vice-Chairman; 2349\nAshland Ave., Cincinnati, Ohio.\nSkewes, George, Secretary; Department\nof Education, State Teachers College,\nMayville, N. Dak.\n\nMembers\n\nBertram, Anna\nL., Superintendent,\nLewis County Schools, Vanceburg, Ky.\nBjork, Ray, Superintendent of Schools,\nGlendive, Mont.\nBrister, R.\nH., Superintendent of\nSchools, Waco, Texas.\nBrown, Virginia M., 605 Hillcrest Ave.,\nWilmington, Del.\nCarter, C. D., Superintendent of Schools,\nTorrington, Wyo.\nJ. C., 7939\n\n26th\n\nAve.,\n\nby Bylaws)\n\nConvention\n\n185\n\nChapel,\nWis.\n\nSt., Racine,\n\nFrancisco\n\nSarah Fahey, Chairman,\nPlace, Brooklyn, N. Y.\n\nAdvisory\n\nOrchard\n\nCOMMITTEE\n\n(Authorized\n\nDonoho,\n\n726\n\nWatts, Mrs. Kathleen, County Super¬\nintendent of Schools, Camden, S. C.\nWhittaker, Mrs. Elizabeth, 516 South\nFirst Ave., Sioux Falls, S. Dak.\nWright, Julia, 2438 Dudley\nAve.,\nParkersburg, W. Va.\n\nStreet, Lisbon,\n\nSan\n\nAssociation\n\nKenosha,\n\nClark, Harry, Superintendent\nKnoxville, Tenn.\n\nof Schools,\n\nClarke, M. J., Superintendent\nEly, Nev.\n\nof Schools,\n\nMary Farnsworth,\ntroit, Mich.\n\n15055\n\nTenth\n\nAve¬\n\nHubbell,\n\nDe¬\n\nRESOLUTIONS\nby Bylaws)\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho.\nDacey, Cecile, 9374 Wildemere Ave.,\nDetroit, Mich.\nDeamer, Arthur, Superintendent of\nSchools, Cedar Rapids, Iowa.\nDotts, Cecil K., Principal, Kawananakoa\nSchool, Honolulu, T. H.\nFriend, Constance, 127 W.\n79th St.,\nNew York, N. Y.\nWilson, Martin (alternate), 130 W.\n42nd St., New York, N. Y.\nGordon, John G., Office of Indian Af¬\nfairs, Newhalen, Alaska.\nHageman, Hilda A., 4475 West Pine,\nSt. Louis, Mo.\nHenderson, Leon, 2807 Estrella St.,\nTampa, Fla.\nHuff, Raymond,\nSuperintendent of\nSchools, Clayton, N. Mex.\nHunt, R. L., Superintendent of Schools,\nMadison, S. Dak.\nHutchinson, Mrs. Mary, College Sta¬\ntion, Columbus, Miss.\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\nJohnson, Lottiellen, 2315 T St., #A,\nSacramento, Calif.\nKeenan, Robert C., Principal, Bowen\nHigh School, 2710 E. 89th St., Chi¬\ncago, Ill.\n\n"}
{"page": 763, "printed_page": null, "text": "Committee\n\nLittle, M. R., State Supervisor of\nSchools, Louisville, Ga.\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.\nMiller, Charles S., President, State\nTeachers College, Slippery Rock, Pa.\nMitchell, Byron L., Deering High\nSchool, Portland, Maine\nParratt, J. Easton, State Capitol, Salt\nLake City, Utah\nPowers, Guy, Superintendent of Schools,\nAthens, Vt.\nPowers, J. Orin, 822 Emerson St., N. W.,\nWashington, D. C.\nPropps, J. J., Daniel Webster High\nSchool, 1940 West 40th St., Tulsa,\nOkla.\nReynolds, Florence B., 6820 North 24th\nSt., Omaha, Nebr.\nRoche, Juliet M., Public School No. 34,\nJersey City, N. J.\nRockett, James F., State Director of\nEducation, State House, Providence,\nR. I.\n\nCOMMITTEE\n\n759\n\nMembers\n\nRodriguez-Bou, Ismael, Polytechnic\nstitute, San German, P. R.\nRowlett, Mrs.\ninary Ave.,\nRushton,\nSchools,\n\nEleanor P., 4828 W.\nRichmond, Va.\n\nSem¬\n\nE. W., Superintendent\nBatesburg, S. C.\n\nRusinko, John, 624\nMinneapolis, Minn.\n\nS.\n\nShields,\nWash. Edith,\n\n1111 Boren\n\nSmith, Elphe\nTigard, Ore.\n\nK.,\n\nRoute\n\nE.\n\nIn¬\n\nErie\n\nof\nSt.,\n\nAve., Seattle,\n1,\n\nBox\n\nStrother, Eura, Central Junior\nSchool, Watts St., Durham, N.\n\n22,\n\nHigh\nC.\n\nThompson, L. O., Superintendent\nSchools, Keene, N. H.\n\nof\n\nWilliams, H. E., County Superintend¬\nent of Schools, Florence, Ala.\n\nWillis, N. Elliot, Principal, Junior High\nSchool, Winthrop, Mass.\nWorley, Vivienne S., 1591 South Frank¬\nlin St., Denver, Colo.\nWyatt, Robert H., Secretary, Indiana\nState Teachers Association, 203 Ho¬\ntel Lincoln, Indianapolis, Ind.\nZentmyer, John D., Principal of High\nSchool, Hagerstown, Md.\n\nON\n\nSALARIES\n\nCommittee)\n(Special\nElsbree, Willard S., Chairman; Profes¬\nsor of Education, Teachers College,\nColumbia University, New York, N. Y.\nBoggs, Rose E., 2009 S. E St., Rich¬\nmond, Ind.\nCooke, Dennis H., Professor of School\nAdministration, 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.\n\nAdvisory\n\nMembers\n\nAdams, Mrs. May Landers, Supervisor\nof Elementary Schools, Fayette, Ala.\nAlexander, Margery H., Route #2, Box\n64, Derita, N. C.\nAllman, J. I., Supervisor of School Ad¬\nministration, State Department of\nEducation, Atlanta, Ga.\nAnderson, J. T., President, Nebraska\nState Teachers College, Wayne, Nebr.\nAndrews, W. J., Superintendent, Ste¬\nphens County Public Schools, Toccoa,\nGa.\nAppelt, Margaret A., 415 Norwood St.,\nN. E., Grand Rapids, Mich.\nBacon, Willard H., Superintendent of\nSchools, Westerly, R. I.\nBaldwin, Harold P., 1666 Eighty-fifth\nAve., Oakland, Calif.\nBass, William A., Superintendent of\nCity Schools, Nashville, Tenn.\nBenezet, Louis P., Dartmouth College,\nHanover, N. H.\nBennett, Mrs. Isabel P., 42-35 147th St.,\nFlushing. N. Y.\nBergen, Meta B., Polytechnic High\nSchool, Sixteenth St. and Atlantic\nAve., Long Beach, Calif.\nBerning, T. J., Director, Department of\nEducation, State Office Bldg., St.\nPaul, Minn.\n\nBickford, Mrs. Margaret, 164 Crescent\nAve., Revere, Mass.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBlack, H. M., Superintendent of Schools,\nHugo, Okla.\nBlack, Mary S., Principal, Grammar\nSchool, Battle Mountain, Nev.\nBlanchard, H. H., Northern Indiana\nTeachers Federation, 404 Citizens\nBank Bldg., South Bend., Ind.\nBloom, W.\nH., Superintendent of\nSchools, Fairbanks, Alaska\nBoggs, Ruth, Dean of Girls, Girls High\nSchool, Anderson, S. C.\nBolls, Julia, Principal, Clay Street Ele¬\nmentary School, Vicksburg, Miss.\nBookmeyer, Mary\nB., North High\nSchool, Omaha, Nebr.\nBooth, John N., Editor, Kansas City\nTeachers Journal, Westport High\nSchool, 315 E. Thirty-ninth St., Kan¬\nsas City, Mo.\nBopp, Earl F., President, Cleveland\nTeachers Federation, 1254 Leader\nBldg., Cleveland, Ohio.\nBowles, Gibson, 6006 S. E. Ash St.,\nPortland, Ore.\nBoyd, Margaret, President, Steubenville\nEducation Association, Wells Bldg.,\nSteubenville, Ohio\nBracken, John L., Superintendent of\nTown School District, Clayton, Mo.\nBrandon, Leonie, 272 Lombard St., New\nHaven, Conn.\nBright, Mrs. George, 920 S. Fifth Ave.,\nSterling, Colo.\nBrown, Eugenie J., John Hay High\nSchool, Cleveland, Ohio,\nBrown, Paul R., Superintendent of\nSchools, Linden, N. J.\nBunnell, Edna, Emerson School, Muncie, Ind.\nBurke, Arvid J.. Director of Informa¬\ntion Service, New York State Teach¬\ners Association, 152 Washington Ave.,\nAlbany, N. Y.\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nBurnham, Mrs. Louise M., #122, Sal¬\nmon, Idaho\nButler, E. R., Department of Admin¬\nistrative Research, Board of Educa¬\ntion, Detroit, Mich.\nCampbell, D. S., George Peabody Col¬\nlege for Teachers, Nashville, Tenn.\nCannon, Roy E., Superintendent, Mult¬\nnomah County Schools, 605-606 Court\nHouse, Portland, Ore.\nCartwright, R. S., President, Elgin\nCouncil of Education, Elgin High\nSchool, Elgin, Ill.\nClarke, Ethel E., 1935 S. E. Ash St.,\nPortland, Ore.\nClarke, Mrs. W. L., 403 Mountain Ave.,\nS. W., Roanoke, Va.\nColeman, C. T., President, Hammond\nTeachers Association, Hammond High\nSchool, Hammond, Ind.\nColton, Albert S., 5936 Chabolyn Ter¬\nrace, Oakland, Calif.\nCooper, D. D., Superintendent of\nSchools, White Sulphur Springs,\nMont.\nCooper, E. Lyle, Superintendent. Blaine\nCounty School District 43, Turner,\nMont.\nCornish, William B., Principal, Julia\nA. Stark School, Glenbrook, Conn.\nCramer, Roscoe V., Principal, Switzer\nSchool, 1829 Madison St., Kansas\nCity, Mo.\nCrawford, Emily, 323 S. Jay St., Tacoma,\nWash.\nDeLany, F. M., Principal, Obadiah\nKnight School, Dallas, Texas.\nDeLong, Vaughn R., Superintendent of\nSchools, 69 Spring St., Oil City, Pa.\nDempsey, T. J., Jr., Chairman, Com¬\nmission on Secondary Schools, Direc¬\ntor, State School Supervision, State\nCapitol, Atlanta, Ga.\nDietz, Mrs. Edna McNeil, 1901 W.\nTravis St., San Antonio, Texas.\nDonecker, Frances, 226 S. Monumental,\nSan Antonio, Texas\nDouglass, E. M., Principal, Montgomery\nBlair High School, Silver Spring, Md.\nDunagan, Maude, Whatcom Junior High\nSchool, Bellingham, Wash.\nEells, Walter C., Coordinator, American\nCouncil on Education, 744 Jackson\nPlace, N. W., Washington, D. C.\nEisely, Mrs. A. M., Elementary Super¬\nvisor, Public Schools of Madison\nParish, Tallulah, La.\nEisenberg, Ephraim, 8 Ruby Place,\nNewark, N. J.\nEnglund, W. E., Executive Secretary,\nMinnesota Education Association, 2642\nUniversity Ave., St. Paul, Minn.\nErwin, Clayton L., Superintendent _ of\nSchools, Rutland-Windsor District,\nLudlow, Vt.\nEvans, E. E., Superintendent of Schools,\nWinfield, Kans.\nFaulk, J. W., Superintendent of Parish\nSchools, Lafayette, La.\nFeik, L. W., Superintendent of Schools,\nSioux City, Iowa\nFinck, Edgar M., Supervising Principal,\nDover Township Public Schools, Toms\nRiver, N. J.\nFink. Gertrude M., 1530 Grove St.,\nLafayette, Ind.\nForbes, Mrs. Margaret H., 2504 Grove\nAve., Richmond, Va.\nForsyth. Joseph W., 1424 Comly St.,\nPhiladelphia, Pa.\nFranz, G. F., Principal, Washington\nJunior High School, Hopple St. near\nColerain, Cincinnati, Ohio\n\nAssociation\n\nFrazier, Maude, Superintendent of\nSchools, 315 S. Seventh St., Las\nVegas, Nev.\nFreebie, C. R., Beech Court Road,\nLeetsdale, Pa.\nFulmer, C. A., Principal, Wilmington\nHigh School, Wilmington, Del.\nGagan, Rose, Principal, Adams School,\nJanesville, Wis.\nGallagher, M. C., Superintendent of\nSchools, Billings, Mont.\nGarner, May, 943 S. Durbin St., Casper,\nWyo.\nGayman, L. E., 131 W. McCreight Ave.,\nSpringfield, Ohio\nGordon, Walton, Principal, Central In¬\ntermediate School, Honolulu, T. H.\nGorow, George F., Principal, Sherman\nSchool, Tacoma, Wash.\nGraffam, Donald T., Head, Social Sci¬\nence Department, Citrus Union High\nSchool and Junior College, AzusaGlendora, Calif.\nGray, Margaret O., 188 Four Mile Road,\nW. Hartford, Conn.\nGreene, Mrs. Lulah Radley, 215 E.\nFirst St., Aberdeen, Wash.\nGuhman, Ruth, 6646 Iris Ave., Cincin¬\nnati, Ohio\nHaller, Helene, Hays Hall, University\nof Idaho, Moscow, Idaho\nHamlin, James A., Superintendent of\nSchools, Sanford, Maine\nHarker, W. J., 123 Woodlawn St., Green\nBay, Wis.\nHarvey, Barbara, 1025 W. Cleveland\nAve., Spokane, Wash.\nHaslam, James E., Coordinator, Dis¬\ntributive and Business Occupations,\nPublic Schools, Salt Lake City, Utah\nHill, Jo E., Washington Intermediate\nSchool, Honolulu, T. H.\nHills, May A., Superintendent, Dallas\nCounty Schools, Court House, Adel,\nIowa\nHollister, C. D., Roseau, Minn.\nHorn, Gunnar, Benson High School,\nOmaha, Nebr.\nHorner, Thomas R., Principal, Charles¬\nton High School, Charleston-Kanawha,\nW. Va.\nHumphreys, John S., Principal, Rule\nJunior-Senior High School, Knoxville,\nTenn.\nIrons, F. S., Superintendent, Benning¬\nton Southwest District Schools, Ben¬\nnington, Vt.\nIsle, W. W., President, Southwestern\nState\nOkla. Teachers College, Weatherford,\nJetton, Walter C., Principal, Augusta\nTilghman High School, Paducah, Ky.\nJohnson, G. L. H., Superintendent of\nSchools, Danville, Va.\nJohnson, Lillian M., Principal, Patrick\nHenry School, Norfolk, Va.\nJonas, Russell E., Executive Secretary,\nIowa State Board of Educational\nExaminers, State House, Des Moines,\nIowa\nJones, Mrs. Eugenia West, 318 S.\nBenton Way, Los Angeles, Calif.\nKarnes, Anthony E., Commissioner of\nEducation, Territory of Alaska,\nJuneau, Alaska\nKarpen, J. P., Superintendent, Dakota\nCounty Schools, Hastings, Minn.\nKeller, Mrs. Elizabeth B., 19 Alliance\nAve., Rochester, N. Y.\nKellogg, Albert B., Superintendent of\nSchools, Claremont, N. H.\nKelly, Fred L., Graymont School, 300\nEighth Ave. West, Birmingham, Ala.\n\n"}
{"page": 765, "printed_page": null, "text": "Committee\n\nKemp, A. F., Superintendent, Berks\nCounty Schools, Court House, Read¬\ning, Pa.\nKirk, Mrs. Page, Western High School,\nWashington, D. C.\nKittrell, Charles A., Superintendent, In¬\ndependent School District, Waterloo,\nIowa\nKnight, Edgar W., Division of Teacher\nTraining, University of North Caro¬\nlina, Chapel Hill, N. C.\nKopp, Charles L., Superintendent, Alle¬\ngany County, Cumberland, Md.\nKrieger, Frida, Peckham Junior High\nSchool, Milwaukee, Wis.\nLaFargue, W. S., Superintendent of\nParish Schools, Thibodaux, La.\nLarson, Emil L., Professor of Educa¬\ntion, University of Arizona, Tucson,\nAriz.\nLawrence, D. D., 215 Park Ave., Find¬\nlay, Ohio\nLeeds, Albert M., Supervising Principal,\nFranklin Township Public Schools,\nFranklinville, N. J.\nLessing, Marie, President, Portland\nGrade Teachers Association, Inc., 605\nColumbia Bldg., Portland, Ore.\nLewis, Frederick J., District Superin¬\ntendent of Schools, Eldred, N. Y.\nLloyd, Daniel B., Theodore Roosevelt\nHigh School, Washington, D. C.\nLord, Helen M., 1417 Fourth Ave., Los\nAngeles, Calif.\nLudwig, G. P., Principal, Hedgesville\nHigh School, Hedgesville, W. Va.\nMcCaskey, E. M., Head Coach, Depart¬\nment of Athletics, Lorain High\nSchool, Lorain, Ohio\nMcFarland, W.\nH., Superintendent,\nBullitt County Schools, Shepherdsville, Ky.\nMcKee, James S., President, School¬\nmen’s Club of Kansas City, 101 W.\nThirty-ninth St., Kansas City, Mo.\nMcLaughlin, F. R., Superintendent of\nSchools, Rossford, Ohio\nMacLean, Daniel W., Headmaster,\nBerlin High School, Berlin, N. H.\nMackey, Mrs. Harris, Gilliam’s Land¬\ning, Hot Springs, Ark.\nMadsen, I. N., Head, Department of\nPsychology, Lewiston State Normal\nSchool, Lewiston, Idaho\nManeval, R. V., 1873 E. Seventeenth\nSt., Tulsa, Okla.\nMaxwell, C. R., Dean, College of\nEducation, University of Wyoming,\nLaramie, Wyo.\nMayes, H. I., Principal, Township High\nSchool, Johnston City, Ill.\nMiner, S. D., Superintendent of Schools,\nAddison-Rutland District, Orwell, Vt.\nMitchell, H. F., Route #1, Homestead,\nFla.\nMontgomery, Esther, 1448 L St., Lin¬\ncoln, Nebr.\nMontgomery, James C., 15 Lincoln\nPlace, East Rutherford, N. J.\nMoore, C. H., Superintendent of Schools,\nClarksville, Tenn.\nMoore, Harry L., Superintendent of\nSchools, Portsmouth, N. H.\nMorrison, Mrs. Carrie E., Lincoln\nJunior High School, Portland, Maine\nMoynihan, Laura, 626 S. Kenilworth\nAve., Oak Park, Ill.\nMunson, Mrs. Clara D., 971 E. Clinton\nSt., Elmira, N. Y.\nNash, Mrs. John, 901 E. Twenty-First\nSt., Anniston, Ala.\nnt Superin¬\nNorris, Forbes H., Assista\ntendent of Schools, Administration\nBldg., Richmond, Va.\n\nMembers\n\n761\n\nOttman, Angelena, Benjamin Franklin\nSchool, Binghamton, N. Y.\nParkinson, B. L., President, Missis¬\nsippi State College for Women,\nColumbus, Miss.\nPartridge, John A., Principal, Caribou\nHigh School, Caribou, Maine\nPearce, Milton O., President, Philadel¬\nphia Teachers Association, Principal,\nAlex K. McClure School, Philadel¬\nphia, Pa.\nPhillips, A. B., Superintendent of\nSchools, Juneau, Alaska\nPhillips, A. J., Executive Secretary,\nMichigan Education Association,\nLansing, Mich.\nPlunkett, Moss A., President, School\nTrustees Association of Virginia,\nShenandoah Life Bldg., Roanoke, Va.\nPoulter, G. Raymond, 2539 Gramercy\nSt., Ogden, Utah\nPowell, Caroline, Boyden High School,\nSalisbury, N. C.\nPratt, Bernice, 1509 Park Ave., S. E.,\nCedar Rapids, Iowa\nRaisner, Wilbur W., 419 Munich St.,\nSan Francisco, Calif.\nReed, John E., 61 Dunklu St., Concord,\nN. H.\nRemington, Mrs. Pearl M. T., Assistant\nSuperintendent of Schools, East Provi¬\ndence, R. I.\nRemy, Kathora, President, San Antonio\nTeachers Council, 216 Primera Drive,\nSan Antonio, Texas\nRice, Mrs. W. D., Winthrop College,\nRock Hill, S. C.\nRobinson, Alice M., State Teachers\nCollege, Kearney, Nebr.\nRoderick, Edward E., Deputy Commis¬\nsioner of Education, Augusta, Maine\nRoe, Clara G., 322 E. Fifth St., Flint,\nMich.\nRolfe, Stanley H., Superintendent of\nSchools, Newark, N. J.\nRose, C. E., Superintendent of Schools,\nTucson, Ariz.\nRosenlof, G. W., University of Ne¬\nbraska, Lincoln, Nebr.\nRugg, L. S., Principal, West End Grammer School, Alexandria, La.\nRutherford, J. C., Superintendent of\nSchools, Phillips, Wis.\nSand, Harold J., South High School,\nMinneapolis, Minn.\nScales, Opal, 609 Dayton St., Muskogee,\nOkla.\nScates, Douglas E., Director of Re¬\nsearch, Cincinnati Public Schools, 216\nE. Ninth St., Cincinnati, Ohio\nScobee, R. T., Superintendent of\nSchools, Jefferson City, Mo.\nScully, Susan B., 6410 Woodlawn Ave.,\nChicago, Ill.\nSemple, Julia, Lafayette Apts., Aber¬\ndeen, Wash.\nSenger, Harry L., Editor, C. T. A. Bul¬\nletin, 347 Warren Ave., Cincinnati,\nOhio\nSheffer, W.\nE., Superintendent of\nSchools, Manhattan, Kans.\nShugart, Lehman C., Thomas Jefferson\nHigh School, Elizabeth. N. J.\nSims, Mrs. Louise, 677 Santa Barbara\nRd., Berkeley, Calif.\nSiverson, A. Godfrey, President, Des\nMoines Teachers Club, Garfield Bldg.,\nDes Moines, Iowa\nSloan, Cora Mae, 2204 Hurley Ave.,\nFort Worth, Texas\nSmith, J. M., President, Tennessee\nPolytechnic Institute, Cookeville,\nTenn.\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nSmith, Karl C., Superintendent of\nSchools, West Liberty, Iowa\nSmith, T. O., Ogden High School,\nOgden, Utah\nSnow, Edward H., Principal, Lower\nMerion Junior High School, Ardmore,\nPa.\nSnow, Mrs. Mary L., 94 Pleasant Ave.,\nPortland, Maine\nStackpole, George R., Superintendent\nof Schools, Winooski, Vt.\nSteiner, John P., Superintendent of\nSchools, Portales, N. Mex.\nStoecker, Mamie B., Principal, J. J.\nMcGilvra School, Seattle, Wash.\nStringer, S. L., Commissioner of Edu¬\ncation, Crosby, Miss.\nStrome, Forrest C., 1903 White’s Road,\nKalamazoo, Mich.\nSullivan, Julia E., President, Boston\nTeachers Club, 15 Beacon St., Boston,\nMass.\nSylla, Ben A., Superintendent of\nSchools, Cook\nCounty, Chicago\nHeights, Ill.\nTaylor, J. L., Superintendent of Schools,\nSearcy, Ark.\nTaylor, Milton B., Executive Secretary,\nUtah Education Association, 316 Bene¬\nficial Life Bldg., Salt Lake City, Utah\nTobias, Edna M., Hardin, Mont.\nTomlinson, Mrs. Florence, 3100 Twelfth\nAve. N., Birmingham, Ala.\nTurcott, George L., Principal, Elko\nCounty High School, Elko, Nev.\nTurek, James, North Tarrytown High\nSchool, North Tarrytown, N. Y.\nTurner, T. Russell, 2913 Franklin St.,\nWilmington, Del.\nVidrine, George C., President, Texas\nClassroom Teachers Association, 327\nHot Wells Blvd., San Antonio, Texas\n\nAssociation\n\nWagner, Thomas J., Superintendent,\nSecond District Westchester County\nSchools, County Office Bldg., White\nPlains, N. Y.\nWalker, Mrs. Sadie A., 701 Tenth St.,\nS., Fargo, N. Dak.\nWalls, Ruth, 129 Jackson St., Kingwood,\nW. Va.\nWalters, Marjorie, President, Elemen¬\ntary Principals of Iowa, Principal,\nHarrison School, Cedar Rapids, Iowa\nWatson, J. L., Superintendent, Pulaski\nCounty Special School District,\nCounty Court House, Little Rock, Ark.\nWerner, J. C., Assistant Superintendent,\nPa.\nAllegheny\nCounty Schools, Pittsburgh,\nWerner, John C., Director of Training,\nState Normal School, Albion, Idaho\nWeschler, Florence, President, Na¬\ntional League of Teachers Associa¬\ntions, 4625 Highview Blvd., Erie, Pa.\nWillis, Benjamin C., Superintendent of\nSchools, Caroline County, Denton, Md.\nWiseman, C. R., Professor of Education,\nSouth Dakota State College, Brook¬\nings, S. Dak.\nWish, Fred D., Jr., Superintendent of\nSchools, Hartford, Conn.\nWolf, Miss Ollie, Washington School,\nChicago Heights, Ill.\nWolfe, W.\nD., Superintendent of\nSchools, Atchison, Kans.\nWoodside, Mrs. Viola C., Nishuane\nSchool, Montclair, N. J.\nWooley, W.\nT., Superintendent of\nSchools, Community High School,\nMonticello, Ill.\nYoung, George P., Superintendent of\nSchools, Alamosa, Colo.\nZeigel, W. H.. Dean of the Faculty,\nDelta State Teachers College, Cleve¬\nland, Miss.\n\nCOMMITTEE\nON SUPPLY, PREPARATION,\nCERTIFICATION\nOF TEACHERS\n(Authorized\n\nby Representative\n\nJaggers, R. E., Chairman; Director of\nTeacher Training and Certification,\nState Department of Education, Frank¬\nfort, Ky.\nHerndon, Mrs. Louise Burgess, Franklin\nSchool, Richmond, Va.\nRosier, Joseph, President, Fairmont\nState Teachers College, Fairmont,\nW. Va.\nSpargo, John A., Superintendent of\nSchools, Nutley, N. J.\nSuhrie, Ambrose, School of Education,\nNew York University, Washington\nSquare, New York, N. Y.\n\nAdvisory\n\nMembers\n\nAbbot, Pansy Jewett, Superintendent\nof County Schools, Redwood City,\nCalif.\nAbercrombie, John W., Supervisor of\nCertification, Department of Educa¬\ntion, Montgomery, Ala.\nAdams, F. R., Superintendent of Schools,\nMarshall, Minn.\nAlger, John L., President, Rhode\nIsland College of Education, Prov¬\nidence, R. I.\nAllman, H. B., Superintendent of City\nSchools, Muncie, Ind.\nAnderson, C. J., Dean, School of Edu¬\ncation, University of Wisconsin, Madi¬\nson, Wis.\n\nAND\n\nAssembly)\n\nArmentrout, W.\nD., Vicepresident,\nColorado State College of Education,\nGreeley, Colo.\nBall, Ernest C., Superintendent of City\nSchools,\n317 Poplar Ave., Memphis,\nTenn.\nBarnes, Mrs. Mary D., 225 Summit\nRoad, Elizabeth, N. J.\nBartlett, Mary Ruth, Beaver High\nSchool, Bluefield, W. Va.\nBateman, Merle S., Credential Secre¬\ntary, State Department of Education,\nLexington Bldg., Baltimore, Md.\nBedwell, Robert L., Head, Department\nof Education, Mississippi State Col¬\nlege for Women, Columbus, Miss.\nBelt, Elizabeth, Frank B. John School,\nSalisbury, N. C.\nBemis, Marlowe, 116 S. Fourth St.,\nSterling, Colo.\nBent, Mrs. Elizabeth Cameron, Super¬\nvisor, Education and Teacher Train¬\ning, San Jose State College, San Jose,\nCalif.\nBeyer, Louise, Hotel Durant, Berkeley,\nCalif.\nBjork, Ray O., Superintendent, Dawson\nCounty High School, Glendive, Mont.\nBlack, Florence, Castleton, Vt.\nBlake, Dorothy Stuart, 320 College Ave.,\nS. E., Grand Rapids, Mich.\nBonar, Hugh S., Superintendent of\nSchools, Manitowoc, Wis.\n\n"}
{"page": 767, "printed_page": null, "text": "Committee\n\nBond, J. C., President, Teachers Col¬\nlege of Kansas City, 1840 E. Eighth\nSt., Kansas City, Mo.\nBowman, Grover C., President, State\nTeachers College, North Adams. Mass.\nBrown, Mrs. Nina, Simpson College,\nIndianola, Iowa\nBrown, Stella, Towson, Md.\nBullard, Irma L., 3539 Blaisdell Ave.,\nMinneapolis, Minn.\nBurk, Margaret, Wilson Teachers Col¬\nlege, Eleventh and Harvard Sts.,\nN. W., Washington, D. C.\nBurns, Ralph A., Professor of Educa¬\ntion, Dartmouth College, Hanover,\nN. H.\nByers, Loretta, Director of Training,\nSouthern Branch, University of Idaho,\nPocatello, Idaho\nCamp, Cordelia, Western Carolina\nTeachers College, Cullowhee, N. C.\nCarr, A. T., Principal, Nathan Hale\nJunior High School, Cleveland, Ohio\nCarter, Lovie, 905 E. Weatherford St.,\nFort Worth, Texas\nChambers, W. Max, Superintendent of\nSchools, Okmulgee, Okla.\nChandler, H. E., Secretary of the\nTeachers Appointment Bureau, Uni¬\nversity of Kansas, Lawrence, Kans.\nChristensen, W. W., Superintendent of\nSchools, Idaho Falls, Idaho\nConger, N., Dean of Education, Okla¬\nhoma Agricultural and Mechanical\nCollege, Stillwater, Okla.\nConner, Jay D., Assistant Superintend¬\nent of Schools, 825 Union St., San\nDiego, Calif.\nDavis, Chester V., Superintendent, Ruth\nSchool, Ruth, Nev.\nDavis, John C., Superintendent of\nSchools, Bridgewater, Mass.\nDay, L. C., Superintendent of Schools,\nSouth Portland, Maine\nDeamer, Arthur, Superintendent, Inde¬\npendent School District, 716 A Ave.,\nN. E., Cedar Rapids, Iowa\nDixon, Madeleine, Supervisor of Per¬\nsonnel, Wilmington Public Schools,\nEleventh and Washington Sts., Wil¬\nmington, Del.\nDodge, Mrs. Ida Flood, 720 S. Second\nAve., Tucson, Ariz.\nDouglass, Bennett C., Professor of Edu¬\ncation, University of Vermont, Bur¬\nlington, Vt.\nDrahn, Mamie, Circle Park School, Ft.\nWorth, Texas\nDrew, Nina, 3268 S. W. Third St.,\nMiami, Fla.\nDudley, L. Leland, Superintendent of\nSchools, Amherst, Mass.\nEason, T. D., Director of Higher Edu¬\ncation, State Board of Education,\nRichmond, Va.\nEich, Dorothy B., 224 Pleasant St., Oak\nPark, Ill.\nElrod, Lacy, Supervisor, Division of\nCertification, State Department of\nEducation, Nashville, Tenn.\nEmens, John R., Associate Professor of\nSecondary Education, Wayne Univer¬\nsity, Detroit, Mich.\nEngle, C. H., Secretary, Illinois State\nExamining Board, 403 Centennial\nBldg., Springfield, Ill.\nEnglish, Mildred, Superintendent, Pea¬\nbody Training School, Georgia State\nCollege for Women, Milledgeville, Ga.\nGalbraith, C. Layton, Superintendent of\nSchools, McGill, Nev.\nGammage, Grady, President, Arizona\nState Teachers College, Tempe, Ariz.\n\nMembers\n\n763\n\nGennoe, Mrs. Nannie, Principal, Moun¬\ntain View School, Knoxville, Tenn.\nGerson, Armand J., Associate Superin¬\ntendent of Schools, Parkway at Twen¬\nty-first St., Philadelphia, Pa.\nGillentine, Flora Myers, Chairman, Di¬\nvision of Education and Psychology,\nHenderson State Teachers College,\nArkadelphia, Ark.\nGoetch, E. W., Director, Placement\nBureau, Iowa State Teachers College,\nCedar Falls, Iowa\nGoodrich, Bessie Bacon, Curriculum Ad¬\nviser, Des Moines Public Schools, 629\nThird St., Des Moines, Iowa\nGrier, W. P., Superintendent of Schools,\nGastonia, N. C.\nGrose, C. Herman, Superintendent of\nPa.\nSchools, Public Library Bldg., Erie,\nHaas, Francis B., President, State\nTeachers College, Bloomsburg, Pa.\nHardester, Mildred, Gregory School,\nWest Orange, N. J.\nHarrington, Mary L., 1251 Clarkson St.,\nDenver, Colo.\nHarwell, Frank L., Superintendent of\nSchools, Talladega, Ala.\nHaught, D. L., Dean, Concord State\nTeachers College, Athens, W. Va.\nHeidelberg, H. B., Superintendent of\nSchools, Clarksdale, Miss.\nHenderson, Leon N., President, Depart¬\nment of Classroom Teachers of the\nFlorida Education Association, 5408\nCherokee Ave., Tampa, Fla.\nHendrix, A. W., Principal, JuniorSenior High School, Prescott, Ariz.\nHepner, Walter, President, San Diego\nState College, San Diego, Calif.\nHerbst, R. L., State Director of Re¬\nsearch, State Department of Public\nInstruction, Dover, Del.\nHerrick, John H., Director of Research,\nShaker Heights City School District,\nS. Woodland and Woodbury Roads,\nCleveland, Ohio\nHester, E. R., Principal, Arcadia High\nSchool, Arcadia, La.\nHodges, Dorothy, Assistant Director,\nDivision of Teacher Training and\nLicensing, State Department of Edu¬\ncation, Indianapolis, Ind.\nHollis, E. V., School of Education, Col¬\nlege of the City of New York, Con¬\nvent Ave. and 139th St., New York,\nN._ Y. L. P., Superintendent, Parker\nHollis,\nSchool District, Greenville, S. C.\nHolt, Frank O., Dean, Extension Di¬\nvision, University of Wisconsin, Madi¬\nson, Wis.\nHotz, H. G., Dean, College of Educa¬\ntion, University of Arkansas, Fayette¬\nville, Ark.\nHoward, C. A., President, Eastern Ore¬\ngon Normal School, La Grande, Ore.\nHudlow,\nUlah, 503 E. Third St., Tucson,\nAriz.\nHughes, Rees H., Superintendent of\nSchools, Parsons, Kans.\nHunnicutt, Edwin, 1020 High St., Bell¬\ningham, Wash.\nHunt, H. A., Superintendent of Schools,\nPortsmouth, Va.\nHutchinson, Mrs. Mary, President, Mis¬\nsissippi Education Association, Co¬\nlumbus, Miss.\nIsle, W. W., President, Southwestern\nState Teachers College, Weatherford,\nOkla.\nIves, C. A., Dean, Teachers College,\nLouisiana State University, Univer¬\nsity, La.\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nJenkins, Ralph C., President, Danbury\nState Teachers College, Danbury,\nConn.\nKefauver, Grayson N., Dean, School of\nEducation, Stanford University, Stan¬\nford University. Calif.\nKelly, Hobart R., Superintendent of\nSchools, Ketchikan, Alaska\nKessler, R. V., 830 W. Alameda St.,\nTucson, Ariz.\nKethley, William M., President, Delta\nState Teachers College, Cleveland,\nMiss.\nKiely, Margaret, Dean, Queens College,\n65-30 Kissena Blvd., Flushing, N. Y.\nKirby, David, Secretary, State Board of\nEducation, Charleston, W. Va.\nKlonower, Henry. Director, Department\nof Teacher Education and Certifica¬\ntion, Department of Public Instruc¬\ntion, Harrisburg, Pa.\nKnowles, Robert R., Superintendent of\nSchools, Sterling, Colo.\nLearned, Welthea M., First Vicepresi¬\ndent, Utah Education Association, 316\nBeneficial Life Insurance Bldg., Salt\nLake City, Utah\nLeary, Genevieve M., Director of Train¬\ning Schools, New Haven State Teach¬\ners College, New Haven, Conn.\nLetton, Mildred C., 5641 Euclid Ave.,\nKansas City, Mo.\nLittle, G. Tappan, Portland High\nSchool, Portland, Maine\nLudeman, W. W., Dean, Southern State\nNormal School, Springfield, S. Dak.\nMcCall, W. Morrison, Director, Divi¬\nsion of Instruction, State Department\nof Education, Montgomery, Ala.\nMcClelland. Donald W., Principal, State\nNormal School, Johnson, Vt.\nMcConnell, Robert E., President. Cen¬\ntral Washington College of Educa¬\ntion, Ellensburg, Wash.\nMcCowen, E. O., County Superintend¬\nent of Schools, Room 305, Court\nHouse, Portsmouth, Ohio\nMcCuistion, Ed, Supervisor of Colored\nSchools, State Department of Educa¬\ntion, Little Rock, Ark.\nMcDonnell. Julia, Principal, High\nSchool, Torrington, Conn.\nMcNamara, Mary, Principal, Benson\nHigh School, Omaha. Nebr.\nMcNutt, Franklin H., Director, Division\nof Instruction, State Department of\nEducation, Columbus, Ohio\nMalloy, Helen M., 108 Madison Ave.,\nHartford, Conn.\nManship, Mrs. Helen, School #6, Eliza¬\nbeth, N. J.\nMason, Wallace E., President, Normal\nSchool, Keene, N. H.\nMaul, Ray C., Director, Extension Di¬\nvision, Teacher Placement Bureau,\nKansas State Teachers College, Em¬\nporia, Kans.\nMeadows, Leon R., President, East\nCarolina Teachers College, Green¬\nville, N. C.\nMerritt, Mrs. Margaret R., Principal,\nTaft Junior High School, Washing¬\nton, D. C.\nMichie, Catherine, 2827 N. W. Twelfth\nAve., Miami, Fla.\nMiller, Melvina, Cleveland, Ga.\nMilligan, John P., State Teachers Col¬\nlege. Newark, N. J.\nMoffett, Marcella G., Washington\nSchool, Trenton, N. J.\nMoore, Harold E., Director, Bureau of\nTeacher Recommendations, Indiana\nUniversity, Bloomington, Ind.\n\nAssociation\n\nMorgan, Kenneth O., Robert E. Lee\nJunior High School, 3100 N. W. Fifth\nAve., Miami, Fla.\nMoseley, C. C., Superintendent of\nSchools, Anniston, Ala.\nMuir, Sara T., Lincoln High School,\nLincoln, Nebr.\nMyers, Alonzo F., Professor of Educa¬\ntion, New York University, New\nYork, N. Y.\nNagel, Anne L., 811 Fourteenth St.,\nRacine, Wis.\nNanninga, S. P., Dean, College of Edu¬\ncation, University of New Mexico,\nAlbuquerque, N. Mex^\nNelson, Mav M., 1214 New Orleans Ave.,\nTampa, Fla.\nNewpher, James A., Director, Bureau\nof Professional Licensing, State De¬\npartment\nof Public Instruction, Har¬\nrisburg, Pa.\nObenshain, Annie S., Belspring, Va.\nO’Rourke, E. Veronica, 818 W. Third\nSt., Chester, Pa.\nParker, W. W., President, Southeast\nMissouri State Teachers College, Cape\nGirardeau, Mo.\nPartch, C. E., Dean, School of Educa¬\nwick.\nN. J.\ntion, Rutgers\nUniversity, New Bruns¬\nPate, W. R., President, Peru State\nTeachers College, Peru, Nebr.\nPatterson, D. R., Director, State Cur¬\nriculum Program, State Department\nof Education. Jackson, Miss.\nPeik, W. E., Dean, College of Educa¬\ntion. University of Minnesota, Minne¬\napolis, Minn.\nPhillips, Guy B., Professor of Educa¬\ntion, University of North Carolina,\nChapel Hill, N. C.\nPittenger, B. F., Dean, School of Edu¬\ncation, University of Texas, Austin,\nTexas\nPittenger, Lemuel A., President, Ball\nState Teachers College, Muncie. Ind.\nPowers, J. Orin, Professor of Educa¬\ntion, University of Maryland, College\nPark, Md.\nPuffer, Rodney A., Assistant to the\nSuperintendent of Schools, 414 Four¬\nteenth St., Denver, Colo.\nRaasch, Meta, Washington High School,\n2525\nWis. N. Sherman Blvd., Milwaukee,\nRagan, Mary Jo, Park City-Lowry\nSchool, Knoxville, Tenn.\nRasmussen. Axel. Superintendent of\nSchools, Skagway, Alaska\nReed, Carroll R., Superintendent of\nSchools, Minneapolis, Minn.\nRichardson, Josephine, 1411 N. Ellison\nSt., Oklahoma City, Okla.\nRobert, E. B., Teachers College, Loui¬\nsiana State University, University, La.\nRobinson, Claude C., Board of Control,\nCentral High School, Evansville, Ind.\nRobinson, Orrin W., Deputy Superin¬\ntendent of Schools, Department of\nPublic Instruction, Honolulu, T. H.\nRoderick, E. E., Deputy Commissioner\nof Education, Augusta, Maine\nRogers, Murphy P., Dean, Louisiana\nState Normal College, Natchitoches,\nLa.\nRunyan, Mrs. Ruth,\nCincinnati, Ohio\n\n146 Woolper\n\nAve.,\n\nSeeds, Corinne A., Principal of Univer¬\nsity Elementary School, University of\nCalifornia at Los Angeles, Los\nAngeles, Calif.\nShannon, Ethel, Board of Education,\nPublic Schools, Kansas City, Kans.\n\n"}
{"page": 769, "printed_page": null, "text": "Committee\n\nShuster, Ethyl, 1402 N. Fifth St.,\nTacoma, Wash.\nSlayton, Sue, 1007 S. Park St., Kala¬\nmazoo, Mich.\nSmith, C. B., President, State Teachers\nCollege, Troy, Ala.\nSmith, Guy D., Superintendent of\nSchools, Stillwater, Minn.\nSpangler, Lillie Mae, 321 E. Tenth St.\nDallas, Texas\nSprouse, W. L., College of Education,\nOhio State University, Columbus,\nOhio\nSrygley, Ola, 1409 Pennsylvania Ave.,\nFort Worth, Texas\nStarcher, Genevieve, Supervisor of Cer¬\ntification, State Department of Edu¬\ncation, Charleston, W. Va.\nStephens, Miland, President, Ogden\nTeachers Association, Lincoln School,\nOgden, Utah\nSwain, C. C., President, State Teachers\nCollege, Minot, N. Dak.\nTaplin, Winn L., District Superin¬\ntendent of Schools, Fair Haven, Vt.\nThomas, Robert Lee, Supervisor, Divi¬\nsion of Elementary Schools, State De¬\npartment of Education, Nashville,\nTenn.\nThompson, Arthur E., State Superintend¬\nent of Public Instruction, Bismarck,\nN. Dak.\nThompson, Lawrence O., Superintendent\nof Schools, Keene, N. H.\n\nCOMMITTEE\n\nON\n\nWilson, Martin, Chairman; 130 W.\nForty-second St., New York, N. Y.\nDacey, Cecile, Cooley High School, De¬\ntroit, Mich.\nKing, LeRoy A., Professor of Educa¬\ntional Administration, University of\nPennsylvania, Philadelphia, Pa.\nMahoney, J. R., Professor of Economics,\nUniversity of Utah, Salt Lake City,\nUtah.\nMartin, James W., Director, Bureau of\nBusiness Research, University of Ken¬\ntucky, Lexington, Ky.\n\nAdvisory\n\nMembers\n\nAllman, H. B., Superintendent of\nSchools, Muncie, Ind.\nBardarson, Otto W., Chairman, Financ¬\ning Public Education Committee, Dis¬\ntrict Superintendent of Schools, Car¬\nmel, Calif.\nCampbell, Henry L., Superintendent of\nSchools, Ruston, La.\nCampbell, R. F., Superintendent of\nSchools, Preston, Idaho.\nCason, Ernest, Principal, Winter Park\nElementary School, Winter Park, Fla.\nCheney, Ray E., Superintendent of\nSchools, River Forest, Ill.\nClifford, J. M., Executive Secretary,\nMichigan Teachers Retirement Fund\nBoard, Michigan Education Associa¬\ntion Bldg., Lansing, Mich.\nClowes, Frederick A., Principal, Wash¬\nington Intermediate School, Honolulu,\nT. H.\nCook, J. H., State School Supervisor,\nBox 465, Rome, Ga.\nCooper, Lewis B., Associate Professor,\nDepartment of Education, Texas Tech¬\nnological College, Lubbock, Texas.\nCromwell, R. Floyd, Supervisor of Edu¬\ncational and Vocational Guidance,\nState Department of Education, Balti¬\nmore, Md.\n\nMembers\n\n765\n\nThompson, M. E., Director, Teacher\nTraining and Certification, State De¬\npartment of Education, Atlanta, Ga.\nTowner, Earl M., Principal, I. I. Stevens\nSchool, Eighteenth Ave. N. and E.\nGaler St., Seattle, Wash.\nVan Tassel, C. D., 812 Dunwood Court,\nToledo, Ohio.\nVincenty, Nestor I., First Assistant\nCommissioner of Schools, Department\nof Education, San Juan, P. R.\nWaddell, Gladys G., Park School, Cas¬\nper, Wyo.\nWalker, Kirby P., Superintendent of\nSchools, Jackson, Miss.\nWashburn, Carleton, Superintendent of\nSchools, Winnetka, Ill.\nWilley, Warner M., Western Kentucky\nState\nTeachers College, Bowling\nGreen, Ky.\nWine, E. C., Principal, Alcott Elemen¬\ntary School, Wichita, Kans.\nWirt, Lulu E., State Teachers College,\nKearney, Nebr.\nWist, Benjamin O., Dean, Teachers Col¬\nlege, University of Hawaii, Honolulu,\nT. H.\nWyland, Mary Jane, Associate Professor\nof Education, Pennsylvania State Col¬\nlege, State College, Pa.\nWyman, H. B., Dean, Phoenix Junior\nCollege, Phoenix, Ariz.\nYoung, Pauline A., Librarian, Howard\nHigh School, Wilmington, Del.\n\nTAX\n\nEDUCATION\n\nCushing, Herbert L., President, Ne¬\nbraska State Teachers College, Kear¬\nney, Nebr.\nDerrick, S. M., University of South\nCarolina, Columbia, S. C.\nEarly, W. A., Principal, High School,\nLacrosse, Va.\nFee, Ira B., Superintendent of Schools,\nMissoula, Mont.\nFloyd, G. C., Director of Finance, State\nDepartment of Education, Little Rock,\nArk.\nGardner, George R., Superintendent of\nSchools, Auburn, Maine.\nGeorge, N. L., Superintendent of Schools,\nDuncan, Okla.\nHart, I. H., Extension Division, Iowa\nState Teachers College, Cedar Falls,\nIowa.\nHaygood, T. F., Department of Eco¬\nnomics, West Virginia University,\nMorgantown, W. Va.\nHerrick, John H., Director of Research,\nBoard of Education, Shaker Heights,\nOhio.\nHoward, Robert, Superintendent of\nSchools, Carlsbad, N. Mex.\nHunt, Lyman C., Superintendent of\nSchools, Burlington, Vt.\nIvy, H. M., Superintendent of Schools,\nMeridian, Miss.\nJordan, Dana S., Superintendent of\nSchools, Littleton, N. H.\nKremer, Catherine J., Svkeston, N. Dak.\nLarson, Emil, Professor of Education,\nUniversity of Arizona, Tucson, Ariz.\nLloyd, Daniel B., Roosevelt High School,\nThirteenth and Upshur Sts., N. W.,\nWashington, D. C.\nMcGlade, Charles, Superintendent of\nSchools, Pullman, Wash.\nMacGregor, W. H., Assistant Secretary,\nAlabama Education Association, 21\nAdams Ave., Montgomery. Ala.\nMaddocks, Carl W., Superintendent of\nSchools, Milford, Conn.\n\n"}
{"page": 770, "printed_page": null, "text": "766\n\nNational\n\nEducation\n\nPeterson, Leroy, Director of Research,\nWisconsin Education Association, 404\nInsurance Bldg., Madison, Wis.\nRankin, Arthur L., Superintendent,\nHamilton County Schools, Chatta¬\nnooga, Tenn.\nRasmussen. Jewell J., Director of Re¬\nsearch, Utah Education Association,\n1331 Sherman Ave., Salt Lake City,\nUtah.\nReusser, W. C., Professor of Education,\nUniversity of Wyoming, Laramie,\nWyo.\nRoca, Pablo, Statistician, Department\nof Education, San Juan, P. R.\nRodgers, Mrs. Lucy E., Superintendent,\nMorrow County Schools, Heppner,\nOre.\nRosa, Irvin E., Superintendent of\nSchools, Owatonna, Minn.\nRyan, James C., University of Alaska,\nCollege, Alaska.\nShawe, H. B., Principal, High School,\nGardnerville, Nev.\n\nCOMMITTEE\n(Authorized\n\nSheffer, W.\nE., Superintendent of\nSchools, Manhattan, Kans.\nShilling, John, Assistant State Super¬\nintendent of Secondary Schools, State\nDepartment of Education. Dover, Del.\nSmith, Payson, School of Education,\nHarvard University, Cambridge, Mass.\nTarbell, Emily, 235 Glenwood Ave.,\nSyracuse, N. Y.\nTroxel, O. L., Professor of Education,\nColorado State College of Educa¬\ntion, Greeley, Colo.\nVaughan. T. E., Associate Secretary,\nMissouri State Teachers Association,\nColumbia, Mo.\nWhite, Winton J., Superintendent of\nSchools,\nof Education, Engle¬\nwood,\nN. Board\nJ.\nWilliams, Martin E., Superintendent of\nSchools, Winner, S. Dak.\nWueller, Paul H., 34 Glennland Apts.,\nState College, Pa.\n\nON\n\nTENURE\n\nby Representative\n\nDuShane, Donald, Chairman; Superin¬\ntendent of Schools, Columbus, Ind.\nDahl, Mrs. Myrtle Hooper, 312 S. Eighth\nSt., Minneapolis, Minn.\nJelinek. Frances, President, Milwaukee\nTeachers Association, Room 150, Ho¬\ntel Wisconsin, Milwaukee, Wis.\nKeenan, Robert C., Principal, Bowen\nHigh School, 2710 E. Eighty-ninth St.,\nChicago, Ill.\nKingan, J. Constance, High School,\nRoyal Oak, Mich.\nO’Connor, Mary Elizabeth, Supervisor\nof Elementary Schools, Arlington,\nMass.\n\nAdvisory\n\nAssociation\n\nMembers\n\nAnderson, Homer W., Superintendent of\nSchools, Omaha, Nebr.\nAndrews, Mrs. Flora J., 2110 E. Lead\nAve., Albuquerque, N. Mex.\nApp, Isaac D., County Superintendent\nof Schools, Municipal Bldg., Harris¬\nburg, Pa.\nApplegate, Mrs. Stella S., 307 StacyTrent Bldg., Trenton, N. J.\nAvery, Sarah O., 1509 Park St., Syra¬\ncuse, N. Y.\nBaldwin, George H., Chief, Division of\nPromotion and Supervision, State De¬\npartment of Education, Providence,\nR. I.\nBarr, Mrs. Minerva A., 21 Meriden St.,\nBuffalo, N. Y.\nBaskervill, Elizabeth, 24 Elliott St.,\nOrangeburg, S. C.\nBatchelder, Carl J., Deputy Commis¬\nsioner of Education, State House,\nMontpelier, Vt.\nBechtold, R. H., Principal, Baldwin\nHigh School, Birmingham, Mich.\nBell, George Giltner, Principal, City\nSchools, Huron, S. Dak.\nBetts, Otsie V., 2009 Ross Ave., Fort\nWorth, Texas\nBlanchard, H. H., Northern Indiana\nTeachers Federation, 404 Citizens\nBank Bldg., South Bend, Ind.\nBloom, W. C., Superintendent of Daw¬\nson County Schools, Lexington, Nebr.\nBloom, W.\nH., Superintendent of\nSchools, Fairbanks, Alaska\n\nAssembly)\n\nBlunk, Ella, Senior High School, Grand\nIsland, Nebr.\nBooth, C. L., Superintendent of Schools,\nPasco, Wash.\nBooth, Jonathan L., Elementary Super¬\nvisor, Public Schools, Tucson, Ariz.\nBowden, A. O., Department of Anthro¬\npology, University of Southern Cali¬\nfornia, University Park, Los Angeles,\nCalif.\nBoyum, Louise V., Principal, Wailuku\nElementary School, Wailuku, Maui,\nT. H.\nBriggs, Pearl A., 1718 Seneca St., Buf¬\nfalo, N. Y.\nBrooks, L. W., Principal, Wichita High\nSchool East, Wichita, Kans.\nBrown, Eugenie J., Euclid-Logan Hotel,\nCleveland, Ohio\nBrown, Lelia O., Summer Avenue\nSchool, Newark, N. J.\nBuck, L. Talbert, President, Evansville\nPublic School Teachers Association,\n719 Lombard Ave., Evansville, Ind.\nBurger, Florence, 817 W. Tenth St.,\nErie, Pa.\nBurgess, Grace E., 142 W. Cedar Ave.,\nDenver, Colo.\nBurmaster, Rosa M., Principal, Wash¬\nington School, Muncie, Ind.\nBurnham, Mrs. Louise M., #122,\nSalmon, Idaho\nBurr, Samuel Engle, Superintendent of\nSchools, New Castle, Del.\nButterfield, R. L., Principal, Benjamin\nFranklin High School, Rochester,\nN. Y.\nCarter, Mrs. R. W., 2444 A. Burbank\nRoad, Honolulu, T. H.\nChapel, J. C., 7939 Twenty-sixth Ave.,\nKenosha, Wis.\nChristensen, W. W., Superintendent of\nSchools, Idaho Falls, Idaho\nClark, Robert Wayne, 615 Upland Ave.,\nJenkintown, Pa.\nCline, Blanche, Principal, Columbia\nIll.\nSchool, 903 S. Fourth St., Champaign,\nComfort, Nick, School of Religion, Uni¬\nversity of Oklahoma. Norman, Okla.\nCook, Katherine, 912 W. Twenty-third\nSt., Austin, Texas\n\n"}
{"page": 771, "printed_page": null, "text": "Committee\n\nCopeland, S. D., Superintendent of\nSchools, Augusta, Ga.\nCorlett, Robert K., Principal, Horace\nMann Junior High School, Burlington,\nIowa\nCouch, Edward B., 1133 N. Everett St.,\nGlendale, Calif.\nCowart, Ralph W., Director, Teacher\nPlacement Bureau, University of Ala¬\nbama, University, Ala.\nCrawford, Will C., Superintendent of\nSchools, San Diego, Calif.\nCumming, George J., Superintendent of\nSchools, Rockland, Maine\nDacey, Cecile M., Cooley High School,\nDetroit, Mich.\nDavis, Chester V., Superintendent, Ruth\nSchool, Ruth, Nev.\nDavis, Mrs. Genevra P. W., 855 North\nAve. 50, Los Angeles, Calif.\nDavis, Mrs. Jane Adrian, 1013 Horatio\nSt., Tampa, Fla.\nDick, L. C., Superintendent, Madison\nCounty Schools, W. Jefferson, Ohio\nDickinson, Florence M., Principal, Lin¬\ncoln School, Camden, N. J.\nDirksen, George H., Superintendent of\nSchools, Wolsey, S. Dak.\nDonoho, Pearl, 3306 Burt St., Omaha,\nNebr.\nDoyle, Mary C., Central High School,\nSt. Paul, Minn.\nDrake, Flora E., 2230 Brookside Ave.,\nIndianapolis, Ind.\nDuyck, Leon W., Principal, Giffin\nSchool, Knoxville, Tenn.\nDyer, Kathleen, 305 W. Thomas St.,\nSalisbury, N. C.\nEakin, Myrl I., Schenley High School,\nOakland, Pittsburgh, Pa.\nEarly, John J., Superintendent of\nSchools, Sheridan, Wyo.\nEgan, Agnes, 2055 Bellaire St., Denver,\nColo.\nEgbert, Freda D., 7529 Alaska Ave.,\nN. W., Washington, D. C.\nEldridge, Raymon W., Principal, Law¬\nrence School, 27 Francis St., Brook¬\nline, Mass.\nEubank, L. A., Dean, State Teachers\nCollege, Kirksville, Mo.\nEvans, C. Ray, North Summit School\nDistrict, Coalville, Utah\nFarris, Frankie Lou, 518 Greenwood\nRoad, Roanoke, Va.\nFeris, Frances F., Natrona County High\nSchool, Casper, Wyo.\nFisher, E. C., Superintendent of Schools,\nPeoria, Ill.\nFligor, Elizabeth, 2736 Walker Ave.,\nKansas City, Kans.\nFrank, Anna, Secretary, Department of\nClassroom Teachers, Oklahoma Edu¬\ncation Association, Hotel Tulsa,\nTulsa, Okla.\nGambill, Gladys G., Head, Department\nof English, Newport News High\nSchool, Newport News, Va.\nGarber, L. O., Principal, College High\nSchool, State Teachers College, Man¬\nkato, Minn.\nGaskins, C. E., Assistant Principal,\nSouth High School, Lima, Ohio\nGibbs, Mrs. Helen B., 377 West First\nSt., Dayton, Ohio\nGilman, John S., Superintendent of\nSchools, Laconia, N. H.\nGottfried, Mary M., High School, Mont¬\nclair, N. J.\nGreene, J. H., Superintendent of Schools,\nElberton, Ga.\nGreer, H. G., Superintendent of County\nSchools, Monroeville, Ala.\n\nMembers\n\n767\n\nGrieder, Theodore G., Superintendent of\nSchools, Winslow, Ariz.\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\nGrove, Frank L., Secretary, Alabama\nEducation Association, 21 Adams\nAve., Montgomery, Ala.\nHale, Mrs. Gertrude F., 58 Lewis St.,\nAthol, Mass.\nHall, Fred P., Jr., 27 Colonial Road,\nPortland, Maine.\nHanks,\nAriz. Mina E., 315 N. Park St., Tucson,\nHanson, Virginia, 1414 Sixteenth Ave.,\nS., Birmingham, Ala.\nHargrave, E. B., Vice-Principal, George\nWashington High School, Indianap¬\nolis, Ind.\nHart, Harry T., Principal, Stevens\nSchool, Stamford, Conn.\nHassell, B. L., Principal, High School,\nClarksville, Tenn.\nHawley,\nArjaJ. M., 417 Chilton St., Eliza¬\nbeth, N.\nHayes, Frieda L., 156 Tremper Ave.,\nKingston, N. Y.\nHendricks,\nLorene, 711 Union St., Boise,\nIdaho.\nHolley, Ella J., Rural Supervisor for\nNew Castle County Schools, Wilming¬\nton, Del.\nHolmes, William H., Superintendent of\nSchools, Mt. Vernon, N. Y.\nHolt, Miss Terrell, 728 Napier Ave.,\nMacon, Ga.\nHowell, Sadie, 107 Sylvia St., West La¬\nfayette, Ind.\nHumphreys. Pauline A., State Teachers\nCollege, Warrensburg, Mo.\nImhoff, G. C., James Ford Rhodes High\nSchool, Cleveland, Ohio.\nIreland, E. W., Superintendent of\nSchools, Stratford, Conn.\nIrizarry, Oscar B., Director of English\nfor Public Schools, Department of\nEducation, San Juan, P. R.\nIsaac, Mrs. Agnes, 3945 Loquat St., Co¬\nconut Grove, Fla.\nJackson, C. W., Principal, Beaver High\nSchool, Bluefield, W. Va.\nJacobs, Clara M., Department of Edu¬\ncational Research, District #1, City\nSchools, Pueblo, Colo.\nJenkins, Joseph, 118 S. Twelfth St., Salt\nLake City, Utah.\nJohnson, Ina R., Senior High School,\nFargo, N. Dak.\nJohnson, Walter D., Principal, Eureka\nCounty High School, Eureka, Nev.\nJordan, Dana S., Superintendent of\nSchools, Littleton, N. H.\nJordan, Mary S., Martin Hotel, Sioux\nCity, Iowa.\nKeesee, Thomas O., Newport News Edu¬\ncation Association, High School Build¬\ning, Newport News, Va.\nKeller, Lester E., Principal, Sudlow In¬\ntermediate School, Davenport, Iowa.\nKennedy, Margaret J., Dean of Women,\nNew Mexico Normal University, Las\nVegas, N. Mex.\nKirkpatrick, Virginia, Addison Apart¬\nments, Charlotte, N. C.\nKittrell, Charles A., Superintendent, In¬\ndependent School District, Waterloo,\nIowa.\nKnokey, Walter B., Superintendent,\nUnion High School, Tulare, Calif.\nKnox, William, President, Missouri\nState Teachers Association, Central\nMissouri State Teachers College,\nWarrensburg, Mo.\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nLathrop, Aline, Assistant Director, Di¬\nvision of Information and Statistics,\nState Department of Education, Aus¬\ntin, Texas.\nLawyer, Mrs. Harriet Rose, President,\nClassroom Department, California\nTeachers Association, 1151 Shattuck\nAve., Berkeley, Calif.\nLayman, G. A., Jefferson High School,\nRoanoke, Va.\nLees, Gladys L., 3520 S. Tenth St., Ta¬\ncoma, Wash.\nLehmiller, Ruth, 822 Market Ave., N.,\nCanton, Ohio.\nLesley, Sarah M., 521 Sterling St.,\nGreensboro, N. C.\nLewis, R. F., Superintendent of Schools,\nWaukesha, Wis.\nLively, Mrs. Emery, 2900 Prytania St.,\nNew Orleans. La.\nLord, Mary A., West Junior High School,\nSioux City, Iowa.\nLoser, Paul, Superintendent of Schools,\nTrenton, N. J.\nLozo, John P., Principal, Wildwood\nHigh School, Wildwood, N. J.\nLyon, Arthur B., President, Janesville\nEducation Association, Janesville, Wis.\nMcCollum, Mrs. Opal, Public Schools,\nParagould, Ark.\nMcDowell, C. L., Superintendent of\nSchools, Eagle Grove, Iowa.\nMcIntosh, Everett J., 62 Front St., Wey¬\nmouth, Mass.\nMcLaughlin, F. R., Superintendent of\nSchools, Rossford, Ohio.\nMacKay, Jean Armour, 121 Highland\nAve., Highland Park, Mich.\nManuel, Dessa, Superintendent of\nSchools, Bolivar, Mo.\nMarshall, R. W., Proviso Township\nHigh School, Maywood, Ill.\nMatthews, Mabel, Christenberry Junior\nHigh School, Knoxville, Tenn.\nMaynard, Mrs. Marion H., 2221 Jones\nSt., Apt. #19, Omaha, Nebr.\nMiller, Martin S., High School, Olym¬\npia, Wash.\nMiller, Oscar E., Principal, Horace\nMann Junior School, San Antonio,\nTexas.\nMitchell, Byron L., Deering High\nSchool, Portland, Maine.\nMock, Lula, 1921 Park Ave., Dallas,\nTexas.\nMoncla, S. A., 702 S. Market St., Ope¬\nlousas, La.\nMontgomery, Esther, 1448 L St., Lincoln,\nNebr.\nMontgomery, O. C., 1064 Elmwood\nPlace, Columbus, Ohio.\nMoore, Mrs. Clarence, Secondary School\nPrincipal, Osceola, Ark.\nMoreau, Cecilia M., 334 N. Main St.,\nPresque Isle, Maine.\nMuller, Edgar E., Superintendent, Ala¬\nmeda County Schools, Oakland, Calif.\nNation, R. W., President, Fort Worth\nClassroom Teachers Association, 305\nHaynes St., Fort Worth. Texas.\nNelson, Bertha, 719 Union St., Apt. M-2,\nFort Wayne, Ind.\nNicely, O. W., 3426 Winthrop St., In¬\ndianapolis, Ind.\nNicodemus, Bess, West High School,\nMuskogee. Okla.\nNissen, S. B., Editor, S. D. E. A. Jour¬\nnal, 200\n\nWilliams\n\nBldg.,\n\nSioux\n\nFalls,\n\nS. Dak.\nNixon, Drury M., Jr., Superintendent,\nW. L. T. High School, Wellford, S. C.\nOlson, Mrs. Clara M., College of Edu¬\ncation, University of Florida, Gaines¬\nville, Fla.\n\nAssociation\n\nO’Rourke, Catherine, 3057 W. Jackson\nBlvd., Chicago, Ill.\nO’Rourke, Pauline, Supervisor of County\nSchools, Barton Academy, Mobile,\nAla.\nOrr, Conrad O., Principal, Beaverhead\nCounty High School, Dillon, Mont.\nOwens, A. D., Superintendent of Schools,\nNewport, Ky.\nParkhurst, Miss Marion C., Supervising\nPrincipal of Schools, Burlington, Vt.\nPatrick, W. Burton, Superintendent of\nSchools, Orange, N. J.\nPatterson, Carl E., Central High School,\nTulsa, Okla.\nPayne, I. D., Director of Training and\nPlacement, Arizona State Teachers\nCollege, Tempe, Ariz.\nPetty, Natalie Anne, 221 Park Ave.,\nPittsburgh, Pa.\nPitcairn, Cora, 549 Miller Ave., Clairton, Pa.\nPitcher, Honora L., Commercial High\nSchool, New Haven, Conn.\nPlenzke, O. H., Executive Secretary,\nWisconsin Education Association, In¬\nsurance Bldg., Madison, Wis.\nPorreca,\nensack, Lena,\nN. J. Broadway School, Hack¬\nPratt,\nIll. Adah,\n\nElgin High\n\nSchool, Elgin,\n\nPreble, Mrs. F. Blanche, 10855 Vernon\nAve., Chicago, Ill.\nPugh, Dorothy, 2129 W. Broadway, Mus¬\nkogee, Okla.\nPyle, Thomas W.. Princioal, BethesdaChevy Chase Senior High School,\nBethesda, Md.\nRalls, Mary C., 6529 Jefferson St., Kan¬\nsas City, Mo.\nRathbone, Albert J., District Superin¬\ntendent, Washington Union High\nSchool, Centerville, Calif.\nReid, Louise, Drexel, N. C.\nRemington, Pearl M. T., Assistant Super¬\nintendent, Department of Public\nSchools, E. Providence, R. I.\nRhea, W. L., Principal, Oak Street\nJunior High School, Burlington, Iowa.\nRhoades, Mrs. Barbara Snyder, 3920\nS. E. Belmont St., Portland, Ore.\nRives, V. C., Superintendent of Schools,\nSt. Joseph, La.\nRoberson, Avis K., 2224 Wetherbee St.,\nFort Worth, Texas.\nRoland, H. M., Superintendent of\nSchools, Box 390, Wilmington, N. C.\nRonda, Teckla, 703 Hubbard St., Racine,\nWis.\nRoss, Harry M., 803 E. Front St., Mis¬\nsoula, Mont.\nRowlett, Mrs. Eleanor P., 4828 W. Sem¬\ninary Ave., Richmond, Va.\nSchlagle, F. L., Superintendent of\nSchools, Kansas City. Kans.\nShaw, Mrs. Celia V., St. John Avenue\nSchool, Binghamton, N. Y.\nShawkey, Morris P., Morris Harvey Col¬\nlege, Kanawha County Library Bldg.,\nCharleston, W. Va.\nSheehan, Mary A., Vice-Principal, Wash¬\nington High School, Rochester, N. Y.\nShepherd, Grace M., Department of Edu¬\ncation, State Teachers College, Mary¬\nville, Mo.\nSmith, Ernest A., 538 E. Court Ave.,\nJeffersonville, Ind.\nSmith, Stanton E., 223 Morningside,\nChattanooga, Tenn.\nSnow, E. H., Principal, Lower Merion\nJunior High School, Ardmore, Pa.\nSnyder, Wayne T., Principal, Jefferson\nSchool, 1310 Wabash Ave., Kansas\nCity, Mo.\n\n"}
{"page": 773, "printed_page": null, "text": "Committee\n\nStaffelbach, Elmer H., Head, Depart¬\nment of Education and Teacher Train¬\ning, San Jose State College, San Jose,\nCalif.\nStaley, A. H., Superintendent of Schools,\nHastings, Nebr.\nStiles, Chester D., Superintendent of\nSchools, Westfield, Mass.\nStrickland, Rose, Principal, Powell\nSchool, Birmingham, Ala.\nStrong, Vera, Vicepresident, Texas\nClassroom Teachers Association, 1922\nBlodgett Ave., Houston, Texas.\nSullivan, Helen C., 77 Spruce St., Port¬\nland, Maine.\nSutherland, Anne, Walnut Hills High\nSchool, Cincinnati, Ohio.\nSwanson, Esther, Cissna Hotel, Belling¬\nham, Wash.\nSweet, Margaret, Director of Training,\nLewiston State Normal School, Lewis¬\nton, Idaho.\nTaylor, J. C., Superintendent, Living¬\nston Academy, Livingston, Tenn.\nTelfer, Annis R., 319 Broadway, Apt. 7,\nPueblo, Colo.\nTigert, John J., President, University\nof Florida, Gainesville, Fla.\nTownsend, H. E., Ruston, La.\nTracey, Earle T., Superintendent of\nSchools, Nashua, N. H.\nTravers, L. B., Assistant Superintendent\nof Schools, Los Angeles, Calif.\nVachon, Edmond J., Principal, Cabot\nHigh School, Cabot, Vt.\nVance, Una E., 2223 Routt, Pueblo, Colo.\nVan Patten, M. M., Superintendent of\nSchools, Emmett. Idaho.\n\n769\n\nMembers\n\nVan Tassel, C. D., 812 Dunwood Court,\nToledo, Ohio.\nWall, Erwin, Head, Commercial De¬\npartment, Washington Park High\nSchool, Racine, Wis.\nWatkins, R. H., Superintendent of\nSchools, Laurel, Miss.\nWeathersby, William H., Education De¬\npartment, State Teachers College,\nHattiesburg, Miss.\nWebster, Raymond C., 1224 Olive St.,\nCoatesville, Pa.\nWeeks, Zoraida E., Assistant Editor,\nNew\n\nYork\n\nState\n\nEducation,\n\n152 Wash¬\n\nington Ave., Albany, N. Y.\nWiley, Tom, Superintendent of County\nSchools, Albuquerque, N. Mex.\nWilliams, Margaret, Joseph Kohn High\nSchool of Commerce, New Orleans,\nLa.\nWilson, Mrs. A. R., Principal, Lakewood\nSchool, Durham, N. C.\nWilson, C. B., Principal, Carr Central\nHigh School, Vicksburg, Miss.\nWine, E. C., Principal, Alcott Ele¬\nmentary School, Wichita, Kans.\nWood, Julian C., 148 N. East St., Tooele,\nUtah.\nWoodbury, Mrs. Grace I., 4 Lakecroft\nCourt, Melrose, Mass.\nWoods, Ethel, Principal, South Side\nSchool, Jonesboro, Ark.\nWoods, Quata, 4313 Avondale, Dallas,\nTexas.\nZimmerman, M. B., Superintendent\nSchools, Wahpeton, N. Dak.\n\nof\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nMINUTES\n\nOF THE\n\nEducation\n\nAssociation\n\nNINETEENTH\nASSEMBLY\n\nREPRESENTATIVE\n\nSan Francisco, California, July 2-6, 1939\nFirst Business Session, Tuesday\n\nMorning, July 4, 1939\n\nThe first session of the Representative Assembly of the National Education Asso¬\nciation was held in the War Memorial Opera House, San Francisco at 9:00 A.M.,\nwith President Shaw presiding.\nPresident Reuben T. Shaw: I wish to open the Representative Assembly with an\nannouncement concerning a program that will occur this morning over a nation¬\nwide hookup, including both fairs, handled by the Council against Intolerance in\nAmerica. Prominent singers and speakers will participate. I make this announce¬\nment largely because the gentleman who will give the invocation this morning is\na member of the Committee in charge of the program.\nThe invocation will now be given by Rabbi Rudolph /. Coffee, president, Jewish\nCommittee for Personal Service, San Francisco.\n(The invocation was given.)\nPresident Shaw: We will have the report of the Committee on Credentials at\nthis time. Mr. Hargrave is chairman.\nE. B. Hargrave (Indiana) : The Committee on Credentials met in Conference\nRoom 403 of the Civic Auditorium at 3 P.M., on Monday, July 3, 1939, with thirtyfour members present. The secretary of Credentials reported that 1290 delegates\nhad registered. The Committee voted that all delegates properly certified be seated\nand that the registration of delegates close at 8:30 a.m., on Wednesday, July 5.\nThe following subcommittee was elected to make decisions covering any questions\nthat may arise pertaining to the seating of delegates for the year: E. G. Kuhn,\nWest Virginia; Anna J. Master son, Massachusetts; J. D. Williams, Alabama; and\nE. B. Hargrave, chairman. I move the adoption of this report.\n(Seconded by William Donelly of Michigan. The report was adopted as read.)\nPresident Shaw: The next order of business will be the adoption of the Rules\nof Procedure. Cornelia Adair, chairman of the Committee on Bylaws and Rules,\nwill present the report.\nCornelia S. Adair (Virginia) : Following are the Rules of Procedure for the\nconduct in the Representative\ngates and as amended:\n\nAssembly\n\nas printed in the Official Manual\n\nfor Dele¬\n\n1. Each state delegation shall elect a chairman. In the absence of a delegate\nonly an alternate shall take his place, and when there is more than one alternate\nof a state or local affiliated association the delegates of that association shall\nselect the alternate to act. (This pertains to the organization of each state delega¬\ntion, the first step being that each delegation shall elect a chairman.)\n2. There shall not be more than one nominating speech and two seconding\nspeeches for any one candidate. Nominating speeches shall be limited to five\nminutes and seconding speeches to two minutes each. There may be any number\nof seconds to nominations so long as there are only two seconding speeches.\n3. In all nominations by roll call of states, any two states may exchange their\nalphabetical positions, but no state shall by reason of such change be deprived\nof its opportunity to nominate or second.\n4. No member shall speak in debate more than twice during the same day to\nthe same question, nor longer than five minutes at one time, ‘unless permission\nis granted by a majority vote of the Representative Assembly at that session.\n5. All resolutions and all main motions submitted for consideration shall be\nin writing and shall be signed by the maker and the seconder.\n6. Resolutions for the Committee on Resolutions must be in the hands\n\nof the\n\nCommittee not later than noon of the second day of the convention, and such\nnotice shall appear in the Manual for Delegates and announcement be made by\nthe executive secretary on the first and second mornings of the convention.\n\n"}
{"page": 775, "printed_page": null, "text": "Representative\n\n7. The\n\nAssembly\n\nprinted copies of the report of the Committee\n\n771\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. “Section 2. In all voting on proposed amendments to the charter and on\nproposed amendments to the constitution or bylaws, written ballots shall be\nused whenever two hundred members of the Representative Assembly by peti¬\ntion or by standing vote shall indicate that ballot voting is desired. In case a\npetition for secret ballot is signed by at least two hundred members of the Repre¬\nsentative Assembly and filed with the executive secretary, he shall arrange for\nwritten ballots in accordance with the petition. State delegations may vote by\nballot. The results shall be announced by the chairman of each delegation as\nthe roll of states is called; such vote to be determined by the actual number of\ndelegates present at such meeting and voting. Upon the request of three delegates\nany state delegation must vote by ballot” (see Article XI, Section 2, of the\nbylaws) .\n10. In order to expedite the transaction of business the Official Program shall\nbe the order of the day. The Committee on Bylaws and Rules shall arrange\neach day the program for the period designated as “unfinished business” or\n“debate period.” Due consideration shall be given to the wishes of each com¬\nmittee chairman and other interested persons in arranging the length of time\nand the place on the “unfinished business program” of his particular report.\n11. There shall be an official parliamentarian to whom questions may be di¬\nrected thru the presiding officer only.\nI move the adoption of these Rules of Procedure.\n(Seconded and carried.)\nPresident Shaw:\n\nThe\n\norder of business as printed, with the exception of substi¬\n\ntuting “unfinished business” for “debate period” at the end of each agenda of the\nRepresentative Assembly, will become the order of the day.\n(Motion to adopt was carried unanimously.)\nPresident Shaw: I should like at this time to introduce our parliamentarian. For\nseveral years we have had Mr. Bottolfsen who this year is governor of Idaho and\nwho definitely planned to be here. Circumstances have made it impossible for him\nto be here, but he has sent to us the speaker of the house of representatives of the\nstate of Idaho, and I should like to ask Mr. Horsley to stand at this time.\nThe next in order of business is the reading of the minutes of the New York\nmeeting. They are printed in abbreviated form in your Delegate’s Manual.\nJoseph H. Saunders (Virginia) : I move the minutes be approved as printed.\n(Seconded by Mr. Bowman of Oregon and carried.)\nPresident Shaw: The next item of business is the nomination and election of\nmembers of the Publishing Committee. Nominations are now in order.\nEmily Tarbell (New York) : I nominate Sara Fahey of New York\ndid such splendid service on the Committee last year.\n\nCity, who\n\nThomas Francis (Pennsylvania) : I place in nomination Helen E. Wilson, presi¬\ndent of the Pittsburgh Teachers Association.\nHomer Anderson (Nebraska): I wish to place in nomination Pearl Donoho of\nOmaha.\nHelen Holt (California) : California wishes to place in nomination\nSmith of Los Angeles.\nGrover Stout (Michigan) : I nominate Mary Farnsworth of Detroit.\nPresident Shaw: Are there further nominations?\n\nJohn\n\nAllen\n\nDelegate from Pennsylvania: I move that nominations be closed.\n(Seconded by Mr. Stout. Carried unanimously.)\nL. Frazer Banks (Alabama) : I move that the secretary be instructed to cast a\nunanimous ballot for these five nominees.\n(Seconded by Mr. Smith. Carried unanimously.)\nPresident Shaw: The secretary will announce the election.\n\n"}
{"page": 776, "printed_page": null, "text": "772\n\nNational\n\nEducation\n\nAssociation\n\nExecutive Secretary Willard E. Givens: The ballot is cast and I announce the\nelection of Sara H. Fahey, New York; Helen Wilson, Pennsylvania; Pearl Donoho,\nNebraska; Mary Farnsveorth, Michigan; and John Allen Smith, California.\nPresident Shave: Will the Committee organize and proceed with the work of\nthe Committee? We shall now proceed with the report of the Committee on Bylaws\nand Rules, Miss Adair.\nMiss Adair: Before presenting the proposed amendments to the N.E.A. Bylaws\nprinted on pages 7, 8, and 9 of the Official Manual for Delegates, I have been\nrequested by the Committee on Bylaws and Rules to make the following statement:\nThe title as printed in the program is somewhat misleading. The only part that\nthe Committee on Bylaws and Rules has taken in the matter of amendment to the\nN.E.A. bylaws and rules is to put such recommendations in correct form for print¬\ning in the May issue of the Journal.\nThe Committee on Bylaws and Rules does not assume responsibility for any\namendments. It is customary to print in the May Journal and in the Official Manual\nfor Delegates all amendments to the N.E.A. bylaws proposed for the consideration\nof the Representative Assembly. All of the amendments proposed at the New York\nCity convention and printed in the Journal may be adopted by a two-thirds vote\nof the delegate assembly. The others will require unanimous consent unless the\namendment to Article XI, Section 1, be unanimously adopted.\nThere are two amendments to standing rules offered. These may be adopted by\na two-thirds vote.\nIt is not necessary for any of these recommendations to be brought up unless\nthe former proposers or some other members of the delegate assembly wish to bring\nthem up. Blanks have been prepared for the use of anyone who wishes to move\nthe adoption of any given proposal.\nThe Canal Zone was left out of the list of states and territories. Please add\n“Canal Zone” to Group 6. It will then read, “Mississippi, Arkansas, Louisiana,\nCanal Zone.” In Article I, Section 8, add the words “National Education Associa¬\ntion.” It will then read “. . . dues paid in the National Education Association.”\nPresident Shave: The report is now before you. I should like to take the amend¬\nments up one by one beginning with the last one that is printed which is an amend¬\nment to Standing Rule 4.\nMartin Wilson (New York) : I move that Standing Rule 4 be amended by the\naddition of the following: “Provided, however, that the requirement of member¬\nship in a state association for a candidate for National Education Association direc¬\ntor from a city having 10,000 or more National Education Association members as\nof May 31 may be waived by a majority vote of the National Education Association\ndelegates present from that state.”\nFred D. Cram (Iowa) : I second the motion and wish to report that the Board\nof Directors voted to recommend this amendment to Standing Rule 4.\nPresident Shave: The motion is before you. Are there any remarks? All in favor\nsay “aye,” opposed “no.”\n(Division was called and rereading of the motion was\nreread.)\n\nrequested. The\n\nmotion was\n\nPresident Shave: The parliamentarian suggests that we have a standing vote.\nWill those in favor please stand? I do not believe a count is necessary but if anyone\nwishes it after putting the other side, we will have the vote repeated and counted.\nWill those opposed please stand? There appears to be no question of a two-thirds\nvote for the adoption of the amendment. It is so ruled.\nThe next item which we will take up is the proposed amendment to Article II,\nSection 1(b).\nMr. Wilson: I move that Article II, Section 1(b) be amended by the addition of\nthe following paragraph:\nProvided, however, that any state which has 20,000 or more paid members of\nthe National Education Association as of May 31 preceding the annual meeting\nshall be entitled to a second Director.\n\n"}
{"page": 777, "printed_page": null, "text": "Representative\n\n773\n\nAssembly\n\nMr. Cram: I second the motion and wish to report that the Board of Directors\nvoted to support and recommend to the Representative Assembly the first of the three\nproposals for an amendment providing for a second state director as printed in the\nOfficial Manual for Delegates.\n(The motion was carried.)\nPresident Shaw: I should like next to bring to your attention for consideration\nseveral items dealing with vicepresidents. You will find several proposed amend¬\nments to Article II, Section 1(a). There are two very definitely distinct items\ncontained therein, one dealing with the matter of a second vicepresident, and the\nother with the matter of regional vicepresidents. Article II, Section 1(b) is also\nincluded in this group as is Standing Rule 4.\nBefore taking any action I should like to announce that having heard much\ndiscussion pro and con in regard to the merits of some of these proposals, and having\nno actually signed resolution before me here, the matter may not be necessarily called\nup. In fairness, however, to the Representative Assembly, I am making that state¬\nment, and then I shall hesitate for a moment to see if anyone has a specific motion.\nIf not, again I shall ask Mr. Cram to make a statement from the Board of Directors,\nand we will take appropriate action. If no one makes a motion, I shall call upon\nMr. Cram. Mr. Cram, will you make a statement in behalf of the directors?\nMr. Cram: The Board of Directors voted to propose that Article II, Section 1(a)\nhaving to do with certain changes in that section respecting vicepresidents; and\nlikewise Article II, Section 1(b) be laid on the table for one year. During the\nyear, of course, the sections indicated will remain in force as they now appear in\nthe bylaws.\nPresident Shaw: In view of the fact that there is no motion before the house,\nI take it that a motion to lay on the table is out of order. In fairness to all of those\nconcerned, I should like to make a ruling, subject to your approval, that the pro¬\nposals contained herein shall be regarded as presented to the Representative\nAssembly to lie over for one year for such disposition as the Representative Assembly\none year from now may desire. Hearing no objection, the matter will be disposed\nof that way.\nI should like to propose that in preparing this material for the May Journal\nof next year, the matter be presented in such a way that the issue of the second\nvicepresidency, as contained herein, shall be made separate and distinct from the\nproposal dealing with regional vicepresidents.\nIf there is no objection, this question will lie over for consideration next year.\nHearing no objection, it is so ordered.\nI believe that takes care of the disposition of all items, except the proposal\ndealing with Article III, Section 2.\nMiss Adair: I move that Article III be amended by the addition of a new\nsection which shall read as follows: “The vicepresidents of the Association shall\nserve as assistants to the president for such services as may be required of them.”\nMr. Cram: I second the motion and wish to report that the Board of Directors\nexpressed approval of the addition of a new Section 2 to Article III of the bylaws\nand of the necessary renumbering of other sections of Article III in accordance\nwith the change thus made.\n(Carried unanimously.)\nPresident\n\nShaw:\n\nBefore\n\npresenting\n\nthe proposed\n\namendment\n\nto Article I, Sec¬\n\ntion 8, I wish to ask unanimous consent to add the words “in the National Educa¬\ntion Association” at the end of the paragraph. Hearing no objection, we will pro¬\nceed.\nMiss Adair:\n\nI move\n\nthat Article I, Section 8, of the bylaws\n\nbe amended\n\nto read\n\nas follows: “The right to vote, to serve as a delegate in the Representative Assembly,\nand to hold office in the Association or in any department thereof shall be limited\nto active members whose dues are paid. The right to vote and to hold office in the\nNational Council of Education shall be limited to the membership of the said\nCouncil whose\n\ndues are paid in the National\n\nEducation\n\nAssociation.”\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNational\n\nEducation\n\nAssociation\n\n(Seconded by Mr. Cram. Carried.)\nMiss Adair: I move that Article II, Section 9 of the bylaws\n\nbe amended\n\nto read\n\nas follows: “The Representative Assembly shall adopt rules of procedure which\nshall not conflict with the charter and bylaws of the Association. It shall recommend\nan equitable plan for paying some part of the expenses of delegates to the annual\nbusiness meeting of the Association.”\nThis is what we have done for some years. That is all we can do with our\nfinances as such. The proposed amendment merely clarifies.\n(Seconded by Mr. Cram. Carried.)\nMiss Adair: I move that Article III, Section 4(b) of the bylaws be amended by\nstriking out the words “and the Committee on Bylaws and Rules.”\n(Seconded by Mr. Cram. Carried.)\nMiss Adair: I ask unanimous consent to delete the following from Article XI,\nSection 1 :\n. provided that these bylaws may be amended at the annual meeting\nof the Representative\n\nAssembly\n\nin 1939 by a two-thirds vote if such amendment\n\nbeen printed in the May Journal of the National\n(Seconded by Mr. Cram. Carried.)\n\nEducation\n\nhas\n\nAssociation.”\n\nMiss Adair: I move that Standing Rule 4 be amended to read as follows: “At the\nfirst business meeting of the Representative Assembly on the second day of the\nannual meeting of the Association nominations for the following officers shall be\nmade: President, . . . On the fourth day of the annual meeting, officers shall be\nelected from the candidates by the delegates of the Representative Assembly by\nballot. . . .” This\nnecessary in 1938.\n\ndeletes the provision\n\nfor voting on the third day which\n\nwas\n\n(Seconded by Mr. Cram. Carried.)\nMiss Adair: Last year there was presented at New York an amendment which,\nin some way, was not included in the amendments to the bylaws printed in the\nJournal and Manual. I wish to present it now and ask that it lie over until next\nyear for a vote.\nIt would be an amendment to Article II, Section 3, as follows: “Within a given\njurisdiction, however, the local education association maintaining an affiliation\nwith the state education organization shall have priority in affiliating with the\nNational Education Association; and, when such local organization so requests, it\nshall be the sole local National Education Association affiliate within such\njurisdiction.”\nThe Executive\n\nCommittee\n\nfelt that this was\n\na local affair, but those presenting the\n\namendment are quite anxious that it be studied and presented for action next year.\nI, therefore, present this to you and ask that it lie on the table until next year\nfor study.\nPresident\n\nShaw:\n\nMiss\n\nAdair\n\nhas presented\n\nthis proposition to you and, under\nour bylaws, there need be no further announcement. It shall appear in the minutes\nand be printed in the May Journal for your consideration next year. If there is no\nobjection, the ruling stands that way.\nWe shall proceed to the next order of business.\nLouis Nusbaum (Pennsylvania) : Before you leave the matter of bylaws, may I\ncall attention to what may be a trifling matter, but it seems to me of some im¬\nportance. In the amendments which you have just acted upon, the expression\n“N.E.A.” is used, and not “National Education\nthe full term is used. May that be cleared up?\n\nAssociation.”\n\nAll thru the bylaws\n\nPresident Shaw: I think Mr. Nusbaum’s point is well taken, that in the bylaws\nwe should have the name spelled out in full, and unless there is some objection we\nwill so rule.\nPresident Shaw: We now come to the announcement for arrangements for voting.\nMr. Galbraith, superintendent of schools, McGill, Nevada.\nC. Layton Galbraith (Nevada) : The voting for the officers will take place on\nThursday between the hours of 8:00 A.M. and 6:00 P.M., in the Civic Auditorium\nnear the desk where\n\nyou received your delegate’s badge.\n\n"}
{"page": 779, "printed_page": null, "text": "Representative\n\nPresident Shaw: Nominations\ncall the roll of states.\n\n775\n\nAssembly\n\nfor president are now\n\nin order. The\n\nsecretary will\n\nSecretary Givens: We shall proceed to call the roll of states. Alabama.\nAlabama: Alabama yields to South Dakota.\nR. L. Hunt (South Dakota) : It is indeed a pleasure and an honor to present a\nlady for our next N.E.A. president who, by training, experience, and activities, is\nwell qualified for this high honor and responsibility. Her training has been in the\nleading colleges and universities in the South. Her experience has been that of a\nteacher and principal in elementary and secondary fields.\nShe has defined an elementary principal as a chore boy, and I think all of us\nwho have been principals realize that that may have more truth than we think it has.\nThose who have worked with her on committees in the N.E.A. for the past five or\nsix years know she not only assigns responsibilities, expects us to do them, and sees\nthat we do them, but she also does many of the chores herself.\nHer activities in the city and state and in the N.E.A. have given her valuable\nexperience for this high honor. She has been the president of the teachers organiza¬\ntion of her city and of her state and, as many here know, has been active in the\nN.E.A. for a number of years as secretary and chairman of the Resolutions Com¬\nmittee, and for the past two years she has been on the Executive Committee.\nShe is from a southern state that has made quite a record. This is something\nwhich all the states have been endeavoring to do. Unfortunately, few states have\nsucceeded as her state has in carrying out an effective and sound tenure and retire¬\nment law. Her state has made by far the greatest gain in membership in the N.E.A.\nduring the past year, as you have no doubt noted in your Manual.\nShe is described by those who know her and have worked with her as a vigorous\nand conscientious\nwith her work.\n\nworker,\n\na clear thinker who\n\ncombines\n\ndignity and self-possession\n\nTherefore, we ask you as members of this Representative Assembly to give your\nendorsement of, your support to, and your vote for Amy Hinrichs, of New Orleans,\nLouisiana, for our 1940 president of the National Education Association.\nL. E. Frazar (Louisiana): Mr. President and representatives: It is my pleasure\nand privilege to represent the entire teaching profession of Louisiana in seconding\nthe nomination of Amy Hinrichs. She has for many years been a leader in education\nin Louisiana. As author of the Teacher Retirement Act of the state of Louisiana, I\nfound Amy Hinrichs responsible in a large measure for the passage of that\nsplendid bill. As a member of the Educational Committee of the house of repre¬\nsentatives of Louisiana, it was thru the splendid efforts of Amy Hinrichs that we\nhave the excellent tenure law in Louisiana today. We have accorded Miss Hinrichs\nevery available honor that it is possible for the teachers of Louisiana to give any\none person, and it is with our sincere pleasure that we commend to you her can¬\ndidacy as president of the N.E.A. to carry on the splendid administration of this\nwonderful organization as it has been carried on in the past several years. We, the\nteachers of Louisiana, 100 percent, endorse the candidacy of Amy Hinrichs.\n(The nomination of Amy Hinrichs was seconded by the following states: Arkansas,\nFlorida, Georgia, Hawaii, Indiana, Maine, Massachusetts, Minnesota, Mississippi,\nMontana, New Jersey, North Carolina, North Dakota, Ohio, Oklahoma, Oregon,\nPennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Vermont, Virginia,\nWashington, Wyoming.)\nPresident Shaw: We will now proceed to the nomination of vicepresidents. The\nSecretary will call the roll.\nSecretary Givens: Roll call for vicepresidents. Alabama.\nAlabajna: Alabama yields to Tennessee for the nomination of a former Alabaman.\nS. L. Ragsdale (Tennessee) : In nominating a person for the vicepresidentcy, I\nwish to present one who has this year doubled in his own city the membership in the\nN.E.A., one who has been invited to address half of the forty-eight state associations,\nand who therefore would be a most valuable assistant to the new president in pre¬\nsenting the cause of the N.E.A. before educational gatherings.\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\nHe has been for eight years a paid member in the local city teachers leagues,\nwhite and Negro, in the state association and a life member in the N.E.A. He is a\nYale graduate, B.A. and M.A., with three years of further graduate training in\nschool administration at Peabody College. He has taught in every type of school,\nfrom the village school to the city superintendency. He has never sought offices in\nany educational gatherings, but when he was a college professor in South Carolina\nhe was conscripted for the presidency of their state association and the East Ten¬\nnessee Education Association elected him president without his knowledge while he\nwas away helping a Negro teachers association. He has been for eight years a hard\nworking member of N.E.A. committees without ever seeking an office in those\ncommittees.\nIn his present city superintendency at Knoxville, Tennessee, he successfully pro¬\ntected this year thirty-one married women teachers whom the schoolboard was\nabout to dismiss. His city pays above its salary schedule, has a tenure law, pension\nsystem, equal salaries for men and women, a credit union for each race, and\nis noted for the democracy of its school administration.\nIt gives me unusual pleasure to present at this time Harry Clark, superintendent\nof schools, Knoxville, Tennessee, as one of the vicepresidents. I am sure he has\ndone a splendid service on the Resolutions Committee, and I know most of us\nknow about it.\nAlaska:\n\nAlaska yields to Massachusetts.\n\nE. J. McIntosh (Massachusetts) : Massachusetts is happy to present for your con¬\nsideration as a candidate for the office of vicepresident, and for re-election, N.\nEliot Willis.\nHarold W. Smith (Arizona) : Arizona wishes to place in nomination for the\noffice of vicepresident of the National Education Association the president of the\nstate teachers association. I do not have time to tell you all the good things I know\nabout Jimmy Clark, but you will have to come down to Arizona to find out some\nof them for yourself.\nIn Arizona 53 percent of our teachers are members of the National Education\nAssociation. Forty-seven percent of them are roaming around out in the bushes\nsome place. Jimmy Clark has agreed to go out on horseback, at his own expense,\nand round up the other 47 percent for members in the National Education Asso¬\nciation, provided you give him this job without salary.\nHelen Holt (California) : I wish to place in nomination Mrs. Laurel Olson\nKnezevich of Los Angeles. Mrs. Laurel Olson Knezevich is the retiring president\nof the Los Angeles Elementary Teachers Club, and has served the National Educa¬\ntion Association as vicepresident the past year.\nNellie V. Thompson (Colorado) : For Colorado, we wish to nominate Ralph B.\nJejikins, who is superintendent of schools of Englewood, a suburb of Denver. Mr.\nJenkins is superintendent of a city that is a mile high. His ideals as an educator are\nas high as the city in which he works. We are happy to present Ralph B. Jenkins\nas a candidate for vicepresident of the N.E.A.\nHawaii: We yield to California.\nIndiana: Indiana seconds the nomination of Mr. Jenkins, of Colorado.\nMr. Stout: Michigan nominates for vicepresident M. A. Kopka, superintendent\nof schools of Hamtramck, Michigan. Mr. Kopka is a successful school man and\na popular fellow thruout our state. He is sitting right here beside me, and if you\nwould see his smile you would all vote for him without question.\nMinnesota: Minnesota is pleased to second the nomination of Mrs. K?iezevich, of\nCalifornia.\nMr. Anderson:\n\nNebraska\n\nwishes to place in nomination\n\nthe high-school faculty of Lincoln, and\nassociation of our state.\n\na former\n\nSarah\n\nMuir, member\n\nof\n\npresident of the state teachers\n\nM. J. Clarke (Nevada) : Nevada wishes to place in nomination for vicepresident\nof the N.E.A. the name of Paul Thurston, superintendent of schools of Overton,\nNevada.\nIV. L. Fidler (New\n\nJersey) : New\n\nJersey wishes to place in nomination\n\nthe name\n\n"}
{"page": 781, "printed_page": null, "text": "Representative\n\nof a favorite son, Lester A. Rodes, who\n\nAssembly\n\nhas served\n\nas state director, and\n\n777\n\nduring\n\nthe past year has served as one of the vicepresidents. Mr. Rodes is known and ad¬\nmired by all who know him. We really have a short name for him. Although he\ndoes not come from the western plains, we call him “Dusty” Rodes and “Dusty”\nRodes is one real swell fellow. I know he will make a splendid vicepresident for\nthis Association.\nGeorge Skevues (North Dakota) : North Dakota takes pride in presenting to you\na man who will be a real help to our unanimously nominated president. We wish to\nnominate and ask your consideration of B. C. B. Tig he. Lest you might not know\nhow to spell that name, I will tell you it is Irish and it is spelled T-i-g-h-e.\nMr. Tighe is an able speaker, an ardent supporter of educational causes, a\nleader in his own state, and a man who can stand an awful lot. He came out here\nwith me, and part of the time we stayed at tourist camps and he had to sleep with me\nat night, so you know he can stand a lot of work.\nKate Frank (Oklahoma) : Oklahoma wishes to place the name of J. Carl Connor,\nelementary principal of Oklahoma City, as one of the vicepresidents. Mr. Connor\nis a life member of the National Education Association and he is a real friend\nof education and a real friend of the teachers and has helped greatly with the\nN.E.A. membership in the state of Oklahoma the past year.\nMarie Lessing (Oregon) : Oregon wishes to place in nomination a classroom\nteacher who has served as president of the Portland Grade Teachers Association,\nwho is now president of the Oregon State Teachers Association, who is a member\nof the board of the Inland Empire Education Association, and who has been an\nactive member of the N.E.A., Birdine Merrill of Portland, Oregon.\nMr. Nusbaum: The delegation from Pennsylvania desires to place in nomination\nas their unanimous choice Arthur W. Ferguson, superintendent of schools of York,\nPennsylvania.\nL. E. Miner (South Dakota) : South Dakota wishes to place in nomination the\nman who just nominated Miss Hinrichs to the office of president, R. L. Hunt of\nMadison, South Dakota.\nWashington: Washington wishes to second the nomination of Miss Merrill.\nSecretary Givens: The roll call for nominations for vicepresidents has been\ncompleted.\nPresident Shavo: We shall now proceed to the nomination of treasurer. Secretary\nGivens will call the roll.\nSecretary Givens: Roll call for treasurer. Arizona.\nArizona: Arizona yields to Ohio.\nWalton B. Bliss (Ohio): Air. President and members of the delegation: Last\nDecember, in the closing days of the year, as he was returning from the convention\nof the Ohio Education Association, an automobile accident took the life of R. E.\nOjfenhauer, of Ohio, then treasurer of the National Education Association. Subse¬\nquent to that, the Executive Committee of the N.E.A. elected to fill the vacancy\nSuperintendent B. F. Stanton, of Alliance, Ohio, whom it is my pleasure to place\nin nomination here this morning. For the position of treasurer, it seems to me you\nneed a man who has a nice balance of conception of the legitimate goals and pur¬\nposes of expansion of the Association, willing to loosen the purse strings when\nnecessary, and yet with that proper tinge of conservatism that makes him a good\nguardian of the Association’s treasury.\nSuperintendent Stanton has had a fine record of service in professional affairs.\nFor sixteen years in Ohio he was executive secretary and treasurer of the Northern\nOhio Teachers Association, a body of 16,000 teachers, our largest district group.\nHe voluntarily surrendered the duties of that position in December last. During\nthose sixteen years he handled thousands and thousands of dollars, and no questions\nwere ever raised, nor did any auditor ever discover anything but the finest integrity\nin the handling of those funds.\nMr. Stanton was honored by being twice elected to the presidency of the Ohio\nEducation Association, which is an honor which has not come frequently in our\nstate. Two\n\nand one-half years ago he relinquished his last term as president of the\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNational\n\nEducation\n\nAssociation\n\nO.E.A. Mr. Stanton, concluding his work in New York last summer, was for four\nyears the Ohio director for the National Education Association. The confidence of\nthe people of Ohio, the teachers of Ohio, and the school executives has always been\naccorded him.\nHis record of experience, his record of service, his short term of five or six\nmonths in the post of treasurer of the N.E.A. all commend him to you, I believe,\nas a fine choice for treasurer. We hope you will give him your unanimous support.\n(The nomination of Mr. Stanton was seconded by the following states: Colorado,\nConnecticut, Hawaii, Kentucky, Louisiana, Michigan, Nebraska, North Dakota\nPennsylvania, Texas, Virginia, West Virginia.)\nPresident Shaw : We shall now proceed to the nomination for members of the\nExecutive Committee.\nIF. B. Mooney (Colorado)\nExecutive Committee are?\n\n: May\n\nwe\n\nknow\n\nwho\n\nthe outgoing\n\nmembers\n\nof the\n\nPresident Shaw: The three members elected by the Representative Assembly at\nthe New York City convention were: Mrs. Myrtle Hooper Dahl, Minnesota; Albert\nShaw, California; Sidney B. Hall, Virginia.\nSecretary Givens: We shall proceed with the roll call. Alabama.\nAlabama: Alabama yields to Illinois.\nB. F. Schaefer (Illinois) : Illinois wishes to place in nomination for membership\non the Executive Committee of the National Education Association John Thalman,\nof Waukegan, Illinois.\nMr. Thalman, for a number of years, has been superintendent of one of the\nfinest school systems in our state, located in the North Shore area. For the past\nyear he has been the N.E.A. director from Illinois. He has served our Association\nwell and has been very efficient in all his work, and we earnestly solicit the support\nof his candidacy.\nAlaska: Alaska yields to Virginia.\nMrs. Edith B. Joynes (Virginia) : Virginia\n\nnominates\n\nSidney\n\nB. Hall, state\n\nsuperintendent, for re-election on the Executive Committee of the N.E.A.\nMr. Hall is chairman of the Legislative Commission of the N.E.A. He has worked\nuntiringly on this committee and has done a splendid piece of work. He has also been\nan excellent leader for education in the state of Virginia. We will appreciate your\nsupport.\nHelen Holt: California wishes to place in nomination the name of Albert Shaw,\nof Los Angeles. Mr. Shaw has long been active in the work of the National Education\nAssociation. He served on the Executive Committee for California last year, and\nwas chairman of the Committee on Cooperatives, which has given such a fine report.\nM. S. Jarrett (Delaware) : Delaware nominates John Schilling, superintendent of\nsecondary education. He is very popular in Delaware, and I assure you he will\nmake a fine executive.\nHawaii: Hawaii would like to nominate Palmyra Reis. She is a classroom\na live wire, and a life member of the N.E.A.\nIndiana: Indiana seconds the nomination of Mr. Thalman of Illinois.\n\nteacher,\n\nIF. P. King (Kentucky) : My old Kentucky home would like to place in nomina¬\ntion the name of tFilliam S. Taylor, dean of the college of education of the University\nof Kentucky.\nMr. Taylor is known thruout the nation as a leader in education. He has served\nin important positions from the West Coast to the East Coast. He has been a\ndirector of our National Education Association from Kentucky for a number of\nyears, has served as president of our association, and his recent service on the\nReorganization Committee for the constitution of the National Education Association\nhas been a conspicuous service, and I am sure he has been appreciated by every¬\nbody who knew something of the tremendous task which that work involved.\nI have great pleasure in saying that the entire delegation from Kentucky requests\nthe nomination of Mr. Taylor and we very respectfully solicit your support for\nhim as a member of the Executive Committee of the National Education Association.\n\n"}
{"page": 783, "printed_page": null, "text": "Representative\n\nDaisy Brown\n\n(Minnesota)\n\n: The\n\n779\n\nAssembly\n\nnaturalist, Thoreau,\n\nonce asked an old gardener\n\nhow many potatoes he could dig in a day. “Well,” replied the old gardener, “I\ndon’t keep any account. I just scratch away and let the day’s work praise itself.”\nMinnesota remembers the words of that old gardener as she recalls that the\nthree hundred and sixty-five days’ work of one of her most distinguished teachers\nis closing as a member of the Executive Board of the N.E.A. Minnesota commends\nto you the work of Mrs. Myrtle Hooper Dahl. The extraordinary success of this\nwoman in her classroom in Minneapolis is colored only by the work that she has\ndone with zeal and effectiveness for you and for me on the Executive Board of\nthe N.E.A. Her work praises itself. She never praises it. With zeal and humility\nshe performs every task that is given to her, with kindness, with consideration,\nwith broad-mindedness.\nWe commend to you, for voting again this year, the return of Mrs. Myrtle Hooper\nDahl, of Minneapolis, to the Executive Board of the National Education Association.\nMississippi: Mississippi wishes to second the nomination of Sidney B. Hall.\nNew Jersey: New Jersey wishes to second the nomination of Sidney B. Hall.\nHelen Bradley (Ohio) : In order to recognize the long service and worth of a\nformer Ohioan, Ohio wishes to second the nomination of John Thalman.\nOregon: Oregon wishes to second the nomination of Mrs. Dahl.\nTexas: Texas wishes to second the nomination of Mrs. Myrtle Hooper Dahl.\nW est Virginia: West Virginia wishes to second the nomination of Sidney B. Hall.\nSecretary Givens: The roll call on the Executive Committee is finished.\nPresident Shaw: This completes the nominations that are made for the nation\nas a whole.\nUnder our program of electing directors for three-year terms, the terms expire\nat this time for only seventeen directors. We have one vacancy to be filled. The\nsecretary will call the roll of states concerned.\nSecretary Givens: The names nominated from the various states will be printed\non the ballot.\n(A recess of four minutes was declared.)\nPresident Shaw: Please be seated with your\nannouncement.\n\ndelegation. Mr.\n\nGivens\n\nhas\n\nan\n\n(Secretary Givens made an announcement regarding a reception on Treasure\nIsland on Friday, July 7, and introduced Mrs. Vesta Muehleisen, administrator of\nEducational Exhibit, Hall of Science Building, who extended a personal invitation\nto all delegates to attend.)\nPresident Shaw: I should like to call your attention to the fact that by resolution\nadopted a couple of years ago delegates meet by states at five o’clock on Tuesday\nfor purposes of considering any matters of particular business before their groups.\nOn this occasion, these two state delegations will have as a definite item of business\nthe nomination of a second director.\nI should like unanimous consent at this time to authorize the present state director\nof each of those states to present to our executive secretary, as soon as possible\nafter that meeting, the nominee for the second director, and that it be so assumed\nas having been received by the Representative Assembly. Do I hear any objection?\nSo ruled.\nWe\nRural\n\nwill now\nTeacher.\n\nproceed to the report on the Committee\n\non Economic\n\nStatus of the\n\nSecretary Givens: William McKinley Robinson, chairman of this committee, is\nnot able to be at the convention. I have his printed report. A summary of his report\nis also in the Summary of Committee Reports. I suggest that the summary of the\nreport of this committee, as printed, be accepted.\nPresident Shaw: If there is no objection, the proposal just heard will be adopted.\nHearing no objection, so ruled.\n(The report is printed on page 882 of this volume.)\nPresident Shaw: The next item will be the report of the Committee on Credit\nUnions, James E. Moran, national director, Connecticut Credit Union League,\nWaterbury, Connecticut, being the chairman of this committee.\n\n"}
{"page": 784, "printed_page": null, "text": "780\n{Mr. Moran\n\nNational\n\nEducation\n\nread the report which\n\nAssociation\n\nis printed on page 880 of this volume.)\n\n(Upon motion made by Mr. Moran and duly seconded, the report of the com¬\nmittee was adopted.)\nPresident Shaw: We will now proceed to the next item of business, the report\nof the Committee on Salaries, by Clara L. Jahnke, classruom teacher, Spokane,\nWashington, member of the committee.\n(Miss Jahnke read the report which is printed on page 916 of this volume.)\nMiss Jahnke: I move the adoption of this report.\n(The motion was regularly seconded.)\nPresident Shaw: You have heard the motion for the adoption of this report.\nIt contains therein a matter that may involve both budget, finance, and headquarters\nstaff. I wonder how you would care to handle it. If you are willing, it might be\nwell to have the recommendation contained therein referred to the Executive\nCommittee to be carried out to the fullest extent possible under budget conditions.\nSara H. Fahey (New York) : I move to refer it to the Executive Committee.\n(The motion was seconded and carried.)\nPresident Shaw: We will proceed to the next order of business, the report of\nthe committee on All-Inclusive\nPennsylvania, chairman.\n\nMembership,\n\nHarvey\n\nE. Gayman,\n\nstate director for\n\nHarvey E. Gayman (Pennsylvania) : The All-Inclusive Membership Committee\nwas appointed the latter part of January. It held a meeting at the time of the\nCleveland convention. It discussed at that time the desirability of an all-inclusive\nmembership card, the use of the card as an enrolment device, the preparation of\nspecially designed cards to be retained by individual members as a receipt and\nidentification record, the adaptability of the cards requisite to show special af¬\nfiliated department membership, and the gradual applicability and use of such\ncards in local and state situations with a minimum of interference with present\nefficient membership machinery now in operation.\nThe Committee is not conscious of any objection to the philosophy of all-inclusive\nmembership. The Committee does recognize that there are certain difficulties\nof administration to make the application of all-inclusive membership nationwide\nin every state organization and in every local organization.\nWith this in mind, N.E.A. headquarters has designed and, I believe, has sent\nto all state directors as a preliminary card, a form which may be used for allinclusive membership enrolment. In addition, the N.E.A. headquarters has designed\nan individual card which may be held by those who join the national, state, and local\nprofessional organizations, this card having a symbol on it of the triangle, with the\nNational Education Association as the base, the local association on the left, and\nthe state association on the right, signed by the president of the National\ntion Association and by the executive secretary, and it reads as follows:\n\nEduca¬\n\nProfessional Education Associations All-Inclusive Membership. John Doe,\nactive member of the local, state, and national professional education associa¬\ntions, with dues paid for the current year, 1939-40.\nReuben T. Shaw, President\nWillard E. Givens, Secretary\n\nIt is the opinion of the Committee,\n\nand evidence presents itself from the records\n\non page 92 of the Official Manual that the use of all-inclusive membership cards\nand enrolment cards particularly stimulates and increases membership in all three\norganizations.\nForms, as I said, have already been prepared. The Committee urges that use\nbe made of them; if not by state adoption, at least by areas which have had or\naim to secure 100 percent enrolment in local, state, and national organizations.\nI move the adoption of this report.\n(The report is printed on page 873 of this volume.)\nPresident Shaw: Moved by Mr. Gayman and seconded by Mr. Cram that this\nreport be adopted. I should like to ask unanimous consent that it be adopted, and\nhearing no objection to that we will so regard it.\n\n"}
{"page": 785, "printed_page": null, "text": "Representative\n\nAssembly\n\n781\n\nBefore proceeding to the next item of business, I have received here a motion\nwhich bears upon some of the same thought and spirit involved in this all-inclusive\nmembership, sent to me by delegates representing two states. I should like to read\nit, and then I should like to ask if you will be willing to refer it to the meeting\nof the Board of Directors this afternoon for such comment as they may want to\nmake, and that the motion then come up for disposition tomorrow. I am directing\nthat request primarily to the mover and the seconder, C. P. Archer of Minnesota,\nand IV . L. Fidler of New Jersey, but I am also directing it to the Assembly as a\nwhole.\n\nIt is a motion that a committee be formed by the Executive Board of the N.E.A.\nincluding a representative selected by each state association and representatives\nof the Executive Board to formulate a plan for a great national association which\nwill unite local, state, and national associations into one body of teachers.\nThe Executive Board shall take such steps as necessary to bring such a plan\nbefore national and state groups for consideration. The Executive Board and this\ncommittee shall have authority to devise ways and means of translating the ap¬\nproved plan, in a new constitution if it seems desirable, and submit the same for\nadoption by local and state groups.\nThe matter before you now is whether all of you will accept my request that\nthis be referred to the Board of Directors for comment, and bring it to you to¬\nmorrow. Is there any objection? Hearing none, it wTill be so ordered.\nThe next order of business is the report of the National Council of Education.\nThe report will be presented by L. A. Pechstein, University of Cincinnati, president\nof the Council.\n(Mr. Pechstein read the report which is printed on page 870 of this volume.)\nMiss Adair: I move the adoption of the report.\n(Seconded by Mr. Cram. Carried.)\nPresident Shaw: Mr. Orville C. Pratt, past president of the Association, will\nmake an announcement regarding the Appraisal Committee.\nMr. Orville C. Pratt (Washington) : I only wish to remind you that there were\ndistributed this morning blanks for you to use. It is necessary, if the Appraisal\nCommittee is to give a just appraisal of this convention, that we have your coopera¬\ntion. It is possible that not enough blanks to go around were distributed this morn¬\ning. There will be others here available for distribution tomorrow. On Thursday\nmorning, before the morning session is over, a period will be given for the collection\nof these blanks by the directors of the various state associations and brought to\nthe platform. Please have your blanks filled out at that time, giving in that way\nyour cooperation to the Appraisal Committee.\nPresident Shaw: This is an announcement that requires no action. We now come\nto the item of unfinished business. Does anyone have anything to present?\nI should like to call to the attention of the Board of Directors that we have a\ngood deal of business this afternoon\n\nand hope you will be there promptly\n\nat two\n\no’clock. I hope the delegates will look over the reports that are to be presented\ntomorrow, that we can again move forward expeditiously.\nI want to thank everyone concerned, the chairmen of committees and the house of\ndelegates, the Representative Assembly, and all who have helped to make it move\nalong as they have this morning so that we might adjourn in proper time. I think\nthere are two great reasons why we have been able to do this: because of the co¬\noperation, and a sort of twofold reason, first, that I have used the gavel presented\nto me by my immediate predecessor as president of the Association, Caroline S.\nfVoodruff, and the other of the two-sided phases of that problem is that the gavel\nwas made from oak wood that came from the farm of a former President of the\nUnited States, Calvin Coolidge. I now\ndeclare this session adjourned.\nThe meeting adjourned at 11:57 A.M.\n\nhave\n\nWillard\nReuben\n\nthe honor\n\nE.\nT.\n\nof using that gavel\n\nGivens,\n\nShaw,\n\nExecutive\n\nPresident\n\nSecretary\n\nto\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNational\n\nSecond\n\nBusiness\n\nEducation\n\nAssociation\n\nSession, Wednesday\n\nMorning,\n\nJuly 5, 1939\n\nThe second business session of the Representative Assembly of the National Edu¬\ncation Association was held in the War Memorial Opera House. The meeting\nconvened at 9:15 a.m., with President Shaw presiding.\nPresident Shaw: The second business session of our Representative Assembly will\nbe in order. The invocation will be given by Reverend Peter E. Hoey, Paulist\nFather, director of Newman Hall, University of California, Berkeley.\n(The invocation was given.)\nPresident Shaw: The first order of business will be the report of the Committee\non Academic Freedom by Ruth W est, a member of the Committee, from Spokane,\nWashington.\n(Miss West read the report which is printed on page 872 of this volume.)\nMiss Adair: I move the adoption of the report.\n(Seconded by Wilfred Rayner of Michigan, and carried.)\nPresident Shaw: The next report is that of the executive secretary, Willard E.\nGivens.\nSecretary\n\nGivens:\n\nMy\n\nreport has been given to each delegate. I shall therefore\n\ntouch upon only one or two points made in that annual report to the Representa¬\ntive Assembly.\nAs we face education thruout the United States at the present time, the most\nstriking and, I think, the most dangerous thing we face is the competition for funds\nbetween the old people and the youngsters. That is where the battle is being waged,\nand the sad part of it is that the old people can vote but the children cannot.\nWhen we find states closing their year with teachers being owed $5,000,000 in\nsalaries, when we find another state transferring $3,000,000 away from the schools\nto old-age pensions, and when we can go to state after state and\nbeing waged, we must be aware of the problem that we face.\nwe\n\nsee this battle\n\nI haven’t anything in the world against taking care of the old people; I think\nought to. As necessary as that is, and as humanitarian as it is, it is not as\n\nimportant in a democracy — if we have to make our choices, and we always do — as\neducating our children. In a democracy, the education of children comes first. I\nam glad to say that in this state where we are meeting there is in the constitution\nof the state, and has been for many years, a provision that the educational bill\nmust be paid first. The educational bill must be paid before the governor can get\nhis salary or anything else can be paid in the state of California. The constitution\nstates that they must first call on all funds to take care of the education of children.\nBut that is not true in many other of our states.\nThe first thing that we as school people need to do is to get the facts in the\ncase, study our situation, and make those facts known to the people. The people\nwant their children educated. They are willing to pay for that education if they\nthink the education is the kind of education they want their children to have.\nWe are having in Washington millions and billions of dollars spent for social\nsecurity, a very worthy cause; we have millions and billions of dollars being spent\nfor roads, another very worthy cause; we have billions and billions of dollars\nbeing spent on armaments that may or may not be so worthy a cause, depending\non the outcome. I think most of us in school work agree that we must have armed\nforces for defense, the defense of our country, but we are all aware of the fact\nthat the greatest defense we can have for this country of ours is educated citizens,\nand that does not come thru battleships; that comes thru the schoolroom. So we are\nfor the right kind of defense. We want the defense that education gives to our\ncitizens, as well as the necessary armament defense program.\nHow are we going to fight this battle? There is only one answer to that — a\nunited profession. There are a million of us in this country working with and for\nchildren’s education. It matters not whether you are a classroom teacher in a\nkindergarten, or a classroom teacher in college, or a classroom teacher in a teach¬\ners college, the president of the university, a county superintendent, an elementary\nprincipal, a supervisor of handwriting, the secretary of the National Education\n\n"}
{"page": 787, "printed_page": null, "text": "Representative\n\nAssembly\n\n783\n\nAssociation, an N.E.A. director — we could go on down the line. Each one of those\nplaces just happens to be a position in this whole scheme of ours where individuals\nare working. We are all working for the same cause, the education and welfare of\nchildren and of our fellow workers, and when we do those things that are for the\nbest interests of children, we cannot get away from doing those things that are for\nthe best interests of our fellow workers. We must do what is right for our fellow\nworkers if we aie to do what is right and proper for our children. So it is all\none program. We must also do what the Educational Policies Commission is\ndoing — get the facts and make the facts known to all the people.\nI therefore plead this morning for a united profession. I am\n\nnot against any\n\norganization. We need many organizations in this country of ours, but in the educa¬\ntional world whether we have five or fifteen or one thousand, we need to be united\non all of our big aims and objectives. We are getting closer and closer together, but\nwhen there is only one teacher out of five who comes in thru local, state, and na¬\ntional organizations and faces the problems of the whole profession, we still have\na big job ahead of us. When four out of five teachers do not see the picture as a\nwhole, are not throwing their entire interests back of this whole problem — when I\nsay teachers, I am speaking about everybody in the educational work — when four out\nof five do not see this from a national standpoint, we have not a united profession.\nHow can this be brought about? The same way that everything else in this world\nis brought about. We can do anything we want, but the world moves forward only\nwhen one individual helps another individual accomplish something. That is the way\nwe get a united profession, by treating each other as we should be treated, as fellow\nworkers in a great profession.\nThere is much to be said on all sides. We have just completed in the national\noffice a study on teacher load, a nationwide study on teacher load, the first big\nstudy that has ever been made, I think, in cooperation with local teachers associa¬\ntions. This entire study has been made thru the help and cooperation of our more\nthan eight hundred local affiliated associations.\nWhat did we find out? We found out the thing that many of us have known for\nyears, but it is going to come out in black and white in September, I hope, in our\nResearch Bulletin — that the one big thing in teacher load, the one big thing that\nmakes a teacher feel he does have a heavy load or that he does not have a heavy\nload is not the building he is in, it is not the number of children he has in his\nroom, it is not the amount of supplies or the lack of supplies; it is whether or not\nhis work is being appreciated. That is where teacher load rests, and this nation¬\nwide study shows that so clearly that you cannot get away from it. A teacher who\nhas a sympathetic supervisor, a sympathetic principal, an understanding superin¬\ntendent, will carry any sort of a reasonable load and do it gladly, but if his work\nis not appreciated, and if he feels those who work with him do not have confidence\nin him, then his load is heavy even tho he only has two pupils.\nThat is the thing I am pleading for this morning, a united profession that treats\neverybody as a human being and a fellow worker, no matter whether his job be\nthis position or that position or the other position. We want to keep our eye on the\nball, and the ball is the education of children. If we do that and remember that\nno matter what position we hold we are all working for children and that we all,\nthank God, eat the same kind of bread; (there are some teachers in this country\nwho have not eaten very much bread in the last five or six years) that we are\nall facing the common problems of life; and my position as executive secretary of\nthe National Education Association does not make me one whit better than any\nkindergarten teacher, elementary teacher, county superintendent, or anybody else\nin this country. We are going to be judged, or ought to be judged, on what we are\ngoing to do to move forward on those problems and move forward as a profession.\nIf we can all look at it from the standpoint that our job is just one of many jobs\nto build this great profession, we can and will move forward.\nPresident Shaw: I hardly feel it is necessary to put any motion in connection\nwith that. From\n\nyour\n\napplause\n\nand the way\n\nyou listened and\n\nobserved\n\nthat mes-\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nAssociation\n\nsage — for it seems to me it is a message — I am just going to rather ride over the\nprocedure and ask for unanimous consent, and give it with applause, please.\nYet, in fairness to anyone who wishes to object, I hesitate a moment for that.\nWe will proceed with the consideration of the report of the Joint Committee of\nthe National Education Association and the American Library Association. The\nreport is going to be given by Edith Titcomb of San Jose, president of the School\nLibrary Association.\n(Miss Titcomb read the report which is printed on page 875 of this volume.)\nMiss Adair: I move the adoption of the report.\n(Seconded by Geneva Brown of Louisiana, and carried.)\nPresident Shaw: I am going to ask unanimous consent to pass over the next item\nwith regard to the Legion and go to the one immediately following. Is there ob¬\njection? If not, we will proceed to hear the report of the Joint Committee of the\nNational Education Association and the National Congress of Parents and Teachers.\nMrs. Pettengill, chairman, is presiding at another session. The report will be read by\nMrs. Kletzer, vicepresident of the National Congress of Parents and Teachers.\n{Mrs. Kletzer read the report which is printed on page 899 of this volume.)\nAliss Adair: I move the adoption of the report.\nRalph Northrup (Michigan) : Seconded.\n(Carried.)\nPresident Shaw: By way of explanation to those who are new delegates, I will\nexplain why Miss Adair has made the motion. That is part of the convenience of\nthe procedure, due to the fact that some of those making reports are not official dele¬\ngates. Miss Adair, as an official delegate and chairman of the Rules Committee, has\na perfect right to make the motion and, to expedite matters, we proceed that wray.\nThis morning we are in competition with a number of very interesting meetings,\nso far as some of our speakers and chairmen of committees are concerned. Again,\nI find it necessary — I hope you will continue to give me support — to go over some\nitems in order to make it possible for us to cooperate with them. So I shall ask\nunanimous consent at this time to proceed with the report of the Joint Committee\non Health Problems in Education. Is there objection? I shall then call upon Mr.\nBauer, a member of the Committee, who will give the report.\n{Mr. Bauer read the report wffiich is printed on page 885 of this volume.)\nMiss Adair: I move the adoption of the report.\n(Seconded and carried.)\nPresident Shaw: I want to take up now the report of the Joint Committee of the\nNational Education Association and the American Legion. As a bit of background,\nI want to call your attention to the fact that last year wre adopted a special resolu¬\ntion providing for the appointment of such a committee, looking toward enlisting\nthe support of the American Legion and other service organizations toward\nenactment of laws providing for federal aid in public education for the building\nof better American citizens.\nWe are fortunate in having on the platform this morning three members of that\ncommittee. When we were selecting the Committee, we selected some who were also\nLegionnaires as well as members of our own Association. This morning the report\nis going to be given by one of those, C. F. Dienst, deputy state superintendent of\nschools of Nebraska, who is chairman of the Americanism Committee of the Legion’s\nDepartment of Nebraska, and president of the Legionnaire School Masters\norganization of that department. Superintendent Dienst.\n{Mr. Dienst read the report which is printed- on page 874 of this volume.)\nMr. Cram: I move the adoption of the report.\nR. K. Salisbury (Ohio) : Seconded.\n(Carried.)\nPresident Shaw: We will now consider the report of the Committee on Inter¬\nnational Relations, Annie C. Woodward, high-school teacher, Somerville, Mas¬\nsachusetts, chairman.\n{Miss Woodward read the report which is printed on page 888 of this volume\nand moved its adoption.)\n\n"}
{"page": 789, "printed_page": null, "text": "Representative\n\nAssembly\n\n785\n\n(Seconded and carried.)\nMrs. Bridget C. Peixotto (New York) : I move that this committee be requested\nto consider the United States as a meeting place for the World Federation of\nEducation Associations for an early date.\nMrs. Johanna Lindlof (New York) : I second the motion.\nPresident Shaw: Before we proceed further, I should like to have such comment\nas Miss fVoodward would care to make.\nMiss W oodward: I w’onder if it would help your cause very much if you wish\nto make that resolution in the form of an invitation, in order that it may be ex¬\ntended this morning.\nMrs. Peixotto: If that is agreeable to the Committee, I think the New York\npeople would be very glad to give that to their representative on the Resolutions\nCommittee.\nPresident Shaw: If there is no objection, we will consider that as carried, and\nit may be handled by our chairman in whatever way she sees fit.\nW alter R. Douthett (Pennsylvania): Point of order. The motion cannot be con¬\nsidered ; it is not in writing.\nPresident Shaw: The point of order is well taken. I would suggest that the\nmover prepare it, have it signed and brought to the chair, and we will then\nconsider it. That will come up in due time.\nThe next report I should like to have unanimous consent to call up at this time is\nnot the one listed, but one that ties closely with both reports you have just received,\nand that is the report listed on your program as World Federation of Education\nAssociations, wffiich would be given by Mr. Monroe were it not for the fact that he\nis detained with that Federation. Mr. Givens, however, will give the report.\n(Mr. Givens read a report sent in by Mr. Monroe. See page 691 for President\nMonroe’s account of the World Federation tour of 1939.)\n(As the report was read, Mr. Givens made the following comments: (a) This\nis the second year that the N.E.A. has had a representative at the annual meeting\nof the National Union of Teachers of England. Some will remember Mr. Sunter\nof England, representing the National Union of Teachers, who was with us at\nNew York last year. He has written a letter which will be read later, (b) The\nmeeting in New York City will be held at Teachers College, Columbia University,\non August 28. (c) Six hundred and sixty-eight are scheduled to leave on the\n“Rotterdam” on July 7.)\nMiss IVoodward: I move the adoption of the report.\n(Seconded by Mr. Gallardo of Puerto Rico and carried.)\nPresident Shaw: I will now take up the motion that is presented. Before I read\nit, I shall want to make clear that only as it comes in as a part of the two\nleports you have just considered do I feel it should come up at this time. Other¬\nwise, under our plan of procedure, it should come up under unfinished business.\nI believe, however, it has so great a chance at having unanimous approval that I\nam presenting it.\nMoved by Mrs. Peixotto and seconded by Mrs. Lindlof “that the Committee on\nInternational Relations in its cooperative relations writh World Conference of\nEducation, give consideration to bringing an early biennial meeting to a city in\nthe United States.”\n(The motion wras seconded and carried unanimously.)\nPresident Shaw: We wrill now proceed to consideration of the report of the\nCommittee To Cooperate with the American Teachers Association, which will be\nsubmitted by its chairman, S. L. Smith, director of public relations, George Peabody\nCollege for Teachers, Nashville, Tennessee.\nS. L. Smith (Tennessee) : In the Official Manual is a brief report summarizing\nthe work of this committee over a thirteen-year period. I hardly think it is neces¬\nsary to read it. I am sure you will take interest in reading it yourselves.\nThere are five major recommendations that have been made from time to time\nand adopted by the Representative Assembly from year to year. No new matter is\nbeing brought up at this time because there is a newr procedure. The core committee\n\n"}
{"page": 790, "printed_page": null, "text": "786\nhas recently been\n\nNational\n\nset up, and\n\nEducation\n\nhas been\n\nAssociation\n\nenlarged\n\nto one hundred\n\nmembers\n\nfrom\n\nforty-one states. We have not been able to get all of those together, or even the\ncore committee, and therefore we are presenting a brief summary of what has been\ndone in thirteen years.\nThis committee was formed in Philadelphia on July 4, 1926. Four of us were\npresent. On the morning of the fifth of July, 1926, in Philadelphia, I presented the\nreport to this Representative Assembly, at which I was a delegate, and it was\nmoved by Miss Adair, seconded, and unanimously passed. Since that time, we\nhave had two meetings a year. You will find the names of the members of the\nCommittee on page 16 of the Official Manual.\nI will mention two or three highlights of the Committee. It is difficult to know\nwhat our committee has done. We have published no specific reports except what\nyou have seen in the general Proceedings. Immediately on organization, we began\nto study what we might do. It was first known as the Committee on Problems in\nColored Schools. Later it was knowm as the Committee To Cooperate with the Amer¬\nican Teachers Association, and had two or three different duties and functions.\nOne of the first things we discovered was the great need for a consideration of\nwhat is being included in our textbooks, particularly those in the South. When we\nstarted out, there were four of us southerners on it to see how the Negro is treated\nin the textbooks. I might say the first thing we did was to have a research study\nmade by a young man working for his graduate degree at Peabody College. He\nstudied twenty-nine textbooks, histories and civics, of the South adopted for use\nby both white and colored children, and he found Booker T. Washington was\nmentioned in only one. Most of the achievements of the Negro were those in his\nrelation to his government as a slave rather than as a citizen.\nSo we began to contact publishers. I was chairman of that committee. We con¬\ntacted about thirty of the largest publishing companies in America to find out why\nthey had not included some of the worthy achievements of the colored race so that\nall people who want to know the facts might be able to get them. They said, “We\ndo not have authentic material.” They showed a fine interest in it, and the president\nof one of the large companies wrote me a letter not long ago saying that he had\nhad occasion to call in one of his textbooks after reading it, and finding some very\nunsatisfactory remarks about the colored race, he was having it revised. Others\nhave followed suit.\nThe Committee began immediately to have one of its members prepare a source\nbook, which is now ready for publication. It will probably have 700 or 800 pages.\nIt has cost a lot of money — the Association did not have to pay for it— and it\nwill be authentic material which will be available to textbook people and others\nwho want to write.\nIn directing the building of more than 5000 schools for Negroes in the South,\nI found there was little material in the textbooks. A little later, we started a\nlibrary program. We have placed more than 5000 libraries in those schools, and\nwe find scarcely any books worthy of consideration to place in these little libraries.\nWe began to encourage authors and publishers to undertake to do something about\nit, and they are doing some interesting work which probably will be reported\nlater on in a pamphlet form.\nWe had another duty. The Committee wanted to bring out and portray Negro\nlife in America by a moving picture with possible box office appeal. I was asked to\ntake it up with Will Hays, who was very generous. I probably wrote too much\nin my letter. We gave the plan we had worked out for building a picture around\nPaul Robeson in “Ole Man River” and sent it to him asking what he would suggest.\nHe copied the letter and sent it to all the big producers in Hollywood, New York,\nand elsewhere, and before we could get to Paul Robeson, he was taken over by\none of these companies. “Emperor Jones” followed\nunable to get him. We kept on working.\n\nsoon\n\nafter that, and we\n\nwere\n\nAnother company wrote from Hollywood and said, “What would you think of\nour putting on ‘Green Pastures’”? We said it was a fine thing. They asked the\n\n"}
{"page": 791, "printed_page": null, "text": "Representative\n\n787\n\nAssembly\n\ncommittee to cooperate, which we were glad to do. In the meantime, Mr. Harrison,\nwho played the Lord in that play, died. That was a complication. So a black-face\ncomedian was selected, which was not satisfactory. The Committee and others took\nit up with them and asked them to change it, and they put on an all-Negro cast.\nThat has been very well received. A great many shorts have gone on. You have\nprobably noticed the Tuskegee picture.\nA member of our committee, Arthur D. Wright, got out a picture of the work of\nfour hundred and more Jeanes supervisors in the South. That was paid for by a\nfoundation and has been shown in white and colored colleges all over the South.\nWe are trying to do some few things to bring about a better understanding of\nthe Negro race, so that the Negro child will have something on his own race in\nthe textbooks he studies, and the white child of the South may have the same thing.\nAbout four years ago, all the state superintendents in education were assembled at\nPeabody, and at that meeting they voted to have the departments study their\ntextbooks in every state to see if there was fair and adequate treatment of the\nNegro, so that the white child would have a better understanding of him rather\nthan knowing the Negro as a pickaninny. The type of thing we are trying to do is\nthis book Tohe, which gives some lovely pictures, that the white schools are using\nand clamoring for. It is that sort of thing we are trying to do.\nWe hope to have a publication in a short time so that you will know what the\nCommittee has done in the first thirteen years.\nMiss Adair moved the adoption of this the first time thirteen years ago this\nmorning, about this time, and I am going to yield to her.\nMiss Adair: That is very kind. Thank you. I am delighted to do it.\n(Seconded by Mr. Smith of Arizona and carried.)\n(The report is printed on page 876 of this volume.)\nPresident Shaw: We will now hear the report of the Committee on Code of\nEthics, W. P. King, secretary, Kentucky Education Association, chairman of the\nCommittee.\nW. P. King (Kentucky) : Mr. President, the Code Committee was just recently\nappointed and has not made much progress in its work. The entire work of the\nCommittee up to date consists of correspondence.\nThe idea of appointing this committee was that a committee would spend perhaps\na year or more in making a nationwide study of codes of ethics, and finally incor¬\nporate the results of its study into a sort of master code which might be accepted\nboth by the National Education Association and by the individual states.\nSo today, because of the fact that this committee was just recently appointed, we\ncan only make what you might term a progress report. That constitutes all I have\nto say about this. I move the adoption of the report.\nJames S. Rickards (Florida) : Seconded.\n(Carried.)\nPresident Shaw: The next item of business is the report of the Educational\nPolicies Commission, William G. Carr, executive secretary.\n(Complete report is printed on page 883 of this volume.)\nWilliam G. Carr (District of Columbia) : With your permission, I will take a\nfew minutes to emphasize some of the points in that report. The Educational Policies\nCommission was appointed four years ago, in 1935, at the Denver convention by\njoint action of the National Education Association and one of its departments, the\nAmerican Association of School Administrators. The Commission was asked to de¬\nvelop for American education policies and procedures which would improve and\ndevelop the schools in the period of reconstruction following the ravages of the\ndepression.\nThe Commission has been financed for a five-year period, beginning in January\n1936, by the General Education Board. It receives office equipment and certain\nstaff services from the National Education Association, but otherwise it is inde¬\npendently financed.\nThe\n\nCommission\n\nconsists of twenty\n\nmembers\n\nselected in the method\n\nI have\n\nde-\n\n"}
{"page": 792, "printed_page": null, "text": "788\nscribed. The\n\nNational\n\nchairman\n\nEducation\n\nof the Commission\n\nAssociation\n\nis Superintendent\n\nA. J. Stoddard\n\nof\n\nPhiladelphia, Pennsylvania. The Commission has 2800 ex-officio consultants in every\nstate and outlying part of the United States, who suggest problems to the Com¬\nmission and act as distributive agents for the findings of the Commission.\nThe principal events in the work of the Commission during the year since you\nreceived as a Representative Assembly a report in New York City, are:\nIn September 1938, the Commission issued its report on the purposes of education\nin American democracy, a report which has fortunately been well received, and\nhas had a distribution mounting rapidly toward some 30,000 copies in the little\nless than a year it has been out. In March 1939, the Commission issued its report\non the social services and the schools, a study of this new area in school adminis¬\ntration involving the relationship of education to public libraries, public welfare,\npublic health, and public recreation. This report has been very well received by\nlibrarians, social workers, recreation leaders, and public health leaders, and is\nrecommended to the teaching profession for serious and careful study.\nAnother event of major importance in the work of the Commission occurred in\nFebruary 1939, when the entire program of the American Association of School\nAdministrators at Cleveland was built around the findings of the Commission.\nThere has probably never been a time in the history of our profession when the\nwork of a great national deliberative committee has been as effectively promoted\nand disseminated as was done at that meeting at Cleveland.\nThe final event to which I wish to refer during the past year occurred on May\n20, when the General Education Board supplemented the grant to the Educational\nPolicies Commission by an additional sum of money for one year, to enable the\nCommission to conduct a nationwide survey of ways and means in which we might\nimprove the effectiveness with which American schools develop in young people\nan intelligent, active, and participating loyalty to democracy. The three adjectives,\n“intelligent, active, and participating,” are chosen deliberately. The Commission\nwill seek to find, from studies of selected school systems, how we can, in the first\nplace, develop an intelligent understanding of what democracy means, what it\nwould mean to us if we lost it, what its historical antecedents are, how it may be\napplied. It will attempt next to make this loyalty to democracy, founded on intelli¬\ngence, become active, that is, to seek an outlet in the relations of the young people\nand of the adults to every aspect of their lives, not merely political. Third, it will\nattempt to find how to involve these young people in an actual program of democracy\nin the schools where they are now, so that when they reach adulthood they may\nhave not only an intelligent theory about democracy but some effective practice in\ndemocracy in their schools. Those are the events of the year.\nI will tell you a word as to the coming year. In addition to the civic education\nstudy which, as I have said, will be supported by still another grant from the\nGeneral Education Board, there are two major enterprises which will probably\nappear. About November the Commission hopes to issue a volume in its series on\neducation in American democracy which will deal with the economic basis of a\nfree and universal system of schools. It will attempt to deal with the question,\nWhat do free and universal schools mean to this country from the point of view of\nincreasing and promoting the economic welfare of the people of the country?\nAnother report which we anticipate about ten months from now, twelve months\nperhaps, is a report which we are tentatively calling the integrity of education\nin American democracy, a study of the necessary conditions whereby that freedom\nof education which is necessary to the discharge of its unique function may be\nperpetuated and defended in our schools.\nThe Educational Policies Commission would want me to say in conclusion that\nevery one of its members is deeply grateful and the Commission as a whole is\ndeeply grateful for the splendid response of the teaching profession, particularly\nthru the organization of the National Education Association and its local and\nstate affiliated associations, to the work of the Commission.\nThe greatest amount of care and deliberation on the part of the twenty members\n\n"}
{"page": 793, "printed_page": null, "text": "Representative\n\nAssembly\n\n789\n\nof the Commission, the most lavish expenditure of funds for research, the most\nsweeping programs of studies in the field come to naught, unless we have, as we\ndo have, the active support of the people in the field who are carrying forward\nthis great program of education for our country.\nMiss IV oodivard: I move the adoption of the report.\n(Seconded and carried.)\nPresident Shaw: I should like to call on Mr. Givens at this time to give the report\nof the Committee on Individual Guidance, as the chairman, Herbert Stolz, is\nnot here.\nSecretary Givens: I only want to add to the printed report that this committee has\ndone a very fine piece of work during the year. Those of you who have followed\nthe articles in the Journal I am sure will agree that much help has been given in\nthe guidance field. We have carried during the year several 1-page articles in the\nJournal dealing with various phases of guidance. I know that Herbert Stolz, as¬\nsistant superintendent of schools in charge of guidance in the Oakland public schools\njust across the Bay, who serves as chairman of this committee, and the other\nmembers of his core committee, are interested in real guidance. They point out\nthat real guidance lies in giving a teacher few enough children so that he\ncan know his children as individuals and study them as individuals and treat them\nas individuals in all phases of their life. That is their point of view. They have\ndone some fine work in that field. They will continue to carry some articles in\nthe Journal this next year dealing with the same general philosophy and the\nsame general point of view.\nEarl L. McT aggart (Hawaii): I move the adoption of the report.\nS. L. Ragsdale (Tennessee) : Seconded.\n(Carried.)\n(The report will be found on page 887 of this volume.)\nIV. B. Mooney (Colorado) : We have heard reports read this morning at length,\nand they are already printed. Some of them, fortunately, were merely summarized\nby the chairmen. I am wondering if, in the reports tomorrow, we could not have\na summarization, an emphasis of one, two, or three points, rather than the long\nreading of the reports as they have been printed.\nPresident Shave: I take that request as a suggestion, and I shall endeavor to\npass that on to the chairmen to conform as far as possible. As you know, we have\nmade great progress toward cutting down the time of presentation this year. Now\nwe have this suggestion. The applause indicates that it is felt all over that we\ncan cut still further. I believe, in certain cases at least, it can be done. I shall be\nglad to cooperate.\nI have received another note, not exactly as an announcement, but a suggestion\nof getting our literature before the public as well as teachers. You have listened\nto some of the plans outlined by Mr. Carr, and I am sure he has among them every¬\nthing wre can possibly think of in connection with bringing them to the attention\nof the public.\nAfter all, no matter how much the national Association does, the responsibility\nfor getting the matter to the attention of the individual teachers and the citizens\nin communities rests solely, I believe, on the local associations. So I pass that on,\nthat the proposal is decidedly of importance to the individual groups, even more\nso than to the general group of the N.E.A.\nYou will note on your program that a preliminary report of the Resolutions\nCommittee will be presented at this time, and I call on Mr. Hall, of Arkansas,\nchairman of the Committee.\nIV. F. Hall (Arkansas) : I wish merely to make a few brief statements.\nThe Committee on Resolutions functions as a reviewing committee rather than\na committee which develops policies based on personal views of its membership.\nThe Committee is democratic in its personnel, its organization, and its procedures.\nThru its membership composed of one person from each affiliated state association,\nthe Committee gathers policies and points of view from every section. Proposed\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nAssociation\n\nresolutions from various sources are reviewed, evaluated, and organized into a\ngroup of resolutions which are approved by majority vote of the Committee.\nOpen sessions are held on the second day of the Association meeting, on Monday,\nat which time any delegate may present and be heard on any resolution which he\ndesires to have for consideration. Noon of the third day, Tuesday, is the final hour\non which the Committee receives resolutions for consideration. The printed report\nof the Committee must be presented at the second business session of the delegate\nassembly.\nYou now have in your hands the printed resolutions and platform, with suggested\nmodifications on the platform. This report has been approved by the Committee,\nand is respectfully submitted for your consideration. On these, you are to take\nfinal action at the business session tomorrow morning, July 6.\nI would like especially to call your attention to the platform, on page 7, to the note\nof explanation in parentheses, which states: “Additions to the platform as set forth in\n1938 are printed in italics; words in brackets [ ] are to be deleted.” You will ob¬\nserve and see that the platform stands practically as it was last year.\nPresident Shaw : As this is merely in the form of a presentation for your con¬\nsideration, no action needs. to be taken.\nWe have now come to the item of unfinished business, and I bring up first the\nresolution that was presented yesterday by Mr. Archer, president of the Minnesota\nEducation Association, and signed by Mr. Fidler of the New Jersey Association,\nand which, by unanimous consent, was laid over until this morning in order that\nthe Board. of Directors might have opportunity to comment upon it.\nThe Board of Directors appointed a committee to review the matter and to meet\nwith the two gentlemen who offered the resolution. I now come before you with\nthis resolution signed by the same gentlemen and sent to me:\nThe question relative to the establishment of a committee to study the\npossibilities of a closer coordination between our great Association and local\nand state associations be referred to the new Board of Directors of the\nNational Education Association for its consideration.\nAs this is signed by the same gentlemen who offered the resolution, I believe\nit is proper for me to ask unanimous consent that it be so referred. Is there\nobjection? If there is no objection, it is so referred.\nAnother proposal came to the desk as a motion. It is signed by one individual\nalone, and apparently grows out of a misunderstanding of a statement made\nby the executive secretary. I should like to give it to him to handle and to make\nsuch comment as he may desire. If it should be presented as a motion, I shall do so.\nSecretary Givens: I want to read the statement and then say a word about it.\nThe statement is: “No committee of the National Education Association shall publish\nat any time a statement that the number of students under a teacher’s care is not\na measure of a teacher load.”\nE. S. Martin (Indiana) : I made the motion. May I make a statement before that\nis read?\nIn the report of our worthy secretary, Mr.\non Teacher Load would publish a statement\n\nGivens, he stated that the Committee\nthat the number of students under a\n\nteacher’s care is not a true measure of the teacher’s load. In order that this state¬\nment may not be published, I wish to present the following motion:\nNo committee\nthat the number\nteacher’s load.\n\nof the National\n\nEducation\n\nof students under\n\nAssociation\n\nshall publish a statement\n\na teacher’s care is not a measure\n\nof the\n\nPresident Shaw: That is the motion I have here, but there is no second, sir.\nMiss A. M. Brier (Indiana) : I second the motion.\nPresident Shaw: The motion is before you, and I believe Mr. Givens should be\ngiven the opportunity to present his remarks.\nSecretary Givens: I do not think there is any statement like that in my printed\nreport and if I gave that impression in my talk this morning, I am sorry.\n\n"}
{"page": 795, "printed_page": null, "text": "Representative\n\nAssembly\n\n791\n\nI was speaking, as you are all aware, with a very marked time limit this morning.\nAll I was trying to say was this: that in the teacher load study we are making,\nwhich will be published in September, there will be ample treatment of the question\nof number of children, which is a very definite factor in teacher load, as are\nmany other factors. What I tried to say this morning was that the one important\nfactor, the one thing that is more important than any other one factor, was justice\nand tolerance and sympathy and understanding and appreciation. I was trying to\nstress that as the big factor.\nNumber of pupils is a very important factor. You will find that stressed at\nlength in our teacher load report.\nIf there was a misunderstanding, it was because of my speed in trying to get\nthru in a few minutes and stress the one big thing. I stand with anybody on the fact\nthat the number of pupils is a very definite and very important factor in teacher\nload, but I was simply trying to stress that human understanding and justice and\ntolerance and sympathy and appreciation are important factors in making a teacher\nhave a heavy load or not a heavy load.\nAre there any other questions on that, because I want to have that entirely clear?\nPresident Shaw: I am not quite sure how you wish to dispose of this but I will\nask unanimous consent that it be laid over for tomorrow. I promise you it will\nhave an opportunity to come up.\nIn the meantime, will you cooperate in conferring with Secretary Givens or any\nothers to see if you want to bring in a more specific motion, perhaps more all-inclusive\nto bring emphasis on the question of teacher load.\nIf there is no objection, we will handle the matter that way. I hear no objection.\nI will so rule. We have another item which bears closely upon two of the reports\nthat came in this morning. I have had a special request for the opportunity for\nsomeone to speak on some matters of great interest that are being done here in\nthe schools of California in the way of better understanding among nations. I now\ncall upon Mrs. Lowe.\nMrs. G. M. Lowe (California) : As state secretary of the California Federation\nof High School World Friendship Clubs, I wish first to express our appreciation\nto Mr. Shaw for so graciously giving us this time on the program. Our federation\nwishes to extend greetings to the students and teachers of all of the schools of our\nUnited States and we do wish to express our heartfelt desire to make closer con¬\ntacts with the schools of our nation in order that we may carry on this activity of\nthe World Friendship work. We feel justified in presenting this matter to the\ndelegates of the National Education Association because we have happily realized\na part of our objective.\nThe work of the World Friendship Clubs in the high schools is now recognized\nand approved by IV alter F. Dexter, our state superintendent of public instruction.\nHe has appointed a coordinating officer to act to represent our federation on the\nstate board of education, and having interviewed Mr. Dexter only last week, I was\nvery happy in finding that after the first of August he is going to consider including\nin the junior and senior high-school curriculum of California the panel and forum\nactivities and World Friendship topics. We feel that this is really a very important\nachievement.\nIn addition to our club activities, which are based on the study of international\nrelations, we carry on a concentrated program of appreciation of customs and\nculture of the peoples of other nations. We have a well-organized system of foreign\ncorrespondence and our individual student members are encouraged to make con¬\ntacts with the foreign clubs and activities of our high schools and communities.\nWe have, for example, a Japanese World Friendship Club working in connection\nwith the other world friendship clubs in two of the Long Beach schools.\nOur federation is this year able to print a manual approved by Mr. Dexter and\nwe would be more than happy to mail to anyone who would ask for this manual a\n\ncopy or several copies. I believe that the teachers of the various schools would find\na really happy activity in forming a World Friendship Club and joining the Federa-\n\n"}
{"page": 796, "printed_page": null, "text": "7 92\n\nNational\n\nEducation\n\nAssociation\n\ntion. Of course, it is a California federation at this time, but we hope we may\nsoon make it an interstate allied federation. If you will be kind enough, if you are\ninterested, simply to remember my name, Mrs. Lowe, and address me Oxnard,\nCalifornia, I am sure that we will be happy to send you our manual, because we\nare hoping that this work which we are doing to a degree in California may be\nextended.\nThe federation was organized by Mr. Marrick, of Hollywood High School, in\n1920. It comprises at present 115 active clubs in California and 5000 student\nmembers. We carry on correlated activity thru regional conferences and annual\nstate conventions. Our last state convention was held May 13 of this year, in\nLong Beach, with 1500 student representatives. The Los Angeles City Federation\ncooperates with the regions extending from San Diego to San Francisco. Thru our\nefforts to develop tolerance and understanding in our students for people of other\nlands, we hope we may produce a citizenry which will practically and construc¬\ntively strive for and eventually realize the ideal of world peace.\nPresident Shaw: Now that we are getting along so splendidly, I hope that we may\nhave something of the kind of thing that I know so many look forward to at these\nconventions — meeting people from other places. While I want you to do that mainly\nby just meeting others around here, I want you to meet someone who has come,\nperhaps, as far as anyone here, coming from Puerto Rico. Mr. Gallardo will give\nus just a word of greeting from there.\nMr. Gallardo: I am glad to have traveled five thousand miles to be with this\nsplendid gathering. I wish to thank the chairman for this opportunity to present\nmy greetings to you and at the same time to invite you to come down and see us\nat the time of the World Federation which will meet in Puerto Rico during August.\nSome of you do not need to make the trip on the “Rotterdam” (as you know, the\n“Rotterdam” is going on a cruise), but you can come direct to Puerto Rico thru the\nNew York and Puerto Rico Steamship Line or thru the Waterman Line down in\nMobile, Alabama. I assure you a splendid time and a very interesting visit down\nthere. I can be sure that we do not have to tell you that our weather is not like this\nall the time.\nPresident Shaw: Thank you very much, Mr. Gallardo.\nNot exactly as an exhibit, altho in some ways I should like to have you think\nof it as such, I want to call on the gentleman who represents another far-away\nsection, who some way or another up there succeeded in getting way over 100 percent\nmembership. Mr. Erickson of Alaska. He will give you a word of greeting from\nAlaska.\nEverett R. Erickson (Alaska) : All I can say is, Come to Alaska. We have every¬\nthing, even the highest mountain on the North American Continent.\nPresident Shaw: I know you would like our executive secretary to present some\nof his old friends and associates from the island of Hawaii.\nSecretary Givens: Mr. President, before doing that, since Mr. Erickson was so\nmodest, I want to say that if you will look in your program you will find that\nAlaska has 112 percent of their teachers in the National Education Association. That\nis pretty good.\nI should say in fairness that this is in a territory where they cannot get together\nto meet and where several of their teachers do not get their N.E.A. Journals until the\nsummer after the year is finished. They get no mail during the year; yet they are\n100 percent in the National Education Association and I say that is pretty good.\nIt was my pleasure to spend some of the most profitable and happiest years of\nmy life in Hawaii. I am always glad to see the delegates from Hawaii at these\ngreat conventions. Hawaii has had 90 percent membership in the National Edu¬\ncation Association for years. There were three or four years when Hawaii had\nmore than 100 percent membership. That means it had all its public school teachers\nand several other interested citizens members of our great Association.\nIt is probably not fair to ask them for music off-hand because some of their\npeople are not here, but I know that people from Hawaii are always glad to sing.\n\n"}
{"page": 797, "printed_page": null, "text": "Representative\n\nI am going to ask the delegates from\nHawaiian song.\n\n793\n\nAssembly\n\nHawaii\n\nif they will give us r.t this time a\n\n(Singing by the Hawaiian delegation.)\nMrs. Rica Soares (Hawaii) : To you and to all the members of the Association,\nHawaii extends official Aloha. Come down to us. We are called, and really are, the\nparadise of the Pacific.\nPresident Shaw: Is there any further business to come before us this morning?\nIf not, I declare the adjournment of the second session of the Representative\nAssembly.\n(The meeting adjourned\n\nThird\nThe\n\nBusiness\n\nat 11:55 a.m.)\nWillard\n\nE. Givens,\n\nReuben\n\nT. Shaw,\n\nPresident\n\nMorning,\n\nJuly 6, 1939\n\nSession, Thursday\n\nthird business session of the Representative\n\nAssembly\n\nExecutive\n\nSecretary\n\nof the National\n\nEdu¬\n\ncation Association convened in the War Memorial Opera House at 9:20 o’clock,\nwith President Shaw presiding.\nPresident Shaw: The meeting will come to order. The invocation will be given\nby the Reverend Lloyd R. Carrick , St. John’s Presbyterian\ndent of the Federation of Churches of San Francisco.\n(The invocation\nPresident Shaw:\n\nwas given.)\nThis morning\n\nwe\n\nChurch,\n\nand also presi¬\n\nwill proceed with the program\n\nin accordance\n\nwith the resolutions adopted the first day. The first item is the report of the Com¬\nmittee on Cooperatives, Albert M. Shaw, Robert Lewis Stevenson Junior High\nSchool, Los Angeles, California, chairman.\n(Mr. Shaw read the report which is printed on page 879 of this volume.)\nAlbert M. Shaw (California): I move the adoption of the report.\nRichard Martin (Hawaii) : Seconded.\n(Adopted unanimously.)\nPresident Shaw: The next item of business is the report of the Committee on\nSupply, Preparation, and Certification of Teachers. The report will be given by\nMr. daggers, director of teacher training and certification, state department of edu¬\ncation, Frankfort, Kentucky, chairman.\n(Mr. daggers read the report which is printed on page 916 of this volume.)\nR. E. daggers (Kentucky) : I move the adoption of the report.\nMr. Erickson: Seconded.\n(Adopted unanimously.)\nPresident Shaw: We will proceed to the report of the Committee on Tenure,\nDonald DuShane, superintendent of schools, Columbus, Indiana, chairman.\n(Mr. DuShane read the report which is printed on page 920 of this volume..)\nDonald DuShane (Indiana) : I move the adoption of the report.\nMr. Rayner: Seconded.\n(Carried.)\nPresident Shaw: I want to interrupt the proceedings just for a moment to have\nan announcement from the chairman of the Appraisal Committee.\nOrville C. Pratt: Blanks for the Appraisal Committee were distributed to you\nTuesday. It was announced that these blanks would be collected on Thursday\nforenoon. We have arranged to have the ushers distribute large envelopes to\neach state. The director of the state will collect the blanks for the state, put them\nin these envelopes, and return them. If the director is not present, will some other\nmember of the delegation assume his responsibility? I have some additional blanks,\nin case you have left yours in your hotel room.\nPresident Shaw: We will proceed with the report of the Committee on Tax Edu¬\ncation, Martin fVilson, first assistant, James Monroe High School, New York City,\nchairman.\n(Mr. JVilson read the report which\n\nis printed on page 918 of this volume.)\n\n"}
{"page": 798, "printed_page": null, "text": "794\n\nNational\n\nEducation\n\nAssociation\n\nMr. Wilson: I move the adoption of the report.\nRush .1/. Caldwell (Texas) : Seconded.\n(Carried.)\nPresident Shaw: We will now proceed to the report of the Committee on Equal\nOpportunity, Helen Bradley, teacher, Cincinnati, Ohio, chairman.\n(Miss Bradley read the report which is printed on page 884 of this volume.)\nHelen Bradley\nmendations.\n\n(Ohio) : I move\n\nC. Layton Galbraith\n(Carried.)\n\n(Nevada)\n\nthe adoption\n\nof the report without\n\nthe recom¬\n\n: Seconded.\n\nMiss Bradley: I move that the section recommending sufficient finances be ac¬\ncepted and sent to the Executive Committee for its consideration.\nHelen A. Maxwell (Pennsylvania) : Seconded.\n(Carried.)\nPresident Shaw: We will proceed to the consideration of the next item on our\nprogram this morning, the report of the National Council on Teacher Retirement\nof the National Education Association, Robert B. Hougham, executive secretary,\nRetirement Fund Board, Indiana State Teachers Association, Indianapolis, Indiana,\nchairman.\nRobert B. Hougham (Indiana): This is one of the rather young committees of\nthe N.E.A., or, rather, a consolidation of two old organizations, the National Council\nof Teachers Retirement Funds and the N.E.A. Committee of 100 on Retirement. Since\nthis consolidation, considerable progress has been made in the dissemination of\ninformation for the benefit of those states which have not been able to organize a\nretirement system, and for the improvement of those systems which were not found\nto be actuarilv sound.\nWe have been helped in a great measure by the Research Division of the N.E.A.\nWe feel that the matter of adequate teacher retirement is equally important with\nthe other phases of teacher activity which have been discussed here this morning.\nAfter all, our slogan is that we have something to sell to the states, to the legis¬\nlatures, and that we should abandon our old defeatist, pauperized begging and go\nto the legislatures of our various states in a businesslike way to sell something that\nis worthwhile, not only to the teachers of the United States but to the public, the\nschools, and the children of these states.\nWe feel that it is good business for a state to adopt an adequate, safe, sound\nretirement system because business, industrial and financial, has followed this same\nprocedure. After years of faithful service, bonus compensation given to workers\nis a sound business principle. The teachers in the public schools are workmen in\nthe factories of the states manufacturing citizenship and character, and after\ntwenty, thirty, or forty years of faithful service in the schools it is good business\nfor these states to provide for the declining years. In other words, a workman who\nhas confidence in the security of the future is a better workman than a beggar, worn\ndown by insecurity and debts. That is what we feel a good retirement system for the\nstates will afford.\nIn attaining these systems by salesmanship to the legislature, let all our teachers\nwork together in their states, thru their associations, thru their N.E.A. organizations,\nfind out what a good system is, and work harmoniously for the passage of law\nwhich will bring into being such a system because, after all, most of our legislatures\nwill give to the school teachers and children of their states whatever is best for them.\nWe have established, in connection with our division, an information booth which\nwe have conducted for three consecutive sessions. This time we have had hundreds\nof callers and have passed out some 5000 pieces of literature in regard to teacher\nretirement. We feel this is a service which we are rendering to you and we want\nyou to take advantage of it.\nIn conclusion, may I say that our goal is this: As the National Council of Retire¬\nment Funds, a part of the N.E.A., it is our ambition that every teacher in the\nUnited States and the provinces should be protected by an adequate, actuarily sound\n\n"}
{"page": 799, "printed_page": null, "text": "Representative\n\nAssembly\n\n795\n\nretirement system, so that they can go about their business training children in a\nsense of security and without fear for the declining years of their lives.\nI move the adoption of the report.\nGeneva Brown (Louisiana) : Seconded.\n(Carried.)\nPresident Shaw: We will now proceed to the report of the Legislative Commis¬\nsion, which will be given by Ben G. Graham, president of the American Association\nof School Administrators, superintendent of schools of Pittsburgh, and a member\nof the Executive Committee of the Legislative Commission.\n(Mr. Graham read the report which is printed on page 889 of this volume.)\nI would like to add that I believe the controversial issues which have to do with\nfederal aid have been successfully met and I believe that a very large majority of\nthe people over the country having the interests of the schools at heart are ready\nto support this measure. Therefore, I am pleading with this organization to forget\nthe minor controversial matters and place our whole drive and enthusiasm back\nof the passage of this bill.\nMr. Graham: I move the adoption of the report.\nL. W. Reese (Ohio) : Seconded.\nPresident Shaw: A request has come to the platform, that while there is no\nopposition to the report, there are one or two who would like to make a statement.\nAs that might involve the possibility of debate, I am ruling that this will go over,\nin accordance with the procedure we adopted on the first day, to the item “unfinished\nbusiness” printed on your report as “debate period.”\nWill the lady who has made the motion, Miss Broderick of New York, and\nseconded by Miss Ferguson, of New York state also, meet at once with Mr. Graham\nand a representative of the Rules Committee in order that, as far as possible, we\nmay have the matter presented in a way that whatever the issue is we can take\ncare of it in the most expeditious way possible as the first item when we have reached\nthat point.\nWe will now proceed to the report of the Committee on Resolutions. As it has\nbeen necessary for Mr. Hall to return to his state on official business, Miss Bradley,\nvicechairman of the Committee, will give the report. Before the report is given\nand while copies are being distributed, I would like to make an announcement.\nSome of you have discovered that on the ballot the name of Mr. Willis of Massa¬\nchusetts was stamped in. I merely want to state that with full authority and in\naccordance with your own action a nomination was duly made at the right time,\nand in some way or another, failed to be printed along with the others. So we have\nhad it stamped in. I just want to make the announcement so you will understand\nthat it is done with your authority.\nAnd now the report of the Resolutions Committee, Miss Bradley.\n(Miss Bradley called attention to changes in the platform.)\nMiss Bradley: I move the adoption of the platform with the suggested changes.\nGeorge Skewes (North Dakota) : Seconded.\n(Carried.)\nMiss Bradley: I move the adoption of the resolutions as printed.\nMr. Skewes: Seconded.\n(Carried unanimously.)\n(The resolutions are printed on page 910 of this volume.)\nPresident Shaw: We will now proceed to the consideration of the report of the\nBoard of Trustees to be presented to you by Joseph Saunders, superintendent of\nschools, Newport News, Virginia, chairman.\n(Mr. Saunders read the report which is printed on page 841 of this volume.)\n(Upon his motion, seconded by Helen Collins of Connecticut, the report was\nadopted unanimously.)\nPresident Shaw: We will now proceed with the report of the treasurer, B. F.\nStanton, superintendent of schools, Alliance, Ohio.\n(Mr. Stanton read the report which is printed on page 860 of this volume.)\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\nMr. Saunders: I move the adoption of the report.\nAnnie C. IV oodward (Massachusetts) : Seconded.\n(Carried.)\nA. C. Anderson (Minnesota) : I should like to make a suggestion in regard to the\nevaluation of bonds, that the market value of the bonds as of the date of the issue\nof the report also be shown thereon. Perhaps a motion is not necessary.\nPresident Shaw: We will take it as a suggestion and refer it to the treasurer\nand to the Board of Trustees for whatever disposition they may desire to make.\nWe will now have the report of the Auditing Committee, Mrs. Vina A heme,\nteacher, New Haven, Connecticut, chairman.\nMrs. Vina A heme (Connecticut) : The chairman of the Auditing Committee has\nexamined the financial reports of the National Education Association as prepared\nthru the detailed audit of its accounts by Wayne Kendrick and Company, certi¬\nfied public accountants, and has found this report in proper order. I move that the\nreport of the auditors be accepted as the report of the Auditing Committee.\nFred Schncll (Wisconsin) : Seconded.\n(Carried.)\nPresident Shaw: Mr. Givens also has an announcement to be made here.\nSecretary Givens: I have a matter of business that I should like to bring before\nthe Representative Assembly. We have requests from three organizations to become\ndepartments of the National Education Association. These organizations have met\nall requirements. Their petitions have been passed upon by the Executive Com¬\nmittee and the Board of Directors and are sent to the Representative Assembly for\nyour consideration and action; therefore, speaking for the Executive Committee and\nthe Board of Directors, the action taken by both groups, I should like to suggest that\nthe following three organizations be admitted as departments of the National\nEducation Association: School Garden Association of America, National Association\nof Journalism Directors, and National Association of Teachers of Speech. I should\nlike to suggest that the petitions of those three be acted upon.\nPresident Shaw: You have the matter before you.\nMiss Holt: I move that we accept the petitions of these three organizations as\ndepartments of the National Education Association.\n(The motion wras seconded and carried.)\n(iSecretary Givens read a letter of greeting from James Sunter, secretary, National\nUnion of Teachers of England.)\nPresident Shaw: That, of course, does not require a motion.\nYesterday or the day before we had a matter come before us in the first part of\nour program with reference to vicepresidents which you referred for next year to\nbe printed in the May Journal. It has been brought to my attention that it would be\nwise to add to that a little wider latitude than might be implied, so that the Executive\nCommittee may revise that arrangement in whatever way might seem to it best\nbefore it is printed in the Journal ; therefore, I should like to ask unanimous con¬\nsent to authorize the Executive Committee to rearrange the regional distribution in\nthe proposed amendment in regard to vicepresidents and to publish the same in the\nMay Journal. Is there objection? Hearing no objection, that will be referred to the\nExecutive Committee for such disposition as it may desire.\nWe have only one or two other items. Several things have been passed to the\nplatform. Yesterday I had a request, based upon the thought that I had driven you\nso hard, which I had not realized, that there was need for relaxation. There is\nalso an announcement I wish to make on behalf of the Appraisal Committee that\nwhile wTe have a number of the reports there are many to come in. Will the various\ndelegations make certain that they have those appraisal reports sent to the platform\nat once during the recess of five minutes which we will declare at this time?\n(Recess.)\nPresident Shaw: Will the members of the Representative Assembly please be\nseated? While I desire that the house be in order, it still remains a part of the\nrecess to this extent: During the year over and over we have stressed certain figures\n\n"}
{"page": 801, "printed_page": null, "text": "Representative\n\nAssembly\n\n797\n\nas the great underlying reason for action upon federal aid. The education depart¬\nment has assisted in preparing some slides that will be described to you briefly by\nMr. Law of New York. We will have them presented briefly and then proceed with\nthe business.\nFrederick H. Law (New York) : Following President Shaw’s Sunday evening\ntalk, I made the remark that if we could place on the platform a bank of boys and\ngirls of the United States who have been deprived for some years from all school\nprivileges of any kind, it would make a greater impression than all speeches, all\nresolutions, or all debate that we could make. At that time, Emily Amson, of the\nDepartment of Visual Education of the City of New York, said, “If you cannot get\nthe children, why do you not let us prepare some slides for you?” Thru the kindness\nof Rita Hochheimer, who is director of visual education in New York City, and\nespecially thru the kindness of the Keystone View Company, which, without charge,\nhas made the slides and sent a man here to present them, we wish to show you in\ngraphic form something that seems unparalleled in the history of the United States.\nYou have heard President Shaw say there are in the United States 800,000 little\nchildren of elementary-school age without any school privileges whatever, a march¬\ning army, ladies and gentlemen, that would march many abreast thru the streets\nof San Francisco for hours upon hours until more than a day had passed, a marching\narmy of high-school children far larger, 3,500,000, deprived of high-school privileges,\nand an army of handicapped children who need special training whom we in this\ncivilized land of the United States are permitting to go without proper schooling.\nThe little figures that you saw each represent 200,000 children.\nNow, fellow teachers from many states in this great land of ours, this is not\nEurope that we are talking about or Africa or China, but it is the United States\nof America that rests so strongly upon democracy and education, and we who\nbuy our automobiles to the extent of millions of dollars, who spend untold millions\nfor motion pictures, tobacco, and amusements of every kind, are permitting 800,000\nchildren to have no elementary schools whatever, 3,500,000 to be shut out from high\nschools, and 1,500,000 handicapped to go without that training which even nature\nappears to deny to them.\nMy appeal to you thru the Department of Visual Education is that you go back to\nyour towns and cities and states and beat upon the doors of the public press, beat\nupon the doors of the legislators, and say to them, “We who are teachers demand\nthat this free country of ours train all of its children.”\nPresident Shaw: Thank you very much, Mr. Law. I suggest that I should like to\nsecond that with all the enthusiasm and all the force that I can. I feel that our\ngreatest problem is to convey to the public the real truth of the situation. It is so\neasy to object to any particular proposal of the legislature or otherwise; it is so\ndifficult to get that same public to do something to solve the problem you have just\nhad presented to you.\nWe will now proceed to the consideration of the report of the Budget Committee\nby Helen T. Collins, principal, Lovell School, New Haven, Connecticut, chairman.\n(Miss Collins read the report which is printed on page 861 of this volume.)\nMiss Collins: I move the adoption of the report.\nPhillip W oodworth (Maine) : I second the motion.\nPresident Shaw: Are there remarks?\nMrs. Johanna Lindlof (New York) : In regard to the office expenses for the presi¬\ndent, does the amount allocated here include traveling expenses?\nMiss Collins: No, it does not, Mrs. Lindlof. It includes clerical help in regard to\nthe president’s work\n\nwhen\n\nshe is either at her home office or in the office at Wash¬\nington. The traveling expenses are included in the Executive Committee’s account.\nIf you will look at item, Executive Committee, $4000, the president’s traveling\nexpense will come out of that.\nMrs. Lindlof: It seems to me that $400 is a very inadequate amount to allot to\nthe president, even tho it be only for clerical expense. I do not know at what rate\nof pay you are engaging people if $400 will cover for the whole year. I do not think\n\n"}
{"page": 802, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nwe can ask for decent salaries for teachers if we pay our clerical help at this rate.\nMiss Collins: If you will give me permission, I should like to ask the secretary\nto explain that.\nSecretary Givens: That item is put in for secretarial work away from Washing¬\nton. We do all the secretarial work the president wants to have done at head¬\nquarters, charging it against my office, so that the $400 is for secretarial work she\ndoes at home or as she travels over the country. The traveling expenses and all\nother expenses of the president, except just secretarial help away from the Wash¬\nington office, are carried in the budget of the Executive Committee.\nMrs. Lindlof: It just looks like such a very cheap president.\nMiss Collins: I think if you will look at the comparative figures for five years,\nyou will note that the presidents did not find need for much more than the amount\nthat is appropriated. I think that is what we based our figures on.\nAre there any further questions?\n(Question called.)\nPresident Shaw: Are there further questions?\nfV alter Douthett (Pennsylvania) : Under “Physical Plant,” Item 17, I notice a\ncharge for rent. Have we set up a permanent headquarters in such a way that we\npay ourselves rent?\nPresident Shaw: That is perhaps the way you would like to do it. The permanent\nfund is an entirely separate account, and it is one step between the two accounting\nprocedures and funds within the Association.\nAre there any other questions?\nJoseph IV. Forsyth (Pennsylvania) : On the Division of Membership, I think that\namount is rather small because the membership in this Association is a very im¬\nportant item and unless we use more funds to advertise this Association, I am\nafraid we are not going to increase the membership very much larger.\nMiss Collins: I think if you will look at Promotion and Maintenance of Member¬\nship, then the Division of Membership, and the Division of Field, which is also a\nmembership account in the sense that the business of the Field Division is increasing\nmembership, and I believe then if you will follow along with such divisions as\nRural Service, Department of Classroom Teachers, and in fact almost all of the\ndivisions of the Association charged in some way with the membership of the\nAssociation, adding those items which might be chargeable to membership, you will\nfind adequate provision made for that. I agree heartily with you that it is a very\nimportant thing and I am sure there is no attempt to curtail it in any way.\nPresident Shaw: Are there other questions?\n(The motion was carried.)\nPresident Shaw: Several items have come to the desk and I shall read them and\nmake the disposition that seems to me to be appropriate.\nThe New York City teachers believe tenure of office the most important item in\nteacher welfare. Recently during the spring there have been some discussions of\neconomy involving dropping of kindergarten and some other positions, and the\ntenure rights have been variously defined. It is presented as a motion that the Tenure\nCommittee\nviduals?\n\nconsider the definition of tenure. Does\n\nit apply to position or to indi¬\n\nWhile the word “moved” is listed here, I believe it will meet with the desire of\nthe delegate who presented it if we refer this statement to the Tenure Committee\nwith our recommendation that it receive appropriate consideration. If there is no\nobjection, I shall so rule the disposition of that matter. Hearing no objection, it\nis so ruled.\nA second I shall read: “Many of us feel that a very wrong and harmful impres¬\nsion has been created in regard to our stand for old-age pensions. Several speakers\nhave indicated that we resent the demands for old-age pensions with request for\nfunds for the education of children. We feel the convention should make it clear that\nwe favor old-age pensions and other worthy\n\nsocial movements\n\nand that we only ask\n\na fair and reasonable support of education\nmake a statement concerning this.\n\nfor youth.” I shall ask Mr.\n\nGivens\n\nto\n\n"}
{"page": 803, "printed_page": null, "text": "Representative\n\nAssembly\n\n799\n\nSecretary Givens: The gentleman brought this to me and I told him I should be\nvery glad to add a word to it. I had something to say about this myself yesterday,\nand three or four other speakers have touched upon it. What we want to do is to\nmake clear that as a teachers organization we are not fighting any worthy social\nwelfare work. We do want to stress the fact that among the expenses that are\ngoing for human beings in this country directly, nothing is any more important than\nthe education of our children and we want to do everything we can to see that\neducation, which has to do with the educating and bringing up of our young people,\ngets its share of the funds, but we are not in any way attempting to say that the\naged should not be taken care of. We think they should be. We are simply insisting\nfrom our part as a teaching profession that the education and care and welfare\nof the young be a part of that picture.\nPresident Shaw: I believe that I have sensed the viewpoint of all the delegates\nthat it conforms closely to that expressed by Secretary Givens and the appropriate\ndisposition of this matter is to refer it to the Executive Committee of the Association\nin support of the thought just now presented by Mr. Givens. Is there objection?\nHearing none, it will be so ruled.\nThere is another item that I think we can dispose of quickly if you w7ill give it\nclose attention. Many of you have heard a discussion around the halls concerning\na resolution in regard to our attitude on war. We have put ourselves on record so\nmany times that I feel I sense the attitude of every delegate that we should do every¬\nthing possible toward the abolition of war. So in that particular matter I wish to\nbring to your attention the fact that the Department of Classroom Teachers has in\nits platform a rather clear-cut statement as to their attitude and which is not new.\nI believe that the proposal should be read at this time, and I am asking Mrs. Mer¬\nchant of California to read the matter and then offer an appropriate resolution with\nwhich I hope you may all concur.\nMrs. Pauline Merchant (California) : At the regular business meeting of the\nDepartment of Classroom Teachers, held in Larkin Hall on July 5, the Resolutions\nCommittee was instructed to present to the Representative Assembly, at the Thursday\nmorning session, Section 3, Part 5, of the platform of the Department of Classroom\nTeachers for inclusion in resolutions to be considered by this body. I shall read\nthis section.\n3. Opposition to war:\na. We believe fully in the ideals of a democratic\n\nform of government.\n\nb. We believe war to be the greatest menace to civilization and to demo¬\ncratic institutions, and as a means of settling international disputes to be an\nabsolute failure.\nc. We, therefore, urge the abolition of private ownership\nof arms and munitions.\n\nand manufacture\n\nd. We strongly recommend to classroom teachers thruout the United States\nthat they teach the facts about war, emphasizing its cost in human life and\nideals as well as in material wealth.\ne. We further urge that classroom teachers continue to use every reason¬\nable effort to promote international peace and goodwill and to exercise their\nfull influence writh all active forces in support of this policy for the welfare\nand protection of the youth of the world and the maintenance of humanitarian\nideals.\nI move that this resolution be presented to the N.E.A. Resolutions\nconsideration next year.\nMiss Woodward: I should like to second that motion.\nPresident Shaw: Are there any remarks?\nJ. G. Allen (Pennsylvania) : I should like to ask the lady who\nreread paragraph “c.”\nMrs. Merchant: “We, therefore, urge\nmanufacture of arms and munitions.”\n\nCommittee\n\nread the report to\n\nthe abolition of private ownership\n\nMr. Allen: I think there are three very dangerous\n\nwords\n\nfor\n\nin that paragraph,\n\nand\n“the\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\nNational\n\nEducation\n\nAssociation\n\nabolition of private ownership.” I do not like that at all. No one can tell where this\nmay lead us. You cannot draw any line when you come to the manufacture of\nmaterials of war. You cannot draw any line and say, “This is where they stop.\nThis is material of war; that isn’t any of war.” We know that is true because of\nthe present mess we find ourselves in with regard to our neutrality legislation. I\nshould like to see paragraph “c” either rewarded or stricken from the resolution.\nPresident Shaw: As the matter is only a reference to the next Resolutions Com¬\nmittee, I wonder if we could dispose of that matter by asking Mr. Allen to submit\nhis proposal to the Resolutions Committee next year along with the other?\nMr. Saunders: I just want to raise the point that the resolution, as I understand\nthe motion, is not before us for consideration and discussion, that the resolution is\nfor reference to the Resolutions Committee which can delete that or any part of it\nor not bring it back here at all.\nIn that connection, I should like to call your attention to the fact that we have\nalready adopted\n\nthis morning\n\nin our platform\n\nthe following words — which\n\nis our\n\npronouncement on the subject: “Teaching children about the truth of war, its cost\nin human life and ideals and in material wealth, the values of peace and need of\ninternational cooperation by such means as courts of arbitration.” As I understand\nit, the motion is to refer to the Resolutions Committee, so why not let it go there\nwithout debate?\nMrs. Lindlof: I should like to draw the attention of this body to the fact that\nthe statement read by Mrs. Merchant of California is part of the platform adopted\nby the Department of Classroom Teachers. The Department of Classroom Teach¬\ners, I am quite certain, constitutes the majority of the membership of the N. E. A.,\nand tho this body, sitting in convention here, may not adopt this particular resolu¬\ntion, I should like the country to know that the classroom teachers of this nation\nare out to abolish war and all the things that lead to war, and private ownership\nand manufacture of arms is one of the greatest promoters of war that we have in\nthe world today.\nPresident Shaw: Understand that the proposal will carry with it all these com¬\nments. They are now a matter of record. If there are no further comments, the\nmatter will be referred to the Resolutions Committee of the next year for appropri¬\nate report. Is there objection? Hearing none, it is so referred.\nWe will now return to the item, Report of the Legislative Commission. I shall\nask Mr. Graham to make his statement as to what disposition they desire to make\nof the requests that came in.\nMr. Graham: The recommendations placed before the Representative Assembly\nby your Legislative Commission I read and perhaps I should read again:\nWe submit to the Representative Assembly of the National Education Associa¬\ntion the following recommendations:\n1. That the Legislative Commission be instructed to continue its efforts to secure\nthe enactment of the pending Senate Bill, S. 1305.\n2. That the resolution of the Association favoring increased federal participa¬\ntion in the support of public education without federal control of educational\npolicies be reaffirmed.\n3. That the Representative Assembly urge a forceful campaign by educators\nand lay organizations for the enactment by Congress of legislation that will\nprovide a desirable program of federal aid for the American public schools,\nsuch as the program embodied in S. 1305.\nI move that the recommendations be adopted with the report. The report was\ninformational. These three recommendations come to you from your Legislative\nCommission as the best means we know of placing before you the action which\nshould be taken by the Representative Assembly in order to make possible the\npassage of legislation in support of or for federal aid.\nPresident Shaw: The motion, duly moved and seconded, was delayed because of\na request for an opportunity to be heard. The matter now is before you as the\nmotion. What is your pleasure?\nLillian Broderick (New York) : At the outset, I want to make it clear that we\n\n"}
{"page": 805, "printed_page": null, "text": "Representative\n\nAssembly\n\n801\n\nabsolutely favor the principle underlying federal aid, that we agree with the Legis¬\nlative Commission that the wealth of the nation must be marshaled to serve human\nneeds wherever those needs be found. We believe that that wealth, whether it be\nwealth in terms of money, in energy, in scholarship, or of social vision, should be\nso marshaled. We have no desire to impede the splendid progress that the Com¬\nmission is making toward equalizing educational opportunity thruout the United\nStates, but there has come to us in our home territory a problem that is new and\npressing and most urgent, namely, of safeguarding the interests of the educational\nprogram now being advanced in New York State.\nThose of you who are reading the papers know that the legislature is now in\nspecial session, called there by the governor of the state to see if it can restore\norder out of the chaos that is now confronting the state due to a reduction in the\nbudget. The budget was before the court of appeals in the state and has been\nreturned to the legislature for such action as the legislature sees fit to take.\nSenate Bill S. 1305 is undoubtedly a bill of great social merit and is essentially\na social service bill, but that bill will impose, automatically if enacted into law, a\nburden of $17,000,000 upon the people of New York State, beginning in 1940 and\nincreasing until in 1945 it becomes approximately $44,000,000. The New York State\nTeachers Association has analyzed the bill, and because of this emergency con¬\nfronting us in terms of its cost to teachers, to children, and to education in general\nthruout the state, we feel that the teachers, one of you, representing a community\nin which the question of the present educational program is immediate and urgent,\nshould analyze the bill in terms of its cost to teachers and to present children,\nthat is, before definitely committing ourselves to a program which will marshal\npublic opinion and public force behind its enactment, we should make certain that\nthe burden of supporting that bill will not be imposed solely upon the teachers and\nthe children in the state but will be equitably distributed among all members of the\ntaxpaying public.\nYou who are familiar with teacher legislation know that at present the New\nYork State legislators are trying to strip the statute books of every bit of social\nsecurity protection for teachers, including salary increments, tenure rights, retire¬\nment rights, and even suggesting that there be furloughs for all people in higher\nbrackets and that married women whose husbands are also teachers be asked or\nrequested to take furloughs.\nAll we are asking in this matter is that the delegate assembly bear with us and\nmake certain that we are not hopelessly impeding our request that the New York\nState legislature return the $9,000,000 cut in state aid, a cut that is already closing\nthe kindergartens in the great City of New York and causing even more drastic\ncurtailment in less favored sections of the state, that we will not so definitely\ncommit ourselves to this bill as at present written that it cannot be modified to meet\nall the exigencies of the situation without\nciple of federal aid.\n\nin any way\n\nundermining\n\nthe great prin¬\n\nSo in justice to the children of the nation and in justice. to the program of ade¬\nquate free public education for the children of the state I represent and in justice\nto the teachers whose welfare I have so long upheld and fought for and in the\nobtaining of which I have expended considerable personal energy, I ask that\nyou accept a substitute motion which would simply mean that we did not formally\nadopt every provision and every recommendation. The substitute motion has been\ndiscussed with the Committee on Rules, with the parliamentarian, with Mr. Graham\nwho presented the report of the Legislative Commission to us. They understand we\nare in no sense opposed to the gist of the report, but we are simply asking for aid\nto further the cause of adequate educational opportunity for all children, when we\noffer the following motion: That the report of the Legislative Commission be\nreceived as a report of progress.\nIt has been seconded by Miss Ferguson, president of the Mount Vernon Teachers\nAssociation.\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNational\n\nEducation\n\nAssociation\n\nPresident Shaw: Miss Broderick has offered the motion and Miss Ferguson has\nseconded it. The matter is before you as a substitute motion. Mr. Graham, I believe,\nis entitled to speak.\nMr. Graham: The recommendations which were presented for the Legislative\nCommission are the only recommendations which we believe we can place before\nyou at this time and honestly do the work of this Assembly in connection with the\nCongress. We believe that if you cannot support what has been done by the Legis¬\nlative Commission we might just as well give up the attempt to have federal aid\nadopted by the Congress of this United States. We are deeply in sympathy with the\nproblem which exists in New York State, and we have looked and pointed with a\ngreat deal of pride to what has been done in New York State in the way of state\naid and have tried to set it up as an example for our own state of Pennsylvania.\nCertainly what has been accomplished in that state, going back, I think, to about\n1928, in the way of state aid is an example for the country. I believe the reason\nit was done so well, so intelligently there, is because that state believes in equaliza¬\ntion of opportunity for all the children of all the people of that state and much has\nbeen accomplished toward that end.\nNow, it seems to me if they believe, as they do, in equalization of opportunity\nwithin the state, they believe equally, as the speaker said, in federal aid, and\nthat is the very thing we are working for. The principle which is involved in federal\naid is that we can tax wealth where it is for the benefit of children where they\nare. That is the essential thing in this problem of federal aid. I come from a state\nwhich will pay far more to the federal treasury which will go out to the states for\nfederal aid for education than will ever come back into Pennsylvania, but that\nmoney comes from sources of wealth in the state that cannot be touched for local\nsupport for schools at the present time. That is true wherever you find the great\nwealth of the country. So all I am pleading for is that this delegate assembly\nsupport the traditional position of the National Education Association in support\nof federal aid, and I am pleading with you to support the report and recommen¬\ndations of your Legislative Commission.\nEmily Tarhell (New York) : The New York State Teachers Association for\nseveral years has been on record as favoring the principle of federal aid. I was\nnot aware that the New York State Teachers Association had reversed its stand.\nPresident Shaw: If you vote down the substitute motion you then have before you\nthe motion presented by Mr. Graham. Will you kindly keep that in mind as you go\non with the discussion?\nMrs. Lindlof: I believe it is very important that this body put itself definitely\non record in favor of federal aid for education. It is important for all of us, no\nmatter from which state we may come, that education be provided with sufficient\nfunds in all quarters of the United States. Just as long as there is any under¬\nprivileged area as far as education is concerned, we are all in danger. The best\nthing for everyone of us is that equal opportunity shall be given to all our children\nand that can only be done thru federal aid to education. I hope that the substitute\nmotion will be defeated. '\n(Question called for.)\nPresident Shaw: All those in favor of the substitute motion will please say “aye” ;\nthose opposed “no.” The “noes” have it. The motion made by Mr. Graham is now\nbefore you. It includes the three recommendations. Are there further remarks?\n(Question called for.)\nPresident\ncarried.\n\nShaw:\n\nAll in favor please say “aye”;\n\nopposed\n\n“no.” The\n\nmotion\n\nis\n\nMr. Mooney: Colorado was among the states, I suppose, that protested vigorously\nagainst the apparent waste of time in the conduct of this meeting early this year.\nThe delegation instructs me to say to you that we keenly appreciate the fairness\nand the promptness with which the work of this Assembly has been handled this\nyear.\nPresident Shaw: I thank Mr. Mooney\nmotion by the applause.\n\nand all of you who\n\nso cordially second his\n\n"}
{"page": 807, "printed_page": null, "text": "Representative\n\nWe\n\nhave\n\nseveral announcements\n\nto make\n\n803\n\nAssembly\n\nwith\n\nreference\n\nto matters\n\nof record\n\nlargely, but will you kindly give close attention to them?\nMiss Adair: I have in my hand a number of suggested amendments to the bylaws\nand rules which would be necessitated should you adopt an amendment that was\nlaid on the table for the study at the next time. It has to do with the number of vicepresidents and their duties. The amendments will have to be made to that same\nsection. Should you add a large number of vicepresidents, you would have to\nchange the numbers from twelve and fourteen, and things of that sort.\nPresident Shaw: May I interrupt just to this extent, which I believe will satisfy\nthe group. Are you not willing to have definitely, with your authority, written into\nthe record any proposed amendments to the bylaws that may be submitted by the\nchairman of the Rules Committee or by anyone else? Each individual has the right.\nWhy should we take time to read it now, when it is to come out and appear in\nthe May Journal for your discussion? I take it that you second that proposal, giving\nMiss Adair the right to do so, but we will hear from Miss Adair.\nMiss Adair: I am not going to take that right on two of these amendments. I\nwould rather read them to you. One of those is in regard to the vicepresidents. I\ntry to be strictly impartial. On the one in regard to vicepresidents, assigned their\nranks and duties, I am perfectly willing to accept your permission.\nThis one is an amendment to Article I, Section 1. You will remember that we\nstruck out from that amendment the provision that we could vote by a two-thirds\nvote on anything that had been printed in the May Journal. This amendment\nwould allow us to pass by a two-thirds vote any amendment placed in the May\nJournal. I wish you to know that that rather serious amendment is proposed.\nThe second has to do with local affiliated associations. Mr. Givens says it will\nbe all right, and this resolution provides for no affiliation fee for local affiliated\nassociations 100 percent in the N. E. A. I would like to tell you that there is an\nassociation which has had 100 percent in the N. E. A. for fifteen years. These will\nbe printed in the Journal.\nPresident Shaw: Are there any other items that anyone feels has been omitted or\nshould come up at this time?\nI should like to make two other announcements or calls.\n(President Shaw made announcements.)\nSara H. Fahey (New York) : As chairman of the Publishing Committee for the\npast two years, I am bringing a recommendation of that committee to this body,\nas it is necessary to serve this notice in order to have action next year.\nThe Publishing Committee wishes to report to the Rules Committee of the\nNational Education Association that there really seems to be no actual need of a\nPublishing Committee at the present time. When that arrangement was made in the\nNational Education Association, it was at a time when we depended upon the\nstenographer’s notes, and it was a very essential process in order to have correct\nwork. Now, with the stenotype machine, there seems to be no immediate need of\nhaving five copies of the proceedings typed and assembled for the use of the com¬\nmittee of five that constitute the Publishing Committee and reviewed by them.\nAs we understand it, the secretaries of the Association, irrespective of the work\nof the Committee, again go over these same notes in preparation for the printer,\nand we would submit to the Rules Committee our suggestion as to the wisdom of\nconsidering whether or not this committee is essential.\nPresident Shaw: If there is no objection, the suggestions contained therein will\nbe duly referred to the Committee\nbring the matter up.\nMr. Saunders:\n\nor such additional\n\nAt this time I would\n\ncommittees\n\nas may\n\nneed to\n\nlike to offer a motion in regard to the Publish¬\n\ning Committee’s report. This motion has been prepared\nand, I think, meets all the conditions.\nI move that the Publishing Committee edit, approve,\n\nby the parliamentarian\nand\n\norder\n\nthe printing\n\nof the proceedings of the Representative Assembly during the seventy-seventh\nannual convention of the National Education Association, these proceedings to be\n\n"}
{"page": 808, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\nsubmitted to the general assembly at the seventy-eighth annual convention\napproval and adoption.\nThis motion was seconded by Fred D. Cram of Iowa.\nPresident Shaw: You have the motion before you. Are there any remarks?\n\nfor\n\nAll\n\nin favor please say “aye”; opposed “no.” It is adopted.\nMr. Saunders: With your permission, I would like to move\n\nthat we\n\nmeet in this room at eight o’clock this evening.\nPresident Shaw: That motion I should like to reserve, and\nhandled after we complete one or two other items.\n\nI think it can be\n\nThe\n\nhour of twelve o’clock has arrived. I hope we\n\nwill do what\n\nrecess to\n\nthey do in legis¬\n\nlative assemblies, stop the watches so we can dismiss at twelve o’clock.\nI do know you want to hear from Miss Lord as to something your Association did\nin Waterbury, Connecticut. She is going to be brief, but I think you ought to hear\nabout it.\nDaisy Lord (Connecticut) : I will not even start with a funny story, I know a\nnumber, but will immediately tell you about the situation as quickly as I can in\nmy New England dialect.\nAbout a year ago this time in my home city, the city fathers appointed a committee\nto hire a survey committee — I will not name the committee because I do not want to\nadvertise it— to conduct a survey of each department of our city government and\nput in certain economies.\nIn August (we did not know it at the time) a gentleman came who was a teacher\nof economics in a small western college, and in one week, from statistics alone, our\nsuperintendent’s office made a report on the school department. Our board of educa¬\ntion has been practicing many economies, and nobody could see where more\neconomies could be put in. We never felt the report would see the light of day.\nWe were to hold our regular association meeting on the thirteenth day of October.\nI, and a few more members of the association, had previously seen the report and\nknew what it contained. The recommendations briefly, and for the most part, were\nthese: that thirty teachers be immediately dismissed, we have about 550 or 560,\nand that ten principals be put back into teaching positions and their schools com¬\nbined — it did not matter that one was at the top of this hill and the other at the top\nof that hill; then, that the kindergarten assistants be discharged and high-school\ngirls take their places, without any regard whatever for certification requirements;\nthat the high-school teachers take an immediate loss of 15 percent of their salaries,\nand the grade school teachers a decrease of 13^4 percent; that heads of departments\nbe dismissed, and fifty-nine odds and ends, including a few janitors and janitorial\nservices. We were meeting that afternoon, and the evening newspapers came out\nwith great headlines telling about this survey and that our board of education had\nsaid it did not and would not accept it.\nAs president, I went before the meeting of our teachers and said, “I want per¬\nmission to do two things; one, to appoint an emergency committee of five; the other,\nto send the board of education a letter of thanks, saying that we are with the board\nof education.” Of course, they gave me that permission\nwork.\n\nand we immediately\n\nwent\n\nto\n\nThe following Monday the first meeting of the committee was held. It was joined\nby a committee from the Principals Association. We always work that way in\nWaterbury. So we met on that day for the first time. About four days later, the\nreason was I had been called out of the state to speak to a group of teachers, they\ngave me permission to call upon the National Education Association for assistance.\nIt was the finest thing that was ever done by any association. I cannot begin to tell\nyou what happened.\nThe following morning, at nine o’clock, I called Mr. Givens in Washington.\nMr. Givens listened to my story attentively and then said, “I will call you back\nwithin an hour.” In the meantime, I know what he did. He called all of his staff\nand research people together. He had a number of questions to ask me when he\ncalled back, and he said to immediately send them the report, which was sent special\ndelivery. That report reached Washington Wednesday morning.\n\n"}
{"page": 809, "printed_page": null, "text": "Representative\n\nAssembly\n\n805\n\nThursday morning, at nine o’clock, Hazel Davis of the Research Division of the\nN.E.A. arrived in Waterbury. We did not know she was coming until she was\nthere. I cannot pay high enough tribute to her, or tell you how much the teachers\nof Waterbury liked her, appreciated her, and the many compliments our Research\nDivision received thru her personality and the way she went to work. She kept\neverybody in our superintendent’s office busy for about five hours. There was not\nanyone who did not like her. She went to visit various places where she felt she could\nget the local situation. We called our committee together, of course, and at six\no’clock we sent her with our “God bless you” to Washington. In the meantime, we\nhad organized subcommittees. Our papers were with us and the editorials were in\nour favor.\nOn Saturday, there arrived from Washington a package of material. On Sunday\nmorning, airmail special delivery, came the first answer to a part of that survey\nagainst us from Washington and at that minute the teachers of Waterbury were\nsaved, because that answer came out Monday night in both of our evening papers\nwith full headlines. In the meantime, they had said we had gone to our National\nEducation Association for help. The report appeared on Monday night. It was\nmarvelous. Everyone of you should have a copy of the answer to that report.\nOn Wednesday night there came a second one and on Friday night there came a\nthird. There was no need of any further reports, because those answered not alone\nfor us, but the N.E.A. saved the janitors, the policemen, and the firemen, because\nthey did not dare bring out the report on the police and fire departments. But the\npolicemen and firemen were jealous of us. They said, “You have a national asso¬\nciation to go to.”\nIt was the greatest piece of work any national association could do. We cannot\npay our national Association enough credit, and you can go back to your communi¬\nties and tell them that when they need help, the telephone gets our national building.\nAs I know, Mr. Givens took every member of the clerical staff, every member of\nthe research staff, and they spent the week working for our city.\nI did not know I was going to be called upon, but I believe there were many\nrequests to hear about the situation. Again I feel, as I have always felt, that we\nneed not worry about state or federal aid, or any other kind of aid, if every one\nof the one million teachers in this country belonged to this organization. We would\nbe the biggest force in the country.\nI thank you, and in the name of Waterbury I wish to thank the National Educa¬\ntion Association from the bottom of my heart for what it has done in this emergency.\nPresident Shaw: There are two or three other items that have come to the Chair\nthat have not been in accordance with the requirement of two signatures, but in all\ncourtesy to those who come to the delegate assembly sometimes for the first time,\nI want to say they will be referred to the Executive Committee, as they seem to be\nproblems of study largely, some of which have been considered by the committees,\nand they may be referred by the Executive Committee for further consideration to\nthose committees.\nAmong them is a reference to travel fellowships in connection\nnational Relations Committee work.\n\nwith our Inter¬\n\nI believe we have just one item before we adjourn. It is an item of serious\nmoment which I wish to have Mr. Givens present.\nSecretary Givens: It is now my sad duty to announce two deaths in our midst\nlast night. One of the delegates from New Orleans, where the president who will\nbe elected today because she has no opposition, resides, died last night from a\nstroke of paralysis, Miriam Cohen of New Orleans; also last night C. J. Heatwole,\nthe state secretary of the Virginia Education Association, died from a heart attack.\nI suggest that when we adjourn this Representative Assembly, we adjourn in their\nmemory.\nPresident Shaw: You have heard the suggestion. I am sure you will have the\nmatter in your memory and your thoughts not only as we close but thruout the day\nand other days to come.\nIn declaring this recess, again I wish to pay tribute and appreciation to all of\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\nyou who have helped to make everything move along so satisfactorily, and again\nto pay tribute especially to my predecessor and the great support she has always\ngiven to me, Caroline S. Woodruff, and to the gavel that came from the Calvin\nCoolidge farm, and then to the loyal support of someone you have not seen much of,\nbut you have seen the results of support that is always given by Mrs. Shaw. I do\nnot know what she has endured with my absence this year.\nRecess is declared.\n(The\n\nmeeting\n\nrecessed at 12:15 o’clock.)\nWillard E. Givens, Executive\nReuben T. Shaw, President\n\nFourth\n\nBusiness\n\nSession, Thursday\n\nEvening,\n\nSecretary\n\nJuly 6, 1939\n\nThe fourth business session of the Representative Assembly convened in the\nWar Memorial Opera House following the general session of that evening.\nPresident Shaw: At this time I shall call upon Miss Adair to read a statement.\nMiss Adair: The following statement is signed by Ersie S. Martin and Adelia\nBrier of Indianapolis, Indiana:\nWe have the assurance of the executive secretary and of the director of\nresearch that the Report on Teacher Load will contain no statement that can\nbe used as an argument in favor of increasing the number of pupils under a\nteacher’s care.\nPresident\n\nShaw:\n\nI want\n\nto call on Secretary\n\nGivens\n\nto make\n\na statement\n\nin\n\nconnection with the item entitled “Recognition of Membership Honor Rolls.”\nSecretary Givens: It is a pleasure for me to call to your attention some facts in\nconnection with our victory honor roll in membership. Eighteen states and terri¬\ntories during the past year have secured a place on this victory honor roll by\ngaining at least a 10 percent increase in N.E.A. membership during the year. I\nwant to give the state, the director of that state, and the percent of gain during\nthe year over the past year.\nPercent of\nState\nLouisiana .\nNorth Carolina\nSouth Carolina\n\nState Director\n\nIncrease\n\nJ. N. Poche .\nElmer H. Garinger .\nA. C. Flora .\nM. D. Collins .\nL. Frazer Banks .\n\n61\n45\n32\n29\n22\n\nKentucky .\nArkansas .\nTennessee\nIdaho .\nIndiana\nTexas .\nAlaska .\n\nWilliam S. Taylor .\nW. E. Phipps .\nS. L. Ragsdale .\nW. D. Vincent .\n\n21\n18\n18\n15\n\nL. V. Phillips .\nRush M. Caldwell .\nEverett R. Erickson .\n\n15\n15\n13\n\nVirginia .\nDistrict of Columbia\nPuerto Rico .\n\nMrs. Edith B. Joynes\nA. Grace Lind .\n\n13\n12\n\nGeorgia .\nAlabama .\n\nFrancisco Rodriguez-Lopez\nH. V. Cooper .\nM. P. Moe .\nKate Frank .\n\nMississippi .\nMontana .\nOklahoma .\nThe six states which\nare, in order:\nNew\n\n.\n\nhad\n\nYork\n\nPennsylvania\nCalifornia\n\nthe largest N.E.A.\n\nmembership\n\n.\n\nduring\n\nOhio\nIllinois\nNew Jersey\n\n12\n11\n11\n11\nthe past year\n\n"}
{"page": 811, "printed_page": null, "text": "Representative\n\nThe six states which\n\nhad the largest number\n\nof N.E.A. life members\n\nCalifornia\nOhio\n\nare, in order:\n\nNew York\nTexas\nIllinois\n\nPennsylvania\nThe ten cities which\n\n807\n\nAssembly\n\nhad the largest number\n\nof N.E.A. life members\n\nare, in order:\n\nPhiladelphia\nPittsburgh\n\nNew York City\nWashington, D. C.\nChicago\n\nHouston\nSan Francisco\nSt. Louis\n\nLos Angeles\nCincinnati\n\nThe following cities with over 100,000 population\nin the N.E.A. They are, with their superintendents:\nEvansville, Indiana\nFort Wayne, Indiana\nSouth Bend, Indiana\nKansas City, Kansas\nWichita, Kansas\n\nhave\n\n100 percent membership\n\nJ. Ralph Irons\nMerle J. Abbett\nFrank E. Allen\nF. L. Schlagle\nL. W. Mayberry\n\nThe states and territories which enrolled more than 50 percent of their teachers\nin the N.E.A. are: Alaska has 112 percent of her teachers. Alaska has 297 teachers\nand 334 members of the N.E.A. Hawaii has had for years 90 percent or more.\nThey have this year 90 percent of their teachers in the N.E.A.\nThen there are three states that have 50 percent or more: Nevada, which has\nheaded the list for several years, has 77 percent of her teachers in the N.E.A.;\nUtah, 60 percent; Arizona, 53 percent; and the District of Columbia, 50 percent.\nThe next record is one of which we are all very proud. I want to give you the\ncities and their superintendents in which we have had 100 percent membership in\nthe N.E.A. for fifteen consecutive years or more. Heading that list of cities is St.\nJoseph, Missouri, that has had 100 percent in the N.E.A. for twenty-one\nyears. The superintendent is T. E. Dale. The list is as follows:\nNo. of\nYears\n\n21\n20\n19\n19\n19\n19\n18\n18\n18\n18\n18\n17\n17\n17\n17\n17\n17\n17\n17\n17\n17\n16\n\nCity\n\nMorris Township\nKenton\nPiedmont\nMapleton\nSedalia\nFond du Lac\nPrescott\nLa Junta\nBedford\nScienceville\nAltoona\nPhoenix\nWinnetka\nWabash\nBurlington\nSouth Haven\nBellefontaine\nGreenfield\nOberlin\nMuskogee\nDoylestown\nJerome\n\nState\nNew Jersey\nOhio\nCalifornia\nMaine\nMissouri\nWisconsin\nArizona\nColorado\nOhio\nOhio\nPennsylvania\nArizona\nIllinois\nIndiana\nIowa\nMichigan\nOhio\nOhio\nOhio\nOklahoma\nPennsylvania\nArizona\n\nconsecutive\n\nSuperintendent\nRoy P. Stillwell\nL. E. McKinley\nH. W. Jones\nElmer H. Webbei\nHeber U. Hunt\nL. P. Goodrich\nD. R. Sheldon\nGlenn T. Wilson\nA. E. Moody\nW.\n\nL. Richey\n\nLevi Gilbert\nJohn D. Loper\nC. Washburne\nO. J. Neighbours\nR. H. Bracewell\nL. C. Mohr\nS. A. Frampton\nF. R. Harris\nCharles E. Wigtoi\nJ. R. Holmes\nJ. L. Halderman\nJ. O. Mullen\n\n"}
{"page": 812, "printed_page": null, "text": "National\n\n808\n16\n16\n16\n16\n16\n\nEducation\n\n15\n15\n15\n15\n\nFlagstaff\nElgin\nMoline\n\n15\n15\n15\n15\n15\n\nCherryvale\nGrand Haven\n\nColorado\nIllinois\nIllinois\nIndiana\nOhio\nArizona\nIllinois\nIllinois\nIllinois\nIndiana\nKansas\nMichigan\n\nClayton\nLincoln\nLorain\n\nMissouri\nNebraska\nOhio\n\nLehighton\nMahanoy City\nMunhall\nPalmerton\nPottstown\n\nPennsylvania\nPennsylvania\nPennsylvania\nPennsylvania\nPennsylvania\nPennsylvania\n\n15\n15\n15\n15\n15\n15\n15\n\nRocky Ford\nPekin\nPontiac\nHuntington\nZanesville\n\nNaperville\nLaPorte\n\nSteelton\n\nAssociation\n\nJames H. Wilson\nC. B. Smith\nA. F. Speltz\nC. E. Byers\nKenneth C. Ray\nJ.\nO. Q.\nF. Thomas\nPatterson\nEdwin P. Nutting\nR. E. Beebe\nE. B. Wetherow\nJohn P. Sheffield\nEarl H. Babcock\nJohn L. Bracken\nMillard C. Lefler\nP. C. Bunn\nB. B. David\nHarvey S. Bolan\nE. O. Liggett\nJ. N. Roeder\nF. M. Haiston\nO. H. Aurand\n\nThe total membership for the past year is 201,682, which is 6000 more members\nthan last year, and the first time in the history of the Association when we have\nhad a paid membership amounting to more than 200,000. I want to express to all\nof the members of the Association who have helped to make this great record\npossible my sincere appreciation and the appreciation of all the officers of the\nAssociation.\n(Caroline S. Woodruff was then presented with the Past Presidents’ Award.\nAn account of the presentation will be found on page 86.)\nPresident Shaw: I shall call on C. L. Galbraith, chairman of the Elections Com¬\nmittee.\nMr. C. L. Galbraith (Nevada) : One of the duties of the delegates to the Na¬\ntional Education Association is to elect the officers for the ensuing year. The\nelection was held today and it is my privilege at this time to give the results as\nthey were found by the Elections Committee, which are as follows:\nAs president of the National Education Association of the United States, unani¬\nmously elected, Amy H. Hinrichs, of Louisiana.\nThe vicepresidents are: Harry Clark of Tennessee, J. J. Clark of Arizona,\nJ. Carl Conner of Oklahoma, Arthur W. Ferguson of Pennsylvania, R. L. Hunt of\nSouth Dakota, Ralph B. Jenkins of Colorado, M. A. Kopka of Michigan, Birdine\nMerrill of Oregon, Sarah T. Muir of Nebraska, Lester A. Rodes of New Jersey,\nand B. C. B. Tighe of North Dakota.\nAs treasurer of the National Education Association, B. F. Stanton of Ohio, unani¬\nmously elected.\nThe three members elected to the Executive Committee are Mrs. Myrtle Hooper\nDahl of Minnesota, Albert Shaw of California, and John W. Thalman of Illinois.\nThe twenty directors who were elected to serve for three years are as follows:\nArizona — Harold W. Smith, Arkansas — W .F .Hall, California — Leonard L. Bowman,\nConnecticut — Daisy Lord, Florida — James S. Rickards, Hawaii — Earl L. McTaggart,\nIndiana — L. V. Phillips / Iowa — Fred D. Cram, Maine — William B. Jack, Mis¬\nsouri — Everett Keith? Montana — M. P. Moe, New Hampshire — Lyle W. Ewing,\nNew Mexico — R. J. Mullins, New York — Frederick Houk Law, Oregon — Marie A.\nLessing, Pennsylvania — Helen Maxwell, Tennessee — S. L. Ragsdale, Washington —\nCora Oleson, West Virginia — W. W. Trent, and Wyoming — H. H. Moyer.\n1 Elected for two years, to fill the unexpired term of C. O. Williams, deceased.\n2 Elected for two years, to fill the unexpired term of Thomas J. Walker, resigned.\n\n"}
{"page": 813, "printed_page": null, "text": "Board\n\nof\n\n809\n\nDirectors\n\nPresident Shaw: May I ask Miss Hinrichs to come to the platform? Miss Hin¬\nrichs, it has been my privilege to work with you on the Executive Committee for\ntwo years, and now it is my privilege to pass on to you the torch, as I called it\nwhen I received it a year ago. May the whole Association give the same support\nto Miss Hinrichs that you have given to me.\n(Miss Hinrichs ’ speech will be found on page 87.)\nJ. N. Poche (Louisiana) : Miss Hinrichs, as president of the Louisiana Teachers\nAssociation, I take pleasure in presenting these flowers to you as evidence of our\naffection. Your native state is proud. Your colleagues are confident that you will\nserve this great organization with the same enthusiasm and ability that has won\nfor you this signal honor. Your many friends stand ready to help you and extend\ngreetings that this will be a most successful administration.\nPresident Hinrichs: Thank you, Mr. Poche. This is most thoughtful of my\nLouisiana friends. Thank you.\nI am so excited and happy that I forget I have to do some work. Is there any\nother business to come before this meeting tonight? Hearing none, I declare the\nseventy-seventh\n\nMINUTES\n\nannual\n\nconvention\n\nOF THE\n\nof the National Education Association closed.\nWillard E. Givens, Executive Secretary\nReuben T. Shaw, President\n\nMEETINGS OF THE\nDIRECTORS\n\nBOARD\n\nOF\n\nSan Francisco, California\nMonday\n\nAfternoon,\n\nJuly\n\n3, 1939\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2 p.m. in the California Room, Palace Hotel. The meeting was called\nto order by President Reuben T. Shaw. Secretary Givens called the roll which\nshowed the following present:\nDirectors ex officio: Reuben T. Shaw, president; Caroline S. Woodruff, first vicepresident; B. F. Stanton, treasurer; Joseph H. Saunders, chairman, Board of Trustees.\nLife directors: Teachers Institute of Philadelphia represented by Samuel Parry.\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, Delaware — John Shilling\n(substituting for H. V. Holloway) , District of Columbia — A. Grace Lind, Florida —\nJames S. Rickards, Georgia — M. D. Collins, Hawaii — Earl L. McTaggart, Idaho —\nW. D. Vincent, Illinois — John W. Thalman, Indiana — L. V. Phillips, Iowa — Fred\nD. Cram, Kansas — F. L. Schlagle, Louisiana — J. N. Poche, Maine — William B. Jack,\nMaryland — Eugene W. Pruitt, Massachusetts — Annie C. Woodward, Minnesota —\nDaisy Brown, Mississippi — H. V. Cooper, Missouri — Thomas J. Walker, Montana —\nM. P. Moe, Nebraska — Alice M. Robinson, Nevada — J. R. W arren, New Hampshire —\nLyle Wilson Ewing, New Jersey — Sarah O. Whitlock, New Mexico — D. N. Pope,\nNew York — Rena Rockwell, North Carolina — Elmer H. Garinger, North Dakota —\nG. W. Hanna, Ohio — L. W. Reese, Oklahoma — Kate Frank, Oregon — C. R. Bowman,\nPennsylvania — Harvey E. Gayman, Rhode Island — James F. Rockett, South Caro¬\nlina — A. C. Flora, South Dakota — S. B. Nissen, Tennessee — S. L. Ragsdale, Texas —\nRush M. Caldwell, Utah — N. Howard Jensen, Vermont — Joseph A. Wiggin, Vir¬\nginia — Mrs. Edith B. Joynes, Washington — Cora Oleson, West Virginia — W. W.\nTrent, Wisconsin — Amanda H. Schuette, Wyoming — H. H. Moyer.\nAction on substitutes — Joseph Saunders (Virginia) moved that the resignation of\nH. W. Holloway (Delaware) be accepted and that John Shilling be substituted in\nhis stead for these meetings. Seconded and carried.\nRules of procedure — Cornelia S. Adair (Virginia), chairman, Committee on\nBylaws and Rules, presented the rules of procedure. Mr. Smith (Arizona) moved\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNational\n\nthe approval\ncarried.\n\nEducation\n\nof the rules as amended\n\nAssociation\n\nas the rules of procedure.\n\nSeconded\n\nand\n\nSelection of Mr. Cram to report to Representative Assembly — IV. B. Mooney\n(Colorado) moved that Fred Cram (Iowa) be selected to present the views of the\nBoard on any matters to the Representative Assembly at any time. Seconded and\ncarried.\nMotion to discuss amendments — Fred Cram (Iowa) moved that the discussion\nof amendments to the bylaws be taken up. Seconded and carried.\nMotion creating second director — Helen Holt (California)\nSection 1 (b) of the bylaws be amended as follows:\n\nmoved\n\nthat Article II,\n\nProvided, however, that any state which has 20,000 or more paid members of\nthe N.E.A. as of May 31 preceding the annual meeting shall be entitled to a\nsecond director.\nSeconded\n\nand carried unanimously.\n\nAmendment to standing rule on qualifications of directors — Rena Rockwell moved\nthat Standing Rule 4 be amended by the addition of the following words at the end\nof the fourth sentence:\nProvided, however, that the requirement of membership in a state association\nfor a candidate for National Education Association director from a city having\n10,000 or more National Education Association members as of May 31 may be\nwaived by a majority vote of the National Education Association delegates\npresent from that state.\nSeconded\n\nand carried.\n\nAmendment\n\nto Article 1, Section 8 — Fred Cram\n\nmoved\n\nthat this bylaw be amended\n\nso as to include the full title “National Council of Education” and by adding the\nwords “in the National Education Association” to the last sentence. Seconded and\ncarried.\nPart payment of delegates expenses — A motion was made, seconded, and carried\nunanimously to amend Article II, Section 9 to read as follows:\nThe Representative Assembly shall adopt rules of procedure which shall\nnot conflict with the charter and bylaws of the Association. It shall recommend\nan equitable plan for paying some part of the expenses\nbusiness meeting of the Association.\n\nof delegates to the annual\n\nDeletion of last seven words in Article III, Section 4- (f) — A motion was made,\nseconded, and carried unanimously to amend Article III, Section 4 (f) by deleting\nthe following words at the end of the paragraph: “and the Committee on Bylaws\nand Rules.”\nDeletion in Article XI, Section I — Following discussion on the proposed amend¬\nment to Article XI, Section 1, Joseph Saunders (Virginia) moved that this bylaw\nbe amended by striking out the wording\nand section would then read:\n\nbeginning\n\nwith\n\n“provided.”\n\nThis\n\narticle\n\nThese bylaws may be altered or amended at the annual meeting of the Repre¬\nsentative Assembly by unanimous vote, or by a two-thirds vote of the Representa¬\ntive Assembly if the alteration or amendment shall have been proposed in writing\nat the annual business meeting next preceding the one at which action is taken,\nand due announcement of the proposed action shall have been made in the\nofficial publication of the Association.\nSeconded\n\nand carried unanimously.\n\nMotion to table above action — On motion of S. L. Ragsdale (Tennessee) and\nseconded and carried, the motion of Mr. Saunders was laid on the table.\nMotion to reconsider — A motion that the motion of Mr. Saunders be taken from the\ntable and discussion resumed was seconded and carried.\nMotion\n\nwithdrawn — Mr.\n\nSaunders\n\nwithdrew\n\nthe motion.\n\n"}
{"page": 815, "printed_page": null, "text": "Board\n\nof\n\nDirectors\n\n811\n\nMotion to study — A motion was made by W. IV. Trent (West\nmatter be studied another year. Seconded and carried.\n\nVirginia) that the\n\nReport of Committee on Economic Status of the Rural Teacher — In the absence of\nthe chairman, William McKinley Robinson (Michigan), it was moved that the\nreport be filed. Seconded and carried.\nReport of Committee on Credit Unions — Helen Holt (California) moved that the\nreport of the Committee on Credit Unions presented by the chairman, James E.\nMoran (Connecticut) be accepted. Seconded and carried.\nReport of Committee on Salaries — Helen Holt (California) moved that the report\nof the Committee on Salaries presented by Clara L. Jahnke (Washington), a member\nof the Core Committee, be accepted. Seconded and carried.\nAction on Article II, Section 1 (a) deferred — The\nII, Section 1 (a) was proposed:\n\nfollowing amendment\n\nto Article\n\nThe officers of the said corporation shall be a president, a first vicepresident,\na second vicepresident, and twelve regional vicepresidents, an executive secretary,\na treasurer, a board of directors, an executive committtee, a board of trustees, and\nsuch boards, councils, committees, and other officers as shall be prescribed in the\nbylaws (see Act of Incorporation, section 6, first paragraph).\nThe second vicepresident shall be elected from the United States at large at\nthe same time and in the same manner as is the president of the Association.\nIn case of a vacancy in the presidency of the Association, the second vicepresident shall succeed to this office.\nOn the first day of the annual meeting of the Association, the accredited\ndelegates to the Representative Assembly from each state shall nominate for\nvicepresident one or more members of the Association from their region. The\nelection of the regional vicepresidents shall be by the Hare System of Pro¬\nportional Representation. Only accredited delegates from a specified region\nshall be permitted to vote for a vicepresident for that region.\nThe twelve regions of the National Education Association are as follows:\n1. Maine, New Hampshire, Vermont, Massachusetts, Connecticut, Rhode Island\n2. New York, Pennsylvania, New Jersey, Delaware\n3. Maryland, Virginia, West Virginia, District of Columbia, North Carolina\n4. Michigan, Illinois, Indiana, Ohio\n5. Kentucky, Tennessee, South Carolina, Alabama, Georgia, Florida, Puerto\nRico, Virgin Islands\n6. Mississippi, Arkansas, Louisiana\n7. Texas, Oklahoma, New Mexico\n8. Nebraska, Kansas, Iowa, Missouri\n9. North Dakota, South Dakota, Minnesota, Wisconsin\n10. Colorado, Utah, Wyoming\n11. Washington, Oregon, Idaho, Montana, Alaska\n12. Arizona, California, Nevada, Hawaii, Philippine Islands.\nProvided, however, that the Executive Committee may for good and\nreason approve the transfer of a state from one region to another.\nHelen Holt (California)\nSeconded and carried.\n\nmoved\n\nthat this amendment\n\nbe laid over\n\nsufficient\n\nfor a year.\n\nMotion to include “ assistants to president ” — L. Frazer Banks (Alabama) moved\nthat the words “assistants to the president” in Article III, Section 2, be left in.\nSeconded and carried.\nReport of Committee on All-Inclusive Membership — Lyle Wilson Ewing (New\nHampshire) moved that the report of the Committee on All-Inclusive Membership\npresented by H. E. Gayman (Pennsylvania), chairman, be accepted. Seconded and\ncarried.\nReport of Committee on Academic Freedom — Rena B. Rockwell (New York)\nmoved that the report of the Committee on Academic Freedom, which she pre-\n\n"}
{"page": 816, "printed_page": null, "text": "t\n\n812\n\nNational\n\nsented for the chairman,\nand carried.\n\nHenry\n\nEducation\n\nAssociation\n\nLester Smith\n\n(Indiana),\n\nbe accepted. Seconded\n\nReport of Board of Trustees — Joseph //. Saunders (Virginia) presented the\nreport of the Board of Trustees. J. N. Poche (Louisiana) moved its acceptance.\nSeconded and carried.\nMotion to establish “War Chest” — W. B. Mooney (Colorado) moved that the\nExecutive Committee look to the question of establishing thru contribution or\notherwise a “War Chest” that will be big enough to meet the situation that now\nexists in Washington and will be devoted primarily to securing the passage of\nthe federal aid bill. Seconded and carried unanimously.\nInformation concerning convention cities — H. A. Allan, business manager, pre¬\nsented a preliminary report on cities inviting the next convention.\nAdjournment — The meeting adjourned at 4:45 p. m. on motion duly made, sec¬\nonded, and carried.\nWillard\nReuben\n\nTuesday\n\nAfternoon,\n\nE.\nT.\n\nGivens,\nShaw,\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 4, 1939\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2 p.m. in the California Room, Palace Hotel. The meeting was called\nto order by President Reuben T. Shaw. Secretary Givens called the roll which\nshowed the following present:\nDirectors ex officio: Reuben T. Shaw, president; Caroline S. Woodruff, first vicepresident; B. F. Stanton, treasurer; Joseph II. Saunders, chairman, Board of\nTrustees.\nLife directors: Teachers\n\nInstitute of Philadelphia\n\nrepresented\n\nby Samuel\n\nParry.\n\nState Directors: Alabama — L. Frazer Banks, Alaska — Everett R. Erickson, Ari¬\nzona — Harold IF. Smith, Arkansas — W. E. Phipps, California — Helen Holt, Colo¬\nrado — W. B. Mooney, Connecticut — Helen T. Collins, Delaware — John Shilling\n(substituting for II. V. Holloway) , District of Columbia — A. Grace Lind, Florida —\nJames S. Rickards, Georgia — M. D. Collins, Hawaii — Earl L. McTaggart, Idaho\n— W. D. Vincent, Illinois — John IF. Thai man, Indiana — L. F. Phillips, Iowa — Fred\nD. Cram, Kansas — F. L. Schlaglc, Louisiana — J. N. Poche, Maine — William B.\nJack, Maryland — Eugene W. Pruitt, Massachusetts — Annie C. Woodward, Min¬\nnesota — Daisy Brown, Mississippi — H. F. Cooper, Missouri — Thomas J. Walker,\nMontana — M. P. Moe, Nebraska — Alice M. Robinson, Nevada — J. R. Warren, New\nHampshire — Lyle Wilson Ewing, New Jersey — Sarah 0. Whitlock, New Mexico —\nD. N. Pope, New York — Rena Rockwell, North Carolina — Elmer H. Garingcr, North\nDakota — G. JF. Hanna, Ohio — L. W. Reese, Oklahoma — Kate Frank, Oregon —\nC. R. Bowman, Pennsylvania — Harvey E. Gayrnan, Rhode Island — James F. Rockett,\nSouth Carolina — A. C. Flora, South Dakota — S. B. Nissen, Tennessee — S. L. Rags¬\ndale, Texas — Rush M. Caldwell, Utah — N. Howard Jensen, Vermont — Joseph A.\nJFiggin, Virginia — Mrs. Edith B. Joynes, Washington — Cora Oleson, West Virginia\n— JF. JF. Trent, Wisconsin — Amcnda H. Schuette, Wyoming — H. II. Moyer.\nReport of Committee To Cooperate with the American Teachers Association —\nS. L. Smith (Tennessee), chairman, read the report. Motion by JF. E. Phipps\n(Arkansas) that it be accepted. Seconded and carried unanimously.\nReport of Joint Committee on Health Problems — In the absence of the acting\nchairman, Charles C. JFilson (Connecticut), the report was presented by JF. JF.\nBauer (Illinois), member of the Committee. Motion by Mr. Smith (Arizona) that\nit be accepted. Seconded and carried unanimously.\nReport of Educational Policies Commission — The report was read by JFilliam G.\nCarr (Washington, D. C.), executive secretary. Motion wras made by Lyle JFilson\nEwing (New Hampshire) that the report be accepted. Seconded and carried.\nMotion\nDirectors\n\nof appreciation — JF. B. Mooney (Colorado) moved that the Board of\ninstruct the secretary of this Association to extend to the Educational\n\n"}
{"page": 817, "printed_page": null, "text": "Board\n\nof\n\n813\n\nDirectors\n\nPolicies Commission appreciation and encouragement and enthusiasm\nstructive work being done. Seconded and carried unanimously.\nReport of treasurer — B. F. Stanton\nMrs. Edith B. Joynes (Virginia) moved\ncarried unanimously.\n\nfor the con¬\n\n(Ohio) presented the treasurer’s report.\nthat the report be accepted. Seconded and\n\nReport of Committee on International Relations — The report was read by Annie C.\nWoodward (Massachusetts), chairman. B. F. Stanton (Ohio) moved that the report\nbe accepted. Seconded and carried.\nReport of W.F.E.A. — In the absence of Paul Monroe (New York), president of\nthe W.F.E.A., the report was read by Secretary Givens. Following the report Mr.\nGivens stated that in accordance with instructions he telephoned Mr. Monroe\non Monday regarding making a stop at Rio de Janeiro even tho the conference\nhad been called off. Mr. Monroe advised that word from the State Department was\nthat the stop should be made. Thomas J. Walker (Missouri) moved that the report\nbe accepted. Seconded and carried unanimously.\nPlan for national association suggested — In accordance with action of the\nRepresentative Assembly this morning, President Shaw read the following motion\nby C. P. Archer (Minnesota) seconded by W. L. Fidler (New Jersey) :\nThat a committee be formed by the Executive Board of the N.E.A. including\na representative selected by each state association and representatives of the\nExecutive Board to formulate a plan for a great national association which\nwill unite local, state, and national associations into one body of teachers. The\nExecutive Board shall take such steps as necessary to bring such a plan before\nnational and state groups for consideration. The Executive Board and this\ncommittee shall have authority to devise ways and means of translating the\napproved plan, in a new constitution if it seems desirable and submit the same\nfor adoption by local and state groups.\nMr.\n\nStanton\n\nmoved\n\nthat it be referred\n\nand that this committee\n\nto a committee\n\nof three for consideration\n\nreport before the close of the meeting. Seconded\n\nand carried.\n\nCommittee appointed — President Shaw appointed B. F. Stanton (Ohio), W. B.\nMooney (Colorado), and Daisy Brown (Minnesota) as the committee to study and\nreport.\nReport of Cornmittee on Cooperatives — Albert Shaw (California), chairman,\npresented the report. Kate Frank (Oklahoma) moved its acceptance. Seconded and\ncarried unanimously.\nReport of Committee on Tax Education — Martin\npresented the report. Harold W. Smith (Arizona)\nand carried unanimously.\n\nWilson (New York), chairman,\nmoved its acceptance. Seconded\n\nReport of Budget Committee — Helen T. Collins (Connecticut) presented the\nreport. Joseph H. Saunders (Virginia) moved its acceptance. Seconded and carried\nunanimously.\nReport of Committee on Supply, Preparation, and Certification of Teachers — R.\nE. daggers (Kentucky), chairman, presented the report to which the following\nparagraph was added:\nIt is further recommended that a joint committee be appointed consisting of\nthe Core Committee on Teacher Supply, Preparation, and Certification and five\nmembers appointed by the president of the American Association of Teachers\nColleges; this committee to study during 1939-40, the platform of principles, sub¬\nmitted in this report, and that a revised platform of principles be presented as\na part of the report of the Committee on Supply, Preparation, and Certification\nof Teachers at the 1940 convention of the N.E.A.\nW. W. Trent (West\ncarried unanimously.\n\nVirginia)\n\nmoved\n\nthat the report be accepted. Seconded\n\nand\n\nExpenditures of Executive Committee approved — Joseph H. Saunders (Virginia)\nmoved that the expenditures made by the Executive Committee during the year be\napproved. Seconded and carried unanimously.\n\n"}
{"page": 818, "printed_page": null, "text": "I\n814\n\nNational\n\nEducation\n\nAssociation\n\nReport of Legislative Commission — Ben Graham (Pennsylvania) presented the\nreport in the absence of the chairman, Sidney B. Hall (Virginia). Joseph H.\nSaunders (Virginia) moved its acceptance. Seconded and carried unanimously.\nReport of the Committee on Equal Opportunity — Helen Bradley (Ohio) chairman,\npresented the report. Helen T. Collins (Connecticut) moved its acceptance. Seconded\nand carried.\nReport of Special Committee — B. F. Stanton (Ohio) made the following report\nof the Committee named to study the proposal to establish a great national associa¬\ntion which would unite local, state, and national associations: that the purpose\nand intent of the motion is vague. Sarah Whitlock (New Jersey) moved that this\nbe left in the hands of the Committee for further study. Seconded and carried\nunanimously.\nApproval for three new departments — On motion duly made, seconded, and car¬\nried the Board of Directors approved the recommendation that the following\ngroups be admitted to departmental status: National Association of Teachers of\nSpeech, National Association of Journalism Directors in Secondary Schools, and\nthe School Garden Association of America.\nApproval of reports — William B. Jack (Maine) moved that the following reports\nbe approved in the absence of the chairmen: Economic Status of the Rural Teacher,\nIndividual Guidance, Joint Committee of N.E.A. and A.L.A., Committee To Co¬\noperate with the American Legion, Joint Committee of N.E.A. and N.C.P.T., Ethics,\nTenure, Teacher Retirement. Seconded and carried unanimously.\nThe meeting adjourned at 4:45 p.m.\nWillard\nReuben\n\nFriday\n\nMorning,\n\nE.\nT.\n\nGivens,\n\nShaw,\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 7, 1939\n\nThe newly elected Board of Directors held a breakfast meeting in the California\nRoom, Palace Hotel, at 7:30 A.M. The meeting was called to order by Secretary\nGivens who in the absence of Past-President Shaw introduced the newly elected\npresident, Amy H. Hinrichs, who presided. Roll call showed the following in\nattendance :\n\nDirectors ex officio: Amy H. Hinrichs, president; B. F. Stanton, treasurer;\nJoseph H. Saunders, chairman, Board of Trustees.\nLife Directors: Teachers Institute of Philadelphia represented by Samuel Parry ;\nIllinois State Teachers Association represented by Irving F. Pearson.\nState Directors: Alabama — L. Frazer Banks, Alaska — Everett R. Erickson, Ari¬\nzona — Harold W. Smith, California — Leonard L. Bowman, Colorado — W. B.\nMooney, Connecticut — Daisy Lord, Delaware — John Shilling, District of Columbia —\nA. Grace Lind, Florida — James S. Rickards, Hawaii — Earl L. McTaggart, Idaho —\nJohn W. Condie (substituting for W. D. Vincent ), Illinois — John W. Thalman,\nIndiana — L. V . Phillips, Iowa — Fred D. Cram, Kansas — F. L. Schlagle, Ken¬\ntucky — R. E. daggers (substituting for William S. Taylor ), Louisiana — J. N. Poche,\nMaine — William B. Jack, Maryland — Eugene W. Pruitt, Massachusetts — Everett\nJ. McIntosh (substituting for Annie C. Woodward) , Michigan — Grover Stout,\nMinnesota — Daisy Brown, Mississippi — H. V. Cooper, Missouri — Everett Keith,\nMontana — M. P. Moe, Nebraska — Alice Robinson, Nevada — J. R. Warren, New\nHampshire — Lyle Wilson Ewing , New Jersey — Sarah O. Whitlock, New Mexico —\nR. J. Mullins, New York — Rena Rockwell — Frederick Houk Law, North Carolina —\nElmer H. Garinger, North Dakota — G. W. Hanna, Ohio — L. W. Reese, Oklahoma —\nKate Frank, Oregon — Marie A. Lessing, Pennsylvania — Harvey E. Gayman — Helen\nMaxwell, Rhode Island — James F. Rockett, South Carolina — A. C. Flora, South\nDakota — S. B. Nissen, Tennessee — S. L. Ragsdale, Texas — Rush M. Caldwell, Utah —\nN. Howard Jensen, Vermont — Joseph A. Wiggin, Virginia — Mrs. Edith B. Joynes,\nWashington — Cora Oleson, West Virginia — W* W , Trent, Wisconsin — Amanda\nH. Schuette, Wyoming — H. H. Moyer.\n\n"}
{"page": 819, "printed_page": null, "text": "Directors\n\n815\n\ncities — Invitations from\n\ncities for the 1940 summer\n\nBoard\n\nInvitations from\n\nconvention\n\nof\n\nconvention were considered. The first invitation wras from Atlantic City, pre¬\nsented by Sarah O. Whitlock (New Jersey) and A. L. Skean of the Convention\nBureau. An invitation from Boston wras presented by Hugh Nixon; Henry J.\nSmith, chairman of the Boston School Committee; Arthur L. Gould, superintendent\nof schools; Walter F. Downey, state commissioner of education. E. B. Hargrave\nintroduced DeWitt S. Morgan, superintendent of schools, Indianapolis, who ex¬\ntended an invitation from that city. The invitation from Milwaukee was presented\nby Frances Jelinek; Reinbold Ruhnke, representing Superintendent Potter; Edgar\nDoudna; Amanda Schuette; and Alvin J. Monroe, Milwaukee Association of Com¬\nmerce. Rush M. Caldwell (Texas) presented an invitation for San Antonio. M. P.\nMoe (Montana) moved that if no city received a majority vote on the first ballot\nthat the two cities receiving the lowest votes be eliminated and on the second ballot\nthe third city receiving the lowest vote be eliminated leaving only two to be voted\non. Seconded by A. C. Flora (South Carolina), carried.\nBoard of Tellers — President Hinrichs appointed the following Board of Tellers:\nA. C. Flora (South Carolina), chairman, Marie Lessing (Oregon), W. W. Trent\n(West Virginia), Lyle Wilson Ewing (New Hampshire), and Helen Maxwell\n(Pennsylvania) .\nMotion on substitutes — L. Frazer Banks (Alabama) moved to accept the resigna¬\ntion of those directors who were absent and that their substitutes be accepted as\nmembers of the Board. Seconded and carried.\nDiscussion on Membership in N.E.A. — T. D. Martin (Washington, D. C.), director\nof the Division of Membership at N.E.A. headquarters, spoke briefly on membership,\nstressing the work of directors and other leaders. Sample cards for all-inclusive\nmembership were distributed and an urgent appeal made for a 10 percent increase\nduring 1939-40.\nMilwaukee preferred for convention city in 1940 — Of the 56 votes cast for the\nconvention city, Milwaukee received 32, Boston 13, Atlantic City 7, Indianapolis 3,\nand San Antonio 1. Everett J. McIntosh (Massachusetts) moved that the vote be\nmade unanimous for Milwaukee. Seconded by L. V. Phillips (Indiana) — carried.\nNomination and election of member of Board of Trustees — Nominations wrere\nopened by Amanda H. Schuette (Wisconsin) who placed in nomination Edgar G.\nDoudna (Wisconsin) for reelection. There being no other nominations, Miss Schuette\nmoved that nominations be closed and that the Secretary cast the unanimous vote\nfor the election of Mr. Doudna. Seconded by B. F. Stanton (Ohio) — carried.\nNomination and election of member of Budget Committee — Joseph A. Wig gin\n(Vermont) placed in nomination William B. Jack (Maine). There being no other\nnominations Mr. Smith moved that nominations be closed and that the secretary\ncast the unanimous vote for William B. Jack as member of the Budget Committee.\nSeconded and carried.\nNomination and election of two members of Executive Committee — President\nHinrichs stated that the first place to be filled would be that of Fred D. Cram\n(Iowa). W. B. Mooney (Colorado) nominated Mr. Cram to succeed himself. There\nbeing no other nominations, Grover Stout (Michigan) moved that nominations be\nclose and that the secretary cast the unanimous vote for Mr. Cram as member of\nthe Executive Committee. Seconded by M. P. Aloe (Montana) — carried. A. C. Flora\n(South Carolina) then nominated Helen Collins (Connecticut). Daisy Lord seconded\nher nomination. There being no other nominations, Air. Aloe moved that nominations\nbe closed and that the secretary cast the unanimous ballot for Miss Collins as\nmember of the Executive Committee in place of Amy H. Hinrichs. Seconded by\nB. F. Stanton (Ohio) — carried.\nAppropriation of funds for 1939-40 — Harvey E. Gayman (Pennsylvania) moved\nthat the Board of Directors appropriate funds to meet the budget for the ensuing\nyear. Seconded and carried.\nTen percent membership goal for 1939-40 — Airs. Edith B. Joynes (Virginia) moved\nthat a 10 percent increase in N.E.A. membership be the goal for 1939-40. Seconded\nby Cora Oleson (Washington) — carried.\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNational\n\nEducation\n\nAssociation\n\nInvitations for future conventions — Secretary Givens presented invitations from\nBuffalo for the convention in 1941 and from Philadelphia for some future time.\nOthers for 1941 were Atlantic City and Boston. J. N. Poche (Louisiana) spoke for\nNew Orleans at a future date and Grover Stout (Michigan) for Detroit. Cora\nOleson (Washington) asked that consideration\nvention meets on the West Coast again.\n\nbe given\n\nSeattle when\n\nthe con¬\n\nMrs. Offenhauer — B. F. Stanton (Ohio) read a letter pertaining to the condition\nof Mrs. Offenhauer, who has improved only slightly since the automobile accident\nin which Mr. Offenhauer, then treasurer of the N.E.A., lost his life.\nLay publicity — Joseph H. Saunders (Virginia) moved that the following resolu¬\ntion submitted by Walter R. Siders, executive secretary of the Omaha Teachers\nForum, be referred to the Executive Committee for consideration:\nWhereas,\n\nUnder\n\nthe plea\n\nof economy,\n\nthere\n\nis a\n\neffort thruout the country to lower the standards\nWhereas,\n\nThe\n\nNational\n\nEducation\n\nwidespread\n\nand\n\npersistent\n\nof public education, and\n\nAssociation\n\nthru\n\nits divisions,\n\ndepartments,\n\ncommissions, committees, and other agencies has determined proper costs, correct\nprocedure, and necessary standards for American public education, and\nWhereas,\n\nThese\n\nfindings\n\nand\n\nreports\n\nare directed\n\nlargely\n\nto those\n\nengaged\n\nin\n\neducation and do not reach the taxpaying public either in the language or to the\nextent necessary for them to realize an understanding of the aims and purposes\nof modern education; therefore be it\nResolved, That the Executive Committee of the National Education Association\nbe authorized and directed to employ one or more persons who are expert in lay\npublicity for the purpose: first, of utilizing every available avenue for publicity\nof the essential facts about the public school system; and second, of formulating\nand disseminating to educators and to those interested in public education the\nbest methods of local publicity.\nSeconded by L. Frazer Banks (Alabama) — carried.\nExpressions of good wishes — Joseph H. Saunders (Virginia) moved that a tele¬\ngram be sent to Secretary Emeritus J. IV. Crabtree expressing regret at his absence\nand wishing him many more years of happiness and association with us as secretary\nemeritus. Seconded by J. N. Poche (Louisiana) — carried unanimously. Grover Stout\n(Michigan) moved that a telegram be sent Mrs. Offenhauer wishing a speedy re¬\ncovery and that flowers be sent her and that B. F. Stanton (Ohio) be authorized\nto look after the details. Seconded and carried. Eugene W. Pruitt (Maryland)\nmoved that a telegram expressing sympathy be sent the families of C. J. Heatwole\n(Virginia) and Miriam\ncarried.\n\nCohen\n\n(Louisiana). Seconded\n\nby J. N. Poche\n\nReception on Treasure Island — Secretary Givens announced\nCalifornia Building on Treasure Island from 3 to 5 p.m.\n\n(Louisiana) —\n\nthe reception in the\n\nCongratidations to Milwaukee — Everett J. McIntosh (Massachusetts) read a\nletter of congratulation on the selection of Milwaukee for the 1940 convention\nand stating that Massachusetts would be present to extend an invitation to Boston\nfor 1941. The letter was signed by Arthur L. Gould, superintendent of schools,\nBoston, and IV alter F. Downey, state commissioner of education.\nReinstatement of elected directors — Joseph H. Saunders (Virginia) moved that\nthe resignations of members of the Board of Directors who have substituted for\nthis meeting be accepted and the regularly elected directors be reinstated. Seconded\nby W. W. Trent (West Virginia) — carried.\nCooperation for the new president — Rena B. Rockwell (New York) moved a vote\nof confidence and a pledge of cooperation be accorded the new president, Amy\nH. Hinrichs. Seconded and carried unanimously.\nAdjournment — A motion\njourned at 9:40 a.m.\n\nto adjourn\n\nwas\n\nseconded\n\nand carried. The\n\nWillard\n\nE.\n\nAmy\n\nHinrichs,\n\nH.\n\nGivens,\n\nExecutive\n\nPresident\n\nmeeting\n\nad¬\n\nSecretary\n\n"}
{"page": 821, "printed_page": null, "text": "Executive\n\nMINUTES\n\nOF THE\n\n817\n\nCommittee\n\nMEETINGS OF THE\nCOMMITTEE\n\nEXECUTIVE\n\nWashington, D. C.\nSaturday,\n\nOctober\n\n1, 1938\n\nThe Executive Committee met at 10 a. m. at N.E.A. headquarters, October 1, 1938,\nwith the following members present: Reuben T. Shaw, president; Fred D. Cram;\nMrs. Myrtle Hooper Dahl; Sidney B. Hall; Amy H. Hinrichs; R. E. Offenhauer;\nand Caroline S. IV oodruff. Willard E. Givens, executive secretary, and Harriett\nM. Chase, chief assistant to the secretary, were also present. Joseph H. Saunders\nwas absent because of illness. A telegram expressing regret at his inability to\nbe present was sent to Mr. Saunders by the Executive Committee. Albert Shav: was\nalso unable to be present because of duties in connection with his work at home.\nThe following members of the executive committee of the Legislative Commission,\nwho had been invited to meet jointly with the Executive Committee, were also\npresent: Sidney B. Hall, chairman; John Callahan; Frank L. Grove; H. M. Ivy;\nBertram E. Packard; and George D. Strayer. Howard A. Dawson, acting as secre¬\ntary of the -Legislative Commission, was also present.\nMinutes of New York City meeting — Mr. Offenhauer moved the adoption of the\nminutes of the New York City meeting of the Executive Committee. Seconded\nby Mr. Cram. Carried.\nBill for federal aid for public education — Sidney B. Hall, chairman of the\nLegislative Commission, spoke briefly of the meeting held September 30 at N.E.A.\nheadquarters by the members of the executive committee of the Legislative Com¬\nmission to revise the proposed bill for federal aid to public education. Conditions\nseem to be favorable for getting the new bill introduced into the next session\nof Congress.\nMr. Dawson outlined certain modifications made by the executive committee of\nthe Legislative Commission in S.419, which was the bill in Congress last year.\nThe Commission now feels that the objections to the bill raised last year have been\nmet and that the changes protect federal funds for public schools and that they\nremove all danger of federal control. It is agreed that if the proposal of the\nPresident’s Advisory Committee is such that the N.E.A. can support it, we shall\ngive it our full support. It is the feeling of the executive committee of the Legis¬\nlative Commission that the National Education Association should cooperate to\nthe fullest extent with Floyd W. Reeves of the President’s Advisory Committee\non Education in getting the bill before Congress. Mr. Dawson also stressed the\nimportance of keeping the thirty or forty organizations which are now cooperating\nwith us interested in federal aid.\nAfter discussion on various\nmotion :\n\npoints in the bill, Mr.\n\nCram\n\nmade\n\nthe following\n\nThe Executive Committee of the National Education Association approves\nthe report of the executive committee of its Legislative Commission and gives\nfull approval in proceeding as the Legislative Commission sees fit in conference\nwith Mr. Reeves\nSeconded\n\nby Miss\n\nand the President’s Advisory\n\nWoodruff.\n\nCarried\n\nCommittee\n\non Education.\n\nunanimously.\n\nReport of President Shaw — President\nsince July presented the following:\n\nShaw\n\nin giving a report of his activities\n\n1. Plan for regional conferences — Read a suggested letter to be sent to five\ngroups — state superintendents, presidents of state teachers associations, secretaries\nof state teachers associations, state N.E.A. directors, and members of the resolutions\ncommittee — outlining the procedure for holding regional conferences and suggesting\nthat a planning committee be selected in each case. Groupings of states for regional\nconferences could be decided upon as seemed desirable. Mr. Hall made the\nfollowing motion:\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nNational\n\nEducation\n\nAssociation\n\nI move that the proposal as outlined in this letter be adopted by the Committee\nand that the president be authorized to proceed with plans.\nSeconded by Mr. Cram. Unanimously carried.\nFollowing the motion, it was suggested that the N.E.A. director be chairman of\nthe Planning Committee. Many items could be developed for such conferences\nbut stress was placed on (a) program for federal aid, (b) tax education, and (c)\nreports and pronouncements of the Educational Policies Commission.\n2. Cooperation ‘with American Legion — Gave a report of his recent western\ntrip which included the American Legion convention in Los Angeles at which he\nwas speaker on the general program. The National Education Association was\nthe only organization outside the American Legion itself and the Army and Navy\nthat was invited to participate in the general program and in the annual banquet\nfor the commander. President Shaw succeeded in having a resolution adopted by\nthe Legion making possible the appointment of a committee of five which would\ncooperate with the N.E.A. Legion Committee. The Executive Committee expressed\ngeneral approval of the activities of the president and suggested that he continue\nin meeting as many groups and visiting as many states as possible.\n3. Authorization for appouitmcnt of Committee on Tax Education — Requested\nthe executive secretary to read the resolution adopted at the New7 York City\nconvention regarding tax education. The Committee felt that a committee on tax\neducation should be appointed and it was moved by Mr. Hall, seconded by Mrs.\nDahl, that the president be authorized to appoint such a committee. Carried.\n4. Suggestion for stimulating membership — As one means of stimulating N.E.A.\nmembership, President Shaw suggested a plan whereby the full expenses of one\ndelegate to the summer convention would be paid in states making a 10 percent\nincrease in membership and the expenses of two delegates in states making a 20 per¬\ncent increase, the method of electing the delegate to be left to the state. After some\ndiscussion of the merit of such a plan, Mr. Hall moved that the matter be referred\nto the president and executive secretary for further study and that they in turn\nreport to the Executive Committee by mail. Seconded by Miss IV oodruff. Carried\nunanimously.\n5. N.E.A. Exhibits at educational meetings — Need for N.E.A. exhibits to be dis¬\nplayed at various educational meetings. Secretary Givens discussed the possibility\nof having several portable exhibits made which can be shipped to local and state\nassociation meetings. He also discussed the desirability of a 16 mm. film on the\nactivities of the N.E.A. for use at such meetings. After the initial cost, there would\nbe little expense involved and a film would be an effective means of presenting\nthe w7ork of the Association. Miss Hinrichs moved that the Executive Committee\nendorse the plan of preparing a portable exhibit and that steps be taken to increase\nactivities in that direction. Seconded by Mr. Ojfcnhauer. Carried.\n6. Contact with rnotion picture industry — Described recent conference with\nHarry Warner of Warner Brothers Studios in Hollywood at which Mr. Warner\nexpressed deep interest in education and offered to make, without charge, educa¬\ntional shorts, if the material and suggestions for their content were presented to him.\nSecretary Givens told of the work of the Advisory Committee on Motion Pictures,\nof which Mark May of Yale University is chairman, in selecting the best parts\nof films now in the vaults, such as travel pictures, history, etc. These films are being\nmade available thru the efforts of the Motion Picture Committee, a distributing\ncenter in New York City. Announcements have already gone to the visual education\ndepartments in schools thruout the country. The Committee expressed the feeling that\na short write-up in the Notes and Announcements of the N.E.A. Journal would\nbe helpful in bringing the activities of this committee to the attention of other groups.\nMiss Hinrichs made a motion that the Executive Committee followup President\nShaw’s lead with the motion picture industry. Seconded by Mr. Hall. Carried.\n7. Cooperation between education and the Press — The question of better coopera¬\ntion between education and the press was discussed. In addition to contacting the\nlocal press, it was felt that more should be done in keeping the press of the country\n\n"}
{"page": 823, "printed_page": null, "text": "Executive\n\n819\n\nCommittee\n\ninformed. It was suggested that the headquarters office send advance\nto cities where the president plans to speak or to hold conferences.\nAdjournment — The\nat 2 P. M.\nApproval\n\nmeeting\n\nfor Department\n\nadjourned\nof Rural\n\nfor luncheon\n\nEducation\n\npress notices\n\nat 12:45 p. m., reconvening\n\nto apply to General\n\nEducation\n\nBoard for funds for special study — Secretary Givens presented the proposal of\nthe Department of Rural Education to apply to the General Education Board for\nfunds to carry forward a special study of consolidated rural schools. Mr. Hall\nmoved that the Executive Committee approve the plan of the Department to\nmake such a request of the General Education Board. Seconded by Mr. Cram.\nCarried unanimously.\nAppropriations to departments — Secretary Givens briefly outlined the financial\nneeds of the departments of the Association for the coming year. Air. Offenhauer\nmoved, seconded by Air. Hall and carried, that there be appropriated for the use\nand services of the departments as listed below the amounts appearing after their\nnames for a total appropriation of $14,400 as included in the budget adopted by\nthe Representative Assembly:\nClassroom\n\nTeachers\n\n.\n\n$10,000 (specified in budget)\n\nKindergarten-Primary Education\nAdult Education .\nSecondary Teachers .\nNational Council of Education\nArt Education .\n\n. . .\n\n500\n900\n\n.\n\n1,500\n200\n200\n\n.\n\nScience Instruction .\n1,000\nEmergency needs of other departments 100\nTotal\n$14,400\nAppropriations to committees a?id commissions — Mr. Offenhauer moved, seconded\nby Mr. Hall and carried, that authorization be given for expenditures by and for\ncommittees as listed below, in amounts not exceeding those indicated after their\nnames, that such expenditures are authorized with the understanding that the\ntotal expense for all committees and commissions (including that of the Tenure\nCommittee for which separate appropriation was included in the budget) shall not\nexceed the amount of $12,000 as appropriated for all committees and commissions\nin the budget for 1938-39. These authorizations are to be reviewed and amended\nas conditions may require by the Executive Committee at its February meeting.\nThe Executive Committee may authorize further adjustments out of the Secretary’s\nContingent Fund if conditions so require:\nTenure .\n$10,000 (specified in budget)\nEconomic Status of Rural Teacher\n1,500\nNational Council on Teacher Retire¬\n400\nment .\nHealth\nProblems in Education\n(A.M.A.) .\nLegislative Commission .\nGuidance .\nResolutions .\nLibrary (A.L.A.) .\nCredit Unions .\nAcademic Freedom .\nInternational Relations .\nEqual Opportunity .\nSalaries .\n\n250\n\n2,000\n200\n100\n50\n500\n500\n250\n500\n\n200\n\nSupply, Preparation, and Certification\nof Teachers .\n\n200\n\nCooperatives\n\n500\n\n.\n\nTotal\n$17,150\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNational\n\nEducation\n\nAssociation\n\nL. V. Phillips named N.E.A. director for Indiana — Secretary Givens spoke of the\nrecent death of Charles 0. Williams, state N.E.A. director for Indiana, and for\nmany years secretary of the Indiana State Teachers Association. Since our by¬\nlaws provide that the Executive Committee shall fill all vacancies in the body of\nofficers except as otherwise provided, Secretary Givens upon the recommendation\nof the president and executive committee of the Indiana State Teachers Association\npresented the name of L. V. Phillips, principal of Lincoln High School, Vincennes,\nas N.E.A. director for Indiana until the summer convention when Indiana will choose\na director to serve for two years. Approval of the recommendation\nby Mr. Hall, seconded by Miss Woodruff, and unanimously carried.\n\nwas\n\nmoved\n\nName of Division of Classroom Service changed — The relationship between the\nDepartment of Classroom Teachers and the Division of Classroom Service was\ndiscussed by Secretary Givens. A brief outline of the history of the Division of\nClassroom Service was given. A resolution signed by four members of the Executive\nCommittee of the Department of Classroom Teachers was read, asking that the\nDivision of Classroom Service and the Department of Classroom Teachers be com¬\nbined and called the Department of Classroom Teachers to avoid confusion in\nthe field. Secretary Givens then read a minority report signed by two members of\nthe executive committee of the department, asking that the Executive Committee\nof the N.E.A. defer such action until all members of the department had voted upon\nit at their annual meeting in June. President Shavo read from a portion of the\nN.E.A. bylaws regarding departments, which states that departments are free to\ncarry on their own activities so far as they do not conflict with the bylaws of the\nN.E.A. Secretary Givens then read letters addressed to the Executive Committee\nfrom Sara Fahey, Clyde B. Cochran, Edith Shields, and Mary C. Ralls requesting\nthat action on this matter be deferred.\nIt was felt that the Division of Classroom Service is distinctly a headquarters\nproblem and any changes in personnel or administration should be left to the\ndiscretion of the Executive Secretary. Mr. Cram made the following motion:\nThat\n\nso far as the administrative\n\nleft to the administrative\n\nfeatures of this matter\n\nofficers of the general Association\n\nClassroom Teachers’ participation in the program\nback to them for consideration.\n\nare concerned\n\nit be\n\nand that so far as the\n\nis concerned,\n\nSeconded by Mr. Offenhauer. After discussion on the matter, Miss\nthe following substitute motion:\n\nit be referred\n\nWoodruff\n\noffered\n\nThat action on this matter be deferred until study has been given to it and\nthat action by the Executive Committee be taken at the annual meeting in June.\nSeconded by Mr. Hall.\nMrs. Dahl stated that the Department of Classroom Teachers is very much\nhandicapped by the two names, which cause confusion among classroom teachers\nin the field.\nMiss Woodruff\nmotion :\nI move\n\nher motion and Mr. Cram\n\nthat the term “Division of Classroom\n\nAssociation”\nSeconded\n\nwithdrew\n\nbe changed\n\nby Mr.\n\nto “Division\n\nOffenhauer.\n\nCarried\n\nmade\n\nthe following substitute\n\nService of the National\n\nEducation\n\nof Affiliated Associations.”\nunanimously.\n\nReport on outlook for 1939 convention — Secretary Givens reviewed the outlook\nfor the 1939 convention in San Francisco as reported by H. A. Allan, business man¬\nager, upon his return from that city. Interest and enthusiasm of school people in San\nFrancisco and the Bay region are high. The housing situation remains difficult thru\ncomplications from the Golden Gate Exposition. Room quotas in most hotels are\nsmall, but a revised and satisfactory guarantee of rooms has been filed. It may be\nnecessary to cut income from exhibits unless a more adequate exhibit arrangement\ncan be worked out. Agreements have been drawn up and are ready to be signed\nby the president and executive secretary and business manager of the Association.\n\n"}
{"page": 825, "printed_page": null, "text": "Executive\n\n821\n\nCommittee\n\nThese officials were authorized to proceed with arrangements\nSan Francisco, July 2 to July 6, 1939.\n\nfor the convention\n\nin\n\nMembership report — The membership report was reviewed by the Executive Com¬\nmittee. The cash membership receipts from June 1 to September 27, 1938, show an\nincrease of $6,174.72 over the same period last year, but $5000 of this increase should\nbe attributed to New York\nous to our convention.\n\nmemberships\n\nwhich\n\nreached\n\nheadquarters\n\nin June previ¬\n\nIt was pointed out by Mr. Givens that a constant study is being made of the mem¬\nbership promotion work in the Association. Ninety-three percent of our membership,\ntotaling 182,238 members, is located in 3265 communities and we carry in our pro¬\nmotion files 25,260 plates covering this group. The remaining 7 percent of our mem¬\nbership, totaling 13,377 members, is located in 8194 communities and we carry in\nour promotion files 43,147 plates covering this group.\nA life membership may be secured by paying $100 outright or $10 a year for ten\nyears. Secretary Givens suggested the possibility of offering life membership on the\npayment of $5 a year for twenty years or $20 a year for five years, making four\nplans for payment. The idea in suggesting a fee of $5 is to enable those on a\nlower salary scale to become life members.\nPossibility of establishing membership standards — The question of setting up defi¬\nnite standards for membership in the five dollar and life membership classes was\ndiscussed and the secretary stated that he would bring up the matter at the next\nmeeting for further consideration.\nMembership promotion — The membership promotion letter of October 1 and the\nnew group enrolment blank were brought to the attention of the committee. This\nletter and blank were prepared with the assistance and advice of Troy M. Rodlun,\nadvertising counselor, who is working for the National Education Association one\nhalf day a week for a period of three months.\nTransfer of funds to cover honorary life memberships — The policy concerning\ntransfer of funds to cover honorary life memberships was discussed. It was moved\nby Mr. Hall, seconded by Miss Woodruff, that $100 out of operating expenses be\ntransferred to the Permanent Fund to cover each honorary life membership. Motion\ncarried.\nApproval of superintendents for absences of members of core committees — In re¬\ngard to the policy of paying the salary of substitutes for members of core committees\nof general N.E.A. committees, it was decided that a letter should go from head¬\nquarters to the superintendent of schools in the school systems from which the mem¬\nbers are chosen to secure their approval of occasional absences by members of the\ncommittees and asking that if possible the schoolboard allow them to be absent\nwithout loss of salary.\nN.E.A. member of Sponsoring Committee of Safety Education Center, New York\nUniversity — Secretary Givens read a letter from Ned Dearborn, dean, division of\ngeneral education, New York University, asking the National Education Association\nto become a member of the Sponsoring Committee of the Safety Education Center at\nNew York University. The main purpose of the center for safety education is the\ndevelopment of teachers in this field. The program contemplates instruction, research,\nand practical work in safety education. Some fourteen courses for next year have\nalready been arranged. The research work will be centered about approximately\ntwenty-four graduate fellowships and scholarships. The teaching force will be made\nup of several nationally known leaders whose work will be supplemented on a parttime basis thru the help of a score or more of experts in various ancillary lines. Miss\nW oodruff made a motion, seconded by Mr. Hall, that the Executive Committee ap¬\nprove the National Education Association becoming a member of the Sponsoring\nCommittee of the Safety Education Center. Carried.\nPowers and duties of official bodies — Secretary Givens referred to the list of\npowers and duties as outlined in the charter, bylaws, and standing rules of the\nExecutive Committee, Board of Trustees, and Board of Directors which was in the\nhands of each member of the Executive Committee. A list of the responsibilities as\nwell as duties of the Board of Directors has already been worked out and the secre-\n\n"}
{"page": 826, "printed_page": null, "text": "822\n\nNational\n\nEducation\n\nAssociation\n\ntarv asked that the Committee give some thought to a similar list of responsibilities\nto be prepared for the Executive Committee and Board of Trustees.\nTesting broadcast receiving sets — The National Education Association has re¬\nceived a request from the Committee on Scientific Aids to Learning of the National\nResearch Council to accept a grant of money to be used in testing broadcast receiving\nsets after which a list would be published by the Association telling which sets are\nmost suitable for classroom use. In view of the fact that the National Education Asso¬\nciation does not have a laboratory, the personnel, or storage space to carry on such\na project, Miss Woodruff made a motion that the Committee on Scientific Aids to\nLearning be notified that the Association is very much interested in the problem but\ndoes not believe that it is equipped to do the job in a satisfactory way, and therefore\ncannot accept the grant of money at present. Seconded by Mr. Hall. Carried\nunanimously.\nContribution to McGuffey Memorial — The request of II. C. Minnich of Oxford,\nOhio, for a contribution from the National Education Association toward the Mc¬\nGuffey Memorial was again brought to the attention of the Executive Committee.\nMr. Minnich stated in his letter that the model for the memorial has not yet been\nchosen, but that a committee has been appointed to fix the date of the memorial,\nprobably 1940 or 1941. Miss Woodruff made a motion that the National Education\nAssociation make a donation to the McGuffey Memorial, the amount to be determined\nlater and the money to be available as soon as the contract for the memorial is let.\nSeconded by Mr. Dahl. Carried.\nFinancial needs of National Association of Student Officers — A discussion of the\nimmediate financial needs of the National Association of Student Officers followed.\nSecretary Givens pointed out that this organization was created in 1931 under the\nsponsorship of the National Education Association and that it should continue to be\nsponsored if possible by the N.E.A. since it really belongs to the Association. Mr.\nArtman, editor of Character and Citizenship, has offered to house the organization,\nsince it fits into his field. It was felt that the National Education Association could\nnot give any financial help to the National Association of Student Officers this\nyear. Mr. Off cnhauer moved that the Executive Committee authorize the executive\nsecretary to try to find a way to keep alive the National Association of Student\nOfficers. Seconded by Miss Hinrichs. Carried.\nReport of Appraisal Committee — The question was raised as to whether or not\nthe full report of the Appraisal Committee on the New York City convention should\nbe made available to readers of the Journal. Since the full report appears in the\n1938 Proceedings, Mr. Off cnhauer made a motion, seconded by Miss Hinrichs, that\nthe report be cut down to a one-page article for the Journal. Carried.\nClarification of bylaws — President Shaw read two sections from the bylaws which\nneed clarifying — Article III, Section 2, and Article III, Section 4(g). Mr. Hall\nmoved that the executive secretary appoint someone to read the bylaws for places\nwhere clarification may be necessary. Seconded by Miss Woodruff. Carried.\nInvitation to cooperate in organization\n\nof National\n\nMotor\n\nClub — The proposal of\n\nthe John L. Moyers’ Tours Company, Atlanta, Georgia, for organizing a national\nmotor club and enlisting the support of the National Education Association in getting\nthe information to its members was next presented. Such a motor club wrould offer\nreduction in cost of items used by motorists. A motion was made by Mr. Hall,\nseconded by Mrs. Dahl and carried, that the executive secretary be instructed to\nwrite Mr. Moyers that it would not be feasible to cooperate in this project since to\nextend service of this kind to members of our Association would not be in harmony\nwith the purposes as set up in our charter.\nScope of Division of Teacher Welfare broadened — Secretary Givens read a\nmemorandum from Frank Hubbard of the Research Division in which he suggested\nthat the report of the Division of Teacher Welfare be broadened to include Eco¬\nnomic Status of the Rural Teacher, Cooperatives, Credit Unions, Supply, Prepara¬\ntion, and Certification of Teachers, etc. It was agreeable to the Executive Committee\nthat these items be included in the report next year.\nCommittee\n\non past president's medal — Recognition\n\nfor past presidents of the Asso-\n\n"}
{"page": 827, "printed_page": null, "text": "Executive\n\nCommittee\n\n823\n\nciation was again discussed. Secretary Givens presented some ideas for a medal\nwhich had been drawn up, with the seal of the Association on one side and the name\nof the past president\n\nand year\n\nof service on the other. The\n\nCommittee\n\nappointed\n\nto\n\nstudy this matter — Mr. Offenhauer, chairman, Miss Hinrichs, and Albert Shaw —\nwere asked to make a report at the February meeting of the Committee after review¬\ning material gathered by Mr. Givens and studying the preliminary work that has\nbeen done.\n\nPublicity by Teachers\nwhich\n\nhe had\n\nwritten\n\nCollege — Secretary\n\nto Dean\n\nRussell\n\nGivens\n\npresented\n\nof Teachers\n\nCollege,\n\ncopies of the letter\n\nColumbia\n\nUniversity,\n\nregarding the publicity activities of that institution in connection with our conven¬\ntions. Secretary Givens stated that he had received a fine letter from Dean Russell\nregarding\n\nthis general\n\nsituation.\n\nN.E.A. and American\n\nLegion — The\n\nsecretary spoke of Commander\n\nDoherty’s intro¬\n\nduction of President Shaw over a nationwide radio hookup when the president gave\nhis address before the American Legion convention in which the commander stressed\nthe fact that the National\ning in perfect harmony.\n\nEducation\n\nAssociation\n\nand\n\nthe American\n\nMr. Offenhauer left the meeting at 5 :30 p.m.\nDean Russell recently gave an outstanding address\nthe committee\n\nexpressed\n\nAdvertising\nEducational\n\nan interest in having\n\nof National\n\nAlliance,\n\nEducational\n\na commercial\n\nEducation\n\nAssociation,\n\nAlliance\n\norganization,\n\nasking\n\nare work¬\n\nattacking communism,\n\nwhich\n\nsent to them.\n\ncauses\n\nconfusion — The\n\nNational\n\nfor some\n\ntime has been\n\nusing the\n\ninitials N.E.A. in advertising its publications. Many\ntion Association, who have received this advertising\nNational\n\nLegion\n\nif in some\n\nfriends of the National Educa¬\nmaterial, have sent it in to the\nway\n\nthis organization\n\nmight\n\nbe\n\nstopped from using these initials. Secretary Givens explained that the attorney of\nthe National Education Association has been working on the case and it has been\narranged\n\nfor him\n\nAnalysis\ndelegates\n\nto meet\n\nthe attorney\n\nof delegates to New\n\nto the New\n\nYork\n\nof the National\n\nYork\n\nEducational\n\nCity convention — An\n\nCity convention\n\nanalysis of the official\n\nshows:\n\nNumber\n\nPercent\n\n1,132\n\n67.58\n\n230\n\n13.73\n\n55\n\n3.28\n\n182\n8\n\n10.87\n0.48\n\n5\n\n0.30\n\n17\n\n1.01\n\n32\n\n1.91\n\n(including 22 state secretaries)\nLibrarians .\n\n3\n\n0.18\n\nEx\n\n11\n\n0.66\n\nClassroom\n\nteachers\n\n(including\nPrincipals\nCity\n\nand\n\n.\n\ncollege professors)\n\nand\n\nSupervisors\n\nassistant principals .\n\nand\n\ncounty\n\ndirectors .\nsuperintendents\n\nand\n\nassistant\n\nsuperintendents .\nCollege administrative officers .\nState\n\nsuperintendents\n\nState department\n\n.\n\nstaff .\n\n(other than state superintendents)\nState education association staff .\n\nAn\n\nAlliance.\n\nofficio .\n\nanalysis\n\nis being\n\nmade\n\nof delegates\n\nfor the past three years to determine\neach year.\n\nSuggestions for improvement\n\nwhat\n\nattended\n\nproportion\n\nof these delegates\n\nAssembly\n\nare returned\n\nof conventions — Secretary Givens presented a few of\n\nthe suggestions\n\nreceived\n\nin which\n\nRepresentative\n\nfuture\n\nfrom\n\nwho\n\n1,675\nthe Representative\n\ndelegates\n\nto the New\n\nAssembly\n\nmeetings\n\nYork\n\nCity convention\n\nas to ways\n\ncould\n\nbe made\n\ninteresting\n\nmore\n\nand vital. One of these suggestions was to eliminate the reading of lengthy com¬\nmittee reports. It was suggested that the Summary of Committee Reports be printed\nby May\n\n1 and\n\nshort summary\n\nmailed\n\nto each official delegate\n\nof important\n\nas the name\n\npoints in the report would\n\nis reported\n\nneed\n\nso that only a\n\nto be given by the com-\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nmittee chairman\nthe convention\n\nNational\n\nEducation\n\nAssociation\n\nat the convention.\n\nIn that way,\n\nthe only material\n\nwould\n\nbe the Official Program,\n\nManual\n\nto be given\n\nfor Delegates,\n\nand\n\nout at\n\nSummary\n\nof Committee Reports, and these perhaps bound into one volume for delegates.\nreports of committees would be available for those who wanted them.\n\nGeneral\nattention\n\ninformation — The\nof the Executive\n\n1. The\n\nfollowing matters\n\nTeachers\n\nG. Carr, in his capacity\n\nAssociation\n\n2. The\n\nrevised\n\n3. The\n\npublication,\n\npersonnel\n\nand\n\nCapital\n\nin helping\n\nthem\n\nComment,\n\nwhich\n\nis being\n\nof Education\n\nin American\n\nExecutive\n\nCommittee\n\n7. The\n\npublications,\n\nDemocracy.\n\nEducational\n\nprepared\n\nstaff\n\nby Belmont\n\nmagazines\n\nfor the Cleveland\n\nof the Education\n\nPolicies\n\nstaff with\n\nthe execu¬\n\nconvention,\n\nFebruary\n\nCommission,\n\nThe\n\nPurposes\n\nA copy was given to each member\n\nSignpost\n\nand\n\nto\n\nsalary increases\n\nof the headquarters\n\n5. The program outline of the A.A.S.A.\n25 to March 2, 1939\npublication\n\nof research,\n\nsalary classification for the headquarters\n\n4. A list of conferences and meetings\ntive secretary for the coming year\n\nnew\n\nbrought to the\n\nas director\n\nto secure\n\nFarley and is being sent to editors of educational\n\n6. The\n\nwere\n\nCommittee:\n\nservices of William\n\nthe Peoria\n\nof information\n\nFull\n\nMay\n\nan American\n\nof the\n\nOppose\n\nthe\n\nPublic School? were discussed briefly by Secretary Givens.\nExecutive secretary — a member of National Board of the National Council on\nEducation for Character and Citizenship — Mr. Givens read a letter from J. M.\nArtman in which he outlined the purposes of the National Council on Education\nfor Character\n\nand\n\nCitizenship\n\nprojects in character\nto stimulate\n\nsuch\n\nand\n\nas being, first, to discover\n\ncitizenship\n\nexperiments\n\nand\n\neducation\n\nresearch\n\nalready\n\nand\n\nto further\n\nin existence;\n\nas will keep\n\nthe work\n\nworthwhile\nand\n\nsecond,\n\nof all agencies\n\nvital and dynamic. In reply to Mr. Artman’ s invitation it was moved by Mr. Hall,\nseconded by Miss Hinrichs, that permission be given the executive secretary to\nbecome a member of the National Board of the National Council on Education for\nCharacter\n\nand\n\nPresident\n\nCitizenship.\n\nShaw\n\n1. Prominence\n\nbrought\n\nCarried.\n\nup several additional points to be considered:\n\nof “National\n\nEducation\n\nA ssociation”\n\non all publications — The\n\nneed\n\nof having in a prominent position on all publications the words “National Education\nAssociation.” It was moved by Mr. Hall, seconded by Miss W oodruff, that the execu¬\ntive secretary and his staff develop a design that would make the National\nEducation Association more prominent and that a design be developed for the\ncoinclusive membership blanks, a report\na future meeting. Carried.\n\nto be given\n\nto the Executive\n\nCommittee\n\nat\n\n2. Staff experts in field of teacher welfare — Secretary Givens pointed out that we\nalready have on our staff William G. Carr and Hazel Davis, who are qualified in\nthe field of salaries, and Madaline Remmlein, Frank Hubbard, and T. D. Martin in\nthe fields of retirement and tenure.\n3. A dvisability of adding to membership of Educational Policies Commission — The\nCommittee had already taken action on this matter at a meeting in June when\nit expressed\n\nthe belief that because\n\nthe Commission\n\nhas\n\nserved\n\nmore\n\nthan\n\nhalf\n\nof its term of office, it should continue, as far as the Executive Committee is con¬\ncerned, with its present personnel. Therefore, no further action on this matter was\nnecessary.\n\nExpression\n\nof sympathy\n\nthe Executive\n\nCommittee\n\nsympathy for her recent\nand carried.\nThe\n\nmeeting\n\nto Mrs. Shankland — Miss\nsend\n\naccident\n\nadjourned\n\na\n\nwire\n\nand\n\nto Mrs.\n\nwishing\n\nWoodruff\n\nS. D.\n\nmade\n\nShankland\n\nfor her a speedy\n\na motion\n\nthat\n\nexpressing\n\nits\n\nrecovery.\n\nSeconded\n\nat 6:30 p.m.\nReuben\nWillard\n\nT. Shaw,\nE.\n\nPresident\n\nGivens,\n\nExecutive\n\nSecretary\n\n"}
{"page": 829, "printed_page": null, "text": "Executive\n\n825\n\nCommittee\n\nCleveland, Ohio\nSaturday, February\nThe\nwith\n\nExecutive\n\nCommittee\n\nthe following\n\nmembers\n\nmet\n\nat 11 a.m.\n\npresent:\n\n25, 1939\n\nin the Tavern\n\nReuben\n\nT. Shaw,\n\nRoom,\n\npresident;\n\nStatler\nFred\n\nD.\n\nHotel,\nCram,\n\nMrs. Myrtle Hooper Dahl, Amy H. Hinrichs, Joseph H. Saunders, Albert Shaw,\nB. F. Stanton, and Caroline S. Woodruff. Sidney B. Hall was unable to be present\non\n\naccount\n\nof illness. Thomas\n\nJ. Walker,\n\npresent for part of the meeting.\nwere\n\nunable\n\nChase\n\nFlorence\n\nto be present. Willard\n\nmember\nHale\n\nMotion\n\nto adopt minutes — On\n\nthe minutes\n\nof the meeting\n\nmotion\n\nheld\n\nand\n\nE. Givens,\n\nchief assistant to the secretary, were\n\nof the Board\nEdgar\n\nexecutive\n\nof Trustees,\n\nG. Doudna\n\nsecretary,\n\nwas\n\nof the Board\n\nand\n\nHarriett\n\nM.\n\nalso present.\n\nof Mr.\n\nCram,\n\nin Washington,\n\nseconded\n\nD. C., on\n\nby Miss\n\nOctober\n\nWoodruff,\n\n1, 1938, were\n\napproved.\n\nMotion to draft resolutions on death of Mr. Offenhauer — On motion of Miss Hin¬\nrichs, seconded by Albert Shaw, and carried, the executive secretary was instructed\nto draft resolutions\na copy\n\non the death\n\nof R. E. Offenhauer\n\nto be filed in the minutes\n\nand\n\nsent to the family.\n\nElection of B. F. Stanton ratified — On motion of Miss Woodruff, seconded by\nMr. Saunders, the official ratification of the election of B. F. Stanton as treasurer\nof the National\nofficial audit\nover\n\nEducation\n\nof funds\n\nto the new\n\nAssociation\n\nby Wayne\n\ntreasurer,\n\nwas\n\ncarried\n\nKendrick\n\nAir. Stanton,\n\nand\n\nlocal educational\n\nMississippi\n\nShaw\n\nand\n\nmeetings\n\ngroups.\nin New\n\nand\n\nfor more\n\nYork\n\nduring\n\nApril. It was\n\narrange for such a conference.\nSeveral members of the committee\n\nof them\n\nat many\n\nin states\n\nstate\n\neast of the\n\nspent in the Southwest.\n\nPresident\n\nhim with the need\n\nfor an all-inclusive\n\nin the field regarding\n\naffiliation of local\n\nthe consensus\n\nmade\n\nthat President\n\nfavorable\n\ncomments\n\non\n\nShaw\n\nMembership\n\nreport — Secretary\n\n18, 1939, which\n\nof December\n\nGivens\n\nshows\n\n31, 1938. He\n\nways\n\ncalled attention to the membership\n\nan increase\n\nof 11,562 members\n\nstated that 93 percent\n\nof our\n\nshould\n\nthe field work\n\nthe president has been doing and expressed the feeling that more\nshould be devised for taking the N.E.A. to the people.\n\nof February\ncount\n\nof the\nturned\n\nAs a result of his attending the luncheon of the Kindergarten-6B Association\nYork recently, an invitation was extended for a conference of leaders to be\n\nheld in New\n\nwhich\nmeans\n\nmost\n\nbeing\n\nimpressed\n\ninformation\n\nA\n\nreported his attendance\n\nsince October,\n\na large part of the time\n\nstated that these meetings\n\nmembership\n\ncopy\n\nthe amount\n\nis filed herewith.\n\nReport of President Shaw — President Shaw\nand\n\nunanimously.\n\nCo., showing\n\nover\n\nmembers\n\nand\n\nreport\n\nthe official\ncome\n\nfrom\n\nabout one-third of the locations, while 7 percent come from the other two-thirds.\nWhile the outlook for membership is encouraging, it was pointed out that there is\nlittle likelihood of a large membership increase in California during June as was\nthe case in New\nAfter\n\nYork\n\ndiscussing\n\nlast year.\n\nthe analysis\n\nof the membership\n\npromotion\n\nletters sent out last\n\nyear, it was recommended that only one promotion letter be sent next year in loca¬\ntions where we have no members at the present time. It was suggested that it would\nbe well to include in this letter the statement that the state N.E.A. director or the\nvicepresident\n\nwould\n\nbe glad to come\n\nAll-inclusive membership\n\nand\n\ndiscuss membership\n\nproblems.\n\ncard discussed — The possibility of having an all-inclusive\n\nmembership card was discussed. It was the feeling that an all-inclusive membership\ncard could be prepared for issuance first to groups that are already 100 percent.\n\nPresident Shaw\n\nstated that a special committee\n\nof directors, consisting of Harvey\n\nE.\n\nGayman, Pennsylvania, chairman; L. W. Reese, Ohio; Daisy Brown, Minnesota;\nElmer H. Garinger, North Carolina; and Rena B. Rockwell, New York, had been\nappointed\n\nto study\n\nWoodruff\n\nmade\n\nthe problem\n\na motion\n\nand\n\nwere\n\nmeeting\n\nduring\n\nthat the general plan be approved\n\nthe convention.\n\nand\n\nMiss\n\nthat the special\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNational\n\ncommittee\ngiven\nThe\n\nof directors\n\npower\n\nwith\n\nto act in the matter.\n\nmeeting\n\nadjourned\n\nPresident Shaw\nFinancial\n\ntogether\n\nEducation\n\nAssociation\n\nthe executive\n\nSeconded\n\nfor luncheon\n\nby Mr.\n\nsecretary\n\nand\n\nStanton.\n\nCarried.\n\nat 12:50 P.M.\n\nthe president\n\nreconvening\n\nat 2:20 i\\m.\n\ncalled the meeting to order.\n\nreport — In calling attention to the financial status, Secretary\n\nstated that the increase\n\nin income\n\npermanent\n\nand\n\ninvestments,\n\nfrom\n\nactive membership\n\nmiscellaneous\n\nperiod last year is $18,336.21. Advertising\nfrom Cleveland\ncisco than from\n\nhe\n\nwill exceed\nNew York.\n\nIncrease in budgeted\n\nthat from\n\nsources\nincome\n\nAtlantic\n\nexpense to January\n\nGivens\n\ndues, advertising,\n\nto January\nhas gained\n\n1, 1939, over\n\nexhibits,\nthe same\n\nsteadily. Exhibit\n\nCity, but will be less from\n\n31 over the same\n\nSan\n\nincome\nFran¬\n\nperiod for last year is\n\n$13,386.90. In general, this increase is in line Avith the budget allowances. By com¬\nparison Avith last year, a further increase of $2,876.10 may be permitted by the\nbudget. Our cash position sIioavs an increase of $2,345.76. A decrease in worth of\nthe Permanent Fund of $5,589.70 is shoAvn. While a decrease is shoAvn, actually a\ngreat gain has been made. The decrease is accounted for by the establishment of\na protective reseiwe on notes of life members in the amount of $+0,000. The former\nasset item of “equipment-neAV building,” $13,144.01, has been eliminated by cash\npurchase of this equipment out of operating funds. A further transfer in the\namount of $15,060.26 proArides an increase in actual worth of $34,410.30 OArer that\nof January 31, 1938. Real-estate mortgage notes have been curtailed by $28,000\nsince January\n\n31, 1938.\n\nThere is the largest amount of adA'ertising carried in the February\nJournal of any time since the issue of February 1931.\n\nissue of the\n\nAffiliated Associations — A brief report on affiliated associations shows\n\na consider¬\n\nable increase\nAssociation.\n\nin number\nThe\n\nof local organizations\n\ntotal number\n\naffiliated with the National\n\nof affiliated associations\n\nAttention Avas called to an amendment\n\nas of February\n\nEducation\n\n18, 1939, is 733.\n\nto the bylaAvs of the N.E.A.\n\nproposed\n\nby\n\nBlanche Foster of Philadelphia and approAred by the executiAre council of the Pennsylvania State Education Association as folloAvs:\nArticle II — Officers, Representath'e Assembly, and Affiliated Associations\nSection 3. A local educational association or teachers organization AArithin a\nstate, territory, or district may affiliate Avith the National Education Association\nand shall be designated as an affiliated local association. Within\nAffiliated\n\na given\n\njurisdiction,\n\nLocal\n\nmaintaining\n\nan\n\nAssociations\n\nshall have\n\npriority\n\nhowever,\n\naffiliation with\n\nThe\n\nExecutiAre\n\nCommittee\n\nthe state education\n\nin affiliating with\n\nAssociation ; and, when\nshall he the sole local National\ndiction, and so forth.\n\nthe local education\n\nAssociation\n\nfelt that this is too much\n\norganization\n\nthe National\n\nsuch local organization\n\nEducation\n\nassociation\nEducation\n\nso requests, it\n\naffiliate within such juris¬\n\nof a local situation to legislate\n\non in a national way. Mrs. Dahl mo\\red that the amendment be referred to the\nCommittee on Bylatvs and Rules Avith the recommendation that it is the belief of\nthe Executive\n\nCommittee\n\nthat the present\n\nbylaw\n\nis adequate.\n\nSeconded\n\nby Albert\n\nShave. Carried.\nA statement of Duties and Responsibilities of Local, State, and National Associa¬\ntions Avhich had been prepared by the Division of Affilia+ed Associations Avas dis¬\ncussed. It Avas pointed out that these are not complete or exhausthre but form a\nbasis for discussion. Miss Hinrichs moAred that these statements be restudied and\nprinted in the Journal as an article for the benefit of the profession. Seconded by\n\nMr. Stanton. Carried.\nillotion to increase appropriation of Department of Art Education — On the request\nof the department of Art Education that its appropriation of $200 be increased\nto $250, Miss Jl’oodruff made a motion that $50 be transferred from the Secretary’s\nContingent Fund to the Department of Art Education. Seconded by Albert Shaw.\nCarried.\n\n"}
{"page": 831, "printed_page": null, "text": "Executive\n\nReport on Journal — The\ning the Journal\nPress\n\nrun for current\n\nLargest\n\nfollowing\n\nof the N.E.A.\n\npress\n\nrun\n\nwas\n\nreport of physical and financial facts regard¬\n\nread\n\nby Secretary\n\nissue — 223,000\n\n(December\n\nof paper\n\nGivens:\n\ncopies\n\n1938) — 232,000\n\nNormal number of pages — 48 ; increased\nas advertising demands may require\nAmount\n\n827\n\nCommittee\n\ncopies\n\nbeyond\n\nthat number\n\nto 52, 56, 60, or 64\n\nused:\n\n48 p. — 223,000\n\ncopies — 31f4 tons\n\n56 p. — 223,000 copies — 36 tons\n(A carload of paper consists of 20 tons)\nTotal cost of Journal 1937-38 .\n(Average press run per issue 214,300)\n\n$ 89,854.08\n\nTotal cost of Journal 1929-30 (year of highest cost) .\n(Average press run per issue 190,000)\n\n108,538.69\n\nCost per set of 9 issues — 1937-38 .\nCost per set of 9 issues — 1929-30 .\nCost of a typical issue (January\n\n$ .42\n57\n\n1939, 225,000 copies, 48 p.)\n\nProduction :\nPaper\n\nstock\n\nComposition\n\n.\nand\n\npress\n\n$3,619.31\n\nwork .\n\nHalf-tones, cuts, art work,\nposition .\n\n3,507,18\n\nelectros, and\n\nspecial com¬\n492.99\n\nAuthor’s\nLabeling\n\nalterations .\nand wrapping by printer .\n\nPostage,\n\naddressing,\n\nand\n\nTotal\n\ncost January\n\nissue .\n\nIt was\n\nsuggested\n\nby Mr.\n\nof its own\n\nprinting\n\nand\n\ncomparisons\n\nmake\n\nmailing\n\nSaunders\n\nplant and\nwith\n\n125.95\n310.63\n\n.\n\n$\n8,055.66\n$ 1,351.63\n$ 9,407.29\n\nthat the Association\n\nthat the secretary\n\nthe annual\n\nprinting\n\nconsider\n\nbe instructed\n\nthe establishment\n\nto look into the cost\n\nbill.\n\nThe Personal Growth Leaflets prepared by Mr. Morgan, totaling sixteen at pres¬\nent, were distributed and discussed. Secretary Givens pointed out that the printing\nof these leaflets is financed by the Hugh Birch-Horace Mann Fund, the money being\na gift to be used for this purpose.\nThe Future Teachers of America was discussed. It was organized to encourage\nthe entrance into the profession of only those young women and men who in charac¬\nter and ability offer the most promise of becoming worthy teachers; to develop\namong young people in high school and college who plan to enter the teaching\nprofession an appreciation of its opportunities and responsibilities; to develop\norganizations of young people in teachers colleges which will be an organic part\nof state and national education associations. It is hoped that within a few years\nFuture\n\nTeachers\n\nN.E.A.\n\nstudent\n\nof America\nmembership.\n\nprofessionalizing\n\nExtension\n\nprospective\n\nchapters\nThis\n\nin teachers\n\nis a more\n\ncolleges will entirely replace\n\neffective approach\n\nto the problem\n\nCongress\n\nwill probably\n\nprovides\n\nfor amendment\n\nof the federal\n\nprivileges\n\nto employees\n\nof “corporations\n\nfor religious, ...\n\nof\n\nteachers.\n\nof privileges by Social Security Act — Secretary Givens\n\nto the fact that the current\n\nthe\n\nor educational\n\nSocial\n\nact favorably\n\ncalled attention\non\n\na bill which\n\nSecurity\n\nAct\n\nso\n\n. . . organized\n\nand\n\noperated\n\npurposes,\n\n. . .” If the Social\n\nas to extend\n\nSecurity\n\nits\n\nexclusively\nAct\n\nis so\n\n"}
{"page": 832, "printed_page": null, "text": "828\n\nNational\n\namended,\n\nthe National\n\nEducation\n\nEducation\n\nAssociation\n\nAssociation\n\nwill be\n\nrequired\n\nto pay\n\ntaxes\n\nand\n\nits employees to make salary contributions. In view of the fact that the headquarters\nstaff has a very fine retirement system, a motion was made by Mr. Saunders that the\nmatter be taken up with proper authorities, asking that organizations having better\nretirement systems than would be afforded under the Social Security Act be excluded\nfrom\n\nthe provisions\n\nof the federal\n\nRecommendations\nThe\n\nlaw. Seconded\n\non reorganization\n\nJoint Committee\n\non Health\n\nby Mr.\n\nStanton.\n\nof Joint Committee\n\nProblems\n\nin Education\n\nCarried.\n\non Health\n\nProblems —\n\nof the N.E.A.\n\nand\n\nA.M.A.\n\nwas organized twenty-seven years ago. Thomas D. Wood has been chairman con¬\ntinuously since the organization of the Committee until his resignation in June\n1938. Following Mr. Wood’s recommendation, a subcommittee was appointed to\nstudy plans for the future of the Joint Committee. This subcommittee submitted the\nfollowing recommendations to the National Education Association and to the\nAmerican Medical Association:\n1. That a Joint Health Committee in which the N.E.A. and A.M.A. participate\nis a necessity in order that health problems in education may be considered jointly\nby the two groups most vitally interested therein, namely, physicians and teachers.\n2. That the Joint Health Committee should be a joint committee of the N.E.A.\nand A.M.A. as a whole, not of a department of either organization.\n3. It is suggested\n\nthat the committee\n\nbe composed\n\nmembers, ten from the N.E.A. and ten from\n4. It is recommended that the chairman\n\nof not more\n\nthan\n\ntwenty\n\nbe\n\nelected\n\nthe A.M.A.\nof the Joint Committee\n\nannually from among the members of the Committee and that he be reelected\nas often as the Committee shall deem advisable. Nominations and elections shall\nbe as arranged\n\nby the Joint Committee.\n\n5. It is recommended that the terms of all present members of the Joint Com¬\nmittee shall expire automatically when a plan for reorganization has been adopted\nby the two parent organizations. This provision does not preclude the reappoint¬\nment of the same individuals to membership on the reorganized committee.\n6. It is recommended\n\nthat as a matter\n\nof basic policy the N.E.A.\n\nand\n\nA.M.A.\n\nbe prepared to finance all proper activities, including publications, of the com¬\nmittee and that it be contrary to the policy of the Joint Committee to seek financial\naid from any sources other than the N.E.A. and A.M.A., or to accept such aid\nunless approved\nA\n\nmotion\n\nwas\n\nby the N.E.A.\n\nmade\n\nby Mr.\n\nand\n\nA.M.A.\n\nStanton\n\nthat these\n\nthe reorganization of the Joint Committee\nthe following suggested changes:\n\non\n\nHealth\n\n1. That the Hare System of Proportional\nof it be used in the election of the chairman.\n2. That\nSeconded\n\nfive members\n\nby Miss\n\nSecretary Gwens\n\nfrom\n\nWoodruff.\n\neach\n\nrecommendations\n\nRepresentation\n\norganization\n\nUnanimously\n\nProblems\n\nconstitute\n\nproposed\n\nfor\n\nbe approved\n\nwith\n\nor a modified\n\nform\n\nthe Committee.\n\ncarried.\n\ncalled attention to the outline of Duties and Responsibilities of\n\nOfficers including the Executive Committee, Board of Trustees, and Board of Direc¬\ntors and asked members of the Executive Committee to read them and make\nsuggestions.\n\nAppropriation\nthe National\nthe amount\n\nfor McGuffey\n\nEducation\n\nMemorial — A motion\n\nAssociation\n\nto be paid when\n\nappropriate\n\nthe contract\n\n$500\n\nwas\n\nmade\n\nby Mr. Stanton that\n\nfor the McGuffey\n\nfor the Memorial\n\nMemorial,\n\nis let. Seconded\n\nby Miss\n\nHinrichs. Carried.\nExpenses\n\nof vicepresidents — The question of paying the expenses\n\nto the annual\nthe bylaws,\n\nconvention\n\nit was\n\nwas\n\nconsidered\n\nraised. Since the vicepresidents\ndoubtful\n\nwhether\n\nof vicepresidents\n\nhave\n\nthe Association\n\nno duties under\n\nwould\n\nbe justified\n\nin paying their expenses to the convention. 'Mr. Cram made a motion that a com¬\nmittee of three from the Executive Committee with Miss Woodruff as a member be\nappointed\n\nto study the problem\n\nof vicepresidents.\n\nSeconded\n\nby Mr.\n\nStanton.\n\nCarried.\n\n"}
{"page": 833, "printed_page": null, "text": "Executive\n\nCommittee\n\n829\n\nMotion to discourage meetings of Core Committees at conventions — Mr. Stanton\nmade a motion that the executive secretary be authorized to discourage meetings\nof core committees at the time of conventions. Seconded by Miss Hinrichs. Carried.\nIt was suggested that departments should also be discouraged from holding meetings\nat the time of the convention of the American Association of School Administrators.\nImprovements in covers of publications — Secretary Givens exhibited several covers\nof N.E.A. Journals, showing the improvements which have been made; also the\nchange in the cover of the Research Bulletin, placing the words “National Education\nAssociation” first on the Bulletin. There was approval of the improvements, but the\nsuggestion was made that the words “National Education Association” should be\nstill more prominent on these publications.\nPublic Administration Clearing House — Secretary Givens presented the proposal\nfor effecting cooperation between organizations interested in the administration of\npublic education and associations of government officials concerned with public\nadministration. The American Council on Education proposes to place an educa¬\ntional secretariat with the Public Administration Clearing House in Chicago and\nhas invited the National Education Association and the American Association of\nSchool Administrators\n\nto join with other organizations\n\nin general support\n\nof this\n\nproposal.\nAfter much discussion, Mr. Stanton made a motion that the Executive Committee\ngo on record as not accepting the invitation to join in the proposal of the American\nCouncil on Education. Seconded by Albert Shaw, and unanimously carried.\nContinuity of service of delegates — In explaining the need for detailed explana¬\ntions at the meetings of the Representative Assembly, Secretary Givens pointed out\nthat according to a study which had been made at headquarters it was found that\nbetween 70 and 75 percent of the delegates who attend our annual convention are\nnew to their official duties and unfamiliar with convention procedure.\nAmerican Education IVeek — 1939 — Attention was called to plans which have been\nmade for American Education Week, November 5-11, 1939. The general theme for\nthe week is “Education for the American Way of Life.”\nPast president’ s award — In discussing the past president’s award, Mr. Cram made\na motion that the special committee be instructed to prepare a certificate with the\nhelp of the executive secretary and submit it to other members of the committee\nby mail. Seconded by Mr. Saunders. Carried.\nCivilian Conservation Council — Secretary Givens read a letter from A. P. Greensfelder in which the National Education Association is invited to become a member\nof the Civilian Conservation Council, an organization to cooperate with the director\nof the Civilian Conservation Corps. Mrs. Dahl made a motion that the National\nEducation Association work with and help the Civilian Conservation Council but\nthat we not become a part of it. Seconded by Albert Shaw. Carried.\nAdmission of departments — Secretary Givens called attention to several groups\nwhich are interested in becoming departments of the National Education Associa¬\ntion. Among these are the School Garden Association of America, Music Educators\nNational Conference, Columbia Scholastic Press Association, and the National Asso¬\nciation of Journalism Directors in Secondary Schools. Regarding the last two groups,\nin which there is apparently an overlapping, Secretary Givens stated that he expects\nto have a definite recommendation to present to the Committee at the San Francisco\nconvention.\nThe outline for the San Francisco convention program was presented and dis¬\ncussed briefly. President Shaw asked for suggestions.\nThe Committee adjourned to meet in the Tavern Room, Statler Hotel, at 9:30 p.m.\nThe Executive Committee met at 9:30 p.m. in the Tavern Room.\nPresident Shaw\n\ncalled the meeting to order.\n\nStatus of bill for federal support for public education — Secretary Givens discussed\nthe status of the bill for federal aid to education, known as the Harrison-ThomasLarrabee\n\nBill. This bill is based on the report of the President’s Advisory\n\nCommittee.\n\n"}
{"page": 834, "printed_page": null, "text": "830\n\nNational\n\nEducation\n\nAssociation\n\nThe N.E.A. is supporting the Senate Bill as it is and the House Bill with\nment. Hearings on the Senate Bill, S. 1305, will begin on March 2.\n\nan amend¬\n\nThe question was raised as to whether any right would be violated if expenses\nto the annual convention were denied life directors. After some discussion, Mr.\n\nStanton made\n\na motion that the question of the payment\n\nto annual\n\nconventions\n\nSeconded\n\nby Mr.\n\nbe referred\n\nCram.\n\nstatement\n\nand\n\namendments\n\namendments\n\nbe referred\n\nof the Association\n\nfor suggestions.\n\nto bylaws — Miss\n\nto the bylaws.\n\nto the Committee\n\nMr.\n\non Bylaws\n\nthat any points on which there is a question\nAssociation. Seconded by Mr. Stanton. Carried.\n\nCommittee\n\nof life directors\n\nCarried.\n\nClarification of proposed\non clarification\n\nto the attorney\n\nof expenses\n\non a Code\n\nCram\n\nChase\n\nread a statement\n\nmade\n\na motion\n\nand Rules\n\nbe referred\n\nof Ethics — President Shaw\n\nthat this\n\nwith the understanding\nto the attorney\n\nfor the\n\npointed out the need for a com¬\n\nmittee to provide a Code of Ethics for the teaching profession. Mr. Stanton made\na motion that a Committee on a Code of Ethics be appointed with a Core Committee\nof five and\nIt was\n\na National\n\nsuggested\n\nprofession.\nOn motion\nadjourned\n\nAdvisory\n\nthat\n\nof Mr.\n\nthis committee\n\nCram,\n\nseconded\n\nat 12:40 a.m. to meet\n\nWednesday,\n\nMarch\n\nCommittee.\nbe\n\nExecutive\n\npresent\n\nby Mr.\n\nStanton,\n\nin the Tavern\n\nRoom,\n\nHinrichs.\n\nof every\n\nand\n\nCarried.\n\ngroup\n\nin the\n\ncarried\n\nthe Committee\n\nStatler Hotel\n\nat 9:30 a.m. on\n\n1.\n\nCommittee\n\nexcept Sidney\n\nSecretary Givens\n\nby Miss\n\nrepresentative\n\nWednesday,\nThe\n\nSeconded\n\nmet\n\nMarch\n\n1\n\nat 9:40 a.m. in the Tavern\n\nRoom\n\nwith\n\nall members\n\nB. Hall.\n\nread a telegram\n\nfrom\n\nFlorence\n\nHale\n\nregretting that she could\n\nnot be present.\n\nProposal for district vicepresidents — The\nthe purpose\n\nof electing vicepresidents\n\nthe president,\nauthorized\n\nexecutive\n\nto prepare\n\nsecretary,\n\nmaterial\n\nthe districting of the United\nprovided\nSeconded\n\nwas\nand\n\nmittee on Tenure,\n\ndiscussed.\n\nMr.\n\nthe Committee\n\nto be published\nmay\n\nbe revised\n\nCity investigation — Donald\n\njoined the Committee\n\nCram\non\n\nin the May\n\nStates for the purpose\n\nthat the districts for 1940-41\nby Miss Woodruff. Carried.\n\nReport of Oklahoma\n\nquestion of districting the country for\nmade\n\na motion\n\nBylaws\n\nand\n\nJournal,\n\nlooking\n\nthat\n\nRules\n\nbe\n\ntoward\n\nof election of vicepresidents,\nby the Executive\n\nDuShane,\n\nat 10:15 a.m. He\n\nchairman\n\nreported\n\nCommittee.\n\nof the Com¬\n\nthe investigation\n\nin Oklahoma City by members of the Core Committee on Tenure. Twenty-two teach¬\ners were discharged primarily because they were not loyal to the board of education.\n\nMr. DuShane\n\nwas\n\nof the opinion that it would\n\ninvestigation\n\nwere\n\npublished\n\nin the N.E.A.\n\nbe very helpful if the facts of this\n\nJournal.\n\nIt was\n\nthe consensus\n\nof members\n\nof the committee that the article should be prepared by Mr. DuShane and the Com¬\nmittee for publishing in Oklahoma City before the primary election in April and\nthat the article be carried in the N.E.A. Journal.\n\nExecutive\n\nCommittee\n\napproval\n\nnecessary before committees\n\nor reports involving policy — President Shaw\nof the Committee\ncommending\n\non\n\nInternational\n\nhis part in the Lima\n\nmay\n\nread a resolution sent by the chairman\n\nRelations\n\nConference.\n\nto Cordell\n\nHull,\n\nSecretary\n\nIn this connection,\n\nas to the authority of committees in sending out a statement which\nAssociation. While all were in favor of the resolution sent Mr.\nthat all new\n\ncommittee\n\nby the Executive\nbefore\n\nchairmen\n\nCommittee\n\naction has been\n\ntaken\n\nshould\n\nregarding\n\nissue statements\n\nbe reminded\n\nby the Executive\n\nthe question\n\nCommittee.\n\nrule of policy be drawn up for committees. The following\nthe chairman of the Committee on International Relations:\n\nof a report\nIt was\n\narose\n\nmight commit the\nHull, it was felt\n\nof the previous\n\nthe publication\n\nof State,\n\naction taken\nor\n\nstatement\n\nsuggested\n\nthat a\n\nis the resolution\n\nsent by\n\n"}
{"page": 835, "printed_page": null, "text": "Executive\n\nCommittee\n\n831\n\nResolved, That the International Relations Committee of the National Educa¬\ntion Association express to the secretary of state, the Honorable Cordell Hull, its\ngratitude and appreciation for his high leadership and untiring efforts toward\ninternational understanding and goodwill at the Lima Conference.\nMrs. Dahl made a motion that the Executive Committee express its approval of\nthe action of the Committee on International Relations. Seconded by Mr. Stanton.\nUnanimously carried.\nMr. Monroe, president-general of the World\njoined the Committee at this point.\n\nFederation\n\nof Education\n\nAssociations,\n\nProposal involving discrimination — Mrs. Dahl called attention to a bill in the\nMassachusetts Legislature which would bar the privilege of working to all women\nwhose husbands are employed. Since there is to be a hearing on this bill on Thursday,\nMarch 2, it was suggested that a wire be sent to Mrs. Bertha A. Snell on behalf of\nthe teachers of the state of Massachusetts. The motion was made by Miss Hinrichs\nthat a telegram be sent Mrs. Snell pointing out the policy of the National Education\nAssociation regarding discrimination. Seconded by Mr. Stanton. Carried.\nMrs. Dahl left the meeting at this time.\nRepresentation at Rio conference — Mr. Monroe spoke on behalf of the Eighth\nBiennial Conference of the W.F.E.A. which will be held in Rio de Janeiro, August\n6-11, 1939. He spoke of the desirability of more representatives from the United\nStates, of the attendance of the executive secretary of the N.E.A., and of representa¬\ntion by the N.E.A. on the Board of Directors. Mr. Monroe stated that it is the policy\nin other countries to have the secretary of the education association as a member of\nthe board and that there would be a vacancy on the board this year from the United\nStates. Each director is elected on the recommendation of the voting delegates from\nthe country concerned. Secretary Givens stated that he is ready and willing to do\nwhatever may seem best for the National Education Association, but that the nature\nof his work makes it quite necessary for him not to be away from the office as long\nas would be necessary to attend the Rio conference. He also stated that he was of\nthe opinion that it would be better for some other member of the Association than\nhimself to serve as director.\nSince it is against regulations, the “S.S. Rotterdam” will not be able to stop at\nNew Orleans, so unless the sailing date can be postponed, those who attend the San\nFrancisco convention will not be able to go on that boat without missing part of the\nconvention.\nRepresentation at meeting of National Union of Teachers — Mr. Monroe stated\nthat he plans to attend the annual meeting of the National Union of Teachers in\nApril. Mr. Cram made a motion that Mr. Monroe be authorized to represent the\nNational Education Association and to extend greetings at this meeting. Seconded by\nAlbert Shavj. Carried.\nThe\n\nmatter of the appointment\n\nof fifty voting delegates to the Rio conference\n\nwas\n\ndiscussed. Mr. Stanton moved that the president and executive secretary be em¬\npowered to appoint the majority of the voting delegates, the remainder to be\nappointed by the chairman of the delegation and that these delegates be responsible\nfor attending meetings and voting and in case of inability of any delegate to be\npresent that he or she notify the chairman to arrange for a substitute. Seconded by\nMiss Woodruff. Carried.\nPayment of expenses of outgoing and incoming presidents to Rio — The question\nof paying the expenses of the outgoing and incoming presidents of the N.E.A. to the\nRio conference was discussed. Mr. Saunders made a motion that a sum not to exceed\n$1000 be approved for paying expenses incident to attendance of the Eighth Biennial\nConference of the W.F.E.A. in Rio de Janeiro of either the outgoing or incoming\npresident or both. Seconded by Miss Woodruff. Carried.\nSecretary Givens\n\nreported that there is still a state of confusion\n\nbecause\n\nof the\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nNational\n\nEducation\n\nAssociation\n\nsimilarity between the names of two of our departments — Secondary Education and\nSecondary School Principals — and that he will study the matter and bring in a\nrecommendation at the June meeting of the committee.\nThe question of the need for another meeting of the Executive Committee before\nthe San Francisco convention was discussed. Miss W oodruff made a motion to leave\nthis question to the discretion of the president and executive secretary. Seconded by\nMr. Stanton. Carried.\nIt was suggested that the Committee meet on Friday, June 30, in San Francisco.\nThe Committee adjourned at 12:20 p.m.\nReuben\nWillard\n\nT.\n\nShaw,\n\nPresident\n\nE. Givens,\n\nExecutive\n\nSecretary\n\nSan Francisco, California\nFriday\nThe\n\nExecutive\n\nCommittee\n\nmet\n\nmorning,\n\nJune\n\n30, 1939\n\nat 11:45 A.M., immediately\n\nfollowing the close of\n\nthe meeting of the Board of Trustees, in President Shaw’s suite, Palace Hotel, with\nall members present except Sidney B. Hall: Reuben T. Shaw, president; Caroline S.\nWoodruff, Joseph H. Saunders, B. F. Stanton, Fred D. Cram, Airs. Myrtle Hooper\nDahl, Amy H. Hinrichs, and Albert Shaw. Willard E. Givens, executive secretary,\nand Harriett M. Chase, chief assistant to the secretary, were\nbers of the Board of Trustees.\nThe meeting was called to order by President\nsented him by South Dakotans.\n\nShaw\n\npresent as were\n\nmem¬\n\nwith a hickory gavel pre¬\n\nMinutes of Cleveland meeting — Miss Hinrichs moved that the minutes\nCleveland meeting be approved. Seconded by Miss Woodruff. Carried.\n\nof the\n\nPresto Sound Recorder — During the recess period between the adjournment of the\nmeeting of the Board of Trustees and the opening of the meeting of the Executive\nCommittee, Mr. Roseborough, representing the Presto Sound Recorder, gave a\ndemonstration consisting of recording the discussion around the table and then play¬\ning the record back. Members of the Committee informally discussed possible uses\nof records which might be made of convention speeches or business meetings.\nPresident Shaw stated that this machine is to be purchased for use on the Rio\ncruise out of the Joint Enterprise Fund and that a machine would be loaned for the\nuse of the N.E.A. at this convention for the recording of such programs as might be\ndetermined. Mr. Cram moved that a subcommittee of the Executive Committee be\nappointed to determine at what programs to use the machine and suggested that\nPresident Shaw be a member of the committee. Seconded by Mr. Stanton. Carried.\nCommunication to President Roosevelt on federal aid — The possibility of sending\na letter or telegram to President Roosevelt pointing out facts regarding the Associa¬\ntion’s stand on federal aid and reminding\nconvention was discussed.\n\nhim of his statement\n\nat the New\n\nYork\n\nCity\n\nAdjournment — On motion of Mr. Saunders, seconded by Mr. Stanton, the Com¬\nmittee adjourned for luncheon at 12:35 p.m. to reconvene at 2:00 p.m. Carried.\nPresident Shaw called the meeting to order at 2:05 p.m.\nSubcommittee to draft statement on federal aid — President Shaw appointed Miss\nW oodruff , Mr. Stanton, and Miss Hinrichs to work with him in drafting a state¬\nment to present to the Legislative Commission at its Sunday meeting which might\nbe sent to President Roosevelt on the subject of federal aid for public education.\nExpenses to Rio de Janeiro — On account of the fact that the conference scheduled\nby the World Federation of Education Associations for Rio de Janeiro has been\nchanged so that meetings of the World Federation will be held on board ship, at\nPuerto Rico and at New York City, the former action concerning this taken at\nCleveland was rescinded and the following motion made by Mr. Saunders:\n\n"}
{"page": 837, "printed_page": null, "text": "Executive\n\nCommittee\n\n833\n\nThat a sum not to exceed $1000 be approved for paying the expenses of either\nthe outgoing or incoming president or both in making the Rotterdam cruise to\nSouth America in order to participate in the meetings of the World Federation\nof Education Associations.\nSeconded\n\nby Miss\n\nWoodruff.\n\nCarried.\n\nSecretary’s report — On motion of Albert Shaw, seconded and unanimously car¬\nried, the Annual Report of the Secretary for 1938-39 was accepted and recommended\nfor transmittal to the Board of Directors.\nAmerican Legion-federal aid — Mr. Cram\nShavo in drafting a letter to the American\ncation.\n\nwas appointed to work with President\nLegion on federal aid for public edu¬\n\nIncrease in budget for Department of Classroom Teachers — Mrs. Dahl moved that\nthe budget of the Department of Classroom Teachers be increased to $14,800 and\nthat budget to include a salary for a secretary and a stenographer for the Depart¬\nment of Classroom Teachers. Seconded. After discussion, Mr. Saunders made a\nmotion that the increased budget for the Department of Classroom Teachers be laid\non the table and that it be brought up later during the week, thus allowing more\ntime to study it. Seconded and carried unanimously.\nThe meeting adjourned at 6:10 p.m. and reconvened at 8:20 p.m.\nPresident Shaw called the meeting to order.\nName of Department of Secondary Education\nof Secretary Givens, Mr. Cram made a motion\nof Secondary Education be changed\nonded by Mr. Stanton. Carried.\n\nchanged — On the recommendation\nthat the name of the Department\n\nto Department\n\nof Secondary\n\nTeachers.\n\nSec¬\n\nExtension of retirement annuity premium for S. D. Shankland — On the recom¬\nmendation of Secretary Givens, a motion was made by Mr. Stanton that in harmony\nwith the action taken by the executive committee of the American Association of\nSchool Administrators, the retirement annuity premium service and maintenance be\nextended to S. D. Shankland, executive secretary of the A.A.S.A., to 1943. Seconded\nby Miss W oodruff. Carried.\nPersonnel privileges — On recommendation of Secretary Givens, a motion was made\nby Mr. Stanton, seconded by Mrs. Dahl and carried, that the following sick leave\nschedule for the headquarters staff become effective this year and the vacation\nschedule become effective next year:\nThe term “day” when used in statements regarding employment, wages,\nvacation, or leave is a day during which the Association offices are open for\nbusiness; it does not include Sundays, legal or specially arranged holidays, or\nthose Saturdays during the summer months when the offices are closed.\nThe\n\nterm “year” is the fiscal year of the Association, June 1 to May\n\nSick Leave\n\n31.\n\nAllowances\n\nFor permanent employees — Eighteen days annually, earned on basis of one and\none-half days per month; with provision that employees with five years or more\nof service may, in case of prolonged illness, be granted additional leave at the\nrate of five days per year of service, provided the average annual number of\ndays of sick leave used during their period of service has not exceeded ten days.\nFor temporary employees — Nine days annually, earned on basis of three-fourths\nof a day per month, granted those who have served three months or longer.\n\nVacation\nFor permanent\ndays per month.\n\nAllowances\n\nemployees — Twenty-four\n\ndays annually, earned on basis of two\n\nFor temporary employees — Twelve days annually, earned on basis of one day\nper month, granted those who have served three months or longer.\n\n"}
{"page": 838, "printed_page": null, "text": "834\n\nNational\n\nEducation\n\nAssociation\n\nAt least three-fourths of the vacation shall be within the summer months\nimmediately following the year within which the vacation is earned, unless in the\nopinion of the executive secretary the work of the Association will be benefited\nby individual variations.\nEmployees terminating their services may be granted vacation earned during\nthe year provided quality of service and conditions of termination shall merit\nsuch consideration.\nPersonnel recommendations — On recommendation of Secretary Givens, a motion\nwas made by Mr. Cram, seconded by Miss Woodruff and carried, that certain\nchanges in classification and salaries be approved.\nEducational Policies Commission — Emily Tarbell — Mr. Shave made a motion that\nthe vote taken by mail approving the appointment of Emily Tarbell to membership\nin the Educational Policies Commission to fill the vacancy caused by the death of\nLotus D. Coffman be ratified. Seconded by Mr. Stanton. Carried.\nStatement of death of R. E. Off enhauer — Mr. Stanton made a motion that the\nstatement prepared by the executive secretary at the request of the Executive Com¬\nmittee be approved and made a part of the official minutes. Seconded by Miss\nHinrichs. Carried. The statement follows:\nThe Executive Committee of the National Education Association, upon con¬\nvening, paid sincere tribute to its former co-worker and beloved friend, the\nlate R. E. Offenhauer, who served our Association in an outstanding way as\ntreasurer from July 1934 until his untimely death in December 1938. The Com¬\nmittee asked that a brief memorial service be held in his honor as a part of the\nVesper Service at the coming convention in San Francisco.\nAnnual membership report — Attention was called to the annual membership re¬\nport showing a total enrolment of paid members on May 31, 1939, of 201,682, a gain\nof 6077 over last year. The secretary stated that he plans to send fewer broadcast\nletters to locations having no membership in the N.E.A. and to give more service to\nlocations where we have members and where there is possibility of increase.\nGriff enhagen Report — Attention was called to the statement prepared by Howard\nA. Dawson, director of Rural Service, on the Griffenhagen Report, following a sur¬\nvey of the city government in Washington, D. C.\nAnalysis of local affiliated associations — An analysis of local affiliated associa¬\ntions reveals an increase in new affiliations of 31.7 percent this year.\nSave the Children Fund — Secretary Givens read a letter appealing for assist¬\nance to mountain children of the South thru the organization called Save the\nChildren Fund. A motion was made by Miss Hinrichs that a brief statement re¬\ngarding the Save the Children Fund be carried in an early fall issue of the\nJournal. Seconded by Mr. Stanton. Carried.\nCooperation with International Council for Religious Education — Secretary\nGivens read a letter from the International Council for Religious Education in\nwhich they expressed a desire for closer cooperation with the N.E.A. It was the\nconsensus that this group might be invited to participate in one of our programs.\nMiss IV oodruff took the chair.\nStudy of retirement provisions — President Shaw made a motion that a subcom¬\nmittee of the Executive Committee be appointed to study retirement provisions for\nthe headquarters staff to make certain they are as good as the best retirement\nsystems in the states. Seconded by Mr. Cram. Carried.\nPresident Shaw resumed the chair.\nPayment of substitute — Department of Classroom Teachers — On the recommenda¬\ntion of Mrs. Dahl, a motion was made by Mr. Stanton approving the payment of\na substitute for H. H. Blanchard during his absence on business for the Depart¬\nment of Classroom Teachers. Seconded by Miss Hinrichs. Carried.\nCatalog of films — Secretary Givens announced that a catalog of films is now\navailable thru Teaching Film Custodians, Inc., 25 West Forty-third Street, New\n\n"}
{"page": 839, "printed_page": null, "text": "Executive\n\n835\n\nCommittee\n\n\\ ork City, from\n\nwhich schools may select films of their choice for showing for as\nlong a period as they may desire. These films may be rented for $10 a semester.\nThey are 16 mm. sound pictures, some in technicolor.\nReport of Progress on printing equipment — Secretary Givens reported that the\nAssociation has spent during the year approximately $15,000 in printing 4-page\nleaflets; $36,000 for bulletins, such as Research Bulletin; and $34,000 on books.\nEquipment for printing 4-page leaflets would be about $5000. A further study will\nbe made and recommendations brought to a subsequent meeting.\nMusic Educators National Conf ercncc — Secretary Givens reported that the\nregional meetings of the Music Educators National Conference are acting on the\nsubject of the conference becoming a department of the N.E.A. and that final\naction will be taken at the annual meeting.\nNational Association of Journalism Directors in Secondary Schools— -A motion\nwas made by Mr. Stanton that the National Association of Journalism Directors in\nSecondary Schools be recommended to the Board of Directors for admittance to\ndepartmental status. Seconded by Miss Hinrichs. Carried.\nSchool Garden Association — Miss Woodruff moved that the School Garden As¬\nsociation of America be recommended to the Board of Directors for admittance to\ndepartmental status. Seconded by Mr. Shaw. Carried.\nA motion was made by Miss Hinrichs to adjourn to reconvene at 9:00 A.M.,\nSaturday, July 1, Seconded by Mr. Shaw. Carried.\n\nSaturday\n\nmorning,\n\nJuly 1, 1939\n\nPresident Shaw called the meeting to order at 9:15 a.m. The purpose was to\ndiscuss the additional amount in the budget proposed by Mrs. Dahl at a previous\nmeeting. Heleri Collins, chairman of the Budget Committee, was present.\nMr. Saunders made a motion to rescind the motion passed on Friday afternoon,\nJune 30, which was to lay on the table the proposal to add to the budget for the\nDepartment of Classroom Teachers and that consideration of this item be resumed.\nSeconded by Mr. Stanton. Unanimously carried.\nMiss Collins stated the position of the Budget Committee, following which there\nwas discussion.\nExecutive secretary for Department of Classroom Teachers — Mr. Saunders moved\nthat the Executive Committee create the position of executive secretary of the Depart¬\nment of Classroom Teachers and that the executive secretary of the National Educa¬\ntion Association consider such alterations and changes in existing departments and\ndivisions as may be to the best interests of the N.E.A. and that the Budget Committee\nbe instructed to make adequate provision for the newly created secretaryship.\nSeconded by Mr.\nreservations.\n\nStanton.\n\nUnanimously\n\ncarried, Mr.\n\nCram\n\nvoting\n\n“aye”\n\nwith\n\nConting ent Fund — During the budget discussion with Miss Collins, the Executive\nCommittee suggested the advisability of an adequate contingent fund to take care\nof emergencies during the year.\nThe meeting adjourned to reconvene following the Sunday evening meeting on\nProfessional Educational Organizations.\n\nSunday\nPresident Shaw\n\nevening, July 2\n\ncalled the meeting to order at 11:35 p.m.\n\nLetter to President Roosevelt — The letter to President Roosevelt prepared by the\nsubcommittee on the subject of federal aid for public education and approved by\nthe Legislative Commission was ordered sent by night wire.\nWorld Federation — Miss Woodruff made a motion that immediate steps be taken\nto get in touch with the State Department thru Paul Monroe, president, World Fed¬\neration of Education Associations, by telephoning him to learn whether or not it\nwill be desirable to stop at Rio de Janeiro even tho the conference has been called\noff. Seconded by Mr. Cram. Carried.\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNational\n\nThe meeting adjourned\nTuesday, July 4.\n\nto reconvene\n\nTuesday\nThe meeting was\nexcept Mr. Saunders\n\nEducation\n\nAssociation\n\nat the close of the evening\n\nevening,\n\ngeneral session,\n\nJuly 4, 1939\n\ncalled to order by President\nand Mr. Hall.\n\nShaw\n\nat 11:00 p.m. All present\n\nReport of Committee To Cooperate with American Legion — Mr. Stanton made a\nmotion that if the chairman of the Committee To Cooperate with the American\nLegion, JValter L. Bachrodt, was not present to give the report of the Committee\nbefore the Representative Assembly, Mr. Cram be authorized to present the report\nwith proper explanations. Seconded by Miss JFoodruff. Carried.\nReply to Commander Chadwick — Mr. Cram made a motion that the president and\nexecutive secretary prepare and send a reply to the letter from Stephen F. C.hadwick,\ncommander of the American Legion. Seconded by Miss Ilinrichs. Carried.\nReport of W .F.E.A. — Mr. Stanton moved that Secretary Givens present the report\nof the W.F.E.A. to the Representative Assembly for Mr. Monroe, who cannot attend\nthe convention. Seconded by Miss JFoodruff. Carried.\nMembership Goal for 1939-40 — Miss Hinrichs moved that the membership goal\nfor next year be an increase of at least 10 percent. Seconded by Mr. Stanton. Carried.\nOn motion of Mr. Stanton, seconded by Mrs. Dahl, the meeting adjourned at\n12:06 a.m., July 5.\nWillard E. Givens, Executive Secretary\nReuben T. Shaw, President\n\nFriday, July 7, 1939\nThe meeting of the new Executive Committee convened in Mr. Shaw’s suite in the\nPalace Hotel, Friday, July 7, at 1 0 :i 5 a.m. The new president, Amy H. Hinrichs,\npresided. The following members were present: Amy H. Hinrichs, Joseph H. Saun¬\nders, B. F. Stanton, Fred D. Cram, Mrs. Myrtle Hooper Dahl, Albert Shaw, J. IF.\nThalman, and Helen Collins. Reuben T. Shaw had left to join the Rotterdam cruise.\nSecretary Givens and Harriett M. Chase, chief assistant to the secretary, were also\npresent.\nMilwaukee contract — H. A. Allan, business manager, presented the agreement\nand outlined the facilities for operating a convention in Milwaukee. Frances Jelinek\nand Alvin J. Monroe, manager of the Convention Bureau\nciation of Commerce, were present during the discussion.\n\nof the Milwaukee\n\nAsso¬\n\nMilwaukee — convention city for 1940 — Mr. Saunders moved that the convention\nfor 1940 be held in Milwaukee June 30 to July 4, inclusive. Seconded by Mr. Stanton.\nCarried.\nContract signed — Mr. Stanton moved that the president and executive\nbe authorized to sign the contract. Seconded by Mr. Shaw. Carried.\n\nsecretary\n\nConsideration of establishment of fund for publicity — At a meeting of the Board\nof Directors, JFilliam B. Mooney of Colorado made a motion which, in effect, pro¬\nposed to create a fund referred to as a “war chest” to be used to protect public\neducation in the United States and particularly in connection with the bill for\nfederal aid for public education. The motion was discussed at this time. It was\nthe consensus that it would not be feasible to attempt to raise additional funds\nand there is nothing left in the budget to be appropriated. It was felt that the\nResearch Division could make a contribution thru the preparation of valuable\nstudies. Mr. Cram moved that a subcommittee of the Executive Committee be ap¬\npointed to study and report at the next meeting. Seconded by Mr. Stanton. Carried.\nThe following were appointed: B. F. Stanton, chairman, Helen Collins, Joseph H.\nSaunders.\nHorace Mann stamp — Secretary Givens read a letter from the third assistant\npostmaster general stating that the request for a Horace Mann stamp is under\nconsideration along with other prominent Americans. It was suggested that letters\n\n"}
{"page": 841, "printed_page": null, "text": "Board\n\nto President Roosevelt\nwould be timely.\n\nof\n\nand Postmaster\n\n837\n\nTrustees\n\nGeneral\n\nFarley urging\n\nthis special series\n\nCuts in school revenue — Secretary Givens read a letter from Superintendent A. L.\nThrelkeld of Montclair, New Jersey, in which he spoke of the drastic cuts in the\nschool budgets of New York State and New York City and urged the N.E.A. to give\nserious consideration to a situation which is spreading. Mr. Givens stated that more\nattention will be given this year to such publicity by Mr. Farley’s office. Mr. Saunders\nsuggested making greater use of our radio broadcasts and the N.E.A. Journal\nfor this purpose.\nInternational City Managers Association — The International City Managers As¬\nsociation took exception to a statement in the March issue of the Journal which\nmentioned “organized” city managers. Secretary Givens suggested that a statement\nbe carried in an early issue of the Journal clarifying this reference. Mr. Saunders\nmade a motion\nDahl. Carried.\n\nthat Secretary Givens’ suggestion be carried out. Seconded\n\nby Mrs.\n\nFuture Teachers of America — Mr. Cram spoke of a committee in Iowa which\nwants to get the details of organizations and the policies for clubs of Future\nTeachers of America. Mrs. Dahl moved that the Iowa committee discuss its plans\nwith Joy Elmer Morgan. Seconded by Mr. Shavu. Carried.\nNext meeting of Executive Committee — Mr. Cram moved that the next meeting of\nthe Executive Committee be held on September 30, 1939, the place to be decided by\nthe president and the executive secretary. Seconded by Miss Collins. Carried.\nConsideration of motion made by Mr. Archer — This motion by Mr. Archer rela¬\ntive to the establishment of a committee to study the possibilities of a closer coordina¬\ntion between the National Education Association and local and state associations\nwas referred to the Executive Committee for consideration. Mr. Cram moved that\nthis matter be referred\nMrs. Dahl. Carried.\n\nto the Committee\n\non Affiliated Associations.\n\nSeconded\n\nby\n\nScholarships in W.F.E.A. — The suggestion of Grace Koerner of New Jersey re¬\ngarding the establishment of scholarships to finance outstanding teachers to meet¬\nings of the W.F.E.A. was referred to the Committee on International Relations.\nCommittee on Past President’ s Award — Since perhaps something more than a\ncertificate should be presented to past presidents, a motion was made by Mrs. Dahl\nthat the Committee on Past President’s Award be continued and that the Committee\nreport at the next meeting. Seconded by Miss Collins. Carried.\nMessage to President Roosevelt delayed — Secretary Givens explained that due to\na misunderstanding there has been a delay in sending the message on federal aid\nto President Roosevelt.\nMr. Stanton moved\n\nMINUTES\n\nthat the meeting adjourn. Seconded\n\nOF THE\n\nWillard\n\nE.\n\nAmy\n\nHinrichs,\n\nH.\n\nMEETINGS\nTRUSTEES\nChicago,\n\nBoard\n\nof Trustees\n\nHouse, Chicago, November\n\nof the National\n\nGivens,\n\nExecutive\n\nCarried.\n\nSecretary\n\nPresident\n\nOF THE\n\nBOARD\n\nOF\n\nIllinois\n\nSunday, November\nThe\n\nby Mr. Saunders.\n\n27, 1938\n\nEducation\n\nAssociation\n\n27, 1938, on call of the chairman\n\nmet in the Palmer\n\nof the Board. Roll call\n\nshowed all trustees present: Joseph H. Saunders , chairman ; Edgar G. Doudna, secre¬\ntary; Florence Hale, Reuben T. Shavu, and Thomas E. Walker.\nThe chairman stated briefly the purposes of the meeting. Moved by Mr. Walker\nand seconded by Mr. Shavu that the Board proceed to the election of a secretary to\nsucceed Willard E. Givens. Carried.\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nAssociation\n\nMoved by Mr. Walker that Air. Givens be elected secretary of the N.E.A. to\nsucceed himself. Air. Shaw moved that nominations be closed. Seconded by Miss Hale.\nCarried. Moved by Mr. Shaw that the secretary cast unanimous ballot for Mr.\nGivens. Carried. Secretary then cast ballot. Moved by Mr. Shaw and seconded by\nMr. Doudna that the term of the secretary be for four years, beginning January 1,\n1939. Carried.\nChair mart Saunders reported on the situation relative to certain B. & O. bonds\nheld by the Association and submitted the following as a proper resolution to effect\nthe necessary changes:\nResolved, That Joseph H. Saunders, chairman of the Board of Trustees, be\nauthorized to make deposit of Refunding Mortgage Bonds of the Baltimore and\nOhio Railroad Company (P. L. E. & W. V. S.) in accordance with the plan sub¬\nmitted by that company for modification of interest charges and maturities and\nthat he further be authorized to take such further action relating to these bonds\nas the best interests of the National Education Association may determine.\nMoved by Air. Shaw and seconded by Air. Walker that the resolution be adopted.\nThe motion was adopted.\nAir. Walker offered the following resolution which was seconded by Miss Hale\nand adopted:\nResolved, That Chairman Saunders and H. A. Allan be authorized to set aside\na sum of between $12,000 and $17,000, at their discretion, as a depreciation\nreserve and that $13,144.01 be regarded in the operating fund as the purchase\nprice of furniture and equipment.\nMr. Walker\nadopted :\n\nmoved\n\nand Mr.\n\nShaw\n\nseconded\n\nthe following\n\nresolution which\n\nwas\n\nResolved, That the Board approve the action of the chairman in assigning\nto a committee for operating the property at 830 Oakwood Boulevard, Chicago,\nour interests represented by a $1000 bond; and in the making of changes in\nthe lighting fixtures in the rooms used by the P.T.A. offices in the headquarters\nbuilding.\nThe Board\n\nthen recessed for dinner.\n\nSecretary Givens met with the Board when it reassembled. A full discussion of\npolicies with reference to salaries followed.\nMr. Shaw moved and Mr. Doudna seconded the following motion which was\nadopted, all trustees voting aye:\n♦\n\nResolved,\n\nThat\n\nthe salary of W.\n\nE. Givens\n\nbe fixed at $15,000 per year for\n\nthe term for which he was elected, less whatever percent waiver that the Execu¬\ntive Committee may impose upon all members of the headquarters staff.\nMeeting\n\nthen adjourned.\nJoseph\nEdgar\n\nCleveland,\nSaturday\nThe\n\nBoard\n\nof Trustees\n\nH. Saunders, Chairman\nG. Doudna, Secretary\n\nOhio\n\nMorning,\n\nFebruary\n\n25, 1939\n\nof the National\n\nEducation\n\nAssociation\n\nmet in the Tavern\n\nRoom, Statler Hotel, at 9:50 A. M. pursuant to call of the chairman of the Board.\nMembers present were: Joseph II. Saunders, chairman; Thomas E. Walker; and\nReuben T. Shaw. Edgar G. Doudna, secretary, and Florence Hale were unable to be\npresent. In accordance with a previous invitation, members\nmittee were also present.\n\nof the Executive\n\nCom¬\n\n"}
{"page": 843, "printed_page": null, "text": "Board\n\nof\n\n839\n\nTrustees\n\nThe meeting was called to order by the chairman of the Board. The minutes of\nthe meeting of November 27, 1938, held in the Palmer House, Chicago, were read\nand approved.\nChairman Saunders gave a report on the Permanent Fund of the Association,\nshowing total assets of $857,458.61. The mortgage on the headquarters property has\nbeen reduced by $23,000 since the last meeting of the Board — the amount agreed\nupon for annual reduction. Effort to make a further reduction of $23,000 was un¬\nsuccessful, the Penn Mutual pointing out the difficulty of obtaining satisfactory\ninvestments.\nOn motion of Mr. Shaw, seconded by Mr. W alker, and carried, it was recom¬\nmended that the following improvements to the headquarters building be made:\nImprovements\n\nApproximate\n\nWaterproofing section of north wall .\nRepairs to roof .\nFurnishing and installing device on waterboiler .\nInstallation of new fixtures in Division of Accounts and Records\n\n$84.00\n95.00\n97.50\n130.00\n\nRefund\n\n72.00\n\nto N. C. P. T. for lighting fixtures on sixth floor .\n\nOn motion of Mr. W alker, seconded\nfor striking from our membership\ncancellation of their notes.\n\nby Mr. Shaw,\n\nCost\n\nand carried, approval was given\n\nlist thirty-seven deceased\n\nlife members\n\nand for the\n\nOn motion of Mr. Shaw, seconded by Mr. Walker, and carried, the executive sec¬\nretary was authorized to cancel eighty-six life members who have requested that this\nbe done because of their inability to continue payments.\nIt was the consensus that it is a wise policy to hold one individual responsible for\ncollecting and sending in funds when a life membership is presented.\nOn motion of Mr. Walker, the meeting adjourned at 10:45 A. M.\n\nThe\n\nBoard\n\nSan\n\nFrancisco,\n\nFriday\n\nMorning,\n\nof Trustees\n\nof the National\n\nJoseph\n\nH.\n\nSaunders,\n\nEdgar\n\nG.\n\nDoudna,\n\nChairman\nSecretary\n\nCalifornia\nJune\n\n30, 1939\n\nEducation\n\nAssociation\n\nmet in President\n\nShaw’s suite in the Palace Hotel at 9:50 A. M. pursuant to the call of the chairman\nof the Board. The members present were: Joseph H. Saunders, chairman; Edgar G.\nDoudna, secretary; Florence Hale, Thomas J. Walker, and Reuben T. Shaw. The\nexecutive secretary, Willard E. Givens, and members of the Executive Committee\nwere present also. The meeting was called to order by the chairman of the Board.\nThe minutes of the last meeting were approved.\nChairman Saunders gave a report on the Permanent Fund of the Association\nshowing assets of $868,580.73, which indicates the steady growth of the investments\nand holdings of the Association.\nbeen improved thru:\n1. The establishment\nMembership notes.\n\nWithin\n\nof a reserve\n\nthe year 1938-39 the Permanent\nof $40,000 to cover\n\nFund\n\nhas\n\npossible losses in Life\n\n2. The reduction of the real-estate mortgage loan from $97,000 to $69,000.\n3. The purchase by transfer from the Association operating funds of equipment,\nthe cost of which, in the amount of $13,144.01, was originally charged to the\nbuilding fund, thus substituting a cash investment asset for one subject to\ndepreciation.\n4. The transfer from cash in the Association operating funds to the Permanent\nFund in the amount of $19,350.04, this including a dividend of $7,494.05 from\nthe receiver of the Commercial National Bank.\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nNational\n\nEducation\n\nAssociation\n\nThe properties of the Association are in excellent condition, and the expenses for\ntheir operation and maintenance continues to be moderate. A survey made within\nthe current year by a government agency of a group of five buildings comparable\nin size and conditions to that of the Association showed our maintenance costs sub¬\nstantially less than those for the other buildings in this group. Increase of operating\nincome for 1938-39 over that for 1937-38 is $8,329.62 and excess of income over\nexpenditures is $7,147.69.\nThe chairman stated that many members of the Association have the erroneous\nimpression that the entire cost of the headquarters building has been covered by\nLife Membership funds. When the building was purchased, securities were sold to\nmake the first payment so that the ratio of other funds to Life Membership funds in\nthe purchase of the headquarters building is about 2 to 3. Mr. Shaw moved that the\nreport of Chairman Saunders be approved for transmittal to the Board of Directors\nand the Representative Assembly. Seconded by Mr. Walker. Carried. Chairman\nSaunders reported the opportunity to purchase additional property on M Street\nadjoining the alley on the East. The value of land and buildings is about $36,000\nand can be purchased for $30,000. After some discussion Mr. Doudna moved that it\nis not deemed wise to purchase additional property at this time. Seconded by Miss\nHale. Carried.\nSecretary Givens in reporting on Life Membership recommended that the Board\napprove the cancellation of ten Life Memberships, the members having died since\nthe February meeting. On motion of Mr. Shaw, seconded by Mr. Walker the recom¬\nmendation was approved. Secretary Givens also recommended the cancellation of\n432 Life Memberships and the charging of $19,877, notes due from those members\nagainst the reserve already established. It was also recommended that these members\nbe reinstated without prejudice should they so desire. On motion of Mr. Walker,\nseconded by Mr. Doudna, these recommendations were approved.\nSecretary Givens reported the moving of the National Congress of Parents and\nTeachers from the sixth floor of our headquarters building to Chicago on June 10.\nNegotiations are under way with two or three groups for the rental of the space\ncaused by this removal.\nOn motion of Mr. Doudna, seconded by Miss Hale, the meeting adjourned at 10:55\nA. m. to meet\n\nagain\n\non Friday,\n\nJuly 7, at 9:30\n\nFriday\n\nMorning,\n\nA. M.\n\nJuly 7, 1939\n\nThe meeting of the new Board of Trustees was called to order by Joseph H.\nSaunders at 10:00 a. m. The members present were: Joseph H. Saunders, Florence\nHale, Edgar G. Doudna, Thomas J. Walker, and Amy H. Hinrichs. Mr. Walker\nnominated Joseph H. Saunders as chairman of the Board of Trustees for the ensuing\nyear. Seconded by Miss Hale. Carried. Miss Hale moved that Mr. Doudna be re¬\nelected as secretary of the Board for 1939-40. Seconded by Mr. Walker. Carried.\nOn motion of Mr. Doudna, seconded by Miss Hale, the following resolution was\nadopted :\nResolved, That Joseph H. Saunders, chairman of the Board of Trustees, and\nWillard E. Givens, executive secretary, be authorized to borrow from the National\nMetropolitan Bank of Washington, D. C. or from any other bank or banker a\nsum of money not to exceed $40,000 or as much thereof as may be needed for\ncurrent obligations of the institution, when and as such needs occur.\nThe\n\nmeeting\n\nadjourned\n\nat 10:10 A. m.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\n"}
{"page": 845, "printed_page": null, "text": "Financial\n\nFINANCIAL\n\nReport\n\nREPORT\n\n841\n\n1938-39\n\nSubmitted herewith is complete financial statement for the fiscal year ended May\n31, 1939. It is prepared for the information of the Representative Assembly, the\nBoard of Directors, and the Officers of the Association.\nIncluded in the Financial Report is the Report of the Board of Trustees (financial),\nthe Report of Auditors, in the form submitted by Wayne Kendrick and Company,\nPublic Accountants, and covering completely the financial records of the Secretary’s\nOffice and the Permanent Funds in the custody of the Board of Trustees, and the\nReport of the Treasurer.\nWillard\n\nE. Givens\n\nExecutive\n\nREPORT\nThe\nFund\n\nBoard\n\nof Trustees\n\nOF\n\nBOARD\n\nOF\n\nTRUSTEES\n\nSecretary\n\n1\n\nsubmits the following report of assets of the Permanent\n\non a ten-year basis:\n\nCash on Hand .\nSecurities .\nLife Membership Notes .\nReal Estate less Mortgages and Reserve .\n\nMay 31, 1929\n\nMay 31, 1939\n\n$ 28,544.04\n168,552.35\n116,162.00\n177,012.57\n\n$ 13,738.13\n135,846.77\n\nElementary School Principals’ Fund .\nAmerican Association of School Administrators. . . .\nSupervisors and Directors of Instruction .\nTeachers’ Home\n\n9,886.74\n24,095.07\n4,032.50\n7,068.75\n\nand Welfare Fund .\n$490,270.96\n\nThe\n\nabove\n\nillustrates the steady growth\n\n556,480.50\n117,432.272\n\nof the investments\n\n$868,580.73\n\nand holdings of the\n\nAssociation. Within the year 1938-39, the condition of the Permanent\nimproved by the following actions:\n\nFund\n\nhas been\n\n1. The establishment of a reserve of $40,000 to cover possible losses in Life Mem¬\nbership Notes.\n2. The reduction of the real estate mortgage loan from $97,000 to $69,000.\n3. The purchase by transfer from Association operating funds of equipment, the\ncost of which, in the amount of $13,144.01, was originally charged to the building\nfund, thus substituting a cash investment asset for one subject to depreciation.\n4. The transfer from cash in the Association operating funds to the Permanent\nFund in the amount of $19,350.04, this including a dividend of $7,494.05 from the\nreceiver of the Commercial National Bank.\nWithin\n\nthe year bonds\n\nof the County\n\nof Aiken, South Carolina, in the amount\n\nof\n\n$5,000, have matured and have been paid. Thru purchase from cash in the Perma¬\nnent Fund, the following bonds have been added to the portfolio of securities:\n\nBuffalo Sewer Authority .\n\n$ 5,000.00\n\nCity of New York Corporate Stock Bonds — Water .\n10,000.00\nLos Angeles City High School District .\n5,000.00\nMetro. Water Dist. Southern Calif. — Colorado River Water Works. 8,000.00\nMetro. Water Dist. Southern Calif. — Colorado River Water Works\n— for Elementary School Principals .\n2,000.00\nThe net income\n29 is as follows:\n\nfrom the Permanent\n\nFund paid into the operating fund since 1928-\n\n1 Adopted by Representative Assembly, July 6, 1939.\n2 Net amount after deduction of $40,000 reserve for possible losses.\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nNational\n\n1928-29 .\n1929-30 .\n1930-31 .\n1931-32 .\n1932-33 .\n1933-34\n.\n•\n\nEducation\n\n. . . .$13,308.81\n.... 20.835.22\n....\n....\n....\n....\n\n17,985.12\n32,077.00\n34,410.00\n36,165.00\n\nAssociation\n\n1934-35 .\n1935-36 .\n1936-37 .\n1937-38 .\n1938-39 .\n\n.\n.\n.\n\n$41,143.00\n41,413.00\n42,764.00\n\n.\n.\n\n42,572.00\n46,238.28\n\nThe properties of the Association are in excellent condition and the expense for\ntheir operation and maintenance continues to be moderate. A survey made within\nthe current year by a government agency of a group of five buildings, comparable\nin size and conditions to that of the Association, showed our maintenance costs sub¬\nstantially less than those for the other buildings in the group.\nIncrease of operating income for 1938-39 over\nexcess of income over expenditures is $7,147.69.\n\nPermanent\nCash\n\nthat for 1937-38\n\nFund — Principal\nReport — May\n\nis $8,329.62 and\n\nAccount\n\n31, 1939\n\nGeneral Funds\nCash on hand, May 31, 1938\nReceipts from Life Members\n\n$10,051 . 17\n23,942.71 $33,993.88\n\nAdjustment of purchase of City of Buffalo Bonds. .\nFurniture and Fixtures sold to Operating Account . . $13,144.01\nCash transferred from Operating Account .\n11,855.99\nCommercial\n\nNational\n\nBank\n\nDividend\n\n7,494.05\n\n$5,000 County of Aiken, S. C., Bonds— Paid. . . . .\n\n5,110.70\n$71,623.77\n\nDisbursements:\nPenn Mutual Life Insurance Company — Curtail\non Mortgage .\nBonds Purchased:\n\n$28,000.00\n\n$5,000 City of Buffalo, N. Y .\n$4,974.86\n$10,000 City of New York .\n9,947.50\n$5,000 City of Los Angeles .\n5 ,385 . 70\n$280 State of Arkansas .\n280.00\n$8,000 Metro. Water Dist. Southern Calif. ... . 9,128.43\n\n29,716.49\n\nAccount —\n\nAiken, South Carolina, Coupons — Paid .\nAdjustment of Life Memberships .\nExchange on Foreign Checks .\nCash on hand, May\n\n25,000.00\n\ntransferred\n\nfrom Operating Account .\n\nTransfer to Income\n\n25.14\n\n110.70\n52.00\n6.45\n\n57,885.64\n\n31, 1939 .\n\n$13,738 . 13\n\nElementary School Principals' Fund\n31, 1938 .\n. .\n$ 1,371.98\n\nCash on hand, May\nReceipts:\nLife Members .\n\n915.13 $ 2,287.11\n\nDisbursements:\nBonds Purchased:\n$2,000 Metro. Water\nCash on hand, May\n\nDist. Southern Calif .\n\n31, 1939 .\n\n2,282.11\n$\n\n5.00\n\n"}
{"page": 847, "printed_page": null, "text": "Financial\n\nAmerican\n\nReport\n\nAssociation of School Administrators —\nEducational Research Fund\n\nCash on hand, May 31, 1938 .\nReceipts:\nMembership Donations and Subscriptions .\n\nCash on hand, May\n\n843\n\n$\n\n895.00\n985.00\n\n31, 1939\n3 1,880.00\nSupervisors and Directors of Instruction Fund\n\nReceipts:\nU. S. Treasury Bonds Coupons\n\n3\n\nTeachers' Home\n\nand Welfare Fund\n\nCash on hand, May 31, 1938 .\n3\nReceipts:\n4000 Drexel Boulevard Corporation Dividend. . .\nInternational Publishing Co. Dividend .\n208 So. La Salle Street Dividend .\n\nHome\n\n32.50\n\n150.10\n50.00\n5.00\n20.00\n\nOwners’ Loan Corporation Coupons .\n\n65.12 3\n\n290.22\n\nDisbursements:\nFoster A. Parker, North Dakota and Montana\nProperty T axes .\nCash on hand, May\nTOTAL\n\n29.81\n260.41\n\n31, 1939\n\nCASH,\n\nMAY\n\n31, 1939 .\n\n315,916.04\n\nDeposited in American Security and Trust Com¬\npany, Washington, D. C .\n\n315,916.04\n\nPermanent\n\nFund — Income\n\nAccount — May\n\nReceipts:\nInterest on Bonds .\nInterest on Bank Deposits .\nRent — Headquarters\n\n3 4,158.41\n213.37\n\nBuilding for year ended May\n\n31, 1939. .\n\nRent from “M” Street Property — 1938-39 .\nState of Arkansas Bonds purchased from Income\nfor Permanent Fund .\nCoupons\n\n31, 1939\n\n43,000.00\n5,100.00\n\nAccount\n.\n\n280.00\n\non Aiken, S. C., Bonds — Paid .\n\n110.70 352,862.48\n\nDisbursements:\nRalph D. Quinter — Retainer Fee — 1938-39 .\nPenn Mutual Life Insurance Co., Interest on Mortgage,\n16th St., N. W., Washington, D. C .\n\n3\n\n4,140.00\n\nTaxes on “M” Street Property .\nInsurance on “M” Street Property .\nSafe Deposit Box Rental .\nAlterations and Repairs on Building .\n\n500.00\n\n1201\n1,079.74\n30.96\n38.50\n\n'.\n\n835.00\n\nTo Treasurer of N. E. A. for Income — 1938-39 .\n\n46,238.28\n\nA full statement\n\nof the Permanent\n\nFund is shown in Exhibit “D.”\n\n352,862.48\n\nThe list of securities\n\nowned by the Permanent Fund is shown in Exhibit “E.” The Parker Estate properties\nare shown in Exhibit “F.”\nBoard of Trustees, June 16, 1939 — Joseph H. Saunders, Chairman; E. G. Doudna,\nSecretary ; Florence Hale; Reuben T. Shaw; Thomas J. Walker.\n\n"}
{"page": 848, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nReport\n\nWAYNE,\n\nDr. Reuben T. Shaw,\nNational Education Association\n1201 Sixteenth Street N. W.,\nWashington, D. C.\nDear\nWe\n\nof Auditors\n\n& COMPANY\n\nKENDRICK\n\nCERTIFIED\nRUST\n\nAssociation\n\nPUBLIC\n\nBUILDING,\n\nACCOUNTANTS\n\nWASHINGTON,\n\nD. C.\n\nJune 15, 1939\nof the United\n\nStates,\n\nSir:\nhave\n\nexamined\n\nthe books and\n\nrecords of account\n\nof the National\n\nEducation\n\nAssociation of the United States for the fiscal year ended May 31, 1939, and submit\nherewith our report comprised of the following exhibits and comments:\nExhibit “A” — Statement of Assets and Liabilities as at May 31, 1939.\nExhibit “B” — Condensed Comparative Statement of Income and Expense\nfor the Fiscal Years ended May 31, 1938 and 1939.\nExhibit “C” — Income and Expenses for the Fiscal Year ended May 31, 1939.\nExhibit “D” — Assets of Permanent Funds as at May 31, 1939.\nExhibit “E” — Investments in Securities — Permanent Funds Bonds as at May\n31, 1939.\nExhibit “F” — Properties Held for the Credit of the Teachers’ Home and\nWelfare Fund as at May 31, 1939.\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1939, but we made sufficient tests of income and\nexpense accounts to substantially determine the accuracy thereof.\nCash in banks was verified by a comparison of all checks paid by the banks with\nthe amounts entered in the books of account. We also inspected the checks as to\npayees and endorsements. All bank accounts were verified by direct correspondence\nwith the depositories, and where statements were furnished by the banks, the balances\nshown thereon were reconciled to the amounts shown by the books. Cash on hand\nwas verified by actual count. Permanent Fund Income Checks were verified by in¬\nspection of the checks showing payments to the Regular Account.\nAccounts Receivable amounting to $10,590.05 were verified by inspection of the\nindividual accounts in the ledger. These accounts are mainly for exhibit space at\nSan Francisco convention and current advertising and were verified thru inquiries\nin the Business Manager’s Office.\nProtested Checks, $184.42, were examined by us.\nPostdated and Foreign Checks Receivable (Time Checks), $414.69, 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 advertising,\nPublications, Exhibits, Postdated and Foreign Checks and Protested Checks is, in\nour opinion, sufficient to take care of any loss from these sources.\nCommercial National Bank Receiver’s Certificates were verified by inspection of the\ncertificates. The amount received is 70 percent of $74,111.42, the total amount on\ndeposit in the General Fund at the time the bank was closed in 1933, leaving a\nbalance of $22,233.44 still held by the Receiver. There was a 10 percent dividend\nreceived during the year which amount was deposited in the Regular Account and\nsubsequently transferred to the Permanent Fund Assets in accordance with a\nresolution adopted by the Executive Committee at a meeting held on June 26, 1937.\n\n"}
{"page": 849, "printed_page": null, "text": "Financial\n\nState, County,\nwarrants.\n\nand\n\nMunicipal\n\nWarrants\n\n845\n\nReport\n\nwere\n\nverified by inspection of such\n\nStamped Envelopes and Cards, $1,128.88, and Office Supplies, $1,294.06, were in¬\nventoried by your staff, and an inspection was subsequently made by us to determine\nthe reasonableness as to quantities and prices thereof. We also checked calculations\nand extensions. We\nventories on hand.\n\nhave\n\nadjusted the books to agree with the actual physical in¬\n\nOffice Furniture and Fixtures, $35,859.50, is the net value shown by the records\nafter deducting the Reserve for Depreciation amounting to $+2,671.81. We verified\nthe additions made during the year to this account by inspection of purchase invoices.\nIncluded in the additions made during the year is the furniture and fixtures trans¬\nferred from the Permanent Fund. The value, in the amount of $13,144.01, has been\ncarried previously as an asset of the Permanent Fund thru the original purchase as\na part of the new building. A physical inventory was made by your employees, which\nwe examined and compared with a similar inventory at May 31, 1938. We decreased\nthe book value to the physical inventory value by increasing the Reserve for Deprecia¬\ntion in the amount of $5,931.54.\nWhile depreciation on the building is recognized if such a deduction were made,\nit would be necessary to set aside cash from income accounts to increase the\n“Depreciation Fund.” Depreciation has not been deducted for the past seven years.\nHowever, it will be noted that the Association has curtailed its mortgage obliga¬\ntions as rapidly as the loan contracts permit, thereby increasing its equity in real\nestate.\nNotes Receivable — Life Members, $150,989.25, as shown on Exhibit “D” were ex¬\namined and found to be in agreement with the books. These are mainly non-negotiable\ninstallment notes given in payment of Life Memberships. Notes received during the\npast year are in a negotiable form. A reserve of $40,000 for anticipated loss on\nthese notes was established in August, 1938, to provide for those Notes Receivable\ndeemed to be worthless. Notes aggregrating $6,443.02 were charged off against this\nreserve and notes amounting to $19,877 are to be recommended for similar disposition.\nThe unpaid balances of Life Membership Notes have been classified as follows:\n\nClassification\n\nNumber\nBalance\nof Notes\nDue\n\nRecommended to be charged off immediately .\nTo be cancelled — Deceased .\nMembers not located .\nInactive .\n\n257 $ 19,877.00\n5\n428.00\n98\n7,451.00\n258\n18,832.00\n\nLetters to be written for non-payment .\nPast Presidents who automatically became Life Members .\nService stopped for delinquency in payments .\n\n39\n2\n49\n\n2,479.50\n140.00\n3,929.00\n\nPresented with membership — Donor delinquent .\nMiscellaneous status .\n\n7\n62\n\n465.00\n2,662.50\n\n333\n\n20,676.00\n\n2,690\n\n$150,989 . 25\n\nPromised\n\nTo Begin Payments\n\nin:\n\n1936, 1937, 1938 — No Payments\n\nReceived .\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nAssociation\n\nIn the course of our examination we also found that members\nnotes are making payments on life memberships as follows:\n\nwho\n\ndid not sign\n\nNumber\nAmount\nof Subscriptions Subscribed\n335\n$33,500.00\n131\n13,100.00\n\nActive — Payments made currently. . .\nTo be recommended for cancellation.\n\nBalance\nCollected\n\nUnpaid\n\n$16,445.25\n2,179.75\n\n$17,054.75\n10,920.25\n\n$18,625.00\n\n$27,975.00\n\n466\n$46,600.00\n\nThe balance of these accounts has not been entered on the books and is not included\nin the assets of the Permanent Fund.\nInvestments\n\nin Securities were\n\nverified by actual inspection. It will be noted from\n\nExhibit “E” that no interest was received on the St. Louis and San Francisco Rail¬\nroad bonds during the year, which are in default on interest due January 1, 1933,\nand subsequent thereto. Interest on Manhattan Railway Co. bonds due April 1, 1938,\nand subsequent thereto is also in default.\nIt will be noted from Exhibit “A” that the total net equity value of the Permanent\nFund Assets was $868,580.73 at May 31, 1939, as compared to $868,875.16 at May\n31, 1938. The decrease is accounted for as follows:\nGross Value at May 31, 1938, as shown by Prior\nAudit Report .\nLess: First Trust Payable, May 31, 1938 .\nNet Equity shown\nTo which add:\n\nabove at May\n\n$965 , 875 . 16\n97,000.00\n\n31, 1938 .\n\n$868,875.16\n\nIncreases in the following:\nCash .\nInvestment in Securities .\n\n$ 3,686.96\n24,652.11\n\nElementary School Principals’ Account .\nAmerican Association of School Administrators. . . .\nTeachers’ Home and Welfare Fund .\nSupervisors and Directors of Instruction .\nEquity in Real Estate .\n\nFrom\n\n915.13\n985.00\n110.31\n1 , 032 . 50\n28,000.00\n\n59,382.01\n$928,257.17\n\nwhich deduct:\n\nDecreases in the following:\nNotes Receivable' — Life Members\nOffice Equipment .\n\n(Net Value). . . . $46,532.43\n13,144.01\n\n59,676.44\n$868,580.73\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 $69,000 as stated elsewhere\nin this report.\nVouchers Payable, $17,107.08, were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register. We\nalso ascertained from the cash book that none of these liabilities had previously\nbeen paid. Inquiry was made of the Business Division that no purchases had been\nmade that were not recorded on the books.\n\n"}
{"page": 851, "printed_page": null, "text": "Financial\n\n847\n\nReport\n\nWe checked the amounts due to the Elementary School Principals and American\nAssociation of School Administrators with the records kept by those Departments.\nAmounts due other Associated Departments were accepted as shown by the books.\nThe\n\ntotal shown\n\non Exhibit\n\n“A”\n\nconsists of amounts\n\ndue\n\nDepartments,\n\nCommittee on Teachers’ Salaries .\nAmerican Association of School Administrators .\nRural Education .\n\n$\n146.26\n20,563.81\n250.56\n\nLip Reading .\nElementary\n\nas follows:\n\n127.33\n\nSchool Principals .\n\n6,613.84\n\nAdult Education .\nAmerican Educational Research Association .\nHome Economics .\n\n1,064.88\n9,293.23\n1,292.18\n\nSupervisors and Directors of Instruction .\nScience Instruction .\n\n1,978.91\n343 . 47\n\nAmerican\n\nAssociation\n\nfor Health,\n\nPhysical\n\nEducation,\n\nand Recreation .\nArt Education .\n\n8 , 294 . 1 7\n129.18\n\n$50,097 . 82\n\nLess: Overdrawn:\n\nSecondary-School Principals .\n.\n$ 2.81\nSecondary Teachers .\n354.16\nNational Council on Teacher Retirement of N. E. A.. . .\n49.34\n\n406.31\n\n$49,691.51\n\nIncluded on the liability side of the Balance Sheet are Reserves\nexpended funds received for the support of the following:\nEducational\n\nrepresenting\n\nPolicies Commission .\n\n$7,659.42\n\nHugh Birch-Horace Mann Fund .\nJoint Enterprise between National Education Association\nFederation of Education Associations .\n\n3,973.77\n\nSafety Education\n\nProject .\n\nun¬\n\nand World\n1 , 326 . 32\n7,235.33\n\nThe first trust note payable against the real estate and buildings at Sixteenth and\nM Streets was verified by direct correspondence with the holder of the note. This\nnote was curtailed $28,000 during the year reducing it from $97,000 to $69,000.\nYour Association owns certain personal and real property received from the Estate\nof Marilla Z. Parker, as shown on Exhibit “F” of this report. These assets are in\nprocess of liquidation, and as definite values have not been placed thereon, they\nhave not been entered on the books of the Association as assets of the Teachers’\nHome and Welfare Fund. A small income is now being regularly received from\nthese assets.\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nA comparative\nunder\n\nor over\n\nsummary\n\nthe budget\n\nEducation\n\nof budgeted\n\nand\n\nfigures is shown\n\nAssociation\n\nactual expenditures\n\nshowing\n\nbelow:\nUnder\n\nBudget\n\nActual\n\nor\n\nOver\nBudget\n\nAllowance\n\nExpenditures\nBoard\n\nthe amounts\n\nof Trustees .\n$\n\nBoard of Directors .\nExecutive Committee .\n\nJournal of the N. E. A .\nOther Publications .\n\n$\n\n9,500.00\n3,500.00\n500.00\n\n8,728.47\n57,425.26\n\n8,535.00\n57,870.00\n\n7,432.20\n\n7,000.00\n92,400.00\n23,000.00\n\n24,851.57\n99,527.34*\n\nExpenses of Delegates .\nAssociation Membership Fees .\nRetirement Annuities and Insurance .\n\n$ 111.84\n30.53\n\n600.00\n\n9.611.84\n6,008.61\n392.59\n\nOffice Expense for President .\nGeneral Office .\nPhysical Plant .\nAnnual Convention .\n\n630.53\n\n107.41\n2,508\n61\n193.47\n444.74\n\n432.20\n7,127 34\n692.75\n1,851.57\n\n8,307.25\n\n9,000.00\n\n1,100.00\n\n712.56\n\n11,512.56\n\n10,800.00\n14,400.00\n\n374.41\n362.29\n\n1,100.00\n\nDepartments .\nCommittees and Commissions .\n\n14,774.41\n12,362.29\n\nExecutive Secretary’s Office .\nDivision of Accounts and Records .\n\n32,439.10\n\n32,490.00\n\n256.26\n\n37,443.74\n13,741.36\n24,431.69\n\n37,700.00\n\n281 36\n\n13,460.00\n24,440.00\n\n8.31\n119.59\n\n35,000.41\n64,212.97\n\n35,120.00\n\n8.637.92\n8.842.84\n11,753.61\n\n8,235.00\n\nDivision of Field .\nDivision of Business .\nDivision of Publications .\nDivision of Research .\nDivision of Affiliated Associations .\nDivision of Administrative\n\nService .\n\nDivision of Membership .\nPromotion and Maintenance of Membership\nDivision of Rural Service .\n\nSecretary’s Contingent\n\nFund\n\n12,366.22\n1.215.93\n\nowned\n\nthat no\n\ncash\n\nby the Association\n\ncash surrender\naggregates\nPrepaid\n\nsuch\n\n12,065.00\n\n284.07\n\n301 22\n\n$5 32,455 .00 $14,623 . 10\n\nInsurance\n\non the lives of its employees\n\nis carried\n\non the books. The\n\nand $64,502.85\n\nLikewise\n\n3,316\n63\n155.76\n\nAnnuities\n\nof which,\n\nsubscriptions\n\n19,500.00\n11,355.00\n\nfor the Retirement\n\nof all policies issued under\n\n$177,266.60\n\nto employees\nreceived.\n\nvalue\n\nvalue\n\n52.84\n\n191.39\n\n1,500.00\n\n$547,078.10\n\nIt is noted\n\n402 . 92\n1,437.03\n\n8,790.00\n11,945.00\n\n11,510.76\n\n....\n\n50.90\n\n65,650.00\n\n22,816.63\n\nPublicity Section .\nExecutive\n\n12,000.00\n\nand\n\nunder\n\nbelongs\n\nthe operation\n\n31, 1939,\n\nof the plan, $112,763.75\n\nhave\n\nbeen\n\ntreated\n\nas costs of unprinted\n\nas income\n\nJournals,\n\nprepaid commission on renewal\nexpenses at the time the invoices\n\nof first trust payable,\nwere received.\n\nThe following\ncurrent year:\n\nof the Permanent\n\nis a summary\n\nplan at May\n\nbelongs\n\nto your Association.\n\nmembership\n\nitems\n\nthis insurance\n\nPolicies\n\nprepaid\n\netc., have\n\nFund\n\nIncome\n\nbeen\n\nat the time\ninsurance,\ntreated\n\nAccount\n\nfor the\n\nIncome:\nInterest on Deposits .\nInterest on Bonds .\n\n$\n\nRent\nRent\n\n43,000.00\n5,100.00\n\nfrom Headquarters Building .\nfrom Garage Property .\n\n213.37\n4,549.11\n\n$52,862.48\n* Cost of ten issues (May\n\n1938 to May\n\n1939, inclusive).\n\nas\n\n"}
{"page": 853, "printed_page": null, "text": "Financial\n\n849\n\nReport\n\nDeduct:\n\nExpenses:\nAttorney’s Retainer .\nInterest on First Trust Payable .\nInsurance and Taxes .\nRental of Safe Deposit Box .\n\n$ 500.00\n4,140.00\n1,110.70\n38.50\n\nBuilding Repairs .\nBalance\n\ntransferred\n\nto Treasurer\n\n835.00\nof National\n\nEduca¬\n\ntion Association .\n\nSubject to the foregoing comments,\n\n6,624.20\n\n$46 , 238 . 28\n\nwe hereby certify that in our opinion, the attached\n\nStatement of Assets and Liabilities, marked Exhibit “A,” reflects the true financial\nposition of the National Education Association as at May 31, 1939.\nRespectfully\n\nsubmitted,\nWAYNE,\n\nKENDRICK\n\n&\n\nCOMPANY,\n\nBy T. DELOS\n\nPAXMAN,\n\nCertified Public Accountant.\n\nStatement\n\nof Assets\n\nand\n\nLiabilities — As\n\nAt\n\nMay\n\n31, 1939\n\nAssets\nGeneral\n\nAccounts\n\nCash\n\nExhibit\n\nSpecial Account — On Deposit and On Hand .\nRegular Account— On Deposit, In Transit and\nHand .\n\n$\n\n100,490.09\n500.00\n\nLess: Reserve\n\nState, County\nInventories\nStamped\n\nfor Doubtful\n\nAccounts .\n\nand Municipal\n\n$ 11,189.16\n539.83\n\n10,649.33\n\n$ 22,233.44\n185.00\n\n22,048.44\n\nEnvelopes\n\nWarrants .\n\nand Cards .\n\n946.03\n$\n\nOffice Supplies .\nVolumes of Proceedings and Publications .\n\n1,128.88\n1 , 294 . 06\n500.00\n\nAdvances .\n\nOffice Furniture\nLess: Reserve\nGeneral\n\nPermanent\nTotal\n\n103,755.05\n\n$ 10,590.05\n414.69\n184.42\n\nCommercial National Bank Receiver’s Certificates .\nLess: Reserve for Unpresented Checks .\n\nTotal\n\n$\n\nReceivable\n\nAdvertising, Publications, Exhibits, Etc .\nPostdated and Foreign Checks .\nProtested Checks .\n\nTravel\n\n2,764.96\n\nOn\n\nPetty Cash .\nAccounts\n\n“A”\n\n$ 78,531.31\n\nfor Depreciation .\n\nFunds’\n\nAssets\n\n326.33\n\nand Fixtures .\n\nAccounts\n\n42,671.81\n\n35,859.50\n\n$\n\n176,507.62\n\nAssets .\n\nAssets — From\n\nExhibit\n\n2,922.94\n\n“D”\n\n(Net)...\n\n868,580.73\n$1,045,088.35\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nEducation\n\nLiabilities and\n\nAssociation\n\nNet\n\nWorth\nExhibit\n\nLiabilities\n\nVouchers\n\nPayable .\n\n$ 17,107.08\n\nDue Associated Departments .\nReal Estate Notes Payable ($69,000.00 Contra\nfrom Assets on Exhibit “D”)\nSuspense .\nTotal\n\n‘A’\n\n49,691.51\nDeducted\n\n. .\n\n121.91\n\nLiabilities .\n\n$\n\n66,920.50\n\nReserves\n\nEducational\n\nPolicies Commission .\n\n$\n\n7,659.42\n\nHugh Birch-Horace Mann Fund .\nJoint Enterprise between N. E. A. and W. F. E. A .\n\n3,973.77\n1 ,326.32\n\nSafety Education\n\n7,235.3 3\n\nNet\n\nProject .\n\nWorth — Represented\n\nPermanent\nSurplus\n\n20,194.84\n\nBv:\n\nFunds — Shown\n\nin Detail on Exhibit\n\nBalance June 1, 1938 .\nDeduct:\n\n“D”.\n\n. . . $868,580.73\n\n$111,408.58\n\nAdjustment ol Value of Fur¬\nniture and Fixtures Pur¬\nchased from Permanent\nFund .\nCash Transfer to Permanent\nFund .\n\n$ 3,866 . 16\n19,350.04 23,216.20\n'\n$ 88,192.38\n\nAdd:\nCancellation\n\nof\n\nOld\n\nOut¬\n\nstanding Check .\nNet Profit for the Fiscal\nYear\n\nEnded\n\n—From\nTotal\n\nMay\n\nExhibit\n\nLiabilities\n\nCondensed\n\nand\n\n$\n\n1.59\n\n31, 1939\n“B” .\nNet\n\n1,198.31\n\nWorth\n\nComparative\n\n1,199.90\n\n89,392.28\n\n.\n\nStatement\n\n957,973.01\n\n$1,045,088.35\n\nof Income\n\nand\n\nExpenses\n\nIncrease or\nFiscal Years Ended May\n1939\n1938\n\n31,\n\nDecrease\n“B”\nOver 1938\n\n.28\n.09\n\n121 .66\n\nExhibit\n\nIncome\n\nPermanent\n\nFund — Net Income .\n\n.62\n$ 42,571 .04\n198,618\n238,866 .91\n\nMemberships from Secretary’s Office .\nN. E. A. Journal — Sub. and Ad .\nConvention Exhibits (Net) .\nResearch Bulletins .\n\n32,205 .57\n.54\n3,797\n.16\n2,530\n.24\n8,286 .00\n18,244\n491 ..68\n\nHonorariums .\nRentals .\nSales of Publications .\nSundry\n\nIncome .\n\nAdjustment of Postage and\nventories .\nTotal\n\nIncome .\n\nStationery\n\n$ 198,496\n46,238\n243,112 .53\n32,309\n.30\n.66\n3,635 .47\n2,215. .82\n07\n8,415.\n19,397.\n405.\n.57\n\nIn¬\n\n79\n\n284. 41\n17\n$545 , 896 .\n\n$3,666\n103 95\n4,245\n.62\n\n88\n161 .73\n129\n\n314 .58\n69\n11\n86 .07\n\n1,153\n\n284 41\n62\n\n$554,225.\n$8,329.\n\n"}
{"page": 855, "printed_page": null, "text": "Financial\n\nReport\n\n851\n1939\n\nFiscal Years Ended\n1938\nSchedule\n\nExpenses\nBoard\n\nof Trustees .\n\nBoard\n\nof Directors .\n\nExecutive\nGeneral\n\n$\n\n. . .“B-l”\n. . .“B-l”\n. . “B-l”\n\nCommittee .\n\nOffice .\n\nPhysical Plant .\nAnnual Convention .\nPublications— Printing and\ntribution .\n\n. . . “B-2”\n. . . “B-3”\n. . . “B-4”\n\nDis¬\n\nSpecial Appropriations .\nAssociation Membership Fees .\n\n. . “B-5”\n\nDivision\nDivision\n\nof Field .\nof Business .\n\nDivision\nDivision\n\nof Publications .\nof Research .\n\nDivision of Affiliated Associations.\n\n$\n\n490.03\n7,133.60\n3,429.30\n\n9,611.84\n6,401.20\n8,728.47\n57,425.26\n\n8,365.95\n\n7,432.20\n\n1 12,961 .00\n24,469.19\n\n,378.91*\n124\n27,136.70\n\n1,100.00\n8,307.25\n11,512.56\n\n9,802.82\n31,839.69\n\n32,439.10\n37,443.74\n\n35,776.11\n12,343.88\n\n. . . “B-7”\n. . .“B-8”\n. . .“B-9”\n. . “B-10”\n. . “B-l 1”\n\n13,741.36\n24,431.69\n\n23,707.01\n34,536.71\n\n.\n\nNet\n\nProfit\n\nExpenses .\n\nBefore\n\nDebts, Protested Checks\nATION .\n\nfor\n\nand\n\n303\n\n80\n\n933.75\n\n2,667.51\n867 . 75\n1,709.74\n599.41\n1,667.63\n724.68\n1,397.48\n463.70\n\n35,000.41\n64,212.97\n\n7,999.79\n8,466.78\n13,153.50\n\n8,637.92\n8,842.84\n11,753.61\n\n22,009.26\n10,491.36\n\n22,816.63\n11,510.76\n\n11,376.67\n\n12,366.22\n\n1,019.40\n989.55\n\n1,215.93\n\n1,065.93\n\n$547,078.10\n\n$30,885.77\n\n$\n\n$22,556 15\n\n2,611.86\n638.13\n376.06\n\n1.399 89\n807.37\n\n150.00\n\n$516,192.33\n\nProvision\n\n140.50\n2,478.24\n643.96\n2,971.90\n\n61,601.11\n\n. . “B-19”\nOperating\n\n$\n\n11,417.91\n\n1,100.00\n9,175.00\n\n. . “B-12”\nDivision of Administrative Service .\n. .“B-13”\nDivision of Membership .\n. .“B-14”\nPromotion and Maintenance of\n. . “B-15”\nMembership .\nDivision of Rural Service .\n. . “B-16”\nPublicity Section .\n. .“B-17”\nExecutive Secretary’s Contingent . . “B-18”\nFund .\nTotal\n\n630.53\n\n8,084.51\n57,729.06\n\n. . “B-6”\nExpenses of Delegates .\n. . .“B-6”\nRetirement Annuities and Insurance.. ..“B-6”\n“B-6”\n\nExecutive Secretary’s Office .\nDivision of Accounts and Records.\n\nMay 1939\n31,\n\nIncrease or ”\n“B\nDecrease\nOver 1938\n\nExhibit\n\nBad\n\nDepreci-\n\n$ 29,703.84\n\n7,147.69\n\nDeduct:\nProvision for Bad Debts\nChecks .\n\nProtested\n\nand\n\nDepreciation on Office Furniture\ntures .\n\n$\nand\n\nProfit\n\nYears\n\nfrom\n\nEnded\n\nOperations\nMay\n\n31, 1938\n\n1,636.94\n\nfor\n\nthe\n\nand\n\n1939 .\n\n* Includes ten issues of Journal (May\n\n17.84\n\n$ 1,383.91\n\n5,931.54\n\n4,294.60\n\nFix-\n\n$\nNet\n\n$\n\n1,401.75\n\n3,038.69\n\n$\n\n5,949.38\n\n$ 2,910.69\n\n$ 26,665.15\n\n$\n\n1,198.31\n\n$25,466\n\nFiscal\n\n1938 to May\n\n1939, inclusive).\n\n84\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nIncome\n\nand Expenses\n\nEducation\n\nAssociation\n\nfor the Fiscal Year\n\nEnded\n\nMay\n\n31, 1939\n\nIncome\n\nPermanent\n\nFund\n\nNet Income .\n\n$ 46,238.28\n“C”\n\nExhibit\n\nMemberships from Secretary’s Office .\nN. E. A. Journal\nSubscriptions\n\n(Part of Membership\n\n198,496.09\n\nDues) .\n\n$187,979.97\n\nAdvertising .\nConvention\n\n55,132.56\n\n243,112.53\n\nExhibits .\n\n32,309.30\n\nResearch Bulletins — Subscriptions .\nHonorariums .\n\n3,635.66\n2,215.47\n\nRentals .\n\n8,415.82\n\nSales of Publications .\n\n19 , 397 . 07\n\nSundry\nTotal\n\nIncome .\n\n405.57\n\nIncome .\n\nExpenses\n\n$554,225.79\n\nSchedule “ B-l ”\n\nBoard\n\nof Trustees .\n\nBoard\n\nof Directors .\n\nExecutive\n\nCommittee\n\nPresident\n\n$\n\n9,611.84\n\nExpense\n\n1937-38 .\n\nPresident’s Office Expense 1937-38\nFirst Vicepresident 1937-38 .\nPresident 1938-39 .\n\n$\n\nPresident’s Office Expense 1938-39\nTreasurer .\nChairman Board of Trustees .\nMember\n\nGeneral\n\nby Election .\n\nOffice Expenses\n\nAuditing\n\n630.53\n\n561.29\n328.32\n221.75\n\n3,568.23\n64.27\n234.58\n239.14\n1,183.62\n\n6,401.20\n\n$ 16,643.57\n\nSchedule “B-2”\n\nAccounts .\n\nExpress and Freight .\nGeneral Expense .\nInsurance .\nInterest and Discount\n\n$\n\n166.06\n500.00\n324.83\n723.23\n\nAllowed .\n\nRepairs — Office Furniture and Fixtures .\nSurety Bonds .\nTelephone Service .\nOperators and Information .\n\nPhysical Plant\n\n1,061.83\n343.67\n271.25\n1,738.05\n3,599.55\n\n$\n\n8,728.47\n\n1,085.43\n9,143.95\n2,416.79\n\n57,425.26\n\nSchedule “5-J”\n\nRent .\nLight and Power .\nHeat .\nJanitor Service .\nMaintenance .\n\n$ 43,000.00\n1,779.09\n\n"}
{"page": 857, "printed_page": null, "text": "Financial\n\nAnnual\n\n853\n\nReport\n\nSchedule “B-4”\n\nConvention\n\nRegistration .\n\nExhibit\n\n.\n\n3\n\nStenographers and Typists .\nPublicity .\n\n3,259.42\n266.22\n67.89\n\nand Telegraph .\n\nGeneral Program .\nBadges .\nRepresentative\n\nAssembly\n\n351.26\n204.25\n287.85\n\nPrinting .\nExpress and Freight .\nTelephone\n\n“C”\n\n1,236.37\n822.87\n936.07\n\nExpense .\n\n3\n\n7,432.20\n\nSchedule “B-5”\n\nPublications — Printing and Distribution\nJournal of the N. E. A .\nOther Publications\nV olume\n\n3 99,527.34*\n\nof Proceedings .\n\n37,908.41\n\nPublications and Reports .\nResearch Bulletin .\n\n3,571.06\n5,586.74\n\nAmerican\n\n5,992.74\n\nEducation\n\nWeek\n\nDepartment of Classroom\nbook .\n\nMaterials .\nTeachers — Year¬\n\n1,792.62\n\n24,851.57\n\nSchedule “B-6”\n\nSpecial Appropriations\nDepartments\n\nKindergarten — Primary Education .\nAdult Education .\nClassroom Teachers .\n\n3\n\n432.30\n900.00\n\n10,358.88\n\nSecondary Education .\nNational Council on Education .\n\n1,500.00\n275.01\n\nDepartment of Science Instruction .\nArt Education .\n\n1,000.00\n200.00\n\nEmergency\nCommittees\n\nNeeds\n\nof Other\n\nDepartments.\n\n108.22\n\n. .\n\nand Commissions\n\nEconomic Status of the Rural Teacher .\nRetirement .\n\n3 1,283.17\n406.82\n\nTenure .\nHealth\n\n3 14,774.41\n\nProblems\n\n4,900.75\n\nin Education\n\n(Joint) .\n\n130.10\n\nLegislative Committee .\nCommittee on Guidance .\nCommittee To Cooperate\nLegion .\nResolutions .\n\nwith\n\n2,585.59\n98.44\nAmerican\n96.26\n145 . 44\n\nLibrary .\nCredit Unions .\n\n35.25\n520.61\n\nAcademic\n\n662.22\n\nFreedom .\n\nInternational\n\nRelations .\n\n557.91\n\nEqual Opportunity .\nSupplies, Preparation and\nTeachers .\n\n453.18\n\nCertification\n\nof\n29.65\n\nCooperatives .\n\n456.90\n\n12,362.29\n3 27,136.70\n\n* Cost of ten issues (May\n\n1938 — May\n\n1939, inclusive).\n\n124,378.91\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nAssociation\n\nAssociation Membership Fees\nAmerican Council on Education .\n$\n100.00\nt “C”\nWorld Federation of Education Associations . 1,000.00 1,100.00 Exhibi\nExpenses of Delegates .\n8 , 307 . 25\nRetirement Annuities and Insurance .\n11,512.56 48,056.51\n\nSchedule “ B-7 ”\nExecutive Secretary’s Office\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\nDivision of Accounts and Records\nSchedule “B-S”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nGraphotype Supplies .\n\n$ 30,069.31\n931.69\n484.42\n756.69\n196.99\n\n32,439.10\n\n$ 34,892.45\n157.85\n846 . 82\n988.27\n8.47\n549.88 $ 37,443.74\n\nDivision of Field\n\nSchedule “ B-9 ”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\n% 11,852.75\n120.52\n1,560.29\n166.77\n41.03\n\n13,741.36\n\nDivision of business\n\nSchedule “ B-10 ”\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nAdvertising .\nMailing Section .\n$ 1,900.21\nMultigraph Section .\n30.65\nAddressograph Operation .\n28.60\n\nDivision of Publications\n\n819.59\n$ 20,396.00\n390.27\n476.84\n32.37\n357.16\n\n1,959.46\n\n24,431.69\n\n$ 31,468.22\n340.32\n411.08\n675.55\n43.22\n830.31\n1,231.71\n\n35,000.41\n\nSchedule “B-ll”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nCuts, Leaflets and Packets .\nAmerican Education Week Promotion .\n\n"}
{"page": 859, "printed_page": null, "text": "Financial\n\n855\n\nReport\n\nSchedule “ B-12 ”\n\nDivision of Research\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nCharts, Tables and Legislative Reference Service .\n\n$ 59,369.24\n605.25\n1,346.10\n1,036.09\n83.71\n1,153.29\n\nBooks and Pamphlets — Library .\n\n574.47\n\nTeachers’ College Project .\n\n44.82\n\n64,212.97\n\n7,840.62\n229.62\n232.91\n324.27\n10.50 $\n\n8,637.92\n\n8,663.84\n59.23\n119.77\n\n8,842.84\n\n$ 10,837.11\n560.18\n134.26\n198.47\n23.59\n\n11,753.61\n\nDivision of Affiliated Associations\n\nSchedule “B-/3”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\nDivision of Administrative\n\nService\n\nSchedule “ B-14 ”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\n\nSchedule “ B-J5 ”\nDivision of Membership\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\nPromotion\n\nand Maintenance\n\nDivision of Rural Service\n\n$\n\n$\n\nSchedule “ B-16 ”\nof Membership .\n\n22,816.63\n\nSchedule “ B-17 ”\n\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\n\nSchedule “ B-18 ”\nPublicity Section\nSalaries and Wages .\nTravel Expense .\n\nStationery and Supplies .\nPostage .\nTelegrams .\nPhotos and Prints .\nRadio Broadcasts .\n\n$ 10,093.89\n1 , 149 . 67\n170.74\n73.37\n23.09\n\n$\n\n11,510.76\n\n9,438.27\n1,039.65\n\n305.34 •\n392.76\n25.72\n249.82\n914.66\n\n12,366.22\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nSchedule “ B-J9 ”\nExecutive Secretary’s Contingent Fund .\n\nExhibit\n\nTotal\n\n3547,078.10\n\nNet\n\nExpenses\n\nProfit\n\n.\n\nBefore\n\nProvision\n\nfor\n\nBad\n\nDebts,\n\nProtested\n\nChecks\n\nand\n\nDepreciation .\n\nAssets\nGeneral\n\n3\n\nof Permanent\n\nFunds\n\nAs\n\nAt May\n\nFund\n\n3 13,738.13\n\nNotes Receivable — Life Members .\nLess: Reserve for Anticipated Loss .\n\n3150,989.25\n33,556.98\n\nExhibit\n\nFirst Trust Payable .\nReserve for Depreciation .\nGeneral\n\nElementary\n\nSchool\n\nInvestments\n\n369,000.00\n8,000.00\n\nPrincipals’\n\nof\n\nFund\n\nSchool\n\n3\n\nDirectors\n\nof\n\nCash .\nInvestments\n\nInvestments\n\nNote:\n\n3\n\nand\n\nWelfare\n\nTeachers’\n\nFund\n\n3\n\nFund\n\nAssets — To\n\nExhibit\n\n“A” .\n\nHome\n\nand\n\nFund\n\nincludes\n\nof this fund.\n\n24,095.07\n\nWelfare\n\n32.50\n4,000.00\n\nin Securities (Book Value) Exhibit “E” .\n\nPermanent\n\nestablishment\n\n22,215.07\n\nInstruction\n\n.\n\n.\n\n9,886.74\n\n1,880.00\n\nin Securities (Book Value) Exhibit “E” .\n\nHome\n\nCash .\n\n9,881.74\n\n3\n\nin Securities (Book Value) Exhibit “E” .\nand\n\n5.00\n\nAdministrators\n\nCash .\n\nSupervisors\n\n556,480.50\n3823,497.67\n\nin Securities (Book Value) Exhibit “E” .\n\nAssociation\n\nInvestments\n\n77,000.00\n\nFund .\n\nCash .\n\nTeachers’\n\n135,846.77\n\n3633,480.50\n\nDeduct:\n\nAmerican\n\n“D”\n\n117,432.27\n\nInvestments in Securities (Book Value) Exhibit “E” .\nGeneral Office Real Estate, Building and Improvements. . . 3570,313.00\nGarage Real Estate and Building .\n63,167.50\n\nTotal\n\n7,147.69\n\n31, 1939\n\nCash .\n\nTotal\n\n“C”\n\n1,215.93\n\n31,443.84\n\n4,032.50\n\n260.41\n6,808.34\n\n7,068.75\n\n3868,580.73\nincome\n\nreceived\n\nsince\n\n"}
{"page": 861, "printed_page": null, "text": "Financial\n\nInvestments\n\nin Securities — Permanent\nMay\n\n857\n\nReport\n\nFunds\n\nBonds\n\nAs\n\nAt\n\n31, 1939\nInterest\n”\nCollected\nfor\nhibit “E\nEx\n\nBook\nValue\n\nPar\nValue\nGeneral\n\nFunds\n\nCity of Monessen, Pennsylvania\n8-1-51 .\n\n4 )/£% Due\n$\n\nState of Arkansas Toll Bridge 5% Due 10-1-60\nState of Arkansas Toll Bridge 5% Due 10-1-54\nState of Arkansas Toll Bridge Series B 3)/£%\nDue 10-1-53 .\n\n5,000.00\n\n$\n\n5,206.39 $\n\n5,000.00\n23,000.00\n\n5,166.51\n23,558.90\n\nCounty of Columbus, N. C. 5% Due 1-1-54..\nCity of Newport News, Va. 4 )/£% Due 6-1-48.\nSt. Louis and San Francisco R. R. Co. Prior\n\n3,791.48\n5,000.00\n1,000.00\n\n3,791.48\n5,470.75\n892.50\n\nLien 4 }/£% Due 7-1-50 Certificate of De¬\nposit .\nAtlantic Coast Line R. R. Co. 1st Consoli¬\n\n5,250.00\n\n4,331.25\n\n10,000.00\n4,000.00\n\n3,900.00\n\ning Mortgage 4% Due 11-1-41 .\nChicago, Indiana and Southern Ry. Co. 4%\nDue 1-1-56 .\nTerminal Railroad Association of St. Louis,\n\n20,000.00\n\n19,942.50\n\nGeneral Mortgage 4% Due 1-1-53 .\nBuffalo Sewer Authority 3^% Due 11-1-57. .\nCity of New York Temporary Corporate\n\n15,000.00\n\n15,050.00\n\n5,000.00\n\n4,974.86\n\nStock Bonds (Water) 3% Due 2-1-79 .\nCity of Los Angeles High School District\n\n10,000.00\n\nTotal\n\nto\n\nDue 1970 .\nExhibit\n\n“D” .\n\n1,150.00\n124.89\n250.00\n45.00\n\n9,600.00\n\n800.00\n400.00\n\n10,000.00\n\n3J^% Due 1-1-57 .\nMetropolitan Water District of Southern\nCalifornia Colorado River Waterworks\n\n225.00\n250.00\n\n400.00\n\ndated Mortgage 4% Due 7-1-52 .\nManhattan Railway Co. Consolidated Mort¬\ngage 4% Due 4-1-90 .\nBaltimore and Ohio R. R. Co. (Pittsburgh,\nLake Erie and W. Va. System) Refunding\n\n4M%\n\nFiscal Year\n1938-1939\n\n9,500.00\n600.00\n81.25\n\n9,947.50\n\n5,000.00\n\n5,385.70\n\n8,000.00\n$135,041.48\n\n9,128.43\n$135,846.77\n\n$\n\n4,326.14\nInterest\n\nPar\nValue\nElementary\n\nSchool\n\nPrincipals’\n\n$\n\nto\n\nDue 1970 .\nExhibit\n\n“D” .\n\n5,000.00\n\n$\n\n$\n\n1,546.14\n\n2,000.00\n$\n\n9,500.00\n\n275.00\n50.00\n41.25\n\n1,053.49\n\n1,000.00\n1,500.00\n\nU. S. Treasury 2^% Due 1956-59 .\nMetropolitan Water District of Southern\nCalifornia Colorado River Waterworks\n\nTotal\n\n5,000.00\n\nFund\n\nNewport News City Street Improvement and\nSewerage Construction 53^>% Due 12-1-50.\nCity of Portsmouth, Va. Waterworks 5% Due\n12-1-48 .\n\n434%\n\nBook\nValue\n\nCollected for\nFiscal Year\n1938-1939\n\n$\n\n2,282.11\n9,881.74\n\n$\n\n366.25\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nNational\n\nAmerican\n\nAssociation\n\nof\n\nEducation\n\nSchool\n\nAssociation\n\nAdminis¬\n\ntrators\n\nSouth\n\n4 34% Due 12-1-46 .\nNewport News City Street Improvement\n\n$\n\nS. Treasury\nS. Treasury\nS. Treasury\nS. Treasury\n\nTotal\n\nto\n\n334%\n334%\n2]/g%\n2%%\n\nExhibit\n\nSupervisors\n\nand\n\nDue\nDue\nDue\nDue\n\nof\n\nto\n\nTeachers’\n\nExhibit\nHome\n\nWelfare\n\n3,160.51\n2,250.00\n\n50.00/\n\n200.00\n\n95.00\n605.00\n\n6.51\n\n150.00\n\n4.32\n82.50\n\n3,092.28\n$ 22,215.07\n\n3,000.00\n\n$\n4,000.00*$\n1,000.00\n\n$\n\n943.33\n\n$. .\n\n1,000.00\n4.000.00\n\n$\n\n5,000.00\n\n$\n\n1 ,550.00 $\n\n32.50\n$\n\n$\n\n32.50\n\nFund\n\n3%\n\nDue\n\n750.00\n\nU. S. Treasury Savings Bonds Series “C”. . . .\nExhibit\n\n$\n\nInstruction\n\nHome Owners’ Loan Corporation\n5-1-44 .\n\nto\n\n15\n3,000.00\n\\\n\n$ 22,350.00\n\nHome Owners’ Loan Corporation Series “B”\n2%% Due 8-1-49 .\n\nTotal\n\n11,285.00\n\n3,000.00\n\n“D” .\nand\n\n2,077.28\n\n11,000.00\n\n3,000.00*\n150.00\n\nLT. S. Treasury Savings Bonds .\nU. S. Treasury Bonds 3)4% Due 1943-45 ....\nTotal\n\n$\n\n150.00\n\n1944-46 .\n1943-45 .\n1955-60 .\n1956-59 .\n\n“D” .\nDirectors\n\n2,000.00\n\nand\n\nSewerage Construction 5*4% Due 12-1-50.\nCitv of Portsmouth, Va. Waterworks 5%\nDue 12-1-48 .\n.\nU. S. Treasury Savings Bonds Due 1946 .\nU.\nU.\nU.\nU.\n\n“E”\n\nExhibit\n\nCarolina Certificates of Indebtedness\n\n$\n\n“D”.\n\n1 , 550.00 $\n758.34\n\n6,000.00*\n\n4,500.00\n\n8,300.00\n\n6,808.34$\n\n$\n\n42.62\n22.50\n\n65.12\n\n* Maturity value.\n\nProperties\n\nHeld for the Credit of the Teachers’\nWelfare Fund As At May 31, 1939\n\nHome\n\nand\n\n(The properties listed below were received in the settlement of the Estate of Manila\nZ. Parker. These assets are in process of liquidation and as definite values\nnot”\nbit “F\nExhihave\nbeen placed thereon, they have not been entered on the books of the Association as assets\nof Permanent Funds. They are producing a small amount of income.)\nBONDS\n$\n\n250.00\n1,000.00*\n1 ,000.00\n\nAND\n\nCERTIFICATES\n\nCity ot Park Ridge Improvement\n\nBond No. M-180, Balance Due 12-15-31\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\nhardt Loan)\nCertificate for 2/63 Interest in 7800-4 Champlain\n(Nokinson Note)\n\n* Deposited\n\nwith Drexel State Bank, Chicago, Illinois.\n\n(Burk-\n\nAvenue, Chicago, Illinois\n\n"}
{"page": 863, "printed_page": null, "text": "Financial\n\n859\n\nReport\n\nSTOCKS\n10 Shares*\n20 Shares\n5 Shares\n10 Shares\n10 Shares\n\n10 Shares\n\nt\n\n“F”\n\nExhibi\n1741-43 E. 71st Street Building Corporation\nInternational Textbook Company Stock (No Par Value)\nInternational Educational Publishing Company Common Stock @> $50.00\nInternational Educational Publishing Company Preferred Stock 7% @\n\n$50.00\n4000 Drexel Boulevard Corporation Common Stock (Issued in lieu $1,000.00\nFirst Mortgage 6% Note No. 28 of Richard and Gisela Rosenheim, Due\n10-20-32)\n208 South LaSalle Street Corporation, Common Stock (Issued in lieu of\n$1,000.00 5}/2% First Mortgage Bond M-1834 Due 11-1-58)\nREAL\n\nESTATE\n\nOne-half Ownership of 192 8/10 Acres of Land, Burleigh County, N. D.\nOne-half Ownership of Contract for Purchase of 320 Acres of Land, Blaine\nCounty, Montana\n* Received\n\nin exchange\n\nfor $1,000.00\n\nAuditor’s\n\n3%\n\nFirst Mortgage\n\nCertificate On\n\nWAYNE\n\nKENDRICK\n\nNote\n\nof John J. Duffin due 2-28-37.\n\nReport\n\nof Treasurer\n\nk COMPANY\n\nCertified Public Accountants\nRust Building, Washington,\n\nD. C.\nJune 14, 1939\n\nDr. Reuben T. Shaw,\nNational Education Association\nWashington, D. C.\nDear\n\nof the United\n\nStates,\n\nSir:\n\nWe have examined the records of the Secretary of your Association for the fiscal\nyear ended May 31, 1939, and have checked the cash transactions shown therein to\nthe cash records of the Association and have found them in agreement. We hereby\ncertify that the attached Treasurer’s Report correctly reflects the cash transactions\nfor the fiscal year ended, and the cash balance at the close of business May 31, 1939.\nThe attached statement does not include a claim in the form of receiver’s certificates\nagainst the Commercial National Bank, Washington, D. C., in the amount of\n$22,233.44, representing thirty per cent of the balance of the Regular and Special\nAccounts on deposit at the time the bank was closed in March, 1933.\nRespectfully submitted,\nWAYNE\nKENDRICK\n\n& COMPANY\n\nBy T. DELOS PAXMAN\nCertified Public Accountant\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nTreasurer’s\n\nEducation\n\nReport for the Fiscal Year Ended\nB. F. STANTON,\n\nCash\n\non Hand\n\nAssociation\n\nJune\n\nMay\n\n31, 19391\n\nTreasurer\n\n1, 1938 .\n\n$100, 193.02\n\nto which add:\nReceipts\n\nMemberships .\nAdvertising .\n\n$390,111.72\n55,132.56\n\nConvention Exhibits — (Net) .\nPermanent Fund Income 1938-1939\nHonorariums .\nRentals .\n\n32,309.30\n46,238.28\n\nSale of Reports and Publications. . .\nSundry .\n\n8,415.82\n19,397.07\n420.51\n\n2,215.47\n\nBalance\n\n554,240.73\n\nBalance\n\nMay 31, 1938 May 31, 1939\n\nOther Sources\nIncreases in Liabilities\n\nVouchers Payable .\n$ 3,439.82\nAssociated Departments... 42,292.86\nHugh Birch-Horace Mann\nFund .\nSafety Education Project. .\n\n3,443.71\n2, 161 .75\n\nJoint Enterprise — N. E. A.\nand W. F. E. A .\n\n.\n$ 51,338.14\n\n$ 17,107.08\n49,691.51\n3,973.77\n7,235.33\n1,326.32\n$ 79,334.01\n\n$ 27,995.87\n\nDecrease in Assets\nProtested Checks .\nCommercial National Bank\n\n$\n\nReceiver’s Certificates..\nTravel Advances .\n\n636.94 $\n\n29,459.57 22,048.44\n350.00\n326.33\n\n$ 30,446.51\nTotal\n\nCash\n\n144.59\n\n$ 22,519.36\n\n7,927.15\n\nAccountability .\n\n$690,356.77\n\nfrom which deduct:\nDisbursements\n\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee .\nGeneral Office .\n\n$\n\nPublications — Printing and Distribution .\nSpecial Appropriations .\nAssociation Membership Dues .\nExpenses of Delegates .\nRetirement of Annuities and Insurance .\nDivisions .\nand Maintenance\n\n630.53\n9,611.84\n6.401.20\n8,728.47\n57,425.26\n\nPhysical Plant .\nAnnual Conventions .\n\nPromotion\n\nof Membership.\n\nExecutive Secretary’s Contingent Fund .\n\n7.432.20\n124,378.91\n27,136.70\n\n1,100.00\n8,307.25\n11,512.56\n260,380.62\n22,816.63\n1,215.93 $547,078.10\n\nPurchases of Furniture and Fixtures\n$ 18,233.48\n1 Adopted\n\n35,923.02\n\nby Representative\n\nAssembly,\n\nJuly 6, 1939.\n\n"}
{"page": 865, "printed_page": null, "text": "Budget\n\nReport\n\nBalance\n\n861\n\nBalance\n\nMay 31, 1938 May 31, 1939\nOther Disbursements\nIncreases in Assets\nAccounts Receivable .\nTime Checks .\nStamped Envelopes\nCards .\n\n$ 10,056.42 $ 10,090.05\n1,307.77 1,360.72\n\nand\n\nStationery and Office Sup¬\nplies .\n\n929.90\n\n1,128.88\n\n902.05\n\n1,294.06\n\n313,196.14313,873.71$\n\n677.57\n\nUncollectible Accounts Charged Off .\nDecrease in Liabilities\nEducational Policies Com¬\nmission .\n$ 8,521.48 $ 7,659.42\nGrant for Study of Eco¬\nnomic Status of Rural\n331.35\n.\nTeachers .\n159.84\n121.91\nSuspense .\n$\nTransfer to Permanent\nTotal\nCash\n\nDisbursements\nBalance\n\nMay\n\nFund. .\n\n$\n\n7,781.33\n\n.\n\n1,231.34\n19,350.04\n\n.\n\n$586,601.72\n\n31, 1939 .\n\nBUDGET\nHELEN\n\n9,012.67\n\n31.19\n\nT. COLLINS,\n\n$103,755.05\n\nCOMMITTEE\n\nPRINCIPAL,\n\nLOVELL\n\nREPORT1\n\nSCHOOL,\n\nNEW\n\nHAVEN,\n\nCONN.,\n\nCHAIRMAN\n\nBudget\n\nData and Recommendations\n\nfor 1939-40\n\n1. Board of Trustees:\nActual expenses for last live years:\n\nAmount\n\nrecommended\n\nfor 1939-40 .\n\n$\n\n900\n\n$\n\n4,000\n\n2. Executive Committee :\nActual expenses for last five years:\n\nAmount\n1 Adopted\n\nrecommended\n\nby Representative\n\nfor 1939-40 .\n\nAssembly,\n\nJuly 6, 1939.\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nNational\n\n3. Elected\n\nEducation\n\nAssociation\n\nDirectors:\n\n3\n3\n3\n3\n\nActual expenses for last five years:\n\n4\n5\n6\n7\n8\n4\n5\n6\n7\n8\n\nAmount\n\n19\n\n3\n3\n3\n3\n3\n\n34\n\nrecommended\n\nfor 1939-40 .\n\n$ 12,000\n\n-\n\n93\n\n4. Office\nExpense for President :\n35\n.\n\n93\n\n93\n\n6-\n\n7-\n\n93\n\n37\n.\n\n11,188\n\n39\n.\n\n5. Executive\n\nrecommended\n\n* 9,704\n\n8.#2631,200\n464\n111\n245\n\n38\n.\n\nAmount\n\n5\n6\n7\n8\n9\n\n3\n3\n3\n3\n3\n\n8-\n\n3\nActual\nexpenses for last five years:\n6\n.\n\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\n5-\n\nlor 1939-40\n\nSecretary’s Office:\n\n393\n\n7,13.\n4\n\n#\n\n400\n\n9,612\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n32,894\n#36,235*\n31,840\n40,938*\n32,439\n\nAmount\n\nrecommended\n\ntor 1939-40:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\n#29,900\n475\n1,300\n750\n150\n\nTotal .\n* Includes expense for accounts now\n\n6. Division\n\nof Accounts\n\nincluded in Division of Accounts\n\nand\n\n$ 32,575\nand Records.\n\nRecords:\n\nActual expenses for last three years:\n\nAmount\n\nrecommended\n\nfor 1939-40:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nGraphotype supplies .\n\n$35 . 500\n360\n750\n10\n950\n650\n\nTotal\n$ 38,220\n\n"}
{"page": 867, "printed_page": null, "text": "Budget\n\n863\n\nReport\n\nActual expenses for last five years:\n\n7.\n\nDivision\n\nof Memb\n\nership:\n\nAmount\n\nrecommended\n\nfor 1939-40:\n\nSalaries and wages .\n$11,227\n- Travel\nexpense .\n800\n3.\n5\n935\nStationery and supplies .\n125\n$\n28,968*\n3\n.\nPostage\n.\n200\n6\n93\n6- Telegrams .\n20\n3\n.\n35,863*\n7\n93\n7Total .\n$ 12,372\n3\n.\n8\n12,525\n93\n8* Includes expense\nfor membership records now included in Division of Accounts and Records.\n3\n.\n9\n13,154\n\n934\n\n8. Promotion\n\nand\n\nMaintenance\n\nof Membership:\n11,754\n\nActual expenses for last five years:\n\nAmount\n9. Division\n\nrecommended\n\nfor 1939-40 .\n\nof Field :\n\nActual expenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1939-40:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage\n.\nTelegrams .\n.\n3\n. Total .\n5\n3\n- .\n6\n3\n$26,\n.\n065\n7\n3\nActual expenses for last five years:\n.\n22,0\n93\n8\n3\n20,5\n9\n88\n22.\n009\n\n.\n\n$ 22.000\n\n22,\n\n817\n\n$11,915\n1.600\n120\n175\n40\n$ 13,850\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNational\n\nAmount\n\nrecommended\n\nEducation\n\nAssociation\n\nfor 1939-40:\n\nTotal .\n\n$ 25,130\n\n11. Division of Affiliated Associations:\n5\n6\n7\n8\n9\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n-\n\n3\n3\n3\n3\n3\n\n4\n\n-\n\n4\n5\n6\n7\n8\n\nSalaries and wages .\n$20,820\nTravel expense .\n900\nStationery and supplies .\n350\nPostage .\n425\nTelegrams .\n35\nAdvertising .\n300\nMailing and multigraph sections and addressograph service 2,300\n\n$ 7,308\n7,331\n7,710\n\n8,000\n\nAmount\n\nrecommended\n\nfor 1939-40:\n\n8,638\n\n4250\n20\n$ 7,170\n275\n5\n\nTotal\n\n5\n6\n8\n9\n\n7\n\n3\n\n3\n3\n3\n3\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\n$\n\n8,075\n\n12. Division of Publications:\nActual expenses for last five years:\n\n.\n\n.\n\n.\n.\n.\n.\n\n31,956\n5,120*\n$4\n34,537\n43,734*\n35,000\nAmount\n\nrecommended\n\nfor 1939-40:\n\nSalaries and wages .\n$32,108\nTravel expense .\n400\n700\nStationery and supplies .\n675\nPostage .\n25\nTelegrams .\n750\nReprints, leaflets, and packets .\nAmerican Education Week preparation and promotion . . .\n150\nPhotographs and cuts .\n\n1,200\n\nTotal\n$ 36,008\n* Includes expense for Publicity Section.\n\n"}
{"page": 869, "printed_page": null, "text": "Budget\n\n865\n\nReport\n\nActual expenses for last three years:\n\n3.\nPubli\n\ncity\n\nSect recommended\nAmount\nion:\n\nfor 1939-40:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies\n936\n.\n- Postage\n3\n.\n7\nTelegrams .\n93\n7- Photographs and cuts. .\n3\n.\n8\nRadio broadcasts\n.\n93\n83\n.\n9\nTotal\n\n3602\n$ 9,30\n1,050\n600\n75\n250\n$10,333\n\n11,377\n\n1,500\n$ 13,137\n\n12,366\n\n$ 9,163\n.\n.\n.\n.\n.\n\n5\n6\n7\n8\n9\n\nActual expenses for last five years:\n\n8,560\n9,275\n8,467\nAmount\n\nrecommended\n\nfor 1939-40:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\n\n8,843\n\n225\n$ 8,885\n125\n\nTotal\n$\n\n9,235\n\nActual expenses for last five years:\n\n.\nion\nof A\ndmini\ns\n\ntrati\n\nve S\nervic\ne: for 1939-40:\nAmount recommended\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nSpecial charts, tables and legislative ref. service .\nBooks and pamphlets (Library) .\n\n$61,422\n800\n1,200\n800\n50\n1,500\n600\n\nTotal\n$ 66,372\n* Includes expense for Division of Rural Service.\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nNational\n\nEducation\n\nAssociation\n\n3\n3\n3\n3\n\n9\n9\n9\n9\n9\n\nActual expenses for last three years:\n\n4\n5\n8\n6\n7\n\n7\n5\n4\n6\n8\n3\n3\n3\n3\n3\n\n16\n\n.\nDivisio\n\nn of R\nural\n\nSalaries and wages .\nTravel expense .\n37\nStationery and supplies\n.\nPostage .\n38\nTelegrams\n.\n.\nConferences\n.\n39\n.\n\n93\n\n6-\n\n93\n\n93\n\nServicefor 1939-40:\nrecommended\n:\n\nAmount\n\n7-\n\n83\n3\n3\n3\n3\n\n25\n75\n\n$ 8,445\n10,491\n\n300\n$ 12,920\n\n11,511\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n$56,033\n57,703\n56,871\n57,729\n57,425\n\nAmount\n\n:\n\nnt\n\n3\n3\n3\n3\n3\n\nla\naPl\nic\nys\nPh\n\n5\n6\n9\n7\n8\n\n-\n\nTotal\n\n$11,095\n175\n1,250\n\nrecommended\n\nfor 1939-40:\n\n5\n7\n6\n8\n9\n\nRent .\nLight and power .\nHeat .\nJanitor service .\nMaintenance .\n\n$43,000\n1,850\n1,200\n9,250\n2,400\n\nTotal\n$ 57,700\n\nActual expenses for last five years:\n\n$ 7,666\n8,635\n8,694\n8,085\n8,728\nAmount\n\nrecommended\n\nfor 1939-40:\n\nAuditing Association accounts. .\nExpress and freight .\nGeneral expense .\nInsurance .\nInterest and discount allowed. . .\n\n:\n\nes\n\nns\n\npe\n\nRepairs — Office furniture .\nSurety bonds .\nTelephone service .\nOperators and information .\nTotal\n\n175\n\n$\n\n500\n300\n740\n325\n275\n\n1,000\n\n1,700\n3,785\n\n$\n\n8,800\n\n"}
{"page": 871, "printed_page": null, "text": "Budget\n\nReport\n\nActual expenses for last five years:\n\n9.\nAnnua\n\nl Con\nventi\nAmount\n\no\n\nns:\nrecommended\n\nfor 1939-40 .\n\n$\n\n8,500\n\n934\n\n.\n5\nActual3\nexpenses\nfor last five years:\n93\n53\n$ 5,724\n.\n6\n93\n63\n.\n7\n5,043\n93\n73\n.\n8\n5,080\n93\n8Amount recommended for 1939-40 (9 issues) .\n.\n39\n8,366\n* Includes ten issues (May\n\n1938 to May\n\n$ 89,000\n\n1939, inclusive).\n\n7,432\n\nActual expenses for last five years:\n\n20\nJourn.\nal of the\n3\nNational E\n4\nducation\n-\n\nAs\n\nsociation:\n.\n3\n5\n- Amount recommended\nfor 1939-40:\n.\n3\n6\nProceedings .\n- Volume of 6\n$72,2\n.\n71\nYearbook Dept, of Classroom Teachers .\n7\n3\n7\nPublications\nand reports for sale .\n85,94\n.\n1\nResearch\n3Bulletin .\n8\nAmerican 8\nEducation Week material .\n81,04\n.\n2\n3\nTotal .\n9\n89,85\n4\n22. Expenses of Delegates:\n\n3\n\n5\n\nActual expenses for last five years:\n\n$ 8,000\n1,800\n3,500\n5,500\n5,500\nTT7T7\n\n$ 24,300\n\n99,52\n\n7*\n\nAmount recommended for 1939-40 .\n23.\nAssociation Membership Fees:\n.\n3\nActual\nexpenses for last five years:\n.\n5\n3\n- .\n6\n3\n$21,\n.\n276\n7\n3\n.\n23,1\n80\n8\n3\nAmount recommended for 1939-40:\n21,2\n76 Associations .\nWorld9\nFederation of Education\n23,\nAmerican Council on Education\n107 .\nTotal .\n24,\n852\n\n$\n\n9,000\n\n$ 1,000\n100 _\n$\n\n1,100\n\n"}
{"page": 872, "printed_page": null, "text": "9\n9\n9\n9\n9\n3\n3\n3\n3\n4\n3 5\n6\n7 8\n-\n\n868\n\nNational\n\n24. Retirement\n\nEducation\n\nAssociation\n\nAnnuities and Insurance:\n\nActual expenses for last five years:\n3\n3\n3 5\n3 6\n3 7\n.\n8\n.\n9\n.\nAmount\nrecommended for 1939-40\n.\n.\n\n$ 10,603\n9,468\n11,117\n9,803\n11,512\n$ 11,250\n\n25. Departments:\nActual expenses for last five years:\n\nAmount\n\n3\n\n4\n\n-\n\n5\n\n-\n\n6\n\n-\n\n7\n\n-\n\n8\n\n-\n\nrecommended\n\nfor 1939-40:\n\nClassroom Teachers .\nYearbook cost transfer (see Item 21) .\n\n$15,200\n1,800\n\nOther departments and Association purposes in amounts\nas determined by Executive Committee .\n\n$13,400\n3,950\n\nTotal .\n3\n.\n5\n3\n.\n26. Committees\n6 and Commissions:\n3\n.\n7\n3 Actual expenses for last five years:\n.\n8\n3\n.\n9\n\n.\n\n$ 17,350\n\n$12,\n\n174\n\n12,4\n\n69\n\n12,3\n\n67\n\n14,3\n\n31\n\nAmount\n\nrecommended\n\nfor 1939-40: 14\n\n,774\n\nCommittee on Tenure .\n$10,000\nOther committees and commissions and Association pur¬\nposes in amounts as determined by Executive Committee 2,450\nTotal\n$ 12,450\n\n27. Secretary’s Contingent Fund:\n\n3\n3\n.\n.\n3\n5\n6\n3\n.\n7\n3\n.\n\nActual expenses for last three years:\n\nAmount\n\nrecommended\nGrand\n\nfor 1939-40: .\n\n$\n\n1,500\n\nTotal\n\n$548,144\n\n"}
{"page": 873, "printed_page": null, "text": "Budget\n\nComparison\n\nReport\n\n869\n\nof Expenditures\n\n1935-36\nAnd Recommended\n\nto 1938-39\nAppropriations for 1939-40\nmended\nRecom¬\n\nAPPROPRIATION\n\nBoard of Trustees .\nExecutive Committee .\nElected Directors .\nOffice Expense for President .\nExecutive Secretary’s Office .\nDivision of Accounts and Records. .\nDivision of Membership .\nPromotion and Maintenance of\nMembership .\nDivision of Field .\nDivision of Business .\nDivision of Affiliated Associations. .\nDivision of Publications .\nPublicity Section .\nDivision of Administrative Service. .\nDivision of Research. .\n.\nDivision of Rural Service .\nPhysical Plant .\nGeneral Office Expenses .\nAnnual Conventions .\nJournal of the N. E. A .\nOther Publications .\nExpenses of Delegates .\nAssociation Membership Fees .\nRetirement Annuities and Insurance\nDepartments .\nCommittees and Commissions .\n\nExpended\nExpended\nExpended\n630 $\nExpended\n1935-36\n1936-37\n1938-39\n1937-38\npriation\n1939-40\n908 $\n490 $\nAppro$\n556 $\n900\n3,100\n8,263\n464\n\n2,567\n11,188\n111\n\n3,184\n245\n7,134\n\n40,938\n\n32,894\n34,543\n12,525\n\n31,840\n35,776\n13,154\n\n20,588\n11,895\n\n*\n\n6,009\n393\n9,612\n32.439\n\n4,000\n12,000\n400\n32,575\n\n37,444\n11,754\n\n38,220\n12,372\n\n22,009\n\n22,817\n\n23,022\n\n12,344\n23,707\n\n13,741\n24,432\n\n22,000\n13,850\n25,130\n\n7,710\n31,956\n10,333\n\n8,000\n34,537\n11,377\n\n8,638\n35,000\n12,366\n\n8,075\n36,008\n13,137\n\n8,560\n9,275\n61,151 *** 55,155\n.\n8,445\n\n8,467\n61,601\n\n8,843\n64,213\n\n66,372\n9,235\n\n11,511\n57,425\n\n57,700\n\n35,863\n22,093\n11,503\n21,332\n7,331\n43,734 **\n\n57,703\n\n56,871\n\n10,491\n57,729\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\n8,728\n99,\n527 f\n7,432\n24,852\n\n898,800\n, OOOf\n8,500\n24,300\n\n6,611\n1,100\n10,603\n\n6,948\n1,100\n11,117\n12,367\n11,339\n\n9,175\n1,100\n9,803\n14,331\n150\n10,137\n\n8,307\n1,100\n11,512\n14,774\n12,363\n\n9,000\n1,100\n11,250\n17,350\n12,450\n\n12,469\n10,687\n\nSecretary’s Contingent Fund .\n\n1,352\n$486,860 $490,301\n\n12,920\n\n1,216\n1,500\n$516,192 $547,078 $548,144\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,\nt Ten issues, 1938-39, and nine issues, 1939^10.\n\nIncome\n\nStatement\n1935-36\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\n1936-37\n\n1937-38\n\n1938-39\n\n$335,932 $366,307\n$390,027 $390,112\n42,289\n46,335\n51,255\n55,133\n25,196\n32,309\n30,218\n32,206\n2,439\n9,380\n2,215\n2,530\n3,431\n19,247\n19,397\n8,286\n8,711\n17,174\n18,244\n8,416\n41,163\n46,238\n42,572\n389\n42,764\n405\n517\n1,666\n$477,312 $515,458\n\n$545,509 $554,226\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNational\n\nEducation\n\nAssociation\n\nSUMMARY\nOF REPORTS\nOF COMMITTEES,\nCOMMISSIONS, AND COUNCILS\nNATIONAL\nL. A.\n\nPECHSTEIN,\n\nDEAN,\n\nCOUNCIL\nTEACHERS\n\nCINCINNATI,\n\nOF\n\nCOLLEGE,\nOHIO,\n\nEDUCATION\n\n1\n\nUNIVERSITY\n\nCINCINNATI,\n\nOF\n\nCHAIRMAN\n\nDuring the year 1938-39, the National Council of Education has actively\ncarried on the task of filling its membership roll. This has been done by\nenlisting the full elected membership of the Council in selecting new mem¬\nbers by mail. During the fall of 1938 there were elected the following, thus\nbringing the number of elected members to its maximum of one hundred\nand two: W. G. Brooks,2 Claude V. Coulter, Harry S. Ganders, Frank P.\nGraham, Frank P. Graves,2 Edith B. Joynes,2 Grayson N. Kefauver, F. J.\nKelly,2 William H. Kilpatrick, Arthur J. Klein, Ernest O. Melby, Alonzo\nF. Myers, M. G. Neale,2 Jesse Newlon,2 Joseph Rosier,2 W. C. Ruediger,2\nWilliam F. Russell, W. Carson Ryan,2 John A. Sexson, Henry L. Smith,2\nChari O. Williams,2 Kate V. Wofford,2 Caroline S. Woodruff,2 and J. C.\nWright.2 Likewise the state education associations have, many for the first\ntime, substantially completed their designation of membership on the Na¬\ntional Council. To date only nine of the states have failed to name a repre¬\nsentative. New members to serve for the regular six-year term were ap¬\npointed as follows: L. Frazer Banks (Alabama), Harold W. Smith (Ari¬\nzona), H. V. Holloway (Delaware), Ralph L. Ramsey (Georgia), W. D.\nVincent (Idaho), Irving F. Pearson (Illinois), Charles O. Williams,3\n(Indiana), A. W. Coons (Iowa), A. D. Owens (Kentucky), J. N. Poche\n(Louisiana), Alden A. Woodworth (Maine), David E. Weglein (Mary¬\nland), Hugh Nixon (Massachusetts), Grover Stout (Michigan) C. P.\nArcher (Minnesota), Willard E. Goslin (Missouri), Ray Bjork (Mon¬\ntana), M. C. Lefler (Nebraska), Sarah O. Whitlock (New Jersey), R. J.\nMullins (New Mexico) , James Spinning (New York) , B. L. Smith (North\nCarolina), Frank H. Gilliland (North Dakota), W. Max Chambers\n(Oklahoma), Paul R. McCullock (Oregon), John Lincoln Alger (Rhode\nIsland), M. E. Brockman (South Carolina), T. D. Brooks (Texas),\nCharles H. Skidmore (Utah), and Everett R. Erickson (Alaska). Finally,\nthe departments of the National Education Association have, with the\nexception of five cases, made their designation for Council membership.\nThese are all for the six-year term, since no earlier appointments had been\nmade. The newly appointed members are: N. P. Neilson (American Asso¬\nciation for Health, Physical Education, and Recreation), George Melcher\n(American Association of School Administrators), John K. Norton (Ameri¬\ncan Educational Research Association), A. W. Castle (Adult Education),\nGrace M. Baker (Art Education), H. L. Forkner (Business Education),\nAlbert M. Shaw (Classroom Teachers), Maude Rhodes (Elementary\n1 Adopted by Representative Assembly, July 4, 1939.\n2 Reelected for the six-year term.\n8 Deceased September 13, 1938; successor to be appointed.\n\n"}
{"page": 875, "printed_page": null, "text": "Reports\n\nSchool\n\nof Committees,\n\nPrincipals), Frances\n\nCommissions,\n\nSwain\n\n(Home\n\nand\n\nCouncils\n\nEconomics),\n\nMaud\n\n871\n\nSproat\n\n(Kindergarten-Primary Education), Bertha W. Chase (Lip Reading),\nMrs. Inez Johnson Lewis (National Council of Administrative Women\nin Education),\n\nC. C. Barnes (National Council for the Social Studies),\n\nMildred Fahy (Science Instruction), Harry V. Church (Secondary-School\nPrincipals), John J. Lee (Special Education), Wilbur Emmert (Visual\nInstruction), and Helen Heyl (Supervisors and Directors of Instruction).\nThe National Council of Education held two half-day session meetings\nat Cleveland in February. On Monday afternoon, February 27, George\nS. Counts presented theses upon the topic, “The School and the State\nin American Democracy.” A carefully prepared discussion was then pre¬\nsented by William H. Kilpatrick, Henry W. Holmes, Ernest Horn, Harold\nBenjamin, A. J. Stoddard, and Ernest O. Melby. On Tuesday afternoon,\nFebruary 28, Floyd W. Reeves presented the second and final discussion\nupon the “Report of the Advisory Committee on Education and Impending\nLegislation.” A carefully prepared discussion was then presented by George\nD. Strayer, Ben G. Graham, Paul R. Mort, Guy E. Snavely, John Dale\nRussell, and Payson Smith.\nPropositions relating to the latter topic were subsequently prepared and\nsubmitted to the total membership of the National Council of Education\nby mail for determination of final policy. These formal resolutions adopted\nby the Council have been duly forwarded to the proper authorities of the\nNational Education Association for consideration and action.\nThe\n\nSan Francisco meeting provides for the second and final discussion,\n\nunder the leadership of W. H. Burton, of “The School and the State\nin American Democracy.” Early in the fall prepared resolutions will again\nbe submitted by ballot to the members of the Council for determination\nof the position the National Council of Education cares to take.\nThe success of the work of the Council during the past year has rested\nupon the faithful service of the officers and committee members, the for¬\ntunate selection of major educational topics for discussion, the enthusiastic\nenlistment of the best minds for participating in the program, and the\npromptness and fidelity of the full Council membership in giving attention\nto the building up of the membership roll, voting upon submitted ballots,\netc. The main added function of the National Council, now substantially\nunrealized, is to receive and consider, from the departments of the National\nEducation Association, such questions touching broad general policy as\nthe departments may want to submit. The machinery of the National\nCouncil of Education is now perfectly set up, and it is ready to serve along\nall lines assigned it thru its constitution by the National Education\nciation.\n\nAsso¬\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNational\n\nEducation\n\nACADEMIC\nH. L. SMITH,\n\nDEAN,\n\nSCHOOL\n\nOF\n\nAssociation\n\nFREEDOM\nEDUCATION,\n\nBLOOMINGTON,\n\n1\nINDIANA\n\nUNIVERSITY,\n\nIND., CHAIRMAN\n\nIN A world where democratic states vie with dictatorships, limitations on\nany sort of freedom whether of political opinions, of religious worship,\nor of teaching become tremendously important. Even in our democratic\n\ncountry the individual finds himself limited by legal statutes, habits, cus¬\ntoms, and the conventions of the society in which he lives. These limiting\ninfluences restrict him in various ways, not only in the confines of his own\nlocality but also in the state and national socio-economic groups to which he\nbelongs.\nRecognizing that there are variations both in opinion and in practice with\nregard to academic freedom, the Committee set to work to discover some\nof these divergent conditions. Over six thousand questionnaires were sent to\nrepresentative groups of laymen and teachers. Only 785 usable forms were\nreturned to the Committee. While the significance of the study must be\nevaluated in the light of the small number\nclusions should be presented at this point:\nany significan academic\nt\neducation.\n\nfreedom\n\nproblems\n\nof returns, certain general con¬\n\nin the fields of elementar\n\ny\n\nand secondary\n\nthey are not consiste\nin the applicati\no t\ng\nb\nt s\na\nc\non f heir eneral eliefs o pecific nd on¬\ncrete school situationsnt\n.\nrecogniz\nfreedom and most frequent\na\nf\nn\no t\nconsciou\ns f he eed or cademic\nly\ne\nments upon the rights and duties of teachers.\n\ninfringe¬\n\ninsuran\n\nagents,\n\nfreedom\nmore academi\nc\nand other groups.\n\nthan are schoolb\noa\n\nrd\n\nmembers\n\n,\n\nrealtors\n\n,\n\nce\n\ndom was: “Condi\ntions which allow teachers to present, within the limits of good\np\nt\nt e\na\ns\no a\nfacts availab\ns\ns\ntaste and ound\ncholars\nle n ny ubject nd o xpress heir er¬\nhip,\no\nt\nt r\nstudent\nencoura\ni\na t\ns l\nsonal opinion\ns o each heir wn\ns, o ong s he nstruction\nges\ndecision\n\ns.”\n\nWhile recognizing that the present survey is not final, the conclusion is\nobvious that there exists a need for extensive discussion of the question in\nprofessional and lay groups. Thru an exchange of points of view should\ncome a better understanding of and more concern for the essential principles\nof academic freedom in elementary and secondary education.\n1 Adopted by Representative Assembly, July 5, 1939.\n\n1\n.\nLaymen\nto a very\n\nlarge ext\nent and\nteachers\n\n2\n.\nWhile m\nany per\nso\n\nns agree\non the n\nece\n\nto a lesse\n\nr degree\nare unawa\nre\n\nof\n\n"}
{"page": 877, "printed_page": null, "text": "Reports\n\nH.\n\nE. GAYMAN,\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\nALL-INCLUSIVE-MEMBERSHIP\n\n1\n\nEXECUTIVE\n\nSTATE\n\nASSOCIATION,\n\nSECRETARY,\n\nPENNSYLVANIA\n\nHARRISBURG,\n\n873\n\nEDUCATION\n\nPA., CHAIRMAN\n\nThe Committee on All-Inclusive Membership was appointed by the presi¬\ndent of the N.E.A. the latter part of January.\nA meeting was called during the Cleveland convention of the American\nAssociation of School Administrators at which time the members of the\nCommittee in attendance, members of headquarters staff of the N.E.A. , and\nothers interested discussed the following:\n1. The desirability of all-inclusive professional\nnational associations.\n2. The use of an all-inclusive enrolment\nship.\n\nmembership\n\nin local, state, and\n\ncard as a stimulus to all-inclusive member¬\n\n3. The preparation and use of a specially designed all-inclusive membership card\nto be retained by individual members as a receipt and identification record.\n4. The adaptability requisite to designate special affiliated department membership\nsuch as classroom teachers, secondary principals, and others.\n5. The gradual applicability of use of such cards in local and state situations with\na minimum of interference with present efficient membership machinery now in\noperation.\n\nThe advantages and appeal of such a personal all-inclusive membership\nrecord seem obvious. The variable methods of securing membership now in\nuse in the different states, however, probably preclude the immediate uni¬\nversal adoption of an all-inclusive enrolment or membership record with¬\nout experimentation in (a) form and design, (b) method of use, and (c)\nmechanics of administration.\nThe possibilities of an all-inclusive enrolment card in enlisting N.E.A.\nmembership are well illustrated by membership data from a state in which\na four-coupon all-inclusive card has been in use for a number of years.\nRecords from the N.E.A. Membership Division as of March 1, 1939, indi¬\ncated a paid-up N.E.A. membership from this state of 20,196. The origin\nof this membership was distributed as follows:\nFrom all-inclusive enrolment cards .\nFrom written lists from local sources .\nFrom N.E.A. group enrolment blanks .\n\n14,295 71 percent\n4,775 24 percent\n1,126\n5 percent\n\nSuch data indicate clearly the feasibility and advantages of the all-inclu¬\nsive enrolment card. The addition of a specially designed all-inclusive mem¬\nbership card for personal receipt and identification would be relatively\nsimple and surely highly desirable as a token and evidence of complete pro¬\nfessional affiliation.\nForms and designs have already been prepared at N.E.A. headquarters.\nExperience and use may show the need for modifications. The Committee\nurges, however, that use be made of them if not by state adoption at least\nby areas which have had or aim to secure 100 percent enrolment in local,\nstate, and national organizations.\n1 Adopted by Representative Assembly, July 4, 1939.\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nTHE\n\nAMERICAN\n\nEducation\n\nLEGION\n\nAssociation\n\nAND\n\nORGANIZATIONS\nCHARLES\n\nF. DIENST,\n\nDEPUTY\n\nINSTRUCTION,\n\nSTATE\n\nLINCOLN,\n\nOTHER\n\nSERVICE\n\n1\n\nSUPERINTENDENT\nNEBR.,\n\nOF\n\nPUBLIC\n\nCHAIRMAN\n\nThe 76th annual convention of the National Education Association, held\nin New York City a year ago unanimously adopted a resolution providing\n“that a committee of not more than five be appointed to confer with the\nAmerican Legion and other service organizations having constructive edu¬\ncation programs with the view of enlisting their support toward the en¬\nactment of laws providing for federal aid to public education.”\nIn a master address President Reuben T. Shaw presented the conditions\nand needs of the schools to the national convention of the American Legion\nin Los Angeles in September 1938. This convention authorized the national\ncommander of the Legion to appoint a committee of five members from the\nAmericanism Commission of the Legion “to confer and cooperate with the\ncommittee of the National Education Association so that we shall have\n‘better Americans thru better schools.’ This special committee is directed\nto report and present recommendations to the next annual convention of\nthe American Legion.”\nAt a preliminary conference during the American Association of School\nAdministrators in Cleveland in February 1939, officials pledged support of\nthe American Legion to the program of federal aid for the schools. This\njoint committee also agreed upon ways and means of closer cooperation\nbetween the National Education Association and the American Legion.\nSuch is the basis of common effort of these two great organizations for\nthe realization of the welfare of youth and the achievement of citizenship\nin America. Obligation to youth and country compels a candid statement of\nthe vital issues to be met at the present time. The World War disclosed to\nour people, especially to the men in the service, startling weaknesses in the\ncitizenship of the country. Many young men called to the colors in 1917\ncould neither read nor write, others were physically unfit for military\nservice, and still others were foreigners. Consequently, the very first concern\nof veterans upon return to civilian life was a program of Americanism. For\ntwenty years the American Legion and the National Education Association\nhave worked together in the observance of American Education Week, and\nin the course of the years this interest of veterans in Americanism and in\nthe schools has acquired the concern of parents for 7,000,000 sons and\ndaughters enrolled in the schools.\nThese conditions of experience and representation on the part of legion¬\nnaires give abiding assurance of loyalty to the schools. It is our responsibility\nas members of the profession to make known the financial requirements of\na school program in keeping with the needs of the children of America.\nParents and citizens must face the fact today that growing requirements\nfor unemployment,\n\nrelief, and other costs of government\n\n1 Adopted by Representative Assembly, July 5, 1939.\n\nare in sharp com-\n\n"}
{"page": 879, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n875\n\npetition with support for education. Once more the emphasis of the national\nbudget is upon armament. In the midst of all these demands it is the duty\nof teachers to speak for those who cannot be heard and to give the vision of\ninvestment in citizenship worthy of the mission of America.\nThe objectives of the National Education Association, of the American\nLegion, and all other patriotic organizations are the same. Pledges of good¬\nwill have been given. In the brief space of a year only a few steps could be\ntaken on the way toward the attainment of the objectives. Your committee\nrecommends, therefore, that a special committee of this organization be\nnamed to carry on the work with the Legion.\nAMERICAN\nMARTHA\n\nPARKS,\n\nDIRECTOR\n\nOF\n\nEDUCATION,\n\nThe\n\nJoint Committee\n\nLIBRARY\n\nASSOCIATION1\n\nSCHOOL\n\nLIBRARIES,\n\nNASHVILLE,\n\nTENN.,\n\nof the National\n\nSTATE\n\nDEPARTMENT\n\nOF\n\nCHAIRMAN\n\nEducation\n\nAssociation and the\n\nAmerican Library Association on School Libraries at its meeting this year\nhas attempted to clarify and reconsider its functions. For the present, these\nfunctions are to be defined in terms of a short-time program\ntime program.\n\nand a long¬\n\nThe short-time program may be described as an immediate and continuing\nplan of interpretation of the purposes and value of library service in schools.\nIt was agreed that the long-time program should be concerned with a study\nof the fundamental relationships between school and public libraries, a prob¬\nlem which has recurred frequently in the past as a desirable activity to be\npromoted by the Committee.\nThe interpretation and promotion of school library service, or the shorttime program, has been carried on by the Committee thru such activities as\n\nthe following:\n1. Publication of leaflets.\nThree small interpretative leaflets have been published in the last three years;\nMr. Superintendent, The School Library is . . ., and Elementary School Libraries.\nThe greater portion of the funds made available to the Committee by the National\nEducation Association and the American Library Association was used this year in\nprinting a large quantity of the leaflet Elementary School Libraries. An effort is\nbeing made to give these leaflets wide distribution. The question was raised as to\nwhether it might be possible for some of the leaflets to be sold thru the N.E.A. as\nwell as the A.L.A.\n2. By contracts with departments\ngram planning.\n\nof the National\n\nEducation\n\nAssociation\n\non pro¬\n\n3. By working toward some means by which librarians, teachers, and school ad¬\nministrators may each keep in touch with literature and research in the parallel fields\nwhich are significant to them.\n\nThe fundamental\ntime program,\n\nrelationships of school and public libraries , or the long¬\n\ncalls for an intensive and carefully planned\n\nstudy. A\n\npre¬\n\nliminary and essential step would be the formulation of a statement of the\nprinciples underlying school library service. This would provide a basis\n1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nAssociation\n\nfor studies, for assembling and analyzing present practice, for implementing\nsuch studies as the Educational\n\nPolicies Commission’s\n\nthe Schools.\n\nThe statement of principles presumably would\nsuch initial statement as the following:\nPrinciples of Library Service for Children\n\nSocial Services and\n\nbe worked\n\nout from some\n\nand\n\nPeople\n\nYoung\n\nFacts generally accepted and considered basic:\n1. Children and young people need books\n2. Their books must meet their interests\n3. Their books must be readable, that is, books which\n4. Appropriate books must be readily accessible\n\nthey can read\n\n5. It is essential that children and young people have guidance, usually the guid¬\nance of teachers and librarians in acquiring the skills necessary for reading and\nusing books with satisfaction and pleasure\n6. It is essential that children and young people have guidance, usually the guid¬\nance of librarians and teachers, in becoming acquainted with books and in\nknowing how to choose their reading\n7. It is essential that children and young people be introduced to libraries so that\nthru guidance and experience they may become familiar with library resources\nand organization, gain skill in using libraries and library tools and acquire the\nhabit of their use, be prepared to meet both present and continuing personal\nand group needs which are met thru reading.\n\nIt was suggested that the Committee\n\nrevise this statement or restate the\n\nprinciples underlying library service to children and young people, the re¬\nsulting statement to be further considered and tested, both against expert\nopinion and against practice, before it would be accepted by the Committee\nas adequately established. The Committee realized its inadequacy to carry\nthru the investigation of any statement upon which it might agree. Members\nexpressed their hope that the volunteer efforts of the Committee might be\nsupplemented by aid from the Research Division of the N.E.A. and by\nwhatever help can be provided by the A.L.A.\n♦\n\nAMERICAN\nS. L. SMITH,\n\nGEORGE\n\nTEACHERS\n\nPEABODY\n\nCOLLEGE\n\nFOR\n\nASSOCIATION\nTEACHERS,\n\n1\n\nNASHVILLE,\n\nTENN.,\n\nCHAIRMAN\n\nThe Advisory Committee of the National Education Association To\nCooperate with the American Teachers Association met in Cleveland March\n1, 1939, with more\nresume\n\nthan thirty members\n\nof the Committee’s\n\npresent. The\n\nchairman\n\ngave a\n\nactivities from the beginning up to date.\n\nThis Committee was organized in 1926 as “The Committee on Problems in Colored\nSchools,” which is now known as “The Committee To Cooperate with the American\nTeachers Association.” It has grown from a membership of four to more than one\nhundred, from forty states.\nFollowing are some major recommendations made by the Committee during the\nthirteen years of its existence:\n1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 881, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n877\n\n1. That there be included an address on problems of Negro education at one of\nthe general sessions of the National Education Association and the American Asso¬\nciation of School Administrators.\nThis has been complied with in a few instances with gratifying results.\n2. That Negro singers be invited to furnish music for at least one general session\neach year.\nIn a few cases Negro singers have appeared on the general programs and have\nbeen graciously received.\n3. That the National Education Association give its sympathetic interest and\nencouragement to the preparation of a moving picture portraying Negro life in\nAmerica — their struggles and achievements in education, art, music, industry, and\nagriculture.\nThru the cooperation of Will Hays, the Committee has been able to contact and\ninterest several of the largest moving picture producers and distributors with en¬\ncouraging results. While the type of moving picture the Committee had in mind at\nthe beginning has not yet been produced, a group of Negro educators, artists, and\nmusicians have spent considerable time in efforts to prepare material that will tell\nthe story and at the same time have sufficient box office appeal to induce some large\nproducer to undertake the task. Altho the Committee does not take full credit, it is\ninteresting to note that Negro artists have been given opportunity to appear in a\nnumber\n\nof pictures, and that a few\n\nall-Negro\n\nshows\n\nhave\n\nbeen produced,\n\nnotably\n\n“Emperor Jones” and “Green Pastures.”\nArthur D. Wright, president of the Southern Education Foundation and a member\nof this committee, has had a picture prepared and produced portraying the work of\nthe four hundred Jeanes Supervisors in the South. This picture has been well received\nwherever shown.\n4. That a study be made of the textbooks used in schools for both white and colored\nto see whether the Negro is fairly and adequately treated.\nThe initial study included twenty histories adopted for use in southern states and\nlater included histories used in the schools in some northern and eastern states.\nThese studies revealed the fact that more space and attention were given to the\nNegro as a slave before the Civil War than to his achievements as a free citizen\nsince that time. When this was brought to the attention of a large number of authors\nand publishers of textbooks, they expressed a willingness to cooperate in helping to\ninclude a fair treatment of the Negro in future publications and in revision of pres¬\nent textbooks. Studies have been extended to include all textbooks used in elementary\nand high schools.\nRecently there have been published a series of histories on the Negro, and a series\nof readers which include considerable material on the achievements of this race, as\nwell as a few well-written elementary readers devoted entirely to Negro life.\n5. That efforts be made to encourage school officials to use their influence to secure\nfederal aid for education with a view to equalizing educational opportunities.\n\nThe\n\nAdvisory Committee at the Cleveland meeting recommended the\ncontinued study and stimulation of the problems and projects outlined above\nand requested the core committee to prepare and have published a complete\nreport of these studies and achievements.\nThe core committee plans to meet as early as possible (a) to formulate\nplans for preparing the report for publication, (b) to set up the necessary\nsubcommittees to carry forward the program, and (c) to outline general\nplans for the year.\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAPPRAISAL\nORVILLE\n\nC. PRATT,\n\nAssociation\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSPOKANE,\n\nWASH.,\n\nCHAIRMAN\n\nThe Appraisal Committee for the San Francisco convention consisted of:\nEdith E. Armitage, Lillian Broderick, Robert C. Keenan, Mrs. Emery\nLively, Daisy Lord, Birdine Merrill, Ona C. Raines, and Albert M. Shaw.\nIt seemed best to approach the Committee’s assignment thru an opinionnaire-rating sheet. A number of questions were prepared under three main\nheadings, (a) speakers , the best in 1939, and persons who might be invited\nin 1940; (b) program , the most valuable topics this year and suggestions\nfor the future; and (c) convention city , possibilities for 1940 and desirable\npolicies to be followed. Four hundred and seventy-one replies were tabulated,\nrepresenting delegates from forty-two states, Alaska, and Hawaii.\nSpeakers — Each\n\nrespondent\n\nwas\n\nasked to choose those he thought\n\nto be\n\nthe three best speakers. The four mentioned most \"were: Congressman Noah\nMason, Brother Leo, Edwin G. Conklin, and Senator Elbert D. Thomas.\nThe vote for speakers who were suggested for the next convention was\nwidely scattered. Among those mentioned five or more times were: Harold\nBenjamin, Brother Leo, Honorable Cordell Hull, Robert Hutchins, Edwin\nG. Conklin, Florence Hale, Linden A. Mander, and William Lyon Phelps.\nProgram — Respondents\n\nwere\n\nasked to list the three topics or issues consid¬\n\nered most valuable at the 1939 convention. The seven topics mentioned\ntwenty or more times were: education for democracy; tenure; youth and the\ncurriculum ; international relations ; un-American activities ; retirement ;\nand financing schools.\nA request was made for suggestions as to ways of improving the program.\nThe most frequently mentioned suggestions were: more outstanding (or\nbetter) speakers; reduction in number of conferences; utilization of more\npractical classroom topics ; less reading of reports printed in manual ; more\nparticipation by the public; less reading of speeches; shorter reports; and\nmore national and international topics. Twenty-six respondents indicated\nthat the 1939 convention program was entirely satisfactory.\nSuggested ways of improving the discussion groups included : better plan¬\nning by leaders ; reduction of conflicts with time of delegates’ official meet¬\nings ; more time for discussion ; more panel discussions ; fewer speakers ; and\nmore practical suggestions for teaching. Nineteen persons wrote that the\ndiscussion groups were excellent.\nConvention\n\ncity — Two\n\nhundred\n\nand twenty-nine\n\ndelegates thought that\n\na policy should be worked out concerning the selection of the convention\ncity; 203 did not answer the question; and 39 voted against a policy. As a\nbasis for the policy 130 respondents suggested a plan of rotating by states\nand regions. The next most frequent suggestion (13 replies) was that the\nconvention city should be selected on the basis of suitable facilities.\nOf the cities considered for the next convention the four leaders were:\nMilwaukee (159 replies); Boston (126 replies); Atlantic City (33 re¬\nplies) ; and Indianapolis (20 replies).\n\n"}
{"page": 883, "printed_page": null, "text": "Reports\n\nREPORT\nCORNELIA\n\nof\n\nOF\n\nCommittees,\n\nCommissions,\n\nCOMMITTEE\n\nS. ADAIR,\n\nPRINCIPAL,\n\nON\n\nand\n\nBYLAWS\n\nFRANKLIN\n\nSCHOOL,\n\nCouncils\n\nAND\n\n879\n\nRULES\n\nRICHMOND,\n\nVA.,\n\nCHAIRMAN\n\nThe report of the Committee\n\non Bylaws and Rules will be found in full\n\nin the minutes of the First Business Session of the Representative Assembly,\nTuesday morning, July 4, 1939.\n\nCOOPERATIVES\nALBERT\n\nM.\n\nSHAW,\n\nTEACHER,\n\nPUBLIC\n\n1\n\nSCHOOLS,\n\nLOS\n\nANGELES,\n\nCALIF.,\n\nCHAIRMAN\n\nThe\n\nfirst report of the Committee\n\non Cooperatives, presented at New\n\nYork City last year, seems to have met with popular approval. It was widely\ndistributed in our own country and reached as far as the International\nLabour Office in Geneva, Switzerland.\nDuring\n\nthe past year the number\n\nof cooperatives and the business trans¬\n\nacted by them increased substantially, particularly in the farming com¬\nmunities. Half a million farmers buy $110,000,000 worth of gas, oil, and\nother petroleum products a year thru their consumer cooperatives. Over\n3,000,000 farmers, or nearly half of all in the United States, are identified\nin a business way with cooperatives.\nThe Cooperative League of the U. S. A., in New\n\nYork City and Chicago,\n\nwhich includes only a part of the cooperative societies, reports a member¬\nship of 965,000, or an increase of 261,000 in two years. During the year\ngross sales of cooperatives totaled $2,715,000,000. In addition to the 24,000\nstores of various kinds doing $107,250,000 worth of business a year, other\ncooperative activities include insurance, cafeterias, rural electrification, book\nservice, and medical service.\nThe cooperative principle seems to have been slow in arousing the active\nsupport of the people in our country, but in very recent years they are\ncoming to feel the need of something better in their social and economic life,\nand so are turning in increasing numbers to cooperatives, which are begin¬\nning to attain ascendancy in many places.\nIn consumer cooperatives, individuals are associated together for mutual\nand economic welfare and education. Membership is unlimited, so all people,\nregardless of religion, politics, or race, are free to become members.\nIn Minnesota today, 2900 cooperatives serve 20 percent of the state’s\npopulation. In Sweden, consumer cooperation has become an integral part\nof the economy, and supplies approximately 40 percent of the consumers’\ngoods business of the country. In Denmark, 20 percent of all goods con¬\nsumed is distributed by the 1800 cooperative stores of the country.\n1 Adopted by Representative Assembly, July 6, 1939.\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nWhile there is need for a large number of producer cooperatives, the\nconsumer cooperatives should be developed even more fully, for all people\nfrom the cradle to the grave are consumers.\nBecause of the great multiplicity of products, there are many confusing\nproblems in merchandising. In an average large department store the “con¬\nsumer” has a wide choice of approximately 350^000 different commodities.\nSo the buyer needs help to select wisely. The cooperative and its program\nof consumer education assist in this greatly.\nTwo types of approach are suggested for teaching cooperatives and con¬\nsumer education — one as an incidental accompaniment to the teaching of\nother subjects and the other as a separate full-time subject.\nThere are available publications in different forms which would be use¬\nful as text and reference material in the careful study of cooperatives.\n\nCREDIT\nJAMES\n\nE. MORAN,\n\nWILBY\n\nHIGH\n\nUNIONS\n\nSCHOOL,\n\n1\n\nWATERBURY,\n\nCONN.,\n\nCHAIRMAN\n\nIn its first report to the Board of Directors a year ago, the Committee\non Credit Unions set forth its objectives as follows:\n1. To make\nstates\n\na survey of the problems\n\nof organization\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 arrange an effective credit union program for the N.E.A. convention in June\n5. To effect close cooperation between teacher credit union committees, the Credit\nUnion Section of the Farm Credit Administration, the Credit Union National Asso¬\nciation, 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\nteachers association conventions and local teachers associations.\n\nof state\n\nIt was stated further in the first report of the Committee that the nation¬\nwide development of teacher credit unions is a project that will take many\nyears to complete. This summary of the year’s work is therefore a progress\nreport. The outstanding features of the program to date have been as\nfollows :\nThe\n\nNew\n\nYork\n\nconvention — (1) Our\n\ncredit union booth in the exhibit\n\nin New York was a success beyond all expectations of the Committee. It\nwas manned by expert attendants thoroly familiar with teacher credit unions\nand well stocked with pamphlets and informational data. Many hundreds\nof delegates called at the booth to obtain information to take back to their\n1 Adopted by Representative Assembly, July 4, 1939.\n\n"}
{"page": 885, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n881\n\nlocal groups. The attendants at the booth were kept busy discussing credit\nunions and passing out informational material from the opening of the\nbooth on Saturday to its close the following Thursday. The Committee felt\nthat by all means this feature should be included at the San Francisco\nconvention.\n(2) A symposium\n\ndiscussion brought together both experienced teacher\n\ncredit unionists and delegates seeking information. A most valuable inter¬\nchange of information and experience was obtained. A plan was evolved\nfor a new type of security which distributes on a more cooperative basis\nthe contingent liability for endorsement. In Connecticut our credit union\nmembers found this new type of security, which may be described as a\ncooperative co-signing agreement, much\nold type of individual endorsements.\n\nmore suited to their needs than the\n\n(3) The report of the Committee to the Representative Assembly af¬\nforded an opportunity to explain the credit union to a large number of\ndelegates and to urge them to organize in individual and state associations.\nStatistical studies — Using\n\nthe facilities of the N. E. A. Research\n\nDivi¬\n\nsion and securing the cooperation of the Credit Union Section of the Farm\nCredit Administration, the Credit Union National Association, various\nstate banking departments, and other agencies, the Committee has available\nconsiderable authoritative data on the size and growth of the teacher credit\nunion development. The data is complete as regards federal unions and\npresents a much\nchartered units.\nCooperation\n\nbetter picture than we have ever had before of the state\nwith\n\nother agencies — The\n\nCommittee\n\naims to avoid dupli¬\n\ncation of work done by other agencies, to establish cordial relationships with\nthem, and to make their organizational and educational services known and\navailable to teacher groups in every state. The personnel of the Committee\nis fortunately selected to afford the best of contacts with key people in credit\nunion work in every state and our efforts in this respect have been particu¬\nlarly good.\nPublicity — Many\n\nexcellent articles on teacher credit unions\n\nhave\n\nbeen\n\npublished during the past year by members of our core and advisory com¬\nmittees in both educational journals and other publications. These have been\ncollected by the Committee\nCompendium\n\nand are being compiled for further publicity uses.\n\nof teacher credit union\n\ninformation — The\n\nCommittee\n\nhas\n\nbeen at work since its inception on the project of a compendium of the most\nuseful information about teacher credit unions. A great amount of material\nis available. Our first summary of this data will be available shortly in such\nform that it may be revised and added to from year to year.\nPlans for the San Francisco\n\nconvention — The\n\ncore committee\n\nheld a meet¬\n\ning in Cleveland in February in conjunction with members of the advisory\ncommittee who attended the convention. A very fine credit union program\nwas laid out for the San Francisco convention. With the experience of the\nNew York meeting in 1938 as a guide, the Committee aims to take full\nadvantage of the promotional opportunity this convention affords thru the\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nAssociation\n\noperation of a booth in the exhibit, a discussion group for members\ninformation, and a committee report to the delegates.\nGeneral — The\n\nN.E.A.\n\nCommittee\n\non Credit\n\nUnions\n\nseeking\n\ncomprises\n\nin its\n\nmembership many of the foremost experts in the country. It is significant\nthat eleven of the members are on the Board of Directors of the Credit\nUnion National Association. Many are leaders in credit union work in their\nvarious states. If the Committee uses to best advantage the expert knowledge\nand ability of this fine personnel, and the always effective cooperation of our\nown N.E.A. Research Division, it will soon succeed in bringing credit\nunion services to every teacher group in the land. If it does, it will have\nmade a signal contribution to teacher economic security.\nECONOMIC\nWM.\n\nMC\n\nKINLEY\n\nWESTERN\n\nSTATUS\n\nROBINSON,\n\nSTATE\n\nTEACHERS\n\nOF\n\nTHE\n\nDIRECTOR,\n\nRURAL\n\nDEPARTMENT\n\nCOLLEGE,\n\nKALAMAZOO,\n\nTEACHER1\nOF\n\nRURAL\n\nMICH.,\n\nEDUCATION,\nCHAIRMAN\n\nThe Committee on the Economic Status of the Rural Teacher, appointed\nin 1935 by mandate of the Representative Assembly, virtually completed its\nwork with the publication of its final report in April 1939. This report,\nentitled Teachers in Rural Communities , presents the results of a national\nsurvey of the professional, social, cultural, and economic status of teachers\nin the open country and in towns under 2500 in population. The survey was\nmade, and the report drafted, by the Association’s Research Division under\nthe Committee’s direction. Sections of the report dealing with the economic\nstatus of white teachers were published separately in the January 1939 issue\nof the Research Bulletin under the title, “The\n\nRural Teacher’s Economic\n\nStatus.”\nTwo shorter bulletins were issued by the Committee prior to the comple¬\ntion of its final report. The first (June 1937) set forth some of the impor¬\ntant problems of rural education by means of graphic contrasts between con¬\nditions in rural and urban schools. The second (June 1938) reported in\npreliminary form some of the major findings of the national survey men¬\ntioned above.\nThe Committee believes that, to be of greatest value, the results of its\nsurvey must be placed before schoolboards, legislators, lay organizations, and\ncitizens generally in such a way as to arouse them to appropriate action. To\nhelp accomplish this purpose, the Association’s headquarters staff is prepar¬\ning a brief, graphic bulletin designed to acquaint the layman with essential\nfacts and stimulate his interest in the task of improving conditions for chil¬\ndren and teachers in rural schools.\nTeachers\n\nand school administrators\n\nthruout the nation are urged to\n\nfamiliarize themselves with the Committee’s publications, and to bring them\nto the attention of influential individuals and organizations. Copies may be\nobtained from the headquarters office at 1201 Sixteenth Street, N. W.,\nWashington, D. C.\n1 Adopted by Representative Assembly, July 4, 1939.\n\n"}
{"page": 887, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nEDUCATIONAL\nWILLIAM\n\nG. CARR,\n\n1201\n\nCommissions,\n\nPOLICIES\n\nSIXTEENTH\n\nSTREET,\n\nand\n\nCouncils\n\nCOMMISSION\n\n883\n\n1\n\nN. W., WASHINGTON,\n\nD. C.,\n\nSECRETARY\n\nA brief review of the activities of the Educational\n\nPolicies Commission\n\nduring the year ending May 31, 1939, must recognize at least five impor¬\ntant developments.\nIn September 1938 the Commission issued the third volume in its series\nof major reports, entitled The Purposes of Education\nracy. In ten months\n\nover 20,000\n\nin American\n\nDemoc¬\n\ncopies have been distributed among\n\nthe\n\nteaching profession and the public, and the book has been the source of many\nhundreds of editorials, reprints, annual reports, and other uses. The volume\nhas furnished the keynotes for two important national conferences of lay\nfriends of education and has been useful in many other ways in emphasizing\nthe controlling purposes of a modern school system.\nIn November 1938, at the eighth meeting of the Educational Policies\nCommission, a new project was inaugurated in the field of civic education.\nIt is the considered judgment of the Commission that no area in American\neducation stands more urgently in need of development and improvement\nthan that of training for citizenship. This conclusion does not mean that the\npresent civic training is completely ineffective, but rather that the demands\nupon the educated citizenship of the country are now more difficult and\ncomplex than ever before. The Commission is, therefore, inaugurating a\nprogram to improve the methods by which American schools develop in\ntheir pupils an active, appreciative, and intelligent loyalty to democracy.\nThe General Education Board has allotted $20,000 to assist the Commis¬\nsion in exploring this field, to which the Commission has added the sum of\n$10,000 from its own funds.\nIn February 1939 the annual convention of the American Association of\nSchool Administrators was developed entirely around the findings of the\nEducational Policies Commission to date. For five days the administrative\nleadership of the American schools discussed the findings of the Commission\nand their application in practice. This was undoubtedly one of the most\neffective promotional devices ever used for disseminating and applying the\nfindings of a national deliberative committee.\nIn April 1939 the Commission issued its report on the Social Services and\nthe Schools. The\n\nsocial services are in a period of rapid expansion\n\nand spe¬\n\ncialization. These circumstances require increased coordination of effort\nbetween schools and social service agencies and the formulation of policies\nto define responsibilities. The report defends the principle that educational\nservice should be under the direction of educational authorities and the\ncorollary principle that noneducational\nagencies other than the public schools.\n\nservices should be rendered\n\nby\n\nIn May 1939 the Commission inaugurated a program of greater coopera¬\ntion between the teaching profession and lay organizations. At a national\nconference the Commission\n\ndiscussed educational policies with representa-\n\n?■ Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\ntives of organized labor, agriculture, business, racial, religious, and civic\ngroups. The Commission hopes to encourage similar conferences on state¬\nwide and local bases in order that the layman may participate actively and\nintelligently in the implementation of educational policies.\nDuring the coming year the Commission expects to prepare reports deal¬\ning with at least three major problems: (1) The Economics of Free Edu¬\ncation in American Democracy; (2) Education for Citizenship in American\nDemocracy; and (3) The Integrity of Education in American Democracy.\n\nEQUAL\nHELEN\n\nBRADLEY,\n\nTEACHER,\n\nOPPORTUNITY1\nPUBLIC\n\nSCHOOLS,\n\nCINCINNATI,\n\nOHIO,\n\nCHAIRMAN\n\nThe Committee on Equal Opportunity was first appointed in 1935. Its\nfield of study is so wide that it can include all the maladjustments of the\nprofession where professional ethics and fair play are concerned and thus\nmay at times seem to infringe upon the jurisdiction of other committees.\nIt was created to consider discriminations which the following statement\nfrom the N.E.A. platform characterizes as undesirable, “Teachers should\nnot be discriminated against because of race, color, belief, residence, or\neconomic or marital status.”\nThe Committee’s functions include the collection, interpretation, and\ndistribution of pertinent facts on discriminatory practices in education. The\nbroader aspect of this study has included consideration of state, national, and\ninternational proposals to do away with unfair practices. But a knowledge\nof discriminations is not sufficient. We are, therefore, carrying our studies\ninto the realm of method in correcting these inequalities.\nThe Committee’s first study was a general survey of discriminatory prac¬\ntices, the second dealt with the status of married women teachers, and now\nwe are considering the problem of equal remuneration for equal services\nirrespective of sex or level of teaching. Two research studies in process this\nyear are related to this part of our program. A salary study reveals a ten¬\ndency to equalize salary for equivalent training and experience regardless\nof sex or level of teaching. A second study shows how the local units of busi¬\nness and professional women have been active in eliminating inequalities.\nKnowledge of such successful campaigns will be helpful to teachers in pre¬\nventing unfair discriminations.\nPrejudice operates under conditions that are definitely local. There is\nlittle practical value for members of our profession merely to be informed\non varieties of state legislation. But each of us lives in a state, the laws of\nwhich may be discriminatory, and in a community, the customs of which\nmay influence the administration of those laws to a great degree. Therefore,\nthe Committee has sent a letter to secretaries of state education associations\nsuggesting the appointment\n\nof equal opportunity committees\n\nin each state\n\norganization. Such state and local groups can work directly with state legis¬\nlatures. The National Education Association, as it has in the past, can exert\na generally constructive influence upon both state and national legislation.\n1 Adopted by Representative Assembly, July 6, 1939.\n\n"}
{"page": 889, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n885\n\nFor next year the Committee recommends that the plan of cooperation\nwith state and local committees be endorsed. The Committee furthermore\nrecommends that the work be financed in such a way that the core com¬\nmittee may come together without making necessary a curtailment of its\nother activities in the line of research.\nThe\n\nCommittee\n\nis planning a clearinghouse for bulletins and magazine\n\narticles and a speakers’ bureau in order to facilitate the dissemination of\ninformation. Since all of us are encouraged by developments in local and\nstate areas, it is the hope of the Committee to report frequently on progress\nin the field. The Committee invites correspondence. We shall improve the\nprofession of teaching by calling attention to prejudiced practices wherever\nthey exist. No unfair discrimination can exist in a democracy when it is\nsubjected to enlightened public opinion.\n\nETHICS1\nW.\n\nP. KING,\n\nEXECUTIVE\n\nSECRETARY,\nLOUISVILLE,\n\nKENTUCKY\nKY.,\n\nEDUCATION\n\nASSOCIATION,\n\nCHAIRMAN\n\nThe Committee on Ethics was appointed late in the year. It will be the\npurpose of this Committee to make a careful study of the Codes of Ethics\nof the states of the Union and to develop out of such study a master code\nwhich can be adopted by the National Education Association and the various\nstates.\nHEALTH\nCHARLES\n\nC.\n\nWILSON,\nSCHOOLS,\n\nPROBLEMS\nDIRECTOR,\n\nHARTFORD,\n\nIN\n\nHEALTH\nCONN.,\n\nEDUCATION1\nEDUCATION,\n\nASSOCIATE\n\nHARTFORD\n\nHIGH\n\nCHAIRMAN\n\nAs I prepare this report on the activities and plans of the Joint Committee\non Health Problems in Education of the National Education Association\nand the American Medical Association, I am deeply conscious of the indebted¬\nness of the Committee to Thomas D. Wood. Last year Dr. Wood resigned\nhis chairmanship, a position he had held since the formation of the Com¬\nmittee in 1911, and was elected to the honorary position of chairmanemeritus.\n\nDuring his many years of service, Dr. Wood served faithfully and capably,\ngiving his time and talents to furthering the cause of health education in\nits broadest interpretation.\nThe resignation of Dr. Wood centered attention on the relationships of\nthe Joint Committee, its membership, its officers, its procedures, and other\nmatters relating to organization. As far as could be learned, there were no\nbylaws or other written statements governing the Committee’s activities.\nTo care for this problem, the meetings of the Committee at Cleveland on\nFebruary 27 and 28 were devoted to the development of an operating code\nand suggestions for reorganization. The salient points of this operating code\nare these:\n1. Membership shall be limited to ten, five representing the National Education\nAssociation and five the American Medical Association. Members will be appointed\n1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\nby the parent organizations and will represent all interests in the National Educa¬\ntion Association and American Medical Association rather than any particular\nsection or department.\n2. Officers — a chairman, vice-chairman, and secretary-treasurer — will be elected\nannually by the members of the Committee. In the past, the chairman has been ap¬\npointed by the president of the National Education Association.\n3. Meetings will be held annually at a time and place designated by the Com¬\nmittee, but whenever practicable the meeting shall be at the annual meeting of the\nAmerican Association of School Administrators or at the annual meeting of the\nAmerican Medical Association.\n\nThe plan of reorganization as prepared at the Cleveland meeting of the\nCommittee has been approved by the National Education Association and\nthe American Medical Association, appointments of new members have been\nmade, and in the near future the reorganized Committee will be functioning.\nThere are four projects which will receive the early attention of the\nJoint Committee. These are:\n1. Revision of “ Health Education ” — The first edition of this report was published\nin 1924 following two years of preparation. In 1930 a second edition, revised and\nenlarged by almost a hundred pages, was published. The fact that 40,000 copies of\nthis report have been distributed is gratifying recognition of its authoritative state¬\nment of principles and practical suggestions of methods for health education. An¬\nother revision of this report is now in process and should be completed in the near\nfuture.\n2. An interpretation of the functions of school nurses — A subcommittee, working\nin cooperation with the National Organization for Public Health Nursing and under\nthe chairmanship of Mary Chayer, has been preparing material for publication with\nthe title, “The Nurse in the School.” This is a practical presentation of the functions\nand relationships of school nurses and will prove to be a valuable aid to school\nsuperintendents, health officers, and directors of school health programs as well as\nto school nurses.\n3. Mental hygiene — Under the heading, “What Would You Think of a Child Like\nThis?” a report on certain phases of mental hygiene is being developed with the\nactive cooperation of the National Committee for Mental Hygiene and the American\nOrthopsychiatric Association. It is planned particularly to help the classroom teacher\ninterpret the behavior of pupils.\n4. “Suggested School Health Policies” — The Committee has under consideration\na statement of “Suggested School Health Policies” which attempts to state spe¬\ncifically principles which should direct the development of school health programs.\nThis statement is also being considered by several other national organizations and\nit is possible that the Joint Committee will unite with some of these in issuing a\nstatement of policies. The\nintendents of schools.\n\nmaterial on policies will be particularly helpful to super¬\n\nThru bringing to completion the four projects just mentioned and thru\nthe development of sjunposia at medical and educational meetings, the Joint\nCommittee on Health Problems in Education will continue to foster co¬\noperative efforts of physicians and educators for the improvement of child\nhealth. *\nAt the St. Louis meeting of the American\n\nMedical Association, May\n\n16,\n\n1939, a symposium on health problems in education was held, 'sponsored by\nthe Joint Committee and four scientific sections of the American Medical\nAssociation, namely, those on pediatrics, public health, eye and ear, nose and\nthroat. The\n\nattendance was approximately 250. This was the third sympo-\n\n"}
{"page": 891, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n887\n\nsium of its kind, previous ones having been held at San Francisco in 1938\nand Atlantic City in 1937. A fourth is planned for New York in 1940. The\npapers read at the first symposium were published in full in the Journal of\nthe American\n\nMedical\n\nAssociation\n\nand those of the second and third sym¬\n\nposia were published in abstract in the Journal. Mimeographed copies of the\nentire papers are available from the Bureau of Health Education, American\nMedical Association, Chicago, Ill.\nINDIVIDUAL\nHERBERT\n\nR. STOLZ,\n\nASSISTANT\n\nSUPERINTENDENT\n\nCALIF.,\n\nPurposes — The\n\npurposes\n\nbeen ( 1 ) to promote\n\nGUIDANCE\n\n1\nOF\n\nSCHOOLS,\n\nOAKLAND,\n\nCHAIRMAN\n\nof the Committee\n\ninterest among\n\non Individual\n\nmembers\n\nGuidance\n\nhave\n\nof the Association in the\n\nmental hygiene approach as applied to classroom procedure; (2) to dissemi¬\nnate suggestions to classroom teachers regarding technics for the detection\nof significant individual differences; and (3) to offer to classroom teachers,\nprincipals, and others interested in individual guidance suggestions as to\nhow this aspect of education may be emphasized and implemented\ntions where little or no specialist service is available.\nConference\n\nactivities — The\n\nCommittee’s\n\nprogram,\n\noutlined\n\nin situa¬\n\nin the pre¬\n\nceding annual report, has moved forward slowly because the geographic\nseparation of the members of the Committee and the preoccupation of each\n\nmember with the responsibilities of full-time employment in his own locality\nhave limited the time and opportunities for conference and for the prepara¬\ntion of material.\nSince the last report, two formal meetings have been held, the first\nat New York in July 1938, under the chairmanship of Edwin A. Lee; the\nsecond at Cleveland in February 1939, under the leadership of the chair¬\nman of the Committee. These meetings were open to members of the advisory\ncommittee, and in each case there were present between thirty and forty\nrepresentatives from various parts of the country.\nAt these meetings the scope and purpose of the Committee’s function\nwere discussed and the chairman received many valuable suggestions as to\nuseful procedure. Many other assurances of cooperation and concrete sug¬\ngestions have come to the chairman by letter from members of the advisory\ncommittee who were unable to attend the formal meetings.\nD issemination\n\nactivities — In order to start the program\n\nof focusing atten¬\n\ntion upon individual guidance in school practice, two members of the core\ncommittee collaborated in the preparation of seven short articles which were\npublished in the Journal of the National Education Association during the\nyear and which seem to have been favorably received by many teachers,\nprincipals, and guidance workers.\nIn cooperation with Belmont Farley, director of publicity for the Asso¬\nciation, the chairman prepared and arranged for the production of a drama1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\ntized broadcast over a national radio network on March 29, 1939. This\nbroadcast dealt with the special field of crime prevention with emphasis upon\nthe possible teamwork between the schools, police, probation officer, home,\nand other social agencies interested in the individual guidance of children\nand young adults.\n\nINTERNATIONAL\nANNIE\n\nC. WOODWARD,\n\nAt the summer\n\nHIGH\n\nSCHOOL,\n\nconvention in New\n\nRELATIONS\nSOMERVILLE,\n\n1\nMASS.,\n\nCHAIRMAN\n\nYork in 1938 the Committee\n\non Inter¬\n\nnational Relations held several meetings. Well-known educators were pres¬\nent unofficially representing England, India, China, Japan, and our neigh¬\nbors in South and Central America.\nIn February at Cleveland the Committee held meetings which were well\nattended. President Paul Monroe told of the convention of the World Fed¬\neration of Education Associations to be held in August of this year at Rio de\nJaneiro. President Shaw gave a most enthusiastic report of the interest in\ninternational goodwill which he was finding in his visits thruout the country.\nAs a result of this widespread interest, voluntary contributions amounting\nto $2286.19 had been made to the Joint Enterprise Fund.\nThru these special funds, 60,000 copies of the leaflet Toward World\nUnderstanding\n\nhave been distributed at local and state educational\n\nconfer¬\n\nences. In cooperation with the federal Office of Education it has been pos¬\nsible to publish a descriptive and pictorial booklet on education in the United\nStates. Spanish and Portuguese editions of this booklet have been prepared\nfor distribution at the Rio convention. The Joint Enterprise Fund has also\nmade it possible to mail hundreds of letters inviting more active support of\nthe World Federation of Education Associations and its program.\nThe Committee, in cooperation with the Research Division, has published\na handbook of organizations interested in peace and international goodwill.\nMore than 150 organizations are listed. The descriptive statements tell the\nstated purposes, activities, publications, and services of interest to classroom\nteachers. It is believed that this brief catalog will be of genuine usefulness to\nteachers who are seeking sources of information on foreign lands. A limited\nsupply of this report is available at the Registration Desk, and additional\ncopies may be obtained at a moderate price from the Washington office.\nDuring the recent turbulent period, Secretary of State Cordell Hull called\nupon the nations of the world to choose “the way of reason” rather than the\nmethods of force. For many years the National Education Association has\nadvocated the way of reason. Thru convention discussions, reports, and reso¬\nlutions, the way of reason has been shown to be distinctly educational in its\nspirit and methods. Teachers should have a constructive part in building\nbetter world understanding. The Committee welcomes suggestions as to how\nto make its work of increasing value to the teachers of America.\n1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 893, "printed_page": null, "text": "Reports\n\nREPORT\nSIDNEY\n\nof\n\nCommittees,\n\nOF\n\nB. HALL,\n\nTHE\n\nSTATE\n\nCommissions,\n\nLEGISLATIVE\n\nSUPERINTENDENT\n\nRICHMOND,\n\nVA.,\n\nand\n\nCouncils\n\nCOMMISSION\nOF\n\nPUBLIC\n\n889\n\n1\n\nINSTRUCTION,\n\nCHAIRMAN\n\nDuring the year 1938-39 the Legislative Commission has devoted its\nattention largely to the matter of federal aid for education along the lines\nrecommended by the Advisory Committee on Education, appointed by the\nPresident of the United States. The work this year has been a continuation\nof the work carried on in 1937-38 concerning which a full report was\nsubmitted a year ago. In addition, the Commission has carried on the\nlegislative reference service thru the Research Division of the National\nEducation Association.\nThe Harrison-Thomas\n\nBill and the Larrabee\n\nBill\n\nImmediately after the President of the United States submitted the Report\nof the Advisory Committee on Education to the Congress, February 23,\n1938, the executive committee of the Legislative Commission set about the\ndrafting of a bill to carry out the recommendations contained in that report.\nThe chairman of the executive committee invited various national organiza¬\ntions interested in federal aid for education to send representatives to a\nconference in Washington on March 23, 1938, to consider the provisions\nthat should be contained in the bill. Substantial agreement was reached,\nthe draft was completed, and bills were introduced in the House and Senate\nof the 1938 session of the United States Congress. No action was taken in\nthe Congress.\nSeveral issues arose in connection with the bill. Consequently, the execu¬\ntive committee invited a number of the leading educational authorities thruout the nation to submit specific recommendations for revision of the bill.\nThe response was unanimous. In addition, the suggestions and recom¬\nmendations of many lay organizations were received. All these recom¬\nmendations were given careful consideration in the revision of the bill.\nFloyd W. Reeves, chairman of the President’s Advisory Committee on\nEducation, upon the request of the Senate Committee on Education and\nLabor and the House of Representatives Committee on Education, devoted\nmuch time during the winter and spring to advising those concerned with\nlegislation. The executive committee of the Legislative Commission offered\nfull cooperation to Mr. Reeves and gave him the benefit of recommendations\nthey had received from various sources. The draft of the new bill was com¬\npleted in January 1939, and was introduced in the House by Congressman\nWilliam H. Larrabee of Indiana, chairman of the House Committee on Edu¬\ncation, and in the Senate by Senator Elbert D. Thomas of Utah, chairman of\nthe Senate Committee on Education and Labor, for himself and Senator Pat\nHarrison of Mississippi, chairman of the Senate Finance Committee.\nbills are known as H. R. 3517 and S. 1305.\nProvisions\n\nof the bills — The\n\nThe\n\nbills proposed to authorize the appropriation\n\nof funds to be apportioned to the states for assistance in the support of\n1 Adopted by Representative Assembly, July 6, 1939.\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNational\n\nEducation\n\nAssociation\n\neducational activities as recommended by the Advisory Committee on Edu¬\ncation. The amounts of the appropriation would begin at $75,190,000\nand increase in six years to $208,060,000. The purposes of the grants are\nas follows:\nTitle I. Aid to the states for the improvement of public elementary and\nsecondary schools.\nPart 1. General federal aid: For the purpose of lessening inequalities of\neducational opportunity, $40,000,000 in 1940-41, increasing to $140,000,000\nin 1945-46, apportioned to the states on the basis of financial need as\nmeasured by the number of children five to nineteen years old and financial\nability to support schools.\nPart 2. Aid for improving the facilities for teacher training: $2,000,000\nfor 1940-41, increasing to $6,000,000 in 1942-43 and thereafter thru 1946,\napportioned to the states on the same basis as general aid.\nPart 3. Aid for the construction of school buildings, especially those in\nconnection with desirable reorganization of local school districts: $20,000,000 in 1940-41, $30,000,000 in 1941-42 and thereafter thru 1946, appor¬\ntioned 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 1940-41, $1,500,000 in 1941-42, and $2,000,000\neach year thereafter thru 1946, apportioned on the basis of $5000 to each\nstate 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 age\nand over in the amount of $5,000,000 in 1940-41, $10,000,000 in 1941-42,\nand $15,000,000 each year thereafter thru i 946.\nTitle III. Grants to the states for rural library service: For the purpose\nof stimulating and enabling the states to provide adequate library services\nfor rural inhabitants of the states, grants are authorized to the states on the\nbasis of rural population in the amount of $2,000,000 in 1940-41, $4,000,000\nin 1941-42, and $6,000,000 for each year thereafter thru 1946.\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 edu¬\ncational research, planning, and demonstration projects, grants are author¬\nized in the amounts of $2,190,000 in 1940-41, and increasing to $6,060,000\nin 1945-46. Of these amounts, 40 percent will be available to the United\nStates Office of Education for research, planning, and allocation to com¬\npetent research agencies, and 60 percent will be allotted to the states and\nbona fide research agencies, at least one half of this amount being available\nfor expenditure thru state departments of education.\nTitle V. For elementary and secondary education for children legally\nresiding on federal reservations and children of United States citizens on\nduty at foreign stations of the United States, grants not to exceed $3,000,000\nannually.\n\n"}
{"page": 895, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nBasis of apportionment — Under\n\nCommissions,\n\nand\n\nCouncils\n\n891\n\nS. 1305 it is proposed that the funds for\n\nadult education will be apportioned to the states according to adult popula¬\ntion twenty years of age and older. The funds for rural library service will\nbe apportioned to the states according to rural population. All the other\ngrants just mentioned will be apportioned to the states in accordance with\ntheir respective financial needs, except that a part of the grants for state\ndepartments of education will be used to pay a flat grant of $5000 per\nyear to each state.\nThe procedure for calculating financial need is set up in the bill. It\ninvolves two factors: (a) the number of children five to nineteen years\nold in each state as shown by the United States Census, the number of\nrural children being multiplied by 1.4; and (b) the taxpaying ability of each\nstate as estimated by the United States Treasury according to the method\nset up in the bill. From each state’s percentage of the total number of\nchildren in the United States is subtracted 85 percent of that state’s per¬\ncentage of the total taxpaying ability in the United States.\nFor example, the calculation for Pennsylvania is as follows:\nPennsylvania’s percentage of children .\nPennsylvania’s percentage of taxpaying ability .\n85 percent of taxpaying ability .\nPercentage of children minus 85 percent taxpaying ability .\n\n7.493\n7.421\n6.308\n1.185\n\nThe above figure 1.185 is Pennsylvania’s index of financial need. The\nsum of such indexes of financial need for all the states is 34.914. There¬\nfore, the proportion or percentage of the federal grants to which Pennsyl¬\nvania is entitled is 1.185 divided by 34.914 which gives 3.394+ percent.\nIn a similar manner the calculations for other states can be made.\nFederal\n\ncontrol and\n\nthe administration\n\nsafeguards state and local autonomy\n\nof federal aid — The\n\nbill amply\n\nin the control of public education.\n\nThe\n\nprimary purpose of the bill, as stated in the first section, is to assist in equal¬\nizing educational opportunities, among and within the states, so far as the\ngrants in aid to the states herein authorized will permit, without federal\ncontrol over educational policies of states and localities.\nSection 1 provides further that “the provisions of this act shall be so\nconstrued as to maintain local and state initiative and responsibility in the\nconduct of education and to reserve explicitly to the states and their local\nsubdivisions” the following matters:\nThe administration\nteachers\nThe\nThe\n\nof schools, including\n\ninstitutions for the preparation\n\ncontrol over the processes of education\ncontrol and determination of curriculums\n\nof\n\nof the schools\n\nThe methods of instruction to be employed in them\nThe selection of personnel employed by the state and its agencies and local school\njurisdictions\nThe determination of the best uses of the funds appropriated under the act, so\nfar as consistent with the purposes for which funds are made available under the act.\n\nThe bill contains provisions that eliminate discretionary action of federal\nofficials in dealing with the states in the administration of its provisions. All\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nrequirements to be met by the states are objective and specifically stated in\nthe law.\nIn order to receive funds thru the provisions of the proposed act the state\nthru its legislature shall accept the benefits of the respective titles of the\nact and provide for the administration of the funds to be received. It is\nfurther provided in Section 51, paragraph (b), that each state in accepting\ngeneral aid “shall provide a plan, either thru its legislature or thru its state\neducational authority if the state legislature so directs, of apportioning among\nlocal school jurisdictions the funds received under part 1 in such manner\nas to assist effectively in equalizing educational opportunities in public ele¬\nmentary and secondary schools within the state, taking into account the\neducational load and financial ability to support education of the respective\nlocal jurisdictions, and the state funds available to such jurisdictions. . . .”\nThis provision is general in character and will present no difficulty to any\nstate willing to accept and use the funds for equalization. The required\nplan is limited to apportionment alone; it may be provided by direct enact¬\nment of the state legislature, or the legislature may delegate preparation\nof the plan to the state educational authority. The plan is not subject to\nthe approval of the United States Commissioner of Education. Upon pres¬\nentation by a state with any plan of apportionment which complies with the\nlanguage of the bill as quoted, and when other conditions governing the\ngrant have been met, it is mandatory upon the Commissioner\nment to the Secretary of the Treasury.\n\nto certify pay¬\n\nTwo other provisions in connection with general aid are of major im¬\nportance. One is found in Section 52 of the bill, and provides that the\nfunds shall be available only to such states as maintain state appropriations\nfor the same purposes at not less than the amounts provided in 1938. The\nother is found in Section 51, paragraph (a), part (6), and provides that,\nin states where separate schools are maintained for separate races, provision\nshall be made for a just and equitable distribution of the federal funds,\nwithout reduction in the proportion of state and local funds expended for\nminority races. The requirement of a “just and equitable” distribution\nfollows the precedent with regard to funds for the land-grant colleges as\nprovided in the second Morrill Act of 1890.\nThe bill also contains provisions with respect to the custody of the funds,\nreports of expenditures and of the progress of education, and auditing.\nIf there is failure to make required reports, or if funds are lost or illegally\nexpended, payments may be suspended by the Secretary of the Treasury,\non certificate by the Commissioner of Education after notice and hearing.\nServices for children attending\n\nmittee on Education\n\nnonpublic\n\nrecommended\n\nschools — The\n\nAdvisory\n\nCom¬\n\nthat federal legislation authorizing\n\ngrants for educational purposes should not prohibit states from making read¬\ning material, transportation, and scholarships available to children attend¬\ning nonpublic schools. The Advisory Committee did not, as has been charged,\nrecommend that federal funds be appropriated for private or sectarian\nschools. The Advisory Committee recommended that where states elect to\nspend funds for reading materials, transportation, or scholarships, separate\n\n"}
{"page": 897, "printed_page": null, "text": "Reports\n\nof Committees,\n\nCommissions,\n\nand\n\nCouncils\n\n893\n\nfunds and accounts should be maintained, it being recognized that special\nmethods of apportionment are usually required for the most effective allo¬\ncation of funds for these purposes.\nThe executive committee of the Legislative Commission in conformity with\nits interpretation of the resolutions of the National Education Association\ntakes the position that the federal legislation should make all funds available\nfor public schools, that any reference to authorizing states to use funds for\ntextbooks, transportation, or health and welfare services for children at¬\ntending nonpublic schools is not proper in the federal legislation, and that\nthe question of whether public funds can be properly used for such purposes\nis a matter to be settled by the respective states and not by the Congress of\nthe United States. Certainly the federal legislation should contain no\nstatement that would act as an invitation to the states to authorize such\nexpenditures.\nS. 1305 contains no reference to the expenditure of funds for services for\nchildren attending nonpublic schools. For that reason it is supported by the\nLegislative Commission rather than the House\ntains the following proviso in section 54:\n\nbill, H. R. 3517, which con¬\n\nProvided, That nothing in this act shall be construed to prohibit any state legis¬\nlature, if it so desires and under such conditions as it may determine consistently\nwith the constitution of such state, or the local school jurisdictions of any state\nunder such conditions as the state legislature may determine, from making available\nto children legally in attendance at nonpublic schools any services of health, welfare,\nbooks, reading materials, or transportation of pupils that may be made available\nthru expenditure of federal funds for children in attendance at public schools.\n\nVocational\n\neducation — The\n\nAdvisory\n\nCommittee\n\non Education\n\nrecom¬\n\nmended several radical changes in the present federal vocational education\nstatutes. The executive committee of the Legislative Commission, without\ntaking a position as to the merits of the proposals of the Advisory Committee,\ndecided that any amendments to the vocational statutes should be offered\non their own merits in a separate bill and not as riders to the general fed¬\neral aid bill. For that reason no provisions affecting vocational education\nwere included in S. 1305 as introduced. However, the executive committee\nof the Legislative Commission has agreed to the addition of a section to\nprovide that if any of the funds appropriated under the pending bill are\nused for training for specific occupations in the fields provided for by the\nSmith-Hughes and George-Deen Acts, the provisions of those acts, except\nthe provisions for matching of funds, shall apply. It is the intent of this\nsection to pursue a consistent policy with respect to standards affecting spe¬\ncialized types of vocational education for agriculture, homemaking, trades\nand industries, and the distributive occupations, in the event that any of the\nfunds provided under the present bill should be used for specialized vocational\neducation for those fields. It appears unlikely that any large amount of the\nfunds will be so used, but to prohibit such use would only complicate\nadministration. It is not the intent of the recommended amendment to\ninduce the states and local school authorities to make any change in existing\nnonspecialized types of education, such as the general courses in agriculture\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\noffered by some\n\nEducation\n\nAssociation\n\nrural high schools which are too small to take advantage\n\nof the Smith-Hughes courses in agriculture, general courses in home eco¬\nnomics, or general courses in the industrial arts. To make this condition\ncertain, states and local school jurisdictions are authorized to use funds\nreceived thru this proposed act for prevocational training without the\nlimitation of the vocational education statutes.\nSenate\n\nAction\n\nOn March 2, 3, and 10, 1939, hearings were held on S. 1305 before a\nsubcommittee of the Senate Committee on Education and Labor. Senator\nElbert D. Thomas of Utah, chairman of the committee and joint author\nof the bill, conducted the hearings, ably assisted by Senator Lister Hill of\nAlabama, Senator Allen J. Ellender of Louisiana, Senator Claude Pepper\nof Florida, and Senator James J. Davis of Pennsylvania.\nOn April 3 the Senate Committee on Education and Labor reported S.\n1305 favorably to the Senate, the only negative vote being cast by Senator\nRobert A. Taft of Ohio.\nThe\n\ncase of federal aid and for this bill in particular was presented to\n\nthe Senate Committee\n\nby Floyd W.\n\nReeves, chairman\n\nof President Roose¬\n\nvelt’s Advisory Committee on Education, and some of his staff members\nin a most able and convincing manner. Dr. Reeves presented the factual\nevidence supporting the need for federal aid and explained the provisions\nof the bill. George F. Zook, vice-chairman of the Advisory Committee on\nEducation and president of the American Council on Education, made a\nstrong plea in behalf of the bill and showed that all studies in the field of\nfederal aid for education made under both public and private agencies\nduring recent years have arrived at the conclusion that federal aid is\ninevitable. Technical experts and staff members of the Advisory Committee\non Education appearing in behalf of the bill were Paul R. Mort, Teachers\nCollege, Columbia University, and Clarence Heer, professor of economics,\nUniversity of North Carolina.\nTwo\n\nopposing points of view were presented by groups proposing amend¬\n\nments to S. 1305. The American Protestant Defense League, the People’s\nLobby, and Southern Jurisdiction of Scottish Rite Masons proposed that\nthe bill define public schools as “free, tax supported public schools.” On\nthe other hand, the National Catholic Welfare Association proposed that\nS. 1305 be amended to include the proviso in Section 54 of H. R. 3517\nproviding that states if they so desire may use federal funds to pay for\ntextbooks, transportation, and health and welfare services for children\nattending nonpublic schools on the same basis as such services are pro¬\nvided for children attending public schools. The position of the executive\ncommittee respecting such proposals has been presented above.\nLetter from the JJjiited States Bureau\n\nof the Budget — Prior to appearing\n\nbefore the Senate Committee on Education and Labor, Floyd W. Reeves,\nchairman of the Advisory Committee on Education, addressed a letter to\nthe director of the United\ntomary inquiry as to whether\n\nStates Bureau\n\nof the Budget making\n\nthe cus¬\n\nS. 1305 is in conformity with the President’s\n\n"}
{"page": 899, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n895\n\nprogram. The following letter was received from the acting director of the\nbudget and read into the record of the committee hearings:\nMy dear Mr. Reeves: I have your letter of February 16, 1939, in which you state\nthat the Senate Committee on Education and Labor has requested you to appear\nat a hearing scheduled tentatively for March 2, 1939, for the purpose of discussing\nS. 1305, a bill to authorize appropriations to assist the states and territories in\nproviding more effective programs of public education and requesting to be advised\nas to the relation of the proposed legislation to the program of the President.\nI have taken this matter up with the President and you are advised that the\nproposed legislation would not be in accord with his program.\nVery truly yours,\nD. W.\n\nBell, Acting Director.\n\nAttempts to get an explanation of this letter from the President have been\nto no avail. To assign any specific reasons for the apparent position of the\nPresident would be no more than speculation.\nOrganizations\n\nSupporting\n\nFederal\n\nAid\n\nNo federal aid bill has been before the Congress with stronger support\nfrom a large number of influential national organizations, both lay and\nprofessional, than the pending bill. Representatives of the following list of\norganizations appeared in behalf of the bill, giving it unqualified support :\nAlabama Congress of Parents and Teachers\nAmerican Association of School Administrators\nAmerican Farm Bureau Federation\nAmerican Federation of Labor\nAmerican Federation of Teachers\nAmerican\n\nLibrary\n\nAssociation\n\nAmerican Vocational Association (full support asking for an amendment to safe¬\nguard vocational funds, which is agreed to by N. E. A. Legislative Commission)\nAmerican Youth Congress\nAssociated Women of the American Farm Bureau Federation\nCongress of Industrial Organization\nDepartment of Adult Education, N. E. A.\nNational Association for the Advancement of Colored\nNational Council of Chief State School Officers\nNational Education Association\nNational Federation of Business and Professional\nNational Kindergarten Association\n\nPeople\n\nWomen’s\n\nClubs\n\nNational Women’s Trade Union\nProgressive Education Association\nSouthern Council on Human Welfare\nSouthern Farm Tenants Union\nYoung\n\nWomen’s\n\nChristian\n\nAssociation.\n\nThe following organizations appeared supporting federal aid for edu¬\ncation, but proposing one or more amendments to the pending bill :\nAmerican Protestant Defense League\nNational Catholic Welfare Conference\nPeople’s Lobby\nSouthern Jurisdiction of Scottish Rite Masons.\n\nThe National Congress of Parents and Teachers and the American\nAssociation of University Women appeared, supporting the cause of\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\nfederal aid but without committing their organizations to any particular\nbill. It should be added that since the hearing before the Senate Committee\nthe National Congress of Parents and Teachers has specifically endorsed\n\nS\n\nThere is virtually no organized opposition to the policy of federal aid\nfor education. Without doubt the opposition has not placed its arguments\non sufficiently high intellectual plane to require an answer. They have\nno facts, only vague fears and prejudices.\n.\n\nPersons appearing before the Senate Committee in unqualified oppo¬\nsition to the pending bill were Major General Amos Fries, retired, United\n1\nStates\nArmy,\n30\n5. representing the Friends of the Public Schools; Wilbur\nppositChurch\nHelm, representing OThe\nion to League of America; and George E.\nFederal\nSullivan, a lawyer, representing himself.\nAid\nConclusions\n\nof the Senate\n\nCommittee\n\nCertain conclusions are clearly substantiated by the evidence submitted\nto the Senate Committee on Education and Labor and summarized in the\nReport of the Senate Committee,\n\nNo. 244, Senate Calendar\n\nNo. 262.\n\nI. Federal aid to the states is necessary if a fair standard of educa¬\ntional opportunity is to be maintained thruout the United States.\n1. There are wide and indefensible\namong and within the states.\n\ndifferences in educational\n\n2. There are great differences in the economic\ncational services.\n\nopportunity\n\nboth\n\nability of the states to pay for edu¬\n\n3. There are great differences in the educational burdens to be borne by the sev¬\neral states. Almost invariably the states with the least per capita wealth and income\nhave the largest number of children in proportion to adult population.\n4. Inequalities in educational opportunities are not the result of lack of effort on\nthe part of the poorer states. In general, the poor states have the most diversified\ntax systems at the highest rates and devote the highest percents of their revenues\nto public education.\n5. The very nature of the economic system of the United States makes an equitable\ndistribution of public services supported by state and local taxation a matter of\npractical impossibility. Concentration in a few places of ownership, control, and\ntaxpaying ability based on resources scattered thruout the nation calls for an in¬\ncreasing degree of federal participation in the support of educational services.\n6. The depression of 1930 and the following years widened the inequalities that\nwere already extant. Without federal assistance to the states the difference will prob¬\nably become greater as time goes on.\n7. The federal government, as well as the states and local communities, has an\ninterest in the maintenance\nclusion are:\n\nof public education. Considerations\n\nleading to this con¬\n\na. Citizens of the states are none the less citizens of the nation. It is an obliga¬\ntion of the federal government to promote the general welfare which is insepa¬\nrable from the maintenance of public education. Education reduces crime, raises\nthe standard of culture, is associated with better health and increased longevity,\nand increases the wealth and income of the nation.\nb. The mobility of our population and the higher birth-rates among poor states\nand rural areas compel the interest of each of the states, and hence of the federal\ngovernment, in the character of educational opportunity offered everywhere in\nthe nation.\n\n"}
{"page": 901, "printed_page": null, "text": "Reports\n\nII. Federal\n\nof\n\nCommittees,\n\nCommissions,\n\nfunds should be made\n\nand\n\nCouncils\n\n897\n\navailable to the states in inverse\n\nratio to their respective abilities to finance public education.\nIII. S. 1305 amply protects state and local control of schools. The\ninstruments for guaranteeing honesty, efficiency, and economy in the use\nof the federal funds are post audits, reports, and publicity. No substan¬\ntial objection can be raised to any of the requirements set up in the bill.\nStatus of the Bill in the House\n\nDuring\n\nthe latter part of the 1938 session of Congress the chairman\n\nthe House Committee\n\nof\n\non Education promised several different persons inter¬\n\nested in federal aid that in the early part of the 1939 session he would con¬\nduct hearings on the bill and try to get it reported by his committee. He\nintroduced the bill and never convened his committee. On being pressed\nfor an answer he stated that he had decided to wait to see if the Senate would\npass the bill. Under the circumstance\nawait probable action in the Senate.\nCampaign\n\nthere seems to be nothing to do but\n\nfor Support\n\nof the Bill\n\nThe Legislative Commission has carried on an active campaign in behalf\nof the Senate bill. There were distributed among educational and lay leaders\nthruout the United States the following: 6000 copies of the bill, 14,000\ncopies of reprints from the Congressional Record, 6000 copies of the Report\nof the Senate Committee on Education and Labor, and 45,000 copies of\na folder on the bill. Two articles have been published in the Journal of the\nNational\n\nEducation\n\nAssociation\n\nwhich\n\nis sent to about\n\n215,000\n\npeople.\n\nFifteen general letters have been sent out involving about 5000 copies, and\na voluminous personal correspondence has been carried on.\nThe executive committee has had the active cooperation of many of the\nleading national lay organizations, especially from organized labor and the\nAmerican Farm Bureau Federation. Among the educational groups that\nhave been most active in support of the bill are the American Federation of\nTeachers, the Progressive Education Association, the American Library\nAssociation, and the Department\ncation Association.\nUnder\n\nof Adult Education\n\nthe direction of Belmont\n\nof the National Edu¬\n\nFarley, director of publicity, National\n\nEducation Association, a series of four broadcasts on federal aid to edu¬\ncation 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:\n1. March\nW.\n\n15, 1939. Federal Aid to Education;\nR. Ogg, and Howard A. Dawson\n\nguest speakers, Paul Scharrenberg,\n\n2. May 3, 1939. Federal Aid to Education, “Equalizing Educational Opportunities\nof the Library”; guest speaker, Forrest B. Spaulding\n3. May 17, 1939. Federal Aid to Education, “Teachers Dig Coal.”\n4. May 24. Federal Aid to Education; Senator Allen J. Ellender and Congressman\nKarl Mundt.\n\n"}
{"page": 902, "printed_page": null, "text": "National\n\n898\n\nFuture\n\nProspects\n\nEducation\n\nfor Federal\n\nAssociation\n\nAid Legislation — Recommendations\n\nThe executive committee believes that the pending legislation will be\nenacted in the 1940 session of Congress if the President includes it in his\nlegislative program. There appears to be some likelihood that such may be\nthe case.\nWe, therefore, submit to the Representative Assembly of the National\nEducation Association the following recommendations:\n1. That the Legislative Commission be instructed to continue its efforts\nto secure the enactment of the pending Senate Bill, S. 1305.\n2. That the resolution of the Association favoring increased federal\nparticipation in the support of public education without federal control of\neducational policies be reaffirmed.\n3. That the Representative Assembly urge a forceful campaign by edu¬\ncators and lay organizations for the enactment by Congress of legislation\nthat will provide a desirable program of federal aid for the American public\nschools, such as the program embodied in S. 1305.\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 :\n1. Report of the N.E.A. Committee on Tenure — Status of Teacher Tenure, August\n12, 1938\n2. State School Legislation — 1938, October 8, 1938\n3. Legislative Programs of State Education Associations, November 1938\n4. Analysis of the Statutory Provisions for State Teachers Retirement Systems,\nJanuary 1939\n5. Critical Analysis of Teacher Tenure Legislation, February 10, 1939\n6. Minimum-Salary Legislation for Teachers — 1937 and 1938, April 7, 1939\n7. State Aid to Private and Sectarian Schools, April 1939.\n\nAcknowledgments\n\nThe chairman wishes to express his appreciation for the loyal support and\nefficient 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 of\nlocal superintendents, teachers, and laymen interested in the cause of federal\naid for education.\nThe executive committee of the Legislative Commission of the National\nEducation Association consists of the following persons: Sidney B. Hall,\nchairman,\n\nstate superintendent\n\nof public instruction, Richmond,\n\nVa. ; John\n\nCallahan, vice-chairman, state superintendent of public instruction, Madison,\nWis. ; Ben G. Graham, superintendent of schools, Pittsburgh, Pa.; Frank\nL. Grove, secretary, Alabama Education Association, Montgomery, Ala. ;\nGeorge D. Strayer, director of institute of educational research, Teachers\nCollege, Columbia University, New York, N. Y. ; H. M. Ivy, superin¬\ntendent of schools, Meridian, Miss. ; and B. E. Packard, commissioner of\neducation, Augusta, Maine.\n\n"}
{"page": 903, "printed_page": null, "text": "Reports\n\nNATIONAL\nMRS.\n\nJ. K.\n\nCommittees,\n\nCONGRESS\n\nPETTENGILL,\n\nNATIONAL\n\nThe\n\nof\n\nEDDYSTONE\n\nCONGRESS\n\nJoint Committee\n\nOF\n\nOF\n\nCommissions,\n\nand\n\nCouncils\n\n899\n\nPARENTS\n\nAND\n\nTEACHERS\n\n1\n\nHOTEL,\n\nPARENTS\n\nAND\n\nof the National\n\nDETROIT,\n\nMICH.\n\nTEACHERS,\n\nEducation\n\n; PRESIDENT,\n\nCHAIRMAN\n\nAssociation and the\n\nNational Congress of Parents and Teachers met informally at the Febru¬\nary meeting in Cleveland. The extremely crowded schedules of the mem¬\nbers of this core committee made it impossible to meet as a whole. However,\neach member of the Committee met with the president of the National\nCongress of Parent and Teachers together with two or three other Com¬\nmittee members, and thus all members had an opportunity to present sug¬\ngestions for consideration.\nThe Joint Committee recognized the fact that its work is one of stimu¬\nlation and promotion of activities and interests on a nationwide scale,\nrather than the undertaking of specific tasks as a committee. The advis¬\nability of setting up committees which would duplicate in membership on\na state level the personnel of the national Committee was considered. The\nCommittee believed this structure to be difficult to achieve and probably\nunnecessary because of existing cooperations which vary greatly and are\nusually worked out between educators and parent-teacher groups in terms\nof major and immediate state interests. It was suggested that a survey\nbe made of the various types of committees thru which the state groups\ncarry on their cooperative endeavor.\nThe cooperation of these two great organizations has been manifest in\nthe field of local cooperations, where splendid results were reported. The\nJoint Committee felt that in situations wffiere the individual home and\nthe individual school are concerned, the joint activities during the past\nyear have been significant in building an appreciation of the school’s part\nand the home’s responsibility in the education of the children and youth.\nIn reviewing the work of the past year, the Joint Committee found that\nboth organizations have made progress in meeting a problem with which\nthis committee has been concerned for some years: the need for pro¬\nmoting and establishing courses, conferences, and institutes on the public\nrelations aspects of professional training in colleges and universities. The\nNational Education Association, on the one hand, is meeting this prob¬\nlem thru the promotion and sponsorship of such courses in teacher education\ninstitutions. The National Congress of Parents and Teachers, on the other\nhand, is gathering together and preparing, for use in these courses, Congress\nsource and background materials.\nThe\n\nCommittee\n\nalso reviewed a second joint undertaking of the parentteacher organization and the educators — the sponsorship of American Edu¬\ncation Week. The attention of teachers and parents in 28,000 local parentteacher associations will be called to this nationwide observance in Novem¬\nber. Materials again will be available from both the National Education\nAssociation and the National Congress of Parents and Teachers. Un¬\ndoubtedly, this observance is the high contact point in the program of\nhome-school relations.\n1 Adopted by Representative Assembly, July 5, 1939.\n\n"}
{"page": 904, "printed_page": null, "text": "National\n\n900\n\nEducation\n\nAssociation\n\nA third and highly significant cooperation, reviewed by the Committee,\nwas the development of plans undertaken by the National Congress of\nParents and Teachers with the Educational Policies Commission. The\nofficial magazine of the Congress, the National Parent-T eacher, carried\na series of six articles based on the findings of the Educational Policies\nCommission.\nA new\n\nseries in the National\n\nParent-Teacher\n\nwill explore in similar\n\nfashion the twelve objectives listed under the heading of “Civic Responsi¬\nbility.” In reviewing the plans for enlarged cooperation between the two\norganizations, the Committee heard and approved the present plan of\nparticipation which replaces the parent-teacher section meetings formerly\nheld at the winter and summer meetings of the educational groups. The\npresent plan substitutes participation in all the meetings of the National\nEducation Association, where the problems of home-school cooperation\nare considered and discussed. It provides an occasion and an opportunity\nfor the delegates from both organizations to meet each other, and to estab¬\nlish and develop relationships which may be carried on thruout the country.\nDuring the coming year, the Joint Committee will again review coopera¬\ntions already undertaken and will endeavor to point the way toward an\never increasing and unified effort on the part of the members of both\norganizations to achieve, together, the purposes of education in our Ameri¬\ncan democracy.\n\nNATIONAL\n\nROBERT\n\nCOUNCIL\n\nB. HOUGHAM,\n\nASSOCIATION,\n\nON\n\nTEACHER\n\nTHE\n\nN.E.A.1\n\nEXECUTIVE\n\nRETIREMENT\n\nFUND\n\nSECRETARY,\nBOARD,\n\nRETIREMENT\n\nINDIANA\n\nINDIANAPOLIS,\n\nSTATE\nIND.,\n\nOF\n\nTEACHERS\nCHAIRMAN\n\nDuring the New York convention of the National Education Association\nthe National Council maintained its own special information booth from\nwhich literature regarding sound retirement systems was dispensed to inter¬\nested teachers. We believe this is a very popular and beneficial service\nboth to those teachers working out new systems and to those who are at¬\ntempting to strengthen existing ones.\nThe annual program was given in the Board of Education Building,\nCleveland, Ohio, February 27-28, 1939. Investment problems and coordi¬\nnation between retirement systems and state teacher organizations occupied\nmost of the time. A fine report was made concerning the work of the Publi¬\ncations Committee and the Research Division of the National Education\nAssociation. The Publications Committee will be continued.\nThe appointment of a new Legislative Consultant Committee was pro¬\nvided for, the function of which will be to cooperate with the N.E.A. Re¬\nsearch Division in appraising proposed retirement legislation and in assisting\nvarious groups in establishing sound retirement funds.\n1 Adopted by Representative Assembly, July 6, 1939.\n\n"}
{"page": 905, "printed_page": null, "text": "Reports\n\nof Committees,\n\nREPORT\nWILLIAM\n\nALONZO\n\nOF\n\nCommissions,\n\nCOMMITTEE\n\nJAMES,\n\nPRINCIPAL,\nTEXAS,\n\nON\n\nBALL\n\nand\n\nCouncils\n\n901\n\nNECROLOGY\n\nHIGH\n\nSCHOOL,\n\nGALVESTON,\n\nCHAIRMAN\n\nThe 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 probably others which have not been reported. The list\nfollows :\nALABAMA\nAlbritton, Mrs. J. T.\nAlldredge, Hervert\nBates, Mrs. Maggie\nBurchfield, Octavia\nBuzbee, Esther\nChristian, Mrs. Rinnie Lee\nDean, Milo\nDouglas, H. G.\nFarley, Mrs. Hessie\nFrederick, I. C.\nGiles, Mrs. E. B.\nGlover, Gilbert G.\nHaynie, Florence Horn\nHicks, Mrs. Minnie B.\nHolmes, Sophia\nJayne, Mrs. Linda Harwell\nJohnson, Mrs. Marietta\nKennedy, Mae\nKerby, Charles C.\nLunceford, J. A.\nMathews, Adelaide\nMcClurkin, Mrs. H. G.\nMcKenzie, J. W.\nMeigs, Robert S.\nOrr, P. T.\nPhillips, Mrs. Lucy Holt\nPickett, Mary Ellen\nRagsdale, Joseph Senter\nRankin, I. A. V.\nRobinson, Mrs. Ella White\nRussell, Mrs. Miriam\nSargent, Frances\nSelf, B. W.\nSheridan, Fred\nSmith, James T.\nStewart, Mary Bowling\nSturdevant, J. O.\nTrimble, Mrs. Z.\nWood, J. N.\n\nARIZONA\nBalzer, Leona\nBillingsley, Mrs. B. F.\nBrown, V era Vaugh\nGillig, Lucille\nMangum, James M.\nMaus, Jeannette Pearl\nMoore, Mrs. Kate\nMoore, Kirk T.\nMosley, Elizabeth McClure\nPost, Anita C.\nRichardson, Mrs. Cecil\nScott, Mrs. Elsie McLeod\nSmall, Lorena E.\nSnider, E. Q.\nStinchfield, Caroline\nWalker, John Charles\nWisdom, Lila Cruz\n\nARKANSAS\nBarron, Amy Gene\nBledsoe, Johnnie B.\nBradstreet, Lucyhearn\nCade, George\nCranz, Ruth Bodie\nDe Shong, William E.\n\nGraham, Joe B.\nHargett, Mrs. Cassie Caldwell\nLyons, Malcolm\nMatthew, E. B.\nMills, Clifton A.\nMilton, Stokes\nMorgan, Mrs. Mary\nPresson, Bernard L.\nRusking, Ernest M.\nShewmake, Major J. W.\nSuits, Mrs. Ruth P.\nTillman, James\nVance, Mary\n\nCALIFORNIA\nArtieda, Mrs. Helen Swett\nBarnard, Grace Everett\nBriggs, Mrs. Delia R.\nFinger, Marion\nFriedrich, Mary\nGordon, Mrs. Helen Elliott\nHodgson, Caspar W.\nHughes, Delwyn\nHutchings, Raymond R.\nKelly, Elizabeth\nLyser, Albert\nMcKenzie, Isabelle\nMower, Francis O.\nRugh, Charles\nSmith, Seldon\nWood, Will C.\nZielian, John J.\n\nCOLORADO\nAlexander, J. C.\nAydelotte, Oroam\nBall, Katherine A.\nBenneson, Mary A.\nBradley, Henrietta\nBrauns, Florence V.\nCribbs, Alda\nDavies, J. Earl\nDillon, Mamie\nEvans, Beatrice\nGray, Sarah N.\nHarris, Isebel Louise\nHartman, Donna V.\nHays, Charles I.\nHowerth, Ira Woods\nHuffnagle, Effie Cooper\nJones, Mrs. Genevieve\nLaVielle, James B.\nLloyd, Louise\nLocke, Rush B.\nLore, Addie N.\nLyster,\nElsie Mary\nMcEnerney,\nMallinckrodt, Delia L.\nMoore, Dora M.\nMorgan, J. B.\nMorgan, Retha B.\nMorrison, Halcyon\nMorse, Ida B.\nNichols, Gertrude F.\nQuinlivan, Margaret\nQuirk, Anna\nRhodes, Wellington\nRowland, Georgina\n\nP.\n\nSchleicher, Alice\nSenter, Faith\nShaw, Harriet\nStuart, Lora S.\nTownsend, Mrs. Gladys\nWagner, Ida\nWalker, Marcenia Beasley\nWeeden, Thelma Bailey\nWilson, Vira E.\nWittemyer, John\n\nCONNECTICUT\nBjorklund, Dorothy\nCurran, Elizabeth\nDutton, Frances\nFoote, Isabel M.\nGedney, M. Elmira\nGrzyvenski, Eleanor\nHubbell, Jessie L.\nMcPadden, Margaret\nNorcross, Gertrude L.\nOwens, Eleanor\nQuinlan, Mary E.\nReiley, Anna C.\nRusso, Arline J.\n\nDELAWARE\nCraig, Eliza\nDavis, Vera\nLarrison, Gertrude\nMcCafferty, Annie C.\nStradley, Florence M.\n\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nAllen, Belle\nBellar, Sadie W.\nBush, Mrs. M. J.\nButler, Mrs. L. E.\nCarraher, R. G.\nCleaveland, Mary\nDeBerrig, F. I.\nFisher, E. M.\nGiven, M. E.\nHarrison, Mrs. E. K.\nHolmes, Mrs. I. K.\nHuff, Mrs. Daisy I.\nHutson, Ruth B.\nLee, Mrs. E. R.\nMcCarty, Cora\nMalone, M. J.\nMonroe, J. E.\nWilson, A. M.\n\nFLORIDA\nAlford, Mrs. Louise Bishop\nBarnette, Robert Marlin\nBashaw, Theodore H.\nBurnsed, Mrs. Juliet\nBurrell, Mrs. Elizabeth McNeill\nCaldwell, Henry H.\nClements, Charles\nCore, Charles P.\nDickson, Mrs. Marion\nEdwards, L. B.\nFarriss, Charles Sherwood\nGalphin, Mrs. E. E.\n\n"}
{"page": 906, "printed_page": null, "text": "National\n\n902\n\nGrimes, Mrs. Minnie L.\nHall, R. E.\nHardee, James E.\nHill, Eloise\nHolloway, William W.\nKennan, A. L.\nKirkman, Mrs. Rachel H.\nLane, B. B.\nLeTourneau, J. Howard\nLoew, Orton\nLongmire, Rowena\nPosey, Mrs. Florine Davis\nSmith, Mrs. Effie C.\nStephens, William H.\nStovall, Mrs. Mattie\nTempleton, Frances\nWakefield, Homer E.\nWhitt, T. F.\nYates, Walter S.\n\nGEORGIA\nCooey, W. J.\nNunn, William N.\nParker, Louise\nSpaler, Fannie\n\nHAWAII\nBockius, Beatrice\nBurke, Mrs. Katherine\nBurns, Mrs. Pearl M.\nCarroll, Mrs. K. M.\nDiffen, Clyde C.\nHong, Mrs. Daisy\nKaluakini, Calanthe\nMiyamoto, Mrs. Lucy A.\nMoore, Golda P.\nPhillipps, Katherine\nRawlins, Portia\nSakuma, Esther F.\nTom, Kwock Wo\nVaughn, Mrs. Amy\nWatson, Mrs. Louise W.\n\nILLINOIS\nAnthony, Nellie\nAttig, M. G.\nBarth, Caroline\nBrewer, Sylvia\nBroderick, Evelyn\nBuck, Walter E.\nBywater, Francis\nCann, George F.\nCarter, Mary\nColville, Agnes\nDaniels, Lillian\nGarretson, Mrs. Agnes\nGarrett, Calton F.\nGarver, E. E.\nGroppel, Louis E.\nHaley,\nMargaret A.\nHan\nd, Joy\nHawkins, May S.\nHeidbreder, Helen\nHoran, Johanna\nHorn, Jessie\nItalyn, Mary\nJones, Edgar\nKimmell, R. R.\nLand on, R. M.\nMcGlynn, J. J.\nMiller, Roselee\nMorey, Adeline S.\nMyhre, Ida L.\nPaul, Mary Jane\nPoling, Mary W.\nPowers, Leonard D.\nRoberts, R. A.\nSlason, Mary McDade\nTracy, Mrs. Lillian\n\nR.\n\nEducation\n\nAssociation\n\nWesley, J. E.\nWick, Margaret\nWilson, J. Lynn\n\nINDIANA\nAbernathy, Charles C.\nAdams, Sarah E.\nAdams, William\nAgnew, Charles E.\nAlexander, Mattie Smith\nAllen, Emmett\nAnderson, David Wulf\nAnderson, Helen M.\nApplegate, Kate\nBarlow, Luella\nBarr, Dora\nBarrett, Iduna\nBartley, Hettie\nBascom, Hazel Leslie\nBass, Florence\nBeck, Carrie Grant\nBicknell, George\nBigwood, W. M.\nBlenc, Isabel\nBondurant, Georgia\nBray, Paul T.\nBridges, Wendell\nBrown, Grace H.\nBunger, J. M.\nBurns, Jennie\nBush, Charles Wesley\nCalvin, Clara M.\nCato, Clara Swain\nClark, John A.\nCoffman, Lotus D.\nCollins, Mamie\nCollins, Mary Alice\nCook, Leonard\nCooke, Eva Giner\nCraft, Alice\nCretcher, Benjamin\nCrider, E. C.\nCox, Mary Belle\nDavis, Hope S.\nDerby, Bertha\nDinius, Lillian\nDinwiddie, Lillie B.\nDonaghy, Fred\nDouglass, Albert H.\nDruckemiller, Myrtle\nDuffin, James R.\nDurham, Blanche\nEcholds, E. Frank\nEldridge, Edith M.\nEllis, Flora\nEmerson, Charles P.\nEverson, William\nFeverstein, Elizabeth\nFitch, Florence\nFleenor, Jay H.\nFrace, Don I.\nFroman, Isaac\nFulkerson, A. O.\nGettinger, Dan O.\nGieser, J. M.\nGlair, Lillian\nGordon, Sally Jeter\nGreer, Floyd\nGrosjean, Charles J.\nGwinn, Walter\nHaines, John F.\nHardy, Mary\nHarlow, Gertrude\nHass, William\nHawkinson, Mayme Bryan\nHiatt, Mary V.\nHieronimus, N. C.\nHenshaw, F. R.\nHonan, Florence E.\nHoover, Flora\nHuff, Milton U.\nHufford, Lois Grosvenor\nHugel, Mattie\nHult, Sophie S.\nHumke, Albert E.\n\nHungate, Emma Jane\nKeever, Sadie\nKemp, James\nKemp, Robert\nKenaston, George F.\nKistler, Georgia Ann\nKnight, Frank\nKoontz, Madge Hoppes\nLeasor, Jesse E.\nLloyd, Charles\nMadden, Margaret\nMann, Henrietta Ingersol\nMatthews, Mary Louise\nMcClain, Issie DeBaun\nMcKee, Inez\nMcReynolds, Laura\nMitchell, Clifton\nMyers,\nKatrina\nNantz, Goldie\nNeff, Shannon D.\nNicely, Lois Faye\nNichols, Rhoda Alice\nPatton, Elizabeth\nPogue, James M.\nRalston, George W.\nRankin, Helen\nReinoehl, John L.\nReiter, Addie Parker\nReynolds, Clara Belle\nRichert, Harold A.\nRoberts, Ruth Elizabeth\nSaint, John W.\nScales, Velma Sears\nSchamey, Mabel\nSchnaus, Dorothy\nScott, J. T.\nSchockley, Emma\nScott, Will\nScroggs, Nettie R.\nServies, Edgar M.\nSeybold, Bertha\nSisson, Della\nSmith, Glenn\nSmith, Nola\nSmith, Sadie\nStarrett, Rae Smith\nStewart, Roberta\nStone, Dale\nSweitzer, Fannie\nTaylor, Salome R.\nTevis, Solon\nVanscoyoc, Edward\nVan Wye, Ruth\nWarfel, Nancy Ann\n\nE.\n\nWatson, Emma Dummond\nWeakley, Lillian R.\nWentz, Kate\nWilliams, Charles O.\nWilliams, Howard\nWinded, Samuel C.\nWirt, William A.\nYoungblood, Flora Ellen\nZeigler, Mary Emma\nZimmerman, Charles\nZimmerman, Floyd\n\n,\n\nIOWA\n\nAtchison, Martha\nAyres, Mrs. Lillian\nBillingsly,\nJ.\nBarr,\nMrs. J.Marian\nBrhel, Valasta Sophia\nBrown, Ida\nBurt, Carl L.\nCallendar, Leslie H.\nChristophel,\nColeman, E. Luella\nJ.\nColeman, James H.\nCosner, H. L.\nCoughlin, Harriet\nCruikshank, Catherine\nCunningham, Mrs. Emily\nCunningham, John R.\nDick, George S.\nDonaldson, Zella\n\n"}
{"page": 907, "printed_page": null, "text": "Reports\n\nof\n\nDowning, Jean\nDrury, M. R.\nDuncan, Hattie\nDungan, Mrs. Mary Cotton\nFrench, Jennie M.\nGeister, Neoma\nGilbert, S. A.\nGreene, Mrs. Alma\nGriffith, John Howell\nGullickson, Arlene\nHenderson, Anna\nHenderson, Anna M.\nHerbert, Mrs. Arthur\nHerr, O. W.\nHolmes, Clarence Leroy\nHubbard, Kate S.\nImmegart, Mrs. Alice B.\nJackson, May B.\nJames, Mrs. Donald\nKeil, Delores\nKremers, Harry\nLangfitt, Harry\nLaughlin, E. V.\nLewis, Mrs. E. Vanderhule\nLindaman, Jeanette\nMasser, D. V.\nMathershead, Zena Lee\nMiller, Mary\nMiller, Onie B.\nMitchell, Eleanor\nMorgan, Phoebe\nMunkhoff, Katherine\nMcCandless, George\nMcChord, Bertha\nMcClenahan, P. -E.\nMcCleeven, Virginia\nMcCracken, Mrs. Margaret\nMcGuire, Ruth\nMclntire, Kathryn B.\nMacLean, George E.\nNewton, Marcia A.\nNye, Fannie\nOwen, A. T. S.\nOwens, David F.\nParish, John Carl\nParks, Mrs. Elmer J.\nPearson, Raymond A.\nPusteoska, Mayme\nRandolph, Ethel M.\nRathke, Ann Mary J.\nRegan, Rita V.\nReicks, Louis\nReynolds, David W.\nRichardson, Mrs. Lora\nRobertson, C. O.\nRobinson, C. H.\nRogers, Katherine\nSales, Carrol\nSchlegel, Mrs. Lois\nSchultz, Milma\nSiems, Esther\nSimons, Wilbur\nSinclair, Bernice\nSloan, Margaret\nStearns, Ella M.\nStewart, Thomas Bayard\nStockman, Mrs. N. Torrance\nSullivan, Mrs. Jerry B.\nWalker, Anna Maria\nWalker, Margaret C.\nWallace, Berdena\nWatkins, Emma\nWeiss, Mildred\n\nKANSAS\nBedker, Francis Laird\nBender, Jesse D.\nBennett, Victoria\nBorin, Frank\nCasebolt, William\nCherry, Nevada\nClinkscale, C. F.\nCrum, R. M.\nField, June\nGentry, Katharine\n\nCommittees,\n\nCommissions,\n\nHolopirek, Daniel\nHosack, Ida R.\nJorgensen, Thue\nKenyon, Frank\nMatthew, E. B.\nMcClure, Laura\nMcLatchey, Nina\nNeeley, Bertha Porter\nNelson, J. W.\nNoakes, Hazel\nPorterfield, Rose Davis\nTraylor, Harold\nWood, Bessie\n\nKENTUCKY\nS\n\nBasham, Mrs. L. L.\nBledsoe, Ruth Wallace\nBolt, Catherine\nBrown, L. B.\nBurkholder, Grace\nChick, Mrs. C. G.\nCumming, Dora\nDaniells, Arellia\nDavis, J. Morton\nDenues, Carmen\nEdwards, R. T.\nFrost, William Goodell\nGilmore, C. M.\nGorin, Annie\nHarris, Mrs. C. B.\nHole, James\nHorton, Herman\nHunter, William H.\nLacy, Victoria\nLynch, Emily\nMills, H. C.\nMorris, Clifton\nMcClain, W. T.\nNewton, E. E.\nPeters, Raleigh\nPinkston, Jane\nRexroot, Earl J.\nRiggs, Mrs. Shelby A.\nRoberts, Earl B.\nRoss, Virginia\nSpradlin, Ralph\nSpringer, Susan\nStepp, Beecher\nWaters, Mollie\nWilliams, William B., Jr.\nWitham, Evelyn\nYoe, Adele\nZembrod, Alfred C.\n\nLOUISIANA\nBenton, Lida St. Claire\nBrockman, Leslie\nBryant, Mrs. William C.\nBuck, Cora D.\nCaballero, Louise Dow\nDauer, Mrs. Augusta Huft\nDavis, C. L.\nElliott, Mrs. Inez Ethridge\nFenno, Frederick\nJeansonne, L. O.\nLineback, Alice\nMason, Julia Mae\nMeans, Ida\nQuaid, Kate\nSevestre, Lillian\nShilling, Mrs. R. M.\nSignorelli, John\nSirman, Mrs. D. R.\nStafford, James M.\nStephens, Edwin L.\nStrehle, Katherine\nWalter, Matilda M.\nWeiss, Paul\nWilliamson, Fannie\nWilliamson, Ora C.\nWyble, O. L.\nYantis, Mary\n\nand\n\nCouncils\n\n903\n\nMAINE\nBrown, Ruth G.\nChase, George M.\nCoburn, Henry W.\nMorrell, Marjorie\n\nMARYLAND\nAbel, John Jacob\nArmstrong, William F.\nBaker, Harry Torsey\nBarnett, George E.\nBennett, Mrs. Willetta C.\nBiddle, George W.\nBlair, Joseph\nBlend, Mabel A.\nBloodsworth, Mrs. Myrtle\nBoggs, Thomas R.\nBowerman, Marjorie\nCain, James W.\nCairnes; Lelia\n\nC.\n\nCaples, George H.\nCarr, Ozella G.\nChambers, J. Clarence\nCarr, Estelle W.\nChenowith, Mrs. Ernestine\nCleaveland, E. Lucy\nClifton, Stella\nCooper, Caroline M.\nCoughlin, Margaret C.\nDuncan, Marie M.\nForrester, Lillian W.\nFrank, Tenny\nFrazier, Mary W.\nFrost, Wade Hampton\nGemmell, Gertrude H.\nGray, Minnie\nHelbig, Mrs. Lulu Sharpless\nHerold, Margaret L.\nHolmes, Mary E.\nHouse, Homer C.\nIsanogle, Mrs. Alvey M.\nJones, Harvey C.\nJoy, George\nKahn,\nTillie W.\nKorff, John A.\nLacy, Louise\nLang, F. Otho\nLockard, Margaret\nMcCauley, Florence R.\nMcMichael, Alice\nManahan, Ethel\nManny, Theobald B.\nMiller, Edith\nOlias, Mildred\nOwens, George A.\nPennington, Bertha Y.\nRamsey, Katharine\nRawson, Elston H.\nReese, Mrs. Mary R.\nSilverman, Bessie C.\nSmith, Frank R.\nStingley, Thomas W.\nStout, Robert W.\nWillis, Pearl\nWimsett, H. Jeanette\nYoung, Mrs. Eunice Martin\n\nMASSACHUSETTS\nAllen, Leonard J.\nGalvin, Mary M.\nLynch, John E.\nMason, Stella P.\nMooney, Richard H.\nRugg, George B.\nSafford, Adelbert L.\nSmall, Hilda H.\nWalsh, Maryalice\n\nMICHIGAN\nAamodt, Martin E. A.\nAbel, John Jacob\nAdams, Mrs. Florence Field\nAinsworth, Mrs. Edwin O.\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nAlexander, Alice M.\nAllen, Mrs. Jennie Ritchie\nArbaugh, William Benton\nAxford, Mrs. May Buchanan\nBanks, Mrs. Inez E.\nBiscomb, Mrs. Florence Amelia\nBissell, Mrs. VaNetta\nBrecheisen, Merle\nBridges, Nathaniel W.\nBristol, Orren L.\nBrown, Marion\nBuckland, Mrs. Maude Lillian\nBurger, Judson J.\nBusbnell, Nina\nCahill, Mary K.\nCalahan, Mamie\nCampbell, John A.\nClark, Mary Jane\nColdren, Lida\nConverse, Frank E.\nCook, Alice A.\nCooke, Mrs. Estella A.\nCook, Olive\nCorbishley, Harriet\nCornwell, Madge\nCrofoot, Mrs. Etta Burr\nDavis, F. Dayton\nDavis, Wilson H.\nDersnah, Eugene L.\nDevine, Mary E.\nDexter, Margaret R.\nDobbie, Lucie M.\nDouglas, Harvey\nDoyle, Mary\nDrake, Mrs. R. L.\nDrennan, Mary Cross\nDurkee, Mrs. Ella Harris\nDykhouse, Sybrant\nEdwards, Mrs. Ida M.\nEdwards, Mrs. Norma A.\nErnsberger, Phoebe\nFaucett, Mrs. William H.\nFelton, Harriet M.\nFish, Mrs. Helen MacMahon\nFitchett, Myron\nFoley, Margaret Eleanor\nFoley, Mary T.\nFollmer, Florence\nFoster, Clyde E.\nGaniard, George E.\nGarrett, Mrs. Harry B.\nGasar, Earle F.\nGascho, Raymond H.\nGodfrey, Madge Rudeck\nGodfroy, Alice S.\nGoodhue, Mrs. Florence\nGoss, Mrs. Josephine\nAhnefeldt\nHall, Mrs. Florence G.\nHarper, Alice H.\nHarris, Mrs. Clara\nHazard, James L.\nHeaton, Carrie\nHebb, Thomas Carlile\nHenry, Lloyd A.\nHerrig, Anna B.\nHess, Mrs. Jennie\nHowe, Harry Lee\nHubbell, Frances E.\nHyde, G. Warren\nIrving, Mrs. Margaret\nJohnson, Oscar M.\nJones, Anna S.\nKenney, Mrs. Marie Stevens\nKingston, Angeline E.\nKishlar, Eva\nKlett, Mrs. Dove Mary\nKokx, Louise\nLawrence, Metta M.\nLeith, Mrs. Lillian H.\nLockwood, Mrs. Ray\nLowe, John N.\nLynch, Bridget\nMandeville, James\nManigold, Casmir E.\nMarckwardt, Otto C.\n\nEducation\n\nMarkle,\n\nAssociation\n\nMary\n\nMercier, Mrs. Orville\nMerrick, Greta\nMerritt, Carrie E.\nMithen, Katherine L.\nMoran, Michael T.\nMulholland, Mary\nMusselman, William J.\nMutschel, Matilda\nMcAllister, Gertrude\nMcBain, Mrs. Leonora M.\nMcCollum, Alice\nMcMillan, Daniel\nMcNabb, Bessie\nNonen, Lena F.\nNorris, Orlando O.\nO’Brien, Mrs. Alice Troy\nOngie, Charles\nOrmes, Guy N.\nOtto, Mrs. Polly Ann\nParker, Mrs. Edith Koch\nParker, Russell H.\nPaton, Annie A.\nPaton, Thomas W.\nPeck, Mrs. Franklin\nPeck, Mrs. Jesse R.\nPorter, Mrs. Martha Ellen\nPress, Michael\nQuist, Gustave J. B.\nRabbers, Mrs. Helen V.\nReeves, Herbert L.\nReilly, Walter\nReily, Helen M.\nReynolds, Rose B.\nRiley, Nona A.\nRusk, Charlotte Brownson\nRussell, Mrs. Mae Partridge\nRyalls, Edna Hill\nScanlon, Hanna B.\nSchoepflin, Ruth E.\nSchoolland, Klaas\nSchryer, Rachel L.\nScott, Frank P.\nSevey, Hiram H.\nShalla, Lucille\nShekell, Mrs. Clara\nShepard, Mrs. Susan\nSherwood, Kate E.\nShull, Carl D.\nSias, Georgia\nSkinner, Mrs. Estella\nSmith, Mrs. Lorinda E.\nSmith, Reuben F.\nSnell, Alice A.\nStephenson, Mrs. Jerome\nStevens, Mrs. Alberta Paulin\nStrickland, Rena B.\nStruble, Lula M.\nThompson, Vera\nThumm, Jay W.\nTobin, Gladys F.\nTowner, Mrs. Edna Mulholland\nTravis, Jerome\nTremlin, Mrs. Lena Egle\nTucker, Mrs. Eileen Barron\nTuohy, Sylvester W.\nValaske, Victor L.\nVan Deman, Harriet\nWait, William Henry\nWalker, Edith M.\nWalker, Mrs. Grace Hoffman\nWalker, Mrs. Jeanne Anderson\nWalton, Mrs. Fred G.\nWesselius, Mrs. Effie Bangs\nWest, Jeannette S.\nWheater, Lillian\nWheeler, Francis J.\nWilhelm, Mrs. Ruth Taylor\nWilson, Hattie M.\nWilson, Mrs. Kate M. B.\nWilson, Matilda A.\nWine, Wesley C.\nWines, Levi D.\nYost, Arda B.\nYost, Eber W.\nZimmer, Mrs. Edith\n\nMINNESOTA\nAhlgren, Marion\nAnderson, Avis\nArmstrong, Orie V.\nBickerstaff, Anne G.\nBlackmer, Mrs. John\nBrandt, Frederick\nBrash, Jean H.\nBurke, Miriam A.\nBurt, Imogene\nCaulfield, Ann\nChallman, Samuel A.\nChelgren, Mildred\nCleary, Francis\nCoffman, Lotus D.\nCole, Ruth\nCorcoran, Anna T.\nDeems, Margaret\nDoyle, Wilhelmina\nElliot, Lilia M.\nForestier, Fannie M.\nGrace, Lillian M.\nHargreaves, Richard\nHartley, Isabei\nHayes,\nEffie Margaret\nM.\nHeineman,\nHerr, Orris W.\nHodge,\nHuston, Nella\nJulia C.\nJohnson,\n\nLilly M.\n\nJolly,\nKelly, Beatrice\nElizabeth M.\nLaDue, Amelia\nLamb, Charles E.\nLarson, Alma C.\nLawson, Alma D.\nLeavitt, Olive\nLewis, Mary L.\nLynn, J. E.\nMaasa, Effie E.\nMacauder, Virginia\nMandeville, Clara L.\nMauvell, Guy E.\nMaxwell, Myra\nMcElliogott, Margaret\nMcNich, Elvira S.\nMichel, Virgil\nMiller, Ella\nMorton, Margaret W.\nMorton, Willis R.\nMyrum, George\nNason, Effie\nNewsom,\nMary J.\nNicholos, M. A.\nNilson, Anna\nOas, Jennie B.\nOhr,\nFrances\nO’Roole,\nAnna D.E.\nPeterson, Odela\nPinney, Catherine E.\nPrice, Eva A.\nProck, Claude\nReed, Isabel M.\nRegan, M. Maude\nRingstad, E. O.\nRobinson, Grace B.\nRoddatz, Agnes J.\nRussell, Martha\nRyan, Anna\n\nC.\n\nM.\n\nRyan,\nW. Lulu\nT.\nSanders,\nM.\nScherling, Barney\nSeymour, Mary\nSharp, Margaret Q.\nSlater, Florence\nSpencer, Gertrude\nTalmade,\nMay E. L.\nTeeter, Addie M.\nWalters, Bonnie E.\nWaufle, Grace G.\nWheeler, J. N.\nWhitman, Nina M.\nWhitney, Frances H.\nWright, Ida L.\nYoungcranz, Hildur\n\nE.\n\n"}
{"page": 909, "printed_page": null, "text": "Reports\n\nof\n\nMISSISSIPPI\nBroadfoot, M. D.\nGowdy, B. W.\nHall, Wiley\nHawkins, L. E.\nHoward, Mrs. S. F.\nHubbard, F. J.\nJones, L. M.\nJones, W. B.\nKincannon, A. A.\nLittle, Abbie Jane\nMayhall, S.\nParker, Mrs. L. E.\nRoyal, Vera\nRutherford, Mrs. R. E.\nStuart, Wilmon\n\nMISSOURI\nAdams, Mrs. Patricia\nAllen, Mrs. Sue L.\nBarrett, Mary L.\nBattle, Lois W.\nBird, Ruby\nBlackwell, Bessie T.\nBlucher, Odessa M.\nBoaz, Mrs. Elma M.\nBolin, John\nBradley, Mrs. Mae I.\nBriscoe, Pearl Dix\nBrous, L. Edwin\nBrowning, C. E.\nBurnett, Bertha\nCarter, E. M.\nChapman, Nancy L.\nChildress, Glenn Ramsey\nCollins, Lowell\nCondray, Evabelle\nCooper, W. S.\nCox, Lillie\nCrum, C. L.\nCurry, N. C.\nDangerfield, Mrs. Grace\nDeckard, J. R.\nDetchmendy, Sarah\nDickson, Mamie A.\nDunn, Catherine\nDuross, Alice\nEverett, Georgetta\nFarabee, Stella\nFox, Burwell, Sr.\nFox, Mrs. Norma Jean\nFraser, Kate A.\nGray, Susie\nGreen, Mrs. Izora\nHagen, Bessie S.\nHall, Wilma\nHausenbuiller, Mrs. Lois\nHawley, F. F.\nHeimbeaugh, Helen Hartzell\nHeld, Louise\nHills, Bertha Perrine\nHolman, Madeline Virginia\nHulsey, Anna\nKaye, Irene M.\nKennedy, Eugenie H.\nKnight, C. E.\nLaVine, Gertrude A.\nLayton, Esther Irene\nLong, Blanche A.\nLong, Helen\nMalloy, Amelia M.\nMarsh, Flora M.\nMayer, Rose C.\nMuck, Ermanette\nMcGuigan, Lucy B.\nMcMurphey, John\nMcNeely, Bessie\nMoffett, Hubert\nNau, Bessie O.\nO’Connell, Kathryn\nOtt, Cora B.\nOttofy, Frances H.\nParker, Alice E.\n\nCommittees,\n\nCommissions,\n\nPennington, Bessie V.\nPereley, Deane\nPhillips, E. D.\nPickard, John\nPowell, Charles A.\nPrewitt, Mark\nRaymond, Missouri\nRotteck, Elsie\nSchmidt, Dulcie\nShay, Wendell F.\nSmith, Martin V.\nStewart, O. J.\nStittsworth, Carry B.\nSutton, Mrs. Mary J.\nTaylor, Jennie C.\nThummel, Florence\nVaeth, Joseph\nVandersloat, F. E.\nVosholl, Henry\nWallace, H. Juanita\nWelker, Mrs. Clara M.\nWharton, Hallie\nWilcox, Mrs. Elizabeth\nWilliams, Helen\nWilliams, Mrs. Hettie\nWolter, Otto L.\n\nMONTANA\nBallinger, Brunette Marie\nCampbell, Raymond\nConnell, Jessie F.\nCraig, R. S.\nCurran, Margaret Craig\nDavis, Mrs. Charles\nDouglas, Albert H.\nFeely, Mrs. C. P.\nFoien, Carrie\nGoodman, E. H.\nHarrod, Mrs. Anna\nJohnson, Alma\nLucas,\nMrs.Mary\nMary O’Connell\nMatteson,\nMcNair, Henry W.\nNeits, Mrs. Vera F.\nPatterson, Mrs. H. M.\nRupert, Frank\nSauers, H. H.\nShewe, Essie\nSmith, DeLoss\nSmithey, Nora L.\nSteen, Elizabeth\nStolp, Iva\nSwetland, Mrs. Adilda\nThorpe, Helen\nVass, Mrs. Tressie\n\nNEBRASKA\nApplegate, Goldie P.\nBadger, Minnie\nBaker, Estella Loretta\nBatten, Anna\nBryan, Mrs. J. H.\nCrane, Katherine\nCromer, E. P.\nCulver, Mrs. Charles W.\nFulmer, Mrs. Evalena A.\nHatterman, Mrs. Alice Mary\nHayes, Daniel W.\nHoffman, James David\nHouse, Homer C.\nHufman, Iva Lois\nHutton, Mrs. Minnie\nJones, W. O.\nKennedy, Charles\nKimball, Willard\nLambart, Bertha\nLewis, Nancy\nLinch, Alta\nLinger, May\nMacLean, G. E.\nMahan, Patrick J.\nMasser, Daniel V.\nMitchell, Esther\nMoore, Anna B.\n\nand\n\nCouncils\n\n905\n\nMoore, Vonia\nMostyn, Patricia\nNieman, Frances\nNorthrup, Mrs. Lucy Gould\nPettis, Carrie\nPorter, Mrs. Marie\nQuackenbush, Mary E.\nQuimby, Harold F.\nRomig, Mrs. Ella\nRossiter, Mrs. Evelyn Mitchel\nRussell, Kate E.\nSchmitt, Russell\nSharrard, Kate\nShelby, Matilda\nStephens, Dan V.\nStockdale, William Tolbert\nStotts, Eva\nThomas, Florence\nTurner, A. E.\nVaughan, W. E.\nWalgren, Olive K.\nWallace, Dora\nWatters,\n\nMrs. Hallie\n\nNEVADA\nStevens, Mrs. Dorothy\n\nNEW\n\nL.\n\nHAMPSHIRE\n\nBales, Harold C.\nBrackett, Ralph\nHoover, Earl E.\nHouser, Elizabeth F.\nHowe, Chester L.\nMoore, Mrs. Jeannette\nPitman, Sister M. Paula\nSanborn, Mrs. Constance\nSmith, Bessie\nStevens, Frances\nValcour, Marie Josephine\nWilbur, Walter E.\n\nNEW\n\nJERSEY\n\nAddison, Elizabeth\nAllen, Elsye F.\nAyers, Mrs. Anna Langan\nBerne, Joseph H.\nBiggane,\nAnna\nBlack, John\nJ. G.\nBlayney, Ada S.\nBranagan, Ella M.\nBremner, Elizabeth M.\nBrowne, Carrie E.\nCassidy, Francis C.\nChalmers, Mr.\nChamberlin, Edna F.\nChambers, Elizabeth\nClock, Hermeo\nCommertord, Margaret\nConover, Mrs. Aduie F.\nCumine, Mary E.\nCurtis, Clifford C.\nDahl, Daniel\nDonnelly, Maud\nDougherty, Rheba\nDowd, Katherine E.\nDowning, Mrs. Grace\nDowns, Elwood E.\nEarle, I. Newton\nFerguson,\nEthel M.\nFinegan, Mary\nFrench, Minnie\nGallagher, Bessie\nGauthier, Mrs.\nGilbert, Max M.\nGoldsmith, Harry\nHall, Bertha E.\nHawkins, Mrs. Helen Bray\nHealy, Margaret M.\nRopiuns, Loretto A.\nHourigan, Thomas L.\nJohnson, James F.\nJust, Helen Marie\nKane, Mrs. Rose S.\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nKanne, Mrs. Anne\nKeat, Mrs. Maude Z.\nKibbe, Mrs. Maude Speakman\nLewis, Esther\nMarch, Grace\nMcCaffery, Elizabeth\nMcGarr, Thomas A.\nMcKelvey, Marguerite Nelke\nMcKenna, Mary E.\nMeeker, Grace V.\nMiller, Elizabeth\nMitchell, Minnie C.\nMoore, Charles F.\nMorris, Elizabeth\nMorris, William T.\nMyers, Willis\nNay, C. Paul\nNeville, Helen A.\nNevius, Mary Anne\nNichols, Edna F.\nNommenson, Mrs. Clara\nPlaner\nParotino, Mrs. Thomasina Q.\nPearsall, John Vliet\nPerlman, Alexander F.\nPerson, Fannie DeWitt\nPhipps, Ella\nPizzi, Mrs. Virginia M.\nPoeller, Marie Hoyt\nPowell, May V.\nPratt, Charles\nReeves, Blanche\nRemmert, Mrs. Caryl\nRemondelli, Pasquale P.\nRurade, Marie F.\nSeip, William H.\nSmiles, Gertrude E.\nSnyder, Gardiner\nSullivan, Mrs. Ruth Waters\nSweeney, Daniel P.\nTannery, Gertrude\nTroxel, Emma\nWard, Winifred D.\nWarren, Jehial Clark\nWells, Mary A. Willey\nWhite, Neta L.\nWhitelam, Maybelle L.\nWilson, Beatrice M.\nWinschuh, Mrs. Margaret\nRodgers\nWise, Margaret\nYoung, Helen M.\n\nNEW\n\nMEXICO\n\nFenlon, G. L.\nMontoya, Flora\nMullins, Mrs. R. J.\nWells, E. H.\n\nNEW\n\nYORK\n\nAbeles, Milton M.\nAdams, Joseph\nAdelmann, Gertrude\nAgnew, Maria A.\nAhern, Josephine M.\nAlberts, Anna\nAllen, Hazel M.\nAllen, Ruth M.\nAllis, Mrs. Mary D.\nArnstein, Goldie L.\nAylesworth, Mary E.\nBabcock, Beulah E.\nBabcock, Blanche L.\nBagley, Maurice A.\nBailley, Albert A.\nBaker, Charlotte C.\nBarwick, Lottie A.\nBattin, Vernice W.\nBaurhenn, Caroline E.\nBedell, Alice M.\nBeilby, Mrs. Esther\nBerge, Marie C.\nBergh, Wilhelmina C.\n\nEducation\n\nAssociation\n\nBerkenblit, Anna\nBerrigan, Agnes\n\nHorn, Walter Louis\nHoughton, Mary V.\n\nBiggio, Andrew A.\nBillingham, Frank L.\nBirmingham, Rose\nBlauvelt, William H.\nBloomfield, M. Elizabeth\nBlout, Bess L.\nBoettiger, Carl\nBolen, John K.\nBoyce, Lucia S.\nBruce, Elinor\nByrnes, May E.\nCampbell, Margaret L.\nCarley, Andrew\nCarroll, Mary E.\nCharles, Mildred\nChidester, Cora B.\nClifford, Cornelius\nClune, Elizabeth C.\nCoffey, Jennie\nCohen, Henry\nColeman, Margaret L.\nConless, Joseph P.\nConley, Annie T.\nConnell, Mary E.\n\nHowe, Peryl S.\nHowe, Sarah W.\nHume, Alice B.\nHuntington, Georgia\nHurley, Cecelia\nIllingworth,\nJohn A.J.\nIrwin, Mary\n\nCook, Jessie L.\nCooley, Mary\nCoppock, Mrs. Phyllis C.\nCostello, Margaret J.\nCotter, Avis M.\nCrosbie, Alice R.\nCummings, Wallace D.\nCunningham, Marie\nCurtice, Florence E.\nDann, Hollis\nDavey, Roy E.\nDavis, A. B.\nDavis, Emily\nDecker, Nicholas P.\nDoncourt, Carlton L.\nDooley, Alice\nDoolittle, Adelaide\nDouglas, John\nDowning, Isabella E.\nDunbar, William F.\nDurkin, William J.\nEaston, Barbara F.\nEdmondson, T. W.\nElliff, Mary F.\nEvans, John R.\nFarr, Fannie L.\nFarrell, Susa V.\nFeingold, William\nFinan, Mary A.\nFleischman, Louise\nFlynn, Edward J.\nFlynn, Julia A.\nFox, Henrietta A.\nFrance, Sanford D.\nFuerst, Sidney M.\nFusco, Rose A.\nGannon, Rose L.\nGartlan, Eugene B.\nGebhardt, Susie\nGehan, John J., Jr.\nGoldenstar, Lenore B.\nGray, Mabel Y.\nGray, Margaret J.\nGrotjan, Alicetine J.\nGrout, Everett T.\nGrover, Frank B.\nGustavson, Margaret\nHagan, Claire F.\nHall, Helena F.\nHaney, Rose M.\nHanna, Mrs. Agnes F.\nHappel, Ethel C.\nHenelton, Carolyn\nHiggins, Mary\nHill, Arthur E.\nHill, Ward L.\nHinman, Rae Hewitt\nHoadley, Ethel W.\nHoffman, Elsie C.\nHolden, May\n\nM.\n\nJaches, Leopold\nJackson, Katie\nJeffords, Clyde R.\nJoffe, Sarah\nJohnson,\nMrs. Daisy B.\nKavanaugh, Catherine F.\nKavanaugh, Edward J.\nKehoe,\n\nMarie\n\nA.\n\nKemp, Jessie R.\nKeough, Regina\nKerwin, Katherine L.\nKeyes, Katharine M. A.\nKlock, Mrs. Clara L.\nKohn, Daisy D.\nKor.b, Gertrude M.\nLasker, Miriam V.\nLevine, Pearl\nLevy, John\nLewis, Mrs. Leonore\n\nJ.\n\nLyman, Mrs. Beulah W.\nMacLean, Donald C.\nMahoney, Mary A.\nMahony, Grace A.\nMarrin, Alice M.\nMason, Appleton A.\nMassey, Thomas H.\nMathewson, Chester\nMcAvey,\nJulia\nV.\nMcCartney,\nHoge\nMcGoldrick, Anna\nMcGowan, Mary\n\nA.\n\nL.\n\nMcKinney, Bessie\nMcNicholl, Anna T.\nMessmer, William P.\nMichaelis, Elena F.\nMiller, Cathryn G.\nMiller, Frances M.\nMiller, Vera L.\nMolloy, Mrs. Marguerite\nMontfort, Robert W.\nMoross, Minnie\nMorris, Arabelle C.\nMorris, John S.\nMoser, Margaret B.\nMulkay, Lillyan F.\nMurphy, Edward F.\nNathan, Hortense L.\nNiven, Mary H.\nNolting, Andrew J.\nNugent, Gertrude M.\nNugent, Susan A.\nNuttall, Mrs. Gertrude\nO’Brien, Miriam T.\nO’Connor, Rena M.\nO’Connor, John A.\nO’Donnell, Alice\nO’Hern, Joseph P.\nO’Laughlin, Mary R.\nO’Sullivan, Margaret A.\nOswald, John C.\nPaulat, Elsa\nPavis, Josephine E.\nPhillips, Harriette L.\nPokorny, Rudolph C.\nPotts, Louis J.\nPowell, Elizabeth\nPowers, Francis W.\nProjan, Irving\nPuletz, Henry S.\nPutnam, Edith C.\nRabenort, William\nRae, Margaret P.\nReagan, Joseph\nRedding, Marie D.\nReidel, Adelaide\nReilly, Anna G.\nReilly, Elinor T.\n\nL.\n\n"}
{"page": 911, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nReilly, Mary\nReilly, Mary M.\nRenshaw, Raemer R.\nReutemann, Emma\nRice, Bertha W. W.\nRichman, Mary L.\nRifle, Celia\nRiordan, Anna D.\nRockefeller, Norma\nRogers, Beatrice K.\nRolker, Evelyn G.\nRorty, Edwin M.\nRose, Lesa L.\nRowland, Helen C.\nRyan, Charles L.\nRyan, Florence B.\nRyan, Theresa C.\nScheider, Frederick M.\nSchaefer, Louise E.\nSchenk, Helen\nSchimmel, David E.\nScholze, Olga I. H.\nSchwartz, Mary L.\nScott, Elizabeth\nSharkey, Stephen\nSingleton, Amy E.\nSlane, Alma B.\nSmith, May\nSmith, Montgomery\nSorenson, Zelda E.\nSteffen, Alma M.\nSteffen, Mattie\nStoecker, Magdalen\nStreeton, Jeannette M.\nStull, DeForest\nSutton, Lucy P.\nSwift, Winifred\nTaafife, James A.\nTaylor, George D.\nThornton, Louis B.\nTilney, Frederick\nTowns, Jane V.\nTucker, Anna\nUngerleider, Anna\nUrich, Louis J.\nVaeth, Joseph A.\nVan Ingen, Mrs. Ethel\nWard, Mary H.\nWare, Hamilton\nWatson, James E.\nWertz, John Elmer\nWheeler, John Martin\nWillets, Georgette\nWilliams, Helen S.\nWilson, Edmund Beecher\nWingate, Catherine\n\nNORTH\n\nCAROLINA\n\nBernard, William Stanley\nBowden, Mrs. S. A.\nDixon, Myrtle Lou\nDula, Clyde H.\nExum, Geneva\nGooch, F. L.\nGray, Robert D.\nGross, Garland Walker\nHarrell, Hayden Claxton\nHolland, Hattie\nLennon, R. F.\nMassey, H. J.\nMcDougall, William\nMcDuffie, Mrs. Dorothy Cald¬\nwell\nMcKinnon, Lily B.\nMcLean, J. E.\nMullis, Ida E.\nNewlin, Mrs. Joseph C.\nPatton, Mrs. J. W.\nSpier, Etta Rider\nStern, William Louis\nThompson, Earl Asbury\nWacaster, Mrs. Lottie E.\nWilson, Henry Van Peters\nWoollen, Charles Thomas\n\nCommissions,\n\nNORTH\n\nDAKOTA\n\nAnderson, Jerome\nBaker, George\nCranz, Ruth B.\nDevine, Joseph M.\nEngle, Arabelle\nHartnett, Margaret\nHulsether, Edwin J.\nJones, Edwin H.\nMcFarland, George A.\nMcLean, Elsie McFarland\nShepperd, John H.\nWitt, Elsie\n\nOHIO\nAdams, John Roswell\nAndrews, Mary\nBarnes, Margaret M.\nBaxter, John K.\nBaughman, Lethena S.\nBault, Mrs. Alice\nBerchmans, Sister M.\nBishop, Fred B.\nBland, Mrs. Bernice\nBruerd, Marguerite\nClark, Georgie\nClark, Margaret\nCody, Margaret H.\nColopy, Helen\nComins, Alice\nCranston, Mrs. Nellie P.\nCunningham, Emma\nCurtis, Lewis D.\nDowning, Charles E.\nDunbar, Anna K.\nEbersole, Daniel\nEllis, Emery E.\nFerguson, Celina\nFoster, Helen\nGardner, Grace\nGarman, Charles C.\nGraham, L. J.\nHadsel, F. L.\nHarris, Fielder B.\nHossler, Mrs. Ida Lofland\nHawke, Fletcher\nHayes, W. B.\nHetzler, C. Lee\nHines, Allie\nHoldson, David W.\nHoover, Ralph E.\nInman, Florence\nJohns, William\nJones, Robinson G.\nJones, Sarah Elizabeth\nKappes, C. W.\nKennedy, Francis Willard\nKidwell, Mrs. Nettie\nKnapp, Mame\nKnoderer, Ordelia A.\nKuhn, Louis G.\nLindsey, Maude Belle\nMarshall, Jessica\nMcClure, Paul H.\nMeek, Mary\nMerryman, Pearl\nNess, John Calvin\nOffenhauer, R. E.\nPainter, Joseph H.\nPearson, Frank B.\nPeaslee, Edward S.\nPerkins, Fannie\nPugh, Richard W.\nRainey, Jonathan M.\nReed, Grace H.\nRhanemus, Lucien A.\nRitz, Ella\nRuffner, J. Morgan\nSaunders, Martha\nSchappell, U. M.\nSchultz, A. W.\nSeese, William G.\nShepard, J. G.\nSiebenthaler, Daniel W.\n\nand\n\nCouncils\n\n907\n\nSmith, Joseph W.\nSproul, Faith E.\nStoll, George A.\nSwingle, Faye Louis\nTemplar, Mary\nWagner, Carrie\nWagner, Mrs. John\nWaltermire, Arthur B.\nWarson, Lewis W.\nWilliamson, Mrs. Blanche\nWillis, Henry E.\nZierholf, Mildred\n\nOKLAHOMA\nAsendorf, Albert\nAston, Alma\nBrannon, Leila\nButcher, H. P.\nChilders, Mrs. Ruth\nClark, James N.\nComfort, Hugh\nDavis, Mrs. C. R.\nEaton, Rachel Caroline\nFowler, Harrison M.\nGober, A. M.\nLaird,\nLewis, Paul\nJerry\nMarvin, Mary Niblack\nMcAlarty, Nell Inez\nMcCullough, Francis C.\nMitchell, Greta\nMurphy, William H.\nPage,\nBinnie\nPottorff,\nJ. F. L.\nProvines, H. G.\nRadgowsky, Leopold\nSalzman, Agnes\nShotwell, E. B.\nStockton, W. G.\nSuggett,IvyS. P.\nTerry,\nSuit, Marva lone\nTolleson, J. W.\n\nOREGON\nBennett, Helen\nDewhirst, W. A.\nDobie, Emma\nDorres, Mrs. Loretta\nOst, Gertrude\n\nPENNSYLVANIA\nAlbright, M. Rebecca\nAmes, Margaret E.\nAten, Norman E.\nBagenstose, Homer T.\nBaker, Thomas S.\nBarrett, Mrs. Henrietta Wright\nBarris, R. C.\nBell, Elizabeth H.\nBenn, Nan E.\nBenner, Carl O.\nBensom, Estella P.\nBlank, Kermit J. W.\nBradley, Marie A.\nBrecht, Samuel K.\nBrockway, Mabel C.\nBrown, Silas H.\nBurke, Mary\nBurkholder, Harry L.\nCampbell, Emily\nCampbell, Margaret W.\nChrist, D. H.\nClapp, Elizabeth E.\nClinch, Mrs. Nellie Fox\nConover, LuElla M.\nConro, George W.\nCurtis, Sallie Graff\nDann, Hollis E.\nDannaker, Lillian M.\nDelo, Mary\nDoherty, Elizabeth\nDougher, Edward A.\n\n"}
{"page": 912, "printed_page": null, "text": "908\n\nNational\n\nDougherty, Bridget\nDuncan, Mary O.\nEvans, Mrs. H. Jane\nEvans, William W.\nFerree, Lillian\nFoster, Charles R.\nGebhardt, Caroline D.\nGelman, Hilda Mozocont\nGiltrap, Anna\nGoodwin, Lucie H.\nGotta, Mary Elizabeth\nGrimm, Stella M.\nGuy, J. Freeman\nHainlen, Mrs. Emma E.\nHall, Nancy J.\nHamilton, Edna\nHamm, George L.\nHart, Ida M.\nHartley, Helen\nHills, M. M.\nHoffman, Ivy\nHoskinson, Lida S.\nHowe, Van V.\nHunt, Emory W.\nHuzzard, Mrs. Anna B.\nIrvin, Sarah E.\nJones, Mary\nKarp, Lena\nKaufman, Mrs. Eva\nKelley, Harold D.\nKemp, Ellwood L.\nKing, Charles P. John\nKing, John Joseph\nKing, Millard B.\nLaning, Willard A.\nLarrabee, Marian E.\nLoy, Elizabeth K.\nMcDermott, Irene E.\nMcCafferty, Mrs. Carrie Ellen\nMcClintock, Mrs. Kathryn B.\nMcGinnis, Margaret\nMcHale, Gertrude\nMadeira, Charles C., Jr.\nMarch, Thomas Stone\nMartin, Jennie E.\nMascolo, Andrew B.\nMellon, Karolyn Renner\nMetzger, Harry D.\nMiller, Alice G.\nMiller, Grace\nMontgomery, C. F.\nMorin, Edith\nMunce, Margaret\nNoack, Rexford J.\nNye, Annie B.\nO’Brien, Anna B.\nO’Connell, Mary\nOfterdinger, Bertha\nOnimus, Anne M.\nOrr, Harriet\nParsons, Mary A.\nPearson, Ward B.\nPeoples, Virginia\nPierce, Lillian W.\nPowell, Sarah M.\nPrendergast, Mary\nProvost, E.\nRaffensperger, Roy M.\nRiddle, Evelyn\nRoss, Willard K.\nRule, James N.\nSallitt, Daniel\nScheibler, Eleanor\nSchlayer, Annie C.\nSchoch, Parke H.\nShaffer, Charles W.\nShireman, Clara S.\nShremp, Lotta\nSimpson, Sarah F.\nSlothower, Harry G.\nSmith, Mrs. Andrew Thomas\nSmith, Ella\nSmith, Martha A.\nSnyder, Marguerite E.\nSpaeth, Albert D.\nSprague, Mrs. Edith Gilmore\n\nEducation\n\nAssociation\n\nStewart, M. Irene\nStewart, Ralph O.\nStrauss, Eva C.\nSuckow, Anna\nTamkin, Edward A.\nThomas, Mrs. Frances Baish\nThompson, George A.\nTownsley, Mrs. Hattie\nTritle, Alice Jane\nWard, Minnie Isabel\nWatt, Eleanor\nWeaver, William J.\nWelsh, Elsie L.\nWhitlow, Martha L.\nWilliams, Elizabeth D.\nWilson, Anna M.\n\nRHODE\n\nISLAND\n\nAldrich, Mabel\nAnderson, Erik A.\nAtwood, Mildred H.\nBerg, Amelia E.\nBillson, Marietta B.\nBliven, Anna L.\nBowen, Florence E.\nBurt, George M.\nCaulfield, Alice M.\nChamplin, Julia W. Doyle\nCoggeshall, Juliet E.\nDeering, John R.\nDouglas, M. Eliza\nFox, Mary E.\nFuller, A. Eliza\nGallup, Carolina A.\nGoldsmith, Sarah E.\nGleason, Alice Collins\nHathaway, Harriet M.\nHeyworth, Edith E.\nHobbs, William C.\nHodges, Edith S. Douglas\nHopkins, John\nHorgan, Mary E. Keenan\nJenckes, Irene Barnes\nKelly, Fannie F. MacDonald\nKidder, Fanny E. Stacy\nKing, Ella Louise\nKingsley, Nathan G.\nKirk, Sarah J.\nLoveland, Clifton W.\nMain, A. Daisy Oldham\nMatson, Lily E.\nMcBuchanan, Janet\nMcCabe, Sarah T.\nMcHugh, Elaine E. Armstrong\nMcllvain, Mary E.\nMontgomery, Charles D.\nMoore, Ella R.\nMuir, Mary J.\nO’Reilly, Harold L.\nPeasley, Charles H.\nPerkins, A. Mabel\nPhillips, Ida S.\nPieczentkowski, Hulda C.\nRobinson, Thomas H.\nSpratt, Frank A.\nStaples, Evelyn\nSullivan, Margaret P.\nSundberg, Jennie\nTally, Margaret E.\nTaylor, Emily A. Wilson\nThacher, Elizabeth D.\nWalsh, Alice M.\nWatson, Sarah A.\nWilliams, Catherine L.\n\nSOUTH\n\nCAROLINA\n\nBishop, Mrs. Lillian\nBurts, B. C.\nEberhardt, E. C.\nEvans, Frank\nGriffin, Vera\nHarris, Anne\nHightower, Dorothy\n\nMarshall, S. Brooks\nMclver, George W.\nMickler, Bessie\nMyers, Mrs. Maude\nReese, Mrs. Belle\nRigdon, Carmon\nScott, Mrs. John\n\nSOUTH\n\nK.\n\nDAKOTA\n\nCaldwell, Ada\nDean, George\nHanlon, Viola\nHerrig, Anna\nHumbert, A. B.\nLemburg, Bernice\nLinderman, Harold\nLyons, Mrs. A. M.\nMartin, Clara\nMcVay, Bruce\nPowell, Clarence\nSchaeffer, Mabel\nSchlosser, A. R.\nSmall,\nWilliam F.\nStahl, Mary\nTolies, Mrs. L. M.\nWarren, Henry Kimball\nWentz, J. B.\n\nTENNESSEE\nAtkinson,\n\nJ. E.\n\nBlack, William Thomas\nBryant, Billy B.\nBond, Cornelia\nBond, J. D.\nCochran, Bessie\nCox, J. E.\nDemiarhkevich, Michael\nDishman, John Wesley\nDoggett, Rebecca\nDuff,\nHettie\nL.\nGayden,\nW. J.\nGreer, Matina\nHatton, Manie\nIrwin, Georgie\nKates, Eva\nKing, William Worley\nMarr, Cornelia\nMassey, F. M.\nMcWhorter, A. M.\nMontgomery, Mrs. Elizabeth A.\nMorris, Mrs. J. R.\nRansom, Med\nSloan, Eulalie\nSnyder, J. A.\nWells, Charles Luke\nWhite, E. C.\nWhite, Kate\nWilliams, Mrs. Thomas B.\nYoung, Wilbur S.\n\nTEXAS\nAinsworth, Nicholas R.\nAllen, Charles A.\nAllen,\nRicketson\nArnold, Charles\nLucy\nBartlett, Mrs. Jennie Wallace\nBell, Tollie\nBirdwell, W. H.\nBright, Florence\nBrownson, Katherine\nBurma, John H.\nCarpenter, Nette\nCarroll, Burl\nCauthorn, E. B.\nChamness, Mrs. Margaret\nClearwater, Mrs. Teresa\nCobb, Charles T.\nCoffee, Maymie\nColeman, Mrs. Frances\nDay,\nA. L.R. A.\nFaubion,\nFowler, Rupert W.\nFreeman, Thenie Ophelia\n\n"}
{"page": 913, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nFritz, E. B.\nFry, Lucille\nGrigg, Asa W.\nGuleke, James O.\nHardy, J. C.\nHarper, Lillie\nHarris, Mrs. Helen\nHarris, Loulein\nHasley, Vernon\nHawley, William H.\nHetherington, Sidney\nInman, Dollie B.\nJennings, Elzy Dee\nJohnson, A. Sidney\nJohnston, J. N.\nJones, Laura B.\nJones, Lily Bell\nKennington, J. T.\nKirk, W. J.\nKnapp, Bradford\nLipscomb, Mrs. Virginia\nLong, Davie Marie\nLooney, Mrs. B. E.\nMartindale, Mrs. Lena Stone\nMasterson, Ralph S.\nMaxwell, Eula\nMcGloin, Mrs. J. S.\nMilam, Mary Grace\nMoore, John H.\nMoore, M. H.\nMoore, Wilson L.\nMorthew, Kenneth\nNeu, Jacob L.\nNunn, Zelle\nPape, Fred H.\nParish, Myrtle\nPearce, James Edwin\nPaschall, Dorothy\nPoage, George R.\nPotts, Mrs. Susie\nSayers, Jessie Alison\nSkinner, J. M.\nStroud, E. R.\nSutherland, Ruth\nTaylor, Nell R.\nTorne, W. B.\nWallace, Mrs. Irma Lee Midkiff\nWashburn, Anna\nWilliams, E. R.\nWirt, W. A.\nWyatt, W. L.\n\nUTAH\nAdamson, J. M.\nFarnworth, C. H.\nFrobes, Nellie S.\nGreer, J. H.\nHendrickson, Gertrude\nHolt, E. H.\nJensen, D. C.\nMcMullin, Clair B.\nMerrill, Harrison R.\nMoss, Wayne\nNeuteboom, Virginia\nPack, F. J.\nPrice, Minnie S.\nReynolds, Alice L.\nSeymour, Emma Jane\nWalker, Amee\nWilson, Howard\nWiseman, William L.\n\nVERMONT\nHodgkins, Ruth J.\nLamb, Kate E.\nSimeneau, Marie M.\nSimpson, Mrs. Otalie\n\nVIRGINIA\nBarclay, Mary Elizabeth\nBowles, Elva Blanche\nCoakley, Mary G.\n\nCommissions,\n\nEpperly, I. L.\nGilley, Mrs. Esther\nGrady, Mrs. Myrtle Pollok\nGwaltney, Vivian J.\nHudson, Walter R.\nJeter, J. G.\nJohnson, Clifford M.\nJones, Virginia\nLondsey, Steve M.\nLong, Ollie\nMaphis, Charles Gilmore\nMoffett, Mrs. Mary S.\nPalmer, Eva L.\nPayne, Clara E.\nPrice, Mrs. Helen D.\nPace, Mrs. J. B.\nReynolds, Hezzie W.\nRoark, Gwendolyn\nRoberts, Susan E.\nSavage, Karlie\nSmith, Mrs. Katherine H.\nSmithey, Estelle\nSnidow, Virginia Joyce\nSnow, Sara\nSterrett, Robert\nStyne, Robert L.\nWiltshire, Mrs. Ruth Cleland\nWooldridge, Julia S.\nWorrell, E. E.\nWray, Charlotte D.\nYeatts, Mrs. Lena Hodges\n\nWASHINGTON\nAdams, Ethel\nAnderson, Mrs. Maude\nBarker, Katie\nBerkley, Grace\nBeal, F. E.\nBeal, Mrs. Louise W.\nBechdolt, Adolf F.\nBlatchford, Thomas\nBradley, Florence\nBroom, Frank\nBuchanan, J. E.\nCales, Tony\nClark, Linnie L.\nClay, Millie A.\nCollins, Arthur J.\nCoon, Shirley J.\nCurran, Margaret Craig\nDally, Mary E.\nDean, Jennie\nDoak, Lawrence A.\nDorgan, Thomas A.\nElledge, Gladys P.\nFinley, Madge\nFroula, V. K.\nFry, Gladys\nFuller, Olney Frank\nGallagher, Veronica\nGayton, Gertrude\nGibbs, Glenn G.\nGoodspeed, Stella\nGorow, George\nHansen, E. Fay Warren\nHare, H. W.\nHargreaves, R. T.\nHarkonen, Arthur\nHawley, Errol R.\nHicks, Lizzie M.\nHurst, Clara Conner\nKeenan, George\nLawson, Anne S.\nLayton, E. A.\nLinn, Amanda\nLund, Florence\nMacy, Alice J.\nMahoney, Mrs. M. E.\nMain, Ralph\nMardon, Hazel\nMathes, Edward F.\nMiller, Ernestine\nMiller, Margaret M.\nMitchell, Eleanor\nMoore, Jennie\n\nand\n\nCouncils\n\nNagle, Elizabeth\nNason, David P.\nNull, Mrs. J. E.\nOmdal, Marie\nPearson, Charlotte F.\nPhelps, J. Edna\nPollack, Adelaide L.\nPollard, Robert Thomas\nReynolds, Mabel M.\nRhodes, Helen Neilson\nRobinson, Welthy Ann\nSanborn, Hattie\nSeeman, Iva\nSellards, John A.\nShaw, Loren\nShaw, L. R.\nSherman, Charles M.\nSimons, Hannah L.\nSpiecker, Eoline\nThomas, Walter E.\nTunis, Harry O.\nTobler, F. Mae\nTreffry, Alice A.\nUpton, Mrs. Jessie\nVan Amburgh, D. L.\nWartinbee, Martha V.\nWestmoreland, Harriet\nWheeler, Florine\nWick, B. E.\nWilliams, Elizabeth\nYoung, Carolyn\n\nWEST\n\nVIRGINIA\n\nBaer, Jane\nBrown, Robert\nBurns, L. W.\nCottrill, J. L.\nDenton, Julia B.\nEvans, Mrs. Ernestine\nEvans, Mrs. Pauline\nFloyd, Garnet Elaine\nJones, Oliver\nKilgore, Brenda\n\nWISCONSIN\nAverill, Mrs. Mae\nBaum, Irma\nBertke, Sarah\nBetzer, Everett E.\nBorden, James\nBraband, Emma\nBrandenhoc, Harold P.\nBrimbach, Rosalie\nBrown, William O.\nCleary, Francis\nCobb, Hiram\nCollentine, Alice\nComerford, Margaret\nConverse, Frank E.\nCooper, Jannie A.\nCowan, Patricia\nCurtis, Anna Irene\nDelaney, Mrs. Kathryn\nDick, George S.\nDickie, Sarah\nDittmar, Edna\nDonnelley, Christopher\nEggert,\nFabricus,Emma\nCora F.\nG.\nFarnam, Bertha L.\nFish, Virginia M.\nFlynn, Mary\nFosbinder, Sarah\nFrederick, Ida\nGibson, Ruth\nGreene, Rachel J.\nHains, Viola\nHarrison, Ralph W.\nHervey, Lauren J.\nHodsdon, C. T.\nHooper, Junius T.\nHorton, Grace R.\nHouston, Walter C.\nHumbert, Todd A.\n\n909\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nInglehart, Mary\nJackson, Geraldine\nJohnson, Mrs. Alice K.\nKionka, Carmen Sieker\nKiordan, Grace Allen\nKuder, Onita\nLeach, Julia\nLeahy, Alice\nLevi, Mrs. Kate Everest\nLyons, Charlotte\nMaloney, Nellie L.\nMehan, Mrs. Elizabeth Moran\nMeyer, Harrison A.\n\nREPORT\nW.\n\nF. HALL,\n\nOF\n\nSUPERVISOR\n\nEducation\n\nAssociation\n\nNelson, Stella S.\nNish, Dorothy\nPayne, Florence I.\nRhoads, Mrs. George G.\nRichards, Clifton E.\nRiordan, Mrs. Grace A.\nSanders, Thomas E.\nSchubert, Norman J.\nSchwartz, David L.\nSlatter, Martha\nSmith, Harriet E.\nTakin, Alicia S.\nTrebilcox, R. D.\n\nTrumpf, Caroline\nVitz, Frank\nWaldt Ein, Anna\nWartinbee, Martha\nWhalen, Jeanette\nWilliams, Horace S.\nWYOMING\nWood, L.’ W.\nGlandt, Frances\nHarold, Charles D.\nPeterson, Florence\nPeterson, Helen Harris\n\nCOMMITTEE\n\nON\n\nOF\n\nELEMENTARY\n\nSCHOOLS,\n\nLITTLE\n\nARK.,\n\nEDUCATION,\n\nROCK,\n\nRESOLUTIONS1\nSTATE\n\nDEPARTMENT\n\nOF\n\nCHAIRMAN\n\n1. The democratic school in a democracy — The National Education\nAssociation reaffirms its unswerving loyalty to the American ideals of\ndemocracy and its determination to strengthen democracy in all its activities,\nincluding the practice of the democratic way of life in school management.\n2. Participation in civic affairs — The National Education Association\nurges that its members inform themselves more thoroly in matters pertain¬\ning to the civic and political life of the community, state, and nation, and\nthat in every way not inconsistent with the positions they hold, they en¬\ndeavor to participate more generally in these affairs.\n3. Citizenship ceremonies — The National Education Association en¬\ndorses the practice of initiating youth and naturalized aliens into citizenship\nby impressive ceremonies under educational sponsorship.\n4. Developing racial and religious tolerance — The National Education\nAssociation views with concern the growing activities of certain agencies\nwhich seek to spread in the United States the racial hatred and intolerance\nwhich have imperiled the peace of other nations. The Association, therefore,\nurges that brotherhood and an appreciation of the contributions of all races,\ncreeds, and nationalities be actively promoted by school assemblies, by class¬\nroom teaching, and by the personal influence of members of this Association.\n5. The autonomy and independence of schools — The National Education\nAssociation holds that public education on the local, state, and national\nlevels should be independent of all other governmental agencies. All em¬\nploying and dismissing of school employees, all operation of merit and tenure\nsystems, all construction and maintenance of school buildings should be\nhandled by the established educational authorities.\n6. Federal aid for education — The National Education Association again\nrecommends increased federal participation in the support of public educa¬\ntion without federal control of educational policies.\n7. Tenure — For the welfare of pupils the National Education Associa¬\ntion welcomes the growth of tenure for teachers thruout the nation as a\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 6, 1939.\n\n"}
{"page": 915, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n911\n\nfurtherance of the tenure principles long advocated by the Association. State\nand local organizations are urged to make use of the advice, experience,\nand facilities of the National Education Association Committee on Tenure\nin drafting and securing tenure legislation.\n8. Teacher supply — The National Education Association commends the\nmovement growing out of the Horace Mann Centennial known as Future\nTeachers of America and urges leaders in local, state, and national associa¬\ntions to give it their hearty support.\nThe Association empowers the Committee on Supply, Preparation, and\nCertification to consider promotional activities of this sort as one of its\nfunctions to the end that the most suitable youths be recruited for the pro¬\nfession. The Association requests teacher-training institutions to lend their\ncooperation in selecting only well-qualified candidates for the teaching\nprofession.\n9. Trade education — The National Education Association recommends\nthat public school authorities in states and local communities utilize advisory\ncommittees representing labor and industrial management in the planning\nof trade education programs.\n10. Adult education — The National Education Association commends\nthe establishment of adult education programs thruout the country and\nasks that the National Council of Education make a study which will enable\nit to recommend programs, their administration and support.\n11. Rural education — The National Education Association reaffirms its\nrecommendation that special effort be made by the state and national gov¬\nernments to improve the educational opportunities of rural children and\nyouth in order to enrich rural life both economically and culturally.\n12. Tax education — The National Education Association recommends\na continuing program of enlightenment of the public, pupils, and teachers\nregarding the financial needs of the schools and regarding the principles of\ntaxation within the various states so that they may avoid being misled by\nfalse propaganda.\n13. Occupational forecasting — The National Education Association asks\nthat some federal agency provide forecasts of occupational trends in the\nUnited States for use in planning educational programs.\n14. Institutes for professional relations — The National Education Asso¬\nciation endorses the move for Institutes of Professional Relations to train\nteachers in the following relationships: (a) teacher-student, (b) teacherprofession, and (c) teacher-public.\n15. Affiliated associations — The National Education Association recom¬\nmends that all local and county education associations affiliate with the\nNational Education Association in order that the profession may present a\nunited front. To\n\nthat end there should be made\n\navailable in every com¬\n\nmunity an opportunity for the payment of all-inclusive membership dues\nto be paid at one time for membership in the local, district, state, and\nnational associations.\n16. National and state association relationships — The National Educa¬\ntion Association recommends close cooperation between the National Asso-\n\n"}
{"page": 916, "printed_page": null, "text": "National\n\n912\n\nciation and\ncommittees.\n\nEducation\n\nthe state associations and\n\nAssociation\n\nbetween\n\ntheir respective similar\n\n17. Educational Policies Commission — The National Education Asso¬\nciation calls upon all those interested in education to familiarize themselves\nwith the publications of the Educational Policies Commission and to apply\nprinciples set forth to actual teaching situations.\n18. American Education Week — The National Education Association\nappreciates the cooperation of the American Legion, the United States\nOffice of Education, and the National Congress of Parents and Teachers\nin sponsoring the celebration of American Education Week. The theme for\n1939, “Education for the American Way of Life,” suggests a means for\npresenting to the people of the community the part played by schools in\nperpetuating American\n\ncivilization.\n\n19. Ceding of submerged coastal lands — Since the forced ceding of\nsubmerged coastal lands in some states to the federal government would\nseriously decrease the school funds of those states, the National Education\nAssociation recommends that the federal government purchase such lands\nif it seriously needs them.\n20. Appreciation — The National Education Association wishes to ex¬\npress its appreciation to all those whose efforts and hospitality have con¬\ntributed to the success of this 77th annual convention. The visiting members\ncannot repay them but hope that each may experience the satisfaction which\ncomes to those whose work is well done.\n\nPlatform\n(Additions\n\nThe\n\nof the National\n\nEducation\n\nAssociation\n\nto the Platform as set forth in 1938 are printed in italics;\nwords in brackets [ ] are to be deleted.)\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that education\n\nis the\n\ninalienable right of every American ; that it is essential to our society for\nthe promotion and preservation of democratic ideals. Therefore, the Asso¬\nciation declares its convictions and challenges its members to leadership\nin attaining the objectives of this covenant.\nI. The\n\nChild\n\nEvery child, regardless of race, belief, economic status, residence, or\nphysical handicap, should have the opportunity for fullest development in\nmental, moral, and physical health, and in the attitudes, knowledge, and\nskills that are essential for individual happiness and effective citizenship\nin a democracy. As means to this end, the Association advocates :\nA. Enriched curriculums that prepare the child for his cultural, vocational, 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\nexperience. The radio and motion pictures are of such momentous force in\nthe life of the child that every effort should be exerted to continue the recent\nimprovement of motion pictures and radio programs.\nC. Healthy minds and bodies that will strengthen the effectiveness of individuals\nas citizens.\n\n"}
{"page": 917, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n913\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 be amended to provide for the\nprohibition of child labor.\n3. Complete and scientific instruction regarding the effects of alcohol and\nnarcotics upon the human body and upon society should be given in the\nschool.\nD. The right to unfettered teaching, which will aid the child to adjust himself to\nhis environment and to changing social conditions thru the development of\nhabits of sound thinking. The fundamental principles of American democracy\ndemand that students be informed concerning controversial issues.\nE. Systematic programs\nment, a7id followup,\n\nof vocational\nin charge\n\nand educational guidance, vocational place¬\n\nof competent\n\npersons\n\nespecially equipped\n\nfor the\n\nwork.\nF. Recreational\n\nprograms\n\nthat lead toward\n\nconstructive use of leisure time.\n\nII. The Teacher\nTeachers, regardless of position or title, are professional workers in a\ncommon cause, and, as such, have certain responsibilities and rights. The\ninterests of the child and of the profession require:\nA. Teachers\n\nof sound character and good health, with high civic ideals, who\n\nhave\n\nbeen effectively trained for the service which they are to perform. Their prepa¬\nration should be rich in cultural, professional, and subjectmatter content, and\nadapted to the demands of actual service.\nB. Teachers\n\nwho\n\nhave\n\nthe professional\n\nattitude in regard\n\n1. Those in service should be students of professional\nevery way to develop better educational practices.\n\nto self-improvement.\nproblems,\n\nseeking in\n\n2. Principles of conduct set forth in the Code of Ethics adopted by the Asso¬\nciation should be observed (see the March Journal, p. 90).\n3. Teachers should have membership in local, state, and national education\nassociations.\nC. Teachers who are guaranteed the constitutional rights of freedom of speech,\npress, and assembly. Intellectual freedom is a public safeguard. It is the surest\nguarantee of orderly change and progress.\n1. The teacher’s conduct should be subject only to such controls as those to\nwhich other responsible citizens are subjected.\n2. Teachers should have the privilege of presenting all points of view without\ndanger of reprisal by school administrations or by pressure groups in the\ncommunity.\n3. Teachers should have the right of protection from intimidation thru fear\nof loss of position, reduction of salary, loss of opportunities for advance¬\nment, or deprivation of their usual assignments, responsibilities, and authori¬\nties.\n4. Teachers should have the right to organize and to support organizations\nthat they consider to be in their own right and in the public interest. Likewise\nthey should have the right to participation in determining school policies\nand school management.\nD.\n\nTeachers who are protected, by salaries adequate to attract and\nservice men and women of marked ability and thoro training.\n\nE. Teachers\n\nwho\n\nhold\n\nare protected, in case of disability or old age, by means\n\nin the\n\nof sound\n\nretirement [plans] systems and, in case of financial emergency , by credit unions.\n\n"}
{"page": 918, "printed_page": null, "text": "National\n\n914\n\nEducation\n\nAssociation\n\nF. Teachers who are protected from discharge for political, religious, personal,\nor other unjust reasons by effective tenure laws.\n\nIII. The\n\nAdult\n\nThe adult furnishes to society leadership and vision ; therefore, it is\nessential that he be [schooled] trained in the fundamentals of education, be\nmade responsive to the demands upon him as a citizen, and be enabled to\ngive guidance to youth. The Association advocates concerted local, state,\nand national efforts to attain these ends thru:\nA. Adult education that enriches the cultural aspects of life, prepares\nhood, provides opportunity to develop personal talents, improves\nfor greater efficiency, [remedies\nresponsibilities of social life.\n1. The\n\nexistence\n\ndeficiencies\n\nof illiteracy in the United\n\nto laymen and teachers.\n2. The minimum requirements\n\nin education,]\n\nStates presents\n\nfor naturalization\n\nshould\n\nand\n\nfor parent¬\nor retrains\n\nemphasizes\n\nthe\n\nan insistent challenge\ninclude\n\nthe ability to\n\nread and to write the English language understandingly ; a general knowl¬\nedge of local, state, and national government; the desire to exercise the right\nof suffrage; and evidence of mental and economic competency. Provision\nshould\n\nbe made\n\nto receive all persons into citizenship with suitable ceremony.\n\nB. Recreational programs\nleisure-time activities.\n\nthat\n\nwill give\n\n[instruction]\n\ntraining\n\nin the use\n\nof\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,\nthe interest of a high type of citizenship.\n1. The\n\nfederal government\n\nsupport of education,\neducation.\n\ndisseminate\nwith\n\nauthentic\n\nstate department\n\nshould\n\norganize,\n\nof education\n\na. Thru experimentation and leadership,\nvide adequate programs of education.\n\non problems\n\nin the President’s\n\nin\n\nof\n\nCabinet\n\nfunds appropriated to the Office\nits efforts increasingly effective.\n\ndirect, and\n\nin each\n\neducation\n\nto the states for the\n\ninformation\n\na Secretary\n\n3. Until Congress establishes this Department,\nof Education should be augmented to make\n\n1. The\n\nsupport\n\nshould give financial assistance\n\nand\n\n2. A Department of Education\nshould be established.\n\nB. The state government\nthe state.\n\nand\n\nsupport\n\neducation\n\nwithin\n\nlocal communities\n\nto pro¬\n\nstate should:\n\nstimulate\n\nb. Provide and administer a system of certification of teachers based upon\nprofessional standards. The Association recommends a minimum of four\nyears\n\nof college preparation.\n\nc. Certify as to the adequacy\nstandards.\n2. Each\n\nstate should\n\nprovide\n\nof local programs\n\nfor the support\n\nfrom\n\nof education\npublic funds\n\nin meeting\n\nstate\n\nof a system\n\nof\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.\n\n"}
{"page": 919, "printed_page": null, "text": "Reports\n\nof\n\na. Schools\n\nfor children\n\nand\n\nCommittees,\n\nCommissions,\n\nin rural communities\n\nand\n\nshould\n\nCouncils\n\nbe recognized\n\n915\n\nas essential\n\nintegral parts of the public school system.\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 of vocational education\nfor youths and adults.\n(1) Classes should be organized\nschool systems.\n\nand maintained\n\nas integral parts of local\n\n(2) Part-time and evening classes should be provided when necessary.\n3. Every state should provide for the training of teachers and should establish\nstandards of qualification.\nC. The local district should organize and administer\nformity with the standards set by the state.\n\nits schools\n\nsystem\n\nin con¬\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.\nTerms\n\nof office should\n\nbe such\n\nthat a majority\n\nof the board\n\nwill not come\n\ninto office at any one time.\na. Lay boards\neducators.\nb. The\n\nshould\n\nbe guided\n\nselection and promotion\n\nby the recommendations\n\nof teachers\n\nshould\n\nof professional\n\nbe on a professional\n\nbasis.\n\n(1) Teachers of equivalent training and experience should receive equal\npay, regardless of sex or grade taught.\n(2) Teachers should not be discriminated against because of race, color,\nbelief, residence, or economic or marital status.\n2. The local unit of school control should be large enough to justify the employ¬\nment of men and women with special training in educational leadership for\nadministration and supervision.\n3. School\nand\n\nbudgets\n\napproved\n\nshould\n\nbe prepared\n\nby the board\n\nby the school superintendent\n\nand\n\nhis staff\n\nof education.\n\nV. Finance\n\nA complete program of education requires liberal support from public\nrevenues. In order to make this program possible, the Association advocates:\nA. A\n\ncoordination\n\nof the taxing\n\npolicies of local, state, and\n\nnational\n\nunits of\n\ngovernment.\n1. Whenever\n\nlocal districts are\n\neducation,\n\nstate and\n\nfederal\n\neducational\n\nopportunity\n\nunable\nfunds\n\nwithin\n\nto finance\n\nshould\n\na satisfactory\n\nbe available\n\nin order\n\nprogram\n\nof\n\nto equalize\n\nthe state.\n\n2. Federal funds should be provided with the understanding that the expendi¬\nture of such funds and the shaping of educational policies shall be matters\nof state and local control.\n3. Special federal funds should be made available without federal dictation to\nprevent the interruption of education in areas devastated by widespread\ndisasters.\nB. Research in public finance to discover\nsources for revenues.\n\nand\n\ndisseminate\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 ever changing world. All activities of the\nschool should contribute to the habits and attitudes that manifest them¬\nselves in integrity in private and public life, law observance, and intelligent\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nEducation\n\nAssociation\n\nparticipation in civic affairs and world citizenship. To establish thru\neducation closer relationship of people, the Association advocates:\nA.\n\nContinuous programs to interpret\nachievements of the schools.\n\nB. National\nchildren\n\nmovements\nand\n\namong\n\nto bring\n\ncooperation.\nC. World education\n\nto the community\n\nparents\n\nand\n\nteachers\n\nthe school, the home,\n\nassociations\n\nthe aims, practices, and\n\nto safeguard\n\nand\n\nthe welfare\n\nthe community\n\nthat will encourage\n\nsystematic\n\nprofessional knowledge, visits, and conferences.\nD. Teaching children the truth about war, its costs in human\n\ninterchange\n\nlife and\n\nof\n\ninto closer\nof\n\nideals and\n\nin material wealth; the values of peace; and the need of international coopera¬\ntion by such means as courts of arbitration.\nE. The teaching of history in such a manner that, while at all times presenting\naccurate statements of fact, it will emphasize the virtues and achievements of\nall nations\n\nand\n\nincrease\n\ninternational\n\ngoodwill.\n\n1\n\nSALARIES\nWILLARD\n\nS.\n\nELSBREE,\n\nCOLUMBIA\n\nThe\n\nCommittee\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\nNEW\n\nEDUCATION,\nYORK,\n\nN.\n\nTEACHERS\n\nCOLLEGE,\n\nY., CHAIRMAN\n\non Salaries has devoted its attention during this past\n\nyear to a clarification of the issues involved in salary scheduling. The Com¬\nmittee hopes to prepare a handbook for use by local teachers associations\nand other groups interested in the formulation of salary policies. It is planned\nto include in this handbook a discussion of the critical issues related to the\nproblem of teachers’ salaries.\nAs a basis for determining the point of view held by the members of the\nadvisory committee, a carefully planned questionnaire was submitted and the\nresults will be available soon. The executive committee then plans to select\nthose issues about which there is considerable unanimity of opinion for\ndiscussion in the handbook. While the Committee does not expect to exclude\ncontroversial topics, it is hoped that a platform may emerge which will\ntend to serve as a guide to those concerned with the preparation of salary\nschedules.\nSUPPLY,\n\nPREPARATION,\n\nAND\n\nTEACHERS\nRICHARD\n\nE. JAGGERS,\n\nSTATE\n\nDIRECTOR\n\nDEPARTMENT\n\nOF\n\nOF\n\nTEACHER\n\nEDUCATION,\n\nCERTIFICATION\n\nOF\n\n2\nTRAINING\n\nAND\n\nCERTIFICATION,\n\nFRANKFORT,\n\nKY.,\n\nCHAIRMAN\n\nThe core committee on Supply, Preparation, and Certification of Teachers\nmet in Cleveland, Ohio, on February 26, 1939, with four of the five\nmembers present. It was agreed that the Committee should prepare for\nthe San Francisco convention a preliminary draft of a platform of prin¬\nciples to be based upon resolutions of the National Education Association\nand other sources of generally accepted policies relating to supply, prepara¬\ntion, and certification of teachers.\n1 Adopted\n2 Adopted\n\nby Representative\nby Representative\n\nAssembly,\nAssembly,\n\nJuly 4, 1939.\nJuly 6, 1939.\n\n"}
{"page": 921, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n917\n\nWith the aid of many authorities in the fields of teacher training and\ncertification the Committee has prepared the following tentative statement :\n\nof teacher\n\neducation\n\nis to make available leaders in learning who have (1)\nof the purposes and functions of education in our democracy,\n\nan understanding\n\nand (2) the ability (a) to guide learners at the different learning levels in\nthe selection of worthwhile activities and experiences, and (b) to aid learners\nin using\n\ntheir\n\nachievement\n\nabilities, aptitudes,\nof their life purposes.\n\nexperiences,\n\nand\n\ninterests\n\ntoward\n\nthe\n\nsocial life. There should be provision in teacher education for broad general\nknowledge which offers reasonable guarantee that the prospective teacher\nI.\narts, fine arts, practical\nrucatex\ntensin\nudy in such areas as langua\nll,\nivea st\nTeasha\nche\nr th\nedu\nion\nde?nocracy must have a defi ge,\nnite\nobje\ne.arThe\narts, mathematics, sciences, social scie\nhe\nan\nwelf\nal\nquect\nd ctiv\nnces,\nth,\nireivean\ne, acobj\nunderstanding of the major problems of social life and their implications for\nthe learners whom he leads, for his fellow workers, for the parents, and for\nthe public in general.\nIII. Teacher\n\neducation\n\nmust\n\ning levels. There\nof the problems\nprospective\nwhich\nIV.\n\ndevelop\n\nleaders\n\nin the major\n\nlearning\n\nshould be provision in teacher education\nin those teaching\n\nteacher\n\nis interested,\n\nthere is reasonable\n\nareas\n\nand\n\nlearning\n\n(2) for which\n\npromise\n\nthat he may\n\nareas\n\nand\n\nlearn¬\n\nfor intensive study\n\nlevels (1) in which\n\nhe has aptitude,\n\nand\n\nthe\n\n(3) in\n\nfind employment.\n\nTeacher education must provide for professional integration and orientation.\nProvision should be made in teacher education whereby the prospective\nteacher\n\nmay\n\nemploy\n\nhis knowledge\n\nand\n\nunderstandings\n\nin learning\n\nsituations,\n\nand to that end his preparation should include (1) understanding of the vital\nII\nTeache\n.\nr educat\nionconnection\nproblems\nin\nthe growth and development of children, (2)\nmust leadwith\nto an\nunderstandhig of\nthe majorprograms\nunderstanding of the organization and control of\nlearning\nproblems inofthe\nschool, (3) knowledge\nuses of materials\n\nunderstanding\n\nof the application\n\nsuited to the different learning\n\nto integrate his own\npetent guidance.\n\nresults. Teacher\n\nand\n\neducational\n\neducation\n\nexperiences\n\nshould provide\n\nlevels, and\n\nof methods\n\n(4) opportunity\n\nby actual teaching\n\na workable\n\nand\n\nunder\n\ncom¬\n\nplan of pre-train\n\ning\n\nto the end that only\ning\n,\non\n,\ncurricul\nto complete teacherthose persons may be permitte\nums\neducatio\nd\nn\nand mental\n(1) physical, emotiona\nwho manifest during their preparat\nl,\nion:\nof the science and art of living, (3) genuine interest\nfitness, (2) apprecia\ntion\nof educa¬\nof the implicat\n(4) underst\nin teaching as a professi\nandi\nions\non,\nour America\nagency in maintain ng and improvi\ntion as a construc\nng\nn\ntive\ning\n(6) apti¬\neffective leaders of learners\nway of life, (5) capacity for becomin\ng\n,\nacademic\ntude for the teaching area and school level chosen, (7) satisfac\ntory\nand (8) adequate general scholarsh\nachievem\nent,\nip.\nselection\n\nin-train\n\nguidance\n\nand\n\nfollowup\n\nevaluati\n\nconsist\n\nof the core committ\non teacher supply, prepara\nand certifi¬\ning\ntion,\nee\ncation, and five member\nappoint\nby the preside\nof the Americ\nAsso¬\nan\nnt\ns\ned\nciation of Teache\nCollege\nthis committ\nto study during 1939-40 this\nrs\ns,\nee\nplatfor\nof princip\nsubmitt\nin this report, and that a revised platfor\nles\ned\nm\nm\nof princip\nbe present\nas a part of the report of the Commit\non\nles\ntee\ned\nTeache\nSupply, Prepara\nand Certifi\nat the 1940 convent\nof\ncation\nr\nti\nion\nthe Nationa\nEducati\nAssoonc,ia\ntion.\nl\non\n\nDuring the school year 1939-40 the Committee, with the aid of the\nResearch Division of the National Education Association, plans to publish\n\n"}
{"page": 922, "printed_page": null, "text": "National\n\n918\n\nEducation\n\nAssociation\n\na handbook on the technics used in making supply and demand studies. Par¬\nticular attention will be given to the practices used in the several states\nwhere supply and demand studies have been successfully made.\nThe proposed activities of the Committee were approved by the advisory\n' members assembled in Cleveland on February 28, 1939.\nIt is expected that the program of the Committee will extend into other\nareas as the needs and interests of the Association are made known. For this\nreason the Committee\n\nwelcomes\n\ncorrespondence with all who would increase\n\nthe effectiveness and constructiveness of the Committee’s\n\nTAX\nMARTIN\n\nWILSON,\n\n130\n\nWEST\n\nEDUCATION\n\nFORTY-SECOND\n\nactivities.\n\n1\n\nST., NEW\n\nYORK,\n\nN. Y., CHAIRMAN\n\nThe Committee on Tax Education was set up during the year to help\nto implement the resolution on tax education passed at the convention in\nNew York City. This resolution condemned “any campaign of propaganda\nfor indiscriminate reduction of taxation without regard to social needs.”\nThe officers, members, and affiliated organizations were urged to carry\non a systematic, intensive program for public enlightenment 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\nwhat\n\nthe average\n\ntaxpayer\n\ngets in return for his tax dollar\n\nc. To show the vastly increased\neducation\n\nservices\n\nd. To\n\neducation\n\npublicize the service which\n\nwhich\n\nour\n\nreturns\n\ne. To counteract the tendency of taxing authorities\nthe revenues from public schools\nf. To\n\ngive to the teachers\n\ntaxation\n\nwithin\n\nthe general\n\nof the nation\n\nthe various\n\na thoro\n\nmodern\n\ncivilization\n\nrequires\n\nof\n\nfor its share of the tax dollar\nto divert an undue\n\nunderstanding\n\nstates, so that they may\n\nproportion\n\nof\n\nof the principles\n\nof\n\naid in educating\n\nstudents\n\nand\n\npublic on these questions.\n\nThere is a consensus of opinion that tax education is necessary. We\napparently shall face a strong effort to cut taxes thruout the country for\nsome time. There is danger that such a movement will sweep desirable social\nservices into the discard and do irreparable damage to education. Some of\nthe propaganda agencies are spreading the thesis that all taxes are bad per\nse. To meet this a campaign of tax education should be planned and pre¬\nsented to teachers, pupils, and the public at large.\nThe best first step is to arouse the teachers to the situation and to call\nattention to the large amount of material prepared on this subject by the\nNational Education Association. To be effective, frequent reiterations are\nnecessary. We\nJournal.\nFinancing\n\nplan to help in this thru an article in an early edition of the\n\nAmong\n\nbulletins on\n\nPublic Education,\n\nthe subject are: Why\nThe\n\nStates To Support Education,\nFacts on School Costs.\n1 Adopted\n\nby Representative\n\nAssembly,\n\nSchools\n\nSchools and Business, The\n\nConstructive\n\nJuly 6, 1939.\n\nEconomy\n\nCost More,\nEfforts of the\n\nin Education,\n\nand\n\n"}
{"page": 923, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n919\n\nThere is a need for more articles similar to the series by Harley L.\nLutz and William G. Carr. Unfortunately, these popularly written articles\nare no longer in print.\nIn April 1938\n\nthe American\n\nEducational\n\nResearch\n\nAssociation pub¬\n\nlished an issue of the Review of Educational Research entitled “Finance\nand Business Administration.”\nSome of the state associations have produced valuable bulletins, such as\nTaxation\n\nby the Texas\n\nCommittee\n\non Survey\n\nState Teachers\n\nAssociation\n\nand the Report\n\nof School Costs by the Pennsylvania\n\nof the\n\nState Education\n\nAssociation.\nWith regard to the proper education of pupils in tax matters a letter has\nbeen sent to the superintendents in the principal cities recommending that\nthe schools treat the problem of taxation specifically thru a unit in eco¬\nnomics, civics, and kindred courses. Allentown, Pennsylvania, is preparing\nmaterial on tax education for use in the junior high school. The Committee\non Tax Education is preparing such a unit as a suggestion to the various\ncities. This seems to be necessary because economics is a required subject\nin comparatively few municipalities.\nAs a means of approach to the public the Committee is preparing material\nof a more popular character. Graphic illustration will be employed and\ndifferences between assessed valuations and real values will be brought out.\nIn some cases evaluation for rate-making purposes for utilities are five\ntimes as high as assessed valuations. The public will be shown that it buys\nmore with its tax dollar than with any other dollar.\nThe tax dollar spent for education grows into a multiple dollar used for\nbusiness in that a dollar’s worth of education leads to demands representing\nmany dollars worth of business. For instance, reading ability is translated\ninto newspaper circulation. Education\nand raises social standards.\n\nstimulates society’s wants\n\nand needs\n\nThe Committee is preparing leaflets on education as an investment, and\neducation as an insurance for the future. •\nThe Committee should be a continuing group because of the nature of its\nwork and because of the problems ahead.\nWe recommend, first, that teachers be urged to take more interest in this prob¬\nlem. Most of us must wake up or we shall all be ruined, and the best teachers of the\neducation of children along with us. Teachers should inform themselves regarding\ntax matters and participate actively in civic associations that discuss them.\nWe are much interested to learn that California has done a fine job in that line.\nThey report they have 1000 groups that are working\nother state made anything like as favorable report.\n\nSecond,\n\nthat the Research\n\nDivision\n\nof the National\n\nquested to reproduce a booklet similar to “The\nout of print, bringing the material to date.\n\non this now\n\nEducation\n\nSchools\n\nin this state. No\n\nAssociation\n\nin Business,”\n\nbe re¬\n\nwhich\n\nis\n\nThird, that a series of articles, similar to “The Essentials of Taxation,” by Lutz\nand Carr, be prepared and sent to all members. That appeared some years ago.\nWe feel that there must be constant reiteration of that work.\nFourth, that state and local associations hire research directors, as California\nand some other states have done, or at least appoint a committee, as the Virginia\nassociation\n\nhas\n\ndone, to prepare\n\nand\n\ncirculate popularly\n\nwritten\n\nmaterial\n\non\n\nedu-\n\n"}
{"page": 924, "printed_page": null, "text": "National\n\n920\n\ncational costs, and\n\nEducation\n\nAssociation\n\nthat the state and local associations\n\nset up groups\n\nof teachers\n\nand\n\ncitizens at large to study outlines relating to tax education.\nFifth, that state and local associations be urged to devote part of their publica¬\ntions to a discussion of tax problems, as the associations of West Virginia, Nebraska,\nWyoming, South Dakota, New York, and others are doing.\nSixth, that affiliated organizations be urged to present\n\nradio\n\nJoint Committee\n\nCity has done.\n\nof Teachers\n\nOrganizations\n\nof New\n\nYork\n\nprograms,\n\nas the\n\nSeventh, that the committee be authorized to send bulletins to affiliated associa¬\ntions suggesting what is being done by various groups acting as a clearinghouse in\nthis work.\nEighth, that school systems be urged to set up units in social studies thru eco¬\nnomics, civics, or problems of democracy which adequately bring out the relation\nbetween services and taxes.\nIf you request the Research Division of the N.E.A. for material for courses,\nbibliographies, or suggestions on reports, will you please give them plenty of time,\ninstead of asking them to send you something by airmail over the week-end? Also,\nwill you please see that your associations become active in this work, your state\nassociations and your local associations, and that you, yourselves, get interested in\nit? It is really a very serious situation, and it is only your effort in your conversa¬\ntion with friends, thru information that you have based on well-authenticated\nsources — that can only come thru your studying the problem — that we\nourselves and save, incidentally, education in this country.\n\nDONALD\n\nDU\n\nSHANE,\n\nTENURE\n\n1\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCOLUMBUS,\n\ncan\n\nsave\n\nIND.,\n\nCHAIRMAN\n\nThe\n\nwork\n\nof the Committee\n\non Tenure\n\nis a practical and concrete ex¬\n\npression of the Association’s interest in teacher welfare. The Committee’s\nrecord of service to the teachers of America clearly reveals the value of\norganized efforts. In cooperation with the staff in Washington, the Com¬\nmittee has supplied legislative advice and information, investigated charges\nof injustice, and sponsored a series of research publications.\nEach year a number of letters are received by the Tenure Committee.\nSome of these are from the members of local and state committees who\nneed advice on how to prepare or to defend tenure laws. Detailed letters,\npublications, and other aids are supplied as promptly as possible in all such\ncases. Other letters have to do with the rights of a teacher who has been\nunjustly treated. When the facts warrant it, the chairman collects a com¬\nplete report on the situation. Often one or more members of the Com¬\nmittee make personal investigations. Following the report of these surveys\nevery effort is made to bring the facts clearly before the public and all\nindividuals concerned.\nThe\n\nOklahoma\n\nCity case during the current school year illustrates the\n\ninvestigational activities of the Committee. Upon the discharge of twentytwo teachers in that city, the local and state education organizations asked\nthe Committee to investigate. Thru correspondence and personal study\nof the situation it was\n1 Adopted\n\nby Representative\n\nrevealed that the twenty-two\nAssembly,\n\nJuly 6, 1939.\n\nteachers had been\n\n"}
{"page": 925, "printed_page": null, "text": "Reports\n\nof Committees,\n\nCommissions,\n\nand\n\nCouncils\n\n921\n\nvery unfairly treated by the board. The publication of these facts in the\nnewspapers led to the election of schoolboard members pledged to establish\na new order in school affairs. At present all but one of the discharged\nteachers have been reappointed.\nWith the cooperation of the Research Division the Committee on Tenure\nhas been able to publish five reports during the current school year. These\nstudies had to do with the following topics : ( 1 ) court decisions on tenure\nin 1938; (2) the first five years of experience of beginning teachers; (3)\ntenure of administrators; (4) opinions of schoolboard members and super¬\nintendents on tenure issues; and (5) a critical analysis of tenure legisla¬\ntion. A limited supply of these publications may be obtained at the Registra¬\ntion Desk or direct from the Washington office.\nThere is much discussion today of battles between the ideals of de¬\nmocracy and of totalitarianism. While to many these problems seem remote\nand unreal, the fact is that they face all of us in our daily lives. If educators\nand laymen alike practiced the democratic principle we profess to believe,\nthe task of the Tenure Committee would be easier.\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nANNUAL\n\nEducation\n\nREPORT\n\nWILLARD\n\nOF\n\nE. GIVENS,\n\nAssociation\n\nTHE\n\nSECRETARY\n\nWASHINGTON,\n\nD. C.\n\nHistory — The National Education Association was organized in 1857\n\nin Philadelphia by 43 forward-looking leaders from state teachers asso¬\n\nciations. During the first 60 years of its history the Association’s member¬\nship was never larger than 10,000. During the past 22 years its membership\nhas increased to more than 200,000 members including teachers, principals,\nsupervisors, superintendents, professors, and college and university presidents.\nIt is a democratic, voluntary organization of those engaged in educational\nwork. It is the national professional association for teachers corresponding\nto the American Bar Association for lawyers and the American Medical\nAssociation for doctors.\nOrganization — The\n\nAssociation\n\nworks\n\nthru its 200,000\n\nmembers\n\nwho\n\nrepresent the Association in their local communities and carry forward its\nprogram of service in every section of the country.\nEvery state teachers association and the teachers associations of our\nterritories and outlying possessions are all affiliated with the National Edu¬\ncation Association, as are some 800 local teachers associations from every\nstate in the Union. These affiliated associations cooperate in the work of\nthe National Education Association and are represented by official delegates\nat the annual conventions.\nThe Representative Assembly in which our official business is transacted\nis made up of 1700 delegates from the affiliated associations. This Assembly\nmeets annually during the week of our summer convention. The meetings\nare open to all members, but only official delegates may vote. This is the\npolicy-forming body of the Association. All resolutions, recommendations,\nreports of officers and of committees, and changes in bylaws and rules must\ncome before this body for final action.\nWe have a Board of Directors consisting of the president, first vicepresident, treasurer, chairman of the Board of Trustees, executive secretary,\nand one elected member from each state and territory. This Board has\ncharge of the general interests of the Association.\nThe Association has an Executive Committee of nine members consisting\nof the president, first vicepresident, treasurer, chairman of the Board of\nTrustees, and two members elected annually by the Board of Directors\nand three members elected annually by the Representative Assembly. It\ncarries out the wishes of the Representative Assembly and the Board of Di¬\nrectors and represents these bodies between the annual meetings.\nOur Board of Trustees of five members consists of the president of the\nAssociation and four members elected by the Board of Directors — one each\nyear for a term of four years. The Trustees have charge of the Permanent\nFund and select the executive secretary.\nOur organization has 28 nationwide committees and commissions at work\non the problems of our profession — such committees as Retirement, Tenure,\n\n"}
{"page": 927, "printed_page": null, "text": "Secretary’s\n\nReport\n\n923\n\nand Salaries, and such commissions as the Educational Policies Commis¬\nsion and the Legislative Commission.\nWe have a National Council of Education made up of 200 representative\nmembers of the Association chosen by the Council, the Board of Directors,\nand the departments of our organization to discuss educational questions of\npublic and professional interest.\nThe National Education Association has 24 departments working in spe¬\ncial fields. Our departments cover a wide range of interests. We have\nseveral departments representing phases of school organization such as\nsuperintendents, secondary principals, and elementary principals. We have\nmany other departments representing subjectmatter fields , such as art,\nmusic, and science.\nAt\n\nour\n\nannual\n\nconvention\n\nallied organizations\n\neach summer\n\ninterested in education\n\nthere are approximately\nwhich\n\nhold meetings\n\nnection with the annual convention of our Association.\nWe\n\nhave in Washington\n\na headquarters\n\n25\n\nin con¬\n\nstaff of 125 specialists and\n\nclerical assistants who help organize and coordinate the work of the Asso¬\nciation and carry forward our nationwide program. This work is done by\nthe following divisions: Accounts and Records, Affiliated Associations, Busi¬\nness, Field Service, Membership, Publications, Research, Rural Service,\nand the Secretary’s Office. On pages 926-48 may be seen an account of the\nwork done by these divisions.\nPurpose — The\n\npurpose\n\nof our Association,\n\nto elevate the character and advance\n\nas stated in its charter, is\n\nthe interests of the profession of\n\nteaching and promote the cause of education in the United States. We are\nconstantly striving to obtain two main objectives: (a) to promote the cause\nof education thruout the United States, and (b) to advance the interests\nof the profession of teaching. We seek to promote the cause of education\nthru research, thru the publication of 175,000,000 pages of printed matter\neach year, consisting of leaflets, bulletins, Journals, and yearbooks; thru a\npublic relations program which has as a part of its activities six nationwide\nradio programs each week; thru the work of our 28 committees and com¬\nmissions and our 24 departments; and thru field work and conventions.\nThe\n\nsecond objective — that of advancing the interests of the profession\n\nof teaching — is sometimes known as “teacher welfare.” A discussion of this\nphase of the work will be found on page 946.\nCompetition\n\nfor funds — As we look about over the nation we\n\nsee schools\n\nclosing for the year in one state with teachers salaries in arrears to the\namount of more than $5,000,000. We see another state reducing its state\naid by approximately $10,000,000; another state transferring $3,000,000\nfrom the school fund to the general fund to help pay the pensions for the\naged. Budget slashing is becoming entirely too common. The use of funds\nfor other worthy social functions, such as relief for the unemployed, social\nsecurity, and old-age pensions, has begun to drastically curtail the oppor-\n\n"}
{"page": 928, "printed_page": null, "text": "National\n\n924\n\nEducation\n\nAssociation\n\ntunities for the education of our youth. This is neither desirable nor neces¬\nsary. There is sufficient wealth in this country to educate our children\nproperly and at the same time to take care of other needed social functions\nif we really believe that both are important. A nation, like an individual,\ncan and will pay for those things which it believes to be most important.\nOur profession has the responsibility of making the needs of children and\nyouth known to all our adult population. The future welfare of our country\ndepends upon our doing this.\nFacts\n\nabout\n\nschool costs — The\n\npublic schools belong to the people of\n\nAmerica. The people have a right to know what education is attempting\nto do, how its program is being carried out, and what it is costing. It is an\nimportant duty for teachers to make the facts known not only thru the\nlocal public relations programs but also thru their professional groups as\nwell. We must keep constantly in mind that regardless of the excellence\nof the educational program there are people who think school costs are\nexcessive.\nThe\n\nfacts are that school expenditures require but a minor\n\nfraction of\n\nthe nation’s income. Between 1914 and 1929 less than 3 percent of our\ncurrent national income was spent each year for public education of all types.\nIn 1930, the year of largest school expenditure, the proportion was 3.2\npercent. In 1936 the schools’ share in the national income was 3.1 percent —\nsmaller proportionately than in 1930.\nFederal\n\naid — At the opening of the present session of Congress\n\na federal\n\naid bill, S. 1305, was introduced in the United States Senate by Senator\nElbert D. Thomas of Utah, chairman of the Committee on Education and\nLabor, and Senator Pat Harrison of Mississippi, chairman of the Finance\nCommittee. This bill is supported by the National Education Association.\nIt was reported favorably by the Senate Committee on Education and\nLabor, only one vote — that of Senator Robert A. Taft of Ohio — being cast\nagainst it. The Committee approved the bill because it believes that the\nfederal government no less than the states has a fundamental interest in\nthe education of our citizens. The Committee knows that inequalities in\neducational opportunity exist that cannot be removed except thru help from\nthe federal government. This bill is now on the Senate calendar where it\nwill either be acted upon before Congress adjourns, or will hold its place\non the calendar and come up for vote during the early days of the second\nsession. The need for federal aid has been proved. If we are to have any¬\nthing approaching equal opportunity for children in this country we must\nhave federal aid to education. If education is to serve its proper place in our\ndemocracy this federal aid must be without federal control. This is possible.\nThe case is proved. The need is great. Federal aid waits only on the united\naction of the parents of the children. It is our responsibility to make these\nfacts known to the parents and to strive to help them secure funds from the\nfederal government with which to give every child in this country a chance\nto develop whatever ability he may have.\n\n"}
{"page": 929, "printed_page": null, "text": "Secretary’s\n\nAction, not words, needed — There\n\nReport\n\n925\n\nare 1,000,000\n\nteachers in the United\n\nStates. We are potentially the strongest professional group in our country.\nIn number we lead all professional groups. We are educated. We have an\naltruistic philosophy of life. We have immediate personal contact with the\nyoung people of the nation. We have influence as individual leaders in our\ncommunities. We have an opportunity to work as an organized profession\nthru local, state, and national organizations. Can we not turn potential\npower into actual strength? Effective action awaits a united profession.\nWe are living in the greatest democracy the world has yet seen, but we\nhave real educational problems to solve. There are approximately 75,000,000\nadults in the United States. Of these, less than 3 percent are college\ngraduates, while approximately 5 percent are illiterate. Less than 15 percent\nhave graduated from high school, while approximately 68 percent have had\nno more formal education than that given in the elementary school. This\nis the educational picture of the adults in our democracy.\nDemocracy is an aspiration centering around the belief in the greatest\ngood to the individual. The challenge America faces is clean-cut: Can we\nmake the democratic ideal and process work in such a way that we can\nachieve security in a social organization and still maintain our freedom?\nThere are 1,000,000 of us working with 30,000,000 young people. We\nmust make education for these 30,000,000 most helpful and effective. We\nknow that democracy cannot exist and meet the problems of the modern\nworld without educated citizens. If education is as important in a democracy\nas we believe it to be, it becomes our duty to forget our petty differences\nand to develop a program of basic principles to which we can all subscribe\nand which we can present without any apologies to the public. The cause\nof education calls for aggressive support from a united profession.\nAppreciation — I am\n\ngrateful for the guidance\n\nand counsel of the presi¬\n\ndent and members of the Executive Committee, the Board of Trustees, and\nthe Board of Directors ; state superintendents ; and presidents and secretaries\nof state teachers associations. I am appreciative of the help given to the\nNational Education Association 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. Each member of our\nAssociation has helped thru the contribution of membership dues, thru sug¬\ngestions, and thru loyal cooperation to carry forward the program of\nservice to the children and teachers of our nation.\nI am deeply indebted to all members of the headquarters staff for their\nefficient help and willing support. The following summaries of the work\ndone at headquarters by divisions, departments, and commissions will be of\ninterest to all members.\n\n"}
{"page": 930, "printed_page": null, "text": "National\n\n926\n\nEducation\n\nAssociation\n\nDIVISIONS\n\nAccounts\nMary\n\nand Records\nJ. Winfree\n\nThis office is responsible for all cash received and disbursed by the Asso¬\nciation for itself, for departments, commissions, and committees ; prepares\nthe financial statements for the Association ; and works in close cooperation\nwith the treasurer. It also has full responsibility for both the accounts\nand records of :\n1. Memberships\n2. Life Memberships, with its notes receivable\n3. 100 Percent Schools\n4. Departments\n\nas follows:\n\nHealth, Physical Education,\nondary Education.\n\nAdult\n\nEducation;\n\nAmerican\n\nand\n\nRecreation;\n\nRural\n\nAssociation\n\nEducation;\n\nand\n\nfor\nSec¬\n\nThis work includes care and responsibility for plates from which publica¬\ntions are disseminated. There is a close tie-up with the Business Office,\nand assistance is rendered departments and committees with their accounting\nproblems.\nAt the annual convention this office assumes responsibility for the registra¬\ntion, information service, and sale of tickets; at the winter convention,\ninformation service and N.E.A. registration.\nA file of 80,000 promotion addressograph plates is maintained in this\nDivision.\n\nAffiliated Associations\nA gnes TV inn\n\nBy action of the N.E.A. Executive Committee last October the name of\nthis Division was officially changed from Classroojn Service to Affiliated\nAssociations. The\n\nnew\n\nname\n\nis in keeping with the activities carried on with\n\nthese groups and gives greater emphasis to their importance.\nLocal\n\nassociations — Accurate\n\nrecords\n\nare important\n\nand\n\nwe\n\nnow\n\nhave\n\nthe records of more than 800 affiliated associations kept up to date.\nAffiliated local associations constitute a vital part of the National Educa¬\ntion Association. They may be looked upon as the foundation upon which\nthe state and national associations build. They represent many different\ntypes of organizations and their aims and purposes provide for expansion\nand adjustment to new conditions. They are working on a great variety of\nproblems, some of which are: code of ethics, constitutional revision, credit\nunions, group insurance, public relations, salaries, sick leave, retirement,\nand tenure. Some groups that are not so active are seeking ways and means\nto strengthen their organizations by getting a larger number of their mem¬\nbers to participate in their activities. To help all these groups with their\nprofessional programs and to give prompt service to their requests for assist¬\nance has constituted the chief work of the Division.\n\n"}
{"page": 931, "printed_page": null, "text": "Secretary’s\n\nReport\n\n927\n\nThe affiliated associations receive all the regular N.E.A. publications,\nand those of the Department of Classroom Teachers and the Educational\nPolicies Commission.\nOne of the privileges of affiliation is that of sending delegates to the\nRepresentative Assembly, the number allowed being determined by the\nN.E.A. membership of the group.\nNew\n\naffiliations — The\n\nwork\n\nof the Division\n\nis not limited to groups\n\nalready affiliated but an effort is made to enrol new associations. An in¬\ntensive campaign has been carried on this year. President Shaw has shown\na keen interest in this work and many of the invitations to non-affiliated\nassociations to establish this relationship have been sent over his signature.\nAs a result, nearly 200 organizations have accepted the invitation.\nU norganized\n\ngroups — Altho\n\nthe teachers are organized\n\nin nearly all the\n\nlarger cities, in many of the smaller ones, and in a considerable number\nof counties, there are still many places where they have not taken this step.\nEncouragement and assistance are given to the leaders in such places in\nworking out their plans for organization.\nLocal publications — An\n\nactivity fast developing among\n\nlocal organizations\n\nis the publication of an official organ. Eighty groups now sponsor some\ntype of publication, and altho some of them are small the activity is a\nworthy one and should be encouraged. Copies of these publications are kept\non file and provide an excellent means of gaining information about the\nactivities of local groups.\nProfessional\n\nrelations — Emphasis\n\nhas been placed on\n\nthe organization\n\nphases of the work with the affiliated groups and in acquainting them with\nthe facilities and services of the National Education Association.\nState departments\n\nof classroom\n\nteachers — The\n\nmovement\n\nfor forming\n\ndepartments of classroom teachers in state associations is growing. The num¬\nber of such departments has more than doubled during the past five years,\nthere now being twenty-six. In several other states, plans for organizing\nare under way and these groups are given assistance.\nDepartjnent\n\nof Classroom\n\nTeachers — This\n\nDivision\n\nhas rendered\n\nsome\n\nsecretarial service to the N.E.A. Department of Classroom Teachers. The\nDepartment publications and other communications from the officers have\nbeen mailed to these groups thru the Division. The director has prepared\npublicity material for the officers to be used in connection with conferences;\ncarried on followup work of field activities for those officers desiring this\nservice; helped with the News Bulletin and looked after its distribution;\nand assisted the president in organizing the Advisory Council.\nOther\n\nactivities — At the request of the executive secretary a study was\n\nmade of the functions of local, state, and national associations, and a sum¬\nmarized report prepared for presentation to the N.E.A. Executive Commit¬\ntee at Cleveland. The director has made a number of trips into the field\nand has conferred with leaders in their organization plans.\nPublished\n\nthe March\n\nmaterial — The\n\npage “Our\n\nissue of the N.E.A.\n\nLocal\n\nAffiliated Associations”\n\nin\n\nJournal , setting forth the services of the\n\nDivision, has met with a hearty response. A manual, Teachers Local Or-\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNational\n\nganizations , prepared\n\nEducation\n\nin the Division\n\ntwo\n\nAssociation\n\nyears ago to assist leaders in\n\norganization work, has had a wide distribution. There\n\nis need for the\n\npreparation of a new' bulletin that will assist local association leaders in\nplanning programs and in guiding them in their professional relations.\nLooking\n\nahead — Growth\n\nin numbers\n\nthe Division. Since a large number\n\nwill result in increased activities for\n\nof the delegates to the Representative\n\nAssembly come from the local groups and help to decide N.E.A. policies,\nit is highly important that the Association encourage and strengthen these\ngroups in every way.\n\nBusiness\nH. A. Allan\n\nThe Division of Business has both administrative and revenue producing\nfunctions; the former includes purchasing, audit of accounts for payment,\nassistance in budget preparation and control, payrolls, and preparation of\nspecial statements and reports. The Division is responsible for institutional\nservice in duplicating, addressing, and mailing, and for handling printing,\nsupplies, and equipment ; -it also has responsibility for operation of the build¬\ning. The arrangement for conventions includes operation of exhibits which,\nwith advertising in the Journal and sales of publications, make up important\nsources of Association revenue.\nAltho increase in income of the Association over that of last year has\nbeen only moderate, increase in expenses has been proportionately so. Finan¬\ncially, the gains thru the year have been sound. A substantial transfer of\nbalance from the operating account, including a dividend from the receiver\nof the Commercial National Bank, has increased assets in the Permanent\nFund to a point almost sufficient to offset the substantial reserve which was\nset up for losses in Life Membership notes.\nAdvertising lineage in the Journal has continued to increase and shows\na gain of 14 percent over that for 1937-38. The gain in advertising from\nthe low point of the depression is 77 percent against a gain for magazines\ngenerally of 15 percent.\nThe property of the Association, including its equipment, is in excellent\ncondition. Normal replacements only are necessary for the ensuing year.\nWithin the past year there was added to the equipment of the operating\nAssociation, by direct purchase from the Permanent Fund, certain basal\nequipment originally provided thru the building account.\nCertain minor regulations affecting leave and privileges of personnel are\ndue for further study. The\n\ncontinued effectiveness and value of the Asso¬\n\nciation’s retirement annuity plan is worthy of mention.\nIt is recommended that the matter of promotion of sales of publications\nbe made a major responsibility for a staff member. Involved in this activity\nis some $20,000 annually for the Association and at least an equal amount\nfor its departments, and the possibilities of increased sales revenue, thru\nwell-organized promotion, are clear.\nAn important problem is that of improvement of relationships between\nthe Association and some of its departments. Not only should the element\n\n"}
{"page": 933, "printed_page": null, "text": "Secretary’s\n\nReport\n\n929\n\nof basal Association membership be more firmly stressed but requirement\nshould be made that every department receiving dues from its members\ndeposit its funds and have its accounts handled by the Association.\n\nField\nChari\n\nOrmond\n\nWilliams\n\nField service has never been more challenging or more interesting to the\ndirector than during the past year when her efforts have in some respects\nbeen experimental. Having worked on a plan of service to southern states,\nthe director of field service is proud and happy to report that nine of these\nstates have attained the 1939 N.E.A. Victory Honor Roll.\nIn connection with field work in this southern area, in addition to normal\nconvention activities, the director spent 199 days, traveling 19,355 miles to\nvisit 76 cities in 12 states.\nThe field director’s widespread correspondence late last spring with\nleaders in the field of teacher training revealed that these leaders were\nagreed that teachers should be trained for their work in three areas: teacherstudent, teacher-profession, and teacher-public relationships. Based on the\nfield director’s correspondence was the survey made by the American Asso¬\nciation of Teachers Colleges in collaboration with the Research Division.\nA preliminary report made at the mid-winter convention revealed that there\nis a need for clearer understanding among educators of the significance of\nthese relationships and pointed the way for specific training in the three\nareas.\nTo make this survey fruitful a plan must be evolved whereby faculties of\nteacher-education institutions will cooperate in the training of men and\nwomen in these recognized fields so that teachers will meet the obligations\nand responsibilities which devolve upon the profession.\nThe Institute on Professional Relations initiated by the director of field\nservice at George Peabody College for Teachers, Nashville, Tennessee,\nJuly 21-23, 1938, proved a marked success. Fourteen hundred persons from\n43 states and 5 foreign countries attended the Institute and participated in\nthe discussion of “The Professionalization of Teaching.” Representatives\nof five professions told of the problems they had faced and surmounted in\nattaining professional rank. The Institute, held under the auspices of Pea¬\nbody College, the Tennessee Education Association, and the National Edu¬\ncation Association, demonstrated so forcibly the advantages of democratic,\nprofessional, ethical discussion of the teacher’s problems that this summer\nat least thirty such conferences will be held in colleges and universities.\nThe field director will attend those at the University of North Carolina,\nGeorge Peabody College for Teachers, and the Institutions of Higher Edu¬\ncation in Oregon.\nInspired by the discussions at the first Institute on Professional Relations,\nleaders of Kentucky, with the assistance of the director of field service,\nlaunched a state plan for the professionalization of teachers. State Secretary\nW. P. King and the field director spent the last two weeks of October 1938\nvisiting educational institutions and representatives of the profession in a\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nthousand-mile motor trip over the state. At the end of the trip a meeting\nwas held at the University of Kentucky attended by representatives of all\nlevels of the profession in the state. The result of the one-day meeting of\nthese twenty-three educators was the Kentucky Plan for Making Teaching\na Profession. Immediately following this field work in Kentucky, the direc¬\ntor spent a week in West Virginia where a similar committee was called by\nN.E.A. State Director Trent and a state plan was drawn up. The idea of\nstate plans has been adopted also by Tennessee and Mississippi.\nTo bring the work of the Association closer to teachers in the South, the\nfield director prepared for publication in the journals of the state education\nassociations a monthly article on N.E.A. services to teachers. Eight of these\narticles were carried from October to June in journals of eleven southern\nstates with a circulation of 158,000. This circulation was increased to 212,000 when in December, Texas, Oklahoma, and Arizona asked permission to\npublish the articles. The articles have also been carried in Portland, Oregon,\nin the Journal , a daily paper with a circulation of 113,807.\nThe publication of these articles in the Oregon Journal is a fine example\nof teacher-public relationship. This service was offered the field director by\na friend on the staff of that paper, and the same type of service might well\nbe secured by teachers in every community by developing friendly relations\nwith editors and reporters of their daily papers.\nAnother demonstration of teacher-public relationships which the director\nof field service has been fostering since 1923 is her chairmanship of School\nEducation of the National Congress of Parents and Teachers. She is respon¬\nsible for the plans of the Congress* in acquainting its members and the\npublic in general with the needs, aims, and conduct of the schools. In her\nofficial capacity with the Congress she proposed in 1934 the preparation of\nOur\n\nPublic Schools , which\n\nshe edited for publication by that organization.\n\nThirty thousand copies of the book were distributed. At the request of the\ndirector, the National Board of Managers of the Congress voted in May\n1938 to have the book brought up to date and asked the chairman of School\nEducation to plan the rewriting. Fourteen men and women, outstanding\nin their fields, have agreed to write the fourteen chapters which will be\nready for circulation in the fall of 1939, and it is hoped that it will provide\nparent-teacher associations, other lay organizations, and teachers with help¬\nful study material for another five-year period.\nAfter years of observation and experience, the director of field service is\nconvinced that a profession of teaching will not be built or a professional\norganization of teachers developed until democratic, professional, coopera¬\ntive relationships among teachers in all levels of the profession are estab¬\nlished. This field of activity offers the National Education Association both\na great opportunity and a heavy responsibility. It is, therefore, recommended :\n1. That\n\nour entire staff concentrate\n\na. Planning a program\nassociations\n\nits efforts on:\n\nfor the coordination\n\nb. Studying the needs of local organizations\nsolution of their problems\n\nof local, state, and\nin order\n\nnational\n\nto help work\n\nout a\n\n"}
{"page": 935, "printed_page": null, "text": "Secretary’s\n\nReport\n\nc. Preparing a type of literature which\ntechnic of local organizations\n\n931\n\nwill set forth the philosophy\n\nand\n\nd. Developing a plan to cooperate with teacher-education institutions in train¬\ning teachers to work effectively with each other, with the organized pro¬\nfession, and with the lay public.\n\n2. That the officers and staff of the Association study the plans and programs of\nthe Institutes on Professional Relations held this summer to determine the value of\nsuch conference\nproblems.\n\ntechnic for in-service teachers in the discussion of their professional\n\nWork in these areas along the lines suggested above would go far toward\nthe mobilization of the profession for the solution of its common problems.\n\nMembership\nT. D. Martin\n\nThe\n\npaid membership\n\nof the National\n\nEducation\n\nAssociation on May\n\n31, 1939, was 201,682. This was a new all-time record and an increase of\n6077 over the corresponding figure for the preceding year.\nDuring the past year thirty states, Alaska, District of Columbia, and\nPuerto Rico increased their membership. The number of N.E.A. members\nin each state is shown on page 13 of this report. Fifteen states, Alaska,\nDistrict of Columbia, and Puerto Rico won places on the 1939 Victory\nHonor Roll by increasing their membership\nrecords of May 31, 1938.\n1939 VICTORY\nStates Which\n\nIncreased\n\n10 percent or more\n\nHONOR\n\nTheir N.E.A.\n\nROLL\n\nMembership\n\n10 Percent or More\nMembership\n\nState\n\nLouisiana .\nNorth Carolina .\nSouth Carolina .\nGeorgia .\nAlabama .\nKentucky .\nArkansas .\nTennessee .\nIdaho .\nIndiana .\nTexas .\nAlaska .\nVirginia .\nDistrict of Columbia.\nPuerto Rico .\nMississippi .\nMontana .\nOklahoma .\n\nover their\n\nState director\n\n. .J. N. Poche .\n. .Elmer H. Garinger .\n. .A. C. Flora .\n. . M. D. Collins .\n. . L. Frazer Banks .\n. .William S. Taylor .\n. . W. E. Phipps .\n. . S. L. Ragsdale .\n. . W. D. Vincent .\n. .L. V. Phillips .\n. .Rush M. Caldwell .\n. . Everett R. Erickson .\n. .Mrs. Edith B. Joynes .\n. . A. Grace Lind .\n. .Francisco Rodriguez-Lopez . . .\n. . H. V. Cooper .\n. . M. P. Moe .\n. . Kate Frank .\n\nMay\n\n31, 1939\n\n3,114\n1,869\n1,461\n2,066\n2,581\n3,237\n681\n2,108\n789\n\nPercent of\nincrease\n45\n\n61\n29\n32\n22\n21\n18\n18\n15\n15\n15\n\n7,570\n3,739\n334\n3,051\n1,540\n64\n566\n1,050\n1,531\n\n13\n13\n12\n12\n11\n11\n11\n\n"}
{"page": 936, "printed_page": null, "text": "932\n\nNational\n\nANNUAL\n\nMEMBERSHIP\n\nEducation\n\nREPORT\nOF THE\nASSOCIATION\nMay\n\nDist. of Col. . . . .. 3,056\nHawaii .\n. .. 2,755\nPuerto Rico . . . .. 5,291\nOther Poss. . . . . .. 28,394\nForeign .\nTotals .\n\n. . .938,644\n\nNATIONAL\n\nEDUCATION\n\n31, 1939\n\nEstimated\nnumber of\nteachers\nemployed\n1. New York .\n.. 80,492\n2.\nPennsylvania . . .. 63,867\n3. Illinois .\n. . 47,677\n4.\nTexas .\n. . 46,260\n5. California . , .. 45,211\n6. Ohio .\n. . . 42,000\n7.\n8. Michigan . , . . 32,207\nMassachusetts . .. 27,869\n9.\nNew Jersey. . . . . . 27,593\n10. Iowa .\n, . . 26,207\n11. Missouri . , .. 25,598\n12. North Carolina.. . 25,537\n13. Indiana .\n. .. 22,537\n14. Wisconsin . . . .\n. .. 21,941\n15. Minnesota. . . . . .. 21,537\n16.\nGeorgia .\n. .. 21,040\n17. Oklahoma . . . . .\n. .. 20,930\n18. Tennessee . . . . . . . 19,348\n19. Kansas .\n. .. 19,212\n20. Alabama .\n. . . 19,026\n21. Kentucky . . . . . .. 18,614\n22.\n. .. 17,249\nVirginia .\n23.\nWest Virginia. . .. 15,777\n24.\nMississippi . . . . .. 14,912\n25. South Carolina\n... 14,568\n26. Nebraska .\n. .. 13,865\n27. Louisiana ....\n. .. 13,517\n28. Florida .\n. .. 13,292\n29. Arkansas .\n. . . 13,003\n30.\nWashington . . .. . . 11,704\n31. Connecticut. . . . . 10,522\n32. Colorado .\n. .. 9,500\n33. Maryland .... . .. 8,800\n34. South Dakota. ... 8,335\n35. North Dakota .\n. . 7,655\n36. Oregon .\n. .. 7,537\n37. Maine .\n. . . 6,290\n38. Montana .\n. .. 5,293\n39. Idaho .\n. .. 4,617\n40. Utah .\n. .. 4,564\n41. New Mexico. .\n. .. 4,500\n42. Rhode Island .\n. .. 4,157\n43. Arizona .\n. .. 3,397\n44. New Hampshire. . 3,025\n45. Vermont .\n. .. 2,749\n46. Wyoming. . . . . .. 2,695\n47. Delaware .\n... 1,715\n48. Nevada .\n910\n297\nAlaska .\n\nAssociation\n\nNumber\n\nPercent\n\nN.E.A.\nof\nmembers\n\nteachers\nof\nenrolled\n\n1. New York . . . 22,854\n2. Pennsylvania. . ., . 20,979\n3. California . , . 17,762\n4. Ohio .\n. . 17,734\n5. Illinois .\n. . 12,147\n6. New Jersey . . . 7,794\n7. Michigan .\n. 7,665\n8. Indiana .\n. 7,570\n9. Wisconsin .\n. 6,112\n10. Missouri .\n. 5,660\n11. Massachusetts..\n. 3,920\n12. Washington . . . . . 3,871\n13. Colorado .\n. . 3,801\n14. Texas .\n. . 3,739\n15. Kansas .\n. . 3,634\n16. Iowa .\n. . 3,328\n17. Kentucky . . . 3,237\n18. Louisiana .\n.. 3,114\n. . 3,051\n19. Virginia .\n20. Utah .\n. . 2,744\n21. Minnesota .\n. . 2,707\n22. Alabama .\n. . 2,581\n23. Oregon .\n. . 2,380\n24. Tennessee .\n. . 2,108\n25. Georgia .\n. . 2,066\n26. Nebraska .\n. . 1,883\n27. North Carolina. .. 1,869\n28. Arizona .\n. . 1,790\n29. Connecticut. . . . . 1,749\n30. Florida .\n. . 1,541\n31. Oklahoma .\n. . 1,531\n32. South Carolina. .. 1,461\n33. Maine .\n. . 1,436\n34. West Virginia. . . . 1,424\n35. Maryland .\n.. 1,317\n36. Mississippi .... . . 1,050\n789\n37. Idaho .\n38. Delaware .\n786\n727\n39. South Dakota..\n40. Nevada .\n41. Arkansas .\n698\n681\n42. Wyoming .\n643\n43. Vermont .\n667\n577\n44. New Mexico. . .\n45. North Dakota. .\n570\n46. Montana .\n474\n47. New Hampshire\n566\n218\n48. Rhode Island . .\n334\n1,540\n64\n2,483\n•\n\n164\n92\n201,682\n\n1. Nevada .\n2. Utah .\n3. Arizona .\n4. Delaware .\n5. Ohio .\n6. Colorado .\n7. California .\n8. Indiana .\n9. Washington . . . .\n10. Pennsylvania. . .\n11. Oregon .\n12. New York .\n13. New Jersey .\n14. Wisconsin .\n.\n15. Illinois .\n16. Wyoming .\n17. Michigan .\n18. Vermont .\n.\n19. Louisiana .\n20. Maine .\n21. Missouri .\n.\n22. Kansas .\n23. Virginia .\n24. Kentucky .\n.\n25. Idaho .\n26. Connecticut . . .\n27. New Hampshire\n28. Maryland .\n29. Massachusetts. .\n30. Nebraska .\n31. Alabama .\n32. New Mexico. . .\n33. Iowa .\n34. Minnesota .\n35. Florida .\n36. Tennessee .\n37. Montana .\n38. South Carolina.\n39. Georgia .\n40. West Virginia. .\n41. South Dakota. .\n42. Texas .\n43. North Dakota. .\n44. North Carolina.\n45. Oklahoma .\n46. Mississippi ....\n47. Rhode Island . .\n48. Arkansas .\n\n60\n77\n46\n53\n40\n42\n39\n33\n34\n32\n33\n28\n25\n28\n28\n25\n24\n23\n23\n22\n23\n18\n19\n17\n17\n16\n17\n15\n14\n14\n14\n13\n13\n13\n\n12\n11\n10\n11\n10\n9\n9\n8\n7\n7\n7\n7\n5\n5\n112\n\n1\n90\n• . 50\n••\n....\n21\n\n"}
{"page": 937, "printed_page": null, "text": "Secretary’s\n\nReport\n\n933\n\nThe principal responsibility of the Membership Division is the mainte¬\nnance and promotion of membership. This work is carried on in close co¬\noperation with the president of the Association, the executive secretary, and\nother representatives of the headquarters staff, as well as with the state\ndirectors and other state and local leaders. It involves correspondence, adver¬\ntising, exhibits, and field work.\nA series of letters has been sent during the past year from the Washing¬\nton headquarters office to city and county superintendents, principals of high\nschools and elementary schools, presidents of normal schools and teachers\ncolleges, heads of departments of education, and to the presidents and secre¬\ntaries of local associations. The purpose of these letters has been threefold —\nto invite strategic leaders to participate actively in the work of the Associa¬\ntion, to acquaint them with its splendid program of services, and to furnish\nthem with forms and blanks for the enlistment of their associates.\nThe consultant services of an expert in the field of direct mail advertising\nwere secured for three months. A committee consisting of nine members of\nthe headquarters staff cooperated in the development of plans, and state\ndirectors assumed an increasing responsibility for the enrolment of the mem¬\nbership in their respective states.\nPresident Shaw, Secretary Givens, and other members of the headquarters\nstaff have spent a great deal of time in the field, addressing large audiences\nof teachers and counseling with smaller groups of selected leaders, carrying\nalways messages of inspiration and interpretation which have been whole¬\nsome and helpful in the membership enlistment. Exhibits of Association, de¬\npartmental, committee, and commission publications have been arranged at\nnumerous state, regional, and local conventions, bringing to many teachers\ntheir first immediate contact with the work of their National Association.\nOne hundred and ninety-one new Life Members have been enrolled.\nThirty-one of these memberships were presented as testimonials and the\nremaining 160 were taken out by representatives of the profession who de¬\nsired to establish a lifelong relationship to the Association and to make a\ncontribution to the Permanent Fund which will continue to serve the cause\nof education after their years of active service have been terminated.\nThe most baffling problems which confront leaders interested in the de¬\nvelopment of a fully organized profession come from three causes: (a) lack\nof information, (b) indifference, and (c) radical individualism among mem¬\nbers of our profession. Hundreds of thousands of teachers are wholly un¬\naware of the need for organized action by our profession. They do not real¬\nize that the progress which education has made during the past century has\nbeen accomplished largely by the activity of local, state, and national pro¬\nfessional associations. They do not realize that the progress achieved by\nany social group in a democracy is secured largely by group action. They are\nunaware that they themselves are enjoying benefits which have been secured\nby the organized efforts of their predecessors and their associates. Lack of\ninformation among the members of our profession is one of the most serious\ncauses which hampers the enrolment of a larger proportion of the teachers\nof the nation.\n\n"}
{"page": 938, "printed_page": null, "text": "National\n\n934\n\nMost\n\nEducation\n\nAssociation\n\nteachers are ambitious but some are indifferent. They have drifted\n\ninto teaching and are quite content to continue to drift from day to day.\nThey need additional training. They need to be inspired by those who have\ncaught a vision of higher goals, better professional organizations, and im¬\nproved social and economic conditions for members of our profession. Indif¬\nference is one of the deadliest ailments with which some members of our\nprofession are afflicted.\nIndividualism is another weakness which prevents teachers from wielding\nas strong an influence as they might. Independent\n\nresourcefulness stimulated\n\nby teacher-training institutions and by the everyday experiences of teachers\nis a virtue when not carried too far, but it becomes a vice and a handicap\nwhen it prevents us from developing a fully organized profession and a pro¬\ngram of action supported by a united profession.\nEducation and leadership offer the only solution to these problems. Pro¬\nspective teachers must be introduced to the problems of the profession thru\nmore effective courses in the institutions where they secure their professional\npreparation. Local leaders must supplement this work, encouraging by ex¬\nample as well as by precept active participation in our professional organi¬\nzations — local, state, and national. Institutes and courses on professional\nrelations, student memberships, future teacher clubs, and increasing the\nnumber of active local affiliated associations are important movements which\nwill help to professionalize our work and give us the unity of action which\nwe must have if we are to become actually as strong a social force as we are\npotentially.\n\nThe “all-inclusive” membership card developed during the past year has\nalready been received enthusiastically by leaders in many communities. It\nsymbolizes the unity in our profession of which leaders have dreamed since\nthe beginning of time. Its adoption by many\n\nprogressive communities\n\nwill\n\nsimplify the enlistment procedure and hasten the coming of the day when\nevery teacher will become easily, enthusiastically, and automatically a mem¬\nber of our professional organization which\n\nconsists of three closely inte¬\n\ngrated parts — local, state, and national associations.\nThe prospects for increased membership continue bright. This growth\nwill probably be gradual, not rapid, and it will depend largely on the devel¬\nopment of effective local leadership. The average teacher intends to be pro¬\nfessional, both in spirit and in conduct, but frequently has received little or\nno training in this field and occasionally is baffled by the apparent conflict\nbetween the theories taught and the practices observed on the part of those\nwho hold positions of recognized leadership. The provision of more institutes\nand courses regarding professional relationships and responsibilities, the de¬\nvelopment of more effective local associations with definite programs of\nservice, and the recognition on the part of local leaders everywhere\n\nof the\n\nneed for a more effectively organized and closely integrated profession as well\nas the development of the “all-inclusive” enrolment plan — all these will con-\n\n"}
{"page": 939, "printed_page": null, "text": "Secretary’s\n\nReport\n\n935\n\ntribute to the steady growth of the Association’s membership. The goal of\nan annual increase of 10 percent or more in each state is a reasonable objec¬\ntive and should be readopted for 1939-40.\nMEMBERSHIP\n\nREPORT\n\nOF\n\nASSOCIATION,\n\nMAY\n\nState\n\nTHE\n\n31, 1935-MAY\n1935\n\n1936\n\n1,139\n1,781\n16,082\n\nAlabama .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n.\n.\n.\n.\n.\n\n1,156*\n1,664\n237\n16,058\n\n.\n\n3,909*\n\nConnecticut .\nDelaware .\nFlorida .\nGeorgia .\nIdaho .\n\n.\n.\n.\n.\n.\n\n1,416\n799\n1,172\n1,025\n514\n\nIllinois .\nIndiana .\nIowa .\nKansas .\nKentucky .\n\n.\n.\n.\n\n9,756\n5,451*\n2,610\n\n.\n.\n\n2,693\n1,113 *\n\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\n\n.\n.\n.\n.\n.\n\n835\n1,281\n1,262\n4,366\n5,872\n\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\n\n.\n\n3,027\n785*\n5,343\n529\n2,047\n\n.\n.\n.\n.\n\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\n\n.\n.\n\n534*\n412\n7,125\n491*\n10,232\n\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\n\n.\n.\n.\n.\n.\n\n462\n612\n14,357\n1,487\n^\n1,624\n\nPennsylvania .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\n\n.\n\n20,622\n268*\n490*\n714\n1,928*\n\nT exas .\nUtah .\nVermont .\nVirginia .\nWashington .\n\nAlaska .\nDistrict of Columbia .\nHawaii .\nPuerto Rico .\nOther possessions .\nForeign .\n\n* On Victory Honor\n\n.\n.\n.\n.\n\n327*\n4,781*\n1,200\n627\n\n1,067\n1,097\n10,498\n5,592\n723*\n1,170\n3,193*\n225*\n3,756\n932\n1,200\n4,184\n5,673\n705\n2,895\n511\n2,210\n6,409*\n355\n6,662\n10,623\n686*\n\n1,321\n\n160,883\n\n77675*\n5\n\n662*\n1,689\n1,603\n1 ,574*\n11,459\n3,295\n\n6,/611*\n2,679\n3,550*\n1,938\n3,753\n8,455\n1,446*\n1,320*\n946\n2,810\n5,826\n509\n1,947\n\n598*\n592\n6,464\n11,435\n\n560\n\n443\n\n17,237\n1,292*\n1,379\n2,176\n21,097\n740\n1,782\n1,108*\n233*\n3,242\n2,683\n\n2,336\n2,604*\n\n4,076\n\n607*\n1,724\n4,292*\n6,433\n620\n\n2,71\n0*\n760*\n1,665\n630\n6,303\n\n95\n916*\n2,50\n219*\n\n1,383\n44\n120\n2,546\n142\n263*\n\n165,448\n\n181,228\n\n1,790\n17,762\n2,581*\n3,801\n786 *\n681\n1,749\n1,541\n12,147\n2,066*\n3,328\n89*\n3,634\n7,5770*\n\n3,237*\n1,436\n1,317\n3,9204*\n3,11\n7,665\n2,707\n5 , 660\n\n1 ,050*\n1 , 698\n883\n474\n577\n7,794\n22,854\n\n23*\n7,6970*\n23,616\n21 *\n\n420*\n642\n\n1,665\n646*\n3,060\n\n114\n2,081*\n2,160\n\n1,934\n17,099\n2,113*\n3,715\n\n5 ,712\n,976\n2,012\n866*\n652\n\n1,638\n\n.\n\n1939\n\n2,474*\n1,183\n3,907*\n3 , 834\n1,071*\n11,273*\n\n19,998\n406*\n3,206\n720\n\n3,582*\n1,579\n659\n6,208\n\n1938\n\n6,032\n,523*\n11\n3,172836*\n3,221\n\n20,273\n2116*\n72\n2,516\n\n1,845*\n5,923\n629\n\n214\n140\n\n7*\n775*\n1,28\n1,520*\n\n1,503 *\n758\n\n.\n.\n.\n\n.\n.\n\n1,839\n16,218\n1,571*\n3,672\n358*\n1,295\n\n1,549\n566*\n\n.\n.\n.\n\n.\n.\n\n1937\n\n16,722\n\n2,970\n805*\n2,195\n503\n2,350\n\nEDUCATION\n\n31, 1939\n\n621\n602*\n15,360\n\n3,562*\n2,080\n725*\n2,447*\n2,685\n\n.\n.\n\nWest Virginia .\nWisconsin .\nWyoming .\n\nTotal\n\n.\n.\n.\n\nNATIONAL\n\n5661s\n\n1 7 , 570\n734\n1,869*\n2,380\n20,979\n1,531*\n727\n218\n\n1,461*\n2,108*\n2,744\n643\n3,739*\n3,871\n\n3,051*\n1,424\n667\n6,112\n\n1,370\n2,594\n101\n57\n137\n296*\n\n2 , 483\n92\n540*\n1,164\n\n195,605\n\n201,682\n\n334*\n\nRoll for increase of 10 percent or more over preceding year,\n\n64*\n\n"}
{"page": 940, "printed_page": null, "text": "National\n\n936\n\nEducation\n\nAssociation\n\nPublications\nJoy Elmer\nJournal\n\nAchievements\n\nThe\n\nJournal\n\nduring\n\nM. organ\n\n1938-39\n\nin brief — Over\n\ntwo\n\nmillion copies of the Journal\n\nwere\n\nprinted last year, and were circulated to 200,000 members of the National\nEducation Association and to several thousand lay readers. Approximately\n279 tons of paper were required. In the Journal every state in the Union\nwas represented thru articles, Notes and Announcements, the Service pages,\nAnnual Roll Call, statistics, etc. Authors from 32 states and two foreign\ncountries contributed articles during 1938-39. More than five hundred un¬\nsolicited manuscripts were received of which approximately 5 percent were\nused. Of a total of 294 text pages, 126 were devoted to the activities of the\nNational Education Association and its departments and committees; 18\nto teacher welfare and growth; 30 to the Service pages; and 27 to current\nsocial problems as they affect the schools.\nHighlights\n\nin Journal\n\nservice to readers — Some\n\noutstanding\n\nachievements\n\nduring 1938-39 making for increased Journal effectiveness include:\n1. Increased helpfulness to classroom teachers and administrators thru the four\nService pages published monthly except May.\n2. An unusually timely series of articles on individual guidance by the chairman\nof the N.E.A. Committee on Guidance.\n3. Addition of a unique feature for teachers entitled “Pedagogy thru Pictures.”\n4. Improved cover subjects of human interest and beauty, and general improve¬\nment in typography, illustration, and artistic design of the Journal.\n5. Effective service to future teachers thru the Future Teachers movement and the\nPersonal Growth Leaflets.\n\nThe\n\nJournal\n\nCommittee\n\nof the headquarters\n\nstaff — This\n\nCommittee,\n\nwhich is a part of the plan for cooperative activity, met each month\nmembers\nments.\nThe\n\nof the Journal staff and was very helpful in suggesting improve¬\n\nJournal\n\nThe\n\nwith\n\nand the Association\n\nchallenge of a united profession — In an address before the Cleveland\n\nconvention, Secretary Givens pointed out that we can “achieve unity only\nby developing thruout our profession a consciousness of the task which edu¬\ncation faces.” It is to this task that the Journal of the National Education\nAssociation is addressed. Its first concern is to interpret the work and activi¬\nties of the Association to its members and friends. Over 40 percent of the\ntotal text pages during 1938-39 were devoted to presenting the program\nand work of the N.E.A. in a variety of short articles.\nUnusually timely material from the two conventions received more than\n50 pages in the Journal during 1938-39.\nServing\n\nJournal\n\nReaders\n\nduring 1938-39\n\nReader interest is the first asset of any periodical. Without\n\nthat interest\n\nnothing can be accomplished. It is not expected that every reader will be\ninterested in everything any periodical contains. This is especially true\n\n"}
{"page": 941, "printed_page": null, "text": "Secretary’s\n\nReport\n\n937\n\nwhere the reader group is composed of diverse elements. The Journal goes\nto members of the teaching profession on every level of the school system\nand with varying degrees of preparation from a high-school education to\na doctor’s degree. There are also wide differences of background and interest\nas between country and city and as between different sections of the country.\nAmong these groups there is a wide range of reading interests. On the\nhigher levels are thousands of those who are more studious, including pro¬\nfessors in teachers colleges, editors, superintendents, and teachers of the\nsocial studies. These prefer substantial material in the Journal , and be¬\ncause of their great influence on the thinking of others, are a most important\ngroup. At the other extreme are the members who do very little reading.\nIn between are those who have a strong interest in the Association or in\nthe improvement of teaching. The Journal has tried especially to serve the\nlast group during 1938-39 in the Service pages and we have much evidence\nthat these pages are helpful.\nAnother group of readers which the Journal is now attempting to reach\nthru the Future Teachers movement and the Personal Growth Leaflets\nare the prospective teachers and the beginning teachers.\nThe Journal\n\nService\n\nPages\n\nThe point at which greatest improvement\n\nin the Jour?ial was made during\n\n1938-39, according to reports from readers, was in the four Service pages\npublished each month except May for the following areas: (a) elementary\nschool, (b) rural school, (c) high school, and (d) college and university\nwhich was later combined with material for Future Teachers. These pages\ncan be made even more effective during the coming year. They have been\nprepared with the cooperation of well-known workers on every level of\nthe school system and from every section of the country.\nJournal\n\nEmphasis\n\non Democracy\n\nAppreciation for the Journal’s emphasis on problems of democracy has\ncome from scores of readers who are concerned for the future of the schools\nand of the nation. A teacher writes: “The Journal is a strong influence in\nthe direction of liberalism in social-economic-political philosophy. World\nprogress must be along these lines.” An educational magazine asks, “Is there\nany other profession in America which can show as much intelligent con¬\ncern for social reconstruction in its most widely circulated magazine?”\nEspecially noteworthy was Charles A. Ellwood’s article, “What Shall\nWe Do with Our Schools?” (January 1939), which was widely quoted\nby lay and professional leaders. An article entitled “Toward Democracy\nthru the Schools” by H. B. Wyman presented curriculum material for\nAmerican Education Week, 1939. Other significant discussions of the schools\nand democracy\n\nincluded :\n\n“To Perpetuate Democracy against Communism” — William F. Russell\n“The Crisis of Democracy” — Harold L. Ickes\n“Education for Democracy” — Bertrand Russell\n“Community Forces and the School” — Harold Benjamin\n“Education from the Standpoint of Society” — Harry Elmer Barnes.\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNational\n\nIn the December\n\nEducation\n\nAssociation\n\n1938 Journal special emphasis was given to democracy\n\nand world peace. Eugene Staley’s article, “Toward World Cooperation,’’\npointed out that a shrinking world demands a new mental outlook. Varian\nFry of the Foreign Policy Association outlined problems of democracy\nagainst the perspective of the centuries in his article on “A Bird’s-Eye View\nof Our World.”\nRacial democracy was stressed in two articles presenting curriculum ma¬\nterial for teaching appreciation of Negro culture. Bernard C. Clausen’s\npopular article, “Religion and the Public Schools” (February 1939), pointed\nout that the ideals on which our schools are built are the religious prin¬\nciples of Christian brotherhood and democracy.\nThe Journal and the Future\n\nTeacher\n\nIn an address at the Cleveland convention, published in full in the May\nJournal,\n\nPayson\n\nSmith\n\npoints to the education\n\nof teachers as the central\n\nproblem of the schools. Thru the Future Teachers of America movement,\nthe Journal hopes to make a contribution to the solution of this problem.\nThe Journal staff is developing materials for F.T.A. groups, and each mem¬\nber of a college chapter receives the Journal regularly. An encouraging out¬\ngrowth has been the increased interest in the Association on the part of\nteachers college faculties.\nPurposes — The\n\nAmerica\n\nfollowing statement\n\nof purposes\n\nof Future\n\nTeachers\n\nof\n\nis taken from “Suggestions for State Organizers” :\n\n1. To interest the best young men and women in education as a life career\n2. To develop among young people in teachers colleges and schools of education\nan organization which shall be an integral part of state and national education\nassociations\n3. To acquaint teachers in training with the history, ethics, and program of the\norganized teaching profession\n4. To give teachers in training practical experience in working together in a\ndemocratic way on the problems of the profession\n5. To encourage careful selection of persons admitted to schools which prepare\nteachers, with emphasis on both character and scholarship\n6. To seek thru the dissemination of information and thru higher standards of\npreparation to bring teacher supply and demand into a reasonable balance.\n\nThe Journal\n\nand Personal\n\nGrowth\n\nLeaflets\n\nPersonal Growth Leaflets started with commencement editorials which\nwere written for the Journal and have been extended to serve the needs of\nthe Future Teachers movement\n\nfor material at low cost. They are financed\n\nunder the Hugh Birch-Horace Mann Fund which grew out of the Horace\nMann Centennial and which is held in trust by the National Education\nAssociation. An additional gift of $5000 to this Fund by Mr. Birch in\nDecember 1938 has made it possible to go forward with the Leaflets on a\nsomewhat larger scale which has the advantage that costs can be substan¬\ntially reduced by printing large quantities at one time, allowing a safer\nmargin for promotion and handling.\nApproximately five million copies of Personal Growth Messages have\n\n"}
{"page": 943, "printed_page": null, "text": "Secretary’s\n\n939\n\nReport\n\nbeen published to date, including their publication in the Journal. As the\nleaflets have gained in popularity, orders have come in from every state in\nthe Union, from Alaska, Puerto Rico, and Hawaii, and from several foreign\ncountries including Canada, New Zealand, and Turkey. They have been\ndistributed to students in schools and colleges, to people in the churches, to\nenrollees in CCC camps, and to others who seek to improve their lives.\nLeaflets now available are listed below. Titles starred have been pub¬\nlished in the Journal during 1938 and 1939.\n*A\n\n* Your Life in the Making\n* Your Mind in the Making\n* Your Health in the Making\nYour Home in the Making\nThe Planning of Your Life\nFuture Teachers of America\n* Shall I Become\n\na Teacher?\n\nThe Journal\n\nPedagogic\n\nand Reader\n\nof Beauty\n\nand\n\n* Shall I Go to College?\nLearning To Be a Leader\n\nfor Democracy\nin a Living Universe\n\nJohn Dewey’s\n\nTreasury\n\nA Golden Treasury from the Bible\nSelections from Ralph Waldo Emerson\nSelections from Abraham Lincoln\n\n* Community Forces and the School\n* Challenge of a United Profession\nThe American Plan of Education\n* Education\nEducation\n\nGolden\nWisdom\n\n* Franklin’s Plan of Selfimprovement\nThe Tyranny of Bad Habits\nA Parliamentary Primer\nHorace Mann’s Letter to Young Amer¬\nicans\nThe Code of the Good American\n\nCreed\n\nSeven Adventures\n\nin Pioneering\n\nCooperation\n\nAn encouraging indication of reader interest has been the number of\nreplies or answers to articles published in the Journal. Some of these answers\nhave in turn been printed. A systematic method of checking reader interest\nand need is afforded by the monthly Journal checkup which was sent during\n1938-39 to over 5400 readers.\nAmerican\n\nEducation\n\nWeek\n\nAchievements — The\n\n1939 American\n\nEducation\n\nWeek\n\nwill be the nine¬\n\nteenth consecutive annual observance. The observance is sponsored by the\nAssociation in cooperation with the American Legion, the United States\nOffice of Education, and the National Congress of Parents and Teachers.\nThe\n\n1938 observance was built around\n\nthe theme “Education\n\nfor To¬\n\nmorrow’s America.” Seven million or more parents and citizens visited\ntheir schools during the Week. For the first time, materials published by the\nN.E.A. for use by local school systems in planning their observances were\nprepared by field committees\ntributed than ever before.\nThe\n\nthruout the nation. More\n\nmaterials were dis¬\n\n1939 observance promises to be of unusual significance. The theme,\n\n“Education for the American Way of Life,” and the daily topics are built\nlargely around the report of the Educational Policies Commission on The\nPurposes\n\nof Education\n\nin American\n\nDemocracy.\n\nThe\n\nobservance\n\nwill be\n\nan effective instrument for placing this report before the profession and the\npublic. Twenty-five field committees from every section of the nation have\ncooperated in preparing the materials.\n\n"}
{"page": 944, "printed_page": null, "text": "940\nAssociation\n\nNational\n\nEducation\n\nAssociation\n\nPublishing\n\nAchievements — The\n\nNational\n\nEducation\n\nAssociation\n\nis the greatest source\n\nin the world of printed material on the problems of the teaching profession.\nIt supplies a constant stream of professional literature to members of the\nprofession, to teacher educating institutions, to teachers in preparation, and\nto many nations. Below is shown the amount of material printed during\nthis year.\n\nPublication\n\nNumber\nissues\n\nJournal of the N.E.A .\nA.E.W. Publications .\nN.E.A. Proceedings .\nPersonal Growth Leaflets .\nDepartment Yearbooks\nAmerican Assn, of School Administrators. . .\nClassroom Teachers — A.E.R.A. Yearbook..\nElementary School Principals .\nRural Service .\nOfficial Reports\nAmerican Assn, of School Administrators. . .\nAmerican Educational Research Assn .\nResearch Bulletins .\nBulletins of Departments\nAmerican Assn, of School Administrators. . .\nClassroom Teachers .\nAmerican Educational Research Assn .\nSecondary Education .\nEducational Policies Commission Reports. . . .\nReports of N.E.A. Committees .\nConvention Programs, Manuals, and Reports. .\n\n9\n\nNumber\ncopies\nprinted\n\n206,000-226,000\n\n1\n25\n\nNumber\npages\nin each\n\nTotal\nnumber\npages\n\n48- 56\n\n111,164,000\n\n16- 990\n32\n\n6,720,400\n7,920,000\n15,696,000\n\n10,000-101,000\n8,000\n\n1\n1\n1\n1\n\n9,000\n4,000\n11,000\n\n608\n320\n112\n480\n\n5,472,000\n1,280,000\n5,280,000\n280,000\n\n2,500\n700\n\n1\n1\n5\n\n17,000-\n\n1\n3\n5\n5\n4\n19\n8\n\n5,700\n21,000\n6,000\n13,000\n\n1,500\n6,000- 20,000\n2,000\n2,300- 15,000\n500- 20,000\n\n1,641,600\n151,200\n\n288\n32- 64\n8- 216\n10\n\n5,168,000\n\n64\n103-152\n64\n16-164\n16-128\n28-128\n\n384,000\n338,000\n982,500\n640,000\n5,200,000\n3,275,000\n3,534,500\n175,127,800\n\nAssociation\n\nPublicity\n\nPurposes — The\n\naims of the Publicity Section are: (a) to make\n\nfriends\n\nfor the National Education Association; and (b) to interpret the aims\nand activities of education, as a means of increasing public support for the\nschools.\nMediums — The\n\nPublicity Section reaches the public thru newspapers,\n\ngeneral and educational magazines, radio, special publications, addresses at\nprofessional and public meetings, and thru cooperation with lay groups.\nActivities (June 1, 1938 — May\n\n31, 1939) — Conventions — The\n\nSection operated the press service for the conventions of the N.E.A.\n\nPublicity\n\nin New\n\nYork City; the American Association of School Administrators in Cleve¬\nland ; and the American Association for Health, Physical Education, and\nRecreation in San Francisco. The conventions were taken to the public\nat New York thru 19 local and 12 national radio broadcasts; at Cleveland\nthru 24 nationwide programs; at San Francisco thru 2 network programs\nand 1 local program.\nRadio — From\n\nOctober\n\n1938\n\nto January\n\nfour chain broadcasts each week. From\n\n1939, radio activities included\n\nJanuary 1939 to June 1, 1939, the\n\nSection was responsible for five transcontinental hookups every week — two\non the National Broadcasting Company and three on the Columbia Broad¬\ncasting System.\n\n"}
{"page": 945, "printed_page": null, "text": "941\nSecretary’s\n\nMagazines —\n\n‘Capital Comment,”\n\nReport\n\na release on educational\n\nactivities in\n\nWashington was sent to journals of state education associations. “News\nand Views, a similar release from a wider source, was sent to publications\nof local teacher organizations. Nine pages on the conventions were pre¬\npared for the N.E.A. Journal, and material was sent to 52 state journals\nand to 41 general magazines. Two such stories were published in School\n\nand Society.\n\nGeneral\n\nThe\n\nSection handles\n\nthe mailing\n\nof complimentary\n\nN.E.A.\n\npublications to carefully selected lists of newspapers, magazines, and promi¬\nnent persons. Foreign distribution is made thru the Smithsonian Institution\nwithout cost to the N.E.A. The Section also maintains a photographic file\nfor the use of educational and lay publications.\n\nResearch\nWilliam\nFrank\n\nW.\n\nG. Carr, Director\n\nHubbard,\n\nAssociate Director\n\nWith the creation of the Educational Policies Commission in 1936, Wil¬\nliam G. Carr became its secretary and the active direction of the Research\nDivision was assigned to the associate director of research.\nGeneral\n\nThe Research Division when\ntor and two assistants. The\ncludes 21 employees.\n\nfirst organized in 1922 consisted of a direc¬\npermanent\n\nroll of employees in 1938-39\n\nin¬\n\nThe Division supplies to the Association, its officers, committees, and\ndepartments a general research service consisting of informational, editorial,\nadministrative, and consultative phases. In addition, the Division plans and\nexecutes a number of projects which originate in connection with its own\nprogram.\nResearch\n\nBulletins\n\nDuring the school year 1938-39\nbulletins on the following topics :\n\nthe Research\n\nDivision prepared five\n\nSeptember (1938), “Statutory Status of Six Professions” — a summary of the legis¬\nlative maturity of accountancy, architecture, law, medicine, nursing, and teaching.\nNovember (1938), “Safety Education thru Schools” — 14,000 classroom teachers\ntell what they think can and should be taught in safety education; lists sources and\ntypes of available aids to teaching.\nJanuary (1939), “The Rural Teacher’s Economic Status” — a national survey of\nthe incomes, expenditures, and indebtedness of rural teachers; a part of the final\nreport of the Committee on the Economic Status of the Rural Teacher.\nMarch (1939), “Salaries of School Employees, 1938-39” — a summary\nbiennial survey of salaries in 1850 city school systems.\n\nof the ninth\n\nMay (1939), “Five Years of Tax Legislation, 1934-38” — a review of state tax laws\npassed in the last five years to provide financial support for schools.\n\nAbout\n\n20,000 copies of each of the foregoing publications have been dis¬\n\ntributed to Life Members, Five-Dollar Members,\nscribers, and the members of various departments.\n\nResearch Bulletin sub¬\n\n"}
{"page": 946, "printed_page": null, "text": "National\n\n942\n\nEducation\n\nAssociation\n\nProgress has been made on a bulletin dealing with the topic “teacher\nload” and on a study of salaries of city teachers as related to experience\nand training. Other reports are planned for 1939-40 with regard to the\nstatus of the teaching profession, rural education, gifted children, and the\nsupervisory organization of school systems.\nLetters of Inquiry\n\nEach year the Division answers approximately 5000 letters of inquiry.\nAll requests receive thoughtful attention and materials are mailed as\npromptly as possible. To carry on this work requires the preparation of\nnumerous memorandums and bibliographies, and cooperation with the\nEducational Research Service.\nCommittee\n\nReports\n\nUsually the Research Division is asked to assist with the technical aspects\nof the work of committees of the Association and its departments. There is\na steadily increasing demand for the preparation of questionnaires, for anal¬\nyses of legislation, for general compilations of data, and for similar types\nof technical aid. Among\nCommittee\n\non Academic\n\nthis year’s activities have been the following.\nFreedom — Sent several\n\nthousand\n\nopinionnaires\n\nto laymen\n\nand to teachers in a case study of restrictions on teachers.\nCommittee\n\noji Tenure — Compiled\n\na\n\nreview\n\nof court\n\ndecisions;\n\nanalyzed\n\nstate\n\ntenure laws; tabulated the employment experience of 1000 recent graduates of\nteacher training; tabulated opinions of schoolboard members and superintendents on\nvarious issues in tenure legislation.\nCommittee\n\non Equal\n\nOpportunity — Prepared\n\nreport on the inequalities\n\nsometimes\n\nfound in salary schedules; summarized information on the types of procedures used\nby local groups of women to combat employment discriminations on the basis of sex.\nCommittee\n\non the Supply, Preparation,\n\nand C ertification of Teachers — Made\n\ntenta¬\n\ntive exploration of possible areas of study; assisted in formulation of principles for\nteacher training; made preliminary study of possibilities of a handbook on technics\nin state studies of supply and demand.\nCommittee\n\non International\n\n150 agencies which\n\nRelations — Collected\n\nsupply aids and\n\nand\n\ncompiled\n\ndata on more\n\nthan\n\nservices to schools interested in promoting\n\ngoodwill.\nCommittee\n\non Credit\n\nunions to be combined\ncredit unions.\nCommittee\n\nUnions — Obtained\n\nwith\n\non the Economic\n\ndata on 170 state-chartered\n\nsimilar facts collected by FCA\nStatus\n\nof the Rural\n\nteacher\n\ncredit\n\non federal-chartered\n\nTeacher — Helped\n\nthe Committee\n\nprepare and publish a 128-page report on the professional, social, cultural, and eco¬\nnomic status of 11,000 rural teachers.\nCommittee\n\non the Certification\n\nof Superintendents\n\nof Schools — Assisted\n\nthis de¬\n\npartmental committee of the American Association of School Administrators in\nissuing its first report in February 1939. This was a summary of existing standards\nrequired for the position of superintendent of schools.\n\nMost of the foregoing research activities culminated in reports which may\nbe obtained at the Convention Registration Desk or direct from the Wash¬\nington office.\nYearbooks\n\nFifteen years ago the Research Division first participated in the prepara¬\ntion of a departmental yearbook. With the end of the school year 1938-39,\n\n"}
{"page": 947, "printed_page": null, "text": "Secretary’s\n\n943\n\nReport\n\nthe Division will have given assistance in the completion of 32 yearbooks for\nthree departments. The volumes published in 1938-39 include the following:\n1. The Implications of Research for the Classroom Teacher (Department of Class¬\nroom Teachers in cooperation with the American Educational Research Association).\n318 p.\n2. Enriching the Curriculum for the Elementary-School Child (Department of\nElementary School Principals). 512 p.\n3. Schools in Small Communities (American Association of School Administrators;\nformerly the Department of Superintendence). 608 p.\n\nYearbooks now in preparation deal with the subjects of safety education,\nmeeting the special needs of the individual school child, and education for\nfamily life. In connection with these volumes the Research Division will\nsupply technical research counseling and statistical, editorial, and secretarial\nservices.\nCooperative\n\nProjects\n\nJointly with the American Association of School Administrators the Re¬\nsearch Division maintains a subscription service — the Educational Research\nService. Nearly 450 school systems, colleges and universities, and libraries\navail themselves of publications and other informational aids. During the\nyear the Research Division has supervised the preparation of eleven circulars\ndealing with topics such as “Relationship of Local School Systems to Coun¬\ncil-Manager Plan of Municipal Government,” “Promotion Policies in City\nSchool Systems,” and “Salary Schedule Provisions for Teachers in 84 School\nSystems over 100,000 in Population, 1938-39.” The facilities of the Division\nare also drawn upon in answering letters received from subscribers.\nWith the aid of funds supplied by the Highway Education Board the\nDivision has organized several projects in the field of safety education. In¬\nformation collected on aids to teaching and opinions of teachers as to methods\nwere included in the November 1938 Research Bulletin. A comprehensive\nbibliography, Safety and Safety Education, was\n\nreleased in January\n\n1939.\n\nWork is now proceeding on a master list of safety problems for instruc¬\ntional use in elementary and secondary schools.\nIn cooperation with the American Association of Teachers Colleges a\npreliminary study was made of systematic opportunities for professional and\npublic contacts provided in teacher training. The data were reported at the\nCleveland convention in February 1939. Other studies in teacher training,\nare contemplated.\nMiscellaneous\n\nThe\n\nResearch\n\nDivision thru its state school legislative reference service\n\nsupplies information to a mailing list of 1300 persons. A number of bulle¬\ntins, circulars, or memorandums bearing on legislative matters were mailed\nduring the year to leaders in all states.\nSeveral memorandums describing the practical steps in preparing local\nsalary schedules have been compiled. Preliminary editions of these materials\nhave been sent to local and state groups affiliated with the Association.\n\n"}
{"page": 948, "printed_page": null, "text": "944\n\nNational\n\nEducation\n\nAssociation\n\nEach year the Division compiles a number of memorandums for officers\nof the Association, members of the staff, and local leaders. Often these data\nare used to offset the tactics of groups that have sought to cripple school\nsystems. Assistance has been given to a number of local salary committees.\nThe Division has contributed numerous tables and other aids to the efforts\nto obtain federal funds for education. Members of the Division have served\non staff committees\n\nand helped with\n\nregional and\n\nnational convention\n\nprograms.\n\nRural Service\nHoward\n\nA. Dawson\n\nThe Division of Rural Service has now been in operation three and a\nhalf years. The work of the Division has been (a) to promote the cause\nof rural education, and (b) to help carry on the work of the Legislative\nCommission in connection with legislation for federal aid for education.\nThe report on this latter type of work will be found in the report of the\nLegislative Commission.\nThe work of the Division in the field of rural education has consisted\nof the following:\n1. Cooperating with and promoting the Department of Rural Education.\nIn this connection the director and his assistants have assisted the president\nin organizing and arranging the programs for the June and February meet¬\nings of the Department; conducted the membership campaign of the Depart¬\nment; edited and prepared for publication the yearbook of the Department,\nentitled Community Resources in Rural Schools; and assisted the Committee\non Program and Policy in the drafting of its report.\n2. Cooperating with other agencies interested in rural education and rural\nyouth. In this connection the director has served as coordinator of two con¬\nferences on rural youth migrating to the city, one held in New York City\nin cooperation with the Council of Social Agencies and the Alliance for the\nGuidance of Rural Youth, and one in Washington, D. C., in cooperation\nwith the Youth Serving Agencies in this city and the Alliance for the Guid¬\nance of Rural Youth. Other work of a cooperative nature has been carried\non with the United States Department of Agriculture and with the National\nBoard of the Y.M.C.A. in its rural extension work.\n3. Consulting with state leaders in the work of departments of rural\neducation of state education associations. Especially effective work has been\ndone in North Carolina and Arkansas.\n4. Participating in and conducting professional conferences. The director\nconducted the education section of the Annual Country Life Conference\nat Iowa State College, the subject of the conference being “Town and\nCountry Relationships.” He assisted in the conducting of a two-day con¬\nference of county superintendents at the Oklahoma Agricultural and Me¬\nchanical College. He assisted in conducting a week’s conference on “Na¬\ntional Standards for School Bus Construction” held at Teachers College,\nColumbia University.\n\n"}
{"page": 949, "printed_page": null, "text": "Secretary’s\n\n945\n\nReport\n\n5. Delivering addresses before professional and lay organizations. During\nthe year the director has delivered 48 addresses in 13 states: District of\nColumbia, Iowa, Kansas, Kentucky, Maine, Michigan, Montana, New\nYork, North Carolina, Oklahoma, South Carolina, Vermont, and Virginia.\nThere is much evidence of increasing, intelligent interest in the prob¬\nlems of public education in rural areas thruout the nation. It is gratifying\nto report that the work of the National Education Association is playing\nan important part in stimulating this interest and in participating in the\nsolution of these problems.\n\nSecretary’s Office\nHarriett\n\nThe\n\nM.\n\nChase\n\noffice of the executive secretary is the administrative unit which\n\ndirects the functions outlined by the policy-making bodies of the Association\n— namely, the Representative Assembly, the Board of Trustees, the Exe¬\ncutive Committee, and the Board of Directors. This work is carried on by\nthe nine divisions at headquarters\nOffice.\n\nand is coordinated\n\nin the Secretary’s\n\nIn addition to these activities, the Association has 28 committees\n\nand\n\ncommissions, 24 departments, and the National Council of Education work¬\ning on various phases of education. Thru these agencies the Association is\nable to serve the profession in such fields as teachers’ salaries, retirement,\ntenure, and legislation. Efforts have been continued this year to secure\nlegislation as embodied in the Harrison-Thomas\nment state funds for education.\n\nBill which would\n\nsupple¬\n\nThe executive secretary spends much time in conferences with staff mem¬\nbers, officers, and outside agencies in carrying forward the program of the\nAssociation. The demand on the executive secretary to speak in the field\nhas been so great that he cannot begin to meet all requests. He is a member\nof the American Youth Commission, the Educational Policies Commission,\nthe Federal Radio Education Committee, the Advisory Committee on Mo¬\ntion Pictures in Education, and the Highway Education Board. He took\npart in six educational conferences this spring sponsored jointly by the\nNational Education Association and the Educational Policies Commission.\nAll mail for the building is opened, stamped, and distributed in the Sec¬\nretary’s Office. The general correspondence consumes a great deal of time,\nand, in addition to this, much correspondence is carried on for the officers —\nparticularly the president — committees, and departments.\nFive of the twenty-four departments are housed in our building and have\nfull-time staffs. One other department is carrying on a special phase of\nits work at headquarters.\nPre-convention\n\nwork, consisting of the preparation of the Program\n\nunder\n\nthe direction of the president, the Manual for Delegates, Summary of Com¬\nmittee Reports, and correspondence with state and local affiliated associations\nto secure lists of delegates to the annual convention, absorbs much time\nduring April, May, and June.\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nTeacher\n\nAssociation\n\nWelfare\n\nWillard E. Givens\nThere are two major avenues for the improvement of the services of any\nprofessional group: (a) thru the continuous discovery and more skilful\nuse of methods and technics, and (b) thru the gradual lifting of the stand¬\nards for the selection of the personnel and of the conditions surrounding\nemployment. From the angle of professional organization the second of these\navenues is “teacher welfare.”\nFor more than eighty years the Association has believed that professional\ncraftsmanship and teacher welfare were coordinate and related functions.\nOutstanding contributions to progress among these lines have been the\nAssociation’s sponsorship of a movement which led to the creation of the\nfederal Office of Education, assistance to local and state associations, analyses\nof legislation in areas such as tenure and retirement, administration of the\nbiennial survey of salaries in city school systems, organization of regional\nand national conferences, and support of the activities of numerous com¬\nmittees.\nTenure\n\nThe work of the Committee on Tenure has been actively supported by the\nDivision of Teacher Welfare. A number of inquiries are received each year\nfrom teachers who have been dismissed. With the aid of the Research Divi¬\nsion these individuals are advised as to their rights under tenure laws, and\ncitations are made to pertinent court decisions. When cases warrant further\ninvestigation the facts are referred to the chairman of the Committee on\nTenure. Thru correspondence the chairman obtains a complete report and,\nif necessary, he or a member\ntion.\n\nof the Committee\n\nmakes a personal investiga¬\n\nDuring the current year the headquarters staff has assisted the Committee\nin preparing and publishing studies dealing with the following topics: (a)\ncourt cases in 1938; (b) the first five years of experience of beginning\nteachers; (c) the tenure of administrators; (d) opinions on tenure issues;\nand (e) a critical analysis of tenure legislation. Thru publications, pub¬\nlicity, correspondence, and other means the Association is working to protect\nteachers against unfair dismissal.\nRetirement\n\nThe president of the Association appoints twenty-five teachers, principals,\nand superintendents to the National Council on Teacher Retirement. These\nteachers cooperate actively with the secretaries of retirement systems in the\nextension and improvement of retirement plans.\nMany letters are received each year from individual teachers, officers of\nretirement systems, members of state legislatures, and others interested in\nretirement plans. The staff supplies data on existing systems and calls at¬\ntention to the basic principles of sound retirement legislation.\n\n"}
{"page": 951, "printed_page": null, "text": "Secretary’s\n\nReport\n\n947\n\nDuring 1938 the staff helped in the preparation of two publications:\n(a) how to obtain a sound retirement law, and (b) an analysis of existing\nstate retirement legislation. In this period when social security is an impor¬\ntant national issue the Association is helping teachers to safeguard them¬\nselves against the problems of disability and advanced age.\nSalaries\n\nFor more than eighteen years the Association has been making surveys\nof the salaries of school employees. Every two years a study is made of the\nsalaries paid to employees in city school systems. In March of this year a\nsummary was issued of salaries paid in 1850 cities. The Committee on the\nEconomic Status of the Rural Teacher has issued a comprehensive study of\nthe income, investments, and expenditures of 11,000 rural teachers.\nThe Committee on Salaries is preparing a handbook on principles of\nsalary scheduling. Conferences on this topic have been held in connection\nwith the national conventions.\nDuring the year the Research Division has released mimeographed sec¬\ntions of a handbook on salary scheduling procedures. It is expected that\nthese guides will be printed during the next school year. Reports from the\nfield clearly indicate that there is a demand for these practical materials.\nThe Association has steadily supported the thesis advanced by Horace\nMann many years ago, “The laborer is worthy of his hire.” Not only has\nthe Association published basic data on salaries but members of the staff\nhave gone into the field to give advice and guidance. A number of letters\nhave been received testifying to the effectiveness of these efforts to improve\nthe economic status of teachers.\nEqual\n\nOpportunity\n\nFor many years the Association has sponsored a code of ethics designed\nto improve not only cultural but economic conditions of employment. At\nthe present time the Committee on Equal Opportunity is actively working\nupon the application of ethics in professional relationships. Reports have\nbeen issued clearly indicating unfair discriminations based upon such mat¬\nters as marital status and sex. During the present year, with the aid of the\nstaff, two reports have been prepared: (a) discriminations in salary sched¬\nuling, and (b) the methods used by local professional groups of women to\nprevent unfair practices with regard to the employment of women.\nSupply, Preparation,\n\nand Certification\n\nIn past years several studies have been issued to improve teacher training\nand certification. At the present time the Association has a committee at\nwork in this field. At the San Francisco convention the Committee is issuing\na preliminary statement of principles affecting teacher training and certifica¬\ntion. During the coming year the Committee expects to prepare a handbook\non technics for making state supply and demand studies. There is reason for\nbelieving that this publication will promote uniformity in research and\neventually throw helpful light on this perplexing area.\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nDuring the year it is expected that the Association’s activities will be\ncoordinated with the important committees of the American Association of\nTeachers Colleges, a department of the N.E.A. Tentative plans have been\nmade to assist the departmental committees with their program of activities.\nMiscellaneous\n\nThe Division of Teacher Welfare helps to coordinate the other divisions\nof the staff in their teacher welfare activities. Thru news releases, articles\nin the Journal , radio programs, research reports, and leaflets an attempt\nhas been made to keep both laymen and teachers informed on critical issues.\nMaterials have been sent to local and state affiliated organizations. Con¬\nferences have been held between experts and interested members of the pro¬\nfession. Members of the headquarters staff are constantly in demand for\nfield work and committee meetings as well as for numerous research\nprojects.\nThe Association advocates and is actively working to improve the eco¬\nnomic status of the teaching profession. It is helping to establish stand¬\nards in tenure, retirement, certification, teacher training, academic freedom,\nand ethics. We invite correspondence with communities where staff and\ncommittee services may be both welcome and effective.\nDEPARTMENTS\n\nAmerican\nK\n\nAssociation\n\nfor Health, Physical\nRecreation\n\nEducation,\n\nand\n\nN. P. Neils on\n\nOn July 1, 1937, the American Association for Health, Physical Educa¬\ntion, and Recreation became a department of the National Education Asso¬\nciation. In April 1938, at its annual convention held in Atlanta, Georgia,\nthis department selected an executive secretary, and on September 1, 1938,\nmoved its national office to the National Education Association building\nin Washington, D. C. During the year the information service and all\nservices relating to finances, bookkeeping, membership records, circulation,\nand sale of publications have been transferred from the Ann Arbor, Michi¬\ngan, office to the Washington office. Due to a considerable saving in cost,\nthe Association will continue to publish its two magazines at Ann Arbor.\nThe editor with his staff will maintain a separate office in Ann Arbor.\nOn his field trips the executive secretary has given addresses to groups\nand held conferences with individuals and groups in the states of Michigan,\nNew York, Pennsylvania, Illinois, Wyoming, Nebraska, Iowa, Missouri,\nColorado, North Carolina, Louisiana, Alabama, New Jersey, Connecticut,\nMassachusetts, Maryland, Virginia, Mississippi, Oklahoma, and California.\nThis extensive service brought with it the opportunity of developing cordial\nrelationships with a number of national organizations. Cooperating relations\nhave been established with other departments and divisions of the National\nEducation Association, with the American Public Health Association, the\n\n"}
{"page": 953, "printed_page": null, "text": "Secretary’s\n\n949\n\nReport\n\nAmerican Medical Association, the American School Health Association,\nthe National Tuberculosis Association, the National Organization for\nPublic Health Nursing, the American Social Hygiene Association, the Na¬\ntional Health Council, the United States Public Health Service, the United\nStates Office of Education, the United States Children’s Bureau, the Amer¬\nican Council on Education, the National Recreation Association, the School\nHealth Bureau of the Metropolitan Life Insurance Company, the Health\nSection of the World Federation of Education Associations, the National\nCongress of Parents and Teachers, the Progressive Education Association,\nthe Educational Policies Commission, and with other organizations.\nThru the cooperation and financial assistance of the National Tuber¬\nculosis Association, the Department was able to employ Bess Exton who\nassumed her duties on May 1 as assistant in health education. The coopera¬\ntion of the Department with other associations has resulted in the formation\nof an executive committee which is formulating definite plans for the\npermanent organization of a National Conference for Cooperation in School\nHealth Education.\nThe Association is faced with a number of problems, among which are\nproblems relating to finances, increasing the membership, functions of the\nofficers and various governing bodies, method of electing the vicepresidents,\nand the setting of desirable standards to which the profession, educators in\ngeneral, and the public can subscribe. To solve some of these problems,\nstanding committees on general policies, finance, yearbooks, program plan¬\nning, teacher education, and research have been appointed. It has also been\nsuggested that strong state associations and local units be developed, that\nthe national and district conventions be turned into workshop conferences,\nand that operating codes for the different committees\nmulated and adopted in an effort to clarify functions.\n\nAmerican\n\nAssociation\n\nof School\n\nand sections be for¬\n\nAdministrators\n\nS. D. Shankland\nThe\n\nconvention — For\n\nnearly three-quarters\n\nof a century\n\nthe school\n\nadministrators of the United States have met in convention during the last\nweek in February. Originally the attendance was small and was composed\nalmost exclusively of superintendents of schools. Now the so-called winter\nmeeting has become the forum for a great variety of educational groups.\nAt Cleveland last February the Official Program listed 233 meetings. There\nwere 114 breakfasts, luncheons, and dinners. The huge exhibit occupied\nover 106,000 square feet of space, subdivided into 377 booths sponsored by\n266 exhibitors.\nThe American Association of School Administrators had 1 1 general ses¬\nsions, 19 afternoon discussion groups, 8 informal conference exhibits, and\n24 coast-to-coast radio broadcasts. Thirteen allied organizations presented\nprograms in their own fields of interest. In addition there were listed in\nthe Official Program the names of 58 other associations, societies, councils,\nfederations, and conferences which held meetings in Cleveland during the\nconvention week.\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nNational\n\nEducation\n\nAssociation\n\nThe convention has grown to such an extent and the attendance is so\nlarge that few cities can take care of it adequately. In choosing a convention\ncity, the executive committee is faced with this practical situation and is\nforced to narrow its field of choice to cities with a big convention hall,\nnumerous good-sized hotels, and ample exhibit space. Unfortunately, some\ncities with good auditoriums are lacking in hotel accommodations and others\nwith many hotels have no convention hall.\nPublications — Schools in Small Connnunities\n\nis the title of the 1939 year¬\n\nbook, which was distributed to members at the time of the Cleveland con¬\nvention. Remarkable changes are taking place in schools of small commu¬\nnities. Good roads, telephones, and radios are among the factors which\nhave widened the area of influence for the small community. Over half of\nthe teachers in the United States are in communities with less than 2500\ninhabitants. It is important, therefore, that administrative, supervisory,\nand instructional technics be developed which are suited particularly to\nsmall schools.\nThe yearbook was presented at the Cleveland convention in unique fash¬\nion. A group of young people from Amherst, Ohio, under the leadership of\nRoy W. Hatch of Montclair State Teachers College, presented vividly the\nactivities, advantages, and disadvantages of youth in small communities.\nStudents and former students described their school experiences, their com¬\nmunity life, and their unemployment difficulties since leaving school.\nCommissions are now at work preparing a yearbook on safety education\nfor 1940, and one on education for family life for 1941. The Department\nalso prints an official report of addresses and proceedings of the winter con¬\nvention, a radio calendar which is issued semiannually, and a classified list\nof educational periodicals. From time to time other publications of current\ninterest are mailed to members. Important among such items during the\npast year was\n\na report consisting of 64 printed pages, with a group\n\nof\n\ncomprehensive charts in a jacket on the back cover, published by the Com¬\nmittee on Certification of Superintendents of Schools. It is entitled Stand¬\nards for Superintendents\nEducational\n\nResearch\n\nof Schools.\nService — The\n\nEducational\n\nResearch\n\nService is a\n\nclearinghouse of facts on school administration. It was authorized in a\ndiscussion from the floor at the 1923 convention of the Department of\nSuperintendence. Altho intended primarily to meet the needs of city school\nsystems, the Service also includes colleges, universities, libraries, and state\ndepartments of education in its list of 445 subscribers. It is especially\nvaluable for small school systems which are not in a position to maintain\nresearch bureaus of their own. Evidence of its worth is found in the fact\nthat practically every school system which subscribed in 1923 still main¬\ntains its membership.\nCooperative effort of the Research Division of the National Education\nAssociation and the American Association of School Administrators makes\nthe Educational\n\nResearch\n\nService possible. The\n\nResearch\n\nDivision shares\n\nits resources and offers guidance in studies made by the Service. The Amer-\n\n"}
{"page": 955, "printed_page": null, "text": "Secretary’s\n\nReport\n\nican Association of School Administrators\nthe finances of the Service.\n\n951\n\ndirects the management\n\nand\n\nThru the Educational Research Service, a subscriber draws upon nation¬\nwide experience in the solution of his local problems. Especially important\nis material of national significance for education available thru contacts\nwith the federal government and numerous private agencies located in the\nnation’s capital.\nBibliographies, memorandums, and tabulations are prepared as occasion\ndemands. Information collected regarding questionnaires in circulation\nsupplies an additional source for data on current administrative practices.\nTopics most frequently stressed in recent letters of inquiry include com¬\nparative expenditures for school support, sources of school revenue, per¬\nsonnel practices affecting school employees, school enrolments, trends in\norganizing the school curriculum, and teachers’ salaries.\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, at\nwhich time a group of state and city superintendents organized the National\nAssociation of School Superintendents. In 1870 this Association became\none of the four original departments of the National Education Association,\nunder the name of the Department of Superintendence. At the New Orleans\nconvention in February 1937, the Department, by a narrow margin, voted\nto change the name to the American Association of School Administrators.\nIts membership requirements and its relationship to the National Education\nAssociation were not changed in any way.\nMany departments and organizations concerned with school administra¬\ntion and supervision have no permanent staffs. The Division of Adminis¬\ntrative Service was organized in 1923 to aid such groups in carrying on\ntheir work. The executive secretary of the American Association of School\nAdministrators 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 of¬\nficials on all types of problems affecting the schools.\n\nElementary\nEva\n\nThe\n\nmembers\n\nSchool\n\nPrincipals\n\nG. Pinkston\n\nof the Department\n\nhave at all times realized the great\n\nresponsibility which those who work in the field of elementary education\ncarry, but during this past year the members have seemed to appreciate\nthe statements made in the constitution and have met their responsibilities\nwith a broader and more sympathetic outlook. They have worked with a\nunited mind and purpose. They have enlisted the aid of educational forces\neverywhere, and thereby have given to the elementary-school child the\nadvantages of their united effort. They have striven to create that under¬\nstanding which is the business of elementary education, for in the elementary\nschool the child is taught to read and to think when he reads.\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nNational\n\nAccomplishments — The\n\nEducation\n\nDepartment\n\nAssociation\n\nis gradually\n\nbeing introduced\n\nby\n\nits members and friends to all elementary principals thruout the nation.\nMany of these introductions are being made by those attending conventions\nand making reports of the activities. Tho the October and April issues of\nthe National Elementary Pidncipal are official reports of the conventions,\nthe members at home have seemed to appreciate verbal reports also. For\nseveral years the Department has encouraged and assisted groups of prin¬\ncipals in cities, counties, and states to organize clubs and associations. We\nare glad to report that the new 3^earbook of the Department,\nCurriculum\n\nfor the Elementary-School\n\nChild, will list a very much\n\nnumber of these groups than it has ever had.\nAnother successful accomplishment of the Department\nAnnual\n\nConference\n\non Elementary\n\nEnriching the\n\nEducation\n\nheld at New\n\nlarger\n\nwas its Second\nYork\n\nUniver¬\n\nsity, July 1-15, 1938, immediately following the National Education Asso¬\nciation convention in New York City. An earnest group of 172 attended,\nand a report on “The American School in Transition,” was presented at\nthe close of the meeting. This report was a resume of all lectures and con¬\nference periods.\nPlans have been made for the Department to sponsor a Third Annual\nConference on Elementary Education. At this meeting, which will be held\nat the University of California, Berkeley, California, July 8-21, 1939, the\nproblems of the modern elementary school will be thoroly discussed. The\nnumber of reservations received at this time is much larger than at this\nsame date last year.\nThe seventeenth yearbook, Newer Practices in Reading in the Elementary\nSchool , was\n\nreceived enthusiastically by those working\n\nin elementary\n\nedu¬\n\ncation. Superintendents used it as a basis of study for principals; principals\nused it in faculty meetings; and the study outlines which were prepared to\ngo with this book have given helpful suggestions and have created a greater\ninterest in the problem of reading for those who are working directly with\nthe child.\nThis year the Department presented to each member a complimentary\ncopy of the annotated bibliography, Safety and Safety Education, prepared\nby the Research Division of the National Education Association. This out¬\nstanding and very helpful bulletin was an additional service.\nProhlein — Those\n\nwho\n\nwork\n\nin the field of elementary\n\neducation\n\nhave\n\nrecognized the necessity for an enriched curriculum due to the wide dif¬\nferences in the home background of our elemental-school children, and\nthey have generally accepted a change in philosophy and practices which\nare fairly definite. The Department is striving to be the clearinghouse for\nthese basic changes and practices which are so important to elementary\neducation.\nRecommendation — The\n\nDepartment\n\nwith the help of our parent organ¬\n\nization — the National Education Association — needs to place before the\npublic and its taxpayers the problems which face the elementary school,\nand these can be solved by sympathetic interpreters. With the elementary\nschool enrolling approximately 80 percent of all the children in school,\n\n"}
{"page": 957, "printed_page": null, "text": "Secretary’s\n\n953\n\nReport\n\nit is the foundation upon which our entire system of education must be\nbuilt. As its needs are recognized and supplied, so will the superstructure\nrise in beauty, strength, and power.\n\nNational\nThe summer\n\nAssociation\n\nof Deans\n\nKathryn\n\nG. Heath\n\nof Women\n\nconference of the National Association of Deans of Women\n\nheld in New York City, June 26-27, 1938, in connection with the\nmeeting of the National Education Association was one of the most suc¬\ncessful the Association has held, both from the point of view of variety\nof interesting programs and from attendance. Included on the program of\nthe winter meeting in Cleveland in February 1939 was a University Sec¬\ntion program composed of workshops which proved so popular that many\npersons in addition to deans attended. These\n\nworkshops\n\nconcerned\n\nthem¬\n\nselves with five subjects: housing, orientation, marriage courses, the dean’s\nrelation to the personnel office, and sororities. The material collected for\nthe workshops is on file at headquarters. The housing exhibit may be bor¬\nrowed by members, while mimeographed material on housing and on mar¬\nriage courses is available at headquarters to members wishing it. Additional\ndata are being added from time to time to keep the material up to date.\nThe Journal of the Association which replaced the old yearbooks and\nbulletins has had a very friendly reception, and comments and criticisms\nindicate that it provides a much better medium for the publication of articles\nand studies of special interest to deans than did the old system of publica¬\ntions.\nFor the first time in its history the Association has published not only\na selective but also a comprehensive bibliography of publications in the field\nof guidance which is of especial interest to deans, counselors, and advisers.\nThe annotations of this bibliography, Guide to Guidance , are descriptive\nrather than critical, with enough of the subjectmatter and point of view\nof the author presented to enable the personnel worker to decide whether\nor not the reference would answer her particular need. It keeps in mind the\nvaried foci of attention in personnel work and classifies the reviews accord¬\ningly.\nThe most significant problems facing the Association go hand in hand.\nOne is the need for a larger budget to carry on the work and the other is\nthe establishment of a reciprocal relationship for the attainment of common\ngoals. An avowal of faith in the purpose of the organization and active\nparticipation in its program by every woman engaged in student personnel\nwork would make for a more adequate budget, the solidarity and growth\nof the profession, and the success of the individual engaged in advisory work.\n\nNational\n\nAssociation\n\nof Secondary-School\nGroup Project\nWalter\n\nPrincipals, Discussion\n\nE. Myer\n\nThe two-year period during which the National Association of SecondarySchool Principals was to organize the principals of the nation into discus-\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\nsion groups under a grant from the General Education Board and with\nan office at the headquarters of the National Education Association in\nWashington, D. C., closes June 30, 1939. The National Association has\nmade provision, however, for a continuance of the work during the year\n1939-40. The national office is to be maintained\nwork with discussion groups is to be continued.\n\nin Washington\n\nand the\n\nDuring the two-year period an organization has been effected in each\nof the states, with a state coordinator at the head. Under the coordinator\nthere are regional directors who are responsible for forming the principals\nof each district into a group which meets regularly to discuss those problems\nof secondary education which seem most important and most urgent. In\nabout half the states the principals are quite completely organized and the\nlocal groups are operating effectively. In other states considerable progress\nhas been made, with numbers of local groups which are doing satisfactorily.\nIn about two thousand high schools, the faculties regularly carry on dis¬\ncussions of the larger problems of secondary education, using discussion\nguides prepared and distributed by the Discussion Group Project of the\nNational Association of Secondary-School Principals.\nIt has been the purpose of the Department to furnish leadership in the\neffort to get the principals and teachers in the secondary-school field to\nmeeting regularly so that they may be in a position to give sustained and\nsystematic consideration to the important problems and issues affecting\nthe high schools. Now that the two-year period is drawing to a close, the\neffort is being made to get each state association of high-school .principals to\ntake over responsibility for maintaining the discussion group machinery\nand for using it in such a way as to contribute to the effective consideration\nof vital problems. To date, thirty state associations have incorporated the\nstate coordinator as a permanent officer of the association. The state asso¬\nciations will thus be in a position to carry on the work which has been\nstarted under the guidance of the national Discussion Group Project.\nIt is intended, however, that the Department will continue indefinitely\nto serve as a clearinghouse for the state associations, and that national\nleadership will be afforded. The National Association has appointed an\nImplementation Committee, which for several years- should be in a position\nto furnish leadership and guidance. The appointment of this committee is\na logical outgrowth of the work of the Orientation Committee, which\nprepared the two reports, Issues of Secondary Education and Functions of\nSecondary\n\nEducation.\n\nThese\n\nreports dealt with the problems\n\nand objectives\n\nof high-school education. The next problem was to find out where these\nobjectives were being successfully realized. In other words, the problem\nwas to proceed from theory to actual experience ; hence the appointment\nof the Implementation Committee. Its job is to find schools in which the\nvarious acknowledged objectives of secondary education are being well\nrealized in practice. These practices are evaluated, then they are placed\nbefore the discussion groups or principals and teachers thruout the nation\nfor consideration. The principals and teachers of the various regions and\nschools will be in a position then to consider whether or not the various\n\n"}
{"page": 959, "printed_page": null, "text": "Secretary’s\n\n955\n\nReport\n\npractices set before them should and could be adopted in their own\n\nschools.\n\nIt is the belief of the National Association of Secondary-School Principals\nthat the machinery which has been set up, first, of discussion groups trained\nin the art of meaningful discussion, and, second, of an analysis of the most\npromising practices in secondary education, may serve as an effective means\nof organizing educational thinking and planning. It is hoped that it may\nprove to be a program whereby the gap between the thinking of the leaders\nin the field and the practices current in the nation may be closed or shortened.\n\nSupervisors\n\nand Directors\nMary\n\nof Instruction\n\nF. Hazell\n\nAt the Atlantic City meeting in February 1938, the executive committee\nof the Department was commissioned to make a study of supervision with\na view to restating the purpose and function of the Department and revising\nits program in the light of this purpose. During the course of the study,\nquestionnaires were sent to the entire membership to get their reaction\nto the preliminary thinking of the committee. At the meeting in Cleve¬\nland this year, the final report was submitted. This contains the following\nsummary :\nWe conceive the purposes of education to be well defined by the Educational Poli¬\ncies Commission in its two reports, The Unique Function of Education in American\nDemocracy and The Purposes of Education in American Democracy. We conceive\nthe function of the Department of Supervisors and Directors of Instruction to be to\ncontribute to teacher growth in the furtherance of these purposes of education. We\nbelieve the major concern of supervision should be to contribute to teacher growth\nin the following large areas, namely, the area of personal growth in terms of whole¬\nsome physical and mental development; the area of socio-economic understanding\nand adjustment; the area of professional competence in the guidance of children\nthru learning experiences.\n\nRecommendations submitted by the executive committee included: (a)\nthe revamping of the policies governing the Department publications; (b)\nthe development of a wider type of activities in the form of meetings and\nconferences; (c) the development of working groups among the member¬\nship; and (d) a closer articulation with other groups whose purposes are\nin line with those of the Department. The reorganization of the work of\nthe headquarters office, including provision for handling the new phases\nof the revised program, was also recommended.\nThe activities of this department are financed thru membership dues\nand sales of publications. Members receive the official journal, Educational\nMethod\n\nand\n\na yearbook.\n\nOn\n\nMay\n\n1 the total membership\n\ngain of 1 1 1 over last year; the total number\nMethod\n\nwas\n\nwas\n\n1285, a\n\nof subscribers to Educational\n\n1366, a gain of 88 over last year. Excellent\n\nwork\n\nwas\n\ndone\n\nby the Promotion Committee, which has a national chairman and state\nchairmen in nearly all states. The number of state groups of supervisors\nwhich are affiliated with the Department is growing slowly. New branches\nhave recently been organized in Minnesota and Tennessee. These state\ngroups are entitled to official representation on the national Board of\nDirectors.\n\n"}
{"page": 960, "printed_page": null, "text": "956\n\nNational\n\nEducation\n\nAssociation\n\nA new editorial board was organized a year ago to plan the eight\nissues of the journal for 1938-39. It was decided to feature the three\nlarge areas of supervision on which the Department wished to lay particu¬\nlar stress, namely, wholesome physical and mental growth, socio-economic\nunderstanding, and professional competence of the teacher. Articles, edi¬\ntorials, and book reviews in each issue were directed toward this end. In\naddition, a special number was devoted to each area. These issues have been\nreprinted in pamphlet form under the titles: Teacher and Community ,\nRedirecting\n\nSupervision , and\n\nPersonal\n\nGrowth\n\nof the Teacher.\n\nAnother\n\nspecial issue reprinted in pamphlet form is Radio in Education. These\nbooklets, which sell at a low price, have proved very popular.\nI he eleventh yearbook, Cooperation: Principles and Practices , was dis¬\ntributed to members. This unique publication is the outgrowth of a study\nbegun in 1937.\nThe program of the Department at Cleveland was notable for the fact\nthat four of the seven sessions were arranged and carried out in cooperation\nwith other organizations.\nCOMMISSION\n\nEducational\n\nPolicies Commission\n\nWilliam\n\nThe\n\nachievements\n\nG. Carr\n\nof the Educational\n\nPolicies Commission\n\nduring the\n\nrecently completed fiscal year are largely reflected in three published state¬\nments of policy; and in the part which the Commission has played in re¬\nawakening an educational consciousness among both professional and lay\npersons. While gaining ground but slowly, this latter movement shows\npromise of becoming a powerful force in stimulating educational improve¬\nment. Thru publications, field conferences, and many avenues of publicity\nthe Educational Policies Commission\nment in American education.\nNew\n\nis adding its bit to this great move¬\n\nPublications\n\nAppearance\n\nof The Structure and Administration\n\nican Democracy\n\nand\n\nThe\n\nPurposes\n\nof Education\n\nof Education\n\nin American\n\nin Amer¬\n\nDemocracy\n\nin the summer of 1938 marked the completion of a series of three inter¬\npretations of education in our national life, initiated with the publication\nof The Unique Function of Education in Ajnerican Democracy in February\n1937.\nThe Structure report outlines a program for extension of school services\nto children of nursery school age and adults, to youth who are unable to\nfind jobs, and to children in school who are not suited to the usual cur¬\nriculum. The Commission declares that it is the school’s task to meet the\neducational needs of such individuals as well as of those included in the\ntraditional program. If the school is to meet these needs and others atten¬\ndant upon its unique function in a democratic society, it must be accorded\nfreedom from all forms of partisan political control. Particularly in the\ngranting of federal assistance to the states for education, which is held\n\n"}
{"page": 961, "printed_page": null, "text": "Secretary’s\n\nReport\n\nto be urgently necessary, is the doctrine of freedom\nother form of centralized control asserted.\n\n957\nfrom partisan, or any\n\nThe Purposes report describes the fundamentals of the democratic\nprocess and translates these fundamentals into a school program adjusted\nto the requirements of today. The consent of the governed, the general\nwelfare, and other concepts which constitute the American ideal are woven\ninto a foundation for the program of the schools. The Commission pro¬\nposes four objectives of education; namely, self-realization, human relation¬\nships, economic efficiency, and civic responsibility. The individual must\nfirst develop his fullest capacities; he must learn to work and play with\nothers; he must become economically literate both as a producer and as\na consumer of goods and services; and, finally, he must become a useful\ncitizen with an active, intelligent loyalty to democracy. These are held to\nbe the marks of an educated person.\nA third new statement of policy, Social Services and the Schools , pub¬\nlished in April 1939, defines the sphere of educational service and proposes\npolicies with regard to the relationships of schools and public health, welfare\nand recreation agencies, and public libraries. The thesis of this report\nis that public school authorities have but one function; namely, education.\nOn the one hand, local school authorities should have full responsibility\nfor all public educational activities in the community; on the other hand,\nthey should relinquish to authorities in charge of related social services\nall noneducational functions now carried by the schools.\nPublication of three documents of a periodical nature has been continued.\nDeliberative\n\nCommittee\n\nReports\n\nof 1938 was prepared this year with more\n\nextensive annotations and other improvements which make it more useful\nto the profession. Educational Policy has been published bimonthly with\ncurrent information regarding policies and policy-making. Also, semiannual\nreports were published for the conventions of the National Education Asso¬\nciation and the American Association of School Administrators.\nImplementation\n\nProcedures\n\nWith its program of pronouncements now well established, the next\noutstanding problem facing the Commission is that of securing widespread\nacceptance and use of its recommendations by the educational profession\nand lay public. The consultants ex officio to the Commission, now number¬\ning approximately 2800, constitute the spearhead of the implementation\nattack. Because all consultants are in positions of educational responsibility,\nthey serve effectively in publicizing and in actually applying the Commis¬\nsion’s recommendations within their own organizations.\nAmong professional groups, the National Education Association and the\nAmerican Association of School Administrators, which jointly sponsor the\nCommission, have aided materially in publicizing its work. The American\nAssociation of School Administrators devoted its entire 1939 convention\nat Cleveland to implementing Commission recommendations among admin¬\nistrative groups. The National Education Association and the National\nBroadcasting Company cooperated in providing a series of six nationwide\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nAssociation\n\nbroadcasts dramatizing Commission recommendations. The National Edu¬\ncation Association has also furnished publicity opportunities thru American\nEducation Week, thru its Journal by means of feature articles, thru its\nVitalized Commencement programs, and thru direct mail advertising.\nDuring April 1939 the National Education Association and the Commis¬\nsion jointly conducted a series of six regional conferences for professional\nworkers. Other professional groups have been active in supporting Com¬\nmission efforts by means of published articles, exhibits, yearbooks, and\npolicies committees.\nEfforts of lay organizations in support of the Commission have been\nsporadic but give promise of continuing and increasing interest. At the\nCommission meeting on May 6-10, 1939, at Atlantic City one day was\ndevoted to a meeting with representatives of organized labor, National\nCongress of Parents and Teachers, American Association of University\nWomen, General Federation of Women’s Clubs, Chamber of Commerce,\nNational Grange, and religious fellowships. The National Congress of\nParents and Teachers and the American Association of University Women\nhave been highly cooperative, each having devoted its 1939 national con¬\nvention to an aspect of the Commission’s work, as well as having used\npublications and other materials prepared by the Commission for distribu¬\ntion to local chapters. Women’s clubs, service clubs, and state schoolboard\nassociations have also cooperated from time to time in particular aspects of\neducational policy-making which were related to their interests.\nHowever effective these numerous efforts may have been, the task of\nmaking the findings of the Commission\ndable and continuing.\n\nknown\n\nand applied is both formi¬\n\nCivic Education\n\nThe Commission is embarking on a new and potentially effective phase\nof implementation. Selecting the field of civic education as an area in which\nreconstruction of school practices is urgently needed, the Commission has\nsecured an additional grant of $20,000 from the General Education Board\nin order “to improve the effectiveness with which American Schools develop\nin young people an intelligent, appreciative, and active loyalty to democ¬\nBecause there is some confusion in educational circles regarding ways\nracy.”\nand means of educating for civic responsibility the new project will em¬\nphasize the definition of educational outcomes desired, the methods of\nsecuring and evaluating these outcomes, the effects of maleducative in¬\nfluences, and the cooperation of schools with nonschool citizenship agencies.\nIn carrying on the new program, the Commission will make an intensive\nfirsthand analysis of forty or fifty selected school systems which appear to\nhave effective programs of civic education. It is anticipated that the pro¬\ngram will eventuate in a series of nationwide demonstrations that will\npublicize and promote the superior educational practices that are discovered\nand described. By this means the Commission is seeking to carry its general\nrecommendations to that level where they will affect teaching procedures\nand student activities in the classroom.\n\n"}
{"page": 963, "printed_page": null, "text": "List\n\nTHE\n\nNINETEENTH\n\nof\n\n959\n\nDelegates\n\nREPRESENTATIVE\n\nASSEMBLY\n\nList of Delegates\nFollowing is a list of the 1489 delegates who attended the seventy-seventh annual convention of the\nNational Education Association in San Francisco, July 2-6, 1939. The classification of positions\nincludes: (a) classroom teachers; (b) principals and assistant principals; (c) city and county super¬\nintendents and assistant superintendents; (d) directors and supervisors; (e) state education asso¬\nciation staff members; (f) state superintendents and assistants; (g) college and normal school admin¬\nistrators; (h) librarians; and (i) ex-officio members.\nALABAMA\nAttebery, J. S. (Principal), Crichton; Mobile Edu¬\ncation Association.\nBanks, L. Frazer (N. E. A. State Director),\nAssistant Superintendent, 410 Ninth Court,\nWest, Birmingham; Alabama Education Asso¬\nciation.\nBrown, Eura (Teacher), Ozark; Alabama Edu¬\ncation Association.\nCrumpton, Mrs. H. U. (Teacher), Minter;\nAlabama Education Association.\nEvans, Wilson (Principal), Kate Duncan Smith\nSchool, Grant; Alabama Education Association.\nKelly, Fred (Principal), 3925 Eighth Court,\nSouth, Birmingham; Birmingham Teachers\nAssociation.\nMcGehee, Laura (Teacher), 1516 West Sixth\nAve., Birmingham; Birmingham Teachers\nAssociation.\nMontgomery, J. R. (Principal), 100 Bienville\nAve., Mobile; Alabama Education Association.\nNorton, E. B. (Superintendent), Andalusia;\nAlabama Education Association.\nRoberts, Jessie Mae (Teacher), 2660 Bush\nBoulevard, Ensley; Birmingham Teachers\nAssociation.\nRumsey, Margaret (Teacher), 1623 Alaca Place,\nTuscaloosa; Alabama Education Association.\nSpiller, Frances (Teacher), 1544 Forty-Second\nSt., Belview Heights; Birmingham Teachers\nAssociation.\nWhite, Margaret E. (Teacher), Terrace Court\nApts., Birmingham; Birmingham Teachers\nAssociation.\nWilliams, H. E. (Superintendent), 321 West\nTombigbee St., Florence; Alabama Education\nAssociation\nWilliams, Mrs. H. E. (Teacher), 321 West\nTombigbee St., Florence; Alabama Education\nAssociation\nWilliams, J. D. (Principal), 5708 Sixth Ave.,\nSouth, Birmingham; Birmingham Teachers\nAssociation.\nALASKA\nCampbell, Cleo (Teacher), Ketchikan; Alaska\nEducation Association.\nErickson, Everett R. (Ex Officio), Assistant\nProfessor, University of Alaska, College.\nPuette, R. V. (Principal), Ninilchik; Alaska Edu¬\ncation Association.\nRidings, Marie (Teacher), Anchorage; Alaska\nEducation Association.\nARIZONA\nClark, J. J. (Superintendent), Roosevelt School,\nRoute 5, Phoenix; Arizona Education Asso¬\nciation.\nFoster, Ruth (Teacher), Yuma Union High\nSchool, Yuma; Arizona Education Association.\nGanoung, R. A. (Teacher), Tucson Senior High\nSchool, Tucson; Tucson Education Asso¬\nciation.\nHall, Robert T. (Principal), Box 317, Miami;\nMiami Area Teachers Association.\nHarless, William H. (Teacher), 930 West Culver\nSt., Phoenix; Arizona Education Association.\nHendrix, H. E. (State Superintendent), Phoenix;\nArizona Education Association.\n\nLoper, John D. (Superintendent), Box 2191,\nPhoenix; Phoenix Teachers Mutual Benefit\nAssociation.\nMcLean, Gordon (Teacher), Mansfeld Junior\nHigh School, Tucson; Tucson Education Asso¬\nciation.\nRoll, Ella (Teacher), Arizona State Teachers\nCollege, Tempe; Arizona Education Asso¬\nciation.\nScales, Louise (Teacher), Phoenix; Phoenix\nTeachers Mutual Benefit Association.\nSmith, Harold W. (N. E. A. State Director),\nSuperintendent, Glendale; Arizona Education\nAssociation.\nSpeer, Ross B. (Principal), Jerome; Arizona\nEducation Association.\nVan Buskirk, Kate (Teacher), 807 East Speed¬\nway, Tucson; Tucson Education Association.\nVaughn, William (Teacher), 1337 West Portland,\nPhoenix; Arizona Education Association.\nARKANSAS\nFloyd, G. C. (Director), School Finance, State\nDepartment of Education, Little Rock; Ark¬\nansas Education Association.\nHall, W. F. (Supervisor), Elementary Education,\nState Department of Education, Little Rock;\nArkansas Education Association.\nPhipps, W. E. (N. E. A. State Director), Super¬\nintendent of Schools, Russellville; Arkansas\nEducation Association.\nPhipps, Mrs. W. E. (Teacher), Russellville;\nArkansas Education Association.\nStinnett, T. M. (Director), Teacher Education,\nState Department of Education, Little Rock;\nArkansas Education Association.\nCALIFORNIA\nAllen, Fay (Teacher), Jefferson High School,\nLos Angeles; Southern Section of the Depart¬\nment of Classroom Teachers of California\nTeachers Association.\nAronhalt, Mrs. Esther (Nurse and Supervisor),\n3036 Delaware St., Oakland; Oakland Teachers\nAssociation.\nAustin, Grace (Teacher), 307 Valencia St.,\nCovina; Southern Section of the Department\nof Classroom Teachers of California Teachers\nAssociation.\nBaker, Claude (Teacher), 836 Alberta St., Santa\nBarbara; Santa Barbara City Teachers Club.\nBaldwin, Helen (Teacher), 325 Beverly Avenue,\nSan Leandro; Oakland Teachers Association.\nBatdorf, Lucile (Teacher), 470 Chetwood St.,\nOakland; Oakland Teachers Association.\nBaxter, Alfred (Principal), 500 Grizzly Peak\nBoulevard, Berkeley; Berkeley Teachers\nAssociation.\nBell, Jessica (Teacher), 436 Bellevue Ave., Oak¬\nland; Oakland Teachers Association.\nBenner, W. A. (Principal), 1670 Grand Ave.,\nOakland; Oakland Teachers Association.\nBenz, Clarence J. (Teacher), 952 Sunnyhills\nRoad,\nciation. Oakland; California Teachers Asso¬\nBergen, Meta B. (Teacher), 3652 Gundry Ave.,\nLong Beach; California Teachers Association.\nBernard, Jean (Teacher), Embassy Hotel, Los\nAngeles; Southern Section of the Department\nof Classroom Teachers of California Teachers\nAssociation.\n\n"}
{"page": 964, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nBeyer, Louise (Counselor), Hotel Durant,\nBerkeley; Berkeley Teachers Association.\nBishop, Frank E. (District Superintendent),\nCorona; California Teachers Association.\nBloch, Louis M. (Teacher), 2838 West Boule¬\nvard, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nBolin, Kathryn lone (Teacher) 2850 Francis\nAve., Los Angeles; Southern Section of the\nDepartment of Classroom Teachers of Cali¬\nfornia Teachers Association.\nBowen, W. F. (Teacher), 1400 East SixtyEighth St., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nBowles, Carl P. (Teacher), No. 9 Claremont\nCrest, Berkeley; Alameda County Educational\nAssociation.\nBowman, Leonard L. (Viceprincipal), 402 Stanley\nDrive, Santa Barbara; California Teachers\nAssociation\nBoyd, Ethel E. M. (Teacher), 100 North Eight¬\neenth St., San Jose; Santa Clara County\nTeachers Association.\nBrady, John F. (Deputy Superintendent), Civic\nAuditorium Building, San Francisco ; California\nTeachers Association.\nBramblett, E. K. (Principal), Pacific Grove; Cali¬\nfornia Teachers Association.\nBriant, Ethel M. (Teacher), 1543 West Twelfth\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nBriggs, Clarence R. (Teacher), 981 South\nGramercy Drive, Los Angeles High School\nTeachers Association of Los Angeles.\nBriggs, Grace M. (Teacher), 981 South Gramercy\nDrive, Los Angeles; Southern Section of the\nDepartment of Classroom Teachers of Cali¬\nfornia Teachers Association.\nBroadwater, C. L. (Principal), 640 Main St.,\nEl Segundo; California Teachers Association.\nBrown, William E. (Principal), 40 Stanley Road,\nBurlingame; California Teachers Association.\nBruce, Robert A. (District Superintendent),\nSanta Maria; California Teachers Association.\nBryan, J. Kelley (Teacher), 1034 Curtis St.,\nBerkeley; Alameda County Educational Asso¬\nciation.\nBryan, Paul C. (District Superintendent), Fort\nBragg; California Teachers Association.\nBuchser, Herman R. (Teacher), 1498 Iris Court,\nSan Jose; California Teachers Association.\nCavanaugh, Dorothea M. (Teacher), William\nPenn Hotel, Whittier; California Teachers\nAssociation.\nChaim, Henry (Viceprincipal), 1585 Beach St.,\nSan Francisco; San Francisco Teachers\nAssociation.\nCherry, Donald L. (Teacher), Sequoia High\nSchool, Redwood City; Classroom Department\nof the California Teachers Association, Bay\nSection.\nChristian, J. B. (Teacher), 1093 Cherry Way,\nHayward; Alameda County Educational Asso¬\nciation.\nChurch, Idella R. (Art Supervisor), Chase Apart¬\nments, Rio Vista; California Art Teachers\nAssociation, Bay Section.\nClauson, Sadie F. (Teacher), 3451 Piedmont\nAve., Oakland; Alameda County Educational\nAssociation.\nCline, Glen (Teacher), 611 Fairview Ave.,\nArcadia; Pasadena Teachers Association.\nCloud, A. J. (President), San Francisco Junior\nCollege, 2775 Union St., San Francisco;\nCalifornia Teachers Association.\nCloud, Roy W. (Executive Secretary), California\nTeachers Association, 155 Sansome St., San\nFrancisco; California Teachers Association.\nCohn, Flora N. (Teacher), 1500 Wooster St.,\nLos Angeles; Los Angeles Elementary Teachers\nClub.\nCohn, Sam H. (Deputy State Superintendent),\nState Library and Courts Building, Sacra¬\nmento; California Teachers Association.\n\nAssociation\n\nCollier, Marguerite (Teacher), 655 Powell St.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nColton, Albert S. (Principal), 5936 Chabolyn\nTerrace,\nOakland; California Teachers Asso¬\nciation.\nConyers, Mabel H. (Teacher), 640 North\nBerendo, Los Angeles; Los Angeles Elementary\nTeachers Club.\nCooney, Agnes C. (Teacher), 406 South Van\nNess Ave., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nCorpstein, Susie (Teacher), 190 Westwood Drive,\nSan Francisco; San Francisco Teachers Asso¬\nciation.\nCorrell, Vincent I. (Principal), 1838 McKenzie,\nLong Beach; California Elementary School\nPrincipals Association, Southern Section.\nCose, Mrs. Salome (Teacher), 2846 Van Buren\nAvenue, Alameda; Alameda Grade Teachers\nClub.\nCouch, E. B. (Teacher), 1133 North Everett St.,\nGlendale; High School Teachers Association\nof Los Angeles.\nCouch, Mrs. Florence L. (Teacher), 1133 North\nEverett St., Glendale; California Teachers\nAssociation.\nCroak, Margaret (Teacher), Sutro School, San\nFrancisco;\nSan Francisco Teachers Asso¬\nciation.\nCuthbert, Lou Fisher (Teacher), 2618 Marathon\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nDahringer, Celia M. (Teacher), 1119 TwentyFifth St., Sacramento; Sacramento City\nTeachers Association.\nDalager, R. L. (Teacher), 783 East Claremont,\nPasadena; Pasadena Teachers Association.\nDaugherty, Ray (Director), Physical Education,\nCivic Auditorium, San Francisco; California\nAssociation for Health, Physical Education\nand Recreation.\nDavis, Ethel (Teacher), 3348 Divisadero, San\nFrancisco; San Francisco Teachers Association.\nDavis, Genevra P. W. (Teacher), 855 North\nAvenue Fifty, Los Angeles; Southern Section\nof the Department of Classroom Teachers of\nCalifornia Teachers Association.\nDavis, George Warren (Teacher), 516 West\nThirty-First St., Los Angeles; High School\nTeachers Association of Los Angeles.\nDeFraga, Harold (Principal), R. F. D. No. 1,\nPittsburg; Contra Costa Education Association.\nDenny, Helen (Teacher), Hotel Alameda,\nAlameda; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nDeYoung, Mrs. Esther Aase (Teacher), 520\nBuchanan, San Francisco; California Asso¬\nciation for Childhood Education.\nDickison, Clarence A. (Principal), 1319 East\nForty-First, Los Angeles; Los Angeles High\nSchool Principals Association.\nDickison, Mary Ellen (Teacher), 1631 Bucking¬\nham Road, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nDodson, May H. (Teacher), 3516 Downing\nAve., Glendale; Los Angeles Elementary\nTeachers Club.\nDouglass, John W. (Teacher), 1777 Fifteenth St.,\nSan Francisco; San Francisco High School\nTeachers Association.\nDunn, Mrs. Virginia F. (Teacher), 1339 Moncado\nDrive, Glendale; Beverly Hills Teachers Club.\nDunne, M. Arline (Teacher), 717 Fairmount\nRoad, Burbank; Burbank City Teachers\nAssociation.\nDutcher, Mrs. Agnes W. (Teacher), Livermore;\nClassroom Department of the California Teach¬\ners Association, Bay Section.\nDysart, Dora I. (Teacher), 1002 North Mariposa\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nEarl, C. E. (Principal), 966 Elizabeth, Pasadena;\nPasadena Teachers Association.\n\n"}
{"page": 965, "printed_page": null, "text": "List\n\nEdmiston, Mrs. Eleanor\nThirty-Third St., San\nTeachers Association.\n\nof\n\nF. (Teacher), 2928\nDiego; San Diego\n\nEdwards, Louis (District Superintendent), Corn¬\ning; California Teachers Association.\nEmmett, Mrs. Amy (Teacher), Watsonville;\nCalifornial,Association for Childhood Education\nEstes, Sallie (Teacher), 438 Lee St., Oakland;\nOakland Teachers Association.\nFarris, L. P. (Principal), 3233 Park Boulevard,\nOakland; California Society of Secondary\nEducation.\nFarwell, Nina (Teacher), 2205 Stuart St.,\nBerkeley; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nFinley, Edna (Teacher), 2014 Fifth Ave., Oak¬\nland; Bay Classroom Teachers League.\nFord, Willard S. (Superintendent), 411 East\nWilson, Glendale; Glendale City Teachers\nClub.\nFotheringhame, Frances (Teacher), Orland;\nNorthern Section of the Department of Class¬\nroom Teachers of California Teachers Asso¬\nciation.\nFredericksen, Frederik (Teacher), 2940 Flower\nSt., Huntington Park; Southern Section of\nthe Department of Classroom Teachers of\nCalifornia Teachers Association.\nFrick, Mary E. (Registrar), 517 North Edinburgh,\nLos Angeles; Affiliated Teacher Organizations\nof Los Angeles.\nFultz, Carrie H. (Teacher), 812 South Detroit\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nFurbush, George (Principal), 1326 Clinton Ave.,\nAlameda; Oakland Teachers Association.\nGamble, Mrs. Leo May (Principal), 3838 South\nHobart Boulevard, Los Angeles; Los Angeles\nElementary Principals Club.\nGardner, James N. (Teacher), 2168 Fourth\nAve., Sacramento; California Teachers Asso¬\nciation.\nGarland, Mrs. Archie M. (Teacher), 1715\nRamona Ave., South Pasadena; South Pasa¬\ndena Education Association.\nGarner, Mrs. Vera A. (Teacher), 221 South Cali¬\nfornia St., Lodi; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nGilbert, Robert E. (Teacher), 4014 Randolph\nAve., Oakland; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nGlenn, L. Elston (Art Supervisor), 55 North\nMerideth, Pasadena; Pasadena Teachers\nAssociation.\nGoldberg, Joseph (Teacher), 1167 North Kingsley\nDrive, Los Angeles; Classroom Teachers\nFederation.\nGoodwin, John L. (Teacher), 2563 Hopkins\nSt., Oakland; Oakland Teachers Association.\nGoold, James H. (Teacher), Buena Vista Ave.,\nOakland; Oakland Teachers Association.\nGreen, Virginia J. (Teacher), 848 South Oxford\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club.\nGreensfelder, Helen (Teacher), 106 Third, San\nFrancisco; California Association for Childhood\nEducation.\nGregg, Callie A. (Teacher), 2050 Dracena Drive,\nLos Angeles; Association for Early Childhood\nEducation.\nHaag, Mrs. Grace C. (Teacher), 3968 Georgia\nSt., San Diego; San Diego Teachers Asso¬\nciation.\nHammond, Mrs. Gertrude Best (Principal), 7316\nCrenshaw Boulevard, Los Angeles; Los\nAngeles Elementary Principals Club.\nHampton, Florence K. (Teacher), 1210 Granoda\nAve., San Marino; Los Angeles Elementary\nTeachers Club.\nHardie, Leonard R. H. (Teacher), 745 Termino\nAve., Long Beach; City Teachers Club of\nLong Beach.\nHarrison, J. Hilda (Teacher), 1531 East Third,\nLong Beach ; Los Angeles Elementary Teachers\nClub.\n\nDelegates\n\n961\n\nHawkins, Vera (Teacher), 4134 Stephens St.,\nSan Diego; San Diego Teachers Association.\nHayden, Florence (Teacher), 3835 West Eighth\nSt., Los Angeles; Southern Section of the\nDepartment of Classroom Teachers of Cali¬\nfornia Teachers Association.\nHelbach, Merle R. (Principal), 1543 West\nEighty-Third St., Los Angeles; Los Angeles\nElementary Principals Club.\nHickey, Loretta A. (School Nurse), 1120 North\nAlexandria Ave., Los Angeles; California\nTeachers Association.\nHill, Mrs. Edna (Teacher), Brentwood; California\nTeachers Association.\nHill, Mrs. Jimmie (Teacher), 503 Roop St.,\nSusanville; Northern Section of the Depart¬\nment of Classroom Teachers of California\nTeachers Association.\nHobson, Mrs. Helen (Teacher), 8073 Williams\nSt., Hayward; Alameda County Educational\nAssociation.\nHoffman, Howardine G. (Supervising Principal),\n392 Riverside Drive, Chino; California Elemen¬\ntary School Principals Association, Southern\nSection.\nHollister, Neva (Teacher), Jackson School,\nFresno; Fresno City Council of Education.\nHolt, Helen F. (State N. E. A. Director), 1543-B\nSanta Clara Ave., Alameda; Classroom\nDepartment of the California Teachers Asso¬\nciation, Bay Section.\nHoward, Gertrude G. (Principal), Inglewood;\nCalifornia Elementary School Principals Asso¬\nciation, Southern Section.\nHoyt, Agnes O. (Teacher), 1 Via Di Roma Walk,\nLong Beach; City Teachers Club of Long\nBeach.\nHoyt, Helen E. (Teacher), 5137 Meridian St., Los\nAngeles; Los Angeles Elementary Teachers\nClub.\nHubbard, L. C. (Teacher), 3703 Colorado, Long\nBeach; City Teachers Club of Long Beach.\nHummel, Leonard G. (Principal), Palos Verdes\nEstates; California Elementary School\nPrincipals Association.\nHussey, Gertrude (Teacher), Jefferson School,\nBerkeley; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nHutchinson, Mrs. Alice J. (Teacher), 1310\nMontana St., Los Angeles; Southern Section\nof the Department of Classroom Teachers of\nCalifornia Teachers Association.\nHutchinson, John (Teacher), 1310 Montana St.,\nLos Angeles; California Teachers Association.\nJacobsen, Christine (Teacher), 1320 Forty-first\nPL, Los Angeles; Los Angeles Elementary\nTeachers Club.\nJelfs, Florence (Teacher), 747 Cerritos Ave.,\nLong Beach; City Teachers Club of Long\nBeach.\nJenkins, Anna Irene (Teacher), 344 South\nBoyle Ave., Los Angeles; California Associa¬\ntion for Childhood Education.\nJennings, Augusta (Teacher), 160 West Seven¬\nteenth St., Los Angeles; Southern Section of\nthe Department of Classroom Teachers of\nCalifornia Teachers Association.\nJepsen, Martha (Teacher), 537 D St., San\nRafael; Marin County Teachers Association.\nJohnson, Lottiellen (Teacher), 2315 T St.,\nSacramento; Northern Section of the Depart¬\nment of Classroom Teachers of California\nTeachers Association.\nJohnston, Georgia Elizabeth (Teacher), 940\nWestmount Dr., Los Angeles; Southern Sec¬\ntion of the Department of Classroom Teachers\nof California Teachers Association.\nJones, Eugenia West (Teacher), 318 South\nBenton Way, Los Angeles; California Associa¬\ntion of Childhood Education.\nJordan, Genevieve (Teacher), 72 Central Ave.,\nSan Francisco; San Francisco Teachers Asso¬\nciation.\nKahl.HMinnie (Principal), 2515 College Ave.,\nBerkeley; Oakland Teachers Association.\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\n*Keegan, Mary E. (Teacher), 679 Twelfth Ave.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nKelly, H. W. (Teacher), 2406 Monterey Ave.,\nBakersfield; California Teachers Association.\nKendall, Raymond (Teacher), South K Street,\nMadera; California Teachers Association.\nKilbride, Marie L. (Teacher), 2420 Detour\nDrive, Hollywood; Adult Education Asso¬\nciation of Los Angeles.\nKimbell, Raymond (Supervisor), City Hall, San\nFrancisco; California Association for Health,\nPhysical Education and Recreation.\nKnezevich, Laurel O. (Ex-Officio), 1235 West\nEighty-First St., Los Angeles.\nKoonze, Agnes Levina (Teacher), 330J^ North\nMariposa, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nKwapil, Mrs. Genevieve T. (Teacher), 2030\nFell St., San Francisco; San Francisco Class¬\nroom Teachers Association.\nLages, Dora (Principal), 311 Lester Ave., Oak¬\nland; Oakland Teachers Association.\nLawyer, Mrs. Harriet Rose (Teacher), 1151\nShattuck Ave., Berkeley; Classroom Depart¬\nment of the California Teachers Association,\nBay Section.\nLearned, George (Principal), 428 Belvedere St.,\nSan Francisco; San Francisco Teachers Asso¬\nciation.\nLefevre, Ora L. (Teacher), 3962 Michigan Ave.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles.\nLeonard, Adam A. (Teacher), 1430 Sierra Madre,\nSan Marino; High School Teachers Asso¬\nciation of Los Angeles.\nLeonard, Maren (Teacher), 1117 South Birch\nSt., Santa Ana; Southern Section of the De¬\npartment of Classroom Teachers of California\nTeachers Association.\nLewalling, Mary S. (Teacher), 1140 Rhea St.,\nLong Beach; City Teachers Club of Long\nBeach.\nLibbey, Frances Yale (Principal), 1212 West\nWalnut St., Stockton; California Teachers\nAssociation.\nLivsey, Alice Ross (Teacher), 373 West Cali¬\nfornia Ave., Glendale; California Association\nfor Childhood Education.\nLockwood, George (Teacher), 1327 Campbell\nSt., Glendale; Glendale City Teachers Club.\nLord, Frank E. (Teacher), 632 Lincoln Boule¬\nvard, Santa Monica; Santa Monica Class¬\nroom Teachers Association.\nLord, Helen M. (Teacher), 1417 Fourth Ave.,\nLos Angeles; California Teachers Association.\nLove joy, Ida May (Teacher), 2954 Laurel St.,\nSan Diego; San Diego Teachers Association.\nLovell, Eldon J. (Principal), 1034 Hellam St.,\nMonterey; Monterey Elementary Teachers\nAssociation.\nLowe, Mrs. Guidotta M. (Teacher), 115 North\nG St., Oxnard; Southern Section of the Class¬\nroom Department of California Teachers Asso¬\nciation\nLynde, Albert W. (Principal), 820 Argonaut St.,\nStockton; Stockton Elementary Teachers\nAssociation.\nLyon, Harley W. (Principal), Longfellow School,\nPasadena; California Elementary School\nPrincipals Association.\nMcCurdy, Mary A. (Teacher), R. F. D. No. 1,\nBox 706, Mill Valley; Classroom Department\nof the California Teachers Association, Bay\nSection.\nMacDonald, John (Principal), 650 South Central\nAve., Stockton; California Teachers Associa¬\ntion.\nMcGlinchey, Mary (Viceprincipal), 350 Bu¬\nchanan, San Francisco; San Francisco Teachers\nAssociation\nMcIntyre, Mary E. (Teacher), 607 West Fortieth\nPlace, Los Angeles; Los Angeles Elementary\nTeachers Club.\n* Deceased.\n\nAssociation\n\nMcKenzie, Florence (Teacher), 102 Diamond\nSt., Redondo Beach; South Bay Teachers\nClub of Redondo Beach District.\nMcLennan, Mrs. Cora I. (Teacher), 2619 Yuba\nSt., Richmond; Richmond Teachers Asso¬\nciation.\nMcMullen, Mrs. Mary (Dean), Dumas 3244,\nSan Diego; San Diego Principals and Super¬\nvisors Club.\nMcPherson, H. M. (Principal), High School,\nSt. Helena; California Teachers Association.\nMaguire, S. Edna (Teacher), 395 East Blythedale, Mill Valley; Classroom Department of\nthe California Teachers Association, Bay\nSection.\nMaher, Vincent (Teacher), 3847 Ingraham, Los\nAngeles; Southern Section of the Classroom\nDepartment of California Teachers Association.\nMallory, Gertrude (Teacher), 1518 Ardendale\nAve., San Gabriel; High School Teachers\nAssociation of Los Angeles.\nMaslin, Helen (Teacher), 1919 Marin Ave.,\nBerkeley; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nMaull, Mrs. Mary R. (Teacher), 1534 Madison\nAve., San Diego; San Diego Teachers Asso¬\nciation.\nMeagher, W. M. (Principal), 55 El Toro, Morgan\nHill; Santa Clara County Teachers Association.\nMeline, Virginia (Teacher), 146 Eighteenth\nAve., San Francisco; San Francisco Teachers\nAssociation.\nMelkonian, Bertha (Teacher), 510 TwentySecond Ave., San Francisco; San Francisco\nClassroom Teachers Association.\nMerchant, Pauline (Teacher), Garden Grove;\nSouthern Section of the Classroom Depart¬\nment of California Teachers Association.\nMerrill, Hattiebelle (Teacher), 2319 Chestnut\nAve.,\nciation.Long Beach; California Teachers Asso¬\nMiller, Helen Farris (Teacher), 433 South\nCochran Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nMilstead, Veffie (Teacher), 1040 A St., Long\nBeach; California Association for Childhood\nEducation.\nMonlux, Calla (Teacher), 2055 Forty-First\nAve., Oakland; Oakland Teachers Association.\nMooney, Frances (Retired Teacher), 877 Sunnyhills Road, Oakland; San Francisco Teachers\nAssociation.\nMoore, Wendall (Teacher), 3939 Maybelle Ave.,\nOakland; Alameda County Educational Asso¬\nciation.\nMorgan, Edward D. (Teacher), Box 893, Oak¬\ndale; Stanislaus County Teachers Association.\nMork, Clara (Teacher), 321 South Lemox St.,\nAnaheim; Southern Section of the Depart¬\nment of Classroom Teachers of California\nTeachers Association.\nMorris, Mary Virginia (Teacher), 4160 Rose¬\nwood Ave., Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nMorrissey, William E. (Teacher), 88 Birch St.,\nRedwood City; San Mateo County Teachers\nAssociation.\nMoyse, Doris (Teacher), 110 East Cedar St.,\nCompton; Southern Section of the Depart¬\nment of Classroom Teachers of California\nTeachers Association.\nMuller, Edgar E. (Superintendent), Twelfth and\nFallon Sts., Oakland; Alameda County Edu¬\ncational Association.\nNankervis, Mrs. Marie C. (Teacher), 1360\nGrove St., Alameda; Classroom Department\nof the California Teachers Association, Bay\nSection.\nNiccolls, Edwin E. (Teacher), 57 Westgate\nDrive, San Francisco; San Francisco Teachers\nAssociation.\nNicholson, Genevieve (Teacher), 6438 Benvenue\nAve., Oakland; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\n\n"}
{"page": 967, "printed_page": null, "text": "List\n\nof\n\nNicholson, Wilma (Teacher), 1310 Grand St.,\nAlameda; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nNielsen, David C. (Teacher), 305 Virginia Ave.,\nModesto; Stanislaus County Teachers Asso¬\nciation.\nNilmeier, Lydia (Teacher), Route 8, Box 358,\nFresno; Fresno City Council.\nNixon, Mrs. Jane (Member), Board of Education,\n1011 New York Ave., Altadena; Southern\nSection of the Department of Classroom\nTeachers of California Teachers Association.\nNorton, Helen (Teacher), 2132 Lincoln Ave.,\nAlameda; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nNourse, Joseph P. (Superintendent), Civic\nAuditorium Building, San Francisco; Class¬\nroom Department of the California Teachers\nAssociation, Bay Section.\nO’Farrell, Mary J. (Teacher), 1969 Fulton St.,\nSan Francisco; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nO’Reilly, E. P. (Principal), 1955 Bidwell Way,\nSacramento; Sacramento City Teachers Asso¬\nciation.\nParks, D. Russell (Teacher), 400 Jacaranda,\nFullerton; Elementary Education Association\nof Orange County.\nParlier, Edna May (Teacher), 1179 Arch St.,\nBerkeley; Berkeley Teachers Association.\nParsley, Pearl A. (Teacher), 3890 South Harvard\nBoulevard, Los Angeles; High School Teachers\nAssociation of Los Angeles.\nPatenaude, Clyde (Principal), Korbel; California\nTeachers Association.\nPatterson, Lucile (Teacher), 3734 Reklaw Drive,\nNorth Hollywood; Los Angeles Elementary\nTeachers Club.\nPeck, Mrs. Myrtle (Teacher), 2537 Rose Walk,\nBerkeley; California Association for Child¬\nhood Education.\nPeemoeller, Mary C. (Teacher), 111 East N\nSt., Wilmington; Los Angeles Elementary\nTeachers Club.\nPeters, Samuel E. (Teacher), 667 Los Altos Ave.,\nLong Beach; City Teachers Club of Long\nBeach.\nPierce, J. Maria (Teacher), 1475 North Los\nRobles Ave., Pasadena; Pasadena Teachers\nAssociation.\nPontious, Mrs. Esther (Teacher), 824 Woodland\nAve., San Leandro; California Association for\nChildhood Education.\nPower, Alice Rose (Director), 233 Claremont, San\nFrancisco; San Francisco Teachers Association.\nPray, Lucy (Teacher), 300 Buchanan St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\nPryor, Leland M. (Teacher), 1827 San Pasqual,\nPasadena; California Teachers Association.\nQuick, Clyde E. (Teacher), 800 King St., Chowchilla; Classroom Department of the California\nTeachers Association, Bay Section.\nRabourn, Susie (Teacher), 735 Taylor St., San\nFrancisco; San Francisco Classroom Teachers\nAssociation.\nRaisner, Wilbur W. (Teacher), 419 Munich St.,\nSan Francisco; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nRaisner, Wilbur W. (Member), Board of Edu¬\ncation, 419 Munich St., San Francisco; Class¬\nroom Department of the California Teachers\nAssociation, Bay Section.\nRasmussen, Margaret A. (Teacher), 2104 North\nCalifornia St., Stockton; California Association\nfor Childhood Education.\nRich, Ralph D. (Teacher), 133X West ThirtyEighth St., Los Angeles; Southern Section of\nthe Classroom Department of California\nTeachers Association.\nRiecks, Eva (Principal), Monterey; California\nTeachers Association.\nRobbins, Jessie May (Teacher), 521 South\nCummings St., Los Angeles; High School\nTeachers Association of Los Angeles.\nRobison, Eleanor (Teacher), 283 Wayne St.,\nOakland; Oakland Teachers Association.\n\nDelegates\n\n963\n\nRoot, W. D. (Teacher), 605 South Verdugo\nRoad, Glendale; High School Teachers Asso¬\nciation of Los Angeles.\nRoscoe, Milton (Teacher), Garfield Junior High\nSchool, Berkeley; Alameda County Educational\nAssociation.\nRoseland, Ethel M. (Teacher), 7610 Hampton\nAve., Hollywood; California Association for\nChildhood Education.\nRounsavelle, Gertrude H. (Member), Board of\nEducation, 2411 Eighth Ave., Los Angeles;\nSouthern Section of the Classroom Depart¬\nment of California Teachers Association.\nRowe, Grace A. (Principal), 1176 Cherry Ave.,\nSan Jose; Santa Clara County Teachers Asso¬\nciation.\nRowley, Marion N. (Teacher), 1039 North\nCentral Ave., Glendale; Glendale City\nTeachers Club.\nRuch, Lutie A. (Viceprincipal), 403 Adams St.,\nOakland; Alameda County Educational Asso¬\nciation.\nRutland, Asenath (Teacher), 544 Twenty-Eighth\nSt., Oakland; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nSaiz, Clive M. (Teacher), 70 Mission Circle,\nDaly City; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nSchacht, Mrs. Bernice (Teacher), 735 North\nPhiladelphia St., Anaheim; Southern Section\nof the Classroom Department of California\nTeachers Association.\nSchellenger, Elizabeth (Teacher), 81 West\nPeoria St., Pasadena; California Association\nfor Childhood Education.\nSchmidt, Enid L. (Teacher), 3741 Gundry Ave.,\nLong Beach; City Teachers Club of Long\nBeach.\nScott, Alton E. (Principal), San Juan Bautista;\nCalifornia Elementary Principals Association.\nSeidl, Martha (Teacher), 4241 Eighth St., River¬\nside; Southern Section of the Classroom De¬\npartment of California Teachers Association.\nShaw, Albert M. (Teacher), 5930 El Mio Drive,\nLos Angeles; High School Teachers Asso¬\nciation of Los Angeles.\nShepard, Ann (Principal), 5460 Eagle Rock\nView Drive, Los Angeles; California Elemen¬\ntary School Principals Association, Southern\nSection.\nSibbald, Luella (Teacher), 1426 Washington\nSt., San Francisco; San Francisco Classroom\nTeachers Association.\nSilvey, Paul (Teacher), 116 Wool St., San\nFrancisco; Teachers Association of San\nFrancisco.\nSkinner, Goerge (Principal), Del Paso Heights,\nSacramento; California Teachers Association.\nSlyknous, Merle A. (Teacher), 520 South Mayo\nAve., Los Angeles; California Teachers Asso¬\nciation.\nSmith, Bernice M. (Teacher), 830 Georgia St.,\nVallejo; Vallejo .Teachers Association.\nSmith, John Allan (Teacher), 4727 South Tenth\nAve., Los Angeles; Southern Section of the\nClassroom Department of California Teachers\nAssociation.\nSpencer, Marie (Teacher), 328 Irving St., San\nFrancisco; Oakland Teachers Association.\nSpriggs, Elisabeth M. (Teacher), 450 South\nKenmore Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nStacy, Gertrude (Teacher), 545 Atlanta St.,\nSan Jose; Santa Clara County Teachers\nAssociation.\nStafford, Mrs. Marion (Teacher), 2308 Lakeshore Ave., Oakland; Oakland Teachers\nAssociation.\nStephenson, Florence (Director), Physical Edu¬\ncation for Women, State College, San Francisco;\nCalifornia Association for Health, Physical\nEducation, and Recreation.\nSullivan, Nellie (Viceprincipal), 130 Frederick\nSt., No. 306, San Francisco; San Francisco\nElementary Viceprincipals Association.\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nSutherland, Ida M. (Teacher), 1200 Cedaredge\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club.\nSweeney, Mary J. (Viceprincipal), 118 TwentySixth Ave., San Francisco; California Teachers\nAssociation.\nSwoboda, Vera Ann (Teacher), 470 North\nRosannast, Gilroy; Santa Clara County\nTeachers Association.\nThompson, Mrs. Alma (Teacher), Ferndale;\nClassroom Department of the California\nTeachers Association, Bay Section.\nThompson, Roy H., Jr. (Teacher), 1533 East\nThird St., Long Beach; City Teachers Club of\nLong Beach.\nThomson, Henry E. (Teacher), 1474 Fifth Ave.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nThurston, F. L. (Secretary), Southern Section,\nCalifornia Teachers Association, 408 South\nSpring St., Los Angeles; California Teachers\nAssociation,\nTichenor, George E. (Teacher), 703 Twelfth St.,\nSanta Monica; Santa Monica Classroom\nTeachers Association.\nTierney, Mrs. Hallie (County Superintendent),\nAlturas; California Teachers Association.\nTripp, Hazel (Teacher), La Mesa; San Diego\nCounty Teachers Association.\nUtter, Ennis R. (Teacher), 1425 Stoddard,\nModesto; Modesto Teachers Association.\nVendermast, Alvin L. (Teacher), 2523 West\nSeventy-Seventh St., Los Angeles; Probation¬\nary and Substitute Teachers Organization.\nVan Hagen, Winifred (Chief), Bureau of Physical\nEducation for Girls, State Department of\nEducation, Sacramento; California Association\nfor Health, Physical Education, and Recreation\nVan Matre, Anita (Teacher), 2091 California\nSt., Berkeley; Alameda County Educational\nAssociation.\nVasche, Joseph Burton (Teacher), 1110 Walnut\nAve., Oakdale; Classroom Department of the\nCalifornia Teachers Association, Bay Section.\nVeneziano, Nicholas (Teacher), 394 North\nDaisy, Pasadena; Pasadena Teachers Asso¬\nciation.\nVicklund, Marie (Teacher), 3710 Homeland\nDrive, Los Angeles; Southern Section of the\nClassroom Department of California Teachers\nAssociation.\nVineyard, Marguerite (Teacher), 2721 Park\nBoulevard, Oakland; Alameda County Edu¬\ncational Association.\nVon Welch, Lyda (Teacher), 3020 East Fifth\nSt., Long Beach; California Association for\nChildhood Education.\nWalsh, Charles (Teacher), 730 Masonic Ave.,\nSan Francisco; San Francisco Teachers Asso¬\nciation.\nWalton, Thomas A. (Teacher), 2526 Pamo Ave.,\nSan Diego; San Diego Teachers Association.\nWard, L. R. (Viceprincipal), Lemoore; Cali¬\nfornia Teachers Association..\nWatts, J. Hampton (District Superintendent),\nHermosa Beach; California Teachers Asso¬\nciation.\nWelday, Samuel O. (Principal), 2117 Chapola\nSt., Santa Barbara; California Elementary\nPrincipals Association.\nWerre, H. M. (Principal), Alhambra; California\nTeachers Association.\nWhiting, Lillian V. (Teacher), 443 Ashton Drive,\nLaguna Beach; Classroom Teachers Feder¬\nation.\nWhitton, Elizabeth (Teacher), 3524 Fourteenth\nAve., Oakland; Oakland Teachers Association.\nWilt, Willard H. (Teacher), 4326 Willowbrook\nAve., Los Angeles; High School Teachers\nAssociation of Los Angeles.\nWinegardner, J. H. (Teacher), 5727 Amy Drive,\nOakland; Alameda County Educational Asso¬\nciation.\nWixman, Samuel M. (Teacher), 870 North\nKenmore Ave., Los Angeles; Classroom\nTeachers Federation.\n\nAssociation\n\nWright, Donald G. (Teacher), 1237 Mill St.,\nSan Luis Opispo; Classroom Department of\nthe California Teachers Association, Bay\nSection.\nWright, Milbum D. (Teacher), 1336 North\nCalaneras, Fresno; Fresno City Council of\nEducation.\nWulff, Ramona E. (Teacher), 2314 L St., Sacra¬\nmento; Sacramento City Teachers Association.\nYoung, Minnie (Teacher), 2726 Prince St.,\nBerkeley; Berkeley Teachers Association.\nYoung, Sarah L. (Principal), 2451 Seminary\nAve., Oakland; Alameda County Educational\nAssociation.\nZimmerman, F. B. (Principal), 3500 Mountain\nBoulevard, Oakland; California Elementary\nSchool Principals Association.\nCOLORADO\nBails, Ernest (Teacher), 737 Emerson St.,\nDenver;\nDenver Classroom Teachers Asso¬\nciation.\nBerg, Matilda (Teacher), 405 W. Twelfth St.,\nPueblo;\nPueblo. Education Association, District No. 1,\nBlair, Minnie (Teacher), 820 Monroe St.,\nDenver;\nDenver Classroom Teachers Asso¬\nciation.\nBrainerd, David S. (Teacher), 1408 S. Race St.,\nDenver; Colorado Education Association.\nBryan, Paul D. (Teacher), 1035 Milwaukee St.,\nDenver; Colorado Education Association.\nBurgess, Grace E. (Teacher), 142 W. Cedar\nAve., Denver; Denver Teachers Association.\nBush, Norris F. (Teacher), 1208 S. Elizabeth St.,\nDenver;\nDenver Classroom Teachers Asso¬\nciation.\nCabeen, Mary (Teacher), 405 Carson Ave.,\nLa Junta; La Junta Teachers Club.\nCarlson, Alida G. (Teacher), 1408 Adams St.,\nDenver; Colorado Education Association.\nCroasdale, Dorothy (Teacher), 1574 York St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nCrowe, Sue M. (Teacher), 1284 Corona St.,\nDenver;\nDenver Classroom Teachers Asso¬\nciation.\nForce, Anna Laura (Principal), Lake Junior\nHigh School, Denver; Colorado Education\nAssociation.\nGarnett, Anna Maud (Teacher), 306 W. TwentySecond St., Pueblo; Pueblo Classroom\nTeachers Association.\nGallup, Ruth (Teacher), 1833 Emerson St.,\nDenver; Denver Teachers Club.\nGordon, Winifred (Teacher), 1580 Logan St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nHayden, Mrs. Mary (Teacher), 303 Bradford\nSt., Pueblo; Education Association, District\nNo. 1, Pueblo.\nHersom, Alice (Teacher), 320 N. Cascade Ave.,\nColorado Springs; Colorado Springs Class¬\nroom Teachers Association.\nHoelscher, Mrs. Geneva A. (Teacher), 783\nThirteenth St., Boulder; Boulder Community\nEducation Association.\nJenkins, Ralph D. (Superintendent), Englewood;\nColorado Education Association.\nJohnson, E. C. (Superintendent), Pueblo;\nColorado Education Association.\nLee, Edna (Teacher), 1006 N. Wahsatch Ave.,\nColorado Springs; Colorado Springs Class¬\nroom Teachers Association.\nLittle, John R. (Superintendent), Center; Colo¬\nrado Education Association.\nMann, Russell O. (Teacher), P. O. Box 241,\nOvid; Colorado Education Association.\nMiller, Fletcher M. (Superintendent), Route 3,\nBox 865, Lakewood; Colorado Education\nAssociation.\nMinear, Craig P. (Superintendent), Idaho\nSprings; Colorado Education Association.\nMooney, W. B. (N. E. A. State Director), Ex¬\necutive Secretary, Colorado Education Asso¬\nciation,\nciation. Denver; Colorado Education Asso¬\n\n"}
{"page": 969, "printed_page": null, "text": "List\n\nof\n\nNash, Mary (Teacher), 216 Chestnut St.,\nTrinidad; Trinidad Classroom Teachers Asso¬\nciation.\nO’Boyle, Georgia M. (Teacher), Newhouse\nHotel, Denver; Denver Teachers Club.\nOsbourne, Blanche (Teacher), 1530 Grant St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nPoole, C. F. (Principal), 510 Broadway, Sterling;\nSterling Federated Teachers Association.\nPratt, Phillip S. (Teacher), 345 Columbia St.,\nDelta; Colorado Education Association.\nRhen, Edna (Teacher), 4033 E. Seventeenth\nAve., Denver; Denver Classroom Teachers\nAssociation.\nSanchez, Angela (Teacher), 1241 Lincoln St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nSandusky, Minnie (Teacher), Congress Hotel,\nPueblo; Pueblo Classroom Teachers Asso¬\nciation.\nSingleton, Helen A. (Teacher), 84 S. Sherman,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nSmith, Margaret Mendenhall (Principal), 1560\nOgden St., Denver; Denver Teachers Club.\nStettheimer, Syra (Teacher), 1446 Gilpin St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nThompson, Nellie V. (Teacher), 1115 N. Wahsatch, Colorado Springs; Department of Class¬\nroom Teachers of the Colorado Education\nAssociation.\nTirre, Vee Dispense (Teacher), 4205 Knox,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nWalker, Mrs. Lucile (Teacher), 1213 Fourteenth\nSt., Greeley; Greeley Classroom Teachers\nAssociation.\nWalters, Newell B. (Teacher), 2040 S. Colum¬\nbine, Denver; Denver Classroom Teachers\nAssociation.\nWildman, Mabelrose (Teacher), 1135 St. Paul\nSt., Denver; Denver Classroom Teachers\nAssociation.\nWill, Mrs. Marion B. (Teacher), 2050 Kearney\nSt., Denver; Denver Teachers Club.\n\nCONNECTICUT\nAherne, Mrs. Vina M. (Teacher), 146 Grafton\nSt., New Haven; Connecticut State Teachers\nAssociation.\nBeschel, Margaret E. (Teacher), 327 Edgewood\nAve., New Haven; Connecticut State Teachers\nAssociation\nCollins, Helen T. (N. E. A. State Director),\nPrincipal, Lovell School, New Haven; Con¬\nnecticut State Teachers Association.\nCornish, William B. (Principal), 420 Courtland\nAve., Glenbrook; Connecticut State Teachers\nAssociation.\nGarvin, Grace F. (Supervisor), 65A Webster St.,\nHartford; Hartford Teachers League.\nGray, Margaret O. (Teacher), 188 Four Mile\nRd., West Hartford; Hartford Teachers\nLeague.\nHannum, Dorothy E. (Teacher), 209 Summer\nSt., Bristol; Connecticut State Teachers Asso¬\nciation.\nJeffords, H. Morton (Superintendent), Walling¬\nford; Connecticut State Teachers Association.\nLord, Daisy (Ex-Officio), 1027 W. Main St.,\nWaterbury.\nLovett, Mary (Teacher), 26 Crescent St., Water¬\nbury; Waterbury Teachers Association.\nMcLoughlin, Julia I. (Teacher), 146 Grafton St.,\nNew Haven; New Haven Teachers League.\nO’Meara, Stanley R. (Teacher), 218 Whitney\nAve., Bridgeport; Bridgeport Teachers Asso¬\nciation.\nRansom, Mary H. (Teacher), East Hartland;\nConnecticut State Teachers Association.\nRichardson, Thomas F. (Teacher), 45 Quentin\nSt., New Haven; New Haven Teachers League.\n\nDelegates\n\n965\n\nRoth, Friedrich G. (Teacher), 133 Palm St.,\nBridgeport; Bridgeport Teachers Association.\nSalsbury, Byrde (Teacher), 468 Whitney Ave.,\nNew Haven^New Haven Teachers League.\nDELAWARE\nBounds, Eunice (Secretary to Superintendent),\n9 East Fortieth St., Wilmington; Delaware\nState Education Association.\nHelm, Charles P. (Superintendent), Laurel;\nDelaware State Education Association.\nJerread, Mrs. Lucy H. (Teacher), Harrington;\nDelaware State Education Association.\nJones, Elizabeth M. (Teacher), 710 North\nFranklin St., Wilmington; Delaware State\nEducation Association.\nSapp, Mrs. Ruth H. (Teacher), Houston;\nware State Education Association.\nDISTRICT\n\nOF\n\nDela¬\n\nCOLUMBIA\n\nBliss, N. W. (Teacher), H. D. Cook School,\nWashington; Education Association of the\nDistrict of Columbia.\nDraeger, Mrs. E. P. (Teacher), 2800 Thirteenth\nSt., Washington; Education Association of the\nDistrict of Columbia.\nGivens, Willard E. (Ex Officio), Executive\nSecretary, National Education Association,\nWashington.\nGrubbs, Mrs. Ethel Harris (Head, Department\nof Mathematics), 751 Fairmont St., North¬\nwest, Washington; Columbian Educational\nAssociation.\nHull, Marjorie (Teacher), 1222 Glen Ross\nRoad, Silver Spring, Maryland; High School\nTeachers Association.\nJudge, Florence (Teacher), 4320 Forty-Fourth\nSt., Northwest, Washington; High School\nTeachers Association.\nKellogg, M. (Teacher), 5305 Twenty-Eighth St.,\nNorthwest, Washington; Education Association\nof the District of Columbia.\nLofton, Charles S. (Teacher), 323 Elm St.,\nNorthwest,\nWashington; Columbian Edu¬\ncational\nAssociation.\nSchult, Veryl (Head, Department of Mathe¬\nmatics), Washington; Education Association\nof the District of Columbia.\nSmith, Hugh Stewart (Teacher), Washington;\nEducation Association of the District of\nColumbia.\nWillis, C. W. (Teacher), 1242 Evarts St., North¬\neast, Washington; Education Association of\nthe District of Columbia.\nFLORIDA\nBarnett, M. L. (Teacher), 325 Raleigh St.,\nOrlando; Florida Education Association.\nClements, L. C. (Principal), Stuart; Florida\nEducation Association.\nConnor, A. B. (Principal), Ft. Pierce; Florida\nEducation Association.\nHodson, Mrs. Ella (Teacher), 2641 Abaco Ave.,\nCoconut Grove, Miami; Dade County Class¬\nroom Teachers Association.\nLangston, Mrs. Margaret (Teacher), Wellington\nAve. 6809, Tampa; Tampa Teachers Club.\nLangston, Thomas H. (Principal), 6809 Welling¬\nton Ave., Tampa; Florida Education Associa¬\ntion.\nMcIntosh, James L. (Principal), Tampa;\nEducation Association.\n\nFlorida\n\nNewsome, W. T. (County Superintendent),\nLive Oak; Florida Education Association.\nRickards, James S. (Executive Secretary),\nFlorida Education Association, Tallahassee;\nFlorida Education Association.\nWilson, James T. (Superintendent), 275 North¬\nwest Second St., Miami; Dade County Class¬\nroom Teachers Association.\nWorley, Cleta (Teacher), 1890 Northwest\nThirty-Fifth\nSt.,Association.\nMiami; Dade County Class¬\nroom Teachers\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nWorley, Wilbur C. (Teacher), 1890 Northwest\nThirty-Fifth St., Miami; Dade County Class¬\nroom Teachers Association.\nGEORGIA\nAndrews, W. J. (Superintendent), Toccoa;\nGeorgia Education Association.\nCollins, M. D. (State N. E. A. Director), State\nSuperintendent, Atlanta; Georgia Education\nAssociation.\nHarvin, Polly (Member), State Department of\nEducation, Atlanta; Georgia Education Asso¬\nciation.\nRhoads, Maude (Principal), Atlanta; Georgia\nEducation Association.\nSutton, Willis A. (Superintendent), Atlanta;\nGeorgia Education Association.\nWade, Bailey M. (Dean), Piedmont College,\nDemorest; Georgia Education Association.\nWright, Alliene (Member), State Department of\nEducation, Atlanta; Georgia Education Asso¬\nciation.\nHAWAII\nBohnenberg, Rebecca (Principal), Hilo, Hawaii;\nHilo Teachers Union.\nCamara, Louis (Teacher), Kalakaua Inter¬\nmediate School, Honolulu; Teachers Council\nof Hawaii.\nCummings, Molly (Teacher), 728 Kinau St.,\nHonolulu; Hawaii Education Association.\nDickson, Mrs. Amelia (Teacher), 1611 Keeaumoku St., Honolulu; Oahu Education Asso¬\nciation.\nDrees, Frank J. (Principal), Lihue, Kauai;\nKauai Education Association.\nFischer, Mrs. Ruth (Teacher), 2759 Kahawai\nSt., Honolulu; Oahu Education Association.\nHook, Mrs. Anna Z. (Teacher), Robello School,\nHonolulu; Oahu Education Association.\nKauhane, Mrs. Alice (Teacher), 3765 Anuhea\nSt., Honolulu; Oahu Education Association.\nKendrick, Mrs. Hattie (Teacher), Kalakaua\nIntermediate School, Honolulu; Oahu Edu¬\ncation Association.\nKinnison, Frank D. (Principal), Kaunakakai,\nMolokai; Hawaii Education Association.\nKinnison, Mrs. Mary Joe (Teacher), Kaunakakai,\nMolokai; Molokai Education Association.\nLum, Mrs. Mary (Teacher), Puuhale School,\nHonolulu; Teachers Council of Hawaii.\nMcGregor, Mrs. Louise A. (Teacher), 1165A Mc¬\nGregor Lane, Honolulu ; Oahu Education Asso¬\nciation.\nMachado, Mrs. Louise (Teacher), Hilo, Hawaii;\nHilo Teachers Union.\nMarkham, Mrs. Norah (Teacher), 1516 Liholiho\nSt., Honolulu; Hawaii Education Association.\nMartin, Richard (Teacher), Wailuku High\nSchool, Wailuku, Maui; Maui Teachers Asso¬\nciation.\nMerrill, Mrs. Dorothy (Teacher), Kawananakoa\nSchool, Honolulu; Oahu Education Asso¬\nciation.\nNapier, Jean L. (Teacher), Hilo, Hawaii; Hilo\nTeachers Union.\nNobriga, Mrs. Mercedes (Teacher), R. F. D.\nNo. 1, Hilo, Hawaii; Hilo Teachers Union.\nNobriga, William J. (Principal), R. F. D. No. 1,\nHilo, Hawaii; Hilo Teachers Union.\nOsorio, Mrs. Eliza (Teacher), 1339 Kinoole St.,\nHilo, Hawaii; Hawaii Education Association.\nPeters, Mrs. Beryl (Teacher), 1572A Spreckels\nSt., Honolulu; Oahu Education Association.\nRodenhurst, Alice (Teacher), 928 Fourteenth\nAve., Honolulu; Hawaii Education Asso¬\nciation.\nSanborn, Mrs. Winifred K. (Teacher), Lahaina,\nMaui; Hawaii Education Association.\nSanborne, Mrs. Hildred (Teacher), 2007 Round\nTop Drive, Honolulu; Oahu Education Asso¬\nciation.\nSanborne, Paul B. (Principal), 2007 Round Top\nDrive, Honolulu; Oahu Education Association.\n\nAssociation\n\nSharpe, Mrs. Emma (Teacher), Lahaina, Maui;\nMaui Teachers Association.\nShipp, Mrs. Lucy (Teacher), 1916 Uhu St.,\nHonolulu; Oahu Education Association.\nSilva, Mrs. Alice F. (Teacher), Kilauea, Kauai;\nHawaii Education Association.\nSilva, Anthony C. (Principal), Kilauea, Kauai;\nHawaii Education Association.\nSilva, Mrs. Emma G. (Teacher), Eleele, Kauai;\nKauai Education Association.\nSoares, Mrs. Rica (Teacher), Farrington High\nSchool, Honolulu; Teachers Council of Hawaii.\nSoon, Albert (Teacher), Kalihiwaena School,\nHonolulu; Teachers Council of Hawaii.\nStange, Mrs. Agnes (Teacher), Wailuku, Maui;\nMaui Teachers Association.\nTyssowski, Mrs. Mary (Teacher), 1116 Artesian\nSt., Honolulu; Oahu Education Association.\nVanderwall, Johanna (Teacher), 2445 Cleghorn\nDrive, Honolulu; Oahu Education Association.\nWeight, Mrs. Carolyn S. (Teacher), Wailuku,\nMaui; Hawaii Education Association.\nIDAHO\nBond, C. H. (Director), Elementary Education,\n434 South Tenth St., Pocatello; Idaho Edu¬\ncation Association.\nCondie, John W. (State Superintendent), Capitol\nBuilding, Boise; Idaho Education Association.\nCosgove, Alice G. (Principal), 517 South Fourth,\nPocatello; Idaho Education Association.\nCramer, Harold D. (Professor), University of\nIdaho, Moscow; Idaho Education Association.\nJohnson, Anna (Principal), Emerson Elementary\nSchool, Idaho Falls; Idaho Falls Education\nAssociation\nVincent, W. D. (State N. E. A. Director), Super¬\nintendent, 311 North Tenth St., Boise; Idaho\nEducation Association.\nILLINOIS\nAlbertson, W. S. (Teacher), William Hatch\nSchool, Oak Park; Lake Shore Division,\nIllinois Education Association.\nAlexander, E. L. (Superintendent), Edwardsville; Southwestern Division, Illinois Edu¬\ncation Association.\nAndersen, Will D. (Principal), 937 North Harvey\nAve., Oak Park; Chicago Division, Illinois\nEducation Association.\nAshdown, Genevieve (Dean of Girls), Princeton\nHigh School, Princeton; Illinois Valley Division\nof the Illinois Education Association.\nBarthel, O. P. (Superintendent), Somonauk;\nRock River Division, Illinois Education Asso¬\nciation.\nBarton, Esther M. (Principal), Dixon; Rock\nRiver Division, Illinois Education Association.\nBear, Herman W. (Principal), Rosiclare; Illinois\nEducation Association.\nBennett, Glen (Principal), Emerson School,\nBerwyn; Lake Shore Division of the Illinois\nEducation Association.\nBlakeway, H. N. (Principal), 8525 South Car¬\npenter St., Chicago; Chicago Division, Illinois\nEducation Association.\nBohannon, R. P. (Teacher), 952 East Main St.,\nOttawa; Illinois Education Association.\nBornor, June E. (Teacher), 2113 Melrose St.,\nRockford; Illinois Education Association.\nBriggs, Orvall (County Superintendent), Rushville; Illinois Education Association.\nButler, Mabel (Teacher), 2617 Agatite Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nButz, Inez L. (Teacher), Dwight; Livingston\nCounty Teachers Association.\nCaliendo, Florence (Teacher), 1514 North Mayfield Ave., Chicago; Chicago Division, Illinois\nEducation Association.\nCamenisch, Sophia (Teacher), Chicago Teachers\nCollege, Chicago; National Council of Teachers\nof English.\n\n"}
{"page": 971, "printed_page": null, "text": "List\n\nof\n\nChance, Paul B. (County Superintendent),\nSalem; Southwestern Division, Illinois Edu¬\ncation Association.\nCoe, Ethel C. (County Superintendent), Woodstock; Illinois Education Association.\nCook, Raymond (Teacher), 6108 Dorchester\nAve., Chicago; Chicago Division, Illinois\nEducation Association.\nCooper, Bessie (Principal), 337 West Adams St.,\nMacomb; Western Division, Illinois Edu¬\ncation Association.\nDanielson, E. O. (Teacher), East St. Louis High\nSchool, East St. Louis ; Southwestern Division,\nIllinois Education Association.\nDavis, M. G. (Superintendent), Lake Forest;\nLake Shore Division of the Illinois Education\nAssociation.\nDeWolf, George E. (Superintendent), Downers\nGrove; Illinois Education Association.\nDodd, Hazel (Assistant County Superintendent),\nDanville; Illinois Education Association.\nDowning, E. E. (Superintendent), Elmwood;\nPeoria Division, Illinois Education Association.\nDunsmore, Margaret M. (Teacher), East Moline;\nBlackhawk Division of the Illinois Education\nssociation\nEggestein, Edith (Teacher), 7 North Wright St.,\nNaperville; Chicago Division, Illinois Edu¬\ncation Association.\nEich, Dorothy B. (Teacher), 224 Pleasant St.,\nOak Park; Chicago Public School Kinder¬\ngarten-Primary Association.\nEmmerling, Louise (Teacher), 819 State St.,\nPekin; Pekin Teachers Club.\nErwin, H. P. (Teacher), Sullivan; Eastern\nDivision, Illinois Education Association.\nFahy, Mildred (Principal), 1101 North Pratt\nBoulevard, Chicago; Chicago Division, Illinois\nEducation Association.\nFargo, R. N. (Physical Director), 514 Whitley\nAve., Joliet; Northeastern Division, Illinois\nTeachers Association.\nFewkes, John M. (Teacher), 509 South Wabash\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nFitzpatrick, Mrs. Gertrude (Teacher), 2252\nRidge, Evanston; Evanston Teachers Club.\nFlinn, L. E. (Superintendent), Orion; Blackhawk Division of the Illinois Education Asso¬\nciation.\nFoster, Florence (Teacher), 1156 Lincoln Ave.,\nDecatur; Decatur Public School Teachers\nAssociation.\nGinther, Augusta Lou (Teacher), 182 West\nSixteenth St., Chicago Heights; Chicago\nHeights Teachers Council.\nGordon, B. E. (Assistant .Superintendent),\nLyons Township School, La Grange; Lake\nShore Division of the Illinois Education Asso¬\nciation.\nHansen, Ernest (Superintendent), Lake Bluff;\nLake Shore Division of the Illinois Education\nAssociation.\nHansen, Herbert (Principal), Sullivan High\nSchool, Chicago; Chicago Principals Club.\nHester, Mrs. Anna M. (Teacher), 723 East\nMaywood, Peoria; Peoria Teachers Asso¬\nciation.\nHunter, Jay L. (Teacher), 913 Lafayette St.,\nAurora; Northeast Division of the Illinois\nEducation Association.\nHunter, Mrs. Mary (Teacher), 421 Blackhawk\nSt., Chicago; Chicago Division, Illinois Edu¬\ncation Association.\nJewell, Loucille (Teacher), 715 East Cook St.,\nSpringfield; Association of Elementary Class¬\nroom Teachers.\nKeenan, Ann (Teacher), 2465 East SeventyFourth Place, Chicago; Chicago Division,\nIllinois Education Association.\nKeenan, Robert C. (Teacher), 2465 East SeventyFourth Place, Chicago; Chicago Division,\nIllinois Education Association.\nKeitzman, Ben (Superintendent), Canton; West¬\nern Division, Illinois Education Association.\nKeye, Olive D. (Teacher), 1009 First Ave., Rock¬\nford Rockford; Teachers Club.\n\nDelegates\n\n967\n\nKirchhoefer, Clarence G. (Principal), Nash¬\nville; Southwestern Division, Illinois Edu¬\ncation Association.\nLapan, Mildred (Teacher), Galva; Blackhawk\nDivision of the Illinois Education Association.\nLawson, Edith W. (Teacher), Rockford; Illinois\nEducation Association.\nLeevy, J. R. (Principal), Westfield; Illinois Edu¬\ncation Association.\nLentz, L. F. (Teacher), Belleville; Southwestern\nDivision, Illinois Education Association.\nLewis, Lillian (Teacher), 1325 Wilson Ave.,\nChicago; Chicago Teachers Federation.\nMcCredie, Emma\nM. (Teacher), 7244 Coles\nAve., Chicago; Association of Chicago Teachers .\nMcDonald, Maude\n(Teacher), 343 North\nMenard Ave., Chicago; Chicago Teachers\nFederation.\nMackay, Muriel (Teacher), 3750 Lake Shore\nDrive, Chicago; Chicago Division, Illinois\nEducation Association.\nMeyer, Charlotte (Principal), 680 South Broad¬\nway, Decatur; Decatur Public School Teachers\nAssociation.\nMiller, Mrs. Helen Rand (Teacher), Evanston;\nNational Council of Teachers of English.\nMiller, William (Teacher), 536 South Clark St.,\nChicago; South Central Division, Illinois\nEducation Association.\nMitchell, Richard (Teacher), 713 Mulford St.,\nEvanston; Chicago Division, Illinois Education\nAssociation.\nMoore, Eva (Teacher), 622 North Eleventh,\nEast St. Louis; East St. Louis Teachers\nFellowship Society.\nMunson, S. B. (Superintendent), New Boston;\nIllinois Education Association.\nMurphy, Joseph (Principal), Whittier School,\nPeoria; Illinois Education Association.\nNickell, V. L. (Superintendent), Champaign;\nIllinois Education Association.\nNickols, D. F. (Superintendent), 604 Peoria St.,\nLincoln; Illinois Education Association.\nObye, Katharine (Teacher), 619 Lafayette Ave.,\nRockford; Rockford Teachers Club.\nO’Leary, Frances (Teacher), 127 North Dear¬\nborn St., Chicago; Chicago Division, Illinois\nEducation Association.\nO’Rourke, Catherine (Teacher), 3057 West\nJackson Boulevard, Chicago; Chicago Division,\nIllinois Education Association.\nPage, William (Principal), 3600 Foster Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nPearson, Irving F. (Executive Secretary),\nIllinois Education Association, 100 East\nEdwards St., Springfield; Illinois Education\nAssociation.\nPemberton, Anna M. (Teacher), Kenilworth\nPublic Schools, Kenilworth; Lake Shore\nDivision of the Illinois Education Association.\nPuntney, Harry (County Superintendent), Carmi;\nSoutheastern Division, Illinois Education\nAssociation.\nRau, John W. (Teacher), New Trier Township\nHigh School, Winnetka; Lake Shore Division\nof the Illinois Education Association.\nRaymoth, Mrs. Martha (Teacher), 6325 Kenwood\nAve.,- Chicago; Chicago Division, Illinois\nEducation Association.\nReed, Ethel May (Teacher), 906 Belden Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nRussell, Charlotte (Teacher), 448 West SixtySecond St., Chicago; Chicago Division, Illinois\nEducation Association.\nRyan, Mattie (Teacher), 1630 North Shore Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation.\nSchum, Clara Carolyn (Principal), Lincoln;\nCentral Division, Illinois Education Asso¬\nciation.\nSearle, Blanche (Teacher), East Moline; Black¬\nhawk Division of the Illinois Education Asso¬\nciation.\nShafer, B. F. (Superintendent), Freeport; Illinois\nEducation Association.\n\n"}
{"page": 972, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nSiefken, Anna (Teacher), 1219 Eighteenth Ave.,\nEast Moline; Rock Island County Teachers\nClub.\nSifert, E. R. (Superintendent), Proviso Township\nHigh School, Maywood; Lake Shore Division\nof the Illinois Education Association.\nSmith, James M. (Superintendent), 426 East\nNinth St., Lockport; Northeastern Division,\nIllinois Education Association.\nSmith, Tilman R. (Principal), Roanoke; Illinois\nEducation Association.\nStephens, J. B. (Teacher), Thornton Township\nHigh School, Harvey; Lake Shore Division\nof the Illinois Education Association.\nSullivan, S. B. (Principal), West Frankfort;\nIllinois Education Association.\nSulzbach, W. R. (Teacher), 1366 Des Plaines\nAve., Des Plaines; Lake Shore Division of\nthe Illinois Education Association.\nSwarthout, W. E. (Principal), Emerson School,\nMaywood; Lake Shore Division of the Illinois\nEducation Association.\nTaeschner, Wanda (Teacher), 169 Gage Road,\nRiverside; Chicago Division, Illinois Edu¬\ncation Association.\nTaylor, Helen (Teacher), 301 West Tenth St.,\nSterling; Illinois Education Association.\nThalman, John W. (State N. E. A. Director),\nSuperintendent, Waukegan Township High\nSchool, Waukegan; Lake Shore Division of the\nIllinois Education Association.\nThomas, Cora E. (Teacher), 729 North Eleventh\nSt., East St. Louis; East St. Louis Teachers\nAssociation.\nThomas, F. C. (Superintendent), Yorkville;\nNorth Eastern Division, Illinois Education\nAssociation.\nTrimpe, Wilbur R. L. (Superintendent), 228\nSouth Orange St., Havana; Peoria Division,\nIllinois Education Association.\nTroxel, Russell B. (Principal), Farmington;\nIllinois Education Association.\nTuggle, L. A. (County Superintendent), Dan¬\nville; Illinois Education Association.\nVoshall, J. H. (Superintendent), Pittsfield;\nMississippi Valley Division, Illinois Education\nAssociation.\nWarner, E. (Superintendent), Hindsboro; East¬\nern Division, Illinois Education Association.\nWells, George N. (Superintendent), 2146 North\nSeventy-Seventh Court, Elmwood Park;\nIllinois Education Association.\nWheeler, Bruce E. (Principal), 1928 South\nWalnut St., Springfield; Illinois Education\nAssociation.\nWilson, Irvin A. (Principal), 427 South Stone\nAve., La Grange; Chicago Division, Illinois\nEducation Association.\nWohlford, Ralph E. (Principal), Dakota; North¬\nwestern Division, Illinois Education Associa¬\ntion.\nWolf, Lyle (Teacher), 77 West Washington St.,\nChicago; Illinois Education Association.\nWooley, W. T. (Principal), Monticello Township\nHigh School, Monticello; East Central Division\nIllinois Education Association.\nWright, Roe M. (Superintendent), Palestine;\nIllinois Education Association.\nZahnow, W. J. (Superintendent), Waterloo;\nIllinois Education Association.\nINDIANA\nAmmerman, Karl V. (Principal), 4830 T Park\nAve., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nBarnbrook, Elmer\nman St., South\nFederation.\n\nE. (Teacher), 410 East Bow¬\nBend; South Bend Teachers\n\nBarrett, Nora May (Teacher), 316 East FortyNinth, Indianapolis; The Grade Teachers\nAssociation.\nBarton, Anna (Teacher), 2636 North Meridian,\nIndianapolis; Grade Teachers Association.\nBell, Ellis H. (Superintendent), Winchester;\nIndiana State Teachers Association,\n\nAssociation\n\nBlanchard, H. H. (Teacher), 404 Citizens Bank\nBuilding, South Bend; Indiana State Teachers\nAssociation.\nBoggs, Rose E. (Teacher), 2009 South E St.,\nRichmond; Richmond Federation of Public\nSchool Teachers.\nBrier, Adelia M. (Teacher), 3490 East Fall\nCreek, Indianapolis; Indianapolis Grade\nTeachers Association.\nBuck, L. Talbert (Teacher), 719 Lombard Ave.,\nEvansville; Federation of Evansville Public\nSchool Teachers\nCampbell, Georgia (Teacher), 2009 South E\nSt., Richmond; Indiana State Teachers Asso¬\nciation.\nCarmichael, Forrest V. (Principal), 1526 Franklin\nSt., Columbus; Columbus Federation of Public\nSchool Teachers.\nColeman, C. T. (Teacher), 6408 Jackson Ave.,\nHammond; Hammond Teachers Association.\nCombs, Lex (Principal), 3921 Tacoma Ave.,\nFort Wayne; Indiana State Teachers Asso¬\nciation.\nCross, Wilson M. (Teacher), William 110,\nSouth Bend; South Bend Teachers Federation.\nDeVaney, Grace (Dean of Girls), Senior High\nSchool, 34 Home Ave., Terre Haute; Terre\nHaute Teachers Federation.\nDuShane, Donald (Superintendent), 427 Lafay¬\nette, Columbus; Indiana School Men’s Club.\nEikenberry, V. L. (Superintendent), Vincennes;\nIndiana State Teachers Association.\nEvans, Elizabeth (Teacher), 3330 North Meridian\nSt., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nGardner, William J. (Teacher), 1135 East\nThird St., Mishawaka; Mishawaka Teachers\nFederation.\nGill, Lela (Principal), 2526 College Ave., Terre\nHaute; Terre Haute Teachers Federation.\nGoddard, Mabel (Teacher), 812 West Drive\nWoodruff Place, Indianapolis; Federation of\nIndianapolis Public School Teachers.\nGrayson, Cecil A. (County Superintendent),\nCrown Point; Indiana State Teachers Asso¬\nciation.\nHargrave, E. B. (Viceprincipal), 339 Lesley\nAve., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nHarris, Robert C. (Principal), James H. Smart\nSchool, Fort Wayne; Indiana State Teachers\nAssociation.\nHatt, Geraldine (Teacher), South Bend; Northern\nIndiana Federation of Public School Teachers.\nHaynes, Helen (Teacher), 2035 North Meridian\nSt., Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nHougham, Robert B. (Secretary), Teachers\nRetirement Fund, State House, Indianapolis;\nIndiana State Teachers Association.\nJames, K. C. (Principal), 105 Marshall St.,\nCrawfordsville; Crawford sville Public School\nTeachers Association.\nJanney, Grace F. (Principal), 202 Meeks Ave.,\nMuncie; Indiana State Teachers Association.\nKeegan, Morton B. (Teacher), 1121 Goodland\nAve., South Bend; South Bend Teachers\nFederation.\nKendall, William R. (Teacher), 414 Madison\nSt.,\nValparaiso; Indiana State Teachers Asso¬\nciation.\nKinnaird, Virginia (Teacher), 2410 South Hanison.\nFort Wayne; Fort Wayne Teachers Asso¬\nciation.\nKline, Alice H. (Teacher), R. R. No. 3, Huntington; Huntington City Teachers Council.\nKlopfenstein, Mrs. Bess (Teacher), 4130 Hoagland Ave., Fort Wayne; Fort Wayne Teachers\nAssociation.\nLewis, Anna B. (Dean), 1609 Shy Run, Fort\nWayne; Fort Wayne Teachers Association.\nMcComb, Gertrude (Teacher), 1927 South\nSixth St., Terre Haute; Terre Haute Teachers\nFederation.\nMcMurray, Floyd I. (State Superintendent of\nPublic Instruction), State House, Indianapolis;\nIndiana\n\nSchool Men’s\n\nClub.\n\n"}
{"page": 973, "printed_page": null, "text": "List Of Delegates\nMaehling, Hilda (Teacher), 1357 Third Ave.,\nTerre Haute; Indiana State Teachers Asso¬\nciation.\nMartin, Ersie S. (Teacher), 347 North Kenyon,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers.\nMartin, Mrs. Viva D. (Teacher), 347 North\nKenyon, Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nMorgan, DeWitt (Superintendent), 4504 Broad¬\nway,\nClub. Indianapolis; Indiana School Men’s\nNelson, Bertha F. (Teacher), 719 Union St.,\nApartment M 2, Fort Wayne; Indiana School\nWomen’s Club.\nOldham, Mrs. Anita (Teacher), Knightstown;\nIndiana State Teachers Association.\nParker, Clyde (Superintendent), Washington;\nIndiana State Teachers Association.\nPhillips, L. V. (State N. E. A. Director), Principal,\n221 North Sixth St., Vincennes; Vincennes\nTeachers Federation.\nReeves, Homer L. (Teacher), 1122 West One\nHundred and Forty-Third St., East Chicago;\nFirst District Teachers Association.\nRentschler, Mrs. Cora (Teacher), 5158 North\nIllinois St., Indianapolis; Federation of\nIndianapolis Public School Teachers.\nSavage, Ethel (Teacher), 130 North Second,\nElkhart; Elkhart Teachers Association.\nShepherd, Goldie (Teacher), 522 Pine St.,\nMichigan City; Michigan City Teachers\nFederation.\nSleeth, Haines (Principal), McKinley School,\nKokomo; Indiana State Teachers Association.\nThornton, Ernest (Teacher), 170 Simpson St.,\nElkhart; Northern Indiana Federation of\nPublic School Teachers.\nThurston, Mary E. (Teacher), 241 West Twelfth\nSt., Anderson; Indiana State Teachers Asso¬\nciation.\nTonkel, Rosza (Teacher), R. F. D. No. 2, Fort\nWayne; Fort Wayne Teachers Association.\nTownsend, Gladys (Teacher), 321J£ West\nCharles, Muncie; Muncie Teachers Feder¬\nation.\nVance, Charles H. (Principal), R. R. No. 3, Box\n276, Indianapolis; Indiana State Teachers\nAssociation\nVan Winkle, Edith (Teacher), 21 Blakely Ave.,\nTerre Haute; Harrison Township Teachers\nFederation.\nWetherow, E. B. (Superintendent), La Porte;\nIndiana State Teachers Association.\nWright, Wendell W. (Professor), Indiana Uni¬\nversity, Bloomington; Indiana State Teachers\nAssociation.\nWyatt, Robert H. (Executive Secretary), Indiana\nState Teachers Association, Lincoln Hotel,\nIndianapolis; Indiana State Teachers Asso¬\nciation.\nYates, Tom (Teacher), 3124 South Harrison,\nFort Wayne; Fort Wayne Teachers Asso¬\nciation.\nYoung, Blanche (Teacher), 1410 North Dela¬\nware, Indianapolis; Federation of Indianapolis\nPublic School Teachers.\nIOWA\nAnderson, J. Russell (Teacher), 1119 Bell Ave.,\nDes Moines; Des Moines Teachers Federation.\nBach, Edith A. (Teacher), 413 Ninth Ave.,\nSouth, Clinton; Clinton Teachers Association.\nBaker, Mary A. (Teacher), Garfield School,\nDavenport; Iowa State Teachers Association.\nBingaman, Grace (Teacher), 1519 Jackson,\nSioux City; Sioux City Teachers Club.\nBrakke, Louise (Teacher), 521 Ninth, Sioux\nCity; Sioux City Teachers Club.\nBriggs, E. E. (Principal), Sioux City; Iowa State\nTeachers Association.\nBrown, Vera L. (Teacher), 4225 Morningside\nAve., Sioux City; Sioux City Teachers Club.\nCram, Fred D. (State N. E. A. Director), Profes¬\nsor, Iowa State Teachers College, Cedar\nFalls; Iowa State Teachers Association.\n\n969\n\nDeamer, Arthur (Superintendent), Cedar Rapids;\nIowa State Teachers Association.\nDickey, Harris (Dean), Junior College, Ft.\nDodge Junior College, Ft. Dodge; Fort Dodge\nTeachers Federation.\nDouma, Frank (Superintendent), Ottumwa;\nIowa State Teachers Association.\nFitzGerald, J. E. (Principal), Hopkins School,\nSioux City; Department of Elementary School\nPrincipals.\nGesell, Charles A. (Teacher), 522 West Thirtieth\nSt., Davenport; Scott County Teachers Asso¬\nciation.\nHelbig, Esther (Teacher), Melrose Terrace,\nDubuque; Classroom Teachers Department\nof the Iowa State Teachers Association.\nHobbs, Lucy (Teacher), 2915 Grandiness, Sioux\nCity; High School Teachers Association.\nJones, Burton R. (Superintendent), Creston;\nIowa State Teachers Association.\nKluss, Fred (Principal), Roosevelt High School,\nCedar Rapids; Iowa State Teachers Association.\nKnipfer, G. G. (Principal), Atlantic; Iowa State\nTeachers Association.\nLaser, Mrs. Juniata C. (Teacher), Brown Hotel,\nDes Moines; Des Moines Teachers Feder¬\nation.\nLorenz, Edward R. (Teacher), 752 Wilson Ave.,\nDubuque; Dubuque Teachers Association.\nLuse, Eva May (Head), Department of Teaching,\n2211 Merner Ave., Cedar Falls; Faculty of\nthe Iowa State Teachers College.\nMcDowell, Mrs. Lillian (Teacher), 326 North\nFourth St., Keokuk; Keokuk Elementary\nTeachers Club\nNixon, G. C. (Teacher), 1815 South Palmetto,\nSioux City; Sioux City Teachers Club.\nOlson, Clara B. (County Superintendent),\nForest City; Iowa State Teachers Association.\nParker, Jessie M. (State Superintendent),\nState House, Des Moines; Iowa State Teachers\nAssociation\nPotter, George L. (Teacher), 1410 East High St.,\nDavenport; Scott County Teachers Asso¬\nciation.\nSagen, Clara (Teacher), 110)^ North Adams,\nMason City; Grade Teachers Association.\nSwedell, Bernard (Teacher), 118 North Hazel,\nAmes; Ames Teachers Club.\nTempleman, Harold (Teacher), 420 Eighteenth\nSt., Northeast, Cedar Rapids; Cedar Rapids\nClassroom Teachers Association.\nYoung, Verne M. (Principal), Ames; Iowa State\nTeachers Association.\nKANSAS\nBertsch, Wilhelmina F. (Teacher), 1181 Clay St.,\nTopeka; Topeka Teachers Association.\nBrotherson, Lenora (Teacher), 644 Ohio Ave.,\nKansas City; Kansas City, Kansas, Grade\nTeachers Club.\nBrotherson, Marie (Teacher), 644 Ohio St.,\nKansas City; Kansas State Teachers Asso¬\nciation.\nCassidy, Lorena E. (Teacher), The Hillcress,\nWichita; Wichita City Teachers Association.\nCox, Lois (Teacher), 620 South Katy, Chanute;\nChanute Teachers Association.\nEmery, Julia (Teacher), 255 North Grove,\nWichita; Wichita City Teachers Association.\nEspenlaub, Dorothy (Teacher), 2200 South\nTenth St., Kansas City; Kansas State Teachers\nAssociation.\nGillenwaters, Martha A. (Teacher), 1112 South\nMain, Wichita; Wichita City Teachers Asso¬\nciation.\nGriffin, Fay I. (Teacher), 545 South Grove,\nWichita; Wichita City Teachers Association.\nHadley, Faye (Teacher), 1703 University,\nWichita; Wichita City Teachers Association.\nHales, Carol (Teacher), 1326 Clark St., Parsons;\nParsons Teachers Association.\nJacobs, Esther (Teacher), 1118 Haskell St.,\nKansas City; Kansas State Teachers Asso¬\nciation.\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nJarvis, Claire (Principal), 1416 South ThirtyFourth St., Kansas City; Elementary Principals\nClub.\nLamb, Clara (Principal), Gould Hotel, Kansas\nCity; Kansas State Teachers Association.\nLindhorst, Genevieve (Teacher), 3037 North\nSixteenth St., Kansas City; Kansas State\nTeachers Association.\nOrme, Velma (Teacher), 1903 North Third St.,\nKansas City; Du Bois Teachers Club.\nOwsley, Ruthetta (Teacher), Atchison High\nSchool, Atchison City; Atchison City Teachers\nAssociation.\nPearson, Fredricka (Teacher), 2837 Parkwood\nBoulevard, Kansas City; Kansas State\nTeachers Association.\nPearson, Irene (Teacher), 2837 Parkwood Boule¬\nvard, Kansas City; Kansas State Teachers\nAssociation.\nRebstein, Clara (Principal), 511 North Belmont,\nWichita; Wichita City Teachers Association.\nSt. Johns, C. E. (Superintendent), Arkansas\nCity; Kansas State Teachers Association.\nSchlagle, F. L. (State N. E. A. Director), Super¬\nintendent, Library Building, Kansas City;\nKansas State Teachers Association.\nSims, Mattie Lou (Teacher), 28 South Sixteenth,\nKansas City; Grade Teachers Club.\nStrandberg, Ruth (Teacher), 456 North Seven¬\nteenth, Kansas City; Kansas State Teachers\nAssociation.\nThornburg, Winnie (Principal), 817 South\nSpruce, Wichita; Wichita City Teachers Asso¬\nciation.\nVoss, Viola W. (Teacher), 1432 McVicar, Topeka;\nKansas State Teachers Association.\nWicker, Maude S. (Teacher), 514 West Seventh,\nTopeka; Topeka Classroom Teachers Club.\nKENTUCKY\nBrown, Mary Wood (Teacher), 330 Woodland,\nLexington; Kentucky Education Association.\nCarter, Anna R. (Teacher), 606 Perry Ave.,\nHazard; Kentucky Education Association.\nFord, Edith G. (Assistant Professor), East Ken¬\ntucky State Teachers College, Richmond;\nKentucky Education Association.\nGross, Carrie R. (Teacher), Ahrens Trade,\nLouisville; Kentucky Education Association.\nJaggers, R. E. (Director of Teacher Training),\nState Department of Education, Frankfort;\nKentucky Education Association.\nKing, W. P. (Executive Secretary), Kentucky\nEducation Association, 1423 Heyburn Building,\nLouisville; Kentucky Education Association.\nMorgan, Mrs. A. B. (Teacher), 211 Lyttle Boule¬\nvard, Hazard; Kentucky Education Asso¬\nciation.\nNagel, Miriam C. (Teacher), 55 Avenel Place,\nFort Thomas; Kentucky Education Association.\nWalker, Morton (Teacher), Louisville; Kentucky\nEducation Association.\nWhittiMghill, R. T. (Superintendent), Hazard;\nKentucky Education Association.\nLOUISIANA\nBaskin, Mrs. Sadie H. (Principal), Baton Rouge\nJunior High School, Baton Rouge; East\nBaton Rouge Parish Teachers Association.\nBell, Annie T. (Teacher), University; Louisiana\nTeachers Association.\nBres, J. H. (Superintendent), Port Allen;\nCatahoula Parish Teachers Association.\nBrown, Geneva (Teacher), 1119 Eighth Street,\nNew Orleans; New Orleans Public School\nTeachers Association.\n*Cohen, Miriam (Principal), 425 Audubon Boule¬\nvard, New Orleans; New Orleans Principals\nAssociation.\nFerguson, L. W. (Teacher), Many; Sabine\nParish Teachers Association.\nFrazar, L. E. (Principal), Lafayette; Iberia\nParish Teachers Association.\n* Deceased.\n\nAssociation\n\nHester, E. R. (Teacher), Arcadia; Avoyelles\nParish Teachers Association.\nLambremont, J. D. (Principal), Romeville;\nLouisiana Teachers Association.\nLaVergne, Remi (Principal), Port Allen; As¬\ncension Parish Teachers Association.\nLively, Mrs. Emery C. (Teacher), 2900 Prytania\nSt., New Orleans; New Orleans High School\nTeachers Association.\nMcKee, A. G. (Parish Supervisor), Homer;\nLouisiana Teachers Association.\nMcLaurin, A. J. (Superintendent), Jonesboro;\nJackson Parish Teachers Association.\nMarionneaux, Eleanor (Teacher), Terrebonne\nHigh School, Houma; Louisiana Teachers\nAssociation.\nO’Reilly, Violett (Principal), 3220 Louisiana\nAve., New Orleans; Louisiana Vocational\nAssociation.\nPhillips, Mrs. Rachel F. (Teacher), Florien\nHigh School, Florien; Sabine Parish Teachers\nAssociation.\nPitcher, William (Parish Superintendent), School\nBoard Office, Covington; St. Tammany\nParish Teachers Association.\nRussell, R. W. (Principal), Amite; Tangipahoa\nParish Teachers Association.\nScott, A. J. (Principal), Peters High School,\nNew Orleans; Louisiana Teachers Association.\nShelby, J. A. (Parish Superintendent), Arcadia;\nBienville Parish Teachers Association.\nShows, S. M. (Parish Superintendent), De Soto\nParish School Board, Mansfield; Louisiana\nTeachers Association.\nSnoddy, Arnauldia (Teacher), Marksville High\nSchool, Marksville; Avoyelles Parish Teachers\nAssociation\nStrickler, G. M. (Principal), Vidalia High\nSchool, Vidalia; Louisiana Teachers Asso¬\nciation.\nTaylor, Elizabeth (Supervisor), Caddo Parish\nSchool Board, Shreveport; Louisiana Teachers\nAssociation.\nMAINE\nAllen, Margaret E. (Teacher), 243 B St., Port¬\nland; Portland Teachers Association.\nBowen, Howard L. (Superintendent), Bingham;\nMaine Teachers Association.\nChick, Daniel W. (Teacher), High School,\nRockland; Maine Teachers Association.\nFortier, Alfred J. (Teacher), Main St., DoverFoxcroft; Piscataquis County Teachers Asso¬\nciation.\nFrellick, Evelyn M. (Teacher), 71 Spring St.,\nPortland; Portland Teachers Association.\nGoodwin, Florence A. (Teacher), 229 Prospect\nSt., Portland; Portland Teachers Association.\nGrant, C. H. (Superintendent), Hampden;\nPenobscot County Teachers Association.\nGreen, Joseph Arthur (Superintendent), North\nAnson; Somerset County Teachers Asso¬\nciation.\nGriffin, Stephen A. (Principal), 24 Monroe St.,\nLivermore Falls; Androscoggin County Teacher\nAssociation.\nHale, William (Principal), Easton; Aroostock\nCounty Teachers Association.\nHarding, Mrs. Jennie G. (Teacher), Stockton\nSprings; Maine Teachers Association.\nHerrick, Horace P. (Principal), Morse High\nSchool, Bath; Lincoln-Sagadahoc County\nTeachers Association.\nHunnewell, Clayton M. (Principal), St. George;\nKnox County Teachers Association.\nJackson, Clara (Teacher), Bryant Pond; Maine\nTeachers Association.\nJohnson, Theodore S. (Teacher), Deering\nHigh School, Portland; Maine Teachers Asso¬\nciation.\nKendrick, Cyrus (Superintendent), Litchfield;\nKennebec County Teachers Association.\nMacDonald, Lillian M. (Teacher), 229 Prospect\nSt., Portland; Portland Teachers Association.\nMclntire, Paul H. (Principal), 17 Tremont St.,\nPortland; Cumberland County Teachers\nAssociation.\n\n"}
{"page": 975, "printed_page": null, "text": "List of Delegates\n971\nMcKay, Ernestine (Teacher), Presque Isle;\nMaine Teachers Association.\nMattocks, Marion S. (Teacher), 776 Main St.,\nWestbrook; Cumberland County Teachers\nAssociation.\nTilton, Elihu B. (Principal), High School, Rangeley; Maine Teachers Association.\nTilton, Mrs. Mary (Teacher), Farmington;\nFranklin County Teachers Association.\nTupper, Ernest G. (Principal), Stockton Springs;\nWaldo County Teachers Association.\nWoodworth, Phillip (Superintendent), Houlton;\nAroostook County Teachers Association.\nMARYLAND\nChapman, Virginia B. (Teacher), Linthiaum\nHeights; Maryland State Teachers Asso¬\nciation.\nGrimes, Byron J. (Superintendent), Hagerstown;\nMaryland State Teachers Association.\nNorth, Mrs. Frances D. (Teacher), Western\nHigh School, Baltimore; Eastern Commercial\nTeachers Association.\nMASSACHUSETTS\nBelonga, Pearl E. (Teacher), 5 Emery Court,\nSaugus; Massachusetts Teachers Federation.\nBryant, Mary L. (Teacher), 41 Mason St., West\nSomerville; Massachusetts Teachers Feder¬\nation.\nButman, Mrs. Emeline S. (Teacher), 51 Lester\nSt., Springfield; Springfield Teachers Economic\nAssociation.\nCampbell, Eleanor D. (Teacher), 80 Warren\nSt., West Medford; Somerville Teachers\nClub.\nDowney, Walter F. (State Commissioner of\nEducation), State House, Boston; Massa¬\nchusetts Teachers Federation.\nEmery, Amy E. (Teacher), 45 Auburn St.,\nBrookline; Boston Teachers Club.\nGould, Arthur L. (Superintendent), 15 Beacon\nSt., Boston; Massachusetts Teachers Feder¬\nation.\nGrayson, Herbert (Teacher), Box 18, Holden;\nWorcester County Teachers Association.\nGrayson, Mrs. Herbert (Teacher), Box 18,\nHolden; Worcester County Teachers Asso¬\nciation.\nKallen, Miriam (Assistant Professor), Teachers\nCollege, 43 Dwight St., Brookline; Boston\nTeachers Club.\nMacdonald, Catherine M. (Teacher), 241 Main\nSt., Malden; Massachusetts Teachers Feder¬\nation.\nMcIntosh, Everett J. (Teacher), 62 Front St.,\nWeymouth; Massachusetts Teachers Feder¬\nation.\nMasterson, Anna J. (Teacher), 14 Oakland St.,\nLowell; Massachusetts Teachers Federation.\nNixon, Hugh (Secretary), Massachusetts Teach¬\ners Federation, 15 Ashburton Place, Boston;\nMassachusetts Teachers Federation.\nNorton, Mrs. Vida (Teacher), Broadway, Saugus;\nMassachusetts Teachers Federation.\nO’Connor, Mary Elizabeth (Supervising Teach¬\ner), Arlington; Middlesex County Teachers\nAssociation.\nO’Leary, Mildred J. (Teacher), Swampscott\nHigh School, Swampscott; Eastern Com¬\nmercial Teachers Association.\nSmith, Henry J. (School Committeeman), 15\nBeacon St., Boston; Massachusetts Teachers\nFederation.\nSpargo, Elizabeth I. (Teacher), 65 Dracut St.,\nDorchester; Brookline Teachers Club.\nStuart, Pauline (Principal), Parmenter School,\nArlington; Arlington Teachers Club.\nWelch, Elizabeth M. (Teacher), Somerville;\nMiddlesex County Teachers Association.\nWillis, N. Elliot (Ex Officio), Principal, 171\nWoodside Ave., Winthrop,\nWoodward, Annie C. (State N. E. A. Director),\nTeacher, 78 Highland Ave., Somerville ;\nMassachusetts Teachers Federation.\n\nMICHIGAN\nAllen, Thelma (Teacher), 5082 Cadillac, Detroit;\nDetroit Teachers Association.\nBachman, Sophie (Principal), 2139 Trombly,\nDetroit; Detroit Teachers Association.\nBeishlag, Mrs. Bernice (Teacher), 11775 Amer¬\nican, Detroit; Detroit Teachers Association.\nBeishlag, George (Teacher), 17400 Third,\nDetroit; Detroit Teachers Association.\nBieloh, Elverna (Teacher), 1125 East Kearsley\nSt., Flint; Flint Classroom Teachers Club.\nCody, Frank (Superintendent), Board of Edu¬\ncation, 1354 Broadway, Detroit; Michigan\nEducation Association.\nCornville, Feme (Teacher), 222 West Grand\nBoulevard, Detroit; Detroit Teachers Asso¬\nciation.\nCrosby, Otis (Administrator), 18618 Santa\nBarbara Drive, Detroit; Detroit Teachers\nAssociation.\nDacey, Cecile (Teacher), 9374 Wildemere,\nDetroit; Michigan Education Association.\nDacey, Rosemarie (Teacher), 12920 Wads¬\nworth, Detroit; Detroit Teachers Association.\nDavidson, Dean (Principal), Kingsford School,\nIron Mountain; Michigan Education Asso¬\nciation.\nDevoe, Isaac (Teacher), Senior High School,\nHighland\nPark; Michigan Education Asso¬\nciation.\nDonnelly, Isabelle O. (Teacher), 20066 Renfrew\nRoad, Detroit; Detroit Teachers Association.\nDonnelly, William J. (Teacher), 4209 Seneca,\nDetroit; Detroit Teachers Association.\nDurham, Lee B. (Teacher), 21431 Grand River,\nDetroit; Detroit Teachers Association.\nFarnsworth, Mary F. (Assistant Principal),\n15055 Hubbell, Detroit; Detroit Teachers\nAssociation.\nGarwood, Eileen (Teacher), 17400 Third Ave.,\nDetroit; Classroom Teachers Association of\nHighland Park Public Schools.\nGifford, Hah B. (Teacher), 3250 West Chicago,\nDetroit; Detroit Teachers Association.\nGillette, Alice (Teacher), 428 Lafayette, North¬\neast, Grand Rapids; Grand Rapids Teachers\nClub.\nGingrich, Audrey (Teacher), 2525 Brooklyn,\nDetroit; Detroit Teachers Association.\nGollusch, Marie (Teacher), 207 North Erie Ave.,\nBay City; Bay City Teachers Club.\nGreek, Alice (Teacher), 100 Parsons, Detroit;\nDetroit Teachers Association.\nHaas, Minnie H. (Teacher), Fulton; Michigan\nEducation Association.\nHoltsclaw, J. L. (Teacher), 2330 Grand River,\nDetroit; Detroit Teachers Association.\nHope, Dorothy (Teacher), 615 West End South,\nDetroit; Detroit Teachers Association.\nHoward, Mrs. Daisy (Commissioner), Genessee\nCounty Schools, 316 East Eighth St., Flint;\nMichigan Education Association.\nHowell, Mary (Teacher), 17400 Third St.,\nDetroit; Michigan Education Association.\nHumphrey, Mary (Teacher), 575 Albany Ave.,\nFerndale; Michigan Education Association.\nInglis, Ada (Teacher), 426 Packard, Ann Arbor;\nMichigan Education Association.\nJennings, Marion L. (Teacher), 706 Florence\nAve., Royal Oak; Royal Oak Teachers Club.\nKangas, Sophie (Teacher), 220 East Seventh\nSt., Flint; Flint Teachers Club.\nKastead, Mary E. (Teacher), 10125 King, De¬\ntroit; Detroit Teachers Association.\nKnight, Roy (Teacher), 3506 Mason, Flint;\nFlint Teachers Club.\nKopka, M. A. (Superintendent), Hamtramck;\nMichigan Education Association.\nLang, Helen E. (Teacher), 12797 Downing St.,\nDetroit; Detroit Teachers Association.\nLoftus, Lillian (Teacher), 3010 Milwaukee East,\nDetroit; Detroit Teachers Association.\nMcDonald, Mae M. (Teacher), 2560 Woodworth, Detroit; Detroit Teachers Association.\nMcGuinness, J. Palmer (Teacher), 6230 Grand\nRiver, Detroit; Detroit Teachers Association.\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nMacKay, Jean Armour (Teacher), Highland\nPark; Michigan Education Association.\nMcLoughlin, Aloysia (Principal), 110 Pleasant\nAve., Sturgis; Michigan Education Association.\nMaier, Alvin (Teacher), 19164 Woodingham,\ni* Detroit; Detroit Teachers Association.\nMaier, Marion (Teacher), 19164 Woodingham,\n►- Detroit; Detroit Teachers Association.\nMaples, Joyce (Teacher), 8627 Dumbarton\nRoad, Detroit; Detroit Teachers Association.\nMitchell, Florine (Teacher), 3811 Cicotte, De¬\ntroit; Detroit Teachers Association.\nMorrison, Clay (Teacher), 912 Howard, Sag¬\ninaw; Michigan Education Association.\nMurdock, George (Principal), 2665 Columbus,\nDetroit; Detroit Teachers Association.\nNelson, H. A. (Superintendent), Onaway; Mich¬\nigan Education Association.\nNemeth, Anne Paula (Teacher), 6246 Appoline,\nDearborn; Michigan Education Association.\nNorthrup, Ralph (Teacher), 4841 Cass, Detroit;\nDetroit Teachers Association.\nPierson, Mildred (Teacher), R.R. No. 1, Ra¬\nvenna; Michigan Education Association.\nPope, Charlotte B. (Principal), 813 Lake Drive,\nGrand Rapids; Grand Rapids Teachers Club.\nProbst, Dorothy L. (Teacher), 83 Highland Ave.,\nHighland Park; Detroit Teachers Association.\nPurcell, Evangeline (Teacher), 6230 Grand\nRiver, Detroit; Detroit Teachers Association.\nRafferty, Margaret (Teacher), 337 Crosby St.,\nGrand Rapids; Grand Rapids Teachers Club.\nRahm, Linnie S. (Teacher), 13840 Lappin, De¬\ntroit; Detroit Teachers Association.\nRahm, Mrs. Marcella (Teacher), 12400 Nash¬\nville; Detroit; Detroit Teachers Association.\nRayner, Wilfred (Teacher), 535 Wildwood, Jackson; Michigan Education Association.\nRobin, Ermine (Teacher), 121 Tyler, Detroit;\nDetroit Teachers Association.\nRobinson, Pearl (Teacher), 803 South Porter,\nSaginaw, Saginaw Teachers Club.\nRonayne, John J., 4209 Seneca, Detroit; Detroit\nTeachers Association.\nShae, Mae M. (Teacher), 13840 Lappin, Detroit;\nDetroit Teachers Association.\nSpargo, Mary (Teacher), 6006 Seneca, Detroit;\nDetroit Teachers Association.\nStout, Grover (State N.E.A. Director), Princi¬\npal, Wingert School, 1851 West Grand Boule¬\nvard, Detroit; Michigan Education Associa¬\ntion.\nWeiman, Dorothy (Teacher), 5130 McKinley,\nDetroit; Detroit Teachers Association.\nWells, Winifred (Teacher), 210 East Henry,\nCharlotte; Michigan Education Association.\nWhitney, Wilbur E. (Teacher), 233 South\nClemens, Lansing; Michigan Education Asso¬\nciation.\nMINNESOTA\nAlmen, A. L. (Superintendent), Balaton; Minne¬\nsota Education Association.\nAnderson, A. C. (Teacher), 919 Clear St.,\nSt. Paul; St. Paul Education Association.\nArcher, C. P. (Teacher), 1381 North Cleveland\nAve., St. Paul; Minnesota Education Asso¬\nciation.\nBrown, Daisy (State N. E. A. Director), Super¬\nvisor, 407 South Sixth St., Stillwater; Minne¬\nsota Education Association.\nBuckbee, Elizabeth (Teacher), 2716 Humboldt\nAve., South, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Association.\nBuckle, Mrs. Laurel L. (Teacher), 2254 North¬\neast Arthur, Minneapolis; Minneapolis Teach¬\ners League.\nChallman, Mildred (Teacher), 428 East Blue\nEarth Ave., Fairmont; Southwestern Division\nof the Minnesota Education Association.\nCole, Laura A. (Teacher), Arrowhead Hotel,\nDuluth; Duluth Teachers Association.\nDahl, Mrs. Myrtle Hooper (Teacher), Hiawatha\nSchool, Minneapolis; Minneapolis Classroom\nTeachers Association.\nDoyle, Mary C. (Teacher), 2165 Fairmount,\nSt. Paul; St. Paul Education Association.\n\nAssociation\n\nEddy, R. L. (Teacher), Eveleth; Northeastern\nDivision of the Minnesota Education Asso¬\nciation.\nElliff, Mrs. Gertrude (Teacher), 3233 Fremont\nAve., South, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Association.\nEnglund, Walter E. (Secretary), Minnesota Ed¬\nucation Association, 2642 University Ave.,\nSt. Paul; Minnesota Education Association.\nHallberg, Erda (Teacher), Franklin Junior High\nSchool, Minneapolis; Minneapolis Classroom\nTeachers Association.\nHolt, Elsie K. (Teacher), 3052 Elliot Ave., Min¬\nneapolis; Minneapolis Teachers League.\nLarkin, Anne (Teacher), Curtis Hotel, Minne¬\napolis; Minneapolis Classroom Teachers Asso¬\nciation.\nLeonard, Alice E. (Teacher), 628 Southeast\nFourth St., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nLinehan, Agnes (Teacher), 1343 Goodrich Ave.,\nSt. Paul; Minneapolis Classroom Teachers\nAssociation\nLinehan, Lenore R. (Teacher), 1343 Goodrich\nAve., St. Paul; St. Paul Education Association.\nLommen, Georgiana (Supervisor), Teachers\nCollege, Moorhead ; Minnesota Education As¬\nsociation.\nMcFarlane, Mabel (Teacher), 2716 Humboldt\nAve., South, Minneapolis; Minneapolis Divi¬\nsion of the Minnesota Education Association.\nMcGough, Mary E. (Principal), 1701 James St.,\nSt. Paul; St. Paul Education Association.\nMiller, Marguerite (Teacher), 5228 Elliot Ave.,\nSouth, Minneapolis; Minneapolis Division of\nthe Minnesota Education Association.\nMinton, Marion L. (Teacher), 1900 Park Ave.,\nMinneapolis; Minnesota Education Associa¬\ntion.\nMuckley, Rose M. (Teacher), 1916 Laurel Ave.,\nSt. Paul; Minneapolis Teachers League.\nMunson, M. C. (Superintendent), Preston;\nSoutheast Minnesota Education Association.\nNilsen, William O. (Superintendent), Spring\nGrove; Minnesota Education Association.\nPeterson, Herbert R. (Teacher), East Junior\nHigh School, Duluth; Northeastern Division\nof the Minnesota Education Association.\nRingdahl, N. Robert (Principal), 3220 Tenth\nAve., South, Minneapolis; Minnesota Educa¬\ntion Association.\nRusinko, John (Teacher), 624 Southeast Erie\nSt., Minneapolis; Minneapolis Teachers\nLeague.\nScofield, Harriet (Teacher), 3334 Blaisdell Ave.,\nSouth, Minneapolis; Minneapolis Division of\nthe Minnesota Education Association.\nTait, Arthur T. (Teacher), 222 Fourth Ave.,\nNorthwest, Rochester; Rochester Education\nAssociation\nTaylor, Lee M. (Teacher), 115 East Wabasha\nSt., Duluth; Duluth Teachers Association.\nThomson, Elizabeth (Teacher), 3603 Aldrich\nAve., South, Minneapolis; Minneapolis\nTeachers League.\nVal Alstine, Lyla (Teacher), Mound; Minneapo¬\nlis Division of the Minnesota Education Asso¬\nciation.\nWardwell, Pearl (Teacher), 2733 Girard Ave.,\nSouth, Minneapolis; Minneapolis Teachers\nLeague.\nWarmbold, Mrs. Lottie K. (Teacher), 2843\nThirty-Sixth Ave., South, Minneapolis; Min¬\nneapolis Division of the Minnesota Educa¬\ntion Association.\nYike, Ida (Teacher), 4435 Logan Ave., North,\nMinneapolis; Minneapolis Teachers League.\nMISSISSIPPI\nCooper, H. V. (State N. E. A. Director), Super¬\nintendent, Vicksburg; Mississippi Education\nAssociation.\nHouston, Gabriel (Principal), Clarksdale; Mis¬\nsissippi Education Association.\nHouston, Mattie (Principal), Greenville; Mis¬\nsissippi Education Association.\n\n"}
{"page": 977, "printed_page": null, "text": "List\n\nof\n\n973\n\nDelegates\n\nSmith, Cassie B. (Teacher), Vicksburg; Missis¬\nsippi Education Association.\nSmith, Maurine (Teacher), Vicksburg; Missis¬\nsippi Education Association.\nStringer, S. L. (Superintendent), Crosby; Mis¬\nsissippi Education Association.\n\nMcGloin, Anna (Teacher), Ambassador Hotel,\nKansas City; Association of High School\nWomen.\nMcNeill, Mrs. Nellie (Teacher), 1023 Main, St.\nJoseph; St. Joseph District No. 8, Missouri\nState Teachers Association.\n\nMISSOURI\n\nO’Byrne, Catherine (Teacher;, 3824 East Ninth,\nKansas City; Kansas City Teachers Club.\nPeterson, Hilma C. (Teacher), Pershing 5370,\nSt. Louis; St. Louis District of the Missouri\nState Teachers Association.\nPhillips, H. A. (Head), Biological Sciences,\nCentral Missouri Teachers College, 517 South\nHolden, Warrensburg; Central Missouri\nDistrict Teachers Association.\nRice, Ray W. (Inspector), Maryville; North¬\nwest Missouri Teachers Association.\nRissler, S. M. (Superintendent), Trenton; Mis¬\nsouri State Teachers Association.\nSchmidt, Halloween (Teacher), 6336 Page, St.\nLouis; St. Louis Grade Teachers Association.\nShort, Lula C. (Teacher), 3834 Wyandotte, Kan¬\nsas City; Kansas City Teachers Club.\nSlocomb, Sophia Grace (Teacher), 4726 Park\nAve., Kansas City; Kansas City Teachers\nClub.\nStaed, Agnes L. (Teacher), 5900 McPherson,\nSt. Louis; St. Louis Grade Teachers Asso¬\nciation.\nThompson, Anna M. (Teacher), Carlton Hotel,\nKansas City; Association of High School\nWomen.\nTucker, Isabel (Principal), 5826 Pershing, St.\nLouis; St. Louis District of the Missouri\nState Teachers Association.\nVan Hoy, John E. (Teacher), 615 West Fourth\nSt., Sedalia; Sedalia Community Teachers\nAssociation.\nVannest, C. G. (Principal), Russell 3438, St.\nLouis; St. Louis District of the Missouri State\nTeachers Association.\nWalker, Thomas J. (State N. E. A. Director),\nMissouri State Teachers Building, Colum¬\nbia; Missouri State Teachers Association.\nWise, H. A. (Director), Training School, State\nTeachers College, Springfield; Missouri\nState Teachers Association.\n\nAcuff, Mrs. Mary (County Superintendent),\nParis; Northeast Missouri Teachers Associ¬\nation.\nAllison, Mrs. Ethel (Librarian), 601 North\nEleventh St., St. Joseph; St. Joseph District\nNo. 8, Missouri State Teachers Association.\nAltheide, Lorene (Teacher), 7217 North Bristol,\nNormandy; St. Louis Grade Teachers Asso¬\nciation.\nAsh, Ursula (Teacher), 6522 Summit, Kansas\nCity; Association of High School Women.\nBaker, Emily (Teacher), Tennessee 2638, St.\nLouis; St. Louis District of the Missouri State\nTeachers Association.\nBracken, W. D. (Teacher), Charleston Apart¬\nments, 615 Robidoux, St. Joseph; St. Joseph\nDistrict No. 8, Missouri State Teachers Asso¬\nciation.\nBrown, Marie (Teacher), St. Louis; St. Louis\nGrade Teachers Association\nBruckner, Marie (Teacher), 5626 Vernon, St.\nLouis; St. Louis Grade Teachers Association.\nBurgess, Charles W. (Superintendent), Ste.\nGenevieve; Southeast Missouri Teachers As¬\nsociation.\nCarroll, Mary (Teacher), Yeager School, Kan¬\nsas City; Kansas City Teachers Club.\nCarter, Leolian (Teacher), 2509 Faraon, St.\nJoseph; St. Joseph District No. 8, Missouri\nState Teachers Association.\nCody, Mary A. (Teacher), 3723 Humphrey St.,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion.\nDeWerthen, Helen (Teacher), 2710 South\nGrand, St. Louis; St. Louis Grade Teachers\nAssociation.\nEvans, Ray Q. (Supervisor), Eldorado Springs;\nSouthwest Missouri Teachers Association.\nFlahive, Mary (Teacher), 4510 Mill Creek,\nKansas City; Kansas City Teachers Club.\nGallagher, Winifred (Teacher), 501J^ South\nFifteenth, St. Joseph; District No. 8, Missouri\nState Teachers Association.\nGoslin, Willard E. (Superintendent), Webster\nGroves; Missouri State Teachers Association.\nHardin, V. M. (Principal), Springfield; Missouri\nState Teachers Association.\nHeglund, Genevieve (Teacher), 3813 East SixtySecond St., Kansas City; Kansas City Teach¬\ners Club.\nHenke, Eugenia (Teacher), Lafayette 3667, St.\nLouis ; St. Louis District of the Missouri State\nTeachers Association.\nHenke, Rose M. (Teacher), Lafayette 3667, St.\nLouis; St. Louis District of the Missouri State\nTeachers Association.\nHickey, Philip (Secretary), Board of Education,\nLocust Street 911, St. Louis; St. Louis Dis¬\ntrict of the Missouri State Teachers Asso¬\nciation.\nJones, Hattie (Instructor), 2633 Olive St., St.\nJoseph; Northwest Missouri Teachers Asso¬\nciation.\nKeith, Everett (Assistant Secretary), Missouri\nState Teachers Association, Missouri State\nTeachers Association Building, Columbia;\nMissouri State Teachers Association.\nKing, Lloyd W. (State Superintendent), Jeffer¬\nson City; Missouri State Teachers Associa¬\ntion.\nKombrink, Laura (Teacher), St. Louis; St. Louis\nGrade Teachers Association.\nLewis, Ella (Teacher), 3608 Castleman, St.\nLouis; St. Louis Grade Teachers Association.\nMcCrudden, Bess (Teacher), 3003 Independ¬\nence Ave., Kansas City; Kansas City Teachers\nClub.\nMcElroy, Vera (Teacher), St. Louis; St. Louis\nGrade Teachers Association.\n\nMONTANA\nBruner, T. A. (Superintendent), Harlem;\nMontana Education Association.\nMiller, Ruby (Principal), Choteau; Montana\nEducation Association.\nMoe, Harriet (Teacher), 432 Clarke, Helena;\nMontana Education Association.\nMoe, M. P. (N. E. A. State Director), Execu¬\ntive Secretary, Montana Education Associa¬\ntion, Helena; Montana Education Associa¬\ntion.\nNEBRASKA\nAnderson, J. T. (President), State Teachers\nCollege, Wayne; Nebraska State Teachers\nAssociation.\nCleveland, Jessie (Supervisor), Box 523, McCook;\nNebraska State Teachers Association.\nConrad, Jennie (Instructor), State Teachers Col¬\nlege, Kearney; Nebraska State Teachers\nCollege.\nDonoho, Pearl (Teacher), 3306 Burt, Omaha;\nOmaha Teachers Forum.\nGuilfoil, Corine (Teacher), Yates School, Omaha;\nOmaha Teachers Forum.\nHansen, G. G. (Superintendent), Battle Creek;\nNebraska State Teachers Association.\nLiebendorfer, G. F. (Superintendent), Sidney;\nNebraska State Teachers Association.\nMyers, Mrs. Esther (Teacher), 1726 Sewell,\nLincoln; Lincoln Teachers Association.\nRay, Mrs. J. I. (Superintendent), Dodge County\nSchools, Fremont; Nebraska State Teachers\nAssociation.\nRensvold, R. E. (Teacher), 2514 Second Ave.,\nKearney; Kearney Teachers Association.\nReynolds, Florence B. (Teacher), 6820 North\nTwenty-fourth St., Omaha; Omaha Teachers\nForum.\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nAssociation\n\nRobinson, Alice (N. E. A. State Director), Dean\nof Women, State Teachers College, Kearney;\nNebraska State Teachers Association.\nSeldomridge, Clarice (Teacher), 3902 North\nTwenty-second St., Omaha; Omaha Teachers\nForum.\n\nMcLean, William (Principal), 254 North Mont¬\nclair Ave., Upper Montclair; New Jersey\nEducation Association.\nMathis, Maja C. (Supervising Principal), 301\nBoulevard,\nBurlington County Teachpro\nA QQfiri fl Florence;\nti OT1\n\nSimon, H. B. (Superintendent), Geneva; Ne¬\nbraska State Teachers Association.\nStarn, Bertha (Teacher), 1023 Lincoln St.,\n\nMatthews, Willard B. (Teacher), 14 East Tenth\nSt.,\nOcean City; New Jersey Education Asso¬\nciation.\n\nBeatrice; Nebraska Women’s Educational\nClub.\nWells, Maude (Teacher), 4808 Dodge St.,\nOmaha; Omaha Teachers Forum.\nWilliams, Nellie C. (Teacher), 4216 Meredith\nAve., Omaha; Omaha Teachers Forum.\n\nMitchell, Helen\n\nNEVADA\nClarke, M. J. (Superintendent), Ely; Nevada\nState Educational Association.\nDiamond, Jessie 1. (Teacher), Carlin; Nevada\nState Educational Association.\nGleason, Martha F. (Principal), Carson City;\nNevada State Educational Association.\nJohnson, Walter D. (Principal), Eureka; Nevada\nState Educational Association.\nPriest, Charles (Superintendent), Carson City;\nNevada State Educational Association.\nThurston, Paul, (Ex Officio), Superintendent,\nDistrict No. 1, Overton.\nNEW\n\nHAMPSHIRE\n\nEwing, Lyle W. (State N. E. A. Director), Head,\nEnglish Department, Bible Hill, Claremont;\nNew Hampshire State Teachers Association.\nGraham, Esther (Director of Kindergartens),\nPortsmouth; Rockingham County Teachers\nAssociation.\nPeavey, Carroll W. (Headmaster), High School,\nRochester; New Hampshire State Teachers\nAssociation.\nThompson, Laurence O. (Superintendent),\nKeene; New\nHampshire State Teachers\nAssociation.\nNEW\n\nJERSEY\n\nAdams, A. Virginia (Principal), Cunningham\nSchool, Vineland; New Jersey Education\nAssociation.\nApplegate, Stella S. (Executive Clerk), Stacy\nTrent Hotel, Trenton; New Jersey Education\nAssociation.\nBarnes, Mary D. (Teacher), 223 Summit Road,\nElizabeth; New Jersey Education Association.\nBates, Jennie (Teacher), 705 White Horse Pike,\nAudubon; Elementary Classroom Teachers of\nNew Jersey.\nBockwith, Mary M. (Teacher), 605 Emerson Ave.,\nElizabeth; Elizabeth Teachers Association.\nBrown, Lelia O. (Teacher), 525 Clifton Ave.,\nNewark; New Jersey Education Association.\nChenoweth, Arthur S. (Superintendent), Atlantic\nCity; New Jersey Education Association.\nDevonald, William M. (Teacher), 9 Halsey St.,\nNewark; Newark Teachers Association.\nFidler, William L. (Supervising Principal), High\nSchool, Audubon; New Jersey Education\nAssociation.\nGoldstein, Anna A. (School Secretary), 549\nBrunswick Ave., Trenton; Mercer County\nTeachers Club.\nGood, Luther O. (Teacher), Senior High School,\nAtlantic City; Atlantic City Teachers Associa¬\ntion.\nKlainfelter, Claude B. (Teacher), 101 Columbia\nAve., Trenton; Trenton Teachers Association.\nKoerner, Grace E. (Principal), 101 North Grove\nHotel, East Orange; South Orange— Maple¬\nwood Teachers Association.\nLawler, Mary E. (Teacher), 144 Lexington Ave.,\nPaterson; New Jersey Education Association.\nLight, Emily U. (Teacher), 799 Summit Ave.,\nRiver Edge; Hackensack Education Associa¬\ntion.\n\nA. (Principal), 215 Morris\n\nSt.,\n\nPhillipsburg; New Jersey Education Associa¬\ntion.\nMoffett, Marcella G. (Teacher), 48 North\nHermitage Ave., Trenton; New Jersey Educa¬\ntion Association.\nMoss, Mildred B. (Principal), Washington\nSchool, Metuchen; Middlesex County Teach¬\ners Association.\nPage, Mrs. Grace (Teacher), Mt. Tabor; Morris\nCounty Teachers Association.\nPorreca, Lena M. (Teacher), 70 Johnson Ave.,\nHackensack; New Jersey Education Associa¬\ntion.\nPrice, Mrs. Florence (Teacher), 246 Roseville\nAve., Newark; Classroom Teachers of New\nJersey.Fannie C. (Teacher), Rahway; New\nReed,\nJersey Education Association.\nRoche, Juliet M. (Teacher), 280 Van Nostrand\nAve., Jersey City; New Jersey Education\nAssociation.\nRodes, Lester A. (Ex Officio), Supervising Prin¬\ncipal, 11 Virginia St., South River.\nScott, Anna C. (Principal), 215 North Central\nAve., Englewood; New Jersey Education\nAssociation.\nSinkankas, Jean (Teacher), 137 Highland St.,\nPaterson; Paterson Teachers Association.\nSpence, Margaret (Teacher), National Park;\nGloucester County Teachers Association.\nStewart, Mrs. Gladys (Teacher), 24 Arlington\nAve., Yardville; Mercer County Teachers Club.\nTalbot, Mrs. Margaret N. (Teacher), 1503\nHamilton Ave., Trenton; The Classroom\nTeachers of the Department of Elementary\nEducation of New Jersey.\nTew, Derwood J. (Supervisor), New City Hall,\nCamden; New Jersey Education Association.\nWardle, Fred (Supervisor), Robert Waters\nSchool, Union City; New Jersey Education\nAssociation.\nWhitlock, Sarah O. (Principal), 88 Lawrence\nAve., New Brunswick; New Jersey Education\nAssociation.\nWood, Mrs. Anne (Teacher), 1503 Hamilton\nAve., Trenton; The Classroom Teachers of the\nDepartment of Elementary Education of New\nj ersey.\nWood,\nEdna E. (Teacher), 494 Church St., Long\nBranch; New Jersey Education Association.\nYost, Mrs. Irene B. (Teacher), 765 Lake Drive,\nTrenton; Mercer County Teachers Club.\nNEW\n\nMEXICO\n\nCorrigan, Mrs. Grace J. (State Superintendent),\nSanta Fe; New Mexico Educational Associa¬\ntion.\nHuff, Raymond (Superintendent), Clayton; New\nMexico Educational Association.\nMartin, E. D. (Superintendent), Deming; New\nMexico Educational Association.\nMullins, R. J. (Executive Secretary), New\nMexico Educational Association, Santa Fe;\nNew Mexico Educational Association.\nPope, D. N. (N. E. A. State Director), 711 West\nFifth, Roswell; New\nMexico Educational\nAssociation.\nNEW YORK\nAgnew, Peter L. (Teacher), New York Univer¬\nsity, School of Education, Washington Square,\nNew York City; Eastern Commercial Teachers\nAssociation.\nAlden, Robert (Counselor), 13 Genesee St.,\nBinghamton; Binghamton Teachers Associa¬\ntion.\n\n"}
{"page": 979, "printed_page": null, "text": "975\nList\n\nof\n\nAmson, Emily (Teacher), 161 West Seventyfifth St., New York City; Kindergarten\n6B Teachers Association, Inc.\nAnderson, Grace N. (Teacher), Grover Cleveland\nHigh School, Himrod Street and Grandview\nAvenue, Ridgewood; High School Teachers\nAssociation of New York City, Inc.\nArmitage, Edith (Teacher), 28 Howard St.,\nAuburn; Auburn Teachers Association.\nArning, Alexander L. (Principal), 240 Halstead\nAve., Harrison; Westchester County Teachers\nAssociation.\nArnold, Frank J. (Teacher), Haaren High School\nAnnex, 120 West Forty-Sixth St., New York\nCity; High School Teachers Association of\nNew York City, Inc.\nArnold, Mrs. Marie (First Assistant), Eastern\nDistrict High School, Brooklyn; High School\nTeachers Association of New York City, Inc.\nAschenbach, Ethel (Teacher), 253 Cumberland\nSt., Brooklyn; Kindergarten 6B Teachers\nAssociation, Inc.\nBaldwin, Helen L. (Principal), Public School, 130\nQueens, 42 Ave., Bayside; Queensboro Teach¬\ners Association.\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers; Yonkers Teachers Association.\nBrownell, Mrs. Winifred (Principal), 1445 South\nSalina St., Syracuse; Syracuse Teachers Asso¬\nciation.\nCampbell, Etha M. (Teacher), 4529 Carpenter\nAve., New York City; Kindergarten 6B Teach¬\ners Association, Inc.\nCoulter, Vera M. (Teacher), 420 West Twentyfourth St., New York City; Teachers Club of\nNew Rochelle.\nDriscoll, Joseph C. (Teacher), Erasmus Hall\nHigh School, 911 Flatbush Ave., Brooklyn;\nHigh School Teachers Association of New\nYork City, Inc.\nFahey, Sara H. (Teacher), Girls Commercial\nHigh School Annex, New York City; High\nSchool Teachers Association of New York\nCity, Inc.\nFerguson, Ruth O. (Teacher), 8 North Ninth\nAve., Mt. Vernon; Mount Vernon Teachers\nAssociation.\nField, Jessie M. (Teacher), 144 South Second\nAve., Mt. Vernon; New York State Teachers\nAssociation.\nFraser, Ralph (Teacher), 776 Amherst St.,\nBuffalo; Buffalo Teachers Federation, Inc.\nFriend, Constance (Teacher), 225 Central Park\nWest, New York City; Kindergarten 6B\nTeachers Association, Inc.\nGouldin, Henry (Principal), 760 Ostrom Ave.,\nSyracuse; Syracuse Teachers Association.\nHall, Lolabel (Teacher), 225 Seventy-fourth St.,\nBrooklyn; High School Teachers Association\nof New York City, Inc.\nEland, Mrs. Margaret E. (Teacher), 1538 West\nSixth St., Brooklyn; Association for New\nYork City Teachers of Children with Retarded\nMental Development.\nHarnett, Mary E. (Teacher), 665 East Nineteenth\nSt., Brooklyn; International Council for Edu¬\ncation of Exceptional Children.\nHarney, Laura B. (Teacher), 7 North Ninth Ave.,\nMt. Vernon; Mount Vernon Teachers Associa¬\ntion.\nHayes, Raymond (Teacher), 40 Wildwood Ave.,\nMt. Vernon; Mount Vernon Teachers Associa¬\ntion.\nHuckans, Leah (Teacher), 621 Walnut Ave.,\nSyracuse; Syracuse Women\nHigh School\nTeachers Association.\nImhof, Leona (Teacher), 261 Joseph Ave.,\nRochester; Rochester Teachers Association.\nLanghaum, Olive (Teacher), 290 West Seneca\nTurnpike, Syracuse; Teachers Welfare League\nof New York State.\nLaw, Frederick Houk (First Assistant), Stuyvesant High School, 345 East Fifteenth St., New\nYork City; High School Teachers Association\nof New York City, Inc.\n\nDelegates\n\nLichtman, Frieda (Teacher), Julia Richman High\nSchool, East Sixty-seventh St., New York\nCity; High School Teachers Association of\nNew York City, Inc.\nLindlof, Johanna M. (Commissioner of Educa¬\ntion), 500 Park Ave., New York City; Kinder¬\ngarten 6B Teachers Association, Inc.\nMetz, Florence R. (Teacher), 881 Dewey Ave.,\nRochester; Friday Night Club.\nMills, Paula F. (Principal), Public School 34,\nQueens, Queens Village; Queensboro Teachers\nAssociation.\nMuckenhoupt, Adelaide (Teacher), 5 West One\nHundred and Twenty-fourth St., New York\nCity; Kindergarten 6B Teachers Association,\nInc.\nMussi, Louise (Teacher), 409 La Grange Ave.,\nRochester; Rochester Teachers Association.\nNunes, Belmira (Teacher), James Monroe High\nSchool, Bronx, New York City; High School\nTeachers Association of New York City, Inc.\nParsons, Margaret K. (Teacher), R. D. #3,\nEasterly St., Gloversville; Gloversville Teach¬\ners Association.\nPeixotto, Mrs. Bridget (Principal), Public School\n108, Queens One Hundred and Ninth Ave.,\nOzone Park; Queensboro Teachers Associa¬\ntion.\nRockwell, Rena (State N. E. A. Director'* , Head,\nHistory Department, 364 West Clinton St.,\nElmira; Elmira Women Classroom Teachers\nAssociation\nRose, Evelyn (Teacher), 114 East Ninetieth St.,\nNew York City; Association for New York\nCity Teachers of Children with Retarded\nMental Development.\nSabin, Willard (Viceprincipal), 409 La Grange\nAve., Rochester; Rochester Teachers Associa¬\ntion.\nScott, Margaret W. (Teacher), 409 North Madi¬\nson St., Rome; New York State Teachers\nAssociation.\nSharrocks, Marian A. (Teacher), 801 Riverside\nDrive, New York City; Teachers Club of New\nRochelle.\nShea, Mrs. Daisy Balfry (Teacher), 831 James\nSt., Syracuse; Syracuse Women High School\nTeachers Association.\nSherrard, Evelyn (Teacher), 141 Parkside,\nBuffalo; New York State Teachers Association.\nSherrard, John P. (Principal), 141 Parkside Ave.,\nBuffalo; Buffalo Teachers Federation, Inc.\nTarbell, Emily A. (Teacher), 235 Glenwood Ave.,\nSyracuse; Teachers Welfare League of New\nYork State.\nWagner, Martha E. (Teacher), 139 Emerson\nAve., Croton-on-Hudson; Second Supervisory\nDistrict Teachers Association.\nWagner, Thomas J. (District Superintendent),\nCounty Office Building, White Plains; Second\nSupervisory District Teachers Association.\nWeeks, Zoraida E. (Assistant Editor), New\nYork\n\nState\n\nEducation,\n\nAlbany;\n\nNew\n\nYork\n\nState Teachers Association.\nWelch, Mrs. Marguerite S. (Teacher), 165\nSearlwyn Road, Syracuse; Syracuse Teachers\nAssociation\nWiley, Edna B. (Teacher), 168 Park Ave., Mt.\nVernon; New York State Teachers Association.\nWilson, Martin (First Assistant), James Monroe\nHigh School, 172nd St. & Boynton Ave., Bronx;\nHigh School Teachers Association of New York\nCity, Inc.\nNORTH\n\nCAROLINA\n\nAllison, Junius (Teacher), Swanannoa; Norht\nCarolina Education Association.\nFerrell, Cornelia (Teacher), c/o City Schools,\nRocky Mount; North Carolina Education\nAssociation.\nGaringer, E. H. (State N. E. A. Director), Prin¬\ncipal, Central High School, Charlotte; North\nCarolina Education Association.\nGaringer, Mrs. Katherine (Teacher), 2625\nBriarcliffe Place, Charlotte; Charlotte Class¬\nroom Teachers Association.\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nHerring, Sarah (Teacher), Wilson;\nlina Education Association.\n\nNorth\n\nCaro¬\n\nLyerly, Cora (Teacher), Albemarle;\nlina Education Association.\n\nNorth\n\nCaro¬\n\nScott, Ruth H. (Teacher), St. Mary’s College,\nRaleigh; North Carolina Education Association.\nWheeler, Gertrude (Teacher), 651 Louise Ave.,\nCharlotte; Charlotte Classroom Teachers\nAssociation.\nWilson, Mrs. A. R. (Principal), Fuller School,\nDurham; North Carolina Education Associa¬\ntion.\nNORTH\n\nDAKOTA\n\nGessner, Lila (Teacher), Minot; North Dakota\nEducation Association.\nMcKenna, Emmett (Superintendent), Edgeley;\nNorth Dakota Education Association.\nNess, Adeline (Teacher), 518 Fifth St., South\nBismarck; North Dakota Education Associa¬\ntion.\nPhillips, Adelaide (Principal), 1415 Eighth Ave.,\nSouth, Fargo; North Dakota Education Asso¬\nciation.\nSkewes, George J. (Instructor), Teachers Col¬\nlege, Mayville; North Dakota Education\nAssociation.\nTighe, B. C. B. (Ex Officio), Principal, Senior\nHigh School, Fargo.\nOHIO\nAbbott, F. Maurine (Teacher), 2044 Cornell\nRoad, Cleveland; Shaker Heights Teachers\nAssociation.\nAckley, Dorothy (Teacher), 242 East Jackson\nSt., Painesville; Ohio Education Association.\nAnderson, Bill R. (.Teacher), 112 Hamilton Ave.,\nAkron; Akron Teachers Association.\nAnderson, R. G. (Teacher), 112 Hamilton Ave.,\nAkron; Ohio Education Association.\nBabcock, S. H. (County Superintendent),\nMedia; Ohio Education Association.\nBailey, Enola (Principal), 26908 Detroit Road,\nBay Village; Cuyahoga County Education As¬\nsociation.\nBennett, Mary E. (Teacher), 2640 Burnet Ave.,\nCincinnati; Cincinnati Teachers Association.\nBliss, Walton B. (Executive Secretary), Ohio\nEducation Association, 1221 Beggs Building,\nColumbus; Ohio Education Association.\nBluecher, Evelyn (Teacher), 30 East California\nAve., Columbus; Columbus Teachers Feder¬\nation.\nBoe, May S. (Teacher), 1407 Market Ave.,\nNorth, Canton; Ohio Education Association.\nBowden, Mabelle E. (Teacher), 960 North\nHoward St., Akron; Akron Teachers Associa¬\ntion.\nBowman, George A. (Superintendent), Lakewood; Ohio Education Association.\nBoyce, Kate L. (Teacher), 35 Lorenz Ave., Dayton; Dayton Classroom Teachers Association.\nBoyd, Margaret (Teacher), 1229 Stanton Boule¬\nvard, Apartment 2, Steubenville; Ohio Edu¬\ncation Association.\nBradley, Helen (Teacher), 2349 Ashland Ave.,\nCincinnati; Ohio Education Association.\nBright, J. A. (Teacher), Hicksville; Ohio Edu¬\ncation Association.\nBurkhart, Nellie K. (Teacher), Route 3, Leba¬\nnon; Ohio Education Association.\nCallahan, C. O. (Teacher), 70 East Olentangy\nSt., Columbus; Ohio Education Association.\nCarlisle, Floyd L. (Teacher), 123 West Cali¬\nfornia Ave., Columbus; Columbus Teachers\nFederation.\nCihak, Florence (Teacher), 9709 Ramona Boule¬\nvard, Columbus; Ohio Education Association.\nClinger, Inez (Teacher), 57 North Adolph St.,\nAkron; Akron Teachers Association.\nConnor, Ruth (.Teacher), 3622 Stettinius Ave.,\nCincinnati; Cincinnati Teachers Association.\nCourtier, Frances (Teacher), 937 Bryden Road,\nColumbus; Columbus Teachers Federation.\nCoykendale, R. A. (Teacher), 1102 North Cory\nSt., Findlay; Findlay Education Association.\n\nAssociation\n\nDambach, Mary E. (Teacher), 736 Wall St.,\nAkron; Akron Teachers Association.\nDavis, Charles E. (Teacher), 701 Dingledine\nAve., Lima; Ohio Education Association.\nDavis, Jennie L. (Teacher), 188 East McMillan\nSt., Cincinnati; Cincinnati Teachers Associa¬\ntion.\nDover, Kate (Teacher), 1821 Beersford Road,\nEast Cleveland; Ohio Education Association.\nEckles, Jean (Teacher), 34 Stanton Ave.,\nYoungstown; Youngstown Education Associa¬\ntion.\nEdwards, Ruth M. (Teacher), 446 East Church\nSt., Marion; Marion Education Association.\nFerris, Homer D. (Superintendent), R.R. No. 1,\nMiddlepoint; Van West County Education\nAssociation.\nFink, Margaret C. (Teacher), 412 West Delason\nAve.,\ntion. Youngstown; Ohio Education Associa¬\nFranz, George F. (Principal), 109 West McMillian St., Cincinnati; Cincinnati Schoolmasters\nClub.\nGaskins, C. E. (Assistant Principal), 613 Dingle¬\ndine, Lima; Lima Teachers Association.\nGibbs, Helen (Teacher), 377 West First St.,\nDayton; Ohio Education Association.\nGoodrich, E. C. (Teacher), Cincinnati; Cincin¬\nnati Teachers Association.\nGordon, Dorothy (Teacher), 143 Huntington\nPlace, Cincinnati; Cincinnati Teachers Asso¬\nciation.\nGray, Nellie G. (Teacher), 318 Prospect Road,\nAshtabula; Ohio Education Association.\nGreen, Alice R. (Teacher), 1528 Gibbs Ave.,\nNortheast, Canton; Ohio Education Associa¬\ntion.\nHartsook, M. D. (Teacher), Hilliards; Ohio\nEducation Association.\nHartsough, Mary (Teacher), 1380 Eastwood\nAve., Columbus; Columbus Teachers Feder¬\nation.\nHatch, Mrs. C. M. (Teacher), 580 East Town\nSt., Columbus; Columbus Teachers Federa¬\ntion.\nHolliday, Leonore (Teacher), 3611 Middleton\nAve., Cincinnati; Cincinnati Teachers Asso¬\nciation.\nHorton, Clarence A. (Teacher), 629 Himrod\nAve., Youngstown; Youngstown Education\nAssociation.\nKeys, Mary F. (Principal), 1906 East EightySecond St., Cleveland; Principals Club of\nCleveland.\nLayton, C. M. (Superintendent), Wooster;\nOhio Education Association.\nLeedom, Nancy L. (Teacher), 14 St. Louis,\nYoungstown; Youngstown Education Asso¬\nciation.\nLongsdorf, A. J. B. (Superintendent), Bluffton;\nOhio Education Association.\nLowery, J. G. (Teacher), New Concord; Ohio\nEducation Association.\nMcElwain, Ethyl (Teacher), 507 South North\nSt., Washington Cleveland Heights; Ohio\nEducation Association.\nMcMyler, Howard T. (Teacher), 1908 Janet\nRoad, Cleveland Heights; Cleveland Teachers\nAssociation\nMaitland, W. B. (Teacher), 1831 Courtland,\nNorwood; Norwood Teachers Association.\nMarsh, Alice (Teacher), 255 Wychwood,\nYoungstown;\nYoungstown Education Associa¬\ntion.\nMiller, I. William (Teacher), Sylvania; Ohio\nEducation Association.\nNuber, Clara (Teacher), 90 South Brinker Ave.,\nColumbus; Columbus Teachers Federation.\nPenn, Mrs. Ella F (Teacher), 439 Clinton\nHeights, Columbus; Columbus Teachers Fed¬\neration.\nPeoples, Walter (Teacher), 5517 Arnsby Place,\nCincinnati; Ohio Education Association.\nPiper, William R., Jr. (Teacher), 331 Summit\nAve., Troy; Ohio Education Association.\nPoppleton, Mabel A. (Teacher), Columbus;\nColumbus Teachers Federation.\n\n"}
{"page": 981, "printed_page": null, "text": "List\n\nof\n\nRasor, Floyd (Teacher), Court House, Dayton;\nOhio Education Association.\nRay, Kenneth C. (Superintendent), 649 Lenox\nAve., Zanesville; Zanesville Teachers Asso¬\nciation.\nReese, L. W. (State N. E. A. Director), Super¬\nintendent, Washington Court House; Ohio\nEducation Association.\nRichsecker, C. W. (Teacher), 488 Norwood Ave.,\nYoungstown; Ohio Education Association.\nRoberson, H. C. (Teacher), 958 Richie Ave.,\nLima; Ohio Education Association.\nSackett, Kathryn (Teacher), 2949 Overlook\nRoad, Cuyahoga Falls; Ohio Education Asso¬\nciation.\nSalisbury, R. K. (Teacher), Greenhills; Ohio\nEducation Association.\nSharp, Mrs. Gay H. (Superintendent), York\nTownship Schools, Nelsonville; Ohio Educa¬\ntion Association.\nShiple, Sadie (Teacher), 2352 Middlesex Drive,\nToledo; Ohio Education Association.\nShoemaker, Don (Teacher), 2424 Elsmere Ave.,\nDayton; Dayton Classroom Teachers Associ¬\nation.\nSoller, Karl J. (Teacher), 4301 Helena Ave.,\nYoungstown; Youngstown Education Associa¬\ntion.\nSpeck, Lydia (Teacher), 412 West Delason,\nYoungstown; Youngstown Education Asso¬\nciation.\nStanton, B. F. (Ex Officio), Superintendent,\nAlliance.\nStewart, Mrs. Lucile (Teacher), 3418 West\nNinety-Seventh St., Cleveland; Cleveland\nTeachers Association.\nSutherland, Anne (Teacher), 921 Locust St.,\nCincinnati; Cincinnati Teachers Association.\nSutton, Frances A. (Teacher), 3727 West One\nHundred and Fifty-Ninth St., Cleveland;\nOhio Education Association.\nSwartzbaugh, Amon (Teacher), North Balti¬\nmore; Wood County Teachers Association.\nTeichert, John R. (Teacher), Waverly; Ohio\nEducation Association.\nThompson, Anna L. (Teacher), 2440 Overlook\nRoad, Cleveland Heights; Ohio Education\nAssociation.\nThornburg, R. W. (Teacher), 919 South Lime¬\nstone St., Springfield; Springfield Teachers\nAssociation.\nWenger, Elizabeth (Teacher), 1830 Van Buren\nRoad, East Cleveland; East Cleveland Teach¬\ners Association.\nWilson, Irene B. (Teacher), 255 Wychwood\nLane, Youngstown; Ohio Education Asso¬\nciation.\nOKLAHOMA\nAlbertson, Marguerite (Teacher), 110 East Lee,\nSapulpa; Department of Classroom Teachers\nof the Oklahoma Education Association.\nBarnum, Susan (Teacher), Tulsa; Department of\nClassroom Teachers of the Oklahoma Educa¬\ntion Association.\nChamberlain, D. Edna (Teacher), 2233 North\nDenver Boulevard, Tulsa; Tulsa Classroom\nTeachers Association.\nCoffman, George (Teacher), 315 G, Northeast,\nArdmore; Oklahoma Education Association.\nConner, J. Carl (Principal), 2115 North Walker,\nOklahoma City; Oklahoma Education Associa¬\ntion.\nCormany, Emma (Teacher), 1216 South Elgin,\nTulsa; Department of Classroom Teachers of\nthe Oklahoma Education Association.\nDague, Mabel (Teacher), 1125 North Everest,\nOklahoma City; Department of Classroom\nTeachers of the Oklahoma Education Associa¬\ntion.\nFrank, Anna (Teacher), Hotel Tulsa, Tulsa;\nDepartment of Classroom Teachers of the\nOklahoma Education Association.\nFrank, Kate (State N. E. A. Director), Teacher,\nCentral High School, Muskogee; Department\nof Classroom Teachers of the Oklahoma Edu¬\ncation Association.\n\n977\n\nDelegates\n\nFrisbie, Juanita (Teacher), 2324 East Thirteenth\nPlace, Tulsa; Tulsa Classroom Teachers Asso¬\nciation.\nGrady, C. E. (Debate Coach), 1513 Northwest\nTwenty-ninth St., Oklahoma City; Oklahoma\nCity Classroom Teachers Association.\nGreer, M. U. (Teacher), 311 East Hazel, Ponca\nCity; Department of Classroom Teachers of\nthe Oklahoma Education Association.\nGreer, Mrs. M. U. (Teacher), 311 East Hazel,\nPonca City; Department of Classroom Teach¬\ners of the Oklahoma Education Association.\nMcDonald, Gladys (Teacher), 2401 Northwest\nTwenty-second, Oklahoma City; Oklahoma\nCity Classroom Teachers Association.\nMiller, Hugh E. (Teacher), 2140 East Twentyfifth, Tulsa; Oklahoma Education Association.\nMorton, Zella (Teacher), Wagoner; Department\nof Classroom Teachers of the Oklahoma\nEducation Association.\nPugh, Dorothy (Teacher), 2129 West Broadway,\nMuskogee; Muskogee Teachers Association.\nRaines, Ona C. (Teacher), 1631 East Fourth St.,\nTulsa; Department of Classroom Teachers of\nthe Oklahoma Education Association.\nRoberts, G. M. (Principal), 515 East Frank St.,\nNorman; Department of Classroom Teachers\nof the Oklahoma Education Association.\nScales, Martha (Teacher), 609 Dayton, Musko¬\ngee; Department of Classroom Teachers of the\nOklahoma Education Association.\nSmith, Annetta (Teacher), 514 North Fifteenth,\nMuskogee; Muskogee Classroom Teachers\nAssociation.\nStone, Ermile F. (Teacher), 1232 North Chey¬\nenne, Tulsa; Tulsa Classroom Teachers Asso¬\nciation.\nStout, Julia E. (Dean of Women), A. & M.\nCollege, Oklahoma A. & M. College, Still¬\nwater; Oklahoma Education Association.\nTemple, David E. (Teacher), Albany Hotel,\nTulsa; Tulsa Classroom Teachers Association.\nWeatherford, Nelle (Teacher), 3032 South\nCincinnati, Tulsa; Tulsa Classroom Teachers\nAssociation.\nWhite, Mary (Teacher), 803 South TwentySecond, Muskogee; Muskogee Teachers\nAssociation.\nWrinkle, H. E. (Superintendent), Bartlesville;\nOklahoma Education Association.\nOREGON\nBroder, Emilie (Teacher), 4135 Northeast\nTwenty-seventh, Portland; Portland Grade\nTeachers Association.\nCarleton, E. F. (Secretary-Treasurer), Oregon\nState Teachers Association, Portland; Oregon\nState Teachers Association.\nDarling, Edith P. (Teacher), Glencoe School,\nPortland; Department of Classroom Teachers\nof the Oregon State Teachers Association.\nDell, Frances (Teacher), 1209 Southeast Umatilla\nSt., Portland; Oregon State Teachers Associa¬\ntion.\nFoord, Phillip (Teacher), 1906 Northeast Thirtyeighth Ave., Portland; Portland High School\nTeachers Association.\nGuye, Barbara (Teacher), 103 East Jackson St.,\nPendleton; Oregon State Teachers Association.\nHandley, Joyce (Teacher), Gold Hill; Depart¬\nment of Classroom Teachers of the Oregon\nState Teachers Association.\nHoel, Lesta (Teacher), 10709 Northeast Prescott,\nPortland; Department of Classroom Teachers\nof the Oregon State Teachers Association.\nHunter, Frederick M. (Chancellor), Oregon State\nSystem of Higher Education, Eugene; Oregon\nState Teachers Association.\nJohnson, Harry B. (Principal), Eugene Senior\nHigh School, Eugene; Oregon State Teachers\nAssociation\nJohnston, B. A. (Principal), 329 South Tenth St.,\nCorvallis; Oregon State Teachers Association.\nJohnston, Melvin F. (Principal), Union High\nSchool, Estacada; Oregon State Teachers\nAssociation.\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nKeeney, Delia (Teacher), Independence; Depart¬\nment of Classroom Teachers of the Oregon\nState Teachers Association.\nLaber, Maurine (Teacher), 3716 Southwest Mt.\nAdams Dr., Portland; Portland High School\nTeachers Association.\nLessing, Marie A. (Teacher), 5746 Northeast\nGarfield, Portland; Portland Grade Teachers\nAssociation.\nMatterson, Mina (Teacher), 1600 Southwest\nTenth Ave., Portland; Portland Grade Teach¬\ners Association.\nMurray, Helen (Teacher), 5504 Southeast\nRhone, Portland; Portland Grade Teachers\nAssociation.\nNye, Birdine (Teacher), 2306 Northeast Fortysecond Ave., Portland; Department of Class¬\nroom Teachers of the Oregon State Teachers\nAssociation.\nPainter, W. C. (Principal), 425 Southeast Fortyfifth Ave., Portland; Oregon State Teachers\nAssociation.\nRhoades, Barbara (Teacher), 3920 Southeast\nBelmont, Portland; Department of Classroom\nTeachers of the Oregon State Teachers Asso¬\nciation.\nRobb, Olive Jane (Teacher), Heathman Hotel,\nPortland; Portland Grade Teachers Associa¬\ntion.\nRobinson, Maude Coy (Teacher), Gold Hill;\nDepartment of Classroom Teachers of the\nOregon State Teachers Association.\nSmith, Elphe K. (Teacher), Route 1, Box 22,\nTigard; Department of Classroom Teachers of\nthe Oregon State Teachers Association.\nSmith, LeRoy D. (Teacher), Forest Grove High\nSchool, Forest Grove; Washington Yamhill\nColumbia Counties Teachers Association.\nStauffer, Ida M. (Teacher), 729 Southwest\nFifteenth Ave., Portland; Portland Grade\nTeachers Association.\nStout, Hugh G. (Teacher), Studio Bldg., Port¬\nland; Department of Classroom Teachers of\nthe Oregon State Teachers Association.\nZook, Carl S. (Principal), Route 11, Box 249,\nPortland; Oregon State Teachers Association.\nPENNSYLVANIA\nAdams, Wilmot J. (Teacher), 3718 Taylor Ave.,\nDrexel Hill; Philadelphia Teachers Associa¬\ntion.\nAllen, J. G. (Principal), Pennsylvania Soldiers’\nOrphan School, Scotland; Pennsylvania State\nEducation Association.\nBowlin, Olive (Teacher), 2336 Saranac Ave.,\nPittsburgh; Pittsburgh Teachers Association.\nBoyer, John B. (Assistant Superintendent),\nNorthumberland County, Sunbury; Pennsyl¬\nvania State Education Association.\nBraun, Laura M. (Teacher), 4909 Sciota St.,\nPittsburgh; Pennsylvania State Education\nAssociation.\nBrewer, Karl M. (Supervising Principal), 231\nDixon Ave., DuBois; Pennsylvania State\nEducation Association.\nButler, Rock L. (Supervising Principal), Wellsboro; Pennsylvania State Education Associa¬\ntion.\nCampbell, Willard S. (Teacher), R. D. #2,\nPhoenixville; Philadelphia Teachers Associa¬\ntion.\nCarver, W. Lester (Teacher), 332 Welsh Ave.,\nWilmerding; Pennsylvania State Education\nAssociation.\nCasillo, N. R. (Teacher), 211 West Winter Ave.,\nNew Castle; Pennsylvania State Education\nAssociation.\nClauss, Edwin D. (Teacher), 2310 Tilghman St.,\nAllentown; Pennsylvania State Education\nAssociation.\nColton, Harold J. (Supervising Principal), 360\nMurray St., Bridgeville; Pennsylvania State\nEducation Association.\nCrouthamel, E. M. (Supervising Principal), 206\nWest Broad St., Souderton; Pennsylvania\nState Education Association.\n\nAssociation\n\nCrowell, Sarah E. (Teacher), 121 Chestnut St.\nHarrisburg; Pennsylvania State Education\nAssociation.\nDouthett, Walter R. (District Superintendent),\nDarby;\nciation. Pennsylvania State Education Asso¬\nFarley, Jeannette (Teacher), 7489 Briar Road\nPhiladelphia;\nPhiladelphia Teachers Associa¬\ntion.\nFarrell, Beatrice C. (Principal), 938 East Twentysecond St., Erie; Erie Teachers Association.\nFaust, J. Frank (Principal), High School, Chambersburg;\nPennsylvania State Education Asso¬\nciation.\nFerguson, Arthur W. (District Superintendent),\nYork; Pennsylvania State Education Associa¬\ntion.\nFink, A. R. (Teacher), 543 West Jackson, York;\nYork City Education Association.\nFord, Ida R. (Teacher), 1806 Church Lane,\nPhiladelphia;\nPhiladelphia Teachers Associa¬\ntion.\nForsyth, Joseph W. (Teacher), 1424 Comly St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nForsyth, Madeline (Teacher), 1424 Comly St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nFoster, Blanche (Teacher), 178 Franklin St.,\nWoodbury, N. J.; Pennsylvania State Educa¬\ntion Association.\nFrancis, Thomas\n(County Superintendent),\nCourt House, Scranton; Pennsylvania State\nEducation Association.\nFrear, Frank A. (Superintendent), Susquehanna\nCounty, Montrose; Pennsylvania State Edu¬\ncation Association.\nGayman, H. E. (Executive Secretary), Pennsyl¬\nvania State Education Association, 400 North\nThird St., Harrisburg; Pennsylvania State\nEducation Association.\nGetz, John L. (Teacher), 141 North Keesey St.,\nYork; Pennsylvania State Education Associa¬\ntion.\nGilbert, Levi (District Superintendent), Altoona;\nPennsylvania State Education Association.\nGreger, Elizabeth (Teacher), 4560 Baker St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nHall, Beulah M. (Teacher), 37 Boundary Ave.,\nRed Lion; Pennsylvania State Education\nAssociation.\nHardy, Clara R. (Principal), 1005 Evans St.,\nMcKeesport; Pennsylvania State Education\nAssociation.\nHeiges, Ralph (Teacher), 1130 Grant St.,\nIndiana; Pennsylvania State Education Asso¬\nciation.\nHenderson, Louise (Teacher), 539 Argyle Road,\nDrexel; Philadelphia Teachers Association.\nHibbs, Effie (Teacher), 113 Crickett Ave., Ard¬\nmore; Chester Teachers Association.\nHummel, Wilhelmine E. (Teacher), 7205 Elm¬\nwood Ave., Philadelphia; Pennsylvania State\nEducation Association.\nJames, Aelfric, Sr. (Teacher), 801 Spring Garden\nSt., Easton; Pennsylvania State Education\nAssociation.\nJones, R. Lloyd (Supervising Principal), Shinglehouse; Pennsylvania State Education Associa¬\ntion.\nKelley, Mrs. Anna G. (Teacher), Palm Garden\nVillage, Mt. Washington, Pittsburgh; Pennsyl¬\nvania State Education Association.\nKelley, J. Maclay (Teacher), 321 West Main St.,\nMechanicsburg; Pennsylvania State Education\nAssociation.\nKingsley, Lloyd M. (Teacher), 324 North Martin\nSt., Titusville; Pennsylvania State Education\nAssociation.\nLaing, Robert T. (Supervising Principal), Knox;\nPennsylvania State Education Association.\nLandsdowne, James D. (Principal), 103 East\nEssex Ave., Philadelphia; Philadelphia Teach¬\ners Association.\n\n"}
{"page": 983, "printed_page": null, "text": "List\n\nof\n\n979\n\nDelegates\n\nLindenberg, Rea (Teacher), 3735 Locust St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nMcClymonds, Joseph A. (Teacher), 178 Derry\nSt., Etna; Pennsylvania State Education Asso¬\nciation.\nMcConnell, Mrs. Ella F. (Teacher), 172 Madison\nSt., Wilkes-Barre; Pennsylvania State Educa¬\ntion Association.\nMcLaughlin, Daniel P. (Teacher), 23 West\nWalter St., Summit Hill; Pennsylvania State\nEducation Association.\nMarsh, Paul N. (Principal), 306 O’Connor St.,\nFord City; Pennsylvania State Education\nAssociation.\nMatthews, Grace (Teacher), 3107 North Broad\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nMaxwell, Helen A. (Teacher), 2411 Highland\nAve., New Castle; Pennsylvania State Educa¬\ntion Association.\nMeyer, Anna B. (Teacher), Hotel Philadelphian,\nThirty-ninth and Chestnut Sts., Philadelphia;\nPhiladelphia Teachers Association.\nMidlen, Lillie H. (Teacher), 4524 Regent St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nMoore, Bruce V. (Professor), State College;\nPennsylvania State Education Association.\nMorgan, Harriet W. (Teacher), 1000 North\nHighland Ave., Pittsburgh; Pennsylvania State\nEducation Association.\nMyers, Edward T. (Principal), 5143 Oakland St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nNusbaum, Louis (Assistant Superintendent), 153\nWest Sharpnack St., Philadelphia; Philadel¬\nphia Teachers Association.\nParry, Samuel D. (Principal), 541 Pelham Road,\nPhiladelphia; Teachers Institute of Philadephia.\nPatterson, W. Graham (Teacher), Morse PreVocational School, Pittsburgh; Pittsburgh\nTeachers Association.\nPearce, Milton O. (Principal), 5004 Griscom St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion.\nPetty, Natalie Anne (Teacher), Allegheny High\nSchool, Sherman Ave., Pittsburgh; Pittsburgh\nTeachers Association.\nPratt, Willis E. (County Superintendent), Court\nHouse, Erie; Pennsylvania State Education\nAssociation.\nReynolds, O. Edgar (Teacher), Lebanon Valley\nCollege, AnnviUe; Pennsylvania State Educa¬\ntion Association.\nRuch, H. R. (Teacher), 342 North Fifteenth St.,\nAllentown; Pennsylvania State Education\nAssociation.\nSchaefer, John P. (Teacher), 4446 Nelson Run\nRoad, Pittsburgh; Pittsburgh Teachers Asso¬\nciation.\nSeilz, Pearl (Teacher), 113 Crickett Ave., Ard¬\nmore; Chester Teachers Association.\nShaw, Reuben T. (Ex Officio), Head, Science\nDepartment, Northeast High School, Phila¬\ndelphia.\nSmithgall, Elizabeth (Teacher), 549 West Lemon\nSt., Lancaster; Pennsylvania State Education\nAssociation\nSohl, Charles E. (Principal), 5436 Oakland St.,\nFrankford, Philadelphia; Abington Township\nTeachers Association.\nStevens, Willard M. (Teacher), 111 Center Ave.,\nMt. Pleasant; Pennsylvania State Education\nAssociation.\nWalters, R. J. (Teacher), Grove City College,\nGrove City; Eastern Commercial Teachers\nAssociation.\nWestlake, Edward F. (Supervising Principal),\n610 Allison Ave., Washington; Pennsylvania\nState Education Association.\nWilson, Helen E. (Teacher), 28 Lincoln Ave.,\nCrafton; Pittsburgh Teachers Association.\nZahn, D. Willard (Principal), 6531 North Park\nAve., Philadelphia; Philadelphia Teachers\nAssociation.\n\nZerbe, Amos W. (County Superintendent), Pottsville; Pennsylvania State Education Associa¬\ntion.\nPUERTO\nRICO\nGallardo, Jose M. (Commissioner of Education),\nDepartment of Education, San Juan; Puerto\nRico Teachers Association.\nRHODE\n\nISLAND\n\nBaldwin, George H. (Assistant Director of Edu¬\ncation), 218 Hope St., Bristol; Rhode Island\nInstitute of Instruction.\nDonlon, Charles A. (Principal), Woonsocket\nHigh School, Woonsocket; Rhode Island In¬\nstitute of Instruction.\nLong, Marion (Teacher), Boyden Street School,\nWoonsocket; Rhode Island Institute of In¬\nstruction.\nRockett, James F. (Director of Education),\n120 State House, Providence; Rhode Island\nInstitute of Instruction.\nSOUTH\n\nCAROLINA\n\nFlora, A. C. (State N. E. A. Director), Superin¬\ntendent, Columbia; South Carolina Educa¬\ntion Association.\nHarmon, A. L. (Superintendent), Gilbert; South\nCarolina Education Association.\nKillingsworth, Elizabeth (Teacher), Taylor\nSchool, Columbia; South Carolina Education\nAssociation.\nLipscomb, Mary (Teacher), Ninety Six; South\nCarolina Education Association.\nLoggins, W. F. (Assistant Superintendent),\nHigh School, Greenville; South Carolina Edu¬\ncation Association.\nScarborough, Effie (Teacher), McMaster School,\nColumbia; South Carolina Education Associa¬\ntion.\nWhite, J. B. (Superintendent), Kingstree;\nCarolina Education Association.\nSOUTH\n\nSouth\n\nDAKOTA\n\nChapman, R. Y. (Principal), Mobridge; South\nDakota Education Association.\nEarly, William I. (Superintendent), 801 West\nEighteenth, Sioux Falls; Sioux Falls Public\nSchool Teachers.\nHemphill, Pearl (County Superintendent),\nParker; South Dakota Education Association.\nHunt, R. L. (Ex Officio), Madison.\nMinerman, L. E. (Superintendent), Ipswich;\nSouth Dakota Education Association.\nTitus, G. O. (Deputy State Superintendent of\nPublic Instruction), Pierre; South Dakota\nEducation Association.\nUrton, H. E. (State Supervisor), Agriculture\nEducation, Department of Public Instruction,\nPierre; South Dakota Education Association.\nTENNESSEE\nAllmond, Nola (Teacher), 1403 Faxon Ave.,\nMemphis; Memphis Education Association.\nBowman, M. P. (Principal), Route 6, Nashville;\nDavidson County Education Association.\nBurke, Lottie C. (Principal), 2715 Lombardy\nPlace, Memphis; Memphis Education Asso¬\nciation.\nClark, Harry (Superintendent), Knoxville; Ten¬\nnessee Education Association.\nCurtis, Wynona (Teacher), Fairview Junior\nHigh School, Memphis; Tennessee Education\nAssociation.\nGnuse, H. H. (Principal), 448 Prescott St.,\nMemphis; Tennessee Education Association.\nGriffin, Maud (Teacher), Riverside School,\nMemphis; Tennessee Education Association.\nHall, Mrs. Tommie R. (Teacher), North Avalon\n327, Memphis; Memphis Education Associa¬\ntion.\nJohnston, Thomas N. (Teacher), 226 Keith Ave.,\nKnoxville; Knoxville City Teachers League.\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nMcTsaacs, Alberta (Teacher), Riverside School,\nMemphis; Tennessee Education Association.\nRagsdale, S. L. (State N. E. A. Director), Prin¬\ncipal, 659 North Manassas, Memphis; Ten¬\nnessee Education Association.\nSanders, Mary (Teacher), 1376 Carr, Memphis;\nShelby County Teachers Association.\nSmith, S. L. (Director), Public Relations, Pea¬\nbody College, Nashville; Tennessee Educa¬\ntion Association.\nSnipe, Edna (Teacher), Bellevue Junior High\nSchool, Memphis; Tennessee Education As¬\nsociation.\nTEXAS\nBates, Mrs. Sue G. (Dean), Ball High School,\nGalveston; Galveston City Teachers Asso¬\nciation.\nBuchanan, Margaret C. (Teacher), 151 Groveland, San Antonio; San Antonio Teachers\nCouncil.\nBurke, Margaret F. (Teacher), 215 South Pine\nStreet, San Antonio; San Antonio Teachers\nCouncil.\nCaldwell, Rush M. (N. E. A. State Director),\n2527 Ross Ave., Dallas; Texas State Teachers\nAssociation.\nCope, Lucille (Teacher), 4931 Tremont, Dallas;\nDallas Grade Teachers Council.\nFox, Gladys (Teacher), 5716 Winston, Dallas;\nDallas Grade Teachers Council.\nGaskill, Sarah (Teacher), 1711 Stuart, Houston;\nHouston Teachers Association.\nGelderman, Pauline (Teacher), Rosenberg;\nTexas State Teachers Association.\nGross, H. R. (Principal), 101 North Ninth St.,\nEdinburg; Texas State Teachers Association.\nHardy, Lola (Teacher), 715 Kirby Building,\nDallas; Dallas Grade Teachers Council.\nKeith, Ruby (Teacher), 5014 San Jacinto,\nDallas; Dallas High School Teachers Asso¬\nciation.\nLade, O. R. (Teacher), 3000 North Thirty-third\nSt., Waco; Waco Classroom Teachers Asso¬\nciation.\nLink, Mrs. Virginia (Teacher), 519 Los Angeles,\nEl Paso; El Paso Teachers Association.\nLynn, Vela (Teacher), 2049 W. Huisache, San\nAntonio; San Antonio Teachers Council.\nMiller, C. C. (Teacher), 715 Kirby Bldg., Dallas;\nDallas High School Teachers Association.\nMills, H. L. (Business Manager), Houston\nPublic Schools, Houston; Texas State Teach¬\ners Association.\nNation, R. W. (Teacher), 305 Haynes St., Fort\nWorth; Fort Worth Classroom Teachers Asso¬\nciation.\nJiv\nRemy,\nKathora'*'\n(Teacher),\n216 Primera,\nAntonio;\nSan Antonio\nTeachers\nCouncil. San\nSansing, Bess (Teacher), 5606 Tremont, Dallas;\nDallas Grade Teachers Council.\nSchaper, Mamie (Principal), 1615 Washington\nSt., Waco; Texas State Teachers Association.\nScott, Minnie (Teacher), 3717 Stratford, Dallas;\nDallas Grade Teachers Council.\nSparks, Mrs. T. C. (Teacher), 603 Sunset Ter¬\nrace, Amarillo; Amarillo Teachers Club.\nStrong, Vera (Teacher), 1922 Blodgett, Houston;\nHouston Teachers Association.\nTaylor, Ida Belle (Teacher), 622 North Clinton,\nDallas; Dallas Grade Teachers Council.\nTidwell, Jessie (Teacher), 2209 San Jacinto,\nDallas; Dallas Grade Teachers Council.\nTurner, J. Frank (Teacher), 4709 San Jacinto,\nDallas; Dallas High School Teachers Asso¬\nciation.\nVidrine, George C. (Teacher), 327 Hot Wells\nBlvd., San Antonio; Texas State Teachers\nAssociation.\nWalls, Ernest M. (Teacher), 1518j£ Cortland,\nHouston; Houston Teachers Association.\nWeinberg, Doris (Teacher), 3345 Palm, Hous¬\nton; Houston Teachers Association.\nWilkins, Bonnie (Teacher), 6110 Lakeshore,\nDallas; Dallas High School Teachers Asso¬\nciation.\n\nAssociation\n\nUTAH\nBarnhardt, Ethel E. (Teacher), Richmond Hotel,\nSalt Lake City; Salt Lake City Teachers Asso¬\nciation.\nBradley, G. Harold (Teacher), Sandy; Utah Edu¬\ncation Association.\nDewey, T. A. (Teacher), Box 65, Sandy; Jordan\nTeachers Association.\nDial, Willis A. (Teacher), Logan Junior High\nSchool, Logan; Logan Teachers Association.\nEames, Cynthia (Teacher), Bountiful; Davis\nCounty Teachers Association.\nFrandsen, Victor (Principal), Springville; Utah\nEducation Association.\nGarff, Minnie (Teacher), 980 Hollywood Avenue,\nSalt Lake City; Utah Education Association.\nGunderson, J. D. (Principal), Garland; Utah\nEducation Association.\nHafen, H. Val (Teacher), St. George; Utah Edu¬\ncation Association.\nHendricks, Nellie U. (Supervisor), Ogden; Weber\nEducation Association.\nHilton, Hyrum (Principal), 1470 Harrison Ave.,\nSalt Lake; Granite Teachers Association.\nKenney, Don E. (Teacher), Richfield, Utah Edu¬\ncation Association.\nMillerberg, Joseph D. (Teacher), 6858 South\nState, Salt Lake City; Salt Lake City Teachers\nAssociation\nOstlund, C. (Superintendent), Heber City;\nWasatch Teachers Association.\nPearson, Oswald L. (Principal), Heber City;\nUtah Education Association.\nSanderson, G. Reed (Principal), Sandy; Utah\nEducation Association.\nSchroder, Lawrence (Teacher), 1545 Michigan\nAve.,\nciation.Salt Lake; Salt Lake City Teachers Asso¬\nSmith, Kathryn C. (Teacher), Richmond Hotel,\nSalt Lake; Salt Lake City Teachers Associa¬\ntion.\nSteele, Jesse F. (Principal), South One East St.,\nTooele; Tooele County Teachers Association.\nStephens, M. R. (Teacher), 504 Eighth St.,\nOgden; Ogden Teachers Association.\nStevens, Frank (Principal), Corinne; Box Elder\nTeachers Association.\nThornton, J. W. (Principal), 410 North Second\nEast, Provo; Utah Education Association.\nWaldis, Madeline (Teacher), 332 University St.,\nSalt Lake; Granite Teachers Association.\nWiggins, Francis T. (Principal), 2240 Grant Ave.,\nOgden; Utah Education Association.\nVERMONT\nBailey, Francis L. (State Superintendent), Mont¬\npelier; Vermont Education Association.\nDaniels, Martin E. (Superintendent), Lyndonville; Vermont Education Association.\nSmith, Edith (Teacher), 9 Richardson St., Barre;\nVermont Education Association.\nWales, Ethel K. (Teacher), 55 Spaulding, Barre;\nVermont Education Association.\nWiggin, Joseph A. (State N. E. A. Director),\nPrincipal, Brattleboro; Vermont Education\nAssociation.\nWoodruff, Caroline S. (Ex Officio), Principal,\nState Normal School, Castleton.\nVIRGINIA\nAdair, Cornelia S. (Principal), 3208 Hawthorne\ners.\nAve.,\nRichmond; League of Richmond Teach¬\nAnthony, Katy V. (Teacher), 1903 Hanover Ave.,\nRichmond; League of Richmond Teachers.\nClements, Marjorie P. (Teacher), Gloucester;\nVirginia Education Association.\nCooke, Mildred (Teacher), 2805 Edgewood Ave.,\nRichmond; League of Richmond Teachers.\nDickerson, Florence (Teacher), South Boston;\nVirginia Education Association.\nHam, Mrs. Isabelle (Teacher), 2512 Chestnut\nAve., Newport News; Newport News Educa¬\ntion Association.\n\n"}
{"page": 985, "printed_page": null, "text": "List\n\nof\n\nDelegates\n\n981\nHawkins, Mary (Teacher), 3205 Chamberlayne\nAve., Richmond; League of Richmond Teach¬\ners.\n*Heatwole, C. J. (Executive Secretary), Virginia\nEducation Association, 401 North Ninth St.,\nRichmond; Virginia Education Association.\nJackson, Mrs. Patty (Teacher), Amelia; Virginia\nEducation Association.\nJohnson, Lillian M. (Principal), 404 Chestnut St.,\nBerkley, Norfolk; Norfolk Education Associa¬\ntion.\nJones, Celeste (Teacher), 3313 Floyd Ave., Rich¬\nmond; League of Richmond Teachers.\nJones, Stuart (Teacher), Emporia; Virginia Edu¬\ncation Association.\nJoynes, Mrs. Edith B. (Principal), 410 West\nFourteenth St., Norfolk; Virginia Education\nAssociation.\nLawson, Mary E. (Teacher), Upperville; Virginia\nEducation Association.\nOld, James E. (Assistant Principal), 406 South\nMain St., Berkley; Norfolk Education Asso¬\nciation.\nOwen, Robin H. (Principal), Oceana; Virginia\nEducation Association.\nRichardson, Florence (Teacher), 2512 Chestnut\nAve., Newport News; Newport News Educa¬\ntion Association.\nSaunders, Joseph H. (Superintendent), Newport\nNews; Virginia Education Association.\nShelton, Frances (Teacher), Route 2, Norfolk;\nNorfolk Education Association.\nSmith, Mrs. Bertha (Teacher), Lakewood,\nNorfolk; Norfolk Education Association.\nWhitlock, Mollie B. (Teacher), 8 Rugby Apart¬\nments, Charlottesville; Virginia Education\nAssociation.\nWASHINGTON\nAsbury, Emery (Principal), Route 1, Box 544,\nPuyallup; Tacoma Administrative Group.\nBaker, Della (Teacher), 1515 Boren Ave., Seattle;\nSeattle Grade Teachers Club.\nBlack, Erwin S. (Superintendent), Kennewick;\nWashington Education Association.\nBrislawn, M. J. (Principal), 620 Twenty-second,\nLongview; Washington Education Association.\nCampbell, J. M. (Superintendent), Selah; Wash¬\nington Education Association.\nCanfield, D. R. (Teacher), Route 3, Yakima;\nWashington Education Association.\nCross, Marguerite (Teacher), Forks; Washing¬\nton Education Association.\nDrake, Goldie (Teacher), 411 Bellevue N.,\nSeattle; Seattle Grade Teachers Club.\nEaton, Margaret (Teacher), 511 Highland Dr.,\nWenatchee; Washington Education Associa¬\ntion.\nFrisbie, Chester C. (Superintendent), Prosser;\nWashington Education Association.\nFurgeson, Paul (Superintendent), Centralia;\nCentraHa Education Association.\nGraber, Ruby (Teacher), W. 907 Frederick Ave.,\nSpokane; Spokane Grade Teachers Associa¬\ntion.\nHartge, Mrs. Lena A. (Teacher), Coupeville;\nWashington Education Association.\nHassenmiller, Kenneth L. (Teacher), Normandy\nPark, Seattle; Seattle Association of Class¬\nroom Teachers.\nHinthome, Gail (Teacher), Alderwood Manor,\nSeattle; Seattle Association of Classroom\nTeachers.\nHoar, Leslie L. (Teacher), 618 N. Warner,\nTacoma; Tacoma Association of Classroom\nTeachers.\nHubbard, Ray (Teacher), 1516 Riverside Ave.,\nSpokane; Spokane High School Teachers As¬\nsociation.\nJohnston, Margaret (Teacher), 1020 E. Denny,\nSeattle; Seattle Grade Teachers Club.\nKroetch, Gertrude M. (Teacher), E. 1013 Mission\nAve., Spokane; Spokane Grade Teachers\nAssociation.\n* Deceased.\n\nLeatherwood, William F. (Teacher), 4024 N.\nThirty-sixth St., Tacoma; Tacoma Association\nof Classroom Teachers.\nLees, Gladys (Teacher), 3520 S. Tenth St.,\nTacoma; Tacoma Association of Classroom\nTeachers.\nLowe, Carl M. (Teacher), 3008 Harvard N.,\nSeattle; Seattle Association of Classroom\nTeachers.\nMaltby, Jeannette (Teacher), North Central\nHigh School, Spokane; National Council of\nTeachers of English.\nMarsh, Arthur L. (Executive Secretary), Wash¬\nington Education Association, 707 Lowman\nBldg., Seattle; Washington Education Asso¬\nciation.\nMason, Edna (Nurse), Health Department,\nSpokane; Spokane Education Association.\nMortenson, Martha (Teacher), Benjamin Frank¬\nlin Hotel, Seattle; Seattle Grade Teachers\nClub.\nMurphy, Aurelia (Teacher), Assembly Hotel,\nSeatt'e: Seattle Grade Teachers Club.\nNorman, Lilia (Teacher), 5650 Eleventh N. E.,\nSeattle; Seattle Grade Teachers Club.\nOleson, Cora L. (N. E. A. State Director),\nRidpath Hotel, Spokane; Washington Educa¬\ntion Association.\nPangbom, Helen (Teacher), 2913 N. Fourteenth,\nTacoma; Tacoma Association of Classroom\nTeachers.\nPerry, Mary Agnes (Teacher), Belvadere Apts.,\nBellingham; Bellingham Classroom Teachers\n**\nLeague.\nPeterson,\nTillman (Superintendent), Bremerton;\nWashington Education Association.\nRoberts, Eleanor (Teacher), 408 N. Ruby,\nEllensburg; Washington Education Associa¬\ntion.\nSalverson, Elidia (Teacher), 118 West Eightythird St., Seattle; Seattle Grade Teachers\nClub.\nSchwartz, Margaret (Teacher), 4009 Fifteenth\nSt., N. E., Seattle; Seattle Association of\nClassroom Teachers.\nSelby, Kenneth E. (Principal), 33 Avenue S. and\nHorton St., Seattle; Seattle Principals Associa¬\ntion.\nStephenson, Delia M. (Teacher), Route 4,\nEverett; Everett Grade Teachers Club.\nStevens, Hazel (Teacher), S. 1411 Adams St.,\nSpokane; Spokane High School Teachers\nAssociation.\nSwick, Mrs. Carrie (Teacher), Ridgefield; Clark\nCounty Classroom Teachers Association.\nTurner, Elizabeth (Teacher), 1828 First Ave.,\nSpokane; Spokane Grade Teachers Associa¬\ntion.\nWaldron, Marie (Teacher), S. 17 Fiske St.,\nSpokane; Spokane Grade Teachers Associa¬\ntion.\nWEST VIRGINIA\nBiller, Juanita (Teacher), Elkins; Tyarts Valley\nRound Table.\nCaudill, C. C. (Assistant Superintendent),\nKanawha County Schools, East Bank; West\nVirginia State Education Association.\nCochran, Clyde (Executive Secretary), West\nVirginia State Classroom Teachers Associa¬\ntion, 1816 Washington St., Charleston;\nKanawha County Teachers Association.\nCornwell, Robert (Teacher), R. F. D., Thornron;\nPreston County Teachers Association.\nFulton, Ida (Teacher), 1109 Tenth Ave., Hunt¬\nington; Cabell County Education Association.\nHarvey, Leafie Pearle (Teacher), Flat Top;\nMercer County Teachers Association.\nIreland, Addie R. (Teacher), Shepherd State\nTeachers College, Shepherdstown; West\nVirginia State Education Association.\nKirby, David (Secretary), State Board of Educa¬\ntion, State Capitol Building, Charleston; West\nVirginia State Education Association.\nKuhn, E. G. (Superintendent), Taylor County\nSchools,\ners\nRoundGrafton;\nTable. Monongahela Valley Teach¬\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nMoler, James (Principal), Charles Town; West\nVirginia State Education Association.\nRife, O. J. (Administrative Secretary), West\nVirginia State Education Association, Kenova;\nWest Virginia State Education Association.\nRoberts, J. V. (Field Representative), West\nVirginia State Education Association, 1816\nWashington Street, Charleston; West Vir¬\nginia State Education Association.\nTaylor, Grace (Principal), Montrose; Randolph\nCounty Principals and Teachers Association.\nTrent, W. W. (State N. E. A. Director), State\nSuperintendent, Department of Education,\nCapitol Building, Charleston; West Virginia\nState Education Association.\n\nWISCONSIN\nAcker, Eva May (Teacher), 2518 North Farwell\nAve., Milwaukee; Milwaukee Teachers Asso¬\nciation.\nBonar, Hugh S. (Superintendent), 916 North\nTenth, Manitowoc; Manitowoc Education\nAssociation.\nBorkowski, Margaret (Teacher), 3104 North\nFratney St., Milwaukee; Milwaukee Teachers\nAssociation\nChapel, J. C. (Teacher), 7939 Twenty-sixth\nAve., Kenosha; Wisconsin Education Associa¬\ntion.\nChurchill, Agnes (Teacher), 2836 North Farwell,\nMadison; Wisconsin Education Association.\nCzerwonky, Esther (Teacher), 2204 North\nHubbard, Milwaukee; Milwaukee Teachers\nAssociation.\nDoudna, E. G. (Secretary), Board of Normal\nSchool Regents, 301 State Office Building,\nMadison; Wisconsin Education Association.\nEhlert, Agnes (Supervising Teacher), County\nCourt House, Sheboygan; Wisconsin Educa¬\ntion Association.\nEnglish, Donald (Teacher), 1820 North Seventh,\nSheboygan; Sheboygan Teachers Association.\nEthier, Esther (Teacher), 1228 East Juneau Ave.,\nMilwaukee; Milwaukee Junior Senior High\nSchool Teachers Association.\nHealy, Hazel M. (Teacher), 2750 North Fortyfifth St., Milwaukee; Milwaukee Junior\nSenior High School Teachers Association.\nHirsch, Everett C. (Superintendent), Wausau;\nCentral Wisconsin Teachers Association.\nIselin, W. J. (Teacher), 2910 La Salle St., Racine;\nWisconsin Education Association.\nJelinek, Frances (Teacher), 3920 North Ridge¬\nfield Circle, Milwaukee; Milwaukee Teachers\nAssociation.\nJohnson, Marcia K. (Teacher), 232 Broadway\nSt., Eau Claire; Wisconsin Education Associa¬\ntion.\nKennedy, Katherine (Teacher), Hotel Retlaw,\nFond du Lac; Fond du Lac Council of Educa¬\ntion.\nKimball, V. E. (Assistant State Superintendent),\nDepartment of Public Instruction, Madison;\nWisconsin Education Association.\nKolb, Philip A. (Principal), 1016 West Oklahoma\nAve., Milwaukee; Milwaukee Public School\nAdministrators Association.\nKraus, Joseph F. (Principal), Jacobs High School,\nStevens Point; Wisconsin Education Associa¬\ntion.\nKrieger, Frida (Teacher), 3950 North Farwell\nAve., Milwaukee; Milwaukee Teachers Asso¬\nciation.\n\nAssociation\n\nLayde, J. B. (Supervising Principal), c/o Public\nSchools, West DePere; Wisconsin Education\nAssociation.\nLivermore, Laura (Teacher), 904 North Clark\nSt., Appleton; Appleton Education Association.\nMcCormick, Lillian F. (Teacher), 509 Twentyfirst Ave., East, Superior; Superior Classroom\nTeachers Association.\nMcEntire, Mrs. H. R. (Teacher), 320 South\nThird,\nciation. Janesville; Janesville Teachers Asso¬\nMcQuillan, Josephine (Teacher), 150 Hotel\nWisconsin, Milwaukee; Milwaukee Teachers\nAssociation.\nMacdonald, Flora Jane (Teacher), New Northern\nation.\nHotel, Ashland; Wisconsin Education Associ¬\nMerriman, C. H. (Teacher),\nFond du Lac; Northeastern\ntion Association.\n\n139 Fifteenth St.,\nWisconsin Educa¬\n\nMichi, Marguerite (Teacher), 4222 West Spauld¬\ning Place, Milwaukee; Wisconsin Education\nAssociation.\nMurphy, Brynhilde J. (Teacher), 24 North\nProspect Ave., Madison; The Madison Edu¬\ncation Association.\nPfanmiller, Evan R. (Teacher), 2918 Douglas\nAve., Racine; Racine Teachers Association.\nPlenzke, O. H. (Executive Secretary), Wisconsin\nEducation Association, 404 Insurance Building,\nMadison; Wisconsin Education Association.\nRankin, George R. (Teacher), Room 410, Hotel\nRandolph, Milwaukee; Milwaukee Junior\nSenior High School Teachers Association.\nReichelt, Norma A. (Teacher), 626 Cass St.,\nLa Crosse; Teachers Club of La Crosse.\nRonda, Teckla (Teacher), 703 Hubbard St.,\nRacine; Racine Teachers Association.\nSchnell, Fred (Principal), Jefferson School, She¬\nboygan; Wisconsin Education Association.\nSchuette, Amanda H. (State N. E. A. Director),\nDirector, Commercial Education, 220 South\nVan Buren, Green Bay; Green Bay Teachers\nAssociation.\nSkidmore, Amy (Teacher), 1005 Portland Ave.,\nBeloit; Wisconsin Education Association.\nSmith, Harvard C. (Instructor), 5222 Thirty-fifth\nAve., Kenosha; Kenosha Education Associa¬\ntion.\nSmith, Virginia (Teacher), 8307 Chestnut St.,\nWauwatosa; Milwaukee Teachers Association.\nTeuscher, Margaret (Teacher), 1650 College\nAve., Racine; Racine Teachers Association.\nWalters, Rose (Teacher), 79 Waupaca St., Clintonville; Wisconsin Education Association.\nWilkins, R. C. (Teacher), 809 North Nineteenth\nSt., Superior; Wisconsin Education Associa¬\ntion.\nWrage, John R. (Supervising Teacher), 508 West\nJefferson, Stoughton; Wisconsin Supervising\nTeachers Association.\nWYOMING\nBelt, L. J. (Superintendent), Wheatland; Wyo¬\nming Education Association.\nBurgoon, A. L. (Superintendent), Diamond ville ;\nWyoming Education Association.\nCarter, C. D. (Superintendent), Torrington;\nWyoming Education Association.\nKerney, O. C. (Secretary), Wyoming Education\nAssociation, Newcastle; Wyoming Education\nAssociation.\nMcSweeney, Elma (Teacher), 502\nC Y Ave.,\nCasper; Casper Classroom Teachers Associa¬\ntion.\nMoyer, H. H. (N. E. A. State Director), Rawlins;\nWyoming Education Association.\n\n"}
{"page": 987, "printed_page": null, "text": "INDEX\nAcademic freedom, report of committee on\n(H. L. Smith), 872\nAccent on art (Agnes Samuelson), 457\nAct of incorporation of the National Educa¬\ntion Association, 697\nAdair, Cornelia S. Report of committee on\nbylaws and rules, 879\nAdams, Charles A. The sphere of educational\nservice, 109\nAdapting the curriculum to the needs and ex¬\nperiences of children in rural communities,\nin organization and content — the physically\nhandicapped (Mrs. Hazel C. Mclntire), 570;\nthru organization (Helen Heffernan), 569\nAdapting the curriculum to the needs and ex¬\nperiences of rural children for behavior prob¬\nlems (Raymond S. Hyson), 573\nAdapting visual materials to instruction\n(Charles H. Lake), 668\nAddress (Douglas Fairbanks, Jr.), 466\nAddress by the new president of the National\nEducation Association (Amy H. Hinrichs),\n87\nAddress of welcome (Hon. C. Harold Caul¬\nfield), 51; (Hon. Walter F. Dexter), 49\nAdministration, changing conceptions of edu¬\ncational (George D. Strayer), 238; the, of\nhealth education (Sherwood D. Shankland),\n225; the, of visual aids in a city system\n(Paul G. Edwards). 667; relation of, to in¬\nstruction (Sidney B. Hall), 248\nAdministrative women in education, National\ncouncil of. See National council of admin¬\nistrative women in education\nAdolescence, personality during (Caroline Mc¬\nCann Tryon), 387\nAdult education, department of, 197; historical\nnote, 198; reports of committees, 208\nAdult education, new directions in (Morse A.\nCartwright), 200; organization of educa¬\ntion for literacy (Mildred J. Wiese), 203;\nprogram of counseling for (Margaret Grif¬\nfin), 206; responsibilities of the public school\nfor (L. R. Alderman), 117; selection of\nteaching personnel for (L. B. Travers), 204;\nwhy (Lewis R. Alderman), 199\nAdults, opportunities for (Rex Putnam), 118\nAdvisory committee on education and impend¬\ning legislation. Report of (Floyd W. Reeves),\n182; (George D. Strayer), 183\nAlderman, L. R. Responsibilities of the pub¬\nlic school for adult education, 117; why\nadult education, 199\nAllen, John J., Jr. General policies in the ad¬\nministration of social services, 114\nAll-inclusive membership (Harvey E. Gayman),\n34; report of committee on (H. E. Gavman),\n873\nAmerican association for health, physical edu¬\ncation, and recreation, a department of the\nN. E. A., 211; historical note, 212; secre¬\ntary’s report, 229\nAmerican association of school administrators,\na department of the N. E. A., 231; his¬\ntorical note, 232; secretary’s minutes, 315;\nresolutions, 319\nAmerican association of teachers colleges, a de¬\npartment of the N. E. A., 323; historical\nnote, 324; reports of committees, 334; secre¬\ntary’s minutes, 365; list of accredited insti¬\ntutions, 370\nAmerican educational research association, a\ndepartment of the N. E. A., 375; historical\nnote. 376; secretary’s minutes, 388; report\nof secretary -treasurer for 1938, 392; report\nof auditing committee, 395; report of com¬\nmittee on awards, 395\nAmerican Legion and other service organiza¬\ntions (Charles F. Dienst), 874\n\nAmerican library association, report of joint\ncommittee of the National Education Asso¬\nciation and the (Martha Parks), 875\nAmerican teachers association, report of ad¬\nvisory committee of the National Education\nAssociation to cooperate with the (S. L.\nSmith), 876\nAmerican youth looks at its future (Edmund\nE. Day), 269\nAnalyzing propaganda\nham). 428\nAppraisal committee,\nPratt), 878\n\n(Mrs.\n\nMalone\n\nreport\n\nof\n\nW.\n\nGra¬\n\n(Orville\n\nC.\n\nAre we going to lose our heritage of civil lib¬\nerties (Hon. Elbert D. Thomas), 67\nArt among the liberal arts (Stephen C. Pep¬\n403\nArtper),\nat Greeley,\nColorado, State College ot Edu¬\ncation (Grace M. Baker), 402\nArt education, department of, 397; historical\nnote, 398\nArt education, function of museum in (Thomas\nMunro), 400; presentday tendencies in ele¬\nmentary (Miss L. Elston Glenn), 404; train¬\ning teachers in (Shirley Poore), 405\nArt in the village (Idella R. Church), 406\nAseltine, John. Law observance, 104\nAssociational records and information, 695\nAuditors, report of, 844\nAvery, Andrew. Devotion to democracy, 107\nBacon, Francis L. The purposes and policies\nof the planning committee, 534\nBaker, Grace M. Art at Greeley, Colorado,\nState College of Education, 402\nBarnes,\nMary D. Use of N. E. A. ex¬\nhibits, Mrs.\n41\nBatdorf, Lucile. Programs and problems of\nlocal teachers associations, 45\nBauer, William W.\nSchool health program,\n\n112\n\n137\nBaxter,\n\nBernice.\n\nThe\n\nsingle-salary\n\nschedule,\n\nBeeman, Mary. New\neconomics education,\n\ndevelopments\n678\n\nin home\n\nBenbow, S. D. A program of job-finding and\nstudent placement, 686\nBeswick, John C. The California plan for\ntrade and industrial education, 683\nBetts, Emmett Albert. Reorganization of the\nelementary school to meet the needs of chil¬\ndren, 454\nBigelow, Karl W. Cooperation in the improve¬\nment of teacher education, 115\nBlackstone.\neducation, Earl\n420 G.\n\nWhat’s\n\nahead\n\nin business\n\nBlend, Frances. Sight-saving for every child,\n642\nBoard of directors, members, 1938-39, 720;\n1939-40, 725; minutes of meetings, 809; of\ntrustees, members, 1938-39, 719; 1939-40,\n725; minutes of meetings, 837. Also sec re¬\nspective board headings\nBoard of health, school, and community rela¬\ntionships (Mrs. Mabel Davidson), 464\nBonsall, Mrs. Marcia V. Reading and lan¬\nguage and failures, 491\nBowman, Wallace B. The teaching of tran¬\nscription, 418\nBradley ,_ Helen. Equal opportunity, 884\nBrady, Hon. John F. Greetings, 50\nBrimskill, Alicia. Use of the elementaryschool auditorium, 462\nBringing the world into the classroom— morn¬\ning assembly, 88\nBrown, Daisy. What constitutes a good teacher\nretirement law, 145\nBudget committee, report of (Helen T. Col¬\nlins), 861\nBuilding social studies courses to meet pupil\nneeds (Mrs. Rose T. Stelter), 548\n\n[ 9S3 ]\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nBurton, W. H. The responsibility of educa¬\ntion to the state and to democracy, 184\nBusiness education, department of, 407 ; his¬\ntorical note, 408; president’s address, 409;\nsecretary’s report, 421\nBusiness education, lost horizons and (Robert\nE. Slaughter), 419; on the junior level\n(Dorothy Travis), 421; social responsibili¬\nties of (B. Frank Kyker), 411; trends in\nmerchandising curriculum (Willis M. Kenealy), 413\nByers, Izetta M. Responsibilities of the su¬\npervisor providing for teacher growth in\nservice, 568\nBylaws and rules, report of committee on\n(Cornelia S. Adair), 879; of National Edu¬\ncation Association, 701\nCalendar of meetings of National Education\nAssociation, 717\nCalifornia plan for trade and industrial edu¬\ncation, The (John C. Beswick), 683\nCalifornia program of special education, The\n(Harry D. Hicker), 635\nCallahan, John. Transportation: general plan\nas used in Wisconsin, 586\nCampbell, Douglas Gordon. General semantics\nin education, counseling, and therapy, 518\nCampbell, Willard S. Estimates of Lincoln —\na son of American democracy, 72\nCan America afford to educate her children — ■\ndiscussion group, 119\nCareer training for American youth (Aubrey\nW. Williams), 95\nCarr, William G. Educational Policies Com¬\nmission, 32; 883\nCartwright, Morse A. Some new directions in\nadult education, 200\nCase for supervision, The (James F. Hosic),\n649\nCassels, John M. Will the pieces make a pat¬\ntern in consumer education, 412\nCaulfield, Hon. C. Harold. Address of wel¬\ncome, 51\nCentury of teacher education, A.\n(Payson\nSmith), 325\nChaffee, Everett B. The guidance function of\nthe social studies, 548\nChallenge of recreation, The (G. Ott Romney),\n217\nChanging conceptions of educational adminis¬\ntration (George D. Strayer), 238\nChapman, Averill M.\nTeaching devices and\nenrichment materials for meeting the needs\nof adolescents, 549\nCharacter building to prevent failures (Worces¬\nter Warren), 491\nCharter of National Education Association, 697\nCherrington, Ben M. The role of education in\ninternational cultural relations, 160\nChildren — look, listen, and learn (Francis W.\nDoyle), 503\nChildren’s voices: a reader for children by\nchildren (Sue Convery), 466\nChurch, Idella R. Art in the village, 406\nCitizenship, world (Caroline S. Woodruff), 103\nCivic education, for a democracy — discussion\ngroup, 97; tolerance as a factor in (Paul\nThurston), 100\nCivil liberties, are we going to lose our heri¬\ntage of (Hon. Elbert D. Thomas), 67\nClassroom, bringing the world into the — morn¬\ning assembly, 88\nClassroom teachers association, programs and\nproblems of a state (Edith Van Winkle), 37\nClassroom teachers, department of, 423; histor¬\nical note, 424; report of president, 425; re¬\nport of committee on academic freedom, 431;\nsecretary’s minutes, 432; platform, 436; con¬\nstitution and bylaws, 439\nClevenger, Earl. Nonvocational aspects of\nhigh-school bookkeeping, 419\nClifton, A. R. Pupil transportation in Cali¬\nfornia, 583\n\nAssociation\n\n679\nClover,\n\nNina.\n\nPart-time\n\ncooperative\n\nclasses,\n\nCoffeen, Carl. Education for the physically\nhandicapped child in an Ohio county, 571\nCohn, Sam H.\nWelfare program of the\nschools, 113\nCollins, Helen T. Budget committee report,\n861\nCollins, M. D.\nGeorgia, 581\nCommittee,\nwork\nShane), 30\n\nSchool\n\nbus transportation\n\nof an N. E. A. (Donald\n\nin\nDu-\n\nCommittees, commissions, and\ncouncils,\nN. E. A., list of members, 732. Also see\nrespective committee headings\nCommittees, department. See respective de¬\npartment headings\nCommunity library service (Coit Coolidge), 110\nCommunity program of vocational education\nin operation, A (Worth McClure), 681\nCommunity resources in rural schools (Kate\nV. Wofford), 576\nComparisons between classmates’ estimates and\nself-estimates of personality during adoles¬\ncence (Caroline McCann Tryon), 387\n76\nConklin, Edwin G. Education for democracy,\nConley, William H. Teaching the scientific\nattitude in the junior college, 614\nConservation, and democracy (Hon. Harold L.\nIckes), 260; functions in a school system\n(Ben J. Rowan), 615\nConsumer education, frauds and the consumer\n(Mrs. Muriel N. Tsvetkoff), 411; makes bet¬\nter citizens (D. E. Montgomery), 413; mate¬\nrials and technics in (Leila Bunce Smith),\n484; objectives of, for several school levels\n(Saidee Stark), 483; pattern in (John M.\nCassels), 412; place of (Mrs. Clara P. Sny¬\nder), 207\nContribution of esthetics to prevention of fail¬\nure (Katherine Page Porter), 494\nConvery,\nChildren’s\nchildren Sue.\nby children,\n466 voices: a reader for\nCoolidge, Coit. Community library service, 110\nCooperation in the improvement of teacher edu¬\ncation — discussion group, 115; (Karl W.\nBigelow), 115\n679\nCooperative\n\nclasses, part-time\n\n(Nina\n\nClover),\n\nCooperatives, and credit unions — discussion\ngroup, 130: current legal and legislative\ntrends in (Frank Taylor), 130; report of\ncommittee on (Albert M. Shaw), 879\nCore\n623 curriculum. The (Elizabeth Sparhawk),\nCorning,\n279\n\nH. M.\n\nPresentation\n\nof the yearbook,\n\nCounts, George S. The school and the state\nin American democracy, 178\n213\nCozens, Frederick W.\nPresident’s message,\nCreative design\nMoholy-Nagy),\n\nin Bauhaus\n399\n\neducation\n\n(L.\n\nCredit unions, cooperatives and — discussion\ngroup, 130; operating problems of teacher\n(Hugh G. Stout), 131; report of committee\non (James E. Moran), 880\nCrisis of world affairs, The (Rabbi Abba Hillel\nSilver), 449\nCriteria of success (Harry A. Scott), 223\nCritical judgment (B. C. B. Tighe), 99\nCultural relations, role of education in inter¬\nnational (Ben M. Cherrington), 160\nCureton, Thomas Kirk, Jr. Scientific prin¬\nciples underlying instruction in health,\nphysical education, and recreation, 227\nCurrent legal and legislative trends in cooper¬\native work (Frank Taylor), 130\nCurriculum, basic, in secondary schools (George\nA. Rice), 481; core curriculum (Elizabeth\nSparhawk), 623; unifying the secondary (J.\nPaul Leonard), 621; vocational education\n(Richard E. Rutledge), 686\n\n"}
{"page": 989, "printed_page": null, "text": "985\n\nIndex\n\nDahl, Myrtle Hooper. President’s report and\nrecommendations, 425; response, 52\nDale, Edgar. Using new educational tools, 659\nDarlington, Meredith W.\nA special educa¬\ntional service for homebound, physically\nhandicapped elementary youth, 640\nDavidson, Mrs. Mabel. Board of health,\nschool, and community relationships, 464\nDavis, Hazel. The nationwide salary situation,\n133\nDavis, Ira C. The organization of the national\ncommittee on science teaching, 609\nDawson, Howard A. What federal aid means\nfor public education, 127\nDay, Edmund E. American youth looks at\nits future, 269\nDeans of women, National association of.\nSee National association of deans of women.\nDeBrum, Joseph. Opening address, 409\nDelegates to the nineteenth representative as¬\nsembly, 959\nDemocracy, civic education for a — discussion\ngroup, 97; conservation and (Hon. Harold\nL. lckes), 260; devotion to (Andrew Avery),\n107; dilemma of (Jan Masaryk), 307; edu¬\ncation for (Edwin G. Conklin), 76; educa¬\ntion for (Lord Bertrand Russell), 527; esti¬\nmates of Lincoln — a son of American (Wil¬\nlard S. Campbell), 72; relation of the school\nto the state in American (Frederick J.\nWeersing), 187; responsibility of education\nto the state and to (W. H. Burton), 184;\nschool and state in American (George S.\nCounts), 178; (William H. Kilpatrick), 180\nDemocratic living — a program for schools\n(Claire T. Zyve), 452\nDepartment, Report of an N. E. A. (Mildred\nFahy), 28\nDepartmental placement of junior college geog¬\nraphy, The (Ida May Shrode), 628\nDepartments of the association, 195; introduc¬\ntion, 196; officers of 1938-39, 721; of 193940, 727; secretaries of, at headquarters, 731.\nAlso see respective department headings\nDeveloping civic responsibility thru lip read¬\ning (Marshall Hester), 507; (F. Milton\nYockey), 508; (Helen Scriver), 508\nDevotion to democracy (Andrew Avery), 107\nDexter, Hon. Walter F. Address of welcome,\n49\nDial, Willis A. Programs and problems of\nlocal teachers associations, 44\nDienst, Charles F. American Legion and other\nservice organizations, 874\nDifferentiation in materials and technics in con¬\nsumer education for the several schools\n(Leila Bunce Smith), 484\nDilemma of democracy, The (Jan Masaryk),\n307\nDirectors, Board of, members, 1938-39, 720;\n1939-40, 725; minutes of meetings, 809; life,\n1938-39, 720; 1939-40, 725; state, 1938-39,\n720; 1939-40, 726\nDiscussion of Mr. Doyle’s paper (Myrtle Erick¬\nson), 505; (Frederic M. Duckies), 507\nDistributive education, preparation of teach¬\ners for (Jack Milligan), 680\nDoyle, Francis W.\nChildren — look, listen,\nand learn, 503\nDuckies, Frederic M.\nDiscussion of Mr.\nDoyle’s paper, 507\nDuShane, Donald. Tenure, 920; work of an\nN. E. A. committee, 30\nEconomic literacy (R. L. Hunt), 105\nEconomic status of the rural teacher, report\nof committee on (Wm. McKinley Robinson),\n882\nEducated consumers make better citizens (D.\nE. Montgomery), 413\nEducational Policies Commission, The (Wil¬\nliam G. Carr), 32; report of (William G.\nCarr), 883\n\nEducational progress during 1938 (Carter V.\nGood), 177\nEducational research association, American.\nSee American educational research associa¬\ntion\nEducational service, the sphere of (Charles A.\nAdams), 109\nEducation, for democracy (Edwin G. Conklin),\n76; (Lord Bertrand Russell), 527; for the\nphysically handicapped child in an Ohio\ncounty (Carl Coffeen), 571; women in (Bess\nGoodykoontz), 553\nEdwards, Paul G.\nThe administration of\nvisual aids in a city system, 667\nElementary education, a philosophy for (Helen\nHeffernan), 446; implications of recent re¬\nsearch for (Mildred B. Moss), 498\nElementary school principals, department of,\n443; historical note, 444; report of 1939\neditorial\ncommittee, 445; secretary’s minutes,\n470\nElliott, Essie L. Practices and implications of\nhomemaking education for boys and men on\nvarious school levels, 486\nElliott, Godfrey. Reporting to the public thru\nmotion pictures, 671\nElsbree, Willard S. Salaries, 916\nEmerson, Donald A. Evaluation of secondary\nschools from the point of view of a state\ndepartment of education, 153\nEmotional factor and the problems of children,\nThe (Elta S. Pfister), 639\nEnlightened public support for education as a\nprofessional responsibility- — morning assem¬\nbly, 155; (Frederick M. Hunter), 155;\n(Agnes Samuelson), 158; (Jesse B. Sears),\n159\nEqual opportunity,\n(Helen Bradley),\n\nreport\n884\n\nof\n\ncommittee\n\non\n\nErickson, Myrtle. Discussion of Mr. Doyle’s\npaper, 505\nEstimates\nof Lincoln — a son of American de¬\nmocracy (Willard S. Campbell), 72\nEstimating the cost of a proposed new salary\nschedule (Earl L. McTaggart), 134\nEthics, report of committee on (W. P. King),\n885\nEvaluation of secondary schools by the methods\nof the cooperative study of secondary school\nstandards— discussion group, 149; from the\npoint of view of a classroom teacher (A. E.\nSouthworth), 150; from the point of view of\na large high school (George C. Jensen),\n149; from the point of view of an accrediting\nassociation (M. P. Moe), 152; from the\npoint of view of a state department of edu¬\ncation (Donald A. Emerson), 153\nEverett, Ralph. Problems in California, 141\nExecutive committee, members of 1938-39, 719;\nof 1939-40, 725; minutes of meetings, 817\nFacts and fancies about the dance in educa¬\ntion (Mary J. Shelly), 221\nFahy, Mildred. Report of an N. E. A. de¬\npartment, 28\nFairbanks, Douglas, Jr. Address, 466\nFederal aid, what it means for public educa¬\ntion (Howard A. Dawson), 127\nFederal government must assume responsibility\nfor aiding the education of physically handi¬\ncapped children, The (John J. Lee), 637\nFerguson, Arthur W. The tenure situation in\nPennsylvania, 140\nFertsch,\nM.\nmittee, L.445\n\nReport\n\nof 1939 editorial com¬\n\nField, Mrs. Alice E. Woman’s\nchanging world, 555\nFinancial report 1938-39 of board\n\nplace\n\nin a\n\nof trustees,\n\nFinancing education, inequalities between ur¬\nban and rural schools (Walter E. Morgan),\n122; local initiative in (Agnes Samuelson),\n126\nFinancing the National Education\n(Joseph\nH. Saunders), 26\n,841\n\nAssociation\n\n"}
{"page": 990, "printed_page": null, "text": "/\n\n986\n\nNational\n\nEducation\n\nFite, D. Harley. The use of the community\nas a source of instructional material in the\nNew Providence school, Montgomery County,\nTennessee, 588\nFlood, Mrs. Arta Bradt. Rural schools at\nwork to improve the quality of country life:\nmusic program in Placer County, California,\n595\nFrasier, George Willard. The relation of the\nteacher to America’s changing economic pat¬\ntern, 190\nFrauds and the consumer (Mrs. Muriel N.\nTsvetkoff), 411\nFreeman, Frank N. Intelligence — its nature\nand nurture, 89\nFunction of the museum in the new art educa¬\ntion (Thomas Munro), 400\nGayman, Harvey E. All-inclusive member¬\nship, 34; 873\nGeneral policies in the administration of social\nservices (John J. Allen, Jr.), 114\nGeneral semantics in education, counseling,\nand therapy (Douglas Gordon Campbell), 518\nGeorge, Guy G. Testing and grading, 421\nGilbert, Harry Howard. Science education\nand pupil prejudice, 386\nGivens, Willard E. A united profession, 233;\nannual report of the secretary, 922; recogni¬\ntion of secretaries of state education asso¬\nciations, 61\nGlenn, Miss L. Elston. Presentday tendencies\nin elementary art education, 404\nGood, Carter V. Educational progress during\n1938, 177\nGoodykoontz, Bess. Women in education, 553\nGraham, Ben G. What the teacher expects of\nthe principal in the enrichment program, 459\nGraham, Mrs. Malbone W. Analyzing propa¬\nganda, 428\nGreer, Carlotta C. Home economics, an es¬\nsential in education, 479\nGreetings (Hon. Angelo J. Rossi), 48; (Hon.\nJohn F. Brady), 50; (Reuben T. Shaw), 276\nGriffin, Margaret. Program of counseling for\nyoung adults, 206\nGuidance function of the social studies, The\n(Everett B. Chaffee), 548\nGuidance, national viewpoint on (Harry A.\nJager), 681\nHall, Sidney B. Report of the legislative com¬\nmission, 889; the relation of administration\nto instruction, 248\nHall, W. F. Report of committee on resolu¬\ntions, 910\nHarrington, F. E. The status of tenure in\nConnecticut, 143\nHart, William G. Reporting to the public\nthru motion pictures, 671\nHatch, Roy W. The village revue, 287\nHawkinson, Frances. Musical experiences ap¬\npropriate to a program of integration, 630\nHayes, Mrs. Estelle Pope. What part should\nteachers take in a campaign for retirement\nlegislation, 146\nHays, Will H. The motion picture in educa¬\ntion, 80\nHeadquarters staff, National Education Asso¬\nciation, 731\nHealth, administration of, education (Sher¬\nwood D. Shankland), 225; problems in edu¬\ncation, report of joint committee on health\nproblems in education of the National Educa¬\ntion Association and American Medical As¬\nsociation (Charles C. Wilson), 885; school,\nprogram (William W. Bauer), 112; school,\nwork (Dorothy B. Nyswander), 215\nHealth, physical education, and recreation,\nAmerican association for. See American\nassociation for health, physical education,\nand recreation\nHearing: an educational problem (Peter L.\nSpencer), 381\nHeffernan, Helen. Adapting the curriculum to\nthe needs and experiences of children in\n\nAssociation\n\nrural communities thru organization, 569;\na philosophy for elementary education, 446\nHelms, Walter T. What is the state’s respon¬\nsibility in a retirement system, 148\nHester, Marshall. Developing civic responsi¬\nbility thru lip reading, 507\nHicker, Harry D. The California program of\nspecial education, 635\nHinrichs, Amy H. Address by the new presi¬\ndent of the National Education Association,\n87\nHome economics, an essential in education\n(Carlotta C. Greer), 479; in the basic\ncourse (Ellen J. Milligan), 482; integration\nwith other subjects (Freda G. Winning),\n480; new developments in education (Mary\nBeeman), 678\nHome economics, department\ntorical note, 478\n\nof, 477;\n\nhis¬\n\nHorn, John Louis. Some new steps in the field\nof special education, 636\nHosic, James F. The case for supervision, 649\nHougham, Robert B.\nNational council on\nteacher retirement of the N. E. A., 900\nHow important is the safeguarding of local\ninitiative in the whole program of financing\neducation (Agnes Samuelson), 126\nHow science fulfils the needs of boys and girls\nin the Chicago schools (William H. John¬\nson), 616\nHuman resources and their development (Mary\nB. McAndrew), 252\nHunt, R. L. Economic literacy, 105\nHunter, Frederick M. Enlightened public sup¬\nport for education as a professional responsi¬\nbility, 155\n224\nHygiene,\n\nsocial\n\neducation — panel\n\ndiscussion,\n\nHyson, Raymond S. Adapting the curriculum\nto the needs and experiences of rural chil¬\ndren for behavior problems, 573\nIckes,\nHon. 260\nHarold L. Conservation and de¬\nmocracy,\nIllustrations and hints on making secretarial\npractice equipment where none is available\n(Mrs. Gladys Seale), 416\nIn the front-line trenches in school health work\n(Dorothy B. Nyswander), 215\nIncreasing social understanding of teachers\n(Lillian A. Lamoreaux), 656\nIndividual guidance, report of committee on\n(Herbert R. Stolz), 887\nIndustry’s responsibility for training (Howard\nC. Wells), 682\nIntegrated program of distributive education:\nits social and economic significance, An\n(Walter F. Shaw), 417\nIntelligence — its nature and nurture:\nposium — morning assembly, 89\nIntelligence — its nature and nurture\nN. Freeman), 89\n\na sym¬\n(Frank\n\nInternational relations, report of committee on\n(Annie C. Woodward), 888\nIt is happening here (Hon. Noah Mason), 63\nJager, Harry A. A national viewpoint on\nguidance, 681\nJaggers, Richard E. Supply, preparation, and\ncertification of teachers, 916\nJames, William Alonzo. A tribute to all de¬\nparted members,\n21; report of committee on\nnecrology,\n901\nJensen, George C. Evaluation of secondary\nschools from the point of view of a large\nhigh school, 149\nJohnson, William H. How science fulfils the\nneeds of boys and girls in the Chicago\nschools, 616\nJones, Harold E.\nvelopment, 90\n\nRelationships\n\nin mental\n\nde¬\n\nJones, Lloyd L. The voice of business in\neducation, 420\nJones, Minniemae. Social activity, 98\nJoynes,\nMrs.\nciations,\n36 Edith B. Local affiliated asso¬\n\n"}
{"page": 991, "printed_page": null, "text": "987\n\nIndex\n\nKenealy, Willis M. Trends in the merchan¬\ndising curriculum, 413\nKilpatrick, William H. The school and the\nstate in American democracy, 180\nKindergarten — primary education, department\nof,\n489; 499\nhistorical note, 490; secretary’s\nminutes,\nKing, W. P. Ethics, 885\nKnezevich, Mrs. Laurel. Social justice, 97\nKyker, B. Frank. Social responsibilities of\nbusiness education, 411\nLake, Charles H. Adapting visual materials\nto instruction, 668\nLamoreaux, Lillian A. Increasing social un¬\nderstanding of teachers, 656\nLand is the textbook, The (Anne Raymond),\n597\nLand use program for the senior high school,\nA (Helen M. Strong), 614\nLarson, Emil L. Must states choose between\nschools for youth and pensions for the aged,\n119\nLasker, Bruno. Problems of the Pacific, 543\nLaw observance (John Aseltine), 104\nLaws, Gertrude. Morale in family life, 487;\nparents and special education, 642\nLee, John J. The federal government must\nassume responsibility for aiding the educa¬\ntion of physically handicapped children, 637\nLegislative commission, report of the (Sid¬\nney B. Hall), 889\nLeisure time of girls and boys (Cicely J.\nO’Connor), 461\nLeo, Brother, The tower of the sun, 22\nLeonard, J. Paul. Unifying the secondary\ncurriculum around the problems of youth,\n621\nLibrary service, community (Coit Coolidge),\n\nHO\n\nLichtman, Frieda. Photoplay appreciation in\nNew York City, 672\nLife membership dinner, 167; historical note,\n168; eleventh annual. 169\nLincoln, estimates of (Willard S. Campbell),\n72\nLip reading, department of, 501; historical\nnote, 502; secretary’s minutes, 510\nLiteracy, economic (R. L. Hunt), 105; or¬\nganization of education for (Mildred J.\nWiese), 203\nLloyd, Frank S. Recreation, the municipali¬\nty’s responsibility, 219\nLocal affiliated associations (Mrs. Edith B.\nJoynes), 36\nLost horizons and business education (Rob¬\nert E. Slaughter), 419\nMcAndrew, Mary B. Human resources and\ntheir development, 252\nMcClure, Worth. A community program of\nvocational education in operation, 681\nMclntire, Mrs. Hazel C. Adapting the cur¬\nriculum to the needs and experiences of\nchildren in rural communities in organiza¬\ntion and content — the physically handicapped,\n570\nMcIntosh, E. J. Program and problems of a\nstate association, 40\nMcSwain, E. T. Social interaction and impli¬\ncations for the elementary school, 447\nMcTaggart, Earl L. Estimating the cost of a\nproposed new salary schedule, 134\nMallary, Benjamin E. Vocational education\nand the community agencies, 685\nMasaryk, Jan. The dilemma of democracy,\n307\nMason, Hon. Noah. It is happening here, 63\nMay, Mark A. The use of motion pictures in\nforming attitudes of children, 165\nMeadows, A. R. Transportation — general plan\nas used in Alabama, 584\nMears, Eliot G. Trade relationships, 164\nMembership, all-inclusive (Harvey E. Gayman), 34\nMental development, relationships in (Harold\nE. Jones), 90\n\nMerchant, Mrs. Pauline. What is the teach¬\ner’s\n147 responsibility in a retirement system,\nMilligan, Ellen J.\nbasic course, 482\n\nHome\n\neconomics\n\nin the\n\nMilligan, Jack. Preparation of teachers for\ndistributive education classes, 680\nMinutes, of board of directors meetings, 809;\nof board of trustees meetings, 837; of execu¬\ntive committee meetings, 817; of the nine¬\nteenth representative assembly, 770\nMoe, M. P. Evaluation of secondary schools\nfrom the point of view of an accrediting\nassociation, 152\nMoholy-Nagy,\nL.\neducation, 399\nMonroe, Paul.\ncruise, 691\n\nCreative\nThe\n\ndesign in Bauhaus\n\n1939\n\nworld\n\nfederation\n\nMontgomery, D. E. Educated consumers make\nbetter citizens, 413\nMooney, W. B. A tribute to the late Charles\nO. Williams of Indiana, 20\nMoore, V. D. Rural schools at work to im¬\nprove the quality of country life: developing\ngood taste at Silverhill, Alabama, 598\nMorale in family life (Gertrude Laws), 487\nMoran, James E. Credit unions, 880\nMorgan, Walter E. Reducing the financial in¬\nequalities between urban and rural schools,\n\n122\n\nMorphet, Edgar L. Transportation — general\nplan of operation in the state of Florida, 579\nMoss, Mildred B. Recent research and its\nimplications for elementary education, 498\nMotion picture in education, The (Will H.\nHays), 80\nMotion\n\npictures, address\n\n(Douglas\n\nFairbanks,\n\nJr.), 466; reporting to public thru (Wil¬\nliam G. Hart), 671; (Godfrey Elliott), 671;\nuse of, in forming attitudes of children — dis¬\ncussion group, 165; (Mark A. May), 165\nMuller, Edgar E. Shall school budgets be\ndetermined by independent boards of educa¬\ntion or shall they be submitted to other gov¬\nernmental bodies, 124\nMunro, Thomas. The function of the museum\nin the new art education, 400\nMusic education, department of, 511; his¬\ntorical note, 512\nMusical experiences appropriate to a program\nof integration (Frances Hawkinson), 630\nMust states choose between schools for youth\nand\n119 pensions for the aged (Emil L. Larson),\nMyers, Eugene E. The young\nthe community, 401\n\nart teacher and\n\nNational association, of deans of women, a de¬\npartment of the N. E. A., 513; historical\nnote, 514\nNational association of secondary-school prin¬\ncipals, 525; historical note, 526; planning\ncommittee, 534\nNational congress of parents and teachers, re¬\nport of the joint committee of the N. E. A.\nand N. C. P. T. (Mrs. J. K. Pettengill), 899\nNational council for the social studies, 541;\nhistorical note, 542; secretary’s minutes, 550\nNational council of administrative women in\neducation, a department of the N. E. A.,\n551; historical\nnote, 552; secretary’s min¬\nutes,\n557\nNational council of education, 175; historical\nnote, 176; officers for 1938-39, 721; 1939-40,\n727; report of (L. A. Pechstein), 870; sec¬\nretary’s minutes, 191\nNational council on teacher retirement of the\nN. E. A. (Robert B. Hougham), 900\nNational Education Association, Act of incor¬\nporation, 697; board of directors, members\nof 1938-39, 720; of 1939-40, 725; board of\ntrustees, members of 1938-39, 719; of 193940, 725; bylaws, 701; calendar of meetings,\n717; charter, 697; committees, commissions,\nand councils, 1938-39, 732; delegates to nine¬\nteenth representative assembly, 959; execu-\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\ntive committee, members of 1938-39, 719; of\n1939-40, 725; financial report, 1938-39, 841;\nheadquarters staff, 731; life directors, 193839, 720; 1939-40, 725; minutes of nineteenth\nrepresentative assembly, 770; officers, 193839, 719; 1939-40, 725; platform, 912; stand¬\ning rules, 712; state directors, 1938-39, 720;\n1939-40, 726; treasurer’s report, 860\nNational viewpoint on guidance, A (Harry A.\nJager), 681\nNationwide salary situation, The (Hazel\nDavis), 133\nNecrology, report of committee on (William\nAlonzo James), 901\nNew developments in home economics educa¬\ntion (Mary Beeman), 678\nNonvocational aspects of high-school book¬\nkeeping (Earl Clevenger), 419\nNyswander, Dorothy B.\nIn the front-line\ntrenches in school health work, 215\nOberholtzer, Kenneth E. Science meets the\nneeds of boys and girls, 613\nObjectives of consumer education for the sev¬\neral school levels (Saidee Stark), 483\nO’Connor, Cicely J. Leisure time of girls and\nboys, 461\nOffenhauer, R. E. A tribute to the late (Jo¬\nseph H. Saunders), 19\nOfficers of National Education Association,\n1938-39, 719; 1939-40, Tfi 5\nO’Leary, Mildred J. Vocabulary building for\nsecretarial students, 415\nOne way to build character (Effie Smith), 463\nOperating problems of teacher credit unions\n(Hugh G. Stout), 131\nOrganization, of education for literacy (Mil¬\ndred J. Wiese), 203; of the national com¬\nmittee on science teaching, The (Ira C.\nDavis), 609\nParents and special education (Gertrude Laws),\n642\nParks, Martha. American library association,\n875\nPart-time\n679\n\ncooperative\n\nclasses\n\n(Nina\n\nClover),\n\nPechstein, L. A. National council of educa¬\ntion, 870\nPence, Edith E. Social services in American\nlife, 108\nPepper, Stephen C. Art among the liberal\narts, 403\nPersonality of the special class child, The\n(Winifred Richmond), 638\nPettengill, Mrs. J. K. National congress of\nparents and teachers, 899\nPfister, Etta S. The emotional factor and the\nproblems of children, 639\nPhelps, Shelton. The relation of the teacher\nto America’s changing pattern, 189\nPhilosophy for elementary education, A (Helen\nHeffernan), 446\nPhotoplay appreciation in New York City\n(Frieda Lichtman), 672\nPlace of consumer education, The (Mrs. Clara\nP. Snyder), 207\nPlanning N. E. A. programs for state and local\nmeetings (John W. Thalman), 33t\nPlatform of the National Education Associa¬\ntion, 912\nPoore,\nTraining tomorrow’s art\nteacher,Shirley.\n405\nPorter, Katherine Page. Contribution of es¬\nthetics to prevention of failure, 494\nPotter, James E. Rural schools at work to\nimprove the quality of country life— the\nFallbrook Union High School, 593\nPractices and implications of homemaking edu¬\ncation for boys and men on various school\nlevels (Essie L. Elliott), 486\nPratt, Orville C. Appraisal committee, 878\nPreparation of teachers for distributive educa¬\ntion classes (Jack Milligan), 680\nPresentation, of past president’s award to\nCaroline S. Woodruff (Reuben T. Shaw),\n86; of the yearbook (H. M. Corning), 279\n\nAssociation\n\nPresentday tendencies in elementary art educa¬\ntion (Miss L. Elston Glenn), 404\nPresident’s message (Frederick W. Cozens),\n213\nProblems, in California (Ralph Everett), 141;\nof integration and correlation\nondary-school level (John T.\n\nat the sec¬\nWahlquist),\n\n625; of presentday youth — morning assem¬\nbly, 91; of the Pacific (Bruno Lasker), 543\nProfession, responsibilities of our (Reuben T.\nShaw), 53\nProgram, and problems of a state association\n(E. J. McIntosh), 40; of counseling for\nyoung adults (Margaret Griffin), 206; of job¬\nfinding and student placement (S. 1. Benbow), 686\nPrograms and problems, of a state classroom\nteachers association (Edith Van Winkle),\n37; of local teachers associations (Kathora\nRemy),\nA. Dial),42;\n44 (Lucile Batdorf), 45; (Willis\nProgress,\n\nin\n\nvocational\n\neducation\n\n(J.\n\nC.\n\nWright), 677; thru teacher education (Caro¬\nline S. Woodruff), 169\nPropaganda, analysis of (Mrs. Malbone W.\nGraham), 428\nPublic school action in providing opportunities\nfor adults (Rex Putnam), 118\nPublications, of the association, 936\nPupil transportation in California (A. R.\nClifton), 583\nPurposes and policies of the planning com¬\nmittee (Francis L. Bacon), 534\nPutnam, Rex. Public school action in pro¬\nviding opportunities for adults, 118\nQuillen, I. James. The Stanford social edu¬\ncation investigation, 377\nRaymond, Anne. The land is the textbook, 597\nReading and language and failures (Mrs.\nMarcia V. Bonsall), 491\nRecent research and its implications for ele¬\nmentary education (Mildred B. Moss), 498\nRecognition of secretaries of state education\nassociations (Willard E. Givens), 61\nRecreation, challenge of (G. Ott Romney),\n217; responsibility of the schools for (Agnes\nSamuelson),\nthe municipality’s\nresponsi¬\nbility\n(Frank 228;\nS. Lloyd),\n219\nReducing the financial inequalities between ur¬\nban and rural schools (Walter E. Morgan),\n\n122\n\nReeves, Floyd W.\nReport of Advisory Com¬\nmittee on Education and Impending Legisla¬\ntion, 182; Youth in a changing world, 92\nRelation, of administration to instruction (Sid¬\nney B. Hall), 248; of the teacher to Amer¬\nica’s changing economic pattern (George\nWillard Frasier), 190; of the teacher to\n189\nAmerica’s\nchanging pattern (Shelton Phelps),\nRelationships in mental development (Harold\nE. Jones), 90; with Central and South\nAmerican countries — morning assembly, 160\nRemy, Kathora. Programs and problems of\nlocal teachers associations, 42\nReorganization, of rural districts in West Vir¬\nginia (E. R. Vawter), 565; of rural school\ndistricts for efficiency and economy — process\nand results in Ohio (Carl H. Shanks), 564;\nof the elementary school to meet the needs of\nchildren (Emmett Albert Betts), 454\nReport\nFahy),of 28an N. E. A. department (Mildred\nReporting to the public thru motion\n(William G. Hart), 671; (Godfrey\n\npictures\nElliott),\n\n671\nReports of committees, National Education As¬\nsociation. See respective committee headings.\nFor department committees see respective de¬\npartment headings\nRepresentative assembly, delegates to, 959;\nminutes of meetings of, 770; work of the\n(Reuben T. Shaw), 46\nResolutions, report of committee on (W. F.\nHall), 910\n\n"}
{"page": 993, "printed_page": null, "text": "Index\n\nResponse (Mrs. Myrtle Hooper Dahl), 52\nResponsibilities, of our profession (Reuben T.\nShaw), 53; of the public school for adult\neducation (L. R. Alderman), 117; of the\nsupervisor providing for teacher growth in\nservice (Izetta M. Byers), 568\nResponsibility, of education to the state and\nto democracy (W. H. Burton), 184; of sci¬\nence in social attitudes (H. Harwood Tracy),\n615; of the schools for recreation (Agnes\nSamuelson), 228\nRetirement — discussion group, 145; teacher’s\npart in campaign for, legislation (Mrs.\nEstelle Pope Hayes), 146; teacher’s responsi¬\nbility in a, system (Mrs. Pauline Merchant),\n147; state’s responsibility in a, system (Wal¬\nter T. Helms), 148; what constitutes a good,\nlaw (Daisy Brown), 145\nReynolds, Helen M. We look about us, 499\nRice, George A. Trends in the basic curricu¬\nlum in the secondary schools, 481\nRichmond, Winifred. The personality of the\nspecial class child, 638\nRobinson, William McKinley. Economic status\nof the rural teacher, 882 ; the status of the\nrural teacher, 591\nRockwell, Rena B. Report of the committee\non academic freedom, 431\nRodes, Lester A. Social applications of sci¬\nence, 101\nRole of education in international cultural rela¬\ntions, The (Ben M. Cherrington), 160\nRomney, G. Ott. The challenge of recreation,\n217\nRossi, Hon. Angelo J. Greetings, 48\nRowan, Ben J. Conservation functions in a\nschool system, 615\nRural education, department of, 561; historical\nnote, 562; secretary’s minutes, 602; report of\ncommittee on resolutions, 604\nRural schools at work to improve the quality\nof country life, developing good taste at\nSilverhill, Alabama (V.. D. Moore), 598;\nmusic program in Placer County, California\n(Mrs. Arta Bradt Flood), 595; Fallbrook\nUnion High School (James E. Potter), 593\nRural teacher honored, 431\nRussell, Lord Bertrand. Education for de¬\nmocracy, 527\nRutledge, Richard E. Curriculum values in\nvocational education, 686; vocational guid¬\nance and vocational education for youth in\nthe San Francisco Bay area, 91\nSalaries, and economic status of teachers — dis¬\ncussion group, 133; estimating the cost of\na proposed schedule (Earl L. McTaggart),\n134; report of committee on (Willard S.\nElsbree), 916; the nationwide situation\n(Hazel Davis), 133; the single-salary sched¬\nule (Bernice Baxter), 137\nSamuelson, Agnes. Accent on art, 457; how\nimportant is the safeguarding of local initia¬\ntive in the whole program of financing educa¬\ntion, 126; support of education: a profes¬\nsional responsibility, 158; the responsibility\nof the schools for recreation, 228; what kin¬\ndergarten and primary teachers can do to\nprevent failures in the middle grades — an\nattempt at solution, 495\nSaunders, Joseph H. A tribute to the late\nR. E. Offenhauer of Ohio, 19; financing the\nNational Education Association, 26\nSchool administrators, American association of.\nSee\n\nAmerican\n\nassociation\n\nof school adminis¬\n\ntrators\nSchool, and the state in American democracy,\nThe (George S. Counts), 178; (William H.\nKilpatrick), 180; determination of, budgets\n(Edgar E. Muller), 124; bus transportation\nin Georgia (M. D. Collins), 581; health pro¬\ngram (William W. Bauer), 112; of tomorrow\n(William E. Young), 563; welfare program\nof the (Sam H. Cohn), 113\nSchools, social services and the morning as¬\nsembly, 1 08\n\n989\n\nScience, education and pupil prejudice (Harry\nHoward Gilbert), 386; meets the needs of\nboys and girls (Kenneth E. Oberholtzer),\n613; national committee on teaching, 609;\nsocial applications of (Lester A. Rodes), 101\nScience instruction, department of, 607 ; his¬\ntorical note, 608; secretary’s minutes, 618\nScientific principles underlying instruction in\nhealth, physical education, and recreation\n(Thomas Kirk Cureton, Jr.), 227\nScott, Harry A. Criteria of success, 223\nScriver, Helen. Developing civic responsibility\nthru lip reading, 508\nSeale, Mrs. Gladys. Illustrations and hints on\nmaking secretarial practice equipment where\nnone is available, 416\nSears, Jesse B. Enlightened public support for\neducation as a professional responsibility, 159\nSecondary-school principals, National associa¬\ntion of. See National association of sec¬\nondary-school principals\nSecondary schools, evaluation of, by the meth¬\nods of the cooperative study of secondary\nschool standards — discussion group, 149\nSecondary teachers, department of, 619; his¬\ntorical note, 620; secretary’s minutes, 631\nSecretary, National Education Association, an¬\nnual report of the (Willard E. Givens), 922\nSelection of teaching personnel for adult\nclasses (L. B. Travers), 204\nShall school budgets be determined by inde¬\npendent boards of education or shall they\nbe submitted to other governmental bodies\n(Edgar E. Muller), 124\nShankland, Sherwood D. The administration\nof health education, 225\nShanks, Carl H. Reorganization of rural\nschool districts for efficiency and economy —\nprocess and results in Ohio, 564\nShaw, Albert M. Cooperatives, 879\nShaw, Reuben T. Greetings, 276; presentation\nof past president’s award to Caroline S.\nWoodruff, 86; responsibilities of our profes¬\nsion, 53 ; 46the work of the representative\nassembly,\nShaw, Walter F. An integrated program of\ndistributive education: its social and eco¬\nnomic significance, 417\nShelly* Mary J. Facts and fancies about the\ndance in education, 221\nShrode, Ida May. The departmental placement\nof junior college geography, 628\nSight-saving for every child (Frances Blend),\n642\nSignificance of the study of international rela¬\ntions, The (Carl G. Winter), 627\nSilver, Rabbi Abba Hillel. The crisis of world\naffairs, 449\nSingle-salary\nschedule, The\n137\n\n(Bernice Baxter),\n\nSlaughter, Robert E. Lost horizons and busi¬\nness education, 419\nSmith, Effie. One way to build character, 463\nSmith, H. L. Academic freedom, 872\nSmith, Leila Bunce. Differentiation in mate¬\nrials and technics in consumer education for\nthe several schools, 484\nSmith, Payson. A century of teacher educa¬\ntion, 325\nSmith, S. L. American Teachers Association,\n876\nSnyder, Mrs. Clara P. The place of consumer\neducation, 207\nSnyder, R. H. The tenure problems that Idaho\nfaces, 142\nSocial activity (Minnemae Jones), 98\nSocial applications of science (Lester A.\nRodes), 101\nSocial hygiene education — panel discussion, 224\nSocial interaction and implications for the ele¬\nmentary school <iE. T. McSwain), 447\nSocial justice (Mrs. Laurel Knezevich), 97\nSocial responsibilities of business education (B.\nFrank Kyker), 411\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNational\n\nEducation\n\nSocial services, and the schools — discussion\ngroup, 108; general policies in the adminis¬\ntration of (John J. Allen, Jr.), 114; in\nAmerican life (Edith E. Pence), 108\nSocial studies, guidance function of (Everett\nB. Chaffee), 548; courses to meet pupil needs\n(Mrs. Rose T. Stelter), 548\nSocial studies, National council for the. See\nNational council for the social studies\nSome new directions in adult education (Morse\nA. Cartwright), 200\nSome new steps in the field of special education\n(John Louis Horn), 636\nSome suggestions for correlating and integrat¬\ning home economics with other subjects\n(Freda G. Winning), 480\nSouth American countries, relationships with\nCentral and — morning assembly, 160\nSouthworth, A. E. Evaluation of secondary\nschools from the point of view of a classroom\nteacher, 150\nSparhawk, Elizabeth. The core curriculum, 623\nSpecial class projects in shorthand (Harry W.\nSundwall), 419\nSpecial education, California program of,\n(Harry D. Hicker), 635; federal govern¬\nment and (John J. Lee), 637; for homebound elementary youth, (Meredith W. Darl¬\nington), 640; new steps in (John Louis\nHorn), 636; parents and (Gertrude Laws),\n642; sight-saving (Frances Blend), 642\nSpecial educational service for liomebound,\nphysically handicapped elementary youth, A\n(Meredith W. Darlington), 640\nSpecial education, department of, 633; histori¬\ncal note. 634; secretary’s minutes, 645\nSpencer, Peter L. Hearing: an educational\nproblem, 381\nSphere of educational service, The (Charles A.\nAdams), 109\nStanding rules, 712\nStanford social education investigation, The\n(I. James Quillen), 377\nStanton, B. F. Treasurer’s report for the\nfiscal year ended May 31, 1939, 860\nStark, Saidee. Objectives of consumer educa¬\ntion for the several school levels, 483\nState association, program and problems of a\nstate (E. J. McIntosh), 40\nStatus of tenure in Connecticut (F. E. Har¬\nrington), 143; of the rural teacher (Wm.\nMcKinley Robinson), 591\nStelter, Rose T. Building social studies courses\nto meet pupil needs, 548\nStolz, Herbert R. Individual guidance, 887\nStout, Hugh G. Operating problems of teacher\ncredit unions, 131\nStrang, Ruth M. Trends in the position of\ndean of women and dean of girls, 515\nStrayer, George D. Changing conceptions of\neducational administration, 238; report of\nadvisory committee on education and impend¬\ning legislation, 183\nStrong, Helen M. A land use program for the\nsenior high school, 614\nSundwall, Harry W. Special class projects in\nshorthand, 419\nSuperintendence, department of. See American\nassociation of school administrators\nSupervision, case for (James F. Hosic), 649\nSupervisors and directors of instruction, de¬\npartment of, 647; historical note, 648; secre¬\ntary’s minutes, 663\nSupply, preparation, and certification of teach¬\ners, report of committee on (Richard E. Jaggers), 916\nSupport for education, as a professional respon¬\nsibility (Frederick M. Hunter), 155; (Agnes\nSamuelson), 158; (Jesse B. Sears), 159\nTax education, report of committee on (Martin\nWilson), 918\nTaylor, Frank. Current legal and legislative\ntrends in cooperative work, 130\n\nAssociation\n\nTeacher education, cooperation in the improve¬\nment of (Karl W. Bigelow), 115; progress\nthru (Caroline S. Woodruff), 169\nTeachers colleges, American association of.\nSee\nleges American association of teachers col¬\nTeaching devices and enrichment materials for\nmeeting the needs of adolescents (Averill M.\nChapman), 549\nTeaching of transcription, The (Wallace B.\nBowman), 418\nTeaching the scientific attitude in the junior\ncollege (William H. Conley), 614\nTenure, hearing — discussion group, 138\nTenure, problems in California (Ralph Ever¬\nett), 141; problems that Idaho faces (R. H.\nSnyder), 142; program in New York State\n(Zoraida E. Weeks), 138; report of com¬\nmittee on (Donald DuShane). 920; situation\nin Pennsylvania (Arthur W. Ferguson), 140;\nstatus of, in Connecticut (F. E. Harrington),\n143\nTesting and grading (Guy G. George), 421\nThalman, John W. Planning N.E.A. programs\nfor state and local meetings, 33\nThomas, Hon. Elbert D. Are we going to lose\nour heritage of civil liberties, 67\nThurston, Paul. Tolerance as a factor in civic\neducation, 100\nTighe, B. C. B. Critical judgment, 99\nTolerance as a factor in civic education (Paul\nThurston), 100\nTower of the sun, The (Brother Leo), 22\nTracy, H. Harwood. Responsibility of science\nin social attitudes, 615\nTrade relationships (Eliot G. Mears), 164\nTraining\ntomorrow’s art teacher (Shirley\nPoore), 405\nTransportation — general plan as used in Ala¬\nbama (A. R. Meadows), 584; general plan as\nused in Wisconsin (John Callahan), 586;\ngeneral plan of operation in the state of\nFlorida (Edgar L. Morphet). 579; pupil, in\nCalifornia (A. R. Clifton), 583; -school bus,\nin Georgia (M. D. Collins), 581\nTravers, L. B. Selection of teaching personnel\nfor adult classes, 204\nTravis, Dorothy. Business education on the\njunior level, 421\nTreasurer, report of (B. F. Stanton), 860\nTrends, in the basic curriculum in the second¬\nary schools (George A. Rice). 481; in the\nmerchandising curriculum (Willis ML Kenealy), 413; in the position of dean of women\nand dean of girls (Ruth M. Strang). 515\nTribute, to all departed members (William\nAlonzo James), 21; to the late Charles O.\nWilliams of Indiana (W. B. Mooney), 20;\nto the late R. E. Offenhauer of Ohio (Joseph\nH. Saunders), 19\n\nTrustees, board of, financial report, 841; min¬\nutes of meetings of, 837; members of 193839, 719; of 1939-40. 725\nTryon, Caroline McCann. Comparisons be¬\nand self-esjimates\ntween classmates’ estimates\nof personality during adolescence, 387\nFrauds and the\nTsvetkoff,\n411 Muriel N.\nconsumer, Mrs.\nUnifying the secondary curriculum around the\nproblems of youth (J. Paul Leonard), 621\nUnited profession, A (Willard E. Givens). 233\nUse of community resources in the_ Essex\nschool, The (Herbert Wennerberg), 590\nUse of motion pictures in forming_ attitudes of\nchildren — morning assembly, 165; (Mark A.\nMay),\nUse\nof 165\nN.E.A.\nexhibits (Mrs. Mary D.\nBarnes),\n41\nUse of the community as a source of instruc¬\ntional material in the New Providence school,\nMontgomery County, Tennessee, The (D.\nHarley Fite), 588\nUseBrimskill),\nof the elementary-school\nauditorium (Alicia\n462\n\n"}
{"page": 995, "printed_page": null, "text": "Index\n\nUsing new educational tools (Edgar Dale), 659\nVan Winkle, Edith. Programs and problems\nof a state classroom teachers association, 37\nVawter, E. R. Reorganization of rural dis¬\ntricts in West Virginia, 565\nVillage revue, The (Roy W. Hatch), 28 7\nVisual aids, adapting, to instruction (Charles\nH. Lake), 668; in a city system (Paul G.\nEdwards), 667\nVisual instruction, department of, 665; his¬\ntorical note, 666; secretary’s minutes, 674\nVocabulary building for secretarial students\n(Mildred J. O’Leary), 415\nVocational education, a community program in\noperation (Worth McClure), 681; and the\ncommunity agencies (Benjamin E. Mallary),\n685; California plan for (John C. Beswick),\n683 ; curriculum values in (Richard E. Rut¬\nledge), 686; industry’s responsibility for\n(Howard C. Wells), 682; progress in (J. C.\nWright), 677\nVocational education, department of, 675; his¬\ntorical note, 676\nVocational guidance and vocational education\nfor youth in the San Francisco Bay area\n(R. E. Rutledge), 91\nVoice of business in education, The (Lloyd L.\nJones), 420\nWahlquist, John T. Problems of integration\nand correlation at the secondary-school level,\n625\nWarren, Worcester. Character building to\nprevent failures, 491\nWeeks, Zoraida E. The tenure program in\nNew York State, 138\nWeersing, Frederick J. What shall be the re¬\nlation of the school to the state in American\ndemocracy, 187\nWelfare program of the schools (Sam H.\nCohn), 113\nWells, Howard C. Industry’s responsibility\nfor training, 682\nWe look about us (Helen M. Reynolds), 499\nWennerberg, Herbert. The use of community\nresources in the Essex school, 590\nWhat constitutes a good teacher retirement law\n(Daisy Brown), 145\nWhat federal aid means for public education\n(Howard A. Dawson), 127\nWhat is the state’s responsibility in a retire¬\nment system (Walter T. Helms), 148\nWhat is the teacher’s responsibility in a re¬\ntirement system (Mrs. Pauline Merchant),\n147\nWhat kindergarten and primary teachers can\ndo to prevent failures in the middle grades —\nan attempt at solution (Agnes Samuelson),\n495\nWhat part should teachers take in a campaign\nfor retirement legislation (Mrs. Estelle Pope\nHayes), 146\n\n991\n\nWhat shall be the relation of the school to the\nstate in American democracy (Frederick J.\nWeersing), 187\nWhat the teacher expects of the principal in the\nenrichment program (Ben G. Graham), 459\nWhat’s\nahead in\nBlackstone),\n420 business education (Earl G.\nWhv\n199 adult education\n\n(Lewis\n\nR. Alderman),\n\nWiese, Mildred J. Organization of education\nfor literacy, 203\nWilliams, Aubrey W.\nCareer training for\nAmerican youth, 95\nWilliams, Charles O. A tribute to the late\n(W. B. Mooney), 20\nWilliams, Jesse Feiring. Youth in a democratic\nstate, 214\nWill the pieces make a pattern in consumer\neducation (John M. Cassels), 412\nWilson, Charles C. Health problems in educa¬\ntion, 885\nWilson, Martin. Tax education, 918\nWinning, Freda G. Some suggestions for cor¬\nrelating and integrating home economics with\nother subjects, 480\nWinter, Carl G. The significance of the study\nof international relations, 627\nWofford, Kate V. Community resources in\nrural schools, 576\nWoman’s\na changing world (Mrs.\nAlice E. place\nField),in 555\nWomen in education (Bess Goodykoontz), 553\nWoodruff, Caroline S. Progress thru teacher\neducation, 169; world citizenship, 103\nWoodward, Annie C. International relations,\n888\nWork, of an N.E.A. committee (Donald DuShane), 30; of the representative assembly\n(Reuben T. Shaw), 46\nWork projects administration, education pro¬\ngram — discussion group, 117\nWorld citizenship (Caroline S. Woodruff), 103\nWorld federation cruise, The 1939 (Paul Mon¬\nroe), 691\nWorld federation of education associations,\n689; historical note, 690\nWright,\nJ. C. Progress in vocational educa¬\ntion, 677\nYockey, F. Milton. Developing civic responsi¬\nbility thru lip reading, 508\nYoung art teacher and the community, The\n(Eugene E. Myers), 401\nYoung, William E. The school of tomorrow,\n563\nYouth, career training for American (Aubrey\nW. Williams), 95; in a changing world\n(Floyd W. Reeves), 92; in a democratic state\n(Jesse Feiring Williams), 214; looks at its\nfuture (Edmund E. Day), 269\nZyve,\nClaire T.\nfor schools,\n452 Democratic\n\nliving — a program\n\n"}
{"page": 996, "printed_page": null, "text": "'\n\n« t\n\n.\n\n3\n\nI\n\n"}
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{"page": 998, "printed_page": null, "text": "I\n\n"}
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